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    <title>Gaslighting Americans about public schools: The truth about ‘A Nation at Risk’ - The Washington Post</title>
    <dc:date>2024-04-10T16:12:50+00:00</dc:date>
    <link>https://www.washingtonpost.com/education/2023/04/26/how-nationatrisk-report-hurt-public-schools/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[the commission had been launched by then Secretary of Education Terrell Bell to fend off the president’s 1980 campaign proposal to abolish the department. In its report, it laid out a strong argument in favor of a vigorous federal presence in education to support vulnerable students, aid higher education and research, and protect civil rights. These suggestions were quickly relegated to the dust bin of history [...]

two successive white papers reflecting on what we had heard from experts on the complexities of the school “system” in the United States. The essence of the two lengthy papers was that American schools had accomplished great things for the United States and were now faced with the joint challenges of (1) successfully educating a more diverse and lower-income population through high school, and (2) improving standards or we risked becoming mired in mediocrity. Virtually every reference to the accomplishments of American schools and the challenges of diversity and poverty disappeared from the succeeding drafts.

At the meeting to discuss my second draft, Holton showed up with a brilliant polemic, a handwritten draft he had developed. He read it aloud to the assembled commissioners. Castigating American public schools for the failures of American society and in particular the nation’s declining economic competitiveness, it became the foundation of “A Nation at Risk.”

[...]  The report, while putting education near the top of the national agenda, has served as an undertow helping undermine confidence in educators and public schools while trashing government generally. The argument of wholesale school failure has been an essential bulwark of the effort to privatize public education by diverting public funds into school vouchers and unaccountable charter schools, particularly the scandal-plagued for-profit charter sector [...]

“A Nation at Risk” also helped lay the foundation for 40 years of gaslighting Americans about the problems our society faces. Distracted by the false argument that most of our economic problems can be laid at the school door, policymakers have been able to ignore major problems including growing inequality, homelessness, drug addiction and the epidemic of gun violence [...]

Had the commission entered the treacherous waters of school finance — which promotes inequity in public education with a system that relies in large part on local property taxes — it would inevitably have had to deal with the troublesome issue of childhood poverty and unequal opportunity, a topic that commission leaders avoided.

In the end, this was a missed opportunity. The report was a product, like the other blunders identified by Stephen Weir, of decisions grounded in ignorance and pride. In this case, commission leaders, isolated from the real problems of the society about which they pontificated and arrogantly convinced that the answers they sought could be found in the faculty lounge, misread the nature of the problem, misinterpreted the cause and misled the American people.]]></description>
<dc:subject>US government 1980s education_reform politics whitepaper history</dc:subject>
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    <title>New study on how governments can fund radical ecological and social policies without GDP growth</title>
    <dc:date>2023-09-27T12:16:29+00:00</dc:date>
    <link>https://phys.org/news/2023-09-fund-radical-ecological-social-policies.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[It is widely believed that governments can only increase spending if they first grow GDP to increase tax revenue, otherwise they risk inflation or "unsustainable" levels of public debt. This presents a problem, because GDP growth works against ecological objectives. Indeed, a majority of climate scientists is now calling for "degrowth"—a democratically planned, equitable reduction of less necessary forms of production—in high-income countries in order to enable faster decarbonization. Key degrowth measures include the expansion of universal public services and a job guarantee in sustainable sectors.

Degrowth presents governments with the question of how to finance the necessary ecological and social measures during this process of transformation—a question that Olk and his fellow research team members want to answer. They argue that public investment can be increased without GDP growth and that the process of degrowth simultaneously dismantles destructive, less necessary industries and prevents inflation. 

The article draws on Modern Monetary Theory (MMT) to explain why states with monetary sovereignty are not subject to financial constraints. "Contrary to what conservative economists claim, public spending is not actually constrained by tax revenues, but by the productive capacity of the economy," explains Olk [...]

monetary and fiscal policies to prevent inflation and ensure economic stability during a degrowth transition. These include: stronger regulation of private money creation by banks; progressive taxation of capital income, as well as of energy and resource consumption; targeted price controls; robust public utility systems; and the introduction of an emancipatory, democratically organized job guarantee in sustainable sectors. This holistic policy framework has the potential to build broad democratic support for a transition to a more sustainable future [...]

degrowth requires above all a politically well-organized social base. Concerns about financial feasibility, inflation, and living standards often lead to widespread skepticism about the possibility of a radical social and ecological transformation.

In this study, the authors address these concerns, demonstrating how such a transition is macroeconomically feasible, and propose a practical economic policy program that allows for ecological and social goals to be achieved at the same time. ]]></description>
<dc:subject>climate economy model wealth .remake money woo theory taxes government power politics infrastructure .research consumer</dc:subject>
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<item rdf:about="https://codeactsineducation.wordpress.com/2017/12/15/nudge-unit-data-science-experimental-education/">
    <title>The Nudge Unit, data science and experimental education | code acts in education</title>
    <dc:date>2017-12-16T17:08:18+00:00</dc:date>
    <link>https://codeactsineducation.wordpress.com/2017/12/15/nudge-unit-data-science-experimental-education/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[An important aspect of the experiment with Ofsted is that the BIT doesn’t want schools to know how the algorithm works, as the project’s director told Wired. ‘The process is a little bit of a black box—that’s sort of the point of it,’ he said. In other words, schools are to be kept in the dark about the school-evaluating algorithm so that they don’t have the opportunity to ‘game’ their data in advance, which would result in skewing the predictive model [...]

As the US GovLab has reported, the application of data science in public policy by ‘data labs’ can help create a ‘smarter state.’ Indeed, Nesta and the Cabinet Office have previously collaborated to develop ideas about a ‘new operating system for government,’ using  data science, predictive analytics, artificial intelligence, sensors, autonomous machines, and platforms to redefine the role of government [...]

 the Nudge Unit is seeking to transform the way school inspections are performed. Rather than inspection through embodied expertise, school evaluation is now to be enacted predictively, before the inspector arrives. Jenny Ozga has previously written of how digitally recorded data increasingly surrounds the inspection process. The Nudge Unit is seeking to pre-empt the inspection process through the application of machine learning algorithms which have been trained to spot patterns and make predictions from pulling together a wide range of multimodal data sources about schools and their contexts.

These deliberately ‘black-boxed’ and opaque systems, which schools would be unable to understand, could be significant actors in practices of school accountability. If, as anticipated, some of Ofsted’s tasks are automated by the Nudge Unit’s intervention, then it may be unclear how certain decisions have been made in relation to a school’s overall evaluation. Although the BIT claims it doesn’t wish to replace the professional inspector, it is clear that school inspection will become a more distributed task involving both human and nonhuman decisionmaking and judgment, with data science methods perceived as more objective and impartial means for producing evidence than professional observation. In this sense, it is entirely consistent with behavioural science claims that human decision-making is less rational and evidence-based–and more emotionally-charged, cognitively-biased and subjective–than is commonly assumed.]]></description>
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    <title>Use, Knowledge, Art, and History. Charles Esche and Manuel Borja-Ville</title>
    <dc:date>2017-11-19T03:22:58+00:00</dc:date>
    <link>http://www.internationaleonline.org/research/alter_institutionality/70_use_knowledge_art_and_history_a_conversation_between_charles_esche_and_manuel_borja_villel</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[(CE) ...I am interested in genealogies in general, but only insofar as they inform the present moment, or open up ideas that seem excluded by the current consensus 

what I saw as the 'moment of danger' was and is still failing to significantly reshape the histories that are generally shared and that create a common belief in why society is the way that it is. From my point of view, this misunderstanding of how the world had changed in 1989 was also contributing to how fundamental social realities were subsequently perceived, such as climate change and growing inequality, themselves the result of the globalism heralded by the Internet and the death of communism [...]

It would seem a basic truth, even in modernist terms, that autonomy has to be taken not given and that it cannot be circumscribed within a curriculum. By incorporating such an important social concept as autonomy within the state education system, it is made more or less meaningless, and art itself becomes something without effective social value, or without 'use,' [...] The [final] thing such an understanding of art would need would be for art to matter in society and change not only imagination but concrete conditions on the ground [...]

the idea of utility as a problematic but stimulating term arose, something that countered modernist autonomy but didn't imply full instrumentalization. Utility has a long tradition going back to eighteenth-century philosopher David Hume and his ideas on the relationship between morality and utility. I believe it is worth exploring again through art, as perhaps the most quintessentially non-utilitarian thing [...]

(MBV) we live in a period that is characterized by being a permanent present without historical roots or links. No doubt, this has to do with new technologies and the virtual disappearance of any space/time border or barrier [...] it represents a great change, almost a revolution in the way humans perceive themselves and their position in relation to each other and to time. What we might do as a response is to think in the long term. There are forces that have focused their power and interest on money and material benefits and these have largely been the strongest forces in society. But there have also been a few movements where the important thing is that the human being builds a better society. The irony is that mostly the second, weaker tendency ends up saving the stronger one by helping humanity survive the crises where the focus of money and power usually leads. But, beyond these long-term processes, we can ask what has been happening in the last thirty years that makes it a specific historical period. One thing is obviously the technical revolution that facilitates the infinite present, but also this revolution emphasizes how the author disappears and the receiver or navigator becomes a co-author. Then, it is clear that the forces in the world have global impact but that the nation-state still forms our identity and our means of governmentality [...]

Museums like the Louvre or British Museum were born with the ideals of the Enlightenment and, however dark, colonial, and problematic Enlightenment values proved, they offered a promise of a bourgeois public sphere where values and education could be shared collectively by a limited number of enfranchised people. Now, instead of widening that franchise or recognizing the dark side of Enlightement values and modifying them, they were ignored and undermined. In their place, museums have become sites of total consumption [...]

we are working with tools that are basically no longer ours [...] the most radical art of the last thirty years is kind of anachronistic, perhaps with some exceptions related to art around new technologies. This art and our institutions then exist within a context and a public that are basically consumers who think they know what they want. Most importantly, they are a radically different political subject to the ones artists and museums spoke to during modernism. In modernity, the artistic avant-garde was connected to a political avant-garde and they were both working on the idea of sharing knowledge and education. Artists did this through developing a language that would allow a relative autonomy. The problem was how to create a language that drew on different sources but could still represent oneself. In this way the workers' movement and the avant-garde artists used photography, film, or collage to represent themselves because those used popular media and not the bourgeois language and culture of painting. Today, we don't need to look for a language of our own to represent ourselves. The problem is that language is co-opted almost from the beginning. It is no longer autonomous but rather empty [...] If art is to be anything today it has to create outflows of meanings and favour new forms of understanding and relationships. Being 'useful' is something else [...]

one of the problems [with the notion of 'Arte Útil'] is that its advocates don't take into account the materiality of the work of art and what it does in the world. It is important to understand that you can never predict the results of a work of art or whether it will have a use value in the future that is unknown today [...] 

art has to be valueless because the moment it has value you forget its other qualities. Value means that it will be bought and sold, turned into a communicational commodity, and then every political aspect of the work will be totally empty. So I think art has to be useless in the sense that it should have a structure that almost makes it impossible to be absorbed by the industry of communication [eg. James Coleman, Broodthaers, Asher]

[...] I don't think it is possible to persuade people anymore. It's a kind of nostalgia for educational ideas from the past. People are consumers now, you cannot tell them anything

(CE) [...] Being from the absolute core of Western Europe, from the place the United States most needed to have on its side after the Second World War, gave us huge confidence over three generations in our story of the world. That might have been less true in Spain during the same period. Part of what I do today, in an art historical and museological sense, is to try to shake that confidence. One way to do that is to combine contradictory ideas that are used ahistorically or outside art's traditional frame of reference [...] the origins of neoliberalism are Dutch and they are encoded by a certain religious and environmental tradition that has been exported around the world to places that do not necessarily have much instinctive understanding of it. That sense of ownership of capitalism is of course something which also gives Dutch society a very deep, rooted confidence that, in today's world, can seem inappropriate. Arte Útil in this context might be understood differently than in Spain or in Cuba [...] group and subject exhibitions such as the Museum of Arte Útil or Confessions of the Imperfect offer a different kind of resistance to what you find in Coleman and Broodthaers. The works themselves might be commodified later but at that moment they are placed within a narrative that is not easily dismissed [...]

[MVB] an ecology of knowledge can only be based on the fact that all knowledge is always inter-knowledge, a knowledge based on the relationship and antagonism of ideas. It is not just a derivative form of knowledge as it could be just a general pluralism, but a break with Western forms of acting and thinking. To think critically today means to think from the perspective of the other and, therefore, to question our own position, even if this position is plural. It is not only that there are different stories but that there is a chasm between them that makes them irreconcilable [...]

I don't think art needs to work on a large scale. Take a fundamental modern author like Stéphane Mallarmé and his most influential book, Un coup de dés, written in 1897 but only published in 1914. His original constituency, his readers, was a very small group of people. Yet, the book's ultimate influence is so profound that it is considered by many as the starting point of the modern space. Ideas like his may be small but the circles gradually widen. Mallarmé addressed his texts 'à qui veut,' to whoever wants to receive them. That does not mean that he did not want to reach out to other people, but just that he did not want to do it indiscriminately. It's what Mallarmé called restrained actions that slowly gather force [...]

The museum belongs to society and to the public and it is our job to create a space of agony where people can contribute with what they know. When it works, the museum creates not only knowledge, but also a will to learn, a will to have freedom, a will to get together and create a community of affection through learning together. This process should not be about results. It needs to be open but also opaque and complex. I think Arte Útil as an idea misses this element. It can too easily become about sharing communication [...]

(CE) [Apolonija Šušteršič] uses light therapy to create a meeting room inside the museum] One of the great falsehoods of social democracy was that the state is on society's side and we to rely on it rather than be suspicious and interrogate it regularly. We have seen the retreat of the state in the last thirty years, but no real critique of it from the left or on the part of public interest. There is the developing notion of the commons of course but no clear sense of what institutions of the commons will look like and how they can survive economically. I think usefulness, utility, and usership will be crucial terms in developing a museum of the commons for instance. They will not replace your ideas of anachronism, the abyssal, and difficulty, but they will parallel them.]]></description>
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<item rdf:about="http://www.npr.org/sections/ed/2016/04/20/474369584/a-union-firebrand-speaks-out-on-politics-testing-and-more">
    <title>National Education Association's Lily Eskelsen Garcia</title>
    <dc:date>2016-04-21T14:00:50+00:00</dc:date>
    <link>http://www.npr.org/sections/ed/2016/04/20/474369584/a-union-firebrand-speaks-out-on-politics-testing-and-more</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[There is no more AYP — Adequate Yearly Progress. The federal government is no longer requiring that states do things like close down schools, fire half the staff, remove the principal [...] we replace it with is an opportunity. And the opportunity will now meet — or not — its goals state by state [...]

We want a dashboard [<!--SE Page "oracles, not dashboards"] of good information. So yes, things like grad rates. Yes, things like attendance rates [...]

But we also pushed on [...] You left out of this thing called accountability that the politicians should be held accountable for actually giving an educator what he or she needs [...] On this dashboard, we want you to have to [have at least one] measure [of] service and supports.

Who has access to that AP class and who doesn't even have access to recess?

Who's got a school nurse? Where are the services and the broad range of programs that a child should have, like the arts, like foreign languages? [<!--group assessments! contextualize learning! measure something worth a shit!]

It will be our responsibility as advocates to use that transparency to say: This is federally required information, so you have to give it to us and we can see the great divides. The gaps by ZIP code.]]></description>
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</item>
<item rdf:about="https://notes.pinboard.in/u:taryn1221/a2b27dc552b24a7a54fe">
    <title>What’s Wrong with the Internet and How to Fix It (Lori Emerson &amp; John Day)</title>
    <dc:date>2016-02-25T19:16:04+00:00</dc:date>
    <link>https://notes.pinboard.in/u:taryn1221/a2b27dc552b24a7a54fe</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Without [the middle, networking layer] the Internet group put congestion control in TCP, which is about the worse place to put it and thwarts any attempt to provide Quality of Service for voice and video, which must be done in the Network Layer, and ultimately precipitated a completely unnecessary debate over net neutrality.

Emerson: Do you mean that a more sensible structure to handle network congestion would have made the issue of net neutrality beside the point? Can you say anything more about this? I’m assuming others besides you have pointed this out before?

Day: Yes, this is my point, and I am not sure that anyone else has pointed it out, at least not clearly. It is a little hard to see clearly when you’re ‘inside the Internet’. There are several points of confusion in the net neutrality issue. One is that most non-technical people think that bandwidth is a measure of speed when it is more a measure of capacity. Bits move at the speed of light (or close to it) and they don’t go any faster or slower. The only aspect of speed in bandwidth is how long it takes to move a fixed number of bits, and whatever that is consumes the capacity of a link. If a link has a capacity of 100Mb/sec and I send a movie at 50Mb/sec, I only have another 50Mb/sec I can use for other traffic. So to some extent, talk of a ‘fast lane’ doesn’t make any sense. Again, bandwidth is a measure of capacity [...]

Net neutrality basically confuses two things: traffic engineering versus discriminating against certain sources of traffic. The confusion is created because of the flaws introduced fairly early and then what that forced the makers of Internet equipment to do to try to work around those flaws. Internet applications don’t tell the network what kind of service they need from the Net. So when customers started to demand better quality for voice and video traffic, the providers had two basic choices: over provision their networks to run at about 20% efficiency (you can imagine how well that went over) or push the manufacturers of routers to provide better traffic engineering. Because of the problems in the Internet, about the only option open to manufacturers was for them to look deeper into the packet rather than just making sure they routed the packet to its destination. However, looking deeper into a packet also means being able to tell who sent it. (If applications start encrypting everything, this will no longer work.) This of course not only makes it possible to know which traffic needs special handling, but makes it tempting to slow down a competitor’s traffic. Had the Net been properly structured to begin with (and in ways we knew about at the time), then these two things would be completely distinct: one would have been able to determine what kind of packet was being relayed without also learning who was sending it and net neutrality would only be about discriminating between different sources of data so that traffic engineering would not be part of the problem at all.]]></description>
<dc:subject>networks government regulation decentralize internet .remake tutto_sbagliato .make_public</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:7ee3618d507c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:networks"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.remake"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.make_public"/>
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</item>
<item rdf:about="http://ows.edb.utexas.edu/sites/default/files/users/jvh/HER%20Vasquez%20Heilig%20Brown%20Brown.pdf">
    <title>The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards (Vasquez Heilig, Brown &amp; Brown, Fall 2012)</title>
    <dc:date>2015-11-14T22:27:16+00:00</dc:date>
    <link>http://ows.edb.utexas.edu/sites/default/files/users/jvh/HER%20Vasquez%20Heilig%20Brown%20Brown.pdf</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Drawing from coded and softened language that does not directly use, but alludes to, racism—“maintain the status quo”—this standard addresses racism but does so without directly using the term and without acknowledging the White identity of those implicated in these actions. This approach helps shape a specific category of person that engaged in racist behavior, such as southern congressmen and southern governors. While rendering Whiteness fundamentally invisible, it also relegates racism to individual predilection, prejudice, and behavior rather than to institutional structures and state-sanctioned officials who actively engaged in, ignored, or failed to adequately intervene on, but ultimately benefited from, racist, often violent White-initiated behavior [...]

whether subsequent policy makers across the United States will be able to resist co-opting state and national standards to instead detach knowledge from epistemological debates and standardize knowledge for their own political purposes remains to be seen.]]></description>
<dc:subject>culture race power government history texas language assessment education_reform common_core NCLB criticism .research .pdf .hwhvg civil_and_human_rights</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:972f0a9e3705/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:texas"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:common_core"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:NCLB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:criticism"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.pdf"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:civil_and_human_rights"/>
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</item>
<item rdf:about="http://api.ning.com/files/ri0M2KdLuYGpITVx-jJROcTfEuXopfNnDEdZfdM0FYS-KWQdUcX5K-C3MAbfogu78pl33gYs19VSmIvBdonRVR5lz4GHWJIn/sarasonsomefeaturesofaflawededucationalsystem.pdf">
    <title>Some Features of a Flawed Educational System (Seymour B. Sarason, 1998)</title>
    <dc:date>2015-10-21T13:55:57+00:00</dc:date>
    <link>http://api.ning.com/files/ri0M2KdLuYGpITVx-jJROcTfEuXopfNnDEdZfdM0FYS-KWQdUcX5K-C3MAbfogu78pl33gYs19VSmIvBdonRVR5lz4GHWJIn/sarasonsomefeaturesofaflawededucationalsystem.pdf</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[I have learned not to discuss matters of educational change with [people who have no meaningful relationship to schools apart from their own early schooling and occasional contact for their children] because of their tendency to rivet on a single cause or solution [...] I have to steel myself against the feeling that I am unable to convey how fantastically complex and interrelated the issues are [...] I usually succeed only in engendering the reaction that I am making a simple problem unnecessarily complex [...]

[The instances of classrooms and schools] whose features and accomplishments are exemplary remain isolated, i.e., they do not spread or diffuse [because our educational system] is a system of parts that is not coordinated in a structural sense and among which there is little agreement about the purposes of schooling; indeed, the parts are frequently in an adversarial relationship [...]

The concept of a system is bedrock to the sciences [...] It is ironic that [scientists who sought to improve schooling in the 50s and 60s did not transfer] their system-based way of thinking to education. Each identified a "cause" of poor school performance and sought to repair it. They did not ask, what is there about the system that produces the cause I seek to repair?

[...] The existing [educational] system is a nonlearning, non-self-correcting one. The same appears to be characteristic of the way in which charter schools are being conceived and implemented.

Charter schools represent an alternative to how a single school can be governed. A more general question to ask is, how might a new educational system be governed?

[...] The key objective at every level of governance should be to promote and sustain contexts of productive learning [...] the artistry of teaching finds its source in the ability to start with where the learner is, in using that starting point to build bridges to new knowledge and outlooks [...]

[educational-reformers] have been grossly insensitive to one of the most important ingredients of a context of productive learning: engendering and sustaining the desire to learn and change because it has practical, personal utility [...] if contexts for productive learning do not exist for teachers, they cannot create and sustain that context for students.]]></description>
<dc:subject>complexity science_is_a_method education_reform charter_schools government</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:bc7969616633/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:complexity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:science_is_a_method"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:charter_schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://www.sussex.ac.uk/webteam/gateway/file.php?name=2014-13-swps-mazzucato-perez.pdf&amp;site=25">
    <title>Innovation as Growth Policy: the challenge for Europe - Mazzucato &amp; Perez</title>
    <dc:date>2014-08-21T13:47:33+00:00</dc:date>
    <link>https://www.sussex.ac.uk/webteam/gateway/file.php?name=2014-13-swps-mazzucato-perez.pdf&amp;site=25</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[traditional banks and even the venture capitalists have become increasingly risk averse. Venture capital is focused on the exit, within three years, usually via an initial public offering. However, major innovations can take 15–20 years to fully develop, which means that this particular financing model only works for gadgets that ride on existing technology, rather than the big waves of the future. Thus, secular stagnation is a result of this financialisation, not an excuse for it [...]

The question, then, is not how to provide easy money, but how to bring forth the opportunities, how to mobilise the supply of innovation, how to activate entrepreneurship both public and private. The  opportunities will bring forth the money. The emphasis on commercialisation assumes that all that is 
needed is intermediary institutions [...]

The differences in how we understand innovation (path-dependent and cumulative vs. a random variable), uncertainty, and the characteristics of investment (driven by the perception of future technological opportunities vs. driven by easy and cheap money) will determine the details of innovation policies and, most importantly, our growth policies [...]

Technological revolutions [...] are based on an interrelated set of new technologies, industries and infrastructural networks that develop in intense feedback, providing markets and suppliers for each other (in the way that computers generated markets for micro-chips and the Internet generated markets for computers, and so on). In the process, these revolutions also provide a new potential to transform and enable innovations in all other industries [...] However, that potential does not have the same self-propelled nature as ICT itself. Its possibilities are disparate and often unconnected; it can be used and shaped in different ways and profitability depends on relative costs and especially dynamic demand. Only a common direction can contribute such synergies. Thus, in contrast with the revolutionary industries, the direction/chosen for using the new potential across the economy becomes a socio-political choice [...]

Products are not developed in isolation but in technology systems where each innovation creates problems that call forth solutions from suppliers, which spur investments and can lead to entire new industries [...] clustering of interdependent users and producers and of self-reinforcing capabilities results in synergies and support networks that make further innovations easier and profitable (that is, they involve less uncertainty). [W]ithout the Welfare State and official labour unions [...] mass demand [will not be around] to generate the scale and the synergies that [make] it all possible.]]></description>
<dc:subject>government economy finance technology mission_oriented_investment .remake</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:e12c1c8578e3/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:economy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:finance"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:mission_oriented_investment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.remake"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.nytimes.com/marketing/conferences/schoolsfortomorrow/2013-09-17/index.html">
    <title>NY Times Schools for Tomorrow Conference 17 Sept 2013 NYC</title>
    <dc:date>2013-09-19T15:42:56+00:00</dc:date>
    <link>http://www.nytimes.com/marketing/conferences/schoolsfortomorrow/2013-09-17/index.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[** Sal Kahn keynote **

volume as unit cubes - "This is something you could have never done with a traditional textbook or [...] chalkboard!"

hints to solve problem = "interactivity"

pot pourri of problems = "mastery challenge"

tweaks to gamification tools to coerce behavior = "experimentation"

orphan girls in Mongolia! Her English was quite good, she had access to the Internet so I assumed she was middle class or upper middle class. Now she's a "creator of content".

crowd-generated translation = "remove language as barrier to learning"

Q: Computers can't replace teachers, yet the cost of elite education [thanks to technology] will approach zero? 
A: No, everyone needs access to a live teacher; KA is a "basal resource" available to everyone in a model where learning is a "layering on of resources". Student working solo at her own pace to allow for more engagement with teachers in labs = "opening up curriculum".

re:privacy - data is valuable and could "determine where someone goes in life"

"pre-assessment review" as KA "sweet spot" re: community colleges

** Dealbook panel **

In-school "innovation" = "better, faster, cheaper" = "transformative"

"real" expansion through software

wild learning fantasy is Echo360, "TiVo classroom": record, sync, cloud storage to change "distribution model" of lectures

"personalization" = navigating one's way through "remedial" courses made "adaptive" and "engaging" via feedback as to "where [learners] sit in terms of competency" in order to "advance rapidly"

Q re: accessibility: What about people who can't afford higher ed? 
A: There are already infrastructure budgets of $10s of billions.

Q: Would you ever invest in for-profit school? 
A: Consider 2 things: how much money are they really going to make and how might government regulation muck things up

** The disruption of higher education (w/ Michael B. Horn) **

Q: Is measuring outcomes pointless? 
A: I don't know; wait and see before scaling.

MOOCs as "talent management tool"

Q: We know our schools are filled with motivational problems. How do we make confident online learners? 
A: make school community-based, dissolve walls; teach low-income kids how to navigate entitlements; ask kids where they want to go [to college] and what it's going to take to get there, then show them how they're lining up. "Digitally we can tell students everything they have to do."

John Palfrey: teach cultural competencies w/ residential education; tap into informal learning 

** Bill Keller talks to Bob Kerrey about the Minerva Project **

We [in the US are] not dealing w/ failure [when it comes to higher ed]. We have a large number of international students, a substantial comparative advantage owing to regulation by peer review (which needs to take more chances). Our research institutions lead the rest of the world and have added social value. Creation of knowledge is not "scalable". Innovation IS happening, technology is being applied very aggressively. I don't see a broken system.

Minerva (will operate in San Francisco) to put out a "unique curriculum", teach critical thinking by using content (as cost of knowledge dissemination is being driven to zero). It is easier to start from scratch, without Title IV. "I don't want Arne Duncan telling me what to do. There's a tendency when somebody makes a mistake to screw up everything trying to correct that little mistake. You can see it with No Child Left Behind. My God am I glad I'm not a high school teacher. Look at the regulatory burden made worse by Common Core."

The classroom in a lot of ways is going to go away.

Q: What's your metric for successfully educating a student?
A: Let the students decide! Do they have a job, are they happy - who the hell cares? One of the things I worry about in higher ed - we're not putting enough emphasis on the students' need to work.

Q: measure of critical thinking? techniques? (no answer)

** David Leonhardt and Arne Duncan **

"Access" will mitigate differential advantages of technology. "Maximum transparency" allows us to "take to scale" what is working quickly, share "best practices".

School ratings to address "inefficient marketplace", help parents and students make more informed school choices, ie: "What is the school's graduation rate for students like ME?"

"accountability" is about "raising standards"

"Dummying down standards" is a state's right, but we can set a "high bar" for all schools without "arrogantly" suggesting we know how to reach that bar

"personalized" is "moving at your own pace". [Arne makes little sense: "everyone learning the same thing at the same time" is "mind-boggling" and stupid, yet he talks about need for "catch up" and "remediation".]

Q: As a sociologist and mom of a Harvard graduate, I'm not sure we can assess "competency".  
A: "Because it's hard doesn't mean we shouldn't try" and "hopefully 5-10 years from now we'll be in a much better spot".

** Is online education the great equalizer? [good stuff from CANDACE THILLE and KAREN CATOR] **

Laying materials in front of everyone doesn't work; must provide access to people.

There are multiple digital divides: access, infrastructure; affordability; participation; kind of use (analysis v. assessment)

What can we learn about how people learn? What do we know about how people learn that can inform how online courses are designed? What are the learning goals, knowledge state, affordances of technology? We can know something about the learner by their interaction with the environment and then shape the environment to better meet the learner's need. The cognitive part of learning is one part of a complex profile. What happens in the social context of learning and what impact do environmental cues have on the learner's identity?

OPEN silos: educators-researchers-entrepreneurs [**omit: artists! always**]; integrate research and process

The value of technology is that it allows us to "manage" the complexity rather than try to reduce it like we used to.

Caveat to "personalization": It opens the door to tracking, and DAVID WILEY is nervous about descending into "algorithmic hell" (recommendations are good, computers making choices is bad).

** How will online education revolutionize what we know and understand about learning? **

Alec Ross [wants to just tinker around the edges]: Instead of resumes, "broad partnerships" and "standardization" to create "networked certification programs" that meaningfully "inform the hiring process"; certification brought into "supplemental learning".

Daphne Koller [wants to stick with knowns]: University of Phoenix etc use Internet as a communication medium whereas Coursera uses Internet to change the way education is provided (computer grading, feedback, social network).

Michael Horn [ !-> this actually matters but only gets mentioned in passing in between all the tinkering and credentialing-speak] "Map [learning] competencies to real-world outcomes and allow for different ways to meet them. This might begin to attack those parts of the economy that are left behind in the Silicon Valley conversation."]]></description>
<dc:subject>education_reform technology common_core NCLB prediction assessment government regulation transparency language data .video .conference .from-Brooklyn ass_from_a_hole_in_the_ground .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:fbb656026aab/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:common_core"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:prediction"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:regulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:transparency"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:data"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.from-Brooklyn"/>
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</item>
<item rdf:about="http://www.arts.gov/research/TaskForce/Interagency-Research-Task-Force-Webinar.html">
    <title>Webinar: Interagency Task Force on the Arts and Human Development</title>
    <dc:date>2011-12-01T22:35:57+00:00</dc:date>
    <link>http://www.arts.gov/research/TaskForce/Interagency-Research-Task-Force-Webinar.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Study after study has shown that In early childhood, the arts have been linked to school-readiness, improved cognitive and motor ability. Learning should also not be confined to formal, academic environments, but should continue through adulthood...

@36 re: assessment

[live blog: http://www.huffingtonpost.com/2011/11/30/nea-interagency-research-taskforce_n_1120168.html ]]]></description>
<dc:subject>art health development government assessment US .research learning schools</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:f6eddab1cc2b/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:health"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:US"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:schools"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://blogs.edweek.org/teachers/living-in-dialogue/2011/05/california_governor_puts_the_t.html">
    <title>California Governor Puts the Testing Juggernaut On Ice (@AnthonyCody)</title>
    <dc:date>2011-05-19T04:59:46+00:00</dc:date>
    <link>http://blogs.edweek.org/teachers/living-in-dialogue/2011/05/california_governor_puts_the_t.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The basic assumption of your draft regulations appears to be that top down, Washington driven standardization is best. This is a "one size fit all" approach that ignores the vast diversity of our federal system and the creativity inherent in local communities. What we have at stake are the impressionable minds of the children of America. You are not collecting data or devising standards for operating machines or establishing a credit score. You are funding teaching interventions or changes to the learning environment that promise to make public education better, i.e. greater mastery of what it takes to become an effective citizen and a productive member of society. In the draft you have circulated, I sense a pervasive technocratic bias and an uncritical faith in the power of social science.]]></description>
<dc:subject>california government regulation education_reform</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:c6cdcdd57820/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:california"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:regulation"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.guardian.co.uk/commentisfree/cifamerica/2011/apr/07/schools-school-funding">
    <title>Cathie Black and the privatisation of education</title>
    <dc:date>2011-04-08T02:32:28+00:00</dc:date>
    <link>http://www.guardian.co.uk/commentisfree/cifamerica/2011/apr/07/schools-school-funding</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[While some of the movement's self-described liberals undoubtedly have good intentions, the strategy is effectively the same as any conservative effort to hobble the public sector: defund government so that it is less effective and then use that ineffectiveness to argue for further privatisation.

http://www.commondreams.org/view/2011/04/11]]></description>
<dc:subject>politics government education_reform .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:004f106caed0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
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<item rdf:about="http://trueslant.com/johnmcquaid/2010/05/12/753/">
    <title>What Facebook and BP have in common</title>
    <dc:date>2010-05-14T16:46:58+00:00</dc:date>
    <link>http://trueslant.com/johnmcquaid/2010/05/12/753/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The other 21st-century wrinkle: technological systems are often too complex, their functioning not fully understood even by the people who build and run them. In the case of oil, it’s a drilling rig measuring nearly five miles from top to bottom, reaching into crushing, cold depths where bizarre chemical reactions are the norm. The equipment is just part of a complex hierarchical system – with responsibility dispersed between different locations and companies. Facebook is constantly growing and changing. And you, of course, don’t know how your privacy settings are supposed to work. Neither does Facebook – and they like it that way!

The thing is, we don’t know where all this is going. The federal government cannot be relied upon to oversee any of this. Its reach is too short, its capabilities diminished by long stretches of anti-government stewardship and outpaced by the challenges it faces. Oil drilling is geographically remote and done by international corporations with powerful lobbying arms. Social networking is, for government agencies, a new frontier and one that doesn’t seem, on the face of it, like a good target for traditional forms of consumer regulation.]]></description>
<dc:subject>oil_rig_explosion government regulation complexity facebook networks</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:645147da7f3a/</dc:identifier>
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</item>
<item rdf:about="http://www.prospect.org/cs/articles?article=the_great_school_delusion">
    <title>The Great School Delusion | The American Prospect</title>
    <dc:date>2010-03-13T23:48:52+00:00</dc:date>
    <link>http://www.prospect.org/cs/articles?article=the_great_school_delusion</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[For the past 20 years, Diane Ravitch, a highly regarded historian who served in the Department of Education during the George H.W. Bush administration, has been among the keenest advocates of this approach. "I too had fallen for the latest panaceas and miracle cures," she says, and "drunk deeply of the elixir that promised a quick fix." Mea maxima culpa: The Death and Life of the Great American School System is a complete turnaround, a point-by-point repudiation of this market-driven strategy.

[more book reviews: 
http://www.educationsector.org/analysis/analysis_show.htm?doc_id=1193680  |

http://www.nytimes.com/2010/05/16/books/review/Wolfe-t.html  |

http://www.nybooks.com/articles/archives/2010/may/13/how-save-schools/  |

interview with Diane Rehm in which Ravitch talks about schools' role in the community and democracy, NCLB fraud as put forward by Arne Duncan:
http://thedianerehmshow.org/shows/2010-03-11/diane-ravitch-death-and-life-great-american-school-system ]]]></description>
<dc:subject>book_review NCLB government assessment education_reform .audio .diane_ravitch .interview</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:62c8bf17614d/</dc:identifier>
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