Diane Aoki felt that something was wrong, terribly wrong, as No Child Left Behind changed the schools. It felt even worse when Race to the Top came in.
Everyone told her, “don’t worry, this too will pass,” but it only got worse every year.
When she read “Reign of Error,” it all made sense to her. She understood that “reform” was not about reform at all.
Things are bad, she knew, but “Reign of Error” offered her hope, hope that her own inner convictions were validated, and hope that it shouldn’t be this way.
She wrote:
This is what I love best about the book. Throughout the book, there is a thread of hope as she contrasts the corporate agenda to what it’s supposed to be, what it should be, what it can be. I highlighted those silver threads whenever I saw them, here are a few, with positive solutions underlined:
“Once upon a time, education reformers thought deeply about the relationship between school and society. They thought about child development as the starting point. “(P.19)
“The reformers define the purpose of education as preparation for global competitiveness, higher education, or the workforce. They view students as “human capital” or “assets ” one seldom sees … the importance of developing full persons to assume the responsibilities of citizenship.” (P. 34-35)
“Children who are poor receive less medical attention and less nutrition, and experience more stress, disruption, and crises in their lives…. That is why por children need even more stability, more support, smaller class sizes, and more attention from their teachers and others in their schools, but often receive far less, due to underfunding.” (P. 36)
“Of course we can do better. Students should be writing more and reading more and doing more science projects and more historical research papers and should have more opportunities to engage in the arts.” (P.54)
“If we were serious about narrowing the gap … schools … would have a stable, experienced teacher, a rich curriculum, social services, after-school programs, and abundant resources to meet the needs of their students.” (P.59)
Regarding teacher evaluation based on student test scores: “If by great, we mean teachers who awaken students’ desire to learn, who kindle in their students a sense of excitement about learning, scores on standardized tests do not identify those teachers.” (P.113)
“…there remains the essential question of why scores on standardized tests should displace every goal and expectation for schools: character, knowledge, citizenship, love of learning, creativity, initiative, and social skills.” (P.114)
“Also forgotten is that public schools were created by communities and states for a “civic purpose.” In the nineteenth century, they were also called “common schools.” They were a project of the public commons, the community. They were created to build and sustain democracy, to teach young people how to live and work together with others, and to teach the skills and knowledge needed to participate fully in society.” (P.207 )
I share this author’s thoughts about a collaboration between schools and business, where schools lead and corporations support…not the other way around. Also, I too like the passages that speak of students going to school to learn and become good citizens. I was dismayed to learn last night that 4 of my 5 children do not say the Pledge of Allegiance at school every day. It is now said only on Mondays during the school assembly. When I was a teacher I had a flag leader (for a class job) and we proudly recited it everyday. I thought it brought cohesiveness to our class and connected us in a broader way, as Americans. Times have changed!
“I was dismayed to learn last night that 4 of my 5 children do not say the Pledge of Allegiance at school every day.”
I would think that one would be happy that their children aren’t being so thoroughly indoctrinated at such a young age. The pledge of allegiance is a devise to instill nationalism into children not patriotism. Blind allegiance to any ideology is mental incarceration.
device not devise
Actually, I love America and I love being an American. I consider myself a patriot and “The Pledge” ends with “…liberty and justice for all.” Inspiring words for me, albeit blind allegiance for you. I’m curious, would you take down the flag in the classroom too?
Momoffive,
It is not mine to remove.
But I do not stand and recite the pledge on the mandated once a week recital. As I tell the students it is against my beliefs and if they wish to discuss it further they are free to come before or after school and we can talk about it.
I just have never had/developed the self aggrandizing “love” for a country which, in my lifetime, has almost always been in a state of aggressive wars that have killed, maimed and wounded millions of innocent people. (See William Blum’s “Killing Hope” for the many, many examples).
I have developed a love of the kind and friendly people, the beautiful scenary and the Constitution of the U.S. and I refuse to put blinders on to shield myself from the uglier aspects of this nation.
Duane, Is this once a week pledge in Missouri schools mandated by your local school board or by state legislative mandate, and when did it abandon a daily recitation? And why?
Of course, reciting the pledge is not in itself a civic education, but that something has changed in public schools is perhaps evidenced by the readiness of the American electorate to put into office the most ideological and destructive president in the whole history of the Republic, and to do it not just once but twice.
If that’s the effect of past years’ public school civic education, it seems to me that Diane’s entire argument that public schooling is the foundation of democracy is faulty. It is the foundation of susceptibility to demagoguery.
If, on the opposite premise, that Obama is good for the nation, why then is he “reforming” the public schools out of existence? I really don’t get it. How he can be great for the nation but sooooooooooo bad for the public schools?
I love the positivity in this post.
There are some very exciting things happening in response to Reign of Error.
Who knew hundreds of thousands of parents would band together to opt out of “testing”.
Who knew communities such as the one I live in would get together to collectively say, “No” to the advancement of the privatization of schooling.
Who knew that by shedding some light on this entire subject a whole society would say,
“It is not acceptable that private investors with no educational expertise would attempt to make money off of changing schools to their liking beginning with exploiting families in poor areas.”
There is still work to be done but the many hands involved are making the work easier and the direction more clear.
What is happening in, to, the schools is horrendous of course. All true educators know that. However this is only part of the problem in my estimation. The same kind of thing is happening throughout society. Repeating myself, the book “Why Nations Fail” by Acemoglu and Robinson lays out in precision, amazing scholarship and detail why throughout the world’s history when and why these nations failed. There are basic premises which deserve close attention. We are closing in on those reasons and the same kind of thing happening to the public schools, where the rich and powerful are exerting their undue influence is a primary cause for the failure of nations, throughout human history, in all times and the whole world. Our fight is for our nation NOT just for our schools. Hitler and all fascists have endeavored to “train” children’s minds. Again too, Bill Gates et al MAY have the best of intentions but the road to hell is paved with good intentions. NUFF SED!!
I agree, Mr. Wilder.
This is interesting because I recently checked that book out of the library (not finished yet). The reason is because of a section of the book The Fall of Rome: And the End of Civilization by Bryan Ward-Perkins.
In that book there is a chapter on how the literacy of many was lost when the empire fell. There was a more general literacy of many (partially known through finding graffiti) and then looking at 500 years or so later, there just wasn’t much evidence of general literacy.
Since I spend my free time examining how literacy has changed through the years based on Whole Language and the lack of systematics phonics teaching I found that chapter very interesting.
In my opinion any decline in the level of education within the general public is a huge indicator of problems within the society overall.
I have worried about the lack of social studies since test prep took it’s time slot starting with No Child Left Behind. How is democracy supposed to survive if children aren’t leaning about it or getting to experience it in their educational lives? Although, that my be he whole point….