Initially, I thought this blog would be something I updated regularly. Then the summer ended, and I did not read anything of value for an entire month (maybe longer). Now the fall semester has started, and I am compelled to share my opinions again. And this time I am fired up in a good way. Finally, someone out there gets it and offers solutions! Here we go!
First of all, I read just the first chapter of this book, but I REALLY want to find some time to finish it. Secondly, this book has nothing to do with technology in the classroom. Third, no one is required to read this post, so I hope I don't get to crazy with this!
On the second page of the chapter (page 6), Sleeter writes:
"Paradoxically, the use of standards-based reform as a way of eliminating inequity has resulted in homogenizing the curriculum, even while classrooms in the United States have become more diverse."
I think this is the most profound public statement available to support my opinion that standardized tests measure a moment of student learning rather than long-term comprehension and application of knowledge. How can a test that is meant to treat every student the same actually be appropriate for every student? Thank you, Ms. Sleeter!
How can we gauge student learning if we aren't asking for more than A, B, or C? As I read this chapter, I made notes in the margins. Looking back, I see a theme in my comments and questions. Here are just a FEW of my comments:
- Can we have well-rounded education when we don't look at all of the students in a population?
- There is more to learn than what can be measured on a test!
- To educate a society each group needs justice and equity in offerings, so how do we do THAT?
- Aren't all standards based on normalcy, stereotypes, and averages? How is that equitable?
- Is the inequality in education a race or economic issue? Or is there a correlation with socioeconomics and race? Is that a two strikes against one group?
- Does standardized testing perpetuation cultural models?
- How can federal agencies issue mandates that they cannot fully fund?
- How can teachers be accountable for outcomes when they don't have a voice in the process?
- Is education reactive or proactive to societal needs?
- Why aren't educators the driving force behind reform?
- School choice is another means of bias against low-income students who do not have the means to enact their school-choice rights.
So, Sleeter obviously hit the spot on all my hot-button issues. She does breakdown the chapters to read to answer some of these questions, but overall she is on the money. We can't expect every students to respond to the material in the same way. We don't teach clones. We teach individual students. Until we accept responsibility for ALL of the students in our classrooms, we aren't living up to our promise to provide a free and appropriate education to all students! (I am pretty sure I read that somewhere in IDEA, but it is definitely on this site, too.)
Social justice as defined by Wikipedia:
Social justice is justice exercised within a society, particularly as it is exercised by and among the various social classes of that society. A socially just society is based on the principles of equality and solidarity, understands and values human rights, and recognizes the dignity of every human being.Human rights. Equality. Dignity. This should be how we approach education.
Obviously, I have my own opinions about public education. I do want to say that I am a strong proponent of public education for all students, just in case it wasn't obvious. I think it is important for lawmakers, politicians, parents, and teachers to realize how important these issues are to the future of our country. Until we offer every student a quality education, we aren't serving students equitably. Every time we de-value a student and his or her experiences, we are sending them a message. And it isn't one that I am willing to support. Every child matters, and it is time we started treating them that way.
