Tag Archives: education

YGTBSM, Again

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The Teachers College Record is pushing this with a straight face.

Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context

by Bree Picower — 2011
Background/Context: This study examines education in the context of neoliberalism and how current educational policies such as high-stakes testing and mandated curriculum create schooling environments hostile to social justice education. Relying on education for liberation literature, teacher education for social justice scholarship, and work on critical pedagogy, this study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching.

Purpose/Objective/Research Question/Focus of Study: This study asks, What strategies do new teachers use to stay true to their vision of teaching for social justice despite the challenges they face in their school environments?

Population/Participants/Subjects: During the course of the study, 4 of the 6 participants were full-time classroom teachers. The 2 other participants were still taking education classes while student- and assistant teaching. All worked in a variety of urban elementary schools.

Intervention/Program/Practice: The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated.

Research Design: This was a qualitative study that used design-based research.

Data Collection and Analysis: Data were collected from three sources: transcripts from audio and videotaped CIP sessions, ethnographic interviews with participants, and participants’ written reflections. Data were analyzed using grounded theory method.

Findings/Results: The teachers developed four strategies for teaching for social justice. First, by participating in a critical inquiry project, the teachers supported each other by building a safe haven that protected their vision. Second, the participants camouflaged their critical pedagogy by integrating it with the mandated curriculum, which allowed them to teach from a social justice perspective without rousing the concerns of their administration. The third strategy was to develop their students as agents of change. Finally, in a few instances, the teachers went public with their work by rejecting or speaking against policies that they felt were not in the best interests of their students.

Conclusions/Recommendations: Although these four strategies allowed participants to successfully create critical classrooms, they did not impact the larger neoliberal forces that maintain unjust schooling experiences. This has implications for teacher education, and the author suggests recommendations for schools of education.

The article itself is behind TCR‘s pay wall, should you wish to wade through it.  For my money, it wasn’t worth it.   The sample size says a lot about the laziness of the “scholarship” involved.  One of the strategies—”the participants camouflaged their critical pedagogy by integrating it with the mandated curriculum, which allowed them to teach from a social justice perspective without rousing the concerns of their administration”—says all there is to say about the level of integrity of this “scholarship.”

Their logo includes the slogan “The Voice of Scholarship in Education.”  Yet they haven’t a clue of what scholarship consists.  Are we really teaching our teachers this one-sidedness?

 

h/t National Review Online‘s “Phi Beta Cons“

Exercise

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We Americans don’t get enough.  So here’s one to help us do better in our modern, digital world.  Disclaimer: You might want to take it easy on this one at first, then do it faster as you become more proficient.  It may be too strenuous for some.

Always consult your doctor before starting any exercise program.  OK, here we go:

SCROLL DOWN…

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NOW SCROLL UP…

That’s enough for the first day. Have some chocolate.

Well, Isn’t This Special?

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The British newspaper The Sun ran this interesting article the other day.  It seems the Brits have found a way to make petrol—gasoline to us colonials—from thin air.

[Air Fuel Synthesis] from the north of England has developed “air capture” technology which creates synthetic petrol with only air and electricity.

The technology was presented to a London engineering conference this week.

It mixes sodium hydroxide with carbon dioxide before zapping the resulting sodium carbonate with electricity, to form pure carbon dioxide.

At the same time, hydrogen is produced by electrolysing water vapour captured with a dehumidifier.

The carbon dioxide and hydrogen are then used to produce methanol which in turn is passed through a gasoline fuel reactor, creating petrol.

Wait, what?

This process works on air, but it adds sodium hydroxide to the mix?  But that’s minor; it’s not at all unusual to identify a process with a primary source, while adding additional chemicals along the way.

The really confusing part, to me, is this.  This process takes CO2 as an input and then messes with it to get, as a goal, CO2 as an output?  And then, to get the hydrogen, the process captures water vapor from the air and electrolyzes that?  I confess, I don’t understand.

Aside from processing carbon dioxide to get carbon dioxide, unless things have changed a bit since I took high school chemistry, reacting sodium hydroxide (NaOH) with carbon dioxide (CO2) generally produces “the resulting sodium carbonate” (Na2CO3) and…wait for it…water.  No need to collect water vapor with a dehumidifier.  Unless they wanted more water than that reaction would produce.  But that reaction produces a lot of water.

I’m no engineer, but a “breakthrough” isn’t what I see here.

Do the Brits do April Fool’s in mid-October?

Another Thought on Racism in Education

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Florida’s Department of Education has set race-based goals for its K-12 students (the Florida’s DoE Strategic Plan can be found here and here.  For reading, these goals are

  • Asian students: 90% reading at or above grade level
  • White students: 88% reading at or above grade level of white students,
  • Hispanic students: 81% reading at or above grade level
  • Black students: 74% reading at or above grade level
  • American Indian students: 82% at or above grade level

The math goals are

  • Asian students: 92% at or above grade level
  • White students: 86% at or above grade level
  • Hispanic students: 80% at or above grade level
  • Black students: 74% at or above grade level
  • American Indian students: 81% at or above grade level

These are not trivial differences.  Education Sector’s Director of Strategic Communications, Kristen Amundson, notes

I understand that this is recognition that students are beginning at different places—and that’s honest—but I think it is, at best, ill-advised to set different learning standards for students based on the color of their skin.

She’s being generous.  This is a blatantly racist program, and it harkens back to Woodrow Wilson’s paternalistic racism.  Some races, the Florida DoE seems to be suggesting, are just inherently inferior to others, and so they should not be held to the same standards.

Adding failure to injury, while this…policy…correctly recognizes that some groups of children start from different—lower—bases than others, it does absolutely nothing to correct those differences—which are educational, not innate capability.  Recognizing that these kids start out at different levels of preparation for school, and that much of these differences correlate with race (they also correlate with a host of socioeconomic factors—family income, family stability, and so on; these factors subsume race into them, so there’s a bit of double-counting here), makes for a useful start point.  But the Florida DoE is telling these kids that nothing will be done to help them finish school on a more-or-less equal footing with their peers.  “There’s no point in teaching you to do better.  You just can’t catch up.”

Yet the Florida School Board Association Executive Director, Dr Wayne Blanton, said this—and he was serious:

The message could have been portrayed a little clearer, but as far as racism, I see nothing in wanting to raise test scores that would be racist.  You’re trying to raise all test scores, not just in one particular group.

No, doctor, the message was portrayed quite clearly.  As clearly as your own disingenuousness.  No one is suggesting Florida is trying to raise test scores only in “one particular group.”  That’s just a cynical red herring.  What Florida is doing is providing drinking fountains, or bathrooms, to all groups—but some will be better maintained than others.

Racism in Student Selection

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Bill Powers, President of the University of Texas at Austin, put an op-ed into The Wall Street Journal in which he attempts to defend a particular version of “affirmative” action for admission to that university.  The case on which he commented is Fisher v. University of Texas at Austin, which is before the Supreme Court this term.  In this case, a young woman was denied admission in favor of a less qualified black student because, she argues, she’s white.

The subtitle for Powers’ piece is this:

My university once kept blacks out.  Now at Texas we ensure that their grandchildren can enter.

But what he omitted to say there is that UTA once kept blacks out for purely racial reasons.  Now UTA “ensures that their grandchildren can enter” also on racial grounds.

Before I expand on that, though, a couple of smaller points.  Powers wrote,

UT finds itself back in court superficially for the same reason—considering race in admissions—but with just the opposite motivation.

No motive can justify racism.  Woodrow Wilson’s racism was for lofty motives—poor, inferior blacks needed the protections of segregation.  Nor do the basest of motives justify it, as the Jim Crow laws demonstrated.  Racism is…racist.

Powers also wrote

[T]he fiction that will be dispelled by Fisher is that minority students are being admitted at the expense of more-qualified white students.  There are no unqualified students admitted to UT[.]

This is nothing but a non sequitur.  Admitting less qualified students at the expense of more qualified students in no way implies that unqualified students are being admitted.  Nor is this the argument Ms Fisher is making: she’s averring that race played the role, not qualifications.

But from his flawed logic, as illustrated by these minor nits, flows the larger problem.  Powers made his case thusly:

[D]iversity isn’t only acceptable but desirable in all aspects of life, especially education.  In my 38 years in the classroom, I often have seen how a diverse classroom enriches discussion, provides valuable insights and offers a deeper learning experience.

And

[W]e employ an entirely holistic review in which race is one of many factors along with leadership, extracurricular activities, awards, work experience, family-income level and community service.

With this argument, he’s demonstrated the bankruptcy of his race-based (however diffuse) admission policy.  That breadth of diversity for which he seeks—leadership, extracurricular activities, awards, work experience, family-income level, and community service—already is wide.  Moreover, those last two, family income and community service (which carry within them the diversity of communities in which his applicants live, that income is earned, and that service is performed), are alone richly diverse, and they contain ethnicity and race within them.  With that broad diversity built into his selection paradigm, there’s no need to consider race separately.  Doing so is just separate but equal papered over.

What diversity actually would accomplish, were it not for Powers’ double counting of race in  it, would be to give all disadvantaged applicants equal opportunities for access, rather than giving superior access to those belonging to Powers’ favored race.  Giving preference to race—regardless of the strength of that preference—is to give preference to race.  There’s no amount of lipstick that can be smeared on this bigotry by those who should know better that can disguise that.