Affluence makes even mediocre teaching look good and poverty can make masterful teaching appear mediocre. It takes many clock hours within classroom walls to decipher the difference. Few education change-makers and upper crust teachers dedicate that kind of time to our neglected classrooms. The essential resource that is missing is our presence. Detroit's inhumane classroom conditions didn't occur overnight; they existed for at least a generation. Where were we?
January 2016 Archives
The two mega-issues that emerge whenever teachers talk about missing assignments and justifying their actions toward late work are grades--always grades--and the idea that we owe kids "real" experiences to prepare them for the big, bad world where they will be presumably be working in a few years. But there's a lot more to think about.
It's wrong to characterize this string of protests in Detroit as selfish actions taken by a minority of teachers--or a union-driven overreaction to a belt-tightening. There's a lot at stake here, beginning with the survival of a major public school system. Think this could never happen in your state or district? There doesn't seem to be much to prevent collapse of public education in Detroit, except for the professional courage of its teachers.
Today, a group of Detroit teachers--fed up with Darnell Earley, the same Emergency Manager who presided over the Flint water scandal, and a raft of further harmful offenses to real Detroit children and their education--organized a sick-out. They did so in frustration, knowing full well they would be accused of greediness, or keeping children from their federally subsidized meals. They did so knowing they will be labeled "unprofessional," led around by their unions (false)--when their actions represent what is ultimately the core of what professionalism means: autonomy over important work.
Am I cynical about education in 2016? No more cynical---or positive--than I've ever been. I long ago learned that being upbeat and honey-not-vinegar is no more effective than being critical, cranky and pushy in getting what we need to preserve public education. And let's be clear: that's the goal. There are many facets to the goal, around testing, standardization, funding, governance, "data" and the steady erosion of the democratic concept of public good. In the end, however, all the shouting boils down to one thing: Will genuinely public--not publicly funded, privately managed-- education survive and thrive?