The third group is more difficult to discuss, and I don't want to dismiss or demean, but I think of them as "the colonized." These are people from traditionally out-of-power groups who have decided to fully "play the game" of their oppressors. They tend to wear the charter school ideology around their necks the way certain Nigerians and Indians and other "citizens of the Empire" in the early 20th Century donned British powdered wigs and joined the colonial governments.
It is tough to argue with much of what they say: They are looking to "save kids now." To open "real opportunities." To build "within the realities we have." And to argue with this is to engage in that oldest of battles among the colonized - do we achieve freedom and power on "their" terms, or "ours." Do we want our children to grow up as -and this will depend on the argument you are making - Brits and citizens of the world/Second-class Brits or to grow up as Nigerians, Indians, South Africans, Irish, Israelis/poor separatists in a global economy.
As with most great issues, the answers are not clear cut, not "black and white," as they say. We want our identities, we want freedom and possibility based in our culture, and yet, yes, we also live and work in a world designed and controlled by the powerful.
So when people like @dropoutnation argue for charters and vouchers as their "answer," it is not just a matter of being co-opted. They have convinced themselves that this is the only logical solution in the world they see now. And I can argue for greater faith in the future, for greater faith in diverse communities, but altering someone's fundamental world view is tough.
Claude Almansi on 29 Sep 11"Bell, F 2010, Network theories for technology-enabled learning and social change: Connectivism and actor network theory , in: Networked Learning Conference 2010: Seventh International Conference on Networked Learning, 3-4 May 2010, Aalborg, Denmark. PDF - Published Version Download (236Kb) http://usir.salford.ac.uk/9270/1/Bell.pdf Official URL: http://www.networkedlearningconference.org.uk/ Abstract Learning never was confined to classrooms. We all learn in, out of, before, during and after episodes of formal education. The changing sociotechnical context offers a promise of new opportunities, and the sense that somehow things may be different. Use of the Internet and other emerging technologies is spreading in frequency, time and space. People and organizations wish to use technology to support learning seek theories to frame their understanding and their innovations. In this article we explore Connectivism, that is positioned as a theory for the digital age, in use on a Massive Open Online Course (MOOC), Connectivism and Connective Knowledge, in 2008. We then compare Connectivism with another network theory, Actor Network Theory, to explore possible synergies. We found that Connectivism enables educators and learners to legitimise their use of technology to support teaching and learning. Connectivism, a relatively new theory, can benefit from a richer empirical base as it develops. Since the scope of educational change can vary from a specific learning setting through organisational and societal settings, we can develop theories through empirical exploration of cases across the range of settings to support our understanding and actions."
