Public Education: Start Again?

05/04/2010

My Twitter friend Stephen Diil in his blog Public Education: Start Again wrote:

I pose that question again to you. Everyone is either  an investor, client or an employee of one or more public education systems. If you could start from scratch, with no idea how it should look, who would it serve? How would it serve that audience? When and where would it serve it?What a lovely notion, the idea of starting all over.

Stephen challenged me to respond. I did. Here’s what I said:

It is a stimulating intellectual exercise that, I’m deeply afraid, has little or no relationship to reality.

Oh, some district somewhere will take the plunge and try to start fresh without any of the old assumptions. Let’s even assume that they can convince the teachers to go along with, better yet, be part of planning the renaissance. Imagine that, administrators, teachers, and maybe even some entrepreneurs working together and moving in a common direction; I can almost see the sun shining through brilliant rainbows and bluebirds chirping the good news.

Double Supernumerary Rainbow

Image by Proggie via Flickr

But wait! We still have to convince the parents.

Parents, it turns out, are deeply suspicious of any major fundamental re-imagining of school. This is the main reason that charter schools, for the most part, are just more intense, sometimes more focused versions of your everyday public school.

It seems parents like the 10-hour schooldays because it provides that much more free childcare coverage for working moms and dads, but as soon as ideas like student choice and child-directed education start flying about the parents fly off the handle and out the door.

Okay, but this is an intellectual exercise, not a pragmatic one, right.

I repeat that because if it were a discussion of pragmatic reformations of education we’d have to account for all those pesky poverty-stricken inner-city kids who, while desperately in need of open space and access to nature, have little safe access to it.

It is, in fact, in the inner cities and, paradoxically perhaps, the rural areas where all discussions of education reform trip over themselves and fall.

In inner cities there are just too many kids to scrap the current system and start over. No one in their right mind is going to put the million or so school children in NYC out onto the streets whilst the school buildings are torn down to create new educational open spaces.

Farmland in the Catskill country, in New York ...
Image by The Library of Congress via Flickr

The rural areas have lots of space but not the concentration of students to make use of it the way it might be used elsewhere. That students who live in open space will need to be bussed to other open spaces for educational purposes is mind-boggling.

So, if it won’t work in inner cities and won’t work in rural areas, who will benefit from this re-imagination of education? Why, it’s the wealthier suburban kids whose schools, for the most part, are not the real problems we think about when we think about the problems of or caused by public education.

One can no more restart the education system than one could restart fire service, policing, sanitation services, the military or any of the other similar major social-service agencies.

Change in education, like in most aspects of life and public policy, is and will remain far more evolutionary than revolutionary.

Tis a pity, for sure.

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