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    <title>Pinboard (Taryn)</title>
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    <description>recent bookmarks from Taryn</description>
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  </channel><item rdf:about="https://www.washingtonpost.com/education/2023/04/26/how-nationatrisk-report-hurt-public-schools/">
    <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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<item rdf:about="https://www.huffpost.com/entry/were-a-nation-at-risk-hap_b_94519">
    <title>We're a Nation At Risk (Happy April Fool's Day) | HuffPost Life</title>
    <dc:date>2024-04-10T13:26:00+00:00</dc:date>
    <link>https://www.huffpost.com/entry/were-a-nation-at-risk-hap_b_94519</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[There is a decent set of retrospectives on ANAR in the April Phi Delta Kappan.]]></description>
<dc:subject>US history 1960s 1970s education_reform politics culture</dc:subject>
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    <title>Big Lies of Education: A Nation at Risk and Education “Crisis” | dr. p.l. (paul) thomas</title>
    <dc:date>2024-04-10T13:25:50+00:00</dc:date>
    <link>https://radicalscholarship.com/2024/02/23/big-lies-of-education-a-nation-at-risk-and-education-crisis/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The narrative created by A Nation at Risk has none the less some enduring elements that are uncritically supported by mainstream media

[lots of links]]]></description>
<dc:subject>education_reform politics history</dc:subject>
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<item rdf:about="https://phys.org/news/2023-09-fund-radical-ecological-social-policies.html">
    <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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    <title>The problem with real news — and what we can do about it</title>
    <dc:date>2018-09-16T16:36:52+00:00</dc:date>
    <link>https://medium.com/de-correspondent/the-problem-with-real-news-and-what-we-can-do-about-it-f29aca95c2ea</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[In contrast to fake news, which is misleading because it’s simply untrue, real news misleads us in a more subtle and fundamental way. It gives us a deeply skewed view of probability, history, progress, development, and relevance [...]

when I say “news” I don’t mean “all journalism.” There are countless types of journalism that are thorough and informative, and there are ten of thousands of journalists committed to public service who do invaluable work. Nor is my criticism of the news meant as a dismissal of “the media,”

[...] the first thing we do is teach our correspondents to seriously moderate their own consumption of news. We encourage them to seek inspiration for article ideas outside of the day’s newspapers, talk shows, and tweets — by going out into the streets, by reading books, and, above all, by asking our readers the question, “What do you encounter every day at work or in your life that rarely makes the front page, but really should?”

[...] it’s no longer our correspondents’ goal to be the first, get a scoop, or be picked up by other outlets. Their goal is to thoroughly ground themselves in the major developments of our time and, along the way, share their learning curve with a growing community of followers.

To get there, we’ve also had to train our correspondents to stop thinking in completed stories [...] our reporting allows the reader to join in at his or her own level of knowledge, and grow from there.]]></description>
<dc:subject>journalism media language politics perception bias time knowledge_building .hwhvg .hello-world</dc:subject>
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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="https://radicalscholarship.wordpress.com/2016/05/29/questions-for-the-pc-about-school-closure-takeover/">
    <title>Questions for the P&amp;C about School Closure, Takeover</title>
    <dc:date>2016-05-29T14:50:15+00:00</dc:date>
    <link>https://radicalscholarship.wordpress.com/2016/05/29/questions-for-the-pc-about-school-closure-takeover/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[what was perhaps most interesting was the degree to which research played virtually no part in decision making for policymakers, despite their frequent rhetorical embrace of the value of research. While many interviewees spoke of the importance of research evidence, nearly all were unable to point to an instance where research evidence shaped their position on an instrumentalist issue [...]

 the real questions are why do we persist in ignoring the stark realities of our inequitable society, why do we then continue to play politics with our schools that are just as inequitable as our society, and then why do we refuse to consider the evidence about addressing social and educational inequity directly in our policies?

Again, as I have stated many times, the answer is that the people with the power to change things simply do not really care about change because any change can threaten their perches of power.]]></description>
<dc:subject>doom! education_reform politics .research .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:3fffaf5083b1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:doom!"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.nytimes.com/2015/03/29/nyregion/exposing-hedge-fund-politics.html">
    <title>Exposing Hedge Fund Politics in New York (couple w/ budget protest in Albany)</title>
    <dc:date>2015-03-30T03:37:23+00:00</dc:date>
    <link>http://www.nytimes.com/2015/03/29/nyregion/exposing-hedge-fund-politics.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Mr. Jones’s educational agenda, built on the premise that the extravagantly rich know better how to teach reading, and to his support of Republican candidates and causes in the New York State Legislature that disadvantage the poor and working class.

It is this kind of political spending, a total of $1.6 million over the past 12 years, they maintain, that undermines his philanthropic efforts through the Robin Hood Foundation, the poverty-fighting charity he created. To civilians, of course, Mr. Jones can seem like someone needing remedial work in cause and effect, a billionaire whose industry thrives on extracting economic value rather than producing it, and yet is comfortable speaking on the corrosive impact of inequality.]]></description>
<dc:subject>charter_schools wealth power politics corruption education_reform new_york philanthropy nyc .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:d50257855b1c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:charter_schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:wealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:corruption"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:new_york"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:philanthropy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:nyc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.thenation.com/article/201881/9-billionaires-are-about-remake-new-yorks-public-schools-heres-their-story">
    <title>9 Billionaires Are About to Remake New York’s Public Schools</title>
    <dc:date>2015-03-30T03:37:19+00:00</dc:date>
    <link>http://www.thenation.com/article/201881/9-billionaires-are-about-remake-new-yorks-public-schools-heres-their-story</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[through savvy investments in lavish protests, hedge-fund managers have paid for a full-blown social movement, thus conferring legitimacy on proposals that stand to benefit hedge-fund managers much more than New York state’s chronically underfunded public school system [...]

Why the New York hedge fund community has rallied around the issue of education reform, specifically in support of charter schools and against teacher tenure, is more complicated. Their policy prescriptions—basing 50 percent of teacher evaluations on student test scores, for instance—are not in any way grounded in mainstream education research [...]

[Julian Vazquez Heilig:] “We know 70 percent of teachers will bounce between high performing and low performing from year to year. So this is creating an impossible high stakes testing gauntlet between a young excited teacher and their path to quality, veteran expertise. If you’re looking for a cheap churn-and-burn teaching force, this is your policy, but if you want experienced, qualified teachers, committed to a schools’ long-term success, this is a disaster.”

From a purely business standpoint, however, such cost-effective education reform proposals do make sense for the hedge-fund community, especially given the alternative education reform option: the legally required equitable funding of New York public schools, as mandated by the state’s highest court in 2007. Low-income New York school districts haven’t received their legally mandated funding since 2009 and the state owes its schools a whopping $5.9 billion, according to a recent study by the labor-backed group Alliance for Quality Education. Yet somehow in this prolonged period of economic necessity, billionaire hedge-fund managers continue to enjoy lower tax rates than the bottom 20 percent of taxpayer [...]

As hedge-fund billionaire Paul Tudor Jones II claimed, contrary to decades of empirical evidence, “We proved with the charter school that the achievement gap was a myth, that with the right schools, kids from the poorest neighborhoods could do every bit as well as kids from the richest ones.”

To “make up for” pervasive inequality, in lieu of correcting it, hedge-fund billionaires like Daniel Loeb of Success Academy and Larry Robbins of KIPP have promoted charter schools that envelop students in hyper-disciplined and surveilled school environments in which their every decision, down to their most minute physical movement, can be measured, assessed and addressed. This “no excuses” pedagogical approach signals to students that the only barrier to their success is their character [...]

one man’s [Governor Andrew Cuomo's] ambition and a few other men’s power overrode the decades-long demands of millions of New Yorkers for fully funded public schools. But what does such a profoundly anti-democratic approach mean for the state’s public school system?]]></description>
<dc:subject>charter_schools wealth power politics corruption education_reform new_york philanthropy nyc .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:45e97c65cbf1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:charter_schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:wealth"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:corruption"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:new_york"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:philanthropy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:nyc"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.foreachandeverychild.org/The_Report.html">
    <title>The Equity and Excellence Commission: The Report (2011)</title>
    <dc:date>2014-06-20T23:52:49+00:00</dc:date>
    <link>http://www.foreachandeverychild.org/The_Report.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[this is a declaration of an urgent national mission [...] This collective wisdom is a historic blueprint for making the dream of equity, and a world-class education, for each and every American child a reality.

This game-changing report embraces the urgent truth in education reform [...]

PISA GDP [blah blah blah]

[...] Ten million students in America’s poorest communities 20 —and millions more African American, Latino, Asian American, Pacific Islander, American Indian and Alaska Native students who are not poor—are having their lives unjustly and irredeemably blighted by a system that consigns them to the lowest-performing teachers, the most run-down facilities, and academic expectations and opportunities considerably lower than what we expect of other students. These vestiges of segregation, discrimination and inequality are unfinished business for our nation.

Admittedly, many of these disadvantaged students enter school far behind their more advantaged peers. But instead of getting deadly serious about remedying that fact—by making sure such students are in high-quality early childhood and pre-K programs, attend schools staffed with teachers and leaders who have the skills and knowledge to help each student reach high standards, get after-school counseling or tutorial assistance or the eyeglasses they need to see the smart board—the current American system exacerbates the problem by giving these children less of everything that makes a difference in education. As a result, we take the extraordinary diversity—including linguistic backgrounds and familial relationships—that should be our strategic advantage in the international economy and squander it. [<!- blinders ]

An Unfinished Reform Agenda

In 1983, A Nation at Risk [blah blah blah] Nearly 30 years later, the tide has come in—and we’re drowning. Since that landmark report, we’ve had five “education presidents” and dozens of “education governors” who have championed higher standards, innovative schools, better teaching, rigorous curricula, tougher testing and other education reforms [...]

Does this seem like hyperbole? Then ask: Would a globally competitive country leave the quality of education to a diffuse system of 100,000 public schools of varying types operated by countless state and local school boards in 15,000 school districts and 50 states, subject to state and local political shifts and economic volatility, when the best-performing systems are organized to do whatever it takes to deliver and sustain equity and excellence across the entire nation? [<!- logic? ]

It’s also time we asked ourselves if some of the traditional assumptions of American schooling—indeed, even the ways schools are organized—have become barriers in the 21st century to achieving excellence and equity.

only about 30 percent of U.S. teachers come from the top third of their college class

The Promise of the Common Core State Standards

[OMG] Teachers don’t learn to teach; they learn to teach something. They learn how to make the curriculum relevant to the lives of the children they are charged with instructing: how to tie it to those children’s experiences and deliver it to address their special needs.

[OMFG] raising the performance of a small percentage of teachers—the least effective ones, who would be identified by an improved evaluation system—up to that of the average teacher could result in achievement gains that would bring us up to the level of the top nations in the world. 60 And, as indicated in the introduction, this could mean future gains to GDP of trillions of dollars, multiples of our current GDP [...]

Every dollar invested in a high-quality early childhood education produces a 7 to 10 percent per annum return. 72

[woo] Research is also clear on the characteristics of high-quality early learning programs. Highly effective teachers with specialized training in early childhood teaching get better results. 74 Small class sizes and low child-to-teacher ratios make a positive difference. 74

Government at every level should implement a multi-year strategy for advancing national equity and excellence goals using a combination of INCENTIVES and  ENFORCEMENT. The federal government must be clearer about our national EXPECTATIONS for student OUTCOMES, INSIST on REALISTIC but AGGRESSIVE state PLANS to meet them, allocate resources to LEVEL THE PLAYING FIELD across states and districts, and REQUIRE that states implement those plans well.]]></description>
<dc:subject>education_reform politics power doom! ass_from_a_hole_in_the_ground .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:eb06bec61665/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:doom!"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:ass_from_a_hole_in_the_ground"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.newyorker.com/online/blogs/mariakonnikova/2014/05/why-do-people-persist-in-believing-things-that-just-arent-true.html">
    <title>Why Do People Persist in Believing Things That Just Aren't True?</title>
    <dc:date>2014-05-24T22:17:13+00:00</dc:date>
    <link>http://www.newyorker.com/online/blogs/mariakonnikova/2014/05/why-do-people-persist-in-believing-things-that-just-arent-true.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[False beliefs, it turns out, have little to do with one’s stated political affiliations and far more to do with self-identity: What kind of person am I, and what kind of person do I want to be? All ideologies are similarly affected [...]

acts and evidence, for one, may not be the answer everyone thinks they are: they simply aren’t that effective, given how selectively they are processed and interpreted. Instead, why not focus on presenting issues in a way keeps broader notions out of it—messages that are not political, not ideological, not in any way a reflection of who you are [...]

It’s only after ideology is put to the side that a message itself can change, so that it becomes decoupled from notions of self-perception.]]></description>
<dc:subject>learning assessment identity politics perspective .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:98a97ff569e7/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:identity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:perspective"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://digital.hechingerreport.org/">
    <title>How technology is changing education (Anya Kamenetz)</title>
    <dc:date>2013-11-06T16:16:34+00:00</dc:date>
    <link>http://digital.hechingerreport.org/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[If you concern yourself with transforming education, day in, day out, you’re conducting your work entirely on the territory of those for whom education is the only politically and socially palatable antipoverty policy. If you try to widen the lens, like Diane Ravitch does in her newest book, you end up talking about a vast set of ideas that have nothing to do with education as currently construed [<-! by whom?]: prenatal care for poor women, mental health services, and the like.]]></description>
<dc:subject>education_reform politics culture elite learning .from-Brooklyn .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:9f40d8f9709d/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:elite"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.from-Brooklyn"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://s3.amazonaws.com/arena-attachments/74857/Che_Guevara__Paulo.pdf">
    <title>Che Guevara, Paulo Freire, and the Politics of Hope</title>
    <dc:date>2013-08-23T15:58:51+00:00</dc:date>
    <link>https://s3.amazonaws.com/arena-attachments/74857/Che_Guevara__Paulo.pdf</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[One of the founding assumptions of critical pedagogy is that human beings, acting on the external world and transforming it, can, at the same time, change their own nature. However, many—if not most—approaches to critical pedagogy are today characterized by what Hegel referred to as bad infinity, because they postulate an endless series of causes and effects within the social order (not in a linear fashion, but dialectically), critically mediating the parts (schooling practices) and the whole (capitalist relations within the wider social totality). The contemporary constitution of critical pedagogy is governed by a series of contradictions. Lacking is a clear context and frame of reference that can capture these contradictions within global processes that are restructuring social, economic, and political life [...OMG...] Revolutionary pedagogy creates a narrative space set against the naturalized flow of the everyday, against the daily poetics of agency, encounter, and conflict, in which subjectivity is constantly dissolved and reconstructed—that is, in which subjectivity turns back on itself, giving rise to an affirmation of the world through naming it and to an opposition to the world through unmasking and undoing the practices of concealment that are latent in the process of naming itself [...]

Che’s pedagogy was more intuitive [and] most assuredly dialectical in nature, and grounded in the lived experiences of the oppressed becoming transformed [...] This meant for Che, as it did for Freire, that education needs to take on an extra–ivory tower, public-sphere role in contemporary revolutionary movements and in politics in general [...]

Freire’s...theory of knowledge is equally radical/dialectical. Accordingly, no person is an “empty vessel” or devoid of knowledge. Many people have valuable experiential knowledge; all of us have opinions and beliefs; others have greater or lesser degrees of extant—i.e. already existing—knowledge and may even hold qualifications that signify their “possession” of that knowledge. However, in Freirean education the affirmation or acquisition of these types of knowledge is not the end objective of learning but rather the beginning of the dialogical/problem-posing approach to learning.]]></description>
<dc:subject>teaching learning philosophy criticism complexity politics democracy power poverty labor language capitalism economy class sur_y_central .pdf .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:f259324b8572/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:philosophy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:criticism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:complexity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:poverty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:labor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:economy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:class"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:sur_y_central"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.pdf"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.truth-out.org/opinion/item/18133-when-schools-become-dead-zones-of-the-imagination-a-critical-pedagogy-manifesto">
    <title>When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto (@HenryGiroux)</title>
    <dc:date>2013-08-14T05:35:20+00:00</dc:date>
    <link>http://www.truth-out.org/opinion/item/18133-when-schools-become-dead-zones-of-the-imagination-a-critical-pedagogy-manifesto</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[In contrast to the socially and ethically numb forms of educational research endorsed by so-called reformers, a recent study has linked high-stakes testing to lower graduation rates and higher incarceration rates, indicating that such testing plays a significant role in expanding “the machinery of the school-to-prison pipeline,” especially for low-income students and students of color [...]

Critical pedagogy becomes dangerous in the current historical moment because it emphasizes critical reflection, bridging the gap between learning and everyday life, understanding the connection between power and difficult knowledge, and extending democratic rights and identities]]></description>
<dc:subject>education_reform assessment race teaching power politics criticism democracy .hwhvg inequity</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:a2eaca981068/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:criticism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:inequity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://edwp.educ.msu.edu/new-educator/2013/faculty-viewpoint/#.UR2x2WNGuCg.twitter">
    <title>On Michigan School Finance (letter from David Arsen to Rick Snyder)</title>
    <dc:date>2013-02-18T02:26:53+00:00</dc:date>
    <link>http://edwp.educ.msu.edu/new-educator/2013/faculty-viewpoint/#.UR2x2WNGuCg.twitter</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The Oxford proposal was explicitly designed to operate in conjunction with 2012 House Bill 5923, which would allow new entities (private businesses, municipalities, cultural institutions) to establish public schools in virtually any location, with little oversight and without regard to their impact on existing schools. It removes enrollment restrictions on cyber schools. Significantly, HB 5923 authorizes some schools to use selective admissions based on student academic ability, gender or migrant-worker status. Schools established by businesses could give enrollment preference to children of company employees.

The Oxford funding proposal and HB 5923 represent a truly dramatic strategy to shift the provision of Michigan’s educational services outside locally-governed school districts.]]></description>
<dc:subject>michigan politics education_reform .opinion .hwhvg</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:69b2ed22a8c0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:michigan"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.opinion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.frederickhess.org/2011/06/sec-duncan-seems-to-regard-constitution-as-so">
    <title>Sec. Duncan Seems to Regard Constitution as so Much Tissue on Bottom of His Shoe :: Frederick M. Hess</title>
    <dc:date>2011-06-13T14:03:17+00:00</dc:date>
    <link>http://www.frederickhess.org/2011/06/sec-duncan-seems-to-regard-constitution-as-so</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[So, let me get this straight. After barely convincing Congress to keep Race to the Top on life support, Duncan is intent on unilaterally pushing his same pet priorities through the back door? He's planning to offer regulatory relief only if states adopt reforms that are utterly absent in the relevant legislation? Facing backlash on the right and left over concerns that the administration coerced states to embrace test-driven teacher evaluation and the Common Core through Race to the Top, Duncan's strategy is to double down?

http://www.frederickhess.org/2011/06/waivers-are-fineback-door-legislating-via-strings]]></description>
<dc:subject>politics education_reform .hwhvg barack_obama</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:e56f8b6d4101/</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:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:barack_obama"/>
</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>
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<item rdf:about="http://www.huffingtonpost.com/alfie-kohn/how-to-sell-conservatism-_b_767040.html">
    <title>Alfie Kohn: How to Sell Conservatism: Lesson 1 -- Pretend You're a Reformer</title>
    <dc:date>2010-10-20T20:09:37+00:00</dc:date>
    <link>http://www.huffingtonpost.com/alfie-kohn/how-to-sell-conservatism-_b_767040.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Here's what would be new: questioning all the stuff that Papert's early 20th-century visitors would immediately recognize: a regimen of memorizing facts and practicing skills that features lectures, worksheets, quizzes, report cards and homework. But the Gates-Bush-Obama version of "school reform" not only fails to call those things into question; it actually intensifies them, particularly in urban schools. The message, as educator Harvey Daniels observed, consists of saying in effect that "what we're doing [in the classroom] is OK, we just need to do it harder, longer, stronger, louder, meaner..."

Real education reform would require us to consider the elimination of many features that we've come to associate with school, so perhaps the reluctance to take such suggestions seriously is just a specific instance of the "whatever is, is right" bias that psychologists keep documenting. At the same time, traditionalists -- educational or otherwise -- know that it's politically advantageous to position themselves as being outside the establishment. Our challenge is to peer through the fog of rhetoric, to realize that what's being billed as reform should seem distinctly familiar -- and not particularly welcome.]]></description>
<dc:subject>politics education_reform .seymour_papert constructivism .hwhvg</dc:subject>
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<item rdf:about="http://www.edutopia.org/muddle-machine">
    <title>A Textbook Example of What’s Wrong with Education | Edutopia</title>
    <dc:date>2009-05-08T18:24:02+00:00</dc:date>
    <link>http://www.edutopia.org/muddle-machine</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Definitely I wouldn't call these my "good old days".]]></description>
<dc:subject>writing politics censorship publishing education_reform .hwhvg</dc:subject>
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