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EDUPUNK or, on becoming a useful idiot « bavatuesdays - 1 views

  • What we have is an economy disinvesting its own workforce from the bottom up in the name of efficiency, cost cutting measures, and productivity—but in the end we’re all just fodder for profit-driven system that depends up the exploitation of the many for the wealth of the few.
  • Groom, Ganley and Beasley-Murray are all proponents of using new technologies inside and outside the classroom, but for them, and unlike for Kamenetz, those technologies are just tools to be used towards humanistic ends, not ends in themselves (as Groom puts it, “I don’t believe in technology, I believe in people”).
  • I am nervous about the economic focus of all this,
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  • many of the critiques layeredd are fair. Universities do have a monopo’y on accreditatio, they are crazy expensive, and are often not preparing us for the face of our moment, and some none at all when it comes to think about these
  • because there’s a bunch of public money floating around in it, and everybody wants some of it
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    There has to be a way for people to organize and share freely and openly through a series of trust networks that aren't necessarily mediated by institutions. But given so many of the demands of accreditation, and the current expectations for the system as it currently operates, given the choice between grief (a public, subsidized higher ed option) and nothing (the rise of privatized workforce factories), I'll take grief every time. But all the while continuing to work towards the idea that there can and will be another way outside of this debilitating binary we are working through right now.
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In Defense of Public School Teachers in a Time of Crisis - Henry Giroux | Paulo Freire,... - 2 views

  • Yet, teachers are being deskilled, unceremoniously removed from the process of school governance, largely reduced to technicians or subordinated to the authority of security guards. Underlying these transformations are a number of forces eager to privatize schools, substitute vocational training for education and reduce teaching and learning to reductive modes of testing and evaluation.
  • Teachers are no longer asked to think critically and be creative in the classroom.
  • Put bluntly, knowledge that can't be measured is viewed as irrelevant, and teachers who refuse to implement a standardized curriculum and evaluate young people through objective measures of assessments are judged as incompetent or disrespectful
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  • teachers are increasingly removed from dealing with children as part of a broader historical, social and cultural context.
  • Removed from the normative and pedagogical framing of classroom life, teachers no longer have the option to think outside of the box, to experiment, be poetic or inspire joy in their students. School has become a form of dead time, designed to kill the imagination of both teachers and students
  • Under this bill, the quality of teaching and the worth of a teacher are solely determined by student test scores on standardized tests.
  • Moreover, advanced degrees and professional credentials would now become meaningless in determining a teacher's salary.
  • In other words, teaching was always directive in its attempt to shape students as particular agents and offer them a particular understanding of the present and the future.
  • Rather than viewed as disinterested technicians, teachers should be viewed as engaged intellectuals, willing to construct the classroom conditions that provide the knowledge, skills and culture of questioning necessary for students to participate in critical dialogue with the past, question authority, struggle with ongoing relations of power and prepare themselves for what it means to be active and engaged citizens in the interrelated local, national and global public spheres.
  • fosters rather than mandates
  • respects the time and conditions teachers need to prepare lessons, research, cooperate with each other and engage valuable community resources.
  • In part, this requires pedagogical practices that connect the space of language, culture and identity to their deployment in larger physical and social spaces. Such pedagogical practices are based on the presupposition that it is not enough to teach students how to read the word and knowledge critically. They most also learn how to act on their beliefs, reflect on their role as engaged citizens and intervene in the world as part of the obligation of what it means to be a socially responsible agent.
  • As the late Pierre Bourdieu argued, the "power of the dominant order is not just economic, but intellectual - lying in the realm of beliefs," and it is precisely within the domain of ideas that a sense of utopian possibility can be restored to the public realm
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    teachers are being deskilled, unceremoniously removed from the process of school governance, largely reduced to technicians or subordinated to the authority of security guards. Underlying these transformations are a number of forces eager to privatize schools, substitute vocational training for education and reduce teaching and learning to reductive modes of testing and evaluation.
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