Education
Related: About this forumContextual Accountability by John Kuhn
Every school is a microcosm of the community it servesthat is, every school that serves any and all students in the neighborhood. Peaceful schools are nestled in peaceful environs. If there are drugs or violence in the streets, educators will contend with drugs and violence working their way into the school like crickets through unseen cracks. If there are racist or misogynistic attitudes in the homes, they will manifest themselves on campus. And so it goes. If there is materialism, superiority, entitlement, narcissism, coldness, anti-intellectualism, vanity, laziness, or greed ensconced in the hearts of the parents or grandparents or neighbors or pastors or businessmen or family friends who act out their human dialogues in the public space shared with students, then students will bring traces of those attitudes with them into class and the air will hang with secondhand dysfunction.
Educators spend entire careerssome without even realizing ittrying to accentuate and play off of students positive outside influences and minimize or at least sidestep their negative ones, just to prepare the groundwork so they can teach their content. Teaching doesnt happen in a vacuum, an obvious fact which bears repeating only because its so common to hear people go on and on about teacher quality as the ultimate driver of student learning. Too many experts spout the mogul-endorsed no excuses mantra reflexively when the conversation turns to the context of student lives, and in so doing effectively refuse to talk seriously about the increasingly debilitating conditions of that context.
As though it doesnt matter. As though it neednt be tended to. As though a serious education can occur no matter what is going on there. Poverty isnt destiny is trite and meaningless and pretends to honor poor kids for their wide-open potential while actually disrespecting their experiences and neglecting to patch their holes; it posits that there is no such phenomenon as generational need and that neither public policy nor wealth distribution warrants consideration as a contributing factor in the formation of American kids. Poverty is water in the gas tank of education, but its apologists facilely condemn a pit crew of teachers whonot allowed to say the water wont combustare pushing sputtering lives, but not fast enough, around a track where youthful suburban rockets whiz by in their mall rat garb.
Meanwhile, high-performing charter schools are portrayed as having cracked the code when it comes to educating poor inner city students. In reality, the quiet secret to their trumpeted success is simply a strategic divorce of cultures. Via lottery-purified enrollment, high-hurdled parent involvement, and hair-trigger expulsions, the highest of the high-performers embrace select children from the neighborhood while flatly rejecting the broad sweep of the neighborhoods culture, preferring to substitute their own pre-manufactured culture-like products. Culture goes to neighborhood schools; it is there that we see the health or frailties our nations policies have wrought in our neediest zip codes. Tragically, creatively-selective charter schools portend national blindness to the suffering our policies foster.
more . . . http://theeducatorsroom.com/2012/09/contextual-accountability/
LWolf
(46,179 posts)hearing from the politicians making policy at state and federal levels.
Starry Messenger
(32,375 posts)I'm still reading it today.
proud2BlibKansan
(96,793 posts)I'd work for him in a minute. He gets it.