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When we're talking about "good" schools, it's important to consider what we mean by "good."
(Thread)
(Thread)
Let's imagine that my mentor @DLabaree is right, and that there are three major aims in American education:
1. Democratic equality
2. Social efficiency
3. Social mobility
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1. Democratic equality
2. Social efficiency
3. Social mobility
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Democratic equality represents the perspective of the citizen. The goal is to foster a functional participatory republic for all.
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Social efficiency represents the perspective of the taxpayer. The aim is to minimize expenditures while maximizing social and economic benefit for the polis.
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Social mobility is a bit different. It's a private aim. It represents the perspective of the individual. The aim is to get ahead.
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When we talk about "good" schools, we are rarely talking about the *public* aims of education (democratic equality and social efficiency).
Instead, we are generally talking about the *private* aims of education.
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Instead, we are generally talking about the *private* aims of education.
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And here's the irony...
[cue suspense music]
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[cue suspense music]
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The irony is that, when it comes to "getting ahead," learning is mostly irrelevant. Instead, what matters is status distinction.
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Thus, "good" schools are "top-ranked," "elite," "exclusive," "expensive," etc.
Basically: they are sieves. They filter most people out so that those remaining can accumulate valuable credentials that offer them better access to social and economic goodies.
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Basically: they are sieves. They filter most people out so that those remaining can accumulate valuable credentials that offer them better access to social and economic goodies.
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And because of the myth of meritocracy, the status-enhancing credentials they acquire will be viewed as an indication of their inherent worth as individuals...rather than their privilege and savvy as agents competing against others in a market setting.
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We might conclude, then, that most of us, when we are talking about "good" schools, actually don't mean that at all. Not in the least. Not one little bit.
We aren't talking about places where people are transformed by learning. We're talking about places that endow power.
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We aren't talking about places where people are transformed by learning. We're talking about places that endow power.
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Once more, I believe clarity of language is essential.
When people say "good" school, we are all obligated to ask: "Good at what?"
We might further ask: "Good at perpetuating inequality? Or good at...you know...learning and personal transformation and that stuff?"
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When people say "good" school, we are all obligated to ask: "Good at what?"
We might further ask: "Good at perpetuating inequality? Or good at...you know...learning and personal transformation and that stuff?"
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Here's the kicker...
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If we actually care about *learning* ... (I'm chuckling...because...I wonder...)
Anyway, if we actually care about learning, THEN THERE CAN BE ENOUGH FOR EVERYONE. (I put the kicker in all caps so you don't miss it!)
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Anyway, if we actually care about learning, THEN THERE CAN BE ENOUGH FOR EVERYONE. (I put the kicker in all caps so you don't miss it!)
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But if what we care about is social mobility, then it is a war of all against all.
In David's phrasing: Someone has to fail.
And guess who that's most likely to be? The least advantaged members of our society.
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In David's phrasing: Someone has to fail.
And guess who that's most likely to be? The least advantaged members of our society.
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We can have schools that educate young people in relatively equal fashion. Or we can have schools that function to provide social and economic advantage over others.
But we can't have both.
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But we can't have both.
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To me, a "good" school is a beautiful thing. It's a place that I recognize when I read my friend Mike Rose's work.
So that's what I ask about when people tell me they want their kids to have access to "good" schools. And I think that's what we should all do.
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So that's what I ask about when people tell me they want their kids to have access to "good" schools. And I think that's what we should all do.
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We should assume that people actually mean something about teaching and learning, and we should say it directly. And we should present the alternative: "or do you mean this other thing...which has nothing to do with actual learning?"
Because...yikes...who's gonna pick that?
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Because...yikes...who's gonna pick that?
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And there, my friends, is your rant for the day. Let us all now pour ourselves some coffee and dive into the sandtraps that are our email in-boxes.
Au revoir until the next outrage.
19/19
Au revoir until the next outrage.
19/19
