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The Parasitic Reading Room | dpr-barcelona
"“[Books] can show you a different world. It can take you somewhere you’ve never been. Once you’ve visited other worlds, like those who ate fairy fruit, you can never be entirely content with the world that you grew up in. Discontent is a good thing: discontented people can modify and improve their worlds, leave them better, leave them different.”

—Neil Gaiman
‘Why our future depends on libraries, reading and daydreaming.’ The Guardian, 2013

Aristide Antonas and Thanos Zartaloudis define ‘The Parasitic Council’ as that place “where a public space can be the plateau for the occupancy of a commonhold in order that it performs multiple parasitic functions of common use without claims to property.” Following this protocol of action and occupancy of the city, and connecting them with the 4th Istanbul Design Biennial ‘A School of Schools,’ dpr-barcelona and the open raumlabor university joined forces to set up a Parasitic Reading Room for the opening days of the IDB, in September 2018, a nomad, spontaneous and parasitic set of reading spaces that took place along the biennale venues and other spots in the city, with the intention to ‘parasite’ the event participants, visitors, ideas, contents and places, and to provoke a contagion of knowledge. The Parasitic Reading Room is a spontaneous school, made by reading aloud a selection of texts that are related with the biennale’s scope.

On his book Deschooling Society, Ivan Illich states that most learning happens casually, and training of young people never happens in the school but elsewhere, in moments and places beyond the control of the school. When claiming for the revolutionary potential of deschooling, Illich makes a call to liberating oneself from school and to reckon that “each of us is personally responsible for his or her own deschooling, and only we have the power to do it.” This is why the wide domain of academia needs to be challenged in radical and unexpected ways and we need to envision other spaces of encounter and knowledge exchange out of its walls. Similarly, Michael Paraskos rightly pointed on his essay The Table Top Schools of Art, that “we might well say that if four individuals gather together under a tree that is a school. Similarly four individuals around a kitchen table. Or four individuals in the café or bar. By redefining the school in this way we also redefine what it means to be a student in a school or a teacher.”

Perhaps the essential question at this point is what kind of readings should form this alternative bibliography on different pedagogical models, about other sources of knowledge, that come not only [but also] from the pages of our favourite books? This question can have multiple answers which all of them are to be intertwined, multi-connected, overlapped. Poems, films, instagram photos—and its captions—, songs, e-mail exchanges, objects, conversations with friends over a glass of wine or a coffee, dreams; we learn from all of them albeit [or often because] the hectic diversity of formats, and sometimes its lack of seriousness.

By reading aloud we share a space of intimacy, a time and place of learning not only from the contents, but from the nuances, the accents, the cadence of the reading. Abigail Williams called this ‘the social life of books,’ “How books are read is as important as what’s in them,” she pointed—we call it ‘the book as a space of encounters.’ This means spaces where different books coexist and enrich each other; books as the necessary space where the author can have a dialogue with the reader, where different readers can read between the lines and find a place of exchange, where to debate, and discuss ideas. Books and encounters as an open school.

If everywhere is a learning environment, as we deeply believe, and the Istanbul Design Biennial intended to prove by transforming the city of Istanbul into a school of schools, we vindicate the importance of books—be them fiction, poetry or critical theory—as learning environments; those spaces where empathy and otherness are stronger than ideologies, where we can find space to ‘parasite’ each other’s knowledge and experience and create an open school by the simple but strong gesture of reading aloud together.

Because, what is a school if not a promise?"

[See also:

"For the 4th Istanbul Design Biennial ‘A School of Schools,’ dpr-barcelona and the open raumlabor university will set up for the opening days of the IDB a Parasitic Reading Room, a nomad, spontaneous and parasitic set of reading spaces that will take place along the biennale venues and other spots in the city, with the intention of 'parasite' the event participants, visitors, ideas, contents and places, and to provoke a contagion of knowledge. 'The Parasitic Reading Room' is a spontaneous school, made by reading aloud a selection of texts that are related with the biennale's scope. As initial readings—that can be paratised afterwards—we have collected some remarkable texts about education, radical thinking, literature, and many other sources of knowledge, and published them at The Parasitic Reader 01 and The Parasitic reader 02. Feel free to parasite them as well and share them."
https://issuu.com/ethel.baraona/docs/parasitic_reader_01
https://issuu.com/ethel.baraona/docs/parasitic_reader_02

"Based on previous conversations around the topic in the frame of “Body of Us”, the Swiss contribution to the London Design Biennale 2018, the project’s curator Rebekka Kiesewetter has invited friends to continue the discussion around political friendship: dpr-barcelona, initiators of the “Parasitic reading room” [along with the Open raumlabor University] at the 4th Istanbul Design Biennial 2018; architect Ross Exo Adams, one of the contributors to Body of Us publication, and continent., the experimental publishing collective, initiators of “Reading Friendships Paris“ at Centre Culturel Suisse 2016. At this same venue, three years later, the stage opens for an edition of the “Parasitic Reading Room” and a reprise of “Reading Friendships”, an evening of readings, thinkings, creating and discussion. A collective reading in Paris on March 20th, 2019."
https://issuu.com/ethel.baraona/docs/friend_ships_reader ]
ethelbaraonapohl  césarreyesnájera  2019  reading  howweread  learning  informallearning  informal  sharing  books  bookfuturism  aristideantonas  thanoszartaloudis  deschooling  unschooling  ivanillich  education  lcproject  openstudioproject  michaelparaskos  libraries  multimedia  multiliteracies  intimacy  encounters  experience  howwelearn  schools  schooling  film  instagram  raumlabor  dpr-barcelona 
yesterday by robertogreco
Malcolm Harris: College Admissions Scandal and Capitalism
"The idea that a high-achieving student is doing $100,000 worth of labor a year won’t be surprising to anyone who knows one. Without huge amounts of time and effort beginning at a young age, it’s incredibly hard to pull together the kind of résumé that’s needed in order to stand out to elite and competitive schools. These teens end up putting in so much labor that they are developing their specialized skills to professional levels before they finish high school. In some ways, the unmediated job market has lower standards than the most exclusive colleges do. The best child musicians and scientists and athletes are working very hard, and what they’re doing has value, too. We know it does, because their efforts are worth counterfeiting.

Student labor has a curious character. It’s unpaid, but the idea is that it will be compensated indirectly later. There are tests that are meant to validate kids along the way, including college admissions and ultimately the job market. A higher grade (in the broader but also in the specific, academic sense) is supposed to lead to a higher wage down the line, something everyone understands implicitly. The value from all that childhood work has to go somewhere; we can think of that place as a sort of internal battery that stores human capital, the skills and abilities that we put to work when we go to work. Counterfeit human capital is what William H. Macy and Mossimo Giannulli were allegedly buying for their kids: the appearance of skills and abilities that didn’t actually exist.

Human capital is an odd commodity because it’s inalienable. You can’t sell your ability to do 100 push-ups or your starting position on the soccer team or your Yale diploma. That means that workers can’t really be said to own their human capital, since it’s not transferable. It’s an abstract substance that can be weighed and compared, but also a relationship between workers and owners — that’s why companies can use it in place of “human resources.” Human capital belongs to workers, but only to be managed and exploited by employers. To monetize their abilities, workers need someone to hire or invest in them. (The number of workers who are able to save up their wages in order to start their own businesses is much smaller than we’re led to believe, and shrinking.) There is no fixed correlation between the accumulation of human capital and pay. You get paid to work, not to be smart.

Because no one is on the hook for compensating any particular young person for their hard work, there’s no reason to set a limit on how much of it they should do. The random distribution of talents and passions and the very predictable distribution of resources have left students with any number of ways to differentiate themselves from each other in the eyes of graders. An arms race arises as students are encouraged to try their hardest, to reach their full potentials, to use every advantage they have. We can see the scale of it in the forged applications: The aforementioned Yale admit claimed to be a nationally ranked soccer player in China, a nation of 1.4 billion people. The admissions committee had no reason not to believe it; I’m sure they see genuine applications like that all the time. There’s always someone who can try a little harder and stay up a bit later or whose parents can pay more. The level of competition gets higher and higher, and theoretically that’s great — as long as everyone eventually finds a job that will repay the investments they’ve made in their own capacities. You can see the problem.

The best thing you can do for your own future employment prospects is to invest in your human capital: learn to code or speak Mandarin or captain your sports team or whatever else the Aspen crowd wants from us this week. Training according to guesses about the notoriously unreliable future demands of rich people is not particularly fun, and it’s obvious why their own kids can’t be bothered. But most of us have to try, and there arises a supply-and-demand problem: If everyone teaches themselves to code and the supply of human capital goes up, it’s suddenly very easy for employers to find coders, and the demand (read: pay) goes down. What’s advantageous for the individual is self-defeating for the class.

The result is workers who have not only taken on an average of tens of thousands of dollars in educational debt, but have also put in what we can now understand as hundreds of thousands, even millions of dollars’ worth of unpaid labor. Taking no responsibility for this situation, employers have used the flood of overqualified workers to lower job quality, sometimes so far as to stumble onto the wrong side of America’s meager labor laws. That leaves young people who had planned on higher-quality jobs (as they were told to) underwater on their own human capital. Having invested more in effort and money than their work can command on the market, they’re not in possession of distressed assets; they are the distressed assets. And they’re stuck with themselves.

I can’t speak to why people who will never have to work in their lives care about getting fancy degrees, but I know why everyone else does. As the distance between the rich and the rest increases, the stakes of childhood go up too. Failure at one of the crucial steps (like college admissions) means taking a loss on your investment in yourself, which is extremely depressing. Everyone is compelled to work harder to try to avoid that fate, except the business owners and landlords, who just have to pay higher bribes — which they can afford to do because all those people who are working harder are, in one way or another, working for them. Depending on whether or not you own the means of production, it’s all a virtuous or vicious cycle. For most of us, it’s the latter."
malcolmharris  2019  labor  education  schools  schooling  colleges  universities  admissions  collegeadmissions  children  work  capitalism  exploitation  competition  highereducation  highered  debt  unpaidlabor  humancapital 
2 days ago by robertogreco
White progressive parents and the conundrum of privilege - Los Angeles Times
"Greg and Sarah live in a predominantly white neighborhood and send their children to a predominantly white private school. “I don’t want to believe we are hypocrites,” Greg tells me. “But if we say diversity is important to us, but then we didn’t stick around in the place that was diverse, maybe we are?” He looks at Sarah. “I dunno,” he continues, “I guess we made decisions based on other things that were more important. But what does that say about us then?”

For two years I conducted research with 30 affluent white parents and their kids in a Midwestern metropolitan area. Over and over I heard comments like Greg’s reflecting a deep ambivalence: As progressive parents, is their primary responsibility to advance societal values ­— fairness, equal opportunity and social justice — or to give their children all the advantages in life that their resources can provide?

More often than not, values lost out.

Parents I interviewed felt conflicted about using their social status to advocate for their kids to have the “best” math teacher, because they knew other kids would be stuck with the “bad” math teacher. They registered the unfairness in leveraging their exclusive social networks to get their teenagers coveted summer internships when they knew disadvantaged kids were the ones who truly needed such opportunities. They felt guilty when they protectively removed their children from explicitly racist and contentious situations because they understood that kids of color cannot escape racism whenever they please. Still, those were the choices they made.

Parents felt caught in a conundrum of privilege — that there was an unavoidable conflict between being a good parent and being a good citizen. These two principles don’t have to be in tension, of course. Many parents, in fact, expressed a desire to have their ideals and parenting choices align. In spite of that sentiment, when it came to their own children, the common refrain I heard was, “I care about social justice, but — I don’t want my kid to be a guinea pig.”

In other words, things have been working out pretty well for affluent white kids, so why rock the boat? And so parents continue to make decisions — about where to buy a house, which school seems best, or whether robotics club or piano lessons is a better after-school activity — that extend the advantages of wealth. Those choices, however, have other consequences: They shape what children think about race, racism, inequality and privilege far more than anything parents say (or do not say).

Children reach their own conclusions about how society works, or should work, based on their observations of their social environment and interactions with others — a process that African American studies scholar Erin Winkler calls “comprehensive racial learning.” So how their parents set up kids’ lives matters deeply.

Some children in my study, for instance, came to the conclusion that “racism is over” and that “talking about race makes you racist” — the kind of sentiments that sociologists identify as key features of colorblind racism. These were kids who were growing up in an almost exclusively white, suburban social environment outside the city.

The kids who lived in the city but attended predominantly white private schools told me that they were smarter and better than their public schools peers. They also thought they were more likely to be leaders in the future. One boy said proudly, “My school is not for everyone” — a statement that reflected how thoroughly he’d absorbed his position in the world in relation to others.

And yet, other white kids living in the city concluded that racism “is a way bigger problem than people realize. … White people don’t realize it… because they are scared to talk about it.” These young people spoke passionately about topics like the racial wealth gap and discrimination. They observed how authority figures such as teachers and police officers treated kids of color differently. They more easily formed interracial friendships and on occasion worked with their peers to challenge racism in their community. These were children who were put in racially integrated schools and extracurricular activities purposefully by their parents.

Still, even some of those parents’ actions reproduced the very forms of inequality they told me they intellectually rejected. They used connections to get their children into selective summer enrichment programs or threatened to leave the public school system if their children were not placed in honors or AP courses that they knew contributed to patterns of segregation. So even as parents promoted to their kids the importance of valuing equality, they modeled how to use privilege to get what you want. White kids absorbed this too; they expected to be able to move easily through the world and developed strategies for making it so.

If affluent, white parents hope to raise children who reject racial inequality, simply explaining that fairness and social justice are important values won’t do the trick. Instead, parents need to confront how their own decisions and behaviors reproduce patterns of privilege. They must actually advocate for the well-being, education and happiness of all children, not just their own.

Being a good parent should not come at the expense of being — or raising — a good citizen. If progressive white parents are truly committed to the values they profess, they ought to consider how helping one’s own child get ahead in society may not be as big a gift as helping create a more just society for them to live in in the future."
education  parenting  politics  progressive  2018  margarethagerman  schools  schooling  socialjustice  race  racism  privilege  cv  affluence  inequality  privateschools  segregation  civics  society 
9 days ago by robertogreco
Ours First | Alliance for Self-Directed Education
"Have non-White families even considered this fascinating new way of educating?"



"Ours First: One

When unschooling is discussed, the practitioners presented or referenced tend to be families that are white and middle class or rich. The inevitable questions come up: Can poor or working class families afford to pull their children out of conventional schools? How can single-parent-families do this? Have non-White families even considered this fascinating new way of educating?

Then the inevitable responses: “Maybe poor families can do it, but with lots and lots of work.” Or, “Single parents will have to be quite creative in order to make this work.” Or, “Families of color don’t necessarily do this as often as White parents, but there’s a growing number that are. So that’s great!” The problem with these questions and subsequent responses is that they position Whiteness and wealth as the default standard-bearers of unschooling and other Self-Directed Education practices.

Of course, centering Whiteness and wealth is common practice in the settler-colonial, imperialist context that is the United States, which requires enslavement and genocide in order to maintain itself. However, in the name of resisting this practice, it is important for those of us interested in Self-Directed Education to take issue with the assumption that it falls under the purview of White wealth, as that assumption more accurately reflects the normalized and dominant identities of a Western-dominated global system, rather than the groups that historically practiced Self-Directed Education, whether voluntarily or involuntarily. Indeed, a consideration of historic education Indigenous practices in the lands presently called the United States – and the practices of various groups who have been legally or circumstantially excluded from schooling – should remind us that the very groups not often seen as ‘typical’ unschoolers actually have extensive histories of Self-Directed Educative practice.

When discussing Self-Directed Education here, I speak as one existing at the intersections of multiple marginalized identities, as a member of groups whose survival within this settler colony hinges upon an understanding of the individual as an inextricable part of and dependent upon both human and non-human community. Based on this positionality, then, my understanding of unschooling and other unforced education practices is not merely ‘allowing’ children to ‘do what they want’ all day. Rather terms like unschooling, natural learning, and Self-Directed Education are, to me, shorthand for the fostering of a human existence that values each individual’s exploration of how to be – while also recognizing that this being occurs within a wider human- and non-human context, a context that is affected by and can affect the individual, and upon which the individual is dependent.

Under this definition, living without school is not only about the learner. It is about all who surround the learner – both human and non-human, alive and inanimate. Such living not only requires community, but it requires the health of that community. Not only a learner’s search for purpose, but a search for that purpose in a world of other purposes just as valuable as one’s own. It requires an awed humility – a recognition of one’s greatness and smallness, and the commitment to live fully within both. It requires a trust in instinct – an acknowledgement that our heart and gut have always been right, though the dominant culture tells us we are wrong.

Marginalized groups have been learning the world for a long time, and without school. Before and throughout this colonialist era, it is the way we learned to manage our food systems and organize communities. It is the way we learned to predict weather and navigate seas. It is the way we learned transportation routes and our stories. It is the way we learned ourselves and others. It is the way we learned who the oppressors really were, despite what they told us about themselves in their schools.

It is the way we learned to survive under Western colonialism and imperialism. And it is the way we will thrive beyond it.

Ours First: Two

I am not seeking someone else’s words on this one. I do not need another perspective. I do not need advice or input from someone I do not know, whose intentions will always be hidden from me. I do not need confirmation or affirmation when I say:

this was ours first.

A simple truth that has been made obscure, beaten down into the dirt and dust and grime so much that we believe we are dirty and dusty and grimy, too. So that we think the things that come from us are not worthy. So that we cannot even conceptualize what comes from us anymore, as it is so quickly spirited away, co-opted even as it is maligned, made into vulgar mutations that we, in our lack of imagination, prefer. We no longer recognize the things that come from us.

Even though they were ours first.

Sometimes we have an inkling, though. It sneaks up on us when we are not expecting it. A sad look in a child’s eye, for example. Or the sight of that child walking into a building simultaneously so close and so far away. Perhaps it comes as a hard awareness, slamming us with a rush of schedules, exhaustion, and conflict.

We have long known that we are fitting into a way of being that is not our own. Rather than wondering whether there is an alternative, however, we know that there is a better way. Maybe some of us always knew, but struggled to admit it to ourselves because of family schooling traditions or our own relationships with schooling. Maybe we’ve recently begun listening to the voice speaking inside us. Maybe the better way makes logical or logistical sense. Whatever reason brought you here, know that:

this was ours first.

That means that you can look to yourself and your people for solutions, for ideas, and for expertise. You can trust yourselves for the answers. You have those answers within you – and have had them for a long, long time. You can look beyond what is and toward a different way of being, a way of knowledge beyond oppression, of learning and living without compulsion. Your people have been doing this work of self-trust, knowledge creation, and liberatory imagination throughout their history... and it’s why your life is possible. Such non-compulsive living and learning, then, is not a new thing – it is, in fact, part of your ancestral tradition. Your very existence is evidence of that.

Were your people able to live lives where they were completely free to trust themselves and their knowledge-making practices all the time? Probably not. This lack of complete freedom is what it means to live as a marginalized person in a colonialist context. I assert, however, that any work leading to the health and endurance of a marginalized community requires knowledge-creation and -perpetuation that runs counter to the dominant model. Despite disruptions to marginalized groups’ liberatory, non-coercive educative practices, then, these groups’ continued existence within a White, settler-colonial context requiring their subjugation or elimination is evidence of this counter-education.

It is reductive, of course, to assume that marginalized groups, when given the chance, would not enact (or have not enacted) their own types of knowledge coercion and manipulation. This undoubtedly occurs, as forcing people to do things they do not want to do is not solely a Western concept. However, in a wider social and historical context that assumes Western dominance in all areas, and in which we currently find ourselves, the pressing issue is not that a marginalized group acts in ways similar to the dominant group – such a similarity may actually be expected. Rather, the issue is that Western knowledge-creation dictates that even divergence from the dominant model and institutions be White in order to be legitimate, palatable, or non-threatening – indeed, sometimes divergence must be White in order to be recognized as existing.

Such dictates lie, of course. Your people have been doing this – existing and resisting, learning the world and their freedom – for years and years. They’ve been doing it for themselves and with each other, and without school as we know it. Despite how the narrative is compiled around you, then, and despite whoever tries to sell you whatever is already inside of you, remember:

Ours. First."
unschooling  race  racism  kellylimes-taylorhenderson  erasure  colonialism  deschooling  self-directed  self-directedlearning  alternative  marginalization  imperialism  decolonization  schooling  history  whiteness  wealth  class 
10 days ago by robertogreco
A Middle-School Cheating Scandal | The New Yorker
"In an era of high-stakes testing, a struggling school made a shocking choice."



"The first teacher he approached was Lewis, who was resistant. Lewis told him, “Fuck the test. Our students are doing hot. We know they are learning.” But after several months, Lewis said, Waller “chewed away at me.” Waller reminded him that Parks was a “sanctuary,” a “safe haven” for the community. If the school didn’t meet its targets, Waller explained, the students would be separated and sent to different schools, outside Pittsburgh. Lewis said he felt that “it was my sole obligation to never let that happen.”"



"In 2007, Parks had to score even higher to surpass its falsely achieved scores from the previous year. According to statements later made by teachers and administrators (obtained through Georgia’s open-records act), the cheating process began to take the form of a routine. During testing week, after students had completed the day’s section, Waller distracted the testing coördinator, Alfred Kiel, by taking him out for leisurely lunches in downtown Atlanta. On their way, Waller called the reading coördinator to let her know that it was safe to enter Kiel’s office. She then paged up to six teachers and told them to report to the room. While their students were at recess, the teachers erased wrong answers and filled in the right ones. Lewis took photographs of the office with his cell phone so that he could make sure he left every object, even the pencils on Kiel’s desk, exactly as he’d found them.

Lewis dreaded the process. It felt to him like “a bad date where you’ve had too much to drink.” He woke up the morning after erasing answers and thought, I shouldn’t have gone that far. He worried that, because of the cheating, students wouldn’t develop “the feeling you get when you take a test and know whether you did all right or whether you knocked that shit out of the park,” he said. He also felt guilty that other teachers were deprived of feedback. Lewis never told his wife that other teachers were correcting her students’ answers. One year, she got the highest scores in the building. Lewis said, “I wasn’t going to burst her bubble. I was, like, ‘Good job. Keep going strong.’ ”"



"Of a hundred and seventy-eight educators named in the cheating investigation, Lewis was the first to be fired. “I felt like someone had hit me with the butt end of an axe,” he said. He shaved off his dreadlocks, which, in Rastafarian tradition—a culture with which he sporadically associated—signalled the loss of a child. What troubled him most, he said, was that “I was fired for doing something that I didn’t even believe in.”

He applied for jobs at charter and alternative schools, community centers, and jails, but he didn’t get any of them. “Education let me go,” he finally concluded. He broadened his search, applying for positions that required manual labor. In interviews, he promised employers that he had the “persistence and tough skin of a middle-school teacher to bring to the workforce.” He applied for a job installing cable, and, after getting a nearly perfect score on the applicant test, he daydreamed about how he would use his teaching skills to help employees streamline the process. But a few days later the company told him that he didn’t have enough experience.

His house was foreclosed on and his car was repossessed. Old friends came to him with alternative methods of earning money. “They had some of the most illegal propositions,” he said. “They were, like, ‘Man, remember when we used to take that trip to St. Louis? Don’t you want to take over that run?’ ” He supported his wife, their newborn son, and his daughter from his previous marriage by working as an auto mechanic.

At first, he was glad to see the district attorney bring charges against Christopher Waller, Beverly Hall, and thirty-three administrators and teachers, but he became troubled by the portrayal of their crimes as mercenary. On April 2, 2013, on the evening news, he watched his colleagues, nearly all of them black, report to the Fulton County Jail in an event that was described in the media as a “perp walk.” They were charged under the Racketeer Influenced and Corrupt Organizations statute—used to apprehend criminal organizations like the Mafia—and accused of conspiring in order to receive the bonuses tied to high test scores. Hall, who earned more than five hundred thousand dollars in bonuses, faces up to forty-five years in prison.

More than half of the defendants, including Christopher Waller, pleaded guilty to lesser charges. Now the senior pastor at a church three miles from Parks, Waller agreed to serve five years of probation, pay forty thousand dollars in restitution, and testify as a witness for the prosecution. He told me that he was offended by the idea that he would cheat in order to get what amounted to five thousand dollars in bonuses. He and other teachers at Parks spent their own money to buy groceries, H.I.V. medications, furniture, and clothes for students and their mothers, and this continued even after he was fired. “It wasn’t because of the money—I can promise you that,” he said.

In lengthy plea statements, Waller and the other defendants provided a miniature history of the past twelve years in education policy, describing how No Child Left Behind, in conjunction with the district’s targets, created an atmosphere in which cheating came to seem like a reasonable option. One principal described a “toxic culture throughout APS where all that mattered was test scores, even if ill-gotten.” Another said that the district’s “primary focus . . . became meeting targets instead of focusing on the needs of the students.”

In statements sent to me through their respective lawyers, Hall and Michael Pitts both denied wrongdoing and said they were confident that a jury would find them innocent of the charges. Hall wrote, “I did not order, request, or condone cheating to meet targets nor did I have knowledge of cheating.” She explained that in setting targets she had “relied on APS educators to behave with integrity.” She also said that, compared with the objectives set by No Child Left Behind, Atlanta’s targets were “decidedly more incremental in nature,” and the sanctions less “draconian.” (Many of her employees disagree; the district was unusual in that it required a certain percentage of students to exceed targets each year.)

Since the investigation, the stakes for testing in Georgia have escalated. Although the state is replacing the Criterion-Referenced Competency Test with a more comprehensive method of evaluation, this fall Georgia is implementing a new teacher-evaluation program that bases fifty per cent of a teacher’s assessment on test scores. The program, along with a merit-pay system, is required as a condition for receiving a four-hundred-million-dollar grant from President Obama’s Race to the Top program. Tim Callahan, the spokesman for the Professional Association of Georgia Educators, which represents eighty-four thousand teachers, told me, “The state is going down the same path as Atlanta, and we are not exactly enthused.” He said that many teachers have become so demoralized that they’re retiring early or transferring to private schools. He told me, “Our teachers’ best qualities—their sense of humor, their love for the subject, their excitement, their interest in students as individuals—are not being honored or valued, because those qualities aren’t measurable.”"

[though I'd bookmarked this when it came out, but doesn't seem to be in my collection]
2014  testing  standardizedtesting  cheating  atlanta  education  schools  schooling  incentives  rachelavivrttt  nclb  high-stakestesting  us  scandal  howweteach  teaching  learning 
10 days ago by robertogreco
Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube
"Proponents of standardized testing and privatization in education have sought to prove their effectiveness in improving education with an abundance of evidence. These efforts, however, can have dangerous side effects, causing long-lasting damage to children, teachers, and schools. Yong Zhao, Foundation Distinguished Professor in the School of Education at the University of Kansas, will argue that education interventions are like medical products: They can have serious, sometimes detrimental, side effects while also providing cures. Using standardized testing and privatization as examples, Zhao, author of the internationally bestselling Who’s Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World, will talk about his new book on why and how pursuing a narrow set of short-term outcomes causes irreparable harm in education."
yongzhao  2018  schools  schooling  pisa  education  testing  standardizedtesting  standardization  china  us  history  testscores  children  teaching  howweteach  howwelearn  sideeffects  privatization  tims  math  reading  confidence  assessment  economics  depression  diversity  entrepreneurship  japan  creativity  korea  vietnam  homogenization  intolerance  prosperity  tolerance  filtering  sorting  humans  meritocracy  effort  inheritance  numeracy  literacy  achievementgap  kindergarten  nclb  rttt  policy  data  homogeneity  selectivity  charterschools  centralization  decentralization  local  control  inequity  curriculum  autonomy  learning  memorization  directinstruction  instruction  poverty  outcomes  tfa  teachforamerica  finland  singapore  miltonfriedman  vouchers  resilience  growthmindset  motivation  psychology  research  positivepsychology  caroldweck  intrinsicmotivation  choice  neoliberalism  high-stakestesting 
15 days ago by robertogreco
The Trouble with Knowledge | Shikshantar
"First Main Trouble with Knowledge and Education is Dishonesty

I do believe that one aspect which characterizes education, development and the production and dissemination of knowledge, in today’s world, is the lack of intellectual honesty. This belief is an outcome of reflecting on my experience during my school and university years and my almost 40 years of work. The dishonesty is connected to the values, which govern the thinking and practice in the fields of education, knowledge and development (mirroring the values in dominant societies and serving mainly the lifestyle of consumerism): control, winning, profit, individualism and competition. Having a syllabus and textbooks, and evaluating and judging people (students, teachers, administrators, and academics) through linear forms of authority and through linear symbolic values (such as arbitrary letters or grades or preferential labels), almost guarantee cheating, lack of honesty, and lack of relevance. (The recent reports that cheating and testing are on the rise in the Maryland and Chicago areas are just one example that came up to the surface. And of course teachers, principles and superintendents were blamed and had to pay the price.) I taught many years and put exams both at the level of classrooms and at the national level, and I labored and spent a lot of time and effort in order to be fair. But, then, I discovered that the problem is not in the intentions or the way we conduct things but, rather, in the values that run societies in general and which are propagated by education, development and knowledge -- among other venues. Thus, the main trouble with knowledge and education, is not so much their irrelevance or process of selection or the issue of power (though these are definitely part of the trouble) as it is with the lack of intellectual honesty in these areas. Giving a number or a letter to measure a human being is dishonest and inhuman; it is a degrading to the human mind and to human beings. Grading, in this sense, is degrading. It is one of the biggest abuses of mathematics in its history! Moreover, as long as the above-mentioned values remain as the governing values, education will continue to be fundamentally an obstacle to learning. Under these conditions, talking about improving or reforming education is naïve at best and hypocritical at worst. At most, it would touch a very small percentage of the student population in any particular region. Of course, we can go on putting our heads in the sand and refusing to see or care. But one main concern I will continue to have is what happens to the 80 some pecent of students whom the “compulsory suit” does not fit. Why imposing the same-size suit on all bodies sounds ridiculous but imposing the same curriculum on all minds does not?! The human mind is definitely more diverse that the human body.

Labeling a child as a “failure” is a criminal act against that child. For a child, who has learned so much from life before entering school, to be labeled a failure, just because s/he doesn’t see any sense in the mostly senseless knowledge we offer in most schools, is unfair – to say the least; it is really outrageous. But few of us around the world seem to be outraged, simply because we usually lose our senses in the process of getting educated. We are like those in Hans Christian Anderson’s story that lost their ability to see and had to be reminded by the little child that the emperor is without clothes.

Most people in the educational world (students, teachers, administrators, scholars, suprintendents, …) are dishonest (often without realizing it) either because we are too lazy to reflect on and see the absurdities in what we are doing (and just give to students what we were given in schools and universities, or during training courses and enrichment seminars!), or because we are simply afraid and need to protect ourselves from punishment or from being judged and labeled as inept or failures. This dishonesty prevails at all levels. I had a friend who was working in a prestigious university in the U.S. and who often went as an educational consultant and expert to countries to “improve and develop” their educational systems. Once, when he was on his way to Egypt as a consultant to help in reforming the educational system there, I asked him, “Have you ever been to Egypt?” He said no. I said, “Don’t you find it strange that you don’t know Egypt but you know what is good for it?!” Obviously, the richness, the wisdom and the depth of that 7000-year civilization is totally ignored by him, or more accurately, cannot be comprehended by him. Or, he may simply believe in what Kipling believed in in relation to India: to be ruled by Britain was India’s right; to rule India was Britain’s duty! In a very real sense, that friend of mine does not only abstract the theories he carries along with him everywhere but also abstracts the people by assuming that they all have the same deficits and, thus, the same solution – and that he has the solution.

Let’s take the term “sustainable development,” for example, which is widely used today and it is used in the concept paper for this conference. If we mean by development what we see in “developed” nations, then sustainable development is a nightmare. If we all start consuming, for example, at the rate at which “developed” nations currently do, then (as a friend of mine from Mexico says) we need at least five planets to provide the needed resources and to provide dumping sites for our waste! If “developing” nations consume natural resources (such as water) at the same rate “developed” nations do, such resources would be depleted in few years! Such “development” would be destructive to the soil of the earth and to the soil of cultures, both of which nurture and sustain human beings and human societies. The price would be very high at the level of the environment and at the level of beautiful relationships among people. Thus, those who believe in sustainable development (in its current conception and practice) are either naïve or dishonest or right out indifferent to what happens to nature, to beautiful relationship among people, and to the joyful harmony within human beings and between them and their surroundings. Nature and relationships among human beings are probably the two most precious treasures in life; the most valuable things human beings have. The survival of human and natural diversity (and even of human communities) are at stake here.

We do not detect dishonesty in the fields of education, knowledge and development because usually we are protected (in scools) from having much contact with life, through stressing verbal, symbolic and technical “knowledge,” through avoiding people’s experiences and surroundings, through the means we follow in evaluating people, and through ignoring history (history of people, of ideas, …). The main connection most school textbooks have with life is through the sections that carry the title “applications” – another instance of dishonesty. During the 1970s, for example, and as the head supervisor of math instruction in all the schools of the West Bank (in Palestine), one question I kept asking children was “is 1=1?” 1=1 is true in schoolbooks and on tests but in real life it has uses, abuses and misuses, but no real instances. We abstract apples in textbooks and make them equal but in real life there is no apple which is exactly equal to another apple. The same is true when we say that Newton discovered gravity. Almost every child by the age of one discovers it. (When my grandson, for example, was 15 months old, I was watching him once pick up pieces of cereal and put them in his mouth. Everytime he lost a piece, he would look for it down, never up!) By teaching that Newton discovered gravity, we do not only lie but also fail to clarify Newton’s real contribution. Similarly with teaching that Columbus discovered America …. Everyone of us can give tens of examples on dishonesty in the way we were taught and the way we teach."



"Second Main Trouble with Knowledge and Education: Lack of Connection with the Lives of the Social Majorities in the World"



"Building Learning Societies

From what has been said so far, two main approaches to knowledge and learning can be identified: (1) learning by doing; i.e. by the person being embedded in life, in one’s cultural soil. In this approach, learning is almost synonymous to living, and (2) the formal approach, which usually starts with ready pre-prepared content (usually fragmented into several subjucts, and usually put together in the absence of the two most important “actors” in learning: teachers and students). This approach also embodies tests and grades."



"Finally, I would like to affirm -- as a form of summary -- certain points, and point out to the need of dismantling others:

1. We need to dismantle the claim that learning can only take place in schools.

2. We need to dismantle the practice of separating students from life For at least 12 years) and still claim that learning is taking place.

3. We need to dismantle the assumption/ myth that teachers can teach what they don’t do.

4. We need to dismantle the myth that education can be improved through professionals and experts.

5. We need to dismantle the hegemony of words like education, development, progress, excellence, and rights and reclaim, instead, words like wisdom, faith, generosity, hope, learning, living, happiness, and duties.

6. We need to affirm that the vast mojority of people go to school not to learn but to get a diploma. We need to create diverse environments of learning.

7. We need to affirm our capacity for doing and learning, not for getting degrees.

8. We need to affirm and regain the concept and practice of “learning from the world,” not “about the world.”

9. We need to affirm that people are the real solution, not the obstacle and … [more]
munirfasheh  education  unschooling  schooling  schooliness  deschooling  diplomas  credentials  wisdom  degrees  faith  honesty  generosity  hope  learning  howwelearn  love  loving  lving  happiness  duties  duty  development  progress  excellence  rights  schools  community  learningcommunities  lcproject  openstudioproject  grades  grading  assessment  dishonesty  culture  society  hegemony  knowledge  influence  power  colonization  globalization  yemen  israel  palestine  humanism  governance  government  policy  politics  statism  children  egypt  india  westbank  religion  cordoba  cordova  gaza  freedom  failure  labeling  canon 
28 days ago by robertogreco
Chevanni Davids on Unschooling - YouTube
"Chevanni's comments on unschooling, critically looking at a quest for humanity through self directed education."

[from this longer video: https://www.youtube.com/watch?v=H3z6z0dyX0U ]
unschooling  chevanni  2018  history  self-directed  self-directedlearning  education  learning  indigeneity  socialjustice  classism  humanism  english  schooling  nature  everyday  food 
7 weeks ago by robertogreco
Let’s Be Clear: Sudbury Valley School and “Un-schooling” Have NOTHING in Common | Sudbury Valley School
[See also this response: "SVS/Unschooling Controversy"
https://www.youtube.com/watch?v=22N5WaTXNrc ]

"All in all, the contrasts—perhaps better labeled as “contradictions”—between the principles underlying homeschooling and those of Sudbury Valley lead to an important outcome, that is well worth recognizing: for the most part, any marriage between the two ends up in an unpleasant parting of ways. From a recruitment point of view, it is always best for those involved in the admissions process at SVS to do their best to discourage unschoolers from enrolling, or at least warn them of the possible pitfalls of such a move. From the point of view of unschooling families thinking about finding an “unschooling school” where their children could spend time away from home, while still being basically homeschooled in the way the family would like them to be, it is always best to look somewhere else.

Actually, the most concise summing-up was given by the person who made homeschooling famous: John Holt. Here is what Pat Farenga, a leading advocate for homeschooling/unschooling, reported he learned from his mentor:

I’ve been asked to define unschooling since 1981. The simple answer I learned from John is unschooling is NOT school.

And, as John Holt himself informed us directly when he looked into our school at the time of its founding in 1968, unschooling is most certainly NOT Sudbury Valley School."
unschooling  deschooling  sudburyschools  education  2016  johnholt  self-directed  self-directedlearning  patfarenga  schools  schooling  learning  howwelearn  howweteach  children  parenting  homeschool  sudburyvalleyschool  lcproject  openstudioproject  sfsh  tcsnmy 
8 weeks ago by robertogreco
SVS/Unschooling Controversy - YouTube
"This is a commentary on the currently controversial article by Daniel Greenberg https://sudburyvalley.org/article/lets-be-clear-sudbury-valley-school-and-un-schooling-have-nothing-common . The article is not summarised during the commentary so it will be necessary to read it before listening. Further discussion is available to join on the forums at www.self-directed.org.

"Differences Between Self-Directed and Progressive Education" can be read here https://www.psychologytoday.com/us/comment/924407 . This commentary is offered by Jeanna L Clements in her private capacity and does not represent any other individual or collective. Please feel free to share. Thank you."
education  schools  schooling  sudburyschools  self-directed  self-directedlearning  progessive  petergray  je'annaclements  howwelearn  howweteach  teaching  learning  unschooling  homeschool  deschooling  montessori  northstar  agillearningcenters  agilelearning  tcsnmy  lcproject  openstudioproject  sfsh  jeannaclements  individualism  collective  collectivism  parenting  danielgreenberg  children  2018  johnholt  patfarenga  sudburyvalleyschool  agilelearningcenters 
8 weeks ago by robertogreco
Raising Free People | Raising Aware People #LRC2018 - YouTube
"What are your experiments with the intersection of Unschooling / Self Directed Education and Social Justice. And your understanding of this intersection. While, hey are inextricably linked, the practice of unschooling as social justice and raising aware people isn't widely understood, spoken about or shared.

So at Learning Reimagined 2018, we hosted an interactive panel discussion as an introduction to the relationship and practice of the two, with the hope that this will help participants and now viewers to think around these issues and to then discuss and share further in their communities and here with us online so we can learn too.

The panel consisted of a mix of young unschoolers and featured speakers (Akilah Richards, Bayo Akomolafe, Teresa Graham Brett) at Learning Reimagined 2018."

[from the Learning Reimagined 2018: Unschooling As Decolonisation conference conference: https://www.growingminds.co.za/learning-reimagined-conference-2018/ ]
unschooling  education  socialjustice  self-directed  self-directedlearning  akilahrichards  bavoakomolafe  teresagrahambrett  liberation  justice  zakiyyaismail  deschooling  learning  politics  southafrica  us  difference  scaffolding  parenting  poc  howwelearn  decolonization  2018  race  racism  inclusivity  conferences  lrc2018  bias  inclusion  community  privilege  kaameelchicktay  elitism  schools  schooling  indigeneity  class  classism  humanism  language  english  africa  colonization  agilelearningcenters  agilelearning 
9 weeks ago by robertogreco
Inequality - how wealth becomes power (1/2) | (Poverty Richness Documentary) DW Documentary - YouTube
"Germany is one of the world’s richest countries, but inequality is on the rise. The wealthy are pulling ahead, while the poor are falling behind.

For the middle classes, work is no longer a means of advancement. Instead, they are struggling to maintain their position and status. Young people today have less disposable income than previous generations. This documentary explores the question of inequality in Germany, providing both background analysis and statistics. The filmmakers interview leading researchers and experts on the topic. And they accompany Christoph Gröner, one of Germany’s biggest real estate developers, as he goes about his work. "If you have great wealth, you can’t fritter it away through consumption. If you throw money out the window, it comes back in through the front door,” Gröner says. The real estate developer builds multi-family residential units in cities across Germany, sells condominium apartments, and is involved in planning projects that span entire districts. "Entrepreneurs are more powerful than politicians, because we’re more independent,” Gröner concludes. Leading researchers and experts on the topic of inequality also weigh in, including Nobel-prize winning economist Joseph Stiglitz, economist Thomas Piketty, and Brooke Harrington, who carried out extensive field research among investors from the ranks of the international financial elite. Branko Milanović, a former lead economist at the World Bank, says that globalization is playing a role in rising inequality. The losers of globalization are the lower-middle class of affluent countries like Germany. "These people are earning the same today as 20 years ago," Milanović notes. "Just like a century ago, humankind is standing at a crossroads. Will affluent countries allow rising equality to tear apart the fabric of society? Or will they resist this trend?”"

[Part 2: https://www.youtube.com/watch?v=cYP_wMJsgyg

"Christoph Gröner is one of the richest people in Germany. The son of two teachers, he has worked his way to the top. He believes that many children in Germany grow up without a fair chance and wants to step in. But can this really ease inequality?

Christoph Gröner does everything he can to drum up donations and convince the wealthy auction guests to raise their bids. The more the luxury watch for sale fetches, the more money there will be to pay for a new football field, or some extra tutoring, at a children's home. Christoph Gröner is one of the richest people in Germany - his company is now worth one billion euros, he tells us. For seven months, he let our cameras follow him - into board meetings, onto construction sites, through his daily life, and in his charity work. He knows that someone like him is an absolute exception in Germany. His parents were both teachers, and he still worked his way to the top. He believes that many children in Germany grow up without a fair chance. "What we see here is total failure across the board,” he says. "It starts with parents who just don’t get it and can’t do anything right. And then there’s an education policy that has opened the gates wide to the chaos we are experiencing today." Chistoph Gröner wants to step in where state institutions have failed. But can that really ease inequality?

In Germany, getting ahead depends more on where you come from than in most other industrialized countries, and social mobility is normally quite restricted. Those on top stay on top. The same goes for those at the bottom. A new study shows that Germany’s rich and poor both increasingly stay amongst themselves, without ever intermingling with other social strata. Even the middle class is buckling under the mounting pressure of an unsecure future. "Land of Inequality" searches for answers as to why. We talk to families, an underpaid nurse, as well as leading researchers and analysts such as economic Nobel Prize laureate Joseph Stiglitz, sociologist Jutta Allmendinger or the economist Raj Chetty, who conducted a Stanford investigation into how the middle class is now arming itself to improve their children’s outlooks."]
documentary  germany  capitalism  economics  society  poverty  inequality  christophgröner  thomaspiketty  brookehrrington  josephstiglitz  neoliberalism  latecapitalism  brankomilanović  worldbank  power  influence  policy  politics  education  class  globalization  affluence  schools  schooling  juttaallmendinger  rajchetty  middleclass  parenting  children  access  funding  charity  charitableindustrialcomplex  philanthropy  philanthropicindustrialcomplex  status  work  labor  welfare  2018  geography  cities  urban  urbanism  berlin  immigration  migration  race  racism  essen  socialsegregation  segregation  success  democracy  housing  speculation  paulpiff  achievement  oligarchy  dynasticwealth  ownership  capitalhoarding  injustice  inheritance  charlottebartels  history  myth  prosperity  wageslavery  polarization  insecurity  precarity  socialcontract  revolution  sociology  finance  financialcapitalism  wealthmanagement  assets  financialization  local  markets  privateschools  publicschools  privatization 
10 weeks ago by robertogreco
Inside and Outside the Cage – spottedtoad
"School, as I’ve said a number of times, serves this purpose already. I’ll sometimes encounter people who treat the idea that kids learn relatively little in school, that it’s a pointless hamster wheel that doesn’t get anyone anywhere, as some kind of scandal or shock. Maybe, but have you seen adult life lately? Is what kids do on an average school day so much more pointless and lonely and anomic than what you did yesterday- not than your ideal of what a ten year old or thirty year old should be doing, but what you actually, personally did? American parents are insanely competitive and push their kids and their kids’ schools to do all kinds of pointless shit, because we literally don’t have any other idea how to fill their and our days. They’re already staring at screens for nine hours a day. It could get worse. Four times as many young women 25-34 years old overdosed last year as in 1999. I don’t think school is the problem.

Maybe it’s a Tragedy of the (Missing) Commons. Maybe if you, and you, and you, and you, all pulled your kid out of school, tuned in, turned on (to Jesus or Allah or John Dewey or whoever), and dropped out, let them run around and build forts and make out or read Dante or whatever, maybe they can reinvent society on better grounds. The Benedict Option, like Rod Dreher says.  I’m not saying it’s impossible, and maybe we all need to be more utopian on our home turf even while being less so on other people’s. The ideal- or at least our own ideals- might be more within our grasp than we think. Maybe.

Or maybe what limited store of self-reliance we have is going to be destroyed, utterly, by the next wave of technology, or the next, and the best we can hope for is a benevolently paternalist technostate, the FitBit vibrating on our wrist to tell us to stop being inert, urging us to less self-destruction than we’d otherwise tend, telling us, whether we’re ten or fifty, to turn in our homework next time they see us and to remember to put our names on our papers if we want to get credit on the test."
education  homeschool  2017  unschooling  deschooling  commons  johndewey  benedictoption  roddreher  utopia  self-reliance  individualism  schools  schooling  freedom  technology  via:ayjay 
10 weeks ago by robertogreco
Captain Awkward on Twitter: "Fellow #ADHD kids, what elaborate new planning/organization systems and rituals are we going to embrace enthusiastically for the first half of January?"
"Fellow #ADHD kids, what elaborate new planning/organization systems and rituals are we going to embrace enthusiastically for the first half of January?

If we can crowdsource data about price, fiddliness, cult following, # of dedicated subreddits, # of naturally organized people who swore it would change our lives or said “if I can do it anyone can!”, etc, then I can get a jump start on shame spiral trajectory calculations!

My poor therapists (all): Have you tried to-do lists?

Me: Yes! I love making them, but I constantly forget to check. Also putting a task on the list can “solve” its urgency & I forget. Whereas if I DON’T write it, the terror of forgetting might keep it in focus!

Therapists: [gif]

Me: I basically exist inside a giant perpetual-motion machine of prcrastination, forgetting stuff, guilt, and anxiety and sometimes I can harness it as motivation!

Therapists: [gif]

Therapists: But you DO accomplish things?

Me: Yes?

Therapists: But...how?

Me: Oh, that’s easy, I have enough raw intelligence & ability that sometimes the crippling fear of failure makes a volcano instead of an abyss, and work erupts out of the crater instead of collapsing in.

Therapists: But...wouldn’t be easier to keep a to-do list?

Me: Obviously!

Therapists: So, what CAN we work on?

Me: Could we maybe make the creative work volcanoes a little bigger and the crushing paralysis & shame abysses a little smaller?

Therapists: [gif]

In all seriousness, the thing about getting finally getting dx’d with #ADHD that helps me most isn’t the meds, which do mitigate it a bit, but that I stopped hating myself for being this way.

My whole childhood & life before diagnosis, my intelligence and literally everything I am good at was used as proof that I must be lazy & deliberately fucking up career & academic & household stuff out of spite.

The paradox of #ADHD - being excellent at complex, high-stimulus tasks and fuck-all at routine, “easy” tasks was a weapon in the hands of parents, teachers, & employers and a constant abusive echo in my brain.

What I internalized was that accomplishments that were fun or that came easy to me had no value, only the ones that involve effort “count.” But the things that involved the most effort for me were mundane tasks that came easy to others, so they had no value, either.

“But you are so good at ______ it should be easy to _____?” became “But I am so good at ____, I should be good at ____ and since I am not actually good at ____ I must be a hopeless fuckup.”

I also internalized a fallacy that I was not “allowed” to do rewarding ambitious enjoyable things until all my “chores” were done. Meaning I set impossible traps for myself for YEARS b/c I would never get the chores done?

TBH sometimes the right thing for me to do is put the laptop down & clean the house but also one main reason I can be a prolific writer is an internal shift in permissions, like, chores CAN actually wait if I’m in the grip of an idea, & I DON’T have to read/answer every email.

My condition comes with gifts like creativity and intense bursts of focus & enthusiasm and it is ok to ride those bursts and enjoy them and give my effort & time to “fun” work. It is also ok to kinda suck at some things.

This article was a turning point for me in getting dx’d - I had raised the prospect before and been told I was “too smart” & “too high-functioning.” Therapist was using (incredibly common) idea of hyperactive boys. https://www.theatlantic.com/health/archive/2013/04/adhd-is-different-for-women/381158/ ["ADHD Is Different for Women"]

This book by Sari Solden, rec’d by a friend, was also really helpful: https://itunes.apple.com/us/book/women-attention-deficit-disorder-embrace-your-differences/id548946872?mt=11 ["Women With Attention Deficit Disorder: Embrace Your Differences and Transform Your Life"]

Finally, #ADHD is buds with Depression & Anxiety, and a lot of its symptoms overlap with PTSD. If you never get a clear ADHD dx it doesn’t mean you are not having real trouble with executive function. Your treatment (esp. meds) might differ, tho, so get checked out if you can.

Ok, actually finally finally finally there is tons of productivity & organizing advice from people who are naturally good at organization. You will often recognize it by the word “just” - “I just take 10 seconds to put things back where they belong!” “I just make lists!”

For us #ADHD buds this advice can be so, so, so overwhelming. It isn’t factually untrue (It does save time to put things away as you go? Or, er, I believe organized people when they say this?) but your instinct that the word “just” does not apply to you is CORRECT.

If the actual tips sound helpful and you want to try them, by all means! We can work on new habits and find better workarounds. But if it’s difficult, please know, that’s expected & you’re not imagining it. Please also don’t add it to the ways you beat yourself up.

I tweet for the kids who got their messy desks dumped out as an example to others. I tweet for the ones who never once brought a permission slip home, and got it signed, and brought that same piece of paper back in time for the field trip.

I tweet for the kids who peed their pants sometimes not b/c they weren’t potty-trained but b/c they got too absorbed in something & forgot to switch tasks.

I tweet for #ADHD couples, esp. brides, who are like “I want to marry YOU but what the hell is WEDDING PLANNING and why do people think I know how?”

I tweet for the ones who are panicking that “you have so much potential!” is turning into “you *had* so much potential.” Every day is a race against the sun and our own runaway brains.

BTW I also tweet for the parents who are like “oh crap I lost my kid’s permission slip...again...”

Also, hi to the people who really need an assistant but have no idea how to delegate things to an assistant and/or find the whole assistant thing terrifying b/c someone will know how truly, truly disorganized you are & how much you rely on adrenaline & charisma. [gif]

I see you, I am you, I have been you, and I have been your assistant. Let the nice person help you if you possibly can. They want to. They *like* it. You just have to be nice and honest & give them money.

If anyone has ever told you, patiently & kindly, that the best way to accomplish a big project is to break it down into small, digestible chunks, and you’ve nodded in agreement but internally screamed b/c you know a long list = more ways to lose focus, come here: [gif]"

[Via/see also: https://twitter.com/emilesnyder/status/1078020204016263168

This thread made me cry. I have never considered ADHD as something that might describe me. Depression, anxiety, yes. ADHD? Not so much.

But holy shit does this thread have my number re: procrastination, organization, shame spirals, etc..

https://twitter.com/cblack__/status/1078060070078840833
Oh, but Emile. It's not you with the disorder, it's society. You're just made for a better, slower, simpler, more attuned, more holistic world. 90% of the shit people do when they get shit done is actually destroying the planet. If everybody just did less we could save the world.

https://twitter.com/cblack__/status/1078106307536728064
Have you seen this research on the cultural dimensions of attentional stance? https://pdfs.semanticscholar.org/3dbc/c3420a3d1afa391fb46370cac52cf59ba98a.pdf ["Open Attention as a Cultural Tool for Observational Learning" by Suzanne Gaskins

"ABSTRACT:
Learning through observation in everyday activities is widely recognized in the ethnographic literature as a central way that children learn from others. There are two well-described
characteristics of learning through observation: participation in meaningful activities with people who are important in the children’s lives and a belief that children are active, motivated learners who take initiative to garner experiences and make meaning from them. Gaskins and Paradise (2010) have proposed that there is a third characteristic central to observational learning: open attention, defined as attention that takes in information from the full environmental context (that is, wide-angled) and is sustained over time (that is, abiding). This paper will describe open attention in some detail, giving examples of how open attention is encouraged in a variety of cultures, its value as a component of observational learning, the role of concentration, and the implications for understanding children’s learning (in and out of school) and play. The presentation will conclude that, while learning through observation is present in all cultures, in cultures where open attention is encouraged and expected, and where the responsibility for learning is given to the children, observational learning is both more powerful and more central to children’s mastery of the full range of cultural knowledge." ]]
attention  adhd  neurodiversity  2018  productivity  unschooling  deschooling  education  learning  organization  anxiety  depression  context  procrastination  shame  forgetfulness  executivefunction  creativity  add  children  childhood  schools  schooling 
11 weeks ago by robertogreco
Objectivity as standardization in data-scientific education policy, technology and governance: Learning, Media and Technology: Vol 0, No 0
"New data-driven technologies appear to promise a new era of accuracy and objectivity in scientifically-informed educational policy and governance. The data-scientific objectivity sought by education policy, however, is the result of practices of standardization and quantification deployed to settle controversies about the definition and measurement of human qualities by rendering them as categories and numbers. Focusing on the emerging policy agenda of ‘social and emotional learning and skills,’ this paper examines the practices of ‘objectivity-making’ underpinning this new field. Objectivity-making depends on three translations of (1) scientific expertise into standardized and enumerable definitions, (2) standardization into measurement technologies, and (3) the data produced through measurement technologies into objective policy-relevant knowledge, which consolidates a market in SEL technologies. The paper sheds light on knowledge-making practices in the era of big data and policy science, and their enduring reliance on the precarious construction of objectivity as a key legitimator of policy-relevant scientific knowledge and ‘evidence-based’ education governance."
data  education  policy  objectivity  evidence  schools  schooling  scientism  benwilliamson  nellipiattoeva  technology  quantification  measurement  bigdata  edtech  standardization  standards 
december 2018 by robertogreco
Bria Bloom: A Grown Unschooler Dedicated to Liberating the Next Generation - YouTube
"Bria Bloom is the Community Manager of the Alliance for Self-Directed Education (ASDE). In this interview with ASDE board member Scott Noelle, Bria shares her educational journey and provides a behind-the-scenes look into her work with the Alliance, advancing the SDE movement."
briabloom  2018  unschooling  homeschool  education  self-directed  self-directedlearning  srg  edg  schools  schooling  learning  howwelearn  scottnoelle 
december 2018 by robertogreco
Ida Bae Wells on Twitter: "Probably the most amazing thing that has come from me working on my book is how researching and writing it has proven so revelatory for *me.* I’ve come to understand in such a profound way how racism is at its heart and above
"Probably the most amazing thing that has come from me working on my book is how researching and writing it has proven so revelatory for *me.* I’ve come to understand in such a profound way how racism is at its heart and above all else a capitalist endeavor.

THIS is why our schools are unequal. Black children, black people, from the beginning, were never intended to be able to compete with white labor and white success. Our schools were and are designed to ensure that on scale, this will never happen, that we will serve not rule.

I’ve my whole life been trying to understand the why of racism. Why this hatred? Why couldn’t block people simply be left alone to thrive? Why the intentional destruction and neglect t of our businesses, schools, our neighborhoods, our *dreams*...

And, my God, tracing the denial of literacy,education from slavery until now, it has become starkly clear to me in a way that it never had been before. I knew, but I did not know. One can look at Detroit, NYC, Newark, LA and see nothing is broken. It is all operating as designed.

As famous abolitionist once said: That which is illegitimate from its beginning cannot be made so simply by the passage of time."
education  slavery  history  capitalism  economics  2018  race  racism  schools  schooling  literacy  srg  abolition  publicschools  nikolehannah-jones 
december 2018 by robertogreco
Teaching for people who prefer not to teach | independentsunited
"Teaching for people who prefer not to teach is a manual that fits in your pocket.

It’s a messy collection of ideas: contributions our friends and colleagues sent us, our own learning experiences and rumours we heard. You might ask yourself who this manual is for. Is it for teachers? Is it for students? Is it only relevant for teaching art? The answer is: Yes and No. We don’t know. Probably both. As self-employed artists, we have become used to performing our services anywhere, for anybody who books us. One day we might be doing a happy crafty afternoon in a primary school, the next day a post-graduate seminar on exhibition-making, the day after we’re making soup for the reading group we organised. And our methodologies need to work in all of these contexts' (from the editor's notes)"
teaching  howweteach  learning  schools  schooling  unschooling  deschooling  art  books 
november 2018 by robertogreco
Are Civics Lessons a Constitutional Right? This Student Is Suing for Them - The New York Times
"Many see the lack of civics in schools as a national crisis. A federal lawsuit says it also violates the law."



"Aleita Cook, 17, has never taken a class in government, civics or economics. In the two social studies classes she took in her four years at a technical high school in Providence, R.I. — one in American history, the other in world history — she learned mostly about wars, she said.

Left unanswered were many practical questions she had about modern citizenship, from how to vote to “what the point of taxes are.” As for politics, she said, “What is a Democrat, a Republican, an independent? Those things I had to figure out myself.”

Now she and other Rhode Island public school students and parents are filing a federal lawsuit against the state on Thursday, arguing that failing to prepare children for citizenship violates their rights under the United States Constitution.

They say the state has not equipped all of its students with the skills to “function productively as civic participants” capable of voting, serving on a jury and understanding the nation’s political and economic life."
2018  civics  publicschools  democracy  law  legal  schooling  schools  education  economics  voting 
november 2018 by robertogreco
New Podcast Network for People of Color in Self-Directed Education [Episode 71]
"his week I’m sharing my plans to expand the Fare of the Free Child unschooling podcast community! I’ll be producing a set of short-run series (podcasts that have a small, set number of episodes), and co-facilitating some Self-Directed Education training, and you should be part of that mix. I’ll tell you how to get involved in those projects, and you’ll meet Anjel Berry, a mother of five daughters, and a co-organizer for Imagimatics, a maker-space project for outside the city limits of Atlanta. So much goodness in this episode; the show notes page is lit! #POCinSDE"

[Also here: https://soundcloud.com/radicalselfie/ep-71-raising-free-people ]
akilahrichards  parenting  unschooling  deschooling  education  schools  learning  johnholt  anjelberry  atlanta  schooling  self-directed  self-directedlearning  testing  imagimatics  makerspaces  2018  decolonization  liberation 
november 2018 by robertogreco
When starting school, younger children are more likely to be diagnosed with ADHD, study says – Harvard Gazette
"Could a child’s birthday put him or her at risk for an ADHD misdiagnosis? The answer appears to be yes, at least among children born in August who start school in states where enrollment is cut off at a Sept. 1 birth date, according to a new study led by Harvard Medical School researchers.

The findings, published Nov. 28 in The New England Journal of Medicine, show that children born in August in those states are 30 percent more likely to receive an ADHD diagnosis, compared with their slightly older peers enrolled in the same grade.

The rate of ADHD diagnoses among children has risen dramatically over the past 20 years. In 2016 alone, more than 5 percent of U.S. children were being actively treated with medication for ADHD. Experts believe the rise is fueled by a combination of factors, including a greater recognition of the disorder, a true rise in the incidence of the condition and, in some cases, improper diagnosis.

The results of the new study underscore the notion that, at least in a subset of elementary school students, the diagnosis may be a factor of earlier school enrollment, the research team said.

“Our findings suggest the possibility that large numbers of kids are being overdiagnosed and overtreated for ADHD because they happen to be relatively immature compared to their older classmates in the early years of elementary school,” said study lead author Timothy Layton, assistant professor of health care policy in the Blavatnik Institute at Harvard Medical School.

Most states have arbitrary birth date cutoffs that determine which grade a child will be placed in and when they can start school. In states with a Sept. 1 cutoff, a child born on Aug. 31 will be nearly a full year younger on the first day of school than a classmate born on Sept. 1. At this age, Layton noted, the younger child might have a harder time sitting still and concentrating for long periods of time in class. That extra fidgeting may lead to a medical referral, Layton said, followed by diagnosis and treatment for ADHD.

For example, the researchers said, what may be normal behavior in a boisterous 6-year-old could seem abnormal relative to the behavior of older peers in the same classroom.

This dynamic may be particularly true among younger children given that an 11- or 12-month difference in age could lead to significant differences in behavior, the researchers added.

“As children grow older, small differences in age equalize and dissipate over time, but behaviorally speaking, the difference between a 6-year-old and a 7-year-old could be quite pronounced,” said study senior author Anupam Jena, the Ruth L. Newhouse Associate Professor of Health Care Policy at Harvard Medical School and an internal medicine physician at Massachusetts General Hospital. “A normal behavior may appear anomalous relative to the child’s peer group.”

Using the records of a large insurance database, the investigators compared the difference in ADHD diagnosis by birth month — August versus September — among more than 407,000 elementary school children born between 2007 and 2009, who were followed until the end of 2015.

In states that use Sept. 1 as a cutoff date for school enrollment, children born in August had a 30 percent greater chance of an ADHD diagnosis than children born in September, the analysis showed. No such differences were observed between children born in August and September in states with cutoff dates other than Sept. 1.

For example, 85 of 10,000 students born in August were either diagnosed with or treated for ADHD, compared with 64 students of 10,000 born in September. When investigators looked at ADHD treatment only, the difference was also large — 53 of 10,000 students born in August received ADHD medication, compared with 40 of 10,000 for those born in September.

Jena pointed to a similar phenomenon described in Malcolm Gladwell’s book “Outliers.” Canadian professional hockey players are much more likely to have been born early in the year, according to research cited in Gladwell’s book. Canadian youth hockey leagues use Jan. 1 as a cutoff date for age groups. In the formative early years of youth hockey, players born in the first few months of the year were older and more mature, and therefore likelier to be tracked into elite leagues, with better coaching, more time on the ice, and a more talented cohort of teammates. Over the years this cumulative advantage gave the relatively older players an edge over their younger competitors.

Similarly, Jena noted, a 2017 working paper from the National Bureau of Economic Research suggested that children born just after the cutoff date for starting school tended to have better long-term educational performance than their relatively younger peers born later in the year.

“In all of those scenarios, timing and age appear to be potent influencers of outcome,” Jena said.

Research has shown wide variations in ADHD diagnosis and treatment across different regions in the U.S. ADHD diagnosis and treatment rates have also climbed dramatically over the last 20 years. In 2016 alone, more than 5 percent of all children in the U.S. were taking medication for ADHD, the authors noted. All of these factors have fueled concerns about ADHD overdiagnosis and overtreatment.

The reasons for the rise in ADHD incidence are complex and multifactorial, Jena said. Arbitrary cutoff dates are likely just one of many variables driving this phenomenon, he added. In recent years, many states have adopted measures that hold schools accountable for identifying ADHD and give educators incentives to refer any child with symptoms suggesting ADHD for medical evaluation.“The diagnosis of this condition is not just related to the symptoms, it’s related to the context,” Jena said. “The relative age of the kids in class, laws and regulations, and other circumstances all come together.”

It is important to look at all of these factors before making a diagnosis and prescribing treatment, Jena said.

“A child’s age relative to his or her peers in the same grade should be taken into consideration and the reasons for referral carefully examined.”

Additonal co-authors include researchers from the Department of Health Care Policy, the National Bureau of Economic Research and the Department of Health Policy and Management, and Harvard T.H. Chan School of Public Health."
adhd  children  schools  schooling  schooliness  2018  psychology  health  drugs  diagnosis  behavior 
november 2018 by robertogreco
Educator: In Finland, I realized how 'mean-spirited’ the U.S. education system really is - The Washington Post
"The public school system is free to all, for as long as they live. Compulsory education extends from age 6 to 16. After that, students can choose schools, tracks and interests. Students can track academically or vocationally, change their minds midstream, or meld the two together. Remember the goal: competency.

Though students are required to go to school only until age 16, those who leave before secondary school are considered dropouts. Programs designed to entice these youngsters — typically those who struggle academically for a variety of reasons — back into education address the national 5 percent dropout rate. We visited one of these classrooms where teachers rotated three weeks of instruction with three weeks of internships in area businesses.

We toured a secondary school with both a technical and academic wing. The teachers were experimenting with melding the two programs. In the technical wing, we visited a classroom where adults were receiving training to make a career switch. Free.

The fact that students can fail and return, or work and return, or retire and return had a palpable effect on the mood and the tone of the buildings. Surprisingly, considering their achievements, Finnish students spend less time in the classroom, have more breaks throughout the day, and benefit from receiving medical, dental, psychiatric care and healthful meals while in school. It was ... nice.

In comparison, the United States public school system (an idea we invented, by the way) seems decidedly mean-spirited.

Our students enter at around age 5 and have some 13 years to attain a high school diploma. Failure to earn a diploma is a dead end for most. In the United States, when students fail at school — or leave due to many other factors, sometimes just as resistant teenagers — we are done with you. Sure, there are outliers who are successful through luck, sweat, connections or all three, but for most, the lack of a diploma is a serious obstacle toward advancement.

Without a high school diploma, educational aspirations can be severely truncated. Students need a high school diploma to attend community colleges and many technical schools which provide access to advanced skills that impact the living standard.

With or without the needed diploma, any additional education is at the student’s expense in time or money — a further blow to financial standing.

The 13-year window of opportunity does not factor in the developmental level of students at the time of entry. Any educator knows that children do not arrive with the same readiness to learn.

There are many other differences. Unlike the Finnish competency system, ours is based on meeting a prescribed set of standards by passing tests of discrete knowledge. Our students face a gauntlet of tests, even though any standards can be woefully outdated by the time a graduate enters a quickly evolving job market. The Finns take matriculation tests (there is choice in these as well) at the end of secondary but all interviewed said the scores did not have much bearing on what students could do next.""
finland  schools  us  education  policy  unschooling  deschooling  schooliness  competition  competitiveness  marytedro  valeriestrauss  politics  economics  assessment  testing  standardizedtesting  competency  vocational  schooling  2018  readiness  standardization  standards  work  labor  opportunity  dropouts  care  caring 
november 2018 by robertogreco
Surveillance Kills Freedom By Killing Experimentation | WIRED
"In my book Data and Goliath, I write about the value of privacy. I talk about how it is essential for political liberty and justice, and for commercial fairness and equality. I talk about how it increases personal freedom and individual autonomy, and how the lack of it makes us all less secure. But this is probably the most important argument as to why society as a whole must protect privacy: it allows society to progress.

We know that surveillance has a chilling effect on freedom. People change their behavior when they live their lives under surveillance. They are less likely to speak freely and act individually. They self-censor. They become conformist. This is obviously true for government surveillance, but is true for corporate surveillance as well. We simply aren’t as willing to be our individual selves when others are watching.

Let’s take an example: hearing that parents and children are being separated as they cross the U.S. border, you want to learn more. You visit the website of an international immigrants’ rights group, a fact that is available to the government through mass internet surveillance. You sign up for the group’s mailing list, another fact that is potentially available to the government. The group then calls or emails to invite you to a local meeting. Same. Your license plates can be collected as you drive to the meeting; your face can be scanned and identified as you walk into and out of the meeting. If instead of visiting the website you visit the group’s Facebook page, Facebook knows that you did and that feeds into its profile of you, available to advertisers and political activists alike. Ditto if you like their page, share a link with your friends, or just post about the issue.

Maybe you are an immigrant yourself, documented or not. Or maybe some of your family is. Or maybe you have friends or coworkers who are. How likely are you to get involved if you know that your interest and concern can be gathered and used by government and corporate actors? What if the issue you are interested in is pro- or anti-gun control, anti-police violence or in support of the police? Does that make a difference?

Maybe the issue doesn’t matter, and you would never be afraid to be identified and tracked based on your political or social interests. But even if you are so fearless, you probably know someone who has more to lose, and thus more to fear, from their personal, sexual, or political beliefs being exposed.

This isn’t just hypothetical. In the months and years after the 9/11 terrorist attacks, many of us censored what we spoke about on social media or what we searched on the internet. We know from a 2013 PEN study that writers in the United States self-censored their browsing habits out of fear the government was watching. And this isn’t exclusively an American event; internet self-censorship is prevalent across the globe, China being a prime example.

Ultimately, this fear stagnates society in two ways. The first is that the presence of surveillance means society cannot experiment with new things without fear of reprisal, and that means those experiments—if found to be inoffensive or even essential to society—cannot slowly become commonplace, moral, and then legal. If surveillance nips that process in the bud, change never happens. All social progress—from ending slavery to fighting for women’s rights—began as ideas that were, quite literally, dangerous to assert. Yet without the ability to safely develop, discuss, and eventually act on those assertions, our society would not have been able to further its democratic values in the way that it has.

Consider the decades-long fight for gay rights around the world. Within our lifetimes we have made enormous strides to combat homophobia and increase acceptance of queer folks’ right to marry. Queer relationships slowly progressed from being viewed as immoral and illegal, to being viewed as somewhat moral and tolerated, to finally being accepted as moral and legal.

In the end it was the public nature of those activities that eventually slayed the bigoted beast, but the ability to act in private was essential in the beginning for the early experimentation, community building, and organizing.

Marijuana legalization is going through the same process: it’s currently sitting between somewhat moral, and—depending on the state or country in question—tolerated and legal. But, again, for this to have happened, someone decades ago had to try pot and realize that it wasn’t really harmful, either to themselves or to those around them. Then it had to become a counterculture, and finally a social and political movement. If pervasive surveillance meant that those early pot smokers would have been arrested for doing something illegal, the movement would have been squashed before inception. Of course the story is more complicated than that, but the ability for members of society to privately smoke weed was essential for putting it on the path to legalization.

We don’t yet know which subversive ideas and illegal acts of today will become political causes and positive social change tomorrow, but they’re around. And they require privacy to germinate. Take away that privacy, and we’ll have a much harder time breaking down our inherited moral assumptions.

The second way surveillance hurts our democratic values is that it encourages society to make more things illegal. Consider the things you do—the different things each of us does—that portions of society find immoral. Not just recreational drugs and gay sex, but gambling, dancing, public displays of affection. All of us do things that are deemed immoral by some groups, but are not illegal because they don’t harm anyone. But it’s important that these things can be done out of the disapproving gaze of those who would otherwise rally against such practices.

If there is no privacy, there will be pressure to change. Some people will recognize that their morality isn’t necessarily the morality of everyone—and that that’s okay. But others will start demanding legislative change, or using less legal and more violent means, to force others to match their idea of morality.

It’s easy to imagine the more conservative (in the small-c sense, not in the sense of the named political party) among us getting enough power to make illegal what they would otherwise be forced to witness. In this way, privacy helps protect the rights of the minority from the tyranny of the majority.

This is how we got Prohibition in the 1920s, and if we had had today’s surveillance capabilities in the 1920s it would have been far more effectively enforced. Recipes for making your own spirits would have been much harder to distribute. Speakeasies would have been impossible to keep secret. The criminal trade in illegal alcohol would also have been more effectively suppressed. There would have been less discussion about the harms of Prohibition, less “what if we didn’t…” thinking. Political organizing might have been difficult. In that world, the law might have stuck to this day.

China serves as a cautionary tale. The country has long been a world leader in the ubiquitous surveillance of its citizens, with the goal not of crime prevention but of social control. They are about to further enhance their system, giving every citizen a “social credit” rating. The details are yet unclear, but the general concept is that people will be rated based on their activities, both online and off. Their political comments, their friends and associates, and everything else will be assessed and scored. Those who are conforming, obedient, and apolitical will be given high scores. People without those scores will be denied privileges like access to certain schools and foreign travel. If the program is half as far-reaching as early reports indicate, the subsequent pressure to conform will be enormous. This social surveillance system is precisely the sort of surveillance designed to maintain the status quo.

For social norms to change, people need to deviate from these inherited norms. People need the space to try alternate ways of living without risking arrest or social ostracization. People need to be able to read critiques of those norms without anyone’s knowledge, discuss them without their opinions being recorded, and write about their experiences without their names attached to their words. People need to be able to do things that others find distasteful, or even immoral. The minority needs protection from the tyranny of the majority.

Privacy makes all of this possible. Privacy encourages social progress by giving the few room to experiment free from the watchful eye of the many. Even if you are not personally chilled by ubiquitous surveillance, the society you live in is, and the personal costs are unequivocal."
freedom  surveillance  authoritarianism  privacy  2018  bruceschneier  experimentation  ostracization  prohibition  history  legalization  society  liberty  creativity  unschooling  deschooling  us  parenting  schooling  learning  howwelearn  behavior 
november 2018 by robertogreco
The Educational Tyranny of the Neurotypicals | WIRED
"Ben Draper, who runs the Macomber Center for Self Directed Learning, says that while the center is designed for all types of children, kids whose parents identify them as on the autism spectrum often thrive at the center when they’ve had difficulty in conventional schools. Ben is part of the so-called unschooling movement, which believes that not only should learning be self-directed, in fact we shouldn't even focus on guiding learning. Children will learn in the process of pursuing their passions, the reasoning goes, and so we just need to get out of their way, providing support as needed.

Many, of course, argue that such an approach is much too unstructured and verges on irresponsibility. In retrospect, though, I feel I certainly would have thrived on “unschooling.” In a recent paper, Ben and my colleague Andre Uhl, who first introduced me to unschooling, argue that it not only works for everyone, but that the current educational system, in addition to providing poor learning outcomes, impinges on the rights of children as individuals.

MIT is among a small number of institutions that, in the pre-internet era, provided a place for non-neurotypical types with extraordinary skills to gather and form community and culture. Even MIT, however, is still trying to improve to give these kids the diversity and flexibility they need, especially in our undergraduate program.

I'm not sure how I'd be diagnosed, but I was completely incapable of being traditionally educated. I love to learn, but I go about it almost exclusively through conversations and while working on projects. I somehow kludged together a world view and life with plenty of struggle, but also with many rewards. I recently wrote a PhD dissertation about my theory of the world and how I developed it. Not that anyone should generalize from my experience—one reader of my dissertation said that I’m so unusual, I should be considered a "human sub-species." While I take that as a compliment, I think there are others like me who weren’t as lucky and ended up going through the traditional system and mostly suffering rather than flourishing. In fact, most kids probably aren’t as lucky as me and while some types are more suited for success in the current configuration of society, a huge percentage of kids who fail in the current system have a tremendous amount to contribute that we aren’t tapping into.

In addition to equipping kids for basic literacy and civic engagement, industrial age schools were primarily focused on preparing kids to work in factories or perform repetitive white-collar jobs. It may have made sense to try to convert kids into (smart) robotlike individuals who could solve problems on standardized tests alone with no smartphone or the internet and just a No. 2 pencil. Sifting out non-neurotypical types or trying to remediate them with drugs or institutionalization may have seemed important for our industrial competitiveness. Also, the tools for instruction were also limited by the technology of the times. In a world where real robots are taking over many of those tasks, perhaps we need to embrace neurodiversity and encourage collaborative learning through passion, play, and projects, in other words, to start teaching kids to learn in ways that machines can’t. We can also use modern technology for connected learning that supports diverse interests and abilities and is integrated into our lives and communities of interest.

At the Media Lab, we have a research group called Lifelong Kindergarten, and the head of the group, Mitchel Resnick, recently wrote a book by the same name. The book is about the group’s research on creative learning and the four Ps—Passion, Peers, Projects, and Play. The group believes, as I do, that we learn best when we are pursuing our passion and working with others in a project-based environment with a playful approach. My memory of school was "no cheating,” “do your own work,” "focus on the textbook, not on your hobbies or your projects," and "there’s time to play at recess, be serious and study or you'll be shamed"—exactly the opposite of the four Ps.

Many mental health issues, I believe, are caused by trying to “fix” some type of neurodiversity or by simply being insensitive or inappropriate for the person. Many mental “illnesses” can be “cured” by providing the appropriate interface to learning, living, or interacting for that person focusing on the four Ps. My experience with the educational system, both as its subject and, now, as part of it, is not so unique. I believe, in fact, that at least the one-quarter of people who are diagnosed as somehow non-neurotypical struggle with the structure and the method of modern education. People who are wired differently should be able to think of themselves as the rule, not as an exception."
neurotypicals  neurodiversity  education  schools  schooling  learning  inequality  elitism  meritocracy  power  bias  diversity  autism  psychology  stevesilberman  schooliness  unschooling  deschooling  ronsuskind  mentalhealth  mitchresnick  mit  mitemedialab  medialab  lifelongkindergarten  teaching  howweteach  howwelearn  pedagogy  tyranny  2018  economics  labor  bendraper  flexibility  admissions  colleges  universities  joiito 
november 2018 by robertogreco
The Real Enemy of Education Reform: It’s the Colleges, Stupid | The New Republic
"Colleges do very well under the status quo. And that’s bad for students and our economy."



"Where is all this money going? Many point to the rise of university administrator salaries and staffs. (You might know them as the college presidents complaining about all these changes Hillary Clinton and Barack Obama want to make to the higher education system.) Another possible culprit is bloated construction costs, which go toward building show palaces for…well, for the administrators to crow about, and attract more students to pay those high tuition rates.

Whatever explanation appeals to you, the failures of the current system point clearly toward supplying a public debt-free option as a way to drive down costs. This would provide an anchor against skyrocketing costs, and force the cleanup of administrative bloat and unnecessary construction spending. You can force public colleges to lower costs as a condition of accepting tuition reimbursement. And if a glut of student loans causes prices to rise, then a free public option would reverse the effect.

This goes back to the core issue: Incumbents prospering from a system don’t have much interest in seeing it change. And those wanting to reform the system must challenge those incumbents. It’s easier to single out the easy villains, the Sallie Maes and the Corinthian Colleges. But that just sidesteps the real opponent, and will lead to something far less than reform.

Most colleges are seen in a fairly benevolent light. Large higher-education institutions are often major employers in their communities. They drive innovation, and provide sanctuary to some of our best thinkers. And for many adults, they are wrapped in the warm and fuzzy gauze of nostalgia. It’s hard to get people to see them as propping up a crisis that is over-burdening students and even stunting the growth of our economy. But until we do, it’s going to be very difficult to see any change."
colleges  universities  education  schools  schooling  deschooling  unschooling  hierarchy  inequality  economics  capitalism  elitism  highered  highereducation 
november 2018 by robertogreco
Societies | Free Full-Text | Inequality Is a Problem of Inference: How People Solve the Social Puzzle of Unequal Outcomes
"A new wave of scholarship recognizes the importance of people’s understanding of inequality that underlies their political convictions, civic values, and policy views. Much less is known, however, about the sources of people’s different beliefs. I argue that scholarship is hampered by a lack of consensus regarding the conceptualization and measurement of inequality beliefs, in the absence of an organizing theory. To fill this gap, in this paper, I develop a framework for studying the social basis of people’s explanations for inequality. I propose that people observe unequal outcomes and must infer the invisible forces that brought these about, be they meritocratic or structural in nature. In making inferences about the causes of inequality, people draw on lessons from past experience and information about the world, both of which are biased and limited by their background, social networks, and the environments they have been exposed to. Looking at inequality beliefs through this lens allows for an investigation into the kinds of experiences and environments that are particularly salient in shaping people’s inferential accounts of inequality. Specifically, I make a case for investigating how socializing institutions such as schools and neighborhoods are “inferential spaces” that shape how children and young adults come to learn about their unequal society and their own place in it. I conclude by proposing testable hypotheses and implications for research."
inequality  meritocracy  2018  schooling  schools  education  unschooling  deschooling  democracy  neighborhoods  society  institutions  jonathanmijs 
november 2018 by robertogreco
Kitchen Table Cult
"Kitchen Table Cult unpacks all the things Kieryn and Hännah learned at the kitchen tables of their childhoods in conservative Christian homeschooling families. Every week we take your questions and drill down on various topics about Quiverfull, the Religious Right, and our childhoods in high-demand groups (otherwise known as cults).

We’re not surprised about the rise of Trump, Christian fascism, or evangelical white women voting for someone like Mike Pence, and we want to take you back through the beginning of it all to explain why."

[Kieryn and Hännah on Twitter and elsewhere online:

Kieryn Darkwater
https://twitter.com/mxdarkwater
https://www.responsiblehomeschooling.org/about-crhe/who-we-are/kieryn-darkwater/
https://homeschoolersanonymous.org/?s=Kierstyn+King
https://mxdarkwater.com/

Hännah Hettinger
https://twitter.com/haettinger
https://tinyletter.com/haettinger/archive ]

[Fascinating conversation with harrowing experiences. One apprehension (from Episode 1): seems to oversell public (and private) school education and doesn't mention the many, many terrible outcomes that come from it.
https://soundcloud.com/kitchentablecult/episode-one-beginning-at-the-end
https://kitchentablecult.com/2018/07/18/episode-one-beginning-at-the-end/ ]

[Some other episodes of note:

Episode Three: Diligently Taught
"Hännah and Kieryn discuss the intersections of homeschooling, race, privilege, and children's rights."
https://soundcloud.com/kitchentablecult/episode-three-diligently-taught
https://kitchentablecult.com/2018/08/01/episode-three-diligently-taught/

Episode Five: What is HSLDA? (lots of refs in post)
"Hännah and Kieryn talk with Kathryn Brightbill, Legislative Policy Analyst at CRHE about the Homeschool Legal Defense Association – what their role is in the current state of things, where they came from, and why they’ve managed to win so far."
https://soundcloud.com/kitchentablecult/episode-five-what-is-hslda
https://kitchentablecult.com/2018/08/20/episode-5-what-is-hslda/

Episode 10: Educational Neglect
"Kieryn and Hännah delve into the negative aspects of their homeschool educations, and why they are so passionate about advocating for homeschool reform. When homeschooling goes wrong, it can go very very wrong..."
https://soundcloud.com/kitchentablecult/episode-10-educational-neglect
https://kitchentablecult.com/2018/09/26/episode-ten-educational-neglect/ ] ]

[more from Kieryn
https://www.autostraddle.com/i-was-trained-for-the-culture-wars-in-home-school-awaiting-someone-like-mike-pence-as-a-messiah-367057/
https://www.autostraddle.com/author/kieryn/ ]
homeschool  education  evangelical  school  schooling  learning  neglect  unschooling  howwelearn  christianity  children  parenting  2018  fundamentalism  girls  stayathomedaughters  women  gender  hslda  sexuality  politics  religion  hännahettinger  kieryndarkwater  christofascism  resistance  activism 
november 2018 by robertogreco
Tawana aka Honeycomb on Twitter: "In my plot to actually undo racism, I find myself thinking about the ways we have allowed the narrative of "privilege" to stagnate antiracism organizing."
"In my plot to actually undo racism, I find myself thinking about the ways we have allowed the narrative of "privilege" to stagnate antiracism organizing.

It reinforces hierarchy. It reinforces Blackness/POC identities as inferior (underprivileged), and it promotes performative testimonials of white guilt and acceptance of hierarchy as a "fact" with a never-ending solution.

What would it mean to actually tell white people that they aren't privileged. That the things that are being claimed as a privilege are basic human rights? How do we get beyond the notion of civil rights, if we make human rights a privilege?

At what point in antiracism organizing do we allow white people to truly look inward at the deficit to their humanity, caused by the notion and system of white supremacy?

It is typically those white people who feel they have failed to live up to the notion of white superiority/system of white supremacy, that we find creating the levels of violence we see in white communities. The very same system that creates violence in Black & POC communities.

It's time for a new conversation. New language. The way we've been doing things has turned into a performance. People still get to go home feeling either superior or inferior.

The way to systemically challenge white supremacy is to call to attention it's need to create an underclass, an othering in order to survive. Without the inferior, there is no superior. Where are the people who truly want to dismantle white supremacy? They aren't allies . . .

They are co-liberators who recognize that their humanity is tied up into dismantling white supremacy as well. They aren't opting in with white privilege testimonials. They are standing up against police brutality, gun violence, etc., because they see the connection.

They aren't entering rooms thinking they are more intellectual than their Black & POC comrades. They recognize that there is a difference between schooling and education. And they respect the expertise that comes from Black & POC communities, about their own experiences.

If we are truly going to systemically struggle against this white supremacist system that is killing us all, we gotta be willing to listen to each other. We have to be willing to admit that we haven't gone deep enough in the struggle against racism.

I don't need to hear another white person perform a privilege testimonial for me. I know that most don't even believe it. I can see it in your faces. I would argue you are right. I would never argue that anti-Black racism isn't a global phenomenon, or that we don't experience

inordinate amounts of blatant racism because of the color of our skin. They translate into policy, police brutality, schooling, etc. However, what I need folks to do is pause and look at the impact in white communities. This is not a comparison, it's a mirror.

None of us are living up to the system or standard of white supremacy. We are literally dying! On our street corners, in schools, in churches, in mosques, in synagogues, in movie theaters, at marches, at marathons . . . I don't have all the answers. I have a bunch of questions.

Somebody gotta start asking them."
privilege  race  humanrights  2018  antiracism  performance  superiority  inferiority  schooling  education  liberation  humanity  humanism  racism  whitesupremacy  guilt  whiteguilt  hierarchy  civilrights 
november 2018 by robertogreco
We can’t educate our kids out of inequality
"Those who tout the advantages of a good education like to conjure an image of some future society full of educated professionals all working stable, fulfilling, and salaried jobs. But even the worst students can look around the world and see through this. They can see the economic instability facing most people, and they know that a good education won’t undo the vagaries of the gig economy, or replace the protections of a union. But, they’re told, if you do well enough in school, then hopefully you won’t have to worry about that stuff.

This false promise was more disheartening that any other realization I had while working with students. Unfair tests, confusing admissions policies, unequal schools — all that is bad but sadly unsurprising, so you can prepare yourself for it. On the other hand, I was not prepared to lie to students about how, if they just figured out trig functions, then everything would be OK.

Education fetishism gives the illusion of fairness to society’s inequalities. Grades and test scores and college rankings mirror the stratification of the economy, and apply a thin veneer of meritocracy to that hierarchy. What students internalize about school is that it is primarily about ranking people. So attempts to improve education are really attempts to make those rankings more accurate, instead of making them less determinative. As long as this is true, then education is not really the solution to society’s problems. Even bold steps to improve schools and bring down college costs will not fix the problem of inequality, since status and sorting are also the results of education in America.

None of this is to say that education is bad or that schools should not be improved for their own sake. Learning things, after all, is fun. Education is great when it’s about teaching people stuff they want to know. But because school has to serve this burden of fixing social problems it is not equipped to fix, it cannot simply teach students interesting things they want to learn. Students should learn trig functions because they are an elegant solution to a complicated problem. They should read Hamlet because it’s a good play. They should learn things because there is value in learning them.

Instead, educators have to rend these subjects apart, breaking them into supposedly marketable skills like “reading comprehension” and “analytical reasoning” so that they can be used to demonstrate a student’s market value and justify patently unjust economic outcomes. As long as this is the case, then not only will inequality fail to get better, but education will continue to get worse. Instead of insisting we can educate ourselves out of the social problems capitalism creates, we should learn something new."



"This false promise was more disheartening that any other realization I had while working with students. Unfair tests, confusing admissions policies, unequal schools — all that is bad but sadly unsurprising, so you can prepare yourself for it. On the other hand, I was not prepared to lie to students about how, if they just figured out trig functions, then everything would be OK.

Education fetishism gives the illusion of fairness to society’s inequalities. Grades and test scores and college rankings mirror the stratification of the economy, and apply a thin veneer of meritocracy to that hierarchy. What students internalize about school is that it is primarily about ranking people. So attempts to improve education are really attempts to make those rankings more accurate, instead of making them less determinative. As long as this is true, then education is not really the solution to society’s problems. Even bold steps to improve schools and bring down college costs will not fix the problem of inequality, since status and sorting are also the results of education in America.

None of this is to say that education is bad or that schools should not be improved for their own sake. Learning things, after all, is fun. Education is great when it’s about teaching people stuff they want to know. But because school has to serve this burden of fixing social problems it is not equipped to fix, it cannot simply teach students interesting things they want to learn. Students should learn trig functions because they are an elegant solution to a complicated problem. They should read Hamlet because it’s a good play. They should learn things because there is value in learning them.

Instead, educators have to rend these subjects apart, breaking them into supposedly marketable skills like “reading comprehension” and “analytical reasoning” so that they can be used to demonstrate a student’s market value and justify patently unjust economic outcomes. As long as this is the case, then not only will inequality fail to get better, but education will continue to get worse. Instead of insisting we can educate ourselves out of the social problems capitalism creates, we should learn something new."
education  inequality  tutoring  schools  2018  hierarchy  economics  admissions  class  meritocracy  sorting  johnschneider  schooling  society  capitalism  gigeconomy  colleges  universities  grades  grading  learning  deschooling  unions  socialsafetynet  testing  bias 
november 2018 by robertogreco
Compulsory SRE? How about we stop teaching children that their consent doesn’t matter in the first place. | Sophie Christophy
"Consent isn’t something you can teach, it is an experience and a feeling. When someone asks you for your consent, to be able to consent in an meaningful way, a person needs to be able to pause, think and reflect – Do I want to do this? Do I want this to happen to me? – without coercion. They experience a feeling of being in control of their own destiny, of looking within themselves, to see if they do indeed want to consent to what is being proposed, or not. They need to know that the person asking for their consent genuinely means it, and will respect their response, in order for the consent to be meaningful.

Trying to ‘teach’ this, whilst persistently exposing children to a non-consensual environment, I just don’t see how it works."
sophiechristopy  unschooling  deschooling  education  learning  howwelearn  consent  sexed  sexuality  schooling  schooliness  2017 
november 2018 by robertogreco
Rethinking Learning to Read, by Harriet Pattison — A Book Review | Alliance for Self-Directed Education
[via: https://twitter.com/cblack__/status/1056254550397485056 ]

"Parents in the sample drew on a diversity of approaches and practices when supporting their children in learning to read. Perhaps unsurprisingly parents’ views in the sample were heavily influenced by phonics. However what was significant was that not all families used phonics based methods, some were openly critical of it and some of the children did not respond well and resisted a phonics based approach. Families shared: “No phonics, no flash cards, no traditional teaching methods were used in our home – for reading or anything else” and “Phonics doesn’t suit every child – as a very strong visual learner my daughter finds the individual sounds in words meaningless ... she hears words as a single sound.”

Some families drew on whole word learning approaches, some an eclectic mix, while others acknowledged the limitations of using methods and a number preferred to use no methods at all because this is what they felt was the best approach for their particular child and that they would learn to read naturally by engaging in everyday life. “Living a life style of literacy”; “Living life in a world where words are everywhere” and “Given time and exposure children will learn to read and will enjoy it.”

Some children also developed their own methods which drew on word recognition, memorisation and guessing, or together with a parent they co-created a unique approach which suited them. It was apparent that what suited one child may not suit another and this included children within the same family, one parent said: “There is not a “one-size-fits-all” magic formula” and another family: “often requiring different resources to be available at different times rather than following a single ‘method’ throughout.”

Away from phonics families were actively and pragmatically choosing methods and approaches with the best fit for the child and they were using those methods in ways that were facilitative of their relationships, the child’s learning and their emotional well being. In taking this open and flexible approach families were placing the child at the centre of the learning experience. For example, a parent said “Go with what works for that particular child” and another “The method is not important; the important [thing] is that the child likes it.“

The sample was characterised by a diversity of accounts, there was no one singular approach that could be used to describe the theoretical positions adopted by this group of parents. In fact as a home educating parent and also as a researcher Pattison explains that it is not necessary for a parent to hold an understanding of what reading is or how reading happens for it is precisely this “not knowing”, questioning and flexible state of mind that enables a parent to be reflexive and responsive to their child, putting the relationship first and re-thinking what reading actually is."
howweread  reading  education  unschooling  phonics  pedagogy  2017  emmaforde  harrietpattison  children  language  deschooling  schooling  schools  homeschool 
october 2018 by robertogreco
The Reading Wars: Why Natural Learning Fails in Classrooms | Psychology Today
[via: https://twitter.com/cblack__/status/1056258640028491776 ]

"So, we have this puzzle. Out of school, children learn to read by what appear to be whole-word, whole-language methods. They read right off for meaning and they learn to recognize whole words and read whole passages before they pay much attention to individual letters or sounds. Phonics comes later, based on inferences that may be conscious or unconscious. Learning to read out of school is in some ways like learning oral language; you learn it, including the rules, with little awareness that you are learning it and little awareness of the rules that underlie it. But that doesn’t work well for learning to read in school. Learning there is better if you master the rules (the rules relating letters to sounds) before attending much to meaning.

The mistake of the progressive educators, I think, has been to assume that the classroom is or can be a natural learning environment. It isn’t, and (except in unusual circumstances) it can’t be. The classroom is a setting where you have a rather large group of children, all about the same age, and a teacher whose primary tasks are to keep order and impart a curriculum—the same curriculum for everyone. In that setting, the teacher decides what to do, not the students. If students decided, they would all decide on different things and there would be chaos. No matter how liberal-minded the teacher is, real, prolonged self-direction and self-motivation is not possible in the classroom. In this setting, children must suppress their own interests, not follow them. While children out of school learn what and because they want to, children in school must learn or go through the motions of learning what the teacher wants them to learn in the way the teacher wants them to do it. The result is slow, tedious, shallow learning that is about procedure, not meaning, regardless of the teacher’s intent.

The classroom is all about training. Training is the process of getting reluctant organisms to do or learn what the trainer wants them to do or learn. Under those conditions, methods that focus on the mechanical processes underlying reading—the conversion of sights to sounds—work better than methods that attempt to promote reading through meaning, which requires that students care about the meaning, which requires that they be able to follow their own interests, which is not possible in the classroom."
petergray  reading  howwelearn  education  unschooling  deschooling  2013  training  schools  schooling  wholelanguage  phonics  learning  progressive  curriculum  pedagogy 
october 2018 by robertogreco
Black Mountain College: "The Grass-Roots of Democracy" - Open Source with Christopher Lydon
"Our guest, the literary historian Louis Menand, explains that B.M.C. was a philosophical experiment intent on putting the progressive philosopher John Dewey‘s ideas to work in higher education. The college curriculum was unbelievably permissive — but it did ask that students undertake their own formation as citizens of the world by means of creative expression, and hard work, in a community of likeminded people.

The college may not have lived up to its utopian self-image — the scene was frequently riven by interpersonal conflict — but it did serve as a stage-set to some of modern culture’s most interesting personalities and partnerships."
bmc  blackmountaincollege  rutherickson  louismenand  teddreier  theodoredreier  sebastiansmee  taylordavis  williamdavis  2016  robertcreeley  jacoblawrence  josefalbers  robertrauschenberg  annialbers  davidtudor  franzkline  mercecunningham  johncage  charlesolson  buckminsterfuller  johndewey  democracy  art  music  film  poetry  cytwombly  bauhaus  experientiallearning  howwelearn  education  johnandrewrice  unschooling  deschooling  schools  schooling  learning  howelearn  howweteach  pedagogy  christopherlydon  abstractexpressionism  popart  jacksonpollock  arthistory  history  arts  purpose  lcproject  openstudioproject  leapbeforeyoulook  canon  discovery  conflict  artists  happenings  openness  rural  community  highered  highereducation  curriculum  willemdekooning  small  control  conversation  interdisciplinary  transdisciplinary  mitmedialab  medialab  chaos  utopia  dicklyons  artschools  davidbowie  experimentation  exploration  humanity  humanism  humility  politics 
october 2018 by robertogreco
Carol Black: Alternatives to Schooling on Vimeo
"Carol Black is an education analyst, television producer, and director of the film Schooling the World. This is her plenary talk at the Economics of Happiness conference, held in Portland, Oregon, in February 2015. The conference was organized by Local Futures, a non-profit organization that has been promoting a shift from global to local for nearly 40 years."
carolblack  unschooling  deschooling  education  learning  howelearn  schools  schooling  happiness  alternative  work  play  experimentation  development  children  age  segregation  experience  experientialeducation  readiness  compulsion  control  authoritarianism  authority  power  standardization  centralization  publicschools  corporations  corporatism  compulsory  agesegregaton  sfsh  tcsnmy  lcproject  openstudioproject  conviviality  ivanillich  community  howwelearn  2015  institutions  institutionalizations  diversity 
october 2018 by robertogreco
Carol Black: Reclaiming Our Children, Reclaiming Our World - YouTube
"Carol Black directed the documentary film Schooling the World, which describes how western-style schools help destroy indigenous cultures worldwide. This talk was given at ISEC's Economics of Happiness conference in Berkeley, California, in March 2012."
carolblack  unschooling  deschooling  economics  humans  learning  howwelearn  schools  schooling  brains  development  children  education  agesegregation  us  history  literacy  standardization  centralization  publicschools  corporations  corporatism  compulsory  control  power  agesegregaton  sfsh  tcsnmy  lcproject  openstudioproject  2012 
october 2018 by robertogreco
Carol Black on Twitter: "FYI: Dr. Chester M. Pierce, who coined the term "microaggression," also coined the term "childism:" https://t.co/vYyMkeWWpj HT @TobyRollo #Childism… https://t.co/2ZOH24MVIf"
"FYI:

Dr. Chester M. Pierce, who coined the term "microaggression," also coined the term "childism:"

https://www.healio.com/psychiatry/journals/psycann/1975-7-5-7/%7B289c676d-8693-4e7a-841e-2ce5d7f6d9f2%7D/childism HT @TobyRollo #Childism
"We contend that childism is the basic form of oppression in our society and underlies all alienation and violence, for it teaches everyone how to be an oppressor and makes them focus on the exercise of raw power rather than on volitional humaneness...

"Like its derivatives, sexism and racism, it is found in virtually everyone. Modification of childist practices would alter other oppressive systems that retard the development of humankind to its full potential."

—CHESTER M. PIERCE, MD GAIL B. ALLEN, MD

2. "In childism, the child-victim is put on the defensive. He is expected to accommodate himself to the adult-aggressor, and is hardly ever permitted to initiate action or control a situation."

3. "The vehicle for most adult action is microaggression; the child is not rendered a gross brutalization, but is treated in such a way as to lower his self-esteem, dignity, and worthiness by means of subtle, cumulative, and unceasing adult deprecation."

4. "As a result of this constant barrage of micro-aggression, the child remains on the defensive, mobilizing constantly to conform and perform. This incessant mobilization is not without cost, psychologically and probably physiologically."

5. "These children have not been physically assaulted. They have, however, been subjected to a number of pejorative acts; the posture, gestures, tone of voice... were an abuse that indicates their inferiority, for no other reason than their social attribute of childhood."

6. "If such abuse were an isolated occurrence, it could be ignored. Yet in all probability these youngsters receive the same gratuitously abusive behavior many times a day from "loving parents," "devoted teachers," "kindly physicians," "concerned policemen..."

7. "This places the child in circumstances that bring about serious, protracted... stress... It has a cumulative effect that may exert a powerful influence on his adult behavior, just as sexist or racist practices affect the entire future of women or members of a minority group."

8. "Children remain the most oppressed group... The more we understand the oppression of children, the more we understand oppression of any individual or group. With a more informed understanding of this process, many traditional dominance patterns could be modified."

~ Chester M. Pierce, MD, former Professor of Psychiatry at Harvard Medical School and Professor of Education at Harvard University, and Gail B. Allen, MD. http://www.mghglobalpsychiatry.org/chesterpierce.php "
chesterpierce  gailallen  carolblack  childism  ageism  2018  microagression  tobyrollo  authoritarianism  deschooling  schooling  unschooling  schooliness  psychology  oppression  power  control  adults  behavior  stress  sexism  racism  children  dominance 
october 2018 by robertogreco
The History of the Future of High School - VICE
"The problem with American high school education, it seems, is not that students haven’t learned the “right skills.” The problem is that the systemic inequality of the school system has ensured that many students have been unable to participate fully in either the economy or, more fundamentally, in democracy. It’s not that there has been no tinkering, but that those doing the tinkering often have their own interests, rather than students’ interests, in mind."
audreywatters  2018  highschool  education  aptests  publicschools  schooling  change  betsydevos  power  privilege  inequality  democracy  history  larrycuban  davidtyack 
october 2018 by robertogreco
“Minding the Gap,” Reviewed: A Self-Questioning Documentary About What Happened to a Group of Young Skaters | The New Yorker
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  web  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
'Minding the Gap': How Bing Liu Turned 12 Years of Skate Footage into the Year's Most Heartfelt Doc
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  webapps  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
“I Had a Moral Crisis”: Bing Liu on Minding the Gap, Personal Doc Voiceovers and Cycles of Abuse | Filmmaker Magazine
[Carol Black: https://twitter.com/cblack__/status/1052995478583836672

2-step lesson for teachers:

1. Watch this documentary about the kids who will NEVER adapt well to authoritarian environments like school. https://www.youtube.com/watch?v=n5Vm_Awe3bw

2. Read how this skater kid learned to make brilliant films through self-directed learning, mentorships, discovery.

Through a slow process of experimentation, improvisation, exploration, director Bing Liu evolved from a skater kid with a video camera into a deep, accomplished filmmaker. https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
As a teen-ager, a decade ago, in the small city of Rockford, Illinois, Bing Liu filmed himself and his friends skateboarding. He shot much of his footage while skating alongside them, and, as a result, the skating sequences of his documentary “Minding the Gap” (which opens today in theatres and streams on Hulu) have a surging, gliding, soaring, joyously speedy energy that offers a hypnotic whirl and rush. Those images of skating, however, are merely the background and context for the film, and the diverting thrill that they offer is crucial to the film’s substance. That substance—domestic trauma, systemic racism, and economic dislocation—is also the very stuff of society, and the near-at-hand intimacy gives rise to a film of vast scope and political depth.

Allowing his film to unfold over years of shooting and editing and re-editing, Liu uncovered the hidden depth and dimension in his subject matter.
https://www.newyorker.com/culture/the-front-row/minding-the-gap-reviewed-a-self-questioning-documentary-about-what-happened-to-a-group-of-young-skaters
“Minding the Gap” builds Liu’s investigations, and the personal and ethical considerations that they entail, into the film. What he discovers—and films—of his friends’ present-day lives disturbs him, and Liu grapples with his own conflicts even while filming himself grappling with them. The details of the film make for an exemplary work of reporting. Liu’s clear revelation of specific yet complex events brings out psychological causality and logical connections but doesn’t impose a narrative; rather, the drama crystallizes as the events unfold. It’s a documentary in which the very nature of investigation is established—intellectually, aesthetically, and morally—by way of the personal implication of the filmmaker in the subject, of the filmmaker’s own need to make the images, to talk with the participants, to get beyond the surfaces of the settings. “Minding the Gap” is a personal documentary of the highest sort, in which the film’s necessity to the filmmaker—and its obstacles, its resistances, its emotional and moral demands on him—are part of its very existence.

Learning technical skills from online forums and by emulating filmmakers who inspired him, Liu was then able to allow the personal, emotional story to emerge. https://filmmakermagazine.com/105737-i-had-a-moral-crisis-bing-liu-on-minding-the-gap-personal-doc-voiceovers-and-cycles-of-abuse/#.W8i8by-ZMWo
Filmmaker: I had seen part of a cut that you had about a year ago. What I remember is, there was a lot more voiceover and the structure was different. There was a scene in the first ten minutes where you’re going to meet your mom to do the interview about you being abused by your stepfather, and you’re being interviewed in the car on the way: “So how do you feel about this?” At a certain point, obviously a lot of those things changed. Documentary editing processes are inherently long and complicated, but I’d love it if you could talk about thinking through some of those changes.

Liu: I didn’t begin the film wanting to be in the film. My background is, I got a camera to make videos when I was 14. I watched movies that inspired me, like Waking Life, Kids and Gummo. Some of my first shorts when I was a teen were this sort of Slacker plot where I follow people around Rockford as they interact with each other. The structure is based off of hand-offs, to give you a slice of community and the people in it. Anyway, I learned cinematography and editing through going to forums. There’s this website called Skate Perception that was kind of the Reddit for skate media makers all over the country. This was in the 2000s, when the internet was still finding its identity in many ways. It no longer exists; forums aren’t really a thing, for the most part.

“I didn’t go to film school, because everybody that I worked with in film was like: if you go to school, don’t go to school for film.” https://nofilmschool.com/2018/08/minding-gap-bing-liu-interview
NFS: How did you develop your unconventional aesthetics over time, starting from such a young age?

Liu: It was a mix of just emulating other creators and films that I was watching and also just going online and learning. By the time I was 16, I had a camera that I could set exposure and color temperature and with ND filters on it. By the time I was 17, I had a 24p camera and I was building my own dollies, so it was sort of just like exploring and emulation of what was happening at the time, which was a mix of the internet connecting more people, and also the DIY-style filmmaking that was growing with the advent of DSLR shooting video. I never really saw a career in film as a viable thing. I thought making films was just what I did.
"The Glidecam was freeing because you can run down stairs when you get good enough at it, and even jump over things with the cameras."

NFS: How did you transition to realizing that you could actually do this professionally?

Liu: It was when I got a job as a PA when I was 19 and I was like, “Oh, I can get paid $50 a day to like fetch coffee and carry heavy camera cases around for 14 hours.” It was less about the $50 and more about the “Oh, you can do this.”

NFS: That's what we're always telling people who want to break into the business: just get on set.

Liu: Yeah, I didn't go to film school, because everybody that I worked with in film was like: if you go to school. don't go to school for film, and so I went to school for literature.
]
bingliu  mindingthegap  film  filmmaking  documentary  srg  unschooling  deschooling  authority  authoritarianism  school  schooling  schools  learning  skating  skateboarding  self-directed  self-directedlearning  howwelearn  canon  video  domesticviolence  2018  carolblack  teaching  howweteach  schooliness  online  internet  web  domestictrauma  economics  rustbelt  society  childabuse  children  teens  youth  streetculture  illinois  rockford  friendship  parenting  dropouts  aesthetics  filmschool  emulation  cinematography 
october 2018 by robertogreco
Progressive Labels for Regressive Practices: How Key Terms in Education Have Been Co-opted - Alfie Kohn
[via: https://twitter.com/cblack__/status/1052629222089359361

"So here's the cycle:

1. Educators create valid term for needed reform.
2. Corporate/political forces co-opt term to sell bullshit to schools.
3. Regressive educators equate needed reform with bullshit "reform."
4. Needed reform is defeated & forgotten.

Example:

1. Educators advocate for differentiated/personalized learning as humane, relationship-based alternative to standardization.
2. Corporations co-opt term to sell algorithm-based-ed-tech bullshit.
3. Popular bloggers equate 'personalized learning' with edtech bullshit.
4. Public impression is created that 'personalized learning' is a negative, corporate-driven, bullshit concept.
5. Standardization prevails."

[my reply]

"“a dark commentary on how capitalism absorbs its critiques”" (quoting https://twitter.com/amandahess/status/1052689514039250945 ) ]

"“When I use a word,” Humpty Dumpty said, in rather a scornful tone, “it means just what I choose it to mean – neither more nor less.”

— Lewis Caroll, Through the Looking Glass

“Whole language” (WL), a collaborative, meaning-based approach to helping children learn to read and write, emerged a few decades ago as a grassroots movement. Until it was brought down by furious attacks from social conservatives, academic behaviorists, and others, many teachers were intrigued by this alternative to the phonics fetish and basal boom that defined the field. More than just an instructional technique, WL amounted to a declaration of independence from packaged reading programs. So how did the publishers of those programs respond? Some “absorbed the surface [features] of WL and sold them back to teachers.” Others just claimed that whatever was already in their commercial materials — bite-size chunks of literature and prefabricated lesson plans — was whole language.[1]

Until you can beat them, pretend to join them: WL is literally a textbook illustration of that strategy. But it’s hardly the only one. For example, experts talk about the importance of having kids do science rather than just learning about it, so many companies now sell kits for easy experimenting. It’s branded as “discovery learning,” except that much of the discovery has been done ahead of time.

A teacher-educator friend of mine, a leading student of constructivism, was once treated to dinner by a textbook publisher who sought his counsel about how kids can play an active role in the classroom and create meaning around scientific ideas. The publisher listened avidly, taking careful notes, which my friend found enormously gratifying until he suddenly realized that the publisher’s objective was just to appropriate key phrases that could be used in the company’s marketing materials and as chapter headings in its existing textbook.

Or consider cooperative learning. Having students spend much of their classroom time in pairs or small groups is a radical notion: Learning becomes a process of exchanging and reflecting on ideas with peers and planning projects together. When we learn with and from one another, schooling is about us, not just about me. But no sooner had the idea begun to catch on (in the 1980s) than it was diluted, reduced to a gimmick for enlivening a comfortably traditional curriculum. Teachers were told, in effect, that they didn’t have to question their underlying model of learning; students would memorize facts and practice skills more efficiently if they did it in groups. Some writers even recommended using grades, certificates, and elaborate point systems to reinforce students for cooperating appropriately.[2]

In short, the practice of “co-opting” potentially transformative movements in education[3] is nothing new. Neither, however, is it just a historical artifact. A number of labels that originally signified progressive ideas continue to be (mis)appropriated, their radical potential drained away, with the result that they’re now invoked by supporters of “bunch o’ facts” teaching or a corporate-styled, standards-and-testing model of school reform.[4]

A sample:

* Engaging doesn’t denote a specific pedagogical approach; it’s used as a general honorific, signifying a curriculum that the students themselves experience as worthwhile. But these days the word is often applied to tasks that may not be particularly interesting to most kids and that they had no role in choosing. In fact, the value of the tasks may simply be ignored, so we hear about student “engagement,” which seems to mean nothing more than prompt or sustained compliance. Such children have internalized the adults’ agenda and are (extrinsically) motivated to complete the assignment, whatever it is. If the point is to get them to stay “on task,” we’re spared having to think about what the task is — or who gets to decide — even as we talk earnestly about the value of having engaged students.[5]

* Developmental originally meant taking our cue from what children of a given age are capable of doing. But for some time now, the word has come to imply something rather different: letting children move at their own pace . . . up an adult-constructed ladder. Kids may have nothing to say about what, whether, or why — only about when. (This is similar to the idea of “mastery learning” — a phrase that hasn’t really been co-opted because it was never particularly progressive to begin with. Oddly, though, it’s still brandished proudly by people who seem to think it represents a forward-thinking approach to education.[6])

* Differentiated, individualized, or personalized learning all emerge from what would seem a perfectly reasonable premise: Kids have very different needs and interests, so we should think twice about making all of them do the same thing, let alone do it in the same way. But there’s a big difference between working with each student to create projects that reflect his or her preferences and strengths, on the one hand, and merely adjusting the difficulty level of skills-based exercises based on students’ test scores, on the other. The latter version has become more popular in recent years, driven in part by troubling programs such as “mass customized learning”[7] and by technology companies that peddle “individualized digital learning” products. (I have more to say about the differences between authentic personal learning and what might be called Personalized Learning, Inc. in this blog post.)

* Formative assessment was supposed to be the good kind — gauging students’ success while they’re still learning rather than evaluating them for the purpose of rating or ranking when it’s too late to make changes. But the concept “has been taken over — hijacked — by commercial test publishers and is used instead to refer to formal testing systems,” says assessment expert Lorrie Shepard.[8] Basically, an endless succession of crappy “benchmark” standardized tests — intended to refine preparation for the high-stakes tests that follow — are euphemistically described as “formative assessment.” Too often, in other words, the goal is just to see how well students will do on another test, not to provide feedback that will help them think deeply about questions that intrigue them. (The same is true of the phrase “assessment for learning,” which sounds nice but means little until we’ve asked “Learning what?”) The odds of an intellectually valuable outcome are slim to begin with if we’re relying on a test rather than on authentic forms of assessment.[9]

* A reminder to focus on the learning, not just the teaching seems refreshing and enlightened. After all, our actions as educators don’t matter nearly as much as how kids experience those actions. The best teachers (and parents) continually try to see what they do through the eyes of those to whom it’s done. But at some point I had the queasy realization that lots of consultants and administrators who insist that learning is more important than teaching actually have adopted a behaviorist version of learning, with an emphasis on discrete skills measured by test scores.

You see the pattern here. We need to ask what kids are being given to do, and to what end, and within what broader model of learning, and as decided by whom. If we allow ourselves to be distracted from those questions, then even labels with a proud progressive history can be co-opted to the point that they no longer provide reassurance about the practice to which the label refers."
alfiekohn  2015  progressive  education  schools  schooling  schooliness  lesicarroll  humptydumpty  wholelanguage  cooption  language  words  buzzwords  pedagogy  differentiation  teaching  business  capitalism  formativeassessment  assessment  learning  howweetach  howwelearn  development  engagement  grassroots 
october 2018 by robertogreco
Christi Belcourt on Twitter: "Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be t
"Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be taught in a brick box. Not everything should be.

Education from and on the land is needed for children. We need the next generation to be free thinkers. Unintentionally, the structures within the current education system are contributing in assimilating all children into a form of thinking that teaches them to conform.

Education in schools is affecting Indigenous nations. It’s not all positive. Hardly any of our kids knows the lands like the back of their hands any more. Hardly any knows animal traditional laws, protocols. Hardly any can survive on the land. And almost all are taught in English

Without intending it, by sending ALL our children to school, we are creating a society of dependence. Because unable to survive on the land means a dependence on goods and services. It also means a continued decline in our languages as the day is spent in English.

Even communities once entirely fluent not long ago are noticing their young people conversing in English. I was just in a community where the teenagers were fluent. But pre-teens weren’t. How can communities compete w/ English when their children are emmersed in it all day?

I don’t want to offend educators. Educators are some of the most selfless and kind people I’ve met. They go above and beyond for kids every day. My observations are about some of the long term boarder effects re: institution of education and its detrimental effects on our nations

The late Elder Wilfred Peltier once wrote that the education system harms children in a few ways. He was speaking specifically about Indigenous kids but his thoughts could be applied to all I suppose. He said it sets kids up with a skewed sense of self. (Con’t)

Elder Wilfred Peltier said children are taught early in school to be graded. He said the harm isn’t only in the child who gets low grades and is made to feel less than. The worse harm is to kids who get higher grades and are made to feel better than others.

He also said the structure of the classroom is problematic. It implies the teacher knows everything and the student knows nothing. In Indigenous communities we talk about how children are teachers and each one has unique gifts. But schools don’t nurture those gifts.

A child might be gifted in reading the stars or knowing traditional medicines. Schools eliminate that as a possibility to be apprenticed in those things. And they take up so much time in a child’s life there is no time left over for language and apprenticing in their gifts.

We will need scientists and people who have gone through school. But we also need medicine apprentices, land knowledge, language keepers and star readers. We need experts of the lakes and animals. This come from apprentiships w/ kokums and moshoms. It comes from the land itself.

In this time of climate change the world needs Indigenous knowledge more than ever. It’s in our lands and langusges. It can’t come from school. So we have to question this. And really look at it to suss out the good and the bad in a non emotional and non judgemental way.

Is there a way to have half of all Indigenous kids apprenticed full time with kokums or moshoms in land/water based education? Is there a way to identify what gifts kids will have early on and give them the life long training to nurture those gifts?

My concluding thought is the tendency will be towards “improving” or “fixing” schools to allow for more Indigenous languages or teachings etc without fundamentally changing anything. My point is the kind of education I’m talking about cannot be within the school system."
education  unschooling  deschooling  indigeneity  schooling  wilfredpeltier  christibelcourt  2018  inequality  children  authority  experience  apprenticeships  kokums  moshoms  multispecies  land  morethanhuman  canon  climatechange  experientiallearning  gifted  language  languages  landscape  colonialism  heterogeneity 
october 2018 by robertogreco
How Much Do Rising Test Scores Tell Us About A School?
"Reading and math scores have long been the currency of American schooling, and never more so than in the past two decades since the No Child Left Behind Act. Today, advocates will describe a teacher as “effective” when what they really mean is that the teacher’s students had big increases in reading and math scores. Politicians say a school is “good” when they mean that its reading and math scores are high.

So, how much do test scores really tell us, anyway? It turns out: A lot less than we’d like.

For all the attention to testing, there’s been a remarkable lack of curiosity about how much tests tell us. Last spring, for instance, researcher Collin Hitt, of the Southern Illinois University School of Medicine, and two coauthors examined the research on school choice and found a striking disconnect between test score gains and longer-term outcomes. They reported, “Programs that produced no measurable positive impacts on achievement have frequently produced positive impacts on attainment” even as “programs that produced substantial test score gains” have shown no impact on high school graduation or college attendance. More generally, they observe:

The growing literature on early childhood education has found that short-term impacts on test scores are inconsistent predictors of later-life impacts . . . Studies of teacher impacts on student outcomes show a similar pattern of results . . . It turns out that teacher impacts on test scores are almost entirely uncorrelated with teacher impacts on student classroom behavior, attendance, truancy, and grades . . . The teachers who produce improvements in student behavior and noncognitive skills are not particularly likely to be the same teachers who improve test scores.


You would think this disconnect would prompt plenty of furrowed brows and set off lots of alarm bells. It hasn’t. And yet the phenomenon that Hitt et al. note isn’t all that surprising if we think about it. After all, test scores may go up for many reasons. Here are a few of them:

• Students may be learning more reading and math and the tests are simply picking that up. All good.

• Teachers may be shifting time and energy from untested subjects and activities (like history or Spanish) to the tested ones (like reading and math). If this is happening, scores can go up without students actually learning any more.

• Teachers may be learning what gets tested and focusing on that. In this case, they’re just teaching students more of what shows up on the test—again, this means that scores can go up without students learning any more.

• Schools may be focusing on test preparation, so that students do better on the test even as they spend less time learning content—meaning scores may go up while actual learning goes down.

• Scores may be manipulated in various ways, via techniques as problematic as cheating or as mundane as starting the school year earlier. Such strategies can yield higher test scores without telling us anything about whether students actually learned more than they used to.

It matters which of these forces are driving rising scores. To say this is not to deny the value of testing. Indeed, this observation is 100% consistent with a healthy emphasis on the “bottom line” of school improvement. After all, results are what matters.

But that presumes that the results mean what we think they do. Consider: If it turned out that an admired pediatrician was seeing more patients because she’d stopped running certain tests and was shortchanging preventive care, you might have second thoughts about her performance. That’s because it matters how she improved her stats. If it turned out that an automaker was boosting its profitability by using dirt-cheap, unsafe components, savvy investors would run for the hills—because those short-term gains will be turning into long-term headaches. In both cases, observers should note that the “improvements” were phantasms, ploys to look good without actually moving the bottom line.

That’s the point. Test scores can convey valuable information. Some tests, such as the National Assessment of Education Progress (NAEP), are more trustworthy than others. The NAEP, for instance, is less problematic because it’s administered with more safeguards and isn’t used to judge schools or teachers (which means they have less cause to try to teach to it). But the NAEP isn’t administered every year and doesn’t produce results for individual schools. Meanwhile, the annual state tests that we rely on when it comes to judging schools are susceptible to all the problems flagged above.

This makes the question of why reading and math scores change one that deserves careful, critical scrutiny. Absent that kind of audit, parents and communities can’t really know whether higher test scores mean that schools are getting better—or whether they’re just pretending to do so."
frederickhess  standardizedtesting  2018  education  reform  nclb  rttt  standardization  policy  measurement  assessment  attainment  naep  learning  howelearn  howweteach  teaching  publicschools  schools  schooling 
september 2018 by robertogreco
Is The Big Standardized Test A Big Standardized Flop
"Since No Child Left Behind first rumbled onto the scene, the use of a Big Standardized Test to drive accountability and measure success has been a fundamental piece of education reform. But recently, some education reform stalwarts are beginning to express doubts.

There are plenty of reasons to doubt the validity of the Big Standardized Test, be it PARCC or SBA or whatever your state is using these days. After almost two decades of its use, we've raised an entire generation of students around the notion of test-based accountability, and yet the fruits of that seem.... well, elusive. Where are the waves of students now arriving on college campuses super-prepared? Where are the businesses proclaiming that today's grads are the most awesome in history? Where is the increase in citizens with great-paying jobs? Where are any visible signs that the test-based accountability system has worked?

Two years ago Jay Greene (no relation), head of the Department of Education Reform at the University of Arkansas, was writing about the disconnect in test scores-- if test scores were going up, wasn't that supposed to improve "life outcomes." Wasn't the whole argument that getting students to raise test scores would be indicative of better prospects in life? After all, part of the argument behind education reform has been that a better education was the key to a better economic future, both for individuals and for the country. Greene looked at the research and concluded that there was no evidence of a link between a better test score and a better life.

Here on Forbes.com this week, contributor Frederick Hess (director of education policy studies at the American Enterprise Institute, a right-tilted thinky tank) expressed some doubts as well. AEI has always supported the ed reform cause, but Hess has often shown a willingness to follow where the evidence leads, even if that means challenging reform orthodoxy. He cites yet another study that shows a disconnect between a student's test scores and her future. In fact, the research shows that programs that improve "attainment" don't raise test scores, and programs that raise test scores don't affect "attainment."

Test scores can be raised with several techniques, and most of those techniques have nothing to do with providing students with a better education. Drill the test prep. Take at-risk students out of electives and make them take test-related courses instead. And have teachers learn, over the years, how to teach more directly to the test. But do you want higher test scores or better education? Because those are two unrelated things.

The end result is that the test scores do not tell you what they claim they tell you. They are less like actionable data and more like really expensive noise.

Hess and Greene represent a small but growing portion of the reform community; for most, the Big Standardized Test data is God. For others, the revenue stream generated by the tests, the pre-tests, the test prep materials, and the huge mountains of data being mined-- those will be nearly impossible to walk away from.

But there is one critical lesson that ed reform testing apostates should keep in mind. The idea that the Big Standardized Test does not measure what it claims to measure, the idea that it actually does damage to schools, the idea that it simply isn't what it claims to be-- while these ideas are presented as new notions for ed reformers, classroom teachers have been raising these concerns for about twenty years.

Teachers have said, repeatedly, that the tests don't measure what they claim to measure, and that the educational process in schools is being narrowed and weakened in order to focus on testing. Teachers have said, repeatedly, that the Big Standardized Tests are a waste of time and money and not helping students get an education. Teachers have been saying it over and over and over again. In return teachers have been told, "You are just afraid of accountability" and "These tests will finally keep you honest."

After twenty years, folks are starting to figure out that teachers were actually correct. The Big Standardized Test is not helping, not working, and not measuring what it claims to measure. Teachers should probably not hold their collective breath waiting for an apology, though it is the generation of students subjected to test-centered schooling that deserve an apology. In the meantime, if ed reform thought leader policy wonk mavens learn one thing, let it be this-- the next time you propose an Awesome idea for fixing schools and a whole bunch of professional educators tell you why your idea is not great, listen to them."
petergreene  standardizedtesting  testing  standardization  2018  schools  reform  education  measurement  nclb  rttt  parcc  sba  frederickhess  jaygreene  teaching  learning  howwelearn  howweteach  policy  schooling  publicschools 
september 2018 by robertogreco
How Slavery Inspired Modern Business Management | Boston Review
"The most striking parallel between slavery and scientific management can be found in the “task idea,” which Taylor described as “the most prominent single element in modern scientific management.” The task system is closely identified with Henry Laurence Gantt, who is well known today for the Gantt chart, a scheduling tool, which still bears his name. During the heyday of scientific management, Gantt developed a “task and bonus system,” which paired a flat task and a time wage with bonuses for overwork. Workers would be paid a base wage plus an additional piece rate for production above a certain minimum. By combining an achievable (rather than a maximal) task with bonuses, workers would enjoy the security of a minimum payment but also be encouraged to strive beyond it."



"Writing in 1918, historian Ulrich Bonnell Phillips acknowledged the parallels between scientific management and slavery. As Daniel Joseph Singal notes, when Phillips described the sophistication of southern management strategies, he liked to reference a series of articles in the Southern Planter by H. W. Vick, whose “analysis of stance and movement” resembled some of the most advanced industrial studies of his own time. Perhaps Phillips’s own rosy views of slavery enabled him to see these connections. One of the most influential historians of slavery, his work was infused with racial bias. He famously characterized slavery as a kind of “school” for the enslaved, and his descriptions of the interactions between planters and their slaves bear striking similarities to the ways Taylor described the ideal interactions between managers and workers. In 1911, during the many months of congressional hearings on scientific management, Taylor attempted to distance his system from that of slavery by describing it as a school for workers who did not know how to work: this “is not nigger driving; this is kindness; this is teaching; this is doing what I would like mighty well to have done to me if I were a boy trying to learn how to do something. This is not a case of cracking a whip over a man and saying, ‘Damn you, get there.’”

Half a century after Phillips, Keith Aufhauser again described the extent to which the theory and practice of the slaveholders conformed to Taylor’s system of scientific management. During a decade of heated debate over the nature of southern slavery, Aufhauser argued that there were deep parallels not just between planters’ tools and those advocated by scientific managers, but also about the power relations they reflected. He wrote, “As far as discipline at the workplace goes, . . . the master-slave relationship is quite similar to the capitalist-wage-laborer relationship in scientifically managed enterprises.” Two decades after Aufhauser, historian Mark Smith would again describe aspects of plantation management that looked strikingly like scientific management. Smith focused on the role of time discipline on the plantation, pointing to the widespread use of clocks to assess how much labor the enslaved could perform.

Despite this research and more, the parallels between present-day business management practices and slavery have been persistently neglected in mainstream discussions about the history of U.S. enterprise. So much so that in 2003 management professor Bill Cooke argued that the failure of management scholars to account for this history amounted to “denial.” Cooke wrote that information about slaveholding business practices was widely available in published sources and thus had been willfully overlooked.

In some cases, the evidence for slavery can be literally read between the lines. Take the example of Gantt, whose task and bonus system so closely paralleled the one used by some slaveholders. Gantt is still sometimes profiled in modern management textbooks and web guides. In a phrase copied between them so frequently that it is hard to be sure of its original author, Gantt is said to have been born to a family of prosperous farmers in Maryland, but that “his early years were marked by some deprivation as the Civil War brought about changes to the family fortunes.” Those “changes,” so easily elided, were wrought by the more than sixty enslaved people who escaped from the plantation and took their freedom. The legacy of slavery is simultaneously acknowledged and erased.

To move beyond denial requires not only an acknowledgment that slaveholders practiced a kind of scientific management but also a broader rethinking of deep-seated assumptions about the relationship between capitalism and control. Though there are many exceptions, histories of business practices—at least those that reach a general audience—tend to be both individual and social success stories. They tell stories that are win-win, with businesspeople earning profits and customers, laborers, and communities benefiting along the way. This can, of course, be true. The shift from seeing trade as zero-sum to positive-sum was one of the most important transitions underpinning the rise of capitalism. But capitalism does not make this win-win inevitable.

Growing the pie brings no guarantee about how it will be divided. The sharing of rewards depends on how the rules are written or, differently put, on how markets are regulated. Slavery shows how one particular set of rules enabled precise management but paired its efficiencies with horrifying costs. Slavery also illustrates how certain kinds of market expansion—allowing lives to be bonded in labor and sold—can produce radical inequality. Economic growth can accompany the expansion of freedom and opportunity. But, as in the case of slavery, the expansion of market freedoms for a few can depend on the limitation of all kinds of freedoms for others. Growth can accompany choice, but it can also build on violence and injustice.

Certain kinds of management flourish when managers enjoy a very high level of control over their workers. The rise of scientific management in the late nineteenth century should be seen both as a moment of innovation and as the reemergence of old technologies of control. With the closing of the frontier, workers had fewer opportunities to leave the factory to return to the land. With immigration and rising inequality, manufacturers enjoyed access to a plentiful labor supply. The age of trust and monopoly limited outside options, and collusion meant that even when workers could legally go elsewhere, the circumstances were not necessarily better. Only in circumstances such as these did it make sense for managers such as Taylor to attempt to calculate “what fraction of a horse power a man power is,” with the expectation that this maximum rate of work could be acquired for an hourly wage, or perhaps a wage and a “bonus.”

Modern narratives of capitalist development often emphasize the positive-sum outcomes of many individual choices. They suggest that free, even selfish, decisions go hand in hand with growth and innovation. They often assume that vast wealth accumulated by a few accompanies improved circumstances for many. The history of slavery’s capitalism warns against all these expectations. My new book, Accounting for Slavery, as well as work by historians such as Daina Ramey Berry and Calvin Schermerhorn, shows that slavery in the eighteenth and nineteenth centuries was highly adaptable to the pursuit of profit. Free markets for slaveholders flourished, and their control over men, women, and children expedited production, both by pushing up the pace of labor and by transporting it to new, more fertile soils. Slaveholders’ manipulation of human capital compounded it into massive fortunes—both through financial maneuvering and through human reproduction.

When Harvard Business Review marked its ninetieth anniversary in 2012, Taylor made it into all three featured essays, offering an inspirational point of reference for the ability of managers to transform the broader economy. The business history of plantation slavery offers a very different point of reference—a cautionary tale that warns us what profit-seeking can look like when everything, including lives, is up for sale. The heritage of U.S. business includes both stories of innovation and those of extreme violence. Often the two are deeply intertwined. This was true in specific ways for scientific management, and it was undeniable for plantation slavery. Reckoning with these uncomfortable histories can help us to see the deep connections between capitalism and control and, perhaps, even to find a more humane way forward."
taylorism  management  slavery  unschooling  deschooling  schooliness  schooling  2018  caitlinrosenthal  economics  injustice  socialjustice  scientificmanagement  henrylaurencegantt  scheduling  motivation  keithaufhauser  ulrichbonnellphillips  danieljosephsingal  control  hierarchy  tasks  capitalism  dainarameyberry  calvinschermerhorn  markets  growth  frederickwinslowtaylor 
september 2018 by robertogreco
BEFORE YOU GO TO SCHOOL, WATCH THIS || WHAT IS SCHOOL FOR? - YouTube
"EVERY STUDENT NEEDS TO SEE THIS!

Check out the Innovation Playlist
http://www.innovationplaylist.org

Directed by Valentina Vee
Produced by Lixe Hernandez
Shot by Andrey Misyutin
Motion Design by Hodja Berlev (Neonbyte)
Music by Raul Vega (Instrumental track here: https://phantomape.bandcamp.com/track...)

Don't forget to like, comment & SUBSCRIBE: https://goo.gl/3bBv52

For more inspirational videos, watch:
I Just Sued The School System https://youtu.be/dqTTojTija8
Everybody Dies But Not Everybody Lives https://goo.gl/xyiH9C
Prince Ea Reacts to Teens React To The School System https://youtu.be/nslDUZQPTZA

Recommended Reading:

1) What School Could Be, Ted Dintersmith
2) The Element, by Sir Ken Robinson
3) How Children Learn, John Holt
4) The Global Achievement Gap, Tony Wagner

Works Cited

Galloway Mollie., Jerusha Conner & Denise Pope. “Nonacademic Effects of Homework in Privileged, High-Performing High Schools,” The Journal of Experimental Education (2013) 81:4, 490-510, DOI: 10.1080/00220973.2012.745469

Medina, John. Brain Rules. Seattle: Pear Press, 2014. Print.

Michigan Medicine - University of Michigan. "Despite benefits, half of parents against later school start times." ScienceDaily. ScienceDaily, 18 August 2017. https://www.sciencedaily.com/releases/2017/08/170818115831.htm

Moffitt Terrie., and Louise Arseneault. “A gradient of childhood self-control predicts health, wealth, and public safety.” Proceedings of the National Academy of Sciences of the United States of America
(2011) PSOR 5 May. 2018."
education  schools  schooling  unschooling  deschooling  learning  2018  princeea  howwelearn  schooliness  sleep  homework  johnmedina  terriemoffitt  louisearseneault  molliegalloway  jerushaconner  denisepope  time  timemanagement  tonywagner  teddintersmith  kenrobinson  johnholt  valentinavee  video  self-care  suicide  well-being  self-control  bullying  stress  anxiety  depression  whatmatters  cooking  success  life  living  purpose  socialemotional  ikea  music  youtube  children  passion  socialemotionallearning  health  rejection  ingvarkamprad 
september 2018 by robertogreco
First Day of Class, by Michael Hettich
"First Day of Class

I was thinking of starting a forest, he says,
when I ask what he plans to do with his life
after he graduates. If I did that,
he explains, I would have to learn self-reliance
and I’d understand the animals. I wonder how many
trees I’d have to grow to become
a forest, a real one. The other students listen silently
and some even nod, as if what he said
was something they’d considered too. But they’ve all told me
lawyer or physical therapist, nurse
or businessperson. There have been no dancers
or even English majors. But this young man is serious,
sitting there in tee-shirt and baseball cap, straight-backed
and speaking with a deferential nod, as though
I could help him--as I’ve been explaining I’m here
to do, their professor. We’ll form a small community
I’ve told them, or I hope we will, and we’ll discuss the world.
It seems to be raining this morning, though I’m not sure
since this classroom doesn’t have windows. It was raining
when I drove in at first light, splashing through the streets:
Some of the students wear slickers; others carry
brightly-colored umbrellas. And now another young man
raises his hand and says that, on second thought,
he wants to be a farm, an organic farm with many bees
and maybe even cows and pigs no one will ever eat
that live like pets. I love fresh milk, he says.
Then someone else tells us she’s always secretly
yearned to be a lake somewhere up north in the woods—
let’s say in Maine, since I love seasons
and I wonder how it feels to freeze tight, not move
for months, how it feels to open up again
in the spring; and I’ve always wondered how fish would feel
swimming through my body, how that might make me shiver
like love. And she laughs then. And thus the room grows wild."

[via: https://twitter.com/earnestdrollery/status/1034827420120096769 ]
michaelhettich  unschooling  schooling  deschooling  schools  education  life  living  multispecies  morethanhuman  careers  poems  poetry 
september 2018 by robertogreco
The Demotivating Effect (and Unintended Message) of Retrospective Awards | Harvard Kennedy School
"It is common for organizations to offer awards to motivate individual behavior, yet few empirical studies evaluate their effectiveness in the field. We report a randomized field experiment (N = 15,329) that tests the impact of two types of symbolic awards on student attendance: pre-announced awards (prospective) and surprise awards (retrospective). Contrary to our pre-registered hypotheses, prospective awards had no impact while the retrospective awards decreased subsequent attendance. Survey studies provide evidence suggesting that receiving retrospective awards may demotivate the behavior being awarded by inadvertently signaling (a) that recipients have performed the behavior more than their peers have; and (b) that recipients have performed the behavior to a greater degree than was organizationally expected. A school leaders survey shows that awards for attendance are common, and that the organizational leaders who offer these awards are unaware of their potential demotivating impact."
rewards  motivation  2018  attendance  schools  schooling  schooliness 
august 2018 by robertogreco
You can't teach writing (and why would you want to?) | The Open School
"volunteering as an after-school tutor for 1st through 8th graders. The place was technically a writing center, situated in suburban Seattle, and open, free of charge, to any kid in the city. Its mission was to help kids learn to write, which would presumably improve their school performance and their prospects for life success.

I walked past that writing center today (I’m visiting Seattle this summer), and spent a moment reminiscing fondly. I remembered the always-warm atmosphere and the kind, helpful teachers. I remembered the fun activities and writing prompts.

Then I remembered why I left, and why I can never work or volunteer at such a place ever again. In the final months of my volunteership, my faith in the basic premise of the writing center faded. The founders of that organization, and the dedicated people who staffed it every day, had to believe wholeheartedly in two things. And I no longer believed in either of those things.

Here are the two necessary beliefs:

1. It is possible for a person to make another person better at writing.
2. Writing is inherently and objectively interesting and valuable.

And here is why I don’t believe those things anymore.

Belief #1: It is possible for a person to make another person better at writing
Writing is hard. I suspect that people who seek writing instruction are feeling overwhelmed with the difficulty of the task and are looking for a way to make it easier — maybe some tips or tricks that the pros use which have somehow been kept secret from us plebeians. But there is no shortcut, no quick fix. There is only lots and lots of work.

A belief in the power of teaching shifts the responsibility for growth off of the learner and onto the teacher. This can only result in slacking on the learner’s part, frustration on the teacher’s part, and a bit of magical thinking to maintain the illusion of success in spite of perfect failure.

Stephen King, in his book On Writing, offered this piece of advice:

“If you want to be a writer, you must do two things above all others: read a lot and write a lot.”

Perhaps On Writing would have been a fine book even if King had left it at that. By reading a lot, you develop a sense for what good writing looks like and what bad writing looks like — just as a child learns her native language by listening to people talk a lot and learns to detect good grammar and bad grammar. She can’t define good grammar, but she knows it when she hears it.

Once you have that sense, you can start producing your own writing. You’re terrible at first, but now you know you’re terrible because you have that sense. Then you try it a different way and maybe it’s a little better, or maybe not. Then you read some more and refine your sense. Then you practice writing some more.

I suppose a writing teacher can provide prompts, but then again, so can a computer.

I’m reminded of this discouraging piece of wisdom from bestselling novelist Haruki Murakami:

“Being a novelist isn’t a job for everyone. Nobody ever recommended or even suggested that I be a novelist—in fact, some tried to stop me. I simply had the idea to be one, and that’s what I did.”

A person who loves and values writing will read a lot and write a lot on their own initiative. You don’t need to tell them to write and you certainly don’t need to make them. A person who doesn’t love or value writing will not write, and that’s that. Which brings us to belief #2…

Belief #2: Writing is inherently and objectively interesting and valuable
I suspect that 9 out of 10 of the kids who attend that writing center do not really care about writing, or only care about writing text messages.

I suspect that their parents want them to care about writing, or want them to get good at writing despite not caring about it.

I know that the staff feel, as I do, that writing is the bomb! We love to write and we love to share our love of writing with kids.

But further, the staff believe, as I no longer believe, that writing is inherently, objectively, and universally interesting and valuable. They believe that if a kid doesn’t like writing, it is our job as teachers to inspire a love of writing within them — to awaken that dormant fire that must exist deep down in every person. This process of inspiration can be arduous and uncomfortable, as depicted in this cartoon (which was shared on Facebook by one of those teachers during Teacher Appreciation Week):

[image]

This cartoon is a feel-good fantasy for teachers. No kid has ever been inspired by being chased down and violated. Some kids discover a passion for writing and some don’t. Teachers like to seek validation by pointing to the kids who ultimately discovered a love of writing and saying, “That was me, I did that.” They rarely draw attention to the vastly more numerous kids who were not inspired.

We all have a tendency to feel as though our personal interests are shared by all of humanity. We want others to get excited about the things we get excited about. It’s a way of connecting with one another. We have to learn, by repeatedly butting up against the stubbornness of other people’s interests and values, that everyone is different.

And it’s good that everyone is different! Maybe I’m good at writing but someone else is good at speaking, and yet another person is good at presenting graphs and charts. There is no end to the variation. We compliment others’ weaknesses with our strengths.

I can never go back to that writing center because the very premise of the writing center is this: kids who don’t want to write should be manipulated into writing anyway. Manipulating people in that way has no appeal to me. I look at the above cartoon and imagine myself chasing down that poor kid and prying off his skull while he’s crying in pain and it makes me sick. I don’t want to have that kind of relationship with children.

It’s okay if a kid doesn’t like to write. And it’s okay if he does like to write. I have a notebook, a pen, and a stack of books that he can use anytime."
writing  openschool  aaronbrowder  teaching  teachingwriting  pedagogy  2018  howwewrite  universality  unschooling  deschooling  education  compulsion  compulsory  interest  interests  schooling  schooliness 
august 2018 by robertogreco
Jakey Toor en Instagram: “Sorting, Sifting, and Purging in SD; Fascinating to go through all my old books, research, notes, and papers 📚📖📝—- Lisa Delpit was, and…”
"Lisa Delpit was, and still is, one of my favorite education theorists & authors. In fact, a few years ago, while working with a coach, I realized that part of what I want for the field of education is to see more sociology & anthropology research utilized in credentialing programs, as well as in-house professional developments. I feel lucky to have been introduced to Delpit’s work early on in my own program, which I have to say, especially now in retrospect, was top notch. “In her groundbreaking 1988 essay “The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children,” the elementary school teacher cum theorist Lisa Delpit dismantled some of the pieties of progressive education. Deliberately unstructured teaching strategies like “whole language,” “open classrooms,” and “process, not product” were putting poor, non-white children at an even greater disadvantage in school and beyond...” - The Nation: An interview with Lisa Delpit on educating “Other People’s Children’”."
education  jakeytoor  2018  1988  lisadelpit  progressive  learning  schools  schooling  teaching  howweteach  sociology  anthropology  pedagogy  power  openclassrooms  wholelanguage  disadvantage  process  processoverproduct  structure  unstructured 
august 2018 by robertogreco
Isabel Rodríguez on Twitter: "The most important goal of any person working with children should be doing no harm. The most important goal of any teacher preparation program should be about unlearning violence, disrespect, prejudices and abuse of power a
"The most important goal of any person working with children should be doing no harm. The most important goal of any teacher preparation program should be about unlearning violence, disrespect, prejudices and abuse of power against children. Everything else is secondary.

With enough willingness and some help, we can learn almost anything we want at any age, but some emotional scars take a lifetime to heal and some never heal.

As I said once before, teachers' experiences and knowledge of students are limited, biased and fragmented. They didn't know them when they were just happy kids living life. They don't know what they are like when they are at home. They stop seeing them after they leave school.

And considering that our world's most threatening problems have not much to do with lack of knowledge, but much to do with power imbalances, violence, lack of empathy, alienation, property rights, and the commodification of human beings...

The emphasis of conventional schools on having well managed classrooms and making children learn is shortsighted and misguided.

If anything, schools should be about communities where children are allowed to co-exist as equals and where they are given access to the resources they need in order to learn for their own purposes and on their own terms, not those of the structures seeking to exploit them.

And if our main concern is social justice, schools could be meeting places, places of discussion, places of access to information, places of access to learning resources that most people would not be able to afford on their own.

However, the maintenance of strong hierarchies and attempts to control what children should learn and how they should behave are contradictory to the notion of wanting create a world of equals were people are not treated as tools or commodities for someone else's purposes.

In fact, if we were truly serious about social justice, schools would be open to their communities, people could keep attending school throughout their lives as fellow learners or fellow teachers, and schools would transcend their walls. https://www.youtube.com/watch?v=WkiX7R1-kaY

It is only in an unequal world in which we are valued in terms of the economic value we produce, in which we are disposable, and in which many are deemed arbitrarily as undeserving or useless...

that we learn to think of ourselves as something with a useful life, an expiration date and in need of a certificate or letter of acceptance...

that countless human beings are forced to obtain a diagnosis in order to be able to exercise some of their most basic rights...
The right to learn differently should be a universal human right that’s not mediated by a diagnosis. http://boren.blog/2018/07/29/the-right-to-learn-differently-should-be-a-universal-human-right-thats-not-mediated-by-a-diagnosis/

It is only in a world in which competition, scarcity and exclusion are normalized that we learn to think of learning as something happening exclusively within schools' walls in which there is not enough space or enough money for everyone to attend.

It is only in a world in which competition, scarcity and exclusion are normalized that we learn to think that assigning grades and sorting children is okay."
isabelrodríguez  sfsh  schools  schooling  unschooling  deschooling  hierarchy  horizontality  community  lcproject  openstudioproject  agesegregation  2018  rynboren  mitchaltman  hackerspaces  makerspaces  dignity  parenting  children  power  control  exploitation  coercion  race  racism  prejudice  abuse  empathy  alienation  labor  work  capitalism  solidarity  propertyrights  commodification  humanrights  humans  learning  howwelearn  school  schooliness 
july 2018 by robertogreco
Time for Self | Akilah S. Richards [Episode 61]
"In this episode, Atlanta-based SDE facilitator and education entrepreneur, ANTHONY GALLOWAY II, speaks on moving past the mental aspect of self-care over to the literal practice. You’ll also learn about two Atlanta events in support of Self-Directed Education, both of which Anthony is playing a major role in bringing to the city. Also, the Jamaican patois term “Dat nuh mek it” basically means “that isn’t nearly enough.” In other words, something needs leveling up, because in its current state, it just won’t do. You’re welcome! #POCinSDE"
akilahrichards  anthonygalloway  unschooling  deschooling  self-care  self-directed  self-directedlearning  creativity  art  howweteach  howwelearn  work  labor  focus  artleisure  leisurearts  play  teaching  mentoring  practice  criticism  advice  decisionmaking  schools  schooling  schooliness  decisions  skepticism  pedagogy  priorities  process  technology  2018 
july 2018 by robertogreco
SUPER. AND HUMAN
"The Why

I learned recently that my story doesn't belong to me. Also, it worries me that if I don't tell my own story then someone else might do so incorrectly or coopt it.

When I look up stuff about this, I don’t find many Black & Brown men speaking from a position of experience. There might be an academic type talking about the research and statistics. You might find media personas talking about the phenomenon not being acknowledged or addressed. Maybe there's a celebrity who's open about it with a smile and they talk about how much they love their therapist. What is hard to come across is someone with whom I can relate. A low income, previously religious, Black/Brown man who's a first generation college grad that's not exactly on the other side of the mountain. Representation matters.

I don't know exactly where this will lead. I have considered the potential outcomes and some are not favorable. Stigma and misconception abound. It's also possible that this will be beneficial to someone. I guess that's what matters the most.

So here it is. My truth.

The What

So, what is this exactly?

It's a look at the intersection of race/ethnicity, education, and mental health. All through the lens of me. It's that simple.

Some vignettes to start. Later, something a little more op-ed.

After that, let's see..."

[Via: "We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
http://www.akilahsrichards.com/heartwood/

"In this episode, Atlanta-based SDE facilitator and education entrepreneur, ANTHONY GALLOWAY II, speaks on moving past the mental aspect of self-care over to the literal practice. You’ll also learn about two Atlanta events in support of Self-Directed Education, both of which Anthony is playing a major role in bringing to the city. Also, the Jamaican patois term “Dat nuh mek it” basically means “that isn’t nearly enough.” In other words, something needs leveling up, because in its current state, it just won’t do. You’re welcome! #POCinSDE"
http://www.akilahsrichards.com/61/ ]
anthonygalloway  education  learning  unschooling  deschooling  race  mentalhealth  codeswitching  experience  racism  howwelearn  school  schooling  lcproject  openstudioproject 
july 2018 by robertogreco
How He's Using His Gifts | Akilah S. Richards [Episode 12]
"We explore…gifted students, twice exceptional students, educators who shift from traditional to self-directed education, civic connections, the truth about college, and giving black and brown children more access.

Anthony Galloway wasn’t willing to be another cog in the system.

He’s a smart, twenty-something year old African-American man who chose to go into the field of education. He came up through the system, and learned how to excel in it. He also knew that he wanted to be part of the change in public education that allowed children of color access to the same resources and opportunities as children in white schools or private ones.

Anthony co-founded an Agile Learning Center, now facilitated by both him and long-time educator, Julia Cordero. I think you’re gonna find this discussion interesting because Anthony’s an educator who saw the school system for what it was and is, and started his own school to create something better."
akilahrichards  anthonygalloway  schools  education  unschooling  deschooling  gifted  juliacordero  race  schooling  self-directed  self-directedlearning  lcproject  openstudioproject  children  howwelearn  learning  praise  comparison  alternative  grades  grading  curiosity  libraries  systemsthinking  progressive  reading  howweread  assessment  publicschools  elitism  accessibility  class  highered  highereducation  colleges  universities  unpaidinternships  studentdebt  testing  standardization  standardizedtesting  agilelearning  community  collaboration  sfsh  tcsnmy  freeschools  scrum  cv  relationships  communities  process  planning  documentation  adulting  agilelearningcenters 
july 2018 by robertogreco
Heartwood Agile Learning Center
"About Us
Heartwood Agile Learning Center is a K-12th independent school that facilitates Self Directed Education. We adapt the tools and practices of Agile Management & Sociocracy to help students individualize their learning within the context of a collaborative community. Heartwood ALC is committed to using intentional culture creation to amplify student agency and promote social justice. Our students are encouraged to explore their passions and curiosities in order to simultaneously discover and create their path in life.

Vision
A community where parents and Facilitators partner together to help young people define their life mission and role in their community.

Purpose
To provide and support self-directed education that plays an active role in the liberation and empowerment of historically disenfranchised and marginalized students."

[via: http://www.akilahsrichards.com/heartwood/ ]

[See also:
http://www.akilahsrichards.com/61/
https://www.superandhuman.me/ ]
unschooling  self-directed  self-directedlearning  deschooling  anthonygalloway  juliacordero  lcproject  openstudioproject  education  schooling  schools  agilelearningcenters  agilelearning 
july 2018 by robertogreco
Science / Fiction — Carol Black
"‘Evidence-based’ education, scientific racism, & how learning styles became a myth."



"1. The Debunkers
2. The Map and the Territory
3. The Evidence
4. The Territory Beyond the Map
5. Here Be Dragons"



"A disturbing feature of this discourse in education is the frequency with which it takes the form of male researchers and pundits telling female educators that their views on learning are cognitively childish and irrational and should therefore be disregarded. Cognitive psychologist Daniel Willingham, a prominent debunker, has shared some rather patronizing speculations as to why the vast majority of (mostly female) teachers persist in thinking their students have different learning styles ("I think learning styles theory is widely accepted because the idea is so appealing. It would be so nice if it were true.") His paternal tone is especially disturbing since he makes his case by failing to mention the existence of legitimate competing views from respected scientists and education researchers."



"But despite the debunkers' undeniable passion on the topic, the fact is that there are extremely reputable scientists on both sides of this debate. In other words, as Grundmann and Stehr put it, "the basic rift in these debates is not between lay people and experts but between two alliances that advocate different courses of action based on divergent basic values and knowledge claims... we see representatives of science and the lay public on both sides."

So what are the two alliances in the case of learning styles? And what are their divergent basic values?

Luckily, you don't have to dig very deep to find out. If you review the writings of the most vocal learning styles 'debunkers,' you quickly find that they are almost always simply advocates for traditional, teacher-controlled direct instruction. They tend to favor a traditional "core knowledge" curriculum, traditional forms of discipline, and they adhere to a traditional IQ-based view of intelligence. In other words, they’re just educational conservatives. (In the UK they openly call themselves "trads" as opposed to "progs.") They trumpet any research that supports their preferences and ignore or attempt to discredit any research that leans the other way. They don't like progressive or self-directed or culturally relevant approaches to education. They don't tend to concern themselves overmuch with less tangible aspects of children's well-being like, say, "happiness" or "creativity" or "mental health." They define "what works" in education in terms of test scores.

But the reality is that you can’t say ‘what works” in education until you answer the question: works for what? As Yong Zhao explains in “What Works May Hurt: Side Effects in Education,” it’s reasonable to assume, in education as in medicine, that any given intervention may have negative as well as positive effects; if we want to claim to be evidence-based, we need to look at both. What raises test scores may lower creativity or intrinsic motivation, and vice versa; this study, for example, found that direct instruction hastened young children's mastery of a specific task, but lowered exploratory behavior. So “what the research supports” depends on what you value, what you care most about, what kind of life you want for your children."



"The first thing to understand about learning styles is that there is no agreed-on definition of the term. Multiple frameworks have been proposed, from the popular Visual-Auditory-Kinesthetic framework, to the Concrete-Abstract framework, to the Holistic-Analytical, Impulsive-Reflective, Convergent-Divergent, Field-Dependent-Field-Independent, Cognitive-Affective-Physiological –– one literature review identified 71 different models. As Kirschner and van Merriënboer grouse, if we consider each learning style as dichotomous (e.g. visual vs. verbal) that means there are 2 to the power of 71 possible combinations of learning styles – more than the number of people alive on earth.

They say that like it’s a bad thing. But as astrophysicist Neil DeGrasse Tyson remarked recently, “In science, when human behavior enters the equation, things go nonlinear. That's why physics is easy and sociology is hard.”

Zhang and her frequent collaborators Robert Sternberg and Stephen Rayner, co-editors of The Handbook of Intellectual Styles, are not fans of the 'debunkers.' They use the term intellectual style as an "umbrella term for all style constructs," (including learning styles, cognitive styles, perceptual styles, and thinking styles) which relate to "people's preferred ways of processing information and dealing with tasks." (Notice the word "preferred" here, since that will come up later.) As these authors see it, intellectual style differences are complex, involving cognitive, affective, physiological, psychological, and sociological dimensions. Researchers Maria Kozhevnikov, Carol Evans, and Stephen Kosslyn use the term cognitive style (which includes learning style constructs), to describe "patterns of adaptation to the external world that develop through interaction with the surrounding environment on the basis of innate predispositions, the interactions among which are shaped by changing environmental demands."

The most promising style constructs, in Kozhevnikov's view, are not the narrow visual-auditory-kinesthetic (V-A-K) perceptual categories, but the richer constructs of "context-dependency vs. independency, rule-based vs. intuitive processing, internal vs. external locus of control, and integration vs. compartmentalization." These cognitive tendencies are neither set in stone nor completely malleable; they intersect with cognition at multiple levels, from perception to concept formation to higher-order cognitive processing to meta-cognitive processing.

So it's complicated. And yet despite what researchers Elena Grigorenko and Samuel Mandelman call "the very fine texture" of the "intertwined threads of intelligence and personality" that make learning styles so devilishly hard to define, in practice these differences are not at all difficult to see.

Which is probably why somewhere between 75 and 90% of teachers believe they exist.

In self-directed learning situations where children are able to follow their curiosity in their own ways, differences that might be muted or masked in a controlled instruction setting become very clearly visible. Sensory preferences intersect with social, emotional, and cognitive differences in complex and individual ways that profoundly shape how each child enters and explores and takes hold of the world. One child will spend quiet hours poring over illustrated books about science or history; another child is quickly bored by those, but gets deeply engaged in active social projects like building or filmmaking or citizen science. One child listens in on adult conversations and remembers everything she hears, absorbing knowledge like a sponge; another child creates and constructs knowledge in her own hands-on ways, writing her first book before she reads one. One child is observant and cautious, always making sure of things before venturing into unfamiliar terrain; another child is bold and intuitive, diving in head first and filling in the gaps later in a "fake it till you make it" spirit. The river moves steadily toward the sea, but it follows many divergent pathways, and the shortest distance between two points may not be a straight line.

In other words, human learning differences are complex, multi-dimensional, and difficult to definitively pin down, but this much is clear: the kids have different styles of learning. So how does something so intuitively obvious and readily observed cease to exist in the eyes of the debunkers?"



"The debunkers admit that people have fairly stable learning preferences. They also admit that people have variable abilities in visual v. auditory memory, etc. When you combine preference with ability –– e.g. "I have a good visual memory, and I prefer information presented visually" –– that’s probably what many speakers of the English language understand by the term “learning style.”

So that thing? That exists.

But here’s where the crucial elision occurs, and the claim shifts to the matching hypothesis. In a literature review of learning styles research, Pashler et al. state it this way: the theory of learning styles is only confirmed if we can successfully sort individuals into groups “for which genuine group-by-treatment interactions can be demonstrated.”

What are “group-by-treatment” interactions? Well, in this scenario the teacher diagnoses and sorts the learners into groups, applies a randomized instructional “treatment” to each group, and then administers a test to determine which “treatment” worked better –– like a drug trial.

It's important to note that the debunkers' claim is thus based almost entirely on studies of teacher-controlled direct instruction; they don't involve scenarios where learners have agency. But the problem with studying learning in teacher-controlled settings is that it may be unclear whether you're measuring something about the learning or something about the teaching. In other words, you have to be sure that "Treatment A" isn't just a better or more interesting lesson than "Treatment B."

How can you solve that problem? Simple. By excluding from the list of methodologically acceptable studies anything that involves the kind of creative activities that good teachers might come up with to address the needs of diverse learners.

From the standpoint of strict scientific method, this is, of course, correct; your experimental protocol should control every variable except the one you're testing. How can you achieve this? By further simplification, of course: by creating a lesson so lacking in complexity that it can’t possibly be interesting to anyone. Like memorizing a random list of words.

Here’s where you run … [more]
carolblack  learningstyles  evidence  2018  paulkirschner  jeroenvanmerriënboer  li-fangzhang  mariakozhevnikov  carolevans  elenagrigorenko  stephenkosslyn  robertsternberg  learning  education  data  danielwillingham  daviddidau  joanneyatvin  power  yongzhao  research  unschooling  deschooling  directinstruction  children  happiness  creativity  well-being  iq  intelligence  traditional  testing  intrinsicmotivation  mastery  behavior  howwelearn  self-directed  self-directedlearning  ignorance  franksmith  race  racism  oppression  intersectionality  coreknowledge  schooling  schooliness  homeschool  multiliteracies  differences  hierarchy  participation  participatory  democracy  leannebetasamosakesimpson  andrealandry  pedagogy  teaching  howweteach  colonization  leisterman  ibramkendi  standardizedtesting  standardization  onesizefitsall  cornelpewewardy  cedarriener  yanaweinstein 
june 2018 by robertogreco
School is Literally a Hellhole – Medium
"By continually privileging and training our eyes on a horizon “beyond the walls of the school” — whether that be achievement, authentic audiences, the real world, the future, even buzz or fame — have we inadvertently impoverished school of its value and meaning, turning it into a wind-swept platform where we do nothing but gaze into another world or brace ourselves for the inevitable? Here we have less and less patience for the platform itself, for learning to live with others who will be nothing more than competitors in that future marketplace."



"What would be possible if we instead were to wall ourselves up with one another, fostering community and care among this unlikely confluence of souls? Does privileging the proximate, present world render any critique of or contribution to the larger world impossible?

I don’t think so. Learning to protect, foster, and value the humans in our care will often automatically put us in direct conflict with the many forces that disrupt or diminish those values. More than reflecting the real world or the future or some outside standard or imperative, kids need to see themselves reflected and recognized in these rooms. This is true even in the most privileged of environments. Providing recognition means valuing students' perspectives and experiences, but also helping them gain critical consciousness of themselves and their world, which they often intuit.

These tasks aren’t disconnected from the outside world, but often need a smaller, more human-sized community in which to flourish. The impulse to test and measure continually intrudes upon this process. But so do other prying eyes, ones that cast our students as entrepreneurial, capitalistic, future-ready, self-motivated, passionate individuals — and that often shame those who can’t or won’t conform to this ideal.

We should ask ourselves to what extent those outside standards and ideals are antithetical to the values of education — civic discourse, collectivity, cooperation, care. I realize this post is short on specifics, but let’s be more cautious about always forcing one another out into unforgiving gaze of others, commending the merits of a world beyond this one."
arthurchiaravalli  schools  schooling  schooliness  presence  unschooling  deschooling  education  learning  highschool  competition  coexistence  community  benjamindoxtdator  engagement  blogging  teaching  howweteach  howwelearn  personalbranding  innovation  johndewey  work  labor  nietzsche  collectivism  collectivity  cooperation  care  caring  merit  entrepreneurship  passion  2018  foucault  michelfoucault 
june 2018 by robertogreco
Children, Learning, and the Evaluative Gaze of School — Carol Black
"That's when I understood: when you watch a child who is focused on learning, and you let them know you’re watching, and you let them know your opinion as though your opinion matters, you just took that thing away from them. You just made it yours. Your smell is all over it now.

The evaluative gaze does the greatest harm, of course, to the kids who live under a biased eye; the ones who enter school with a test score or a disciplinary record or a skin color that shades the gaze against them. Once an assessment of a child's ability has been made, positive or negative, that child will feel it; if you think you can conceal it from them, you're wrong. They know. They always know. Studies have shown that even lab rats learn more slowly if their researchers believe that they aren't smart rats. The kids who grow up under a negative gaze, the ones who day after day, year after year, feel themselves appraised and found wanting –– these kids pay the greatest price, their psyches permanently damaged by it, their futures irrevocably harmed. (The fact that our appraisals are shown again and again to be wrong never seems to discourage us from making them.) But even the kids who get the good grades, the high scores, the perfect "10's" –– even they are subtly blighted by it. They've won the prize, and lost their power.

Why is it clear to us that it's degrading and objectifying to measure and rank a girl’s physical body on a numeric scale, but we think it’s perfectly okay to measure and rank her mind that way?

Over the years I've watched the many ways that children try to cope with the evaluative gaze of school. (The gaze, of course, can come from parents, too; just ask my kids.) Some children eagerly display themselves for it; some try to make themselves invisible to it. They fight, they flee, they freeze; like prey animals they let their bodies go limp and passive before it. Some defy it by laughing in its face, by acting up, clowning around, refusing to attend or engage, refusing to try so you can never say they failed. Some master the art of holding back that last 10%, of giving just enough of themselves to "succeed," but holding back enough that the gaze can't define them (they don't yet know that this strategy will define and limit their lives.) Some make themselves sick trying to meet or exceed the "standards" that it sets for them. Some simply vanish into those standards until they don't know who they would have been had the standards not been set.

But the power of the gaze goes beyond the numbers and letters used to quantify it. It exists in looks and tones and body language, in words and in the spaces between words. It is a way of looking at another human being, of confronting another human life; it is a philosophical stance, an emotional stance, a political stance, an exercise of power. As philosopher Martin Buber might have put it, the stance of true relationship says to the other, "I–Thou;" the evaluative gaze says "I–It." It says, "I am the subject; you are the object. I know what you are, I know what you should be, I know what 'standards' you must meet." It is a god-like stance, which is actually a big deal even if you think you are a fair and friendly god.

The evaluative gaze of school is so constant a presence, so all-pervasive an eye, that many people have come to believe that children would actually not grow and develop without it. They believe that without their "feedback," without their constant "assessment," a child's development would literally slow or even stop. They believe that children would not learn from the things they experience and do and see and hear and make and read and imagine unless they have an adult to "assess" them (or unless the adult teaches them to "self-assess," which generally means teaching them to internalize the adult gaze.) For people whose experience is with children inside the school system, it may seem self-evident that this is true. For people whose experience is with children outside the school system, it may seem like believing that an acorn would not grow into an oak tree unless you measure it and give it your opinion. Because an oak tree does not actually require your opinion, and believe it or not, 90% of the time, neither does a child.

A pot boils whether you watch it or not. It just needs water and fire.

There are ever-increasing numbers of people raising their kids outside this Panopticon of constant evaluation and measurement and feedback, and what they find is simply this: they grow and develop very much like other kids. Like other kids, they don't all conform to the same "standards;" like other kids, they are individual and diverse. Like other kids, they have triumphs, and struggles, and doldrums, and passions, and frustrations, and joys. "Assessment," or the lack of it, seems to have remarkably little to do with it. Because what an oak tree actually needs is not your opinion but soil and water and light and air, and what a child needs is love and stories and tools and conversation and support and guidance and access to nature and culture and the world. If a kid asks for your feedback, by all means you can give it; it would be impolite not to. But what we should be measuring and comparing is not our children but the quality of the learning environments we provide for them. "
carolblack  canon  unschooling  deschooling  evaluation  assessment  schools  schooling  schooliness  cv  petergray  judgement  writing  art  sfsh  rubrics  children  childhood  learning  howwelearn  education  discipline  coercion  rabindranathtagore  panopticon  observation  teaching  teachers  power  resistance  surveillance  martinbuber  gender  race  racism  measurement  comparison  praise  rewards  grades  grading  2018 
june 2018 by robertogreco
[Easy Chair] | Abolish High School, by Rebecca Solnit | Harper's Magazine
"I didn’t go to high school. This I think of as one of my proudest accomplishments and one of my greatest escapes, because everyone who grows up in the United States goes to high school. It’s such an inevitable experience that people often mishear me and think I dropped out.

I was a withdrawn, bookish kid all through elementary school, but the difficulty of being a misfit intensified when I started seventh grade. As I left campus at the end of my first day, people shouted insults that ensured I knew my clothes didn’t cut it. Then there was P.E., where I had to don a horrendous turquoise-striped polyester garment that looked like a baby’s onesie and follow orders to run or jump or play ball — which is hard to do when you’re deeply withdrawn — after which I had to get naked, in all my late-bloomer puniness, and take showers in front of strangers. In science class we were graded on crafting notebooks with many colors of pen; in home economics, which was only for girls — boys had shop — we learned to make a new kind of cake by combining pudding mix with cake mix; even in English class I can remember reading only one book: Dickens’s flattest novel, Hard Times. At least the old history teacher in the plaid mohair sweaters let me doze in the front row, so long as I knew the answers when asked.

In junior high, everything became a little more dangerous. Most of my peers seemed to be learning the elaborate dance between the sexes, sometimes literally, at school dances I never dreamed of attending, or in the form of the routines through which girls with pompoms ritually celebrated boys whose own role in that rite consisted of slamming into one another on the field.

I skipped my last year of traditional junior high school, detouring for ninth and tenth grade into a newly created alternative junior high. (The existing alternative high school only took eleventh and twelfth graders.) The district used this new school as a dumping ground for its most insubordinate kids, so I shared two adjoining classrooms with hard-partying teenage girls who dated adult drug dealers, boys who reeked of pot smoke, and other misfits like me. The wild kids impressed me because, unlike the timorous high achievers I’d often been grouped with at the mainstream school, they seemed fearless and free, skeptical about the systems around them.

There were only a few dozen students, and the adults treated us like colleagues. There was friendship and mild scorn but little cruelty, nothing that pitted us against one another or humiliated us, no violence, no clearly inculcated hierarchy. I didn’t gain much conventional knowledge, but I read voraciously and had good conversations. You can learn a lot that way. Besides, I hadn’t been gaining much in regular school either.

I was ravenous to learn. I’d waited for years for a proper chance at it, and the high school in my town didn’t seem like a place where I was going to get it. I passed the G.E.D. test at fifteen, started community college the following fall, and transferred after two semesters to a four-year college, where I began, at last, to get an education commensurate with my appetite.

What was it, I sometimes wonder, that I was supposed to have learned in the years of high school that I avoided? High school is often considered a definitive American experience, in two senses: an experience that nearly everyone shares, and one that can define who you are, for better or worse, for the rest of your life. I’m grateful I escaped the particular definition that high school would have imposed on me, and I wish everyone else who suffered could have escaped it, too.

For a long time I’ve thought that high school should be abolished. I don’t mean that people in their teens should not be educated at public expense. The question is what they are educated in. An abolitionist proposal should begin by acknowledging all the excellent schools and teachers and educations out there; the people who have a pleasant, useful time in high school; and the changes being wrought in the nature of secondary education today. It should also recognize the tremendous variety of schools, including charter and magnet schools in the public system and the private schools — religious, single-sex, military, and prep — that about 10 percent of American students attend, in which the values and pedagogical systems may be radically different. But despite the caveats and anomalies, the good schools and the students who thrive (or at least survive), high school is hell for too many Americans. If this is so, I wonder why people should be automatically consigned to it.

In 2010, Dan Savage began the It Gets Better Project, which has gathered and posted video testimonials from gay and lesbian adults and queer-positive supporters (tens of thousands of them, eventually, including professional sports stars and the president) to address the rash of suicides by young queer people. The testimonials reassure teenagers that there is life after high school, that before long they’ll be able to be who they are without persecution — able to find love, able to live with dignity, and able to get through each day without facing intense harassment. It’s a worthy project, but it implicitly accepts that non-straight kids must spend their formative years passing through a homophobic gauntlet before arriving at a less hostile adult world. Why should they have to wait?

Suicide is the third leading cause of death for teens, responsible for some 4,600 deaths per year. Federal studies report that for every suicide there are at least a hundred attempts — nearly half a million a year. Eight percent of high school students have attempted to kill themselves, and 16 percent have considered trying. That’s a lot of people crying out for something to change.

We tend to think that adolescence is inherently ridden with angst, but much of the misery comes from the cruelty of one’s peers. Twenty-eight percent of public school students and 21 percent of private school students report being bullied, and though inner-city kids are routinely portrayed in the press as menaces, the highest levels of bullying are reported among white kids and in nonurban areas. Victims of bullying are, according to a Yale study, somewhere between two and nine times more likely to attempt suicide. Why should children be confined to institutions in which these experiences are so common?

Antibullying programs have proliferated to such an extent that even the Southern Poverty Law Center has gotten involved, as though high school had joined its list of hate groups. An educational video produced by the S.P.L.C. focuses on the case of Jamie Nabozny, who successfully sued the administrators of his small-town Wisconsin school district for doing nothing to stop — and sometimes even blaming him for — the years of persecution he had suffered, including an attack that ruptured his spleen. As Catherine A. Lugg, an education scholar specializing in public school issues, later wrote, “The Nabozny case clearly illustrates the public school’s historic power as the enforcer of expected norms regarding gender, heteronormativity, and homophobia.”

I once heard Helena Norberg-Hodge, an economic analyst and linguist who studies the impact of globalization on nonindustrialized societies, say that generational segregation was one of the worst kinds of segregation in the United States. The remark made a lasting impression: that segregation was what I escaped all those years ago. My first friends were much older than I was, and then a little older; these days they are all ages. We think it’s natural to sort children into single-year age cohorts and then process them like Fords on an assembly line, but that may be a reflection of the industrialization that long ago sent parents to work away from their children for several hours every day.

Since the 1970s, Norberg-Hodge has been visiting the northern Indian region of Ladakh. When she first arrived such age segregation was unknown there. “Now children are split into different age groups at school,” Norberg-Hodge has written. “This sort of leveling has a very destructive effect. By artificially creating social units in which everyone is the same age, the ability of children to help and to learn from each other is greatly reduced.” Such units automatically create the conditions for competition, pressuring children to be as good as their peers. “In a group of ten children of quite different ages,” Norberg-Hodge argues, “there will naturally be much more cooperation than in a group of ten twelve-year-olds.”

When you are a teenager, your peers judge you by exacting and narrow criteria. But those going through the same life experiences at the same time often have little to teach one another about life. Most of us are safer in our youth in mixed-age groups, and the more time we spend outside our age cohort, the broader our sense of self. It’s not just that adults and children are good for adolescents. The reverse is also true. The freshness, inquisitiveness, and fierce idealism of a wide-awake teenager can be exhilarating, just as the stony apathy of a shut-down teenager can be dismal.

A teenager can act very differently outside his or her peer group than inside it. A large majority of hate crimes and gang rapes are committed by groups of boys and young men, and studies suggest that the perpetrators are more concerned with impressing one another and conforming to their group’s codes than with actual hatred toward outsiders. Attempts to address this issue usually focus on changing the social values to which such groups adhere, but dispersing or diluting these groups seems worth consideration, too.

High school in America is too often a place where one learns to conform or take punishment — and conformity is itself a kind of punishment, one that can flatten out your soul or estrange you from it.

High school, particularly the suburban and small-town varieties, can … [more]
rebeccasolnit  2015  highschool  education  schools  schooling  adolescence  unschooling  deschooling  oppression  teens  youth  hierarchy  agesegregation  internships  apprenticeships  mentoring  mentors  popularity  jockocracies  sports  rapeculture  us  society  peers  hatecrime  conformity  values  helenanorberg-hodge  lcproject  openstudioproject  cooperation  competition  segregation  bullying  bullies  splc  persecution  gender  sexuality  heteronormativity  homophobia  angst  cruelty  suicide  dances  prom  misfits  friendship  learning  howwelearn  srg  glvo  edg 
june 2018 by robertogreco
You Can’t Ruin Your Kids | Alliance for Self-Directed Education
"Why parenting matters less than we think"



"What Parents Can Do
Harris moves on to tackle specific issues concerning teenagers, gender differences, and dysfunctional families. She holds fast to her thesis, marshaling massive evidence for the influence of peer groups and genetics over parents and home environment.

It’s not that parents and home life don’t matter, she constantly reminds us — they obviously do matter in the short-run, because kids do react to their parents’ actions and expectations — but rather that life at home is just a temporary stop in the child’s journey, and the parents are temporary influencers. The direct effects of parenting that you believe you observe in your kids are either (1) simply your genes expressing themselves or (2) are temporary behavioral adjustments made by children, soon to be cast off when they enter the peer world “as easily as the dorky sweater their mother made them wear.”

So what can parents do, beyond carefully choosing a peer group (as discussed above)? Harris ends her book with an entire chapter dedicated to this question.

Some things that parents do — like teaching language to their young children — don’t hurt. That means that the child “does not have to learn it all over again in order to converse with her peers — assuming, of course, that her peers speak English.” Harris continues:

The same is true for other behaviors, skills, and knowledge. Children bring to the peer group much of what they learned at home, and if it agrees with what the other kids learned at home they are likely to retain it. Children also learn things at home that they do not bring to the peer group, and these may be retained even if they are different from what their peers learned. Some things just don’t come up in the context of the peer group. This is true nowadays of religion. Unless they attend a religious school, practicing a religion is something children don’t do with their peers: they do it with their parents. That is why parents still have some power to give their kids their religion. Parents have some power to impart any aspect of their culture that involves things done in the home; cooking is a good example. Anything learned at home and kept at home — not scrutinized by the peer group — may be passed on from parents to their kids.

Religion, cooking, political beliefs, musical talents, and career plans: Harris concedes that parents do influence their kids in these areas. But only because these are essentially interests and hobbies, not character traits. If you had a personal friend living with you for 18 years, their favorite meals, political beliefs, and career plans might rub off on you, too.

If your kid is getting bullied or falling in with the wrong crowd, you can move. You can switch schools. You can homeschool. These actions matter, because they affect the peer group.

You can help your kid from being typecast in negative ways by their peer group. You can help them look as normal and attractive as possible:

“Normal” means dressing the child in the same kind of clothing the other kids are wearing. “Attractive” means things like dermatologists for the kid with bad skin and orthodontists for the one whose teeth came in crooked. And, if you can afford it or your health insurance will cover it, plastic surgery for any serious sort of facial anomaly. Children don’t want to be different, and for good reason: oddness is not considered a virtue in the peer group. Even giving a kid a weird or silly name can put him at a disadvantage.

In Self-Directed Education circles where “being yourself” is holy mantra, such “conformist” concessions can be looked down upon. But Harris encourages us to remember what it is actually like to be a child: how powerfully we desire to fit in with our peers. Be kind to your children, Harris suggests, and don’t give them outlandish names, clothing, or grooming. Give them what they need to feel secure, even when that thing feels highly conformist.

Harris offers just a few small pieces of common-sense advice. There’s not much in the way of traditional “do this, not that” parenting guidance. But her final and most significant message is yet to come.

Saving the Parent-Child Relationship
My favorite quote from The Nurture Assumption introduces Harris’ approach to thinking about parent-child relationships:

People sometimes ask me, “So you mean it doesn’t matter how I treat my child?” They never ask, “So you mean it doesn’t matter how I treat my husband?” or “So you mean it doesn’t matter how I treat my wife?” And yet the situation is similar. I don’t expect that the way I act toward my husband today is going to determine what kind of person he will be tomorrow. I do expect, however, that it will affect how happy he is to live with me and whether we will remain good friends.

While a spouse and a child are clearly not the same — a spouse has a similar level of lifetime experience to you, they are voluntarily chosen, and they (hopefully) don’t share your genes — Harris holds up marriage as a better relationship model than one we typically employ as parents.

You can learn things from the person you’re married to. Marriage can change your opinions and influence your choice of a career or a religion. But it doesn’t change your personality, except in temporary, context-dependent ways.

Yes, the parent-child relationship is important. But it’s not terribly different from a relationship with a spouse, sibling, or dear friend. In those relationships we don’t assume that we can (or should) control that person or how they “turn out.” Yet with children, we do.

Implicit in this analysis is a powerful message: Children are their own people, leading their own lives, worthy of basic respect. They are not dolls, chattel, or people through whom we might live our unfulfilled dreams. Just because parents are older, have more experience, and share genes with our children doesn’t give us long-term power or real control over them. That is the attitude that leads to the bullying, condescension, and micromanaging that scars too many parent-child relationships.

But while she calls for relinquishing a sense of control, Harris isn’t onboard with highly permissive parenting (what some call “unparenting”) either:
Parents are meant to be dominant over their children. They are meant to be in charge. But nowadays they are so hesitant about exerting their authority — a hesitancy imposed upon them by the advice-givers — that it is difficult for them to run the home in an effective manner. . . . The experiences of previous generations show that it is possible to rear well-adjusted children without making them feel that they are the center of the universe or that a time-out is the worst thing that could happen to them if they disobey. Parents know better than their children and should not feel diffident about telling them what to do. Parents, too, have a right to a happy and peaceful home life. In traditional societies, parents are not pals. They are not playmates. The idea that parents should have to entertain their children is bizarre to people in these societies. They would fall down laughing if you tried to tell them about “quality time.”


The message again is: Think of the parent-child relationship more like that of a healthy friendship or marriage. Hold them to a normal standards. Be frank and direct with them. Don’t worry about constantly entertaining them or monitoring their emotions. And whenever possible, Harris, says enjoy yourself! “Parents are meant to enjoy parenting. If you are not enjoying it, maybe you’re working too hard.”

In the end, Harris wants to free us from the guilt, anxiety, and fear that plagues so much of modern parenting, largely bred from the “advice-givers” who have convinced us that parenting is a science and you’re responsible for its outcomes:
You’ve followed their advice and where has it got you? They’ve made you feel guilty if you don’t love all your children equally, though it’s not your fault if nature made some kids more lovable than others. They’ve made you feel guilty if you don’t give them enough quality time, though your kids seem to prefer to spend their quality time with their friends. They’ve made you feel guilty if you don’t give your kids two parents, one of each sex, though there is no unambiguous evidence that it matters in the long run. They’ve made you feel guilty if you hit your child, though big hominids have been hitting little ones for millions of years. Worst of all, they’ve made you feel guilty if anything goes wrong with your child. It’s easy to blame parents for everything: they’re sitting ducks. Fair game ever since Freud lit his first cigar.


Take care of the basics. Give your kid a home and keep them healthy. Connect them to positive peer groups. Teach them what you can. Build a home life that works for everyone. Try to enjoy the person who your child is. Do your best to build a bond between child and parent that will last for a lifetime. This is what Judith Rich Harris says we can do.

But when it comes to influencing your child’s behavior, personality, attitudes, and knowledge in the long run: stop. Recognize how little impact you have, give up the illusion of control, and relax. We can neither perfect nor ruin our children, Harris says: “They are not yours to perfect or ruin: they belong to tomorrow.”"
blakeboles  parenting  children  nature  nurture  environment  naturenurture  genetics  relationships  respect  peers  conformity  social  youth  adolescence  religion  belonging  authority  authoritarianism  marriage  society  schools  schooling  education  learning  internet  online  youtube  web  socialmedia  influence  bullying  condescension  micromanagement  judithrichharris  books  toread  canon  culture  class  youthculture 
june 2018 by robertogreco
Dr. Kate Antonova on Twitter: "If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit
"If anyone ever asked me, as a college prof, what qualities I'd like to see in my incoming students (no one ever has, tho a number of non-profs have told me what I'm supposed to want), it's this: curiosity and a reading habit.

[Links to: "How Our Obsession With College Prep Hurts Kids"

https://www.chronicle.com/article/How-Our-Obsession-With-College/243459?key=3gZXXhLQjFMTjaMwNwzCEQpsINeRL6GkHu8ch6mHb8ZREuWEf6Qmo5gM5YChCxE0RmoxbHVSemFhLWJTcnJBUndoVFpqMFBBeXVYajZhaW9GMmdBbktRY1MwWQ ]

The other really important thing for success in college, IMO, is self-regulation, but that's a super-hard thing for everybody & esp kids who are still developing cognitively. I see no value, & a lot of harm, in forcing regulation before it's developmentally appropriate.

Plus, IME, if you have enough curiosity, you end up regulating yourself in ways that are nearly impossible for a task you're not into. So it all comes back to curiosity.

The other thing that'd be nice - but is not essential - to see in incoming freshmen is an accurate sense of what college is for. Most people are pretty madly and deeply misinformed on that, and that's harming kids.

Too many kids come to college bc they're told it's necessary, or bc it's the only way to a decent job. Both are lies. They should come, when they're ready, because it's the best way to achieve next-level critical thought specific to one or more disciplines.

So we're back to curiosity again. But the reading part is at least as important, & is interrelated. I'm not an expert on instilling curiosity or encouraging reading in k-12. But I'm damn sure standardized testing isn't the answer & neither is traditional, required homework.

I'm pretty certain, too, that seven hours of mostly sitting still and listening isn't terribly useful (and at the elementary level it's downright cruel).

I don't think anything I've said here is earth-shattering. Yet the conventional wisdom about what makes public k-12 education "good" is soooooo far off the mark.

If I cld fantasize ab what I'd like my future students to have done before college, it'd be this: read & write every day, a variety of texts; interact in a sustained way w lots of different ppl; & practice creative problem-solving in small groups, guided by knowledgeable adults.

That's something public schools *could* do, they just don't, because it's not what the public wants. Even the private schools that do some of that are usually pretty notoriously bad at exposing students to people different from themselves.

I've taught everyone from super-elite Ivy students from private high schools to the kids struggling to stay in CUNY after k-12 in troubled NYC publics. They were ALL missing out in different ways. The best students are always, always the readers.

The best of the best I've ever taught have been readers from backgrounds that happened, for whatever reasons, to expose them to a wide variety of circumstances.

School is almost never what brought those students either of those advantages.

But it could be."
kateantonova  highered  highereducation  colleges  universities  education  curiosity  learning  purpose  2018  cognition  problemsolving  creativity  lcproject  openstudioproject  sfsh  tcsnmy  cv  k12  statistics  calculus  reading  howwelearn  howweteach  highschool  publicschools  schools  schooling  children  adolescence  diversity  exposure 
may 2018 by robertogreco
World'sSmartestGman on Twitter: "Imagine thinking taking the most inquisitive creature in the world, human children, and putting them into a prison with nothing but punishment to enforce learning and wondering why they don't"
"Imagine thinking taking the most inquisitive creature in the world, human children, and putting them into a prison with nothing but punishment to enforce learning and wondering why they don't

Have you ever met a child that hasn't been to public school yet, or been raised by telescreens? They want to know everything. You don't have to try to get them to learn

If you have a kid, everything you do is a chance to teach. When you're cooking dinner, there's physics, botany, history, chemistry, metallurgy, anything. Encourage them to ask questions.

"What if he/she needs to learn something that I don't?"

If it's important to know, why don't you know it? If you have trouble with it, get a book for them, and read through it so you understand it better too.

Involve your kids in everything. Teach them how to be safe around dangerous tools, then gradually let them learn to use them. Have books about everything. They'll read them.

If your kid brings you a rock, or a stick, or a bug, learn about that thing, whatever's appropriate for their age and knowledge. "This is a branch from a tree" or "This is from an Elm tree" or "This is Ulmus laevis"

We live in a miraculous time, where the monopoly on information is broken, where texts can be copied infinitely and effortless and knowledge is trivial to communicate. Schools are stone age, comparatively.

We're so prosperous that people all over take their free time to put information about their areas of expertise online for anyone to see, for free. We should rejoice at our fortune.

You can ask questions on any topic of millions of experts on anything, from your kitchen, and they'll answer, for free. To squander this resources and waste a childhood in govt school is a sin.

It would be like sending your kid to carry water home all day, when you have a faucet in your house. That's what govt schooling is like in the age of free information.

I'm not saying it isn't challenging, but you're also losing a tremendous amount of challenges associated with 12 years of govt schooling that you are taking for granted.

And more than anything, it's your child. They trust their parents. Govt school teachers them to trust whatever rando in whatever school you are forced into because of your street address.

When you're wrong, you can tell them, and explain why. When the rando teacher's wrong, they have to learn the wrong thing or be punished.

You also have friends and family, who are smart and good at stuff. When you're socializing, they're still learning. If your brother's a mechanic, they'll ask him mechanical questions.

We're so conditioned to think of learning as structured, formal, teaching, education, at school, because people are getting paid off it. But it happens all the time, naturally.

Some things are better taught sitting down, like reading and maths, but once those are mostly out of the way, a lot of things can be taught in situ.

Even sports and games are teaching. Trigonometry, statistics, history, biology, sociology, culture. We don't think of things as teaching because we're used to kids hating learning, because learning is punishment in govt schools.

When you go to the park, history, botany, biology, geology. When you go to the library, art, architecture, English, history, chemistry. When you go to the grocery store, botany, history, chemistry, sociology, economics.

Most of the people I interact with on here, I can tell have the joy of learning and knowledge in their hearts. That's all you need. If you never had it, because of govt school, find it, it's wonderful.

Because if you have the joy and love of learning and knowledge in your own heart, it will flow out to everyone around you, especially if you have children."
unschooling  education  deschooling  homeschool  learning  children  parenting  schooling  schools  howwelearn  howweteach  teaching  schooliness  internet  web  online  curiosity  childhood  publicschools  2018 
may 2018 by robertogreco
Learning Reimagined Conference: Why Unschooling as Decolonisation | Growing Minds
"Almost 600 words later and you still don’t know why unschooling as decolonisation. It’s simple. Because schooling is colonising. Compulsory schools are designed in the image of colonialism. Colonialism’s modality was power and violence. Compulsory Schools’ modality is power and violence. Colonialism was/is oppressive. Compulsory schooling is oppressive. Colonialism took away people’s freedoms to define the trajectory of their cultures and nations for themselves. Compulsory schooling takes away from young people the freedom to define their own growths and potentials. Colonialism imposed on nations and peoples an economic system that is rigged in favour of a minority to the detriment of the majority. Its values are competition, winning, control, profit, individualism. Schooling imposes on young people an education system that is rigged in favour of a minority and to the detriment of the majority. The values of schooling are competition, winning, control, results and individualism. We’re all hurting in this system.

That the schooling system is fashioned in the image of colonialism is not its worst attribute. It’s real danger is that compulsory schooling upholds and maintains colonialism by upholding colonial values that the colonising countries or settlers still benefit from. It is one of the master’s primary tools that keeps the master’s house intact. It is a system of separation of parents and siblings, separation of different groupings, of the creation of the ‘other’, of separating knowledge into subjects while devaluing some knowledge and privileging others, of the ‘class’room that maintains the class structure, of dominion of humans over nature, of endless wars, of poverty, of loneliness, of diminishing mental health, of……..

As unschoolers we can see that the master’s tool won’t dismantle the master’s house. But unschooling potentially can!

And that is why Unschooling as Decolonisation."
unschooling  education  schooling  schools  colonization  2018  compulsory  class  race  ethnicity  power  loneliness  poverty  relationships  families  agesegregation  colonialism  individualism  control  competition  interdependence  freedom  liberation  zakiyyaismail  deschooling  learning  culture  society  violence  decolonization 
may 2018 by robertogreco
My Classroom Win: Scribing for Students - Long View on Education
"Even though I always tell students that I want to hear their ideas, that works against their conditioning. I have a huge sign on the wall telling them that I trust them to go to the bathroom, get a drink, stretch, or eat a small snack without asking me. Yet, they still ask me. Can I open the window? I tell them to ask their classmates.

This kind of conditioning – doing the grammar of school – can be difficult to overcome. And it’s not just that they err on the side of being polite or have somehow abandoned the self-centeredness that all teenagers (and adults, of course) contend with. I find students want affirmation that they have permission to do things that they have long been told that they must seek approval for. Can I write in the first person? Can I give my own opinion? Nothing would make me happier. 

My writing instruction is heavily influence by the writer’s workshop (Columbia Teacher’s College) and culturally sustaining pedagogies. There is a strong and powerful role for direct instruction and using model texts, but this must take place inside a larger liberatory project that aims to undo deficit theories of language use. “Abundant linguistic research has demonstrated, however, that youth, especially those from economically, racially, and/or linguistically marginalized communities, are in fact innovative, flexible, and sophisticated language users, and that language is central to young people’s creation of their identities.” (Mary Bucholtz, Dolores Ines Casillas, and Jin Sook Lee) Scribing for students can be one way to show them that they are thinkers and writers, that they have a story to tell, and that someone wants to listen."
pedagogy  writing  teaching  conditioning  schools  schooling  schooliness  benjamindoxtdator  scribing  education  learning  howwewrite  directinstruction  language  2018  unschooling  deschooling  lcproject  cv 
april 2018 by robertogreco
Isis Lecture (Lecture given at the Oxford Literary festival in 2003 ) - Philip Pullman
[from this page: http://www.philip-pullman.com/writings

"This was the first extended piece I wrote about education. I wanted to say what I thought had gone wrong with it, and suggest some better ways of doing things. The lecture was given during the Oxford Literary Festival in 2003."]

"I’m going to talk about culture this afternoon, in the widest sense; about education and the arts, especially literature. It’s my contention that something has gone bad, something has gone wrong in the state of education, and that we can see this very clearly in the way schools deal with books, and reading, and writing – with everything that has to do with literature, and the making of it. When more and more good teachers are leaving the profession in disillusion and disappointment; when the most able undergraduates are taking one look at a career in teaching, and deciding that it offers no scope for their talents, and turning away to do something else; when school headships are proving harder and harder to fill – then we’re doing something wrong.

I think it boils down to this: that education now is suffused with the wrong emotion. Somehow, over the past quarter of a century, ever since James Callaghan’s famous Great Debate speech, we have seen confidence leaking away, and something else slowly seeping in to take its place. What that something else is, I shall come to near the end. No doubt some of the confidence was misplaced; no doubt we needed a Great Debate. But I think the benefits that came from it have long since been exhausted. It’s time for another way of doing things.

So first of all, I’m going to look at what’s happening now, and I’m going right in to the glowing, radioactive core at the heart of the engine that drives the whole thing: the National Curriculum and the SATs. I won’t spend too long on these things, but we do need to look at the actual stuff to get a flavour of the thought behind it, and this is what the Qualifications Curriculum Authority says about the Reading part of the English tests at Key Stage 2 – that means, in human language, at age 11.

They think that reading consists of using a range of strategies to decode, selecting, retrieving, deducing, inferring, interpreting, identifying and commenting on the structure and organisation of texts, identifying and commenting on the writer’s purposes and viewpoints, relating texts to the social, cultural and historical contexts.

That’s it. That’s all. Nothing else. That’s what they want children of 11 to do when they read. They don’t seem to know that reading can also be enjoyed, because enjoyment just doesn’t feature in the list of things you have to do.

Mind you, it’s just as well that they don’t have to enjoy it, because they’re not likely to have a copy of the books anyway. In another unit of work – 46 pages, to get through in a fortnight – they are to study Narrative Structure. The work’s built around two short stories and part of a novel. It’s not expected – this is interesting – that the children will have their own copies of the complete texts, though some pages may be extracted and photocopied.

But the whole book doesn’t matter very much either, because books exist in order to be taken apart and laid out in pieces like Lego. One of the things the children have to do in this unit of work is to make a class list of “the features of a good story opening.” This is where it stops being merely tedious, and starts being mendacious as well. The teacher is asked to model the writing of an alternative first paragraph for one of the stories. The instructions say “Read through the finished writing together. Check this against the criteria for a good opening – does it fulfil all of these?”

I can’t say it clearly enough: this is not how it works. Writing doesn’t happen like this. What does happen like this is those Hollywood story-structure courses, where there are seven rules for this, and five principles of that, and eight bullet-points to check when constructing the second-act climax. You cannot write a good story by building up a list of effective openings. It is telling children a lie to say that this is the way you write stories. Apart from anything else, it’s profoundly vulgar.

Then there is the Reading Journal, which children have to keep. Among other things, they have to:

List the words and phrases used to create an atmosphere

Write a fifty word summary of a whole plot

Pick a descriptive word from the text and, using a thesaurus, write down five synonyms and antonyms for that word

And so on. What concerns me here is the relationship this sets up between child and book, between children and stories. Stories are written to beguile, to entertain, to amuse, to move, to enchant, to horrify, to delight, to anger, to make us wonder. They are not written so that we can make a fifty word summary of the whole plot, or find five synonyms for the descriptive words. That sort of thing would make you hate reading, and turn away from such a futile activity with disgust. In the words of Ruskin, it’s “slaves’ work, unredeemed.”

Those who design this sort of thing seem to have completely forgotten the true purpose of literature, the everyday, humble, generous intention that lies behind every book, every story, every poem: to delight or to console, to help us enjoy life or endure it. That’s the true reason we should be giving books to children. The false reason is to make them analyse, review, comment and so on.

But they have to do it – day in, day out, hour after hour, this wretched system nags and pesters and buzzes at them, like a great bluebottle laden with pestilence. And then all the children have to do a test; and that’s when things get worse."



"So said Ruskin in 1853. Again, we didn’t listen. Ruskin went on to point out that when you do trust people to act for themselves, they are free to make mistakes, to blunder and fail; but there is the possibility of majesty too. Do we want human beings teaching our children, with all their faults and follies and limitations, but with all their depth and grandeur as well? Or do we want managers, who are glib and fluent in the language of audits and targets and performance indicators and mission statements, but who are baffled by true originality, who flinch and draw back from it as if it were deadly poison?

The extraordinary thing is that they are the same people. They could all be free, if they chose. Some of the young people who come into teaching may be timid and narrow-minded, but don’t think for a moment that I think that they’re not capable of courage and curiosity. They’ve never had a chance to show it; their teachers are afraid themselves. Marilyn Mottram of the University of Central England in Birmingham, who has been studying the way the National Curriculum and the Literacy Strategy work in schools, wrote to me last month: “When I work with teachers on developing ways of using texts I’m frequently asked ‘… but are we allowed to do that?’ This sort of continuing anxiety about literacy teaching,” she goes on, “suggests that a culture of conformity has been quite securely established among our primary teachers and, like many others, I find this deeply disturbing.”

These young people are tigers born in cages, and kept caged until they think that being caged is a natural condition; and they look down at themselves, and they see their magnificent stripes, and the only way they can understand them is to think that they themselves must be made of bars: they are their own cage; they dare not move outside the little space they occupy. But they are tigers still, if only they knew."



"So here are five steps we should take, starting right now.

Do away with these incessant tests; they only tell you things you don’t need to know, and make the children do things they don’t need to do.

Abolish the league tables, which are an abomination.

Cut class sizes in every school in the country. No child should ever be in a class bigger than twenty.

Make teaching a profession that the most gifted, the most imaginative, the most well-informed people will clamour to join; and make the job so rewarding that none of them will
want to stop teaching until they drop.

Make this the golden rule, the equivalent of the Hippocratic oath: Everything we ask a child to do should be something intrinsically worth doing.

If we do those five things, we will not bring about a golden age, or an earthly paradise; there are more things wrong with the world than we can cure by changing a system of schooling. But if we get education right, it would show that we were being serious about living and thinking and understanding ourselves; it would show that we were paying our children the compliment of assuming that they were serious too; and it would acknowledge that the path to true learning begins nowhere else but in delight, and the words on the signpost say: “Once upon a time …”"
philippullman  education  canon  teaching  writing  howwelearn  howweread  howweteach  howwewrite  reading  literature  management  unschooling  deschooling  schooliness  schooling  policy  curriculum  culture  society  meaning  johnruskin  learning  schools  pedagogy  literacy  purpose  life  living  pleasure  via:derek  storytelling  stories  fear  intrinsicmotivation  children  self-esteem  self-confidence  language  communication  time  slow  results  accountability  measurement  testing  standardizedtesting  standardization  2003 
april 2018 by robertogreco
Teacher Liberation | Joel Hammon | TEDxCarnegieLake - YouTube
"Are you a teacher who loves working with young people, but hates teaching in "the system?" Joel Hammon talks about his decision to quit his job as a high school teacher and how creating self-directed education centers can improve the lives of teachers and their students. Joel Hammon is the co-founder of The Learning Cooperatives, a group of self-directed learning centers in Pennsylvania and New Jersey. He is also the co-founder and president of Liberated Learners, an organization that supports educators around the world to create self-directed learning centers in their communities. Joel is the author of The Teacher Liberation Handbook that details how he left teaching in public and private schools after 11 years to create an educational alternative for young people."
towatch  deschooling  unschooling  lcproject  openstudioproject  education  2018  joelhammon  systems  publicschools  schools  schooling  self-directed  self-directedlearning  learning  liberation 
april 2018 by robertogreco
Teach Kids When They’re Ready | Edutopia
"Our friend Marie’s daughter Emily just entered kindergarten. Emily went to preschool, where the curriculum revolved around things like petting rabbits and making art out of macaroni noodles. Emily isn’t all that interested in learning how to read, but she loves to dance and sing and can play with Barbies for hours.

Emily’s older sister, Frances, was reading well before she started kindergarten, and the difference between them worried Marie. Emily’s grandparents thought it was a problem, too, and hinted that perhaps Marie should be reading to Emily more often. When Marie talked to another mom about it, her friend shared the same concern about her own two daughters, wondering if it was somehow her fault for not reading to her younger daughter enough. Would these younger siblings be behind the moment they started kindergarten?

This scenario drives us crazy because it’s grounded in fear, competition, and pressure, not in science or reality. Not only are parents feeling undue pressure, but their kids are, too. The measuring stick is out, comparing one kid to another, before they even start formal schooling. Academic benchmarks are being pushed earlier and earlier, based on the mistaken assumption that starting earlier means that kids will do better later.

We now teach reading to 5-year-olds even though evidence shows it’s more efficient to teach them to read at age 7, and that any advantage gained by kids who learn to read early washes out later in childhood.

What was once advanced work for a given grade level is now considered the norm, and children who struggle to keep up or just aren’t ready yet are considered deficient. Kids feel frustrated and embarrassed, and experience a low sense of control if they’re not ready to learn what they’re being taught.

The fact is that while school has changed, children haven’t. Today’s 5-year-olds are no more fundamentally advanced than their peers were in 1925, when we started measuring such things. A child today can draw a square at the same age as a child living in 1925 (4 and a half), or a triangle (5 and a half), or remember how many pennies he has counted (up to 20 by age 6).

These fundamentals indicate a child’s readiness for reading and arithmetic. Sure, some kids will jump the curve, but children need to be able to hold numbers in their head to really understand addition, and they must be able to discern the oblique line in a triangle to recognize and write letters like K and R.

The problem is that while children from the 1920s to the 1970s were free to play, laying the groundwork for key skills like self-regulation, modern kindergartners are required to read and write.

Brain development makes it easier to learn virtually everything (except foreign languages) as we get older. Work is always easier with good tools. You can build a table with a dull saw, but it will take longer and be less pleasant, and may ingrain bad building habits that are hard to break later on.

One of the most obvious problems we see from rushed academic training is poor pencil grip. Holding a pencil properly is actually pretty difficult. You need to have the fine motor skills to hold the pencil lightly between the tips of the first two fingers and the thumb, to stabilize it, and to move it both horizontally and vertically using only your fingertips. In a preschool class of 20 we know of in which the kids were encouraged to write much too early, 17 needed occupational therapy to correct the workarounds they’d internalized in order to hold a pencil.

Think of it: 85 percent of kids needed extra help, parents spent extra money, and parents and kids felt stressed because some adult thought, “Hey, wouldn’t it be swell if we taught these 4-year-olds to write?” without any regard to developmental milestones.

We see this early push all the way through high school. Eighth graders take science classes that used to be taught to ninth graders, and kids in 10th grade read literature that used to be taught in college. In Montgomery County, outside Washington, DC, the school district attempted to teach algebra to most students in eighth grade rather than ninth grade, with the goal of eventually teaching it to most kids in seventh grade. It was a disaster, with three out of four students failing their final exam. Most eighth graders don’t have sufficiently developed abstract thinking skills to master algebra.

Historically, kids started college in their late teens because they were ready; while there have always been exceptions, on the whole 14-year-olds weren’t considered developmentally ready for rigorous college work. Ironically, in the attempt to advance our kids, our own thinking about these issues has regressed.

Ned fields requests from many parents who want their kids to start SAT prep in the ninth grade. Ned tells them that it’s a mistake to spend their kid’s time and their money for him to teach them things that they will naturally learn in school. It’s far better to wait for them to develop skills and acquire knowledge at school, and then to add to that with some test preparation in their junior year.

Starting test prep too early is not just totally unnecessary, it is actively counterproductive. It’s like sitting your 14-year-old down to explain the intricacies of a 401(k) plan. It’s not going to register.

The central, critical message here is a counterintuitive one that all parents would do well to internalize: Earlier isn’t necessarily better; and likewise, more isn’t better if it’s too much."
children  education  schools  readiness  unschooling  deschooling  kindergarten  reading  learning  teaching  schooling  writing  acceleration  policy  curriculum  parenting  pressure  williamstixrud  nedjohnson 
april 2018 by robertogreco
What You Missed That Day You Were Absent From Fourth Grade, by Brad Aaron Modlin
"Mrs. Nelson explained how to stand still and listen
to the wind, how to find meaning in pumping gas,

how peeling potatoes can be a form of prayer. She took
questions on how not to feel lost in the dark.

After lunch she distributed worksheets
that covered ways to remember your grandfather’s

voice. Then the class discussed falling asleep
without feeling you had forgotten to do something else—

something important—and how to believe
the house you wake in is your home. This prompted

Mrs. Nelson to draw a chalkboard diagram detailing
how to chant the Psalms during cigarette breaks,

and how not to squirm for sound when your own thoughts
are all you hear; also, that you have enough.

The English lesson was that I am
is a complete sentence.

And just before the afternoon bell, she made the math equation
look easy. The one that proves that hundreds of questions,

and feeling cold, and all those nights spent looking
for whatever it was you lost, and one person

add up to something."
poems  poetry  schools  schooling  unschooling  education  learning  teaching  howweteach  howwelearn  bradmodlin  via:agentdana 
april 2018 by robertogreco
Carol Black on Twitter: "THREAD Brief tutorial in why innovations in institutional education always "fail.""
"THREAD

Brief tutorial in why innovations in institutional education always "fail."
2. First ask yourself: Why does the existing education system consistently fail a large percentage of kids?

(Aside from the obvious issues of poverty, inequity, racism, trauma.)

3. The existing system fails because one size does not fit all. One size will never fit all. There is nothing that you can do on this earth that will work for everybody.

4. The existing public system fails the kids who don’t fit the demands of the existing system. Kids who are too high-energy, too independent, too creative, too introverted, too extraverted, too rebellious.

5. So you work, and work, and make changes to the system. You open it up, you make it accommodate students who are more high-energy, more independent, more creative.

6. And it still fails for a large percentage of kids. Maybe a slightly smaller percentage. Maybe a slightly larger percentage. But it still fails for a lot of kids.

Why?

7. Because one size does not fit all. One size will never fit all. There is nothing that you can do on this earth that will work for everybody.

8. So you say, “We need to get back to basics! What kids need is high expectations! None of this “progressive” nonsense! What kids need is direct instruction and accountability!”

9. So you work, and work, and make changes to the system. You create lengthy lists of standards, you identify the knowledge and skills that kids need to master, you test them to make sure they’re mastering those skills.

10. And it still fails for a large percentage of kids. Maybe a slightly smaller percentage. Maybe a slightly larger percentage. But it still fails for a lot of kids.

Why?

11. Because one size does not fit all. One size will never fit all. There is nothing that you can do on this earth that will work for everybody.

12. So you say, both of these models are too extreme! What we need is a balanced education that has some freedom of choice but also a rich curriculum with high standards!

13. So you work, and you work, and make changes to the system. You come up with project-based models, you have “genius hour” on Fridays, but you also have a full standards-based system with testing and accountability.

14. And it still fails for a large percentage of kids. Maybe a slightly smaller percentage. Maybe a slightly larger percentage. But it still fails for a lot of kids.

Why?

15. Because one size does not fit all. One size will never fit all. There is nothing that you can do on this earth that will work for everybody.

16. So here’s an idea: maybe we need to stop trying to find the One Best Way of Educating All Children.

Maybe we need to recognize that children are different, they will always be different, and it’s a good thing that they’re different.

17. Maybe we need to recognize that the child who will grow up to be a jet pilot, and the child who will be a poet, and the child who will be a chef in a fast-paced restaurant, and the child who will be a forest ranger, and the child who will be a research scientist +

18. + and the child who will be a finish carpenter, and the child who will be a software engineer, and the child who will be a kindergarten teacher, and the child who will be a firefighter, are really different children, and they may need different approaches to education.

19. They need different amounts of social stimulation and quiet time. Different amounts of freedom to explore and structured instruction. Different amounts of feedback and independence. Different amounts of hands-on and text-based learning. Different tools. Different paths.

20. Maybe one child will blossom in a quiet, calm, formal education environment. One child will blossom in a noisy, open, makerspace environment. One child will blossom in an outdoor, nature-based environment. One child will blossom in a democratic free school.

21. One child will blossom by homeschooling or unschooling and apprenticeships in the wider community. One child will blossom with a combination of these.

22. And before you say it’s not possible to provide all those options, I’d like to point out that it might be more cost-effective to provide a stable array of options in every community than it is to overhaul and “reform” the whole system from decade to decade.

23. (Might not be as profitable for Pearson, though!) 🤔

24. But that’s just the cost in money. The cost in children’s lives when a child is stuck for twelve years in an educational environment they simply can’t thrive in –– when a child fails, day after day after day, year after year after year — it’s unfathomable.

25. Because one size does not fit all. One size will never fit all. There is nothing that you can do on this earth that will work for everybody.

Because people are different, people will always be different, and it’s a good thing that they’re different.

26. When can we start looking at education this way?"

[Also here: https://threadreaderapp.com/thread/975766319600615424.html ]
carolblack  education  sfsh  tcsnmy  lcproject  openstudioproject  onesizefitsall  unschooling  deschooling  diversity  options  learning  children  howwelearn  howweteach  schools  schooling  edreform 
march 2018 by robertogreco
Solidarities of Resistance: Liberation from Education: Reflections on education, colonization, and freedom | The Dominion
"In today's society, school is sometimes spoken about as a necessity for a happy life and as an inherent good. The concept of education is thought to be synonymous with learning, and separates those who are knowledgeable from those who are deficient. This is true even in radical pedagogy circles, where education is portrayed as a universal need and a means of liberation.

Only at the edges of radical movements are people calling the very concept of education into question, creating a culture of school resistance they say rejects the commodification of education and its connections to state building, and even genocide.

“Education is a concept that co-evolved with capitalist society, which has long been known by dissenters to be a tool for streamlining capital accumulation, with classrooms that resemble factory floors, and bells that mirror the break-time whistles,” says University of Victoria professor Jason Price. In his book In Lieu of Education, Ivan Illich pointed out that the word “education” only appeared in the English language in 1530, at which time it was a radical idea and a novelty.

“Schools have been functioning for some time to create students with obedient minds, rarely pondering beyond the controlled learning habits they promote,” says Dustin Rivers, an Indigenous youth from the Sḵwxwú7mesh Nation.

Before the process of education was commodified, says Rivers, “learning was present everywhere in my traditional culture. Even our word for 'human being' can be deciphered into a 'learning person'.”

Important skills were demonstrated through mentorship, and were inseparable from culture. “Some of these aspects of the traditional culture remain” says Rivers, "but it often does so in spite of institutions like schooling, politics, and occupations attempting to dissuade or direct focus towards lifestyles that don't reinforce traditional ways of life."

A look back through history indicates that the separation of learning from community and the natural world is not only intertwined with the rise of capitalism, but also with the formation of nation-states. “All nation-states practice a continual effort to homogenize, using for this purpose the institutions and particularly education,” writes Gustavo Esteva, author of Escaping Education.

In his book, Esteva notes that of the 5,000 languages left in the world, only one per cent exist in Europe and North America, the birthplace of the nation-state and where education is most prevalent. Thus, says Esteva, where education goes, culture suffers.

A Mexican study shows one impact of education on culture: In San Andres Chicahuaxtla, Oaxaca, 30 per cent of youngsters who attend school totally ignore their elders' knowledge of soil culture, and their ability to live off of the land; 60 per cent acquire a dispersed knowledge of it; and 10 per cent are considered able to sustain, regenerate, and pass it on. In contrast, 95 per cent of youngsters in the same village who do not attend school acquire the knowledge that defines and distinguishes their culture.

Schooling as a tool to homogenize Indigenous youth into national patterns is especially obvious in Canada and the United States, writes Ward Churchill in his book Kill the Indian, Save the Man. In both countries, says Churchill, genocidal policies designed to “compel the adoption of Christianity, reshape traditional modes of governance along the lines of corporate boards, and disperse native populations as widely as possible” were carried out through compulsory boarding schools. According to Churchill, these schools were administered with such vigour that the survival rate of children was roughly 50 per cent. According to the Assembly of First Nations, the last Canadian residential school closed in 1996.

“What came down through compulsory schooling was very harsh, very damaging, and very brutal for our communities,” says Rivers. “It still is to this day, because it is all a part of the assimilation process. There is a responsibility for us to find new paths, and new ways.”

“I have a lot of suspicion about the entire school model," says Matt Hern, a long time advocate for school resistance. "I think pretty much all its basic premises and constructions are suspect—bound up with a colonial and colonizing logic aimed at warehousing kids for cheap and efficient training of industrial inputs.”

School resistance is a movement that attempts to undermine dominant narratives around school, and to broaden the deschooling movement to create new ways of engaging and learning together. “I strongly believe we need counter-institutions, ones that can support people and their passions, assist different types of learning, introduce people to new subjects and experiences, pass knowledge down (and up!), provide meaningful work, pay fair wages if possible, build a community infrastructure, reach out to people from different backgrounds,” says filmmaker Astra Taylor.

There are many people in the deschooling community who are doing just that. Hern co-founded the Purple Thistle Centre with eight youth 10 years ago. Today, the Thistle is a thriving deschooling centre in Vancouver.

“We need to be building alternative social institutions—places for kids, youth and families that begin to create a different set of possibilities,” he says. “Something new that begins to describe and construct a different way of living in the world, and a different world.”

Unschooling is simply defined as life-learning. Unschoolers spend their time exploring, learning and doing their passion, often with rigour and on their own time. Unschooling does not mean anti-intellectual; in fact, according to proponents, it is the opposite. “Unschooling is that very moment when you are really sucked into something, whether it's an idea or project and you just want to study it or be involved in it, master it,” says Taylor.

There is certainly a strong emphasis on deschooling at the Thistle, but that does not mean the centre is only run and used by youth who are unschoolers. In fact, most of the youth are local schooled kids. Of the 25 youth on the collective, five are unschoolers, and a few have college degrees. Out of 200 plus youth who use the space, the ratio is the same.

The Thistle is not anti-school per se, rather it is about creating something new, according to Hern. “We wanted to rethink it all—rather than start with 'school' as the template—let’s start over entirely and create an institution that is for kids, by kids, has their thriving in mind, and takes that idea seriously, however it might look,” he says.

While there are also alternative schools with mandates aimed at undermining and changing conventional school, Hern says they are often part of the problem. “These schools are inevitably lovely, nurturing inspiring places, but if they are providing one more great opportunity for the most privileged people in world history, then they are regressive, not progressive projects. They are making the fundamental inequities of the world worse.”

Even the schools that challenge that status quo in a meaningful way are subject to corporate and government interference, he says. Although Taylor and Hern describe deschooling as a collective, grassroots effort, it is still very much on the fringe of society and social consciousness. The reasons are many; primary is the belief that school is inherently good for us.

“The stigma around drop-outs and incomplete graduations is daunting, and you rarely hear of a positive outlook on leaving school,” says Rivers. Despite this, he left school and became a thriving unschooler who has spent the past few years reconnecting and building his community. He currently runs Squamish Language workshops for his community on his reserve.

Indigenous people face an especially difficult stigma for resisting school. Cheyenne La Vallee, from the Sḵwxwú7mesh Nation, also left school to become an unschooler. “It’s considered shameful if you don't finish high school,” she says. “In my experience, I did face a lot of resistance to the idea of unschooling from family members and friends.”

La Vallee knew that schooling and colonization went hand in hand, but she had never "thought it through that the act of unschooling can be a direct link to begin the process of decolonization.”

“Once I left school I found a deep love for my family and myself, my community and culture, life and my landbase, where I got to actually learn my culture, language and land," says La Vallee. "Going back to my land taught me about how my ancestors lived and I saw that as a way to decolonize.”

“As an unschooler I felt very empowered as a citizen—I volunteered, I wrote a zine, I protested, I read widely, I made stuff—but when I briefly attended public high school I suddenly became a student, my interests were compartmentalized and my sense of agency was dramatically diminished," says Taylor.

Schools can be a barrier to ones own cultures and values. “School does everything in its power to make you feel disempowered and ashamed for being Indigenous, for being a youth, for being alive,” says La Vallee.

But leaving school isn't easy for many to imagine. “Narrowly describing de/unschooling as simply 'getting out of school' tends to privilege those with resources, time and money. Generally, middle-class, two-parent, white families,” says Hern.

The same can be said for homeschooling, says Hern. “I think there are some things that many schools do well and are worth considering and respecting. Schools tend to put a lot of different kids together and when you're there you are forced to learn to deal with difference: people who don’t look, act, think or behave like you do. That’s really important, and often deschoolers end up hanging out with a lot of people who are very similar to themselves.” Which is why he thinks deschooling needs to be a form of active solidarity and activism.

An important … [more]
carlabergman  mikejobrownlee  gustavoesteva  2010  resistance  liberation  education  unschooling  deschooling  vancouver  britishcolumbia  indigeneity  indigenous  society  learning  capitalism  accumulation  jasonprice  ivanillich  obedience  mentorship  culture  wardchuchill  genocide  firstnations  matthern  schools  schooling  purplethistlecentre  alternative  lcproject  openstudioproject  youth  grassroots  decolonization  homeschool  difference  activism  solidarity 
march 2018 by robertogreco
OCCULTURE: 52. John Michael Greer in “The Polymath” // Druidry, Storytelling & the History of the Occult
"The best beard in occultism, John Michael Greer, is in the house. We’re talking “The Occult Book”, a collection of 100 of the most important stories and anecdotes from the history of the occult in western society. We also touch on the subject of storytelling as well as some other recent material from John, including his book “The Coelbren Alphabet: The Forgotten Oracle of the Welsh Bards” and his translation of a neat little number called “Academy of the Sword”."



"What you contemplate [too much] you imitate." [Uses the example of atheists contemplating religious fundamentalists and how the atheists begin acting like them.] "People always become what they hate. That’s why it's not good idea to wallow in hate."
2017  johnmichaelgreer  druidry  craft  druids  polymaths  autodidacts  learning  occulture  occult  ryanpeverly  celts  druidrevival  history  spirituality  thedivine  nature  belief  dogma  animism  practice  life  living  myths  mythology  stories  storytelling  wisdom  writing  howwewrite  editing  writersblock  criticism  writer'sblock  self-criticism  creativity  schools  schooling  television  tv  coelbrenalphabet  1980s  ronaldreagan  sustainability  environment  us  politics  lies  margaretthatcher  oraltradition  books  reading  howweread  howwelearn  unschooling  deschooling  facetime  social  socializing  cardgames  humans  human  humanism  work  labor  boredom  economics  society  suffering  misery  trapped  progress  socialmedia  computing  smarthphones  bullshitjobs  shinto  talismans  amulets  sex  christianity  religion  atheism  scientism  mainstream  counterculture  magic  materialism  enlightenment  delusion  judgement  contemplation  imitation  fundamentalism  hate  knowledge 
february 2018 by robertogreco
How to Build Castles in the Air – Teachers Going Gradeless
"One of the more profound ironies of “going gradeless” is realizing just how fundamental grades are to the architecture of schools.

Grades undergird nearly everything we do in education. By threatening late penalties and administering one-shot assessments, we focus our famously distracted students on the task at hand. By regularly updating our online gradebooks, we provide an ongoing snapshot of student performance so precise it can be calculated to the hundredths place.

Grades inform our curriculum and instruction too. Because so much rides on them, it’s essential we build upon the rock of “objective” data, not the shifting sands of human judgment. Thus, we limit ourselves to those kinds of learning that can be easily measured and quantified. A multiple choice quiz testing students’ knowledge of literary devices can be reliably scored by your 10-year-old daughter (not saying I’ve ever done that). A stack of bubble sheets can be scanned on your way out of the building for the summer. Check your results online in the driveway, then go inside and make yourself a margarita.

If you want to evaluate something more complex, like writing, you had better develop an iron-clad rubric and engage in some serious range-finding sessions with your colleagues. Don’t put anything subjective like creativity or risk taking on that rubric — you’re already on shaky ground as it is. Make sure to provide an especially strict template so that the essay is fully prepared to “meet its maker.” Word choice, punctuation, sentence variety, quote incorporation — these are the nuts and bolts of writing. If the Hemingway Editor can’t see it, isn’t it just your opinion?

Hopefully, you see the irony here. Grades don’t communicate achievement; most contain a vast idiosyncratic array of weights, curves, point values, and penalties. Nor do they motivate students much beyond what it takes to maintain a respectable GPA. And by forcing us to focus on so-called objective measures, grades have us trade that which is most meaningful for that which is merely demonstrable: recall, algorithm use, anything that can be reified into a rubric. Grading reforms have sometimes succeeded in making these numbers, levels, and letters more meaningful, but more often than not it is the learning that suffers, as we continually herd our rich, interconnected disciplines into the gradebook’s endless succession of separate cells.

So, as I’ve said before, grades are not great. Nor are the ancillary tools, tests, structures, and strategies that support them. But as anyone who has gone gradeless can tell you, grades don’t just magically go away, leaving us free to fan the flames of intrinsic motivation and student passion. Grades remain the very foundation on which we build. Most gradeless teachers must enter a grade at the end of each marking period and, even if we didn’t, our whole educational enterprise is overshadowed by the specter of college admissions and scholarships. And since grades and tests rank so high in those determinations, we kid ourselves in thinking we’ve escaped their influence.

Even in a hypothetical environment without these extrinsic stresses, students are still subject to a myriad of influences, not the least of which being the tech industry with its constant bombardment of notifications and nudges. This industry, which spends billions engineering apps for maximum engagement, has already rendered the comparatively modest inducements of traditional schooling laughable. Still, the rhetoric of autonomy, passion, and engagement always seems to take this in stride, as if the Buddha — not billionaires — is behind this ever-expanding universe.

Let’s go one more step further, though, and imagine a world without the tech industry. Surely that would be a world in which the “inner mounting flame” of student passion could flourish.

But complete freedom, autonomy, and agency is not a neutral or even acceptable foundation for education. The notion of a blank slate on which to continuously project one’s passion, innovation, or genius is seriously flawed. Sherri Spelic, examining the related rhetoric of design thinking, points out how “neoliberal enthusiasm for entrepreneurship and start-up culture” does little to address “social dilemmas fueled by historic inequality and stratification.” In other words, blank spaces — including the supposed blank space of going gradeless — are usually little more than blind spots. And often these blind spots are where our more marginalized students fall through the cracks.

Even if we were able provide widespread, equitable access to springboards of self-expression, autonomy, and innovation, what then? To what extent are we all unwittingly falling into a larger neoliberal trap that, in the words of Byung-Chul Han, turns each of us into an “auto-exploiting labourer in his or her own enterprise”?
Today, we do not deem ourselves subjugated subjects, but rather projects: always refashioning and reinventing ourselves. A sense of freedom attends passing from the state of subject to that of project. All the same, this projection amounts to a form of compulsion and constraint — indeed, to a more efficient kind of subjectification and subjugation. As a project deeming itself free of external and alien limitations, the I is now subjugating itself to internal limitations and self-constraints, which are taking the form of compulsive achievement and optimization.


One doesn’t have to look too far to find the rhetoric of “harnessing student passion” and “self-regulated learners” to understand the paradoxical truth of this statement. This vision of education, in addition to constituting a new strategy of control, also undermines any sense of classrooms as communities of care and locations of resistance.
@hhschiaravalli:

A5. Watch out for our tendency to lionize those who peddle extreme personalization, individual passion, entrepreneurial mindsets. So many of these undermine any sense of collective identity, responsibility, solidarity #tg2chat


Clearly, not all intrinsic or extrinsic motivation is created equal. Perhaps instead of framing the issue in these terms, we should see it as a question of commitment or capitulation.

Commitment entails a robust willingness to construct change around what Gert Biesta describes as fundamental questions of “content, purpose, and relationship.” It requires that we find ways to better communicate and support student learning, produce more equitable results, and, yes, sometimes shield students from outside influences. Contrary to the soaring rhetoric of intrinsic motivation, none of this will happen by itself.

Capitulation means shirking this responsibility, submerging it in the reductive comfort of numbers or in neoliberal notions of autonomy.

Framing going gradeless through the lens of extrinsic versus intrinsic motivation, then, is not only misleading and limited, it’s harmful. No teacher — gradeless or otherwise — can avoid the task of finding humane ways to leverage each of these in the service of greater goals. Even if we could, there are other interests, much more powerful, much more entrenched, and much better funded than us always ready to rush into that vacuum.

To resist these forces, we will need to use everything in our power to find and imagine new structures and strategies, building our castles in air on firm foundations."
grades  grading  equity  morivation  intrinsicmotivation  extrinsicmotivation  measurement  schools  schooling  learning  howwelearn  socialjustice  neoliberalism  arthurchiaravalli  subjectivity  objectivity  systemsthinking  education  unschooling  deschooling  assessment  accountability  subjectification  subjugation  achievement  optimization  efficiency  tests  testing  standardization  control  teaching  howweteach  2018  resistance  gertbiesta  capitulation  responsibility  structure  strategy  pedagogy  gpa  ranking  sherrispelic  byung-chulhan  compulsion  constraint  self-regulation  passion  identity  solidarity  personalization  collectivism  inequality 
february 2018 by robertogreco
'The connection between education and democracy should be clear'
"Simon Creasey meets the academic calling for teachers to revolt against the ‘pedagogy of oppression’ and demand due payment for their overlooked role in underpinning democracy

Henry Giroux wants teachers to mobilise. He wants them to rise up and launch a revolutionary movement in order to eradicate what he calls a “pedagogy of oppression” that has permeated the education system, both in the UK and in his native US. Teachers and teachers’ unions should work with parents to pressure governments to focus education on creating “informed citizens”, he says, not learning-by-rote simply to get students to pass their exams and become workforce-ready.

This is a push for change that Giroux has been working on for some time. He currently holds the McMaster University chair for scholarship in the public interest, in Ontario, Canada. But he has been an education academic for decades and penned numerous books. He’s insistent on this course of action because “you cannot have a democracy without an informed citizenry”.

“We live in a culture that thrives on ignorance, refuses to invest in education, flees from the obligations of shared citizenship and ignores what it means to provide a decent life for everyone, especially children,” says Giroux.

“[In this environment,] politics degenerates into a pathology and education is reduced to a form of training.”

'We need to have a dialogue'
To emphasise his point, he cites the election of Donald Trump – a president who is on record claiming that he “loves the poorly educated”.

“[Trump’s election win] is not just about a crisis of politics; it’s about the crisis of education, it’s about the crisis of civic literacy,” he says. So, how do teachers contribute to putting this right?

As a starting point, he thinks a discussion needs to be had about the true purpose of education. “We need to have a dialogue about what teachers can do to, in a sense, ensure that education is viewed as a public good and that it is tied to a democratic project that would be used to prepare students to be engaged, critical and informed citizens,” Giroux says. “We’ve got to ditch this notion that the only purpose of education is basically to educate people for the workforce or that the most important aspect of education is learning 25 different ways to teach. That’s just silly, it’s reductionistic and it turns teachers into automatons.

“This type of educational reform is really about deskilling teachers and turning education into an adjunct of the corporate workplace. It kills any notion of the imagination, and what we usually end up with is people teaching for the test. We end up with people basically implementing what I call ‘pedagogies of oppression’.”

Giroux explains that a pedagogy of oppression is one that essentially “assaults” a student’s imagination. “It often emphasises memorisation; it places a strong emphasis on harsh forms of discipline; it can result in enormously unproductive and poisonous forms of racism; it usually teaches for the test,” he says. “It embraces standardisation as a measure of knowledge and it does everything it can to basically shut down any sense of curiosity and any sense of teaching students – and teachers for that matter – what it means to exercise a degree of civic courage, to take risks, to doubt, to in some way be critically conscious of the world, to explore the full capacity of their imagination, and to open the world and themselves in a way in which they can embrace and expand their capacity to be real social-political agents.”

Giroux believes that we should educate educators in a way that enables them to fulfil the “civic purpose” of education.

“I think that increasingly gets lost in the commercialisation, the corporatisation, the commodification and the standardisation of education,” he says. “These are forces that have been highly influenced by a corporate state that doesn’t really recognise the relationship – and doesn’t want to recognise the relationship – between education and democracy, and I think teachers need to seize upon and develop a new language for understanding the purpose of education.”

Giroux identifies another issue: the things that children are being taught in schools typically bear no relation to the world in which they live – a world that is heavily influenced by social media, popular culture and mainstream media.

“To me, this is tragic because when that happens, schools often translate into dead zones of education and spaces of abandonment,” he argues. “They become places that seem irrelevant to young people. They seem to have no meaning except for an elite who need the credentials to get into Oxford, Cambridge, Yale or Harvard.”

He is similarly depressed by what he perceives to be a “deskilling” of teachers that has been brought about by the “audit culture” that pervades the education system in the US and UK. Educators, he believes, should push against or ignore it.

“Teachers can’t just close their door and say ‘I’m going to do everything I can to avoid this’,” says Giroux. “They need to organise collectively. They need to bring the power of a collective teacher’s union, and the power of working with parents and young people, to begin to put pressure on governments because in the final analysis what is at stake here is changing policy. That is, changing policies that are oppressive and endlessly put into play.”

‘Great social movement’

What is important, he says, it that such a reaction is not politically aligned. Giroux explains that “the notion of creating informed and critical students cuts across ideological lines” and that it “should be attractive to anyone who believes that schooling is crucial to creating informed citizens”.

To do this, teachers need to have a clear idea of their larger role in society and this role needs to be self-defined. “Teachers have to become part of a great social movement in which they define themselves as a public resource,” says Giroux.

He argues that, as part of this movement, teachers should fight for policies that advocate more funding for education, more autonomy for teachers and higher pay.

“Teachers should be paid like doctors and they should be professionalised in ways that suggest they are a valued part of any society, which is what they are,” says Giroux. “Schools matter in a democracy and teachers should be one of the most valued groups of people that we have in our society, yet at the same time they are the most belittled, the most dehumanised and the most exploited among professionals – and I think that’s because we have no faith in democracy.

“We can’t seem to make the connection between teaching, education and democracy, and I think that teachers need to make that connection and they need to make it loud and clear. They need to talk about public schools and higher education as democratic public spheres and they need to make clear that what they do is absolutely vital to the nature of society itself – and they need to fight for it.”

Picking sides

Although he concedes that he is “utterly pessimistic” about the changes that have taken place to the education system in the US since the 1980s – the public schools sector in particular – he is quietly optimistic about the future. “I think we’ve reached a breaking point where many people are refusing to accept what we call the ‘school to prison’ pipeline,” says Giroux.

“They’re refusing to accept the racism that goes on in schools with kids being expelled and thrown out of schools, and we have also seen this huge revolt in the US against teaching for the test. More and more people are now realising that education is one of the few protected spaces and battlefronts left over which we can defend any notion of a liberal education. An education that is engaged in creating critical citizens and furthering the parameters of a democratic society.”

Regardless of whether this change is happening as quickly as Giroux feels it must, he is clear that we are at a point where teachers need to pick sides.

“Democracy is in crisis around the world and to address that crisis, education needs to be reclaimed as a moral and political project willing to address the future with a degree of civic courage and educated hope,” he says. “In this case, the struggle to reclaim the democratic function of education is not an option, it is a necessity.”"
simoncreasey  henrygiroux  children  schools  schooling  unschooling  deschooling  teachers  teaching  democracy  oppression  pedagogy  civics  politics  pathology  education  standardization  racism  race  rote  rotelearning  learning  corporatism  memorization  resistance  socialmedia  popularculture  society  elitism  credentials  us  uk  policy  autonomy  unions  organization  2018  sfsh 
february 2018 by robertogreco
Michael Rosen: Recent squibs on education
"The thing is people didn’t know how to use emojis until the govt produced the Emoji Curriculum.

In the name of ‘raising standards’ but in reality bullying education into being a weapon in international competitiveness wars, the govt has unitised and monetised education. We shld reply with humanistic values to this onslaught.

Hey 4 year old, you are not a ‘4 year old’, you are a ‘stage’ , a developmental unit, a score on the way to being another score, a place on a graph, a monitored level, a number less than or more than another number...

“With his dark blue furry just-fitting, interesting hat on, which he had bought, he walked in.” = Good writing according to ‘Expected level’ National Curriculum.

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Children whose names are not phonically regular must not try to read or write their names in Nursery, Reception or Year 1 in case it hinders their learning of how the alphabetic code works. [irony alert]

If Nursery, Reception or Yr1 children ask to see the writing in a non-phonically regular book, or try to read a cereal packet or a road sign, firmly grip the top of their head and turn it away from the words in question. See Bold Beginnings for more advice on this.

Why do you write poems, Michael?
So that children can be graded according to how well they ‘retrieve ‘ and ‘infer’ on a right/wrong grid devised by people who don’t like poetry."
michaelrosen  education  children  school  unschooling  deschooling  schooling  learning  poems  poetry  2018  inference  literature  emoji  standards  standardization  satire 
february 2018 by robertogreco
School is 'biggest concern' for children | News
"Nearly half of 12-year-olds report feeling sad or anxious at least once a week, survey finds
School is the biggest source of stress for young people, according to a new survey by children's charity Barnardo's.

The charity found that almost half of children aged 12 feel sad or anxious at least once a week, with the proportion rising as they get older.

Barnardo's commissioned YouGov to examine what is troubling young people and how they might be better supported.

According to the survey, nearly half of 12-year-olds in England (48 per cent) feel sad or anxious at least once a week. By the age of 16, 70 per cent report feeling this way at least once a week, with more than a fifth (22 per cent) having negative feelings as often as once a day.

Twelve-to-16-year-olds report that school is their main cause of stress (65 per cent), followed by thoughts about their future (42 per cent), problems at home (31 per cent), their weight (26 per cent) and offline bullying (25 per cent).

By the age of 16, stress at school is a worry for 83 per cent of children in England and 80 per cent are worrying about their future.

The survey found that social media has an important effect on mental health for young people, with 11 per cent reporting that they worry about getting enough "likes" or responses to posts.

Twelve per cent say they are concerned about online bullying, while 15 per cent say they have been troubled by something they have seen on social media.

According to the survey, which was commissioned to mark the beginning of Children’s Mental Health Week today, three-quarters (75 per cent) of 12-to-16-year-olds think it would be helpful if they had a counsellor or another professional at their school to talk to when they were feeling down.

When asked who they would talk to if they felt sad or anxious, 38 per cent said teachers, 63 per cent said friends and 71 per cent said family members.

Barnardo's chief executive Javed Khan said: "It is deeply concerning that so many children in England are growing up feeling sad and anxious, and these feelings are intensified as they get older.

"Although these can be normal emotions experienced while growing up, children need support to deal with the pressures of everyday life.

"We need to create a culture where everyone has a greater understanding of what keeps children mentally well and when professional help is needed."

He added: "We want parents and carers to be confident in recognising if their children are unhappy, and teachers and other professionals to be sufficiently trained, adequately resourced and available to support them.""
children  stress  schools  schooling  mentalhealth  health  sfsh  pressure  socialmedia  bullying  anxiety  education 
february 2018 by robertogreco
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