Pinboard (robertogreco)
https://pinboard.in/u:robertogreco/public/
recent bookmarks from robertogrecoAn Honest Living: A Memoir of Peculiar Itineraries with Steven Salaita - YouTube2024-03-14T18:34:25+00:00
https://www.youtube.com/watch?v=eegzTvPT6xY
robertogrecostevensalaita millennialsarekillingcapitalism 2024 academia highered highereducation palestine israel colleges universities zionism capitalism anxiety quiet socialpressure socialfunctions cliques labor work antizionism solitude grace jaredware oppression repression censorship principles solidarity media circumspection rulingclass brandequity radicalism orthodoxy careerism socialmedia compromises medialiteracy gatekeeping tastemakers activism scholars scholarship promotion education socialcapital cliquishness decolonization kinship community ostracism exposure mainstreammedia transactionalrelationships aspirations branding personalbranding audience ideas discussion debate networking values transactional conversation organizing presence onlinepresence internet online culture algorithms attention consumerism 2014 2017 ulteriormotives motivation politics workplacepolitics workplace left socialdemocrats exploitation sensationalism snitching snitches busdriving schoolbus children language immigrants us unemploymenthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7dcf0578ec40/Fred Moten on Palestine and the Nation-State of Israel - YouTube2023-11-12T04:49:48+00:00
https://www.youtube.com/watch?v=vWnzkjUAZnQ
robertogrecofredmoten 2023 palestine israel statements rhetoric language discourse humanity rights rightstoexist manolocallahan humanism history context states state humans brutality collectivepubishment colonialism settlercolonialism colonization antisemitism us uk zionism christianzionism via:javierarbona conviviality study human philosophy jaredware whiteness unfinished imperfection sylviawynter frantzfanon complexity morality ethics others othering anticolonialism decolonization conversation thinking howwethink foucault michelfoucault coloniality nyu guggenheim detachment work labor colonialintent malcolmx howweread reading grades grading classroom highered highereducation academia art artworld practice praxis solidarity westbank gaza indigeneity indigenous nationstates blackstudies robinkelley robindgkelley rinaldowalcott indeterminacy surveillance suppression resistance optimism jazz teaching howweteach education learning howwelearn organizing organization generalstrike petitmarronage webdubois walterbenjamin saidihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1255d5765dd8/Is AI Going to RUIN Writing For Good? (w/ Corey Robin) - YouTube2023-09-07T23:27:26+00:00
https://www.youtube.com/watch?v=E-A0W29J3zQ
robertogrecocoreyrobin writing howwewrite chatgpt ai artificialintelligence communication howwethink tiktok dialogue debate conversation iteration process learning howwelearn video podcasting education highered highereducation assessment schools schooling cursive briahnajoygray theses slow deliberation thinking composition grades grading performance cheating competition argument lawschool method reflection scripts scriptwriting bertholdbrecht form teaching pedagogy howweteach literacy legibility attention effectiveness audience time anxiety respect labor procrastination discussion socraticmethod seminar literature automation computing journalism colleges universities bias meaning meaningmaking dissonancehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:eb97cbba0286/Why I Quit Teaching to Unschool | Leaving the Classroom on my Homeschool Journey || BlackDad - YouTube2022-01-30T05:17:06+00:00
https://www.youtube.com/watch?v=QhSCXBkfjZw
robertogrecoeducation learning unschooling deschooling children 2021 teaching schools schooling schooliness compulsory howweteach grades grading differentiation inefficiency memorization memory individuality horacemann creativity prussia obedience compliance jwil blackdadhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:71580961c464/Ep. 30 - Tiersa McQueen, Unschooling Mom of Four, Proponent of Alternative Education - YouTube2021-08-18T18:48:27+00:00
https://www.youtube.com/watch?v=PtekkKzrssA
robertogrecotiersamcqueen 2021 unschooling deschooling parenting education learning mattbarnes catherinefraise schooling videogames freedom liberation families howwelearn learningallthetime self-directed self-directedlearning homeschool trust relationships socialization experience curiosity internet online web fear anxiety gender race boys interests work society lifelonglearning alc culture universality universalexperience covid-19 coronavirus pandemic add adhd oppositionaldefiancedisorder schooltoprisonpipeline schooltoworkpipeline schools control behavior responsibility canon collegeboard community bipoc akilahrichards johnholt testing grades grading schooliness agesegregation stigma ranking measurementhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4c7b970127ed/indigenizing arts education🪶 on Instagram: “"How does perfectionism show up in your practice? or, ways we perpetuate white supremacy + settler-colonial culture as arts educators."…”2021-04-24T22:49:42+00:00
https://www.instagram.com/p/CODcNeEMLVq/?igshid=u1tqr1jsv27b
robertogrecogrades grading teaching howweteach assessment unfinished 2021 whitesupremacy settlercolonialism arteducation education perfectionism learning howwelearn unschooling deschooling feedback pedagogy mistakes vulnerability process competition connection relationships howwelearnedhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:08910f046f5c/Aaron Bady on Twitter: "In idle moments--when not doing my professional work as an editor of written content--I wonder if the original sin of essay writing in schools is the assumption that no one would ever want to read the things students write, and so 2021-04-15T05:21:02+00:00
https://twitter.com/zunguzungu/status/1382365982862188547
robertogrecoaaronbady grades frading evaluation writing teaching howwewrite educations school schooling audience assessment essays rubrics learning howwelearn 2021 editing unschooling deschoolinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e576bd1dda65/Steven Salaita on Twitter: "My politics have changed since I left ("left") academe. You don't really understand the depth of conditioning into imperialism (and into relentless self-importance) until you're free to think beyond the industry's insidious, pe2021-01-01T20:53:36+00:00
https://twitter.com/stevesalaita/status/1344744900756180992
robertogrecostevensalaita 2020 academia politics left leftism hustleculture subscriptions newsletters commodification hottakes socialmedia personalbranding highered highereducation self-importance matttaibbi patreon johnnywilliams giglabor fredmoten grades grading marketing branding davidcrawfordjones brucebernstein capitalism latecapitalism neoliberalism performance groupthink timidity motivation globalsouth writing public audience coronavirus covid-19 howwethink howwewritehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:52ce06c4911f/David Bowles (Mācuīl Ehēcatl) 🏳️🌈 on Twitter: "I’ll let you in on a secret. I have a doctorate in education, but the field’s basically just a 100 years old. We don’t really know what we’re doing. Our scholarly understanding of how le2020-10-05T23:54:38+00:00
https://twitter.com/DavidOBowles/status/1313246219905437701
robertogrecoHere’s something I am wondering… as a parent… Why are there so many tests happening during remote learning? Aren’t there other ways to assess at this point that would be more logically aligned with the type of learning environment students are in?
Before the late 19th century, no human society had ever attempted to formally educate the entire populace. It was either aristocracy, meritocracy, or a blend. And always male.
We’re still smack-dab in the middle of the largest experiment on children ever done.
Most teachers perpetuate the “banking” model (Freire) used on them by their teachers, who likewise inherited it from theirs, etc.
Thus the elite “Lyceum” style of instruction continues even though it’s ineffectual with most kids.
What’s worse, the key strategies we’ve discovered, driven by cognitive science & child psychology, are quite regularly dismissed by pencil-pushing, test-driven administrators. Much like Trump ignores science, the majority of principals & superintendents I’ve known flout research.
Some definitions.
Banking model --> kids are like piggy banks: empty till you fill them with knowledge that you're the expert in.
Lyceum --> originally Aristotle’s school, where the sons of land-owning citizens learned through lectures and research.
Things we (scholars) DO know:
-Homework doesn’t really help, especially younger kids.
-Students don’t learn a thing from testing. Most teachers don’t either (it’s supposed to help them tweak instruction, but that rarely happens).
-Spending too much time on weak subjects HURTS.
Do you want kids to learn? Here’s something we’ve discovered.
Kids learn things that matter to them, either because the knowledge and skills are “cool,” or because …
… they give the kids tools to liberate themselves and their communities.
Maintaining the status quo? Nope.
Kids are acutely aware of injustice and by nature rebellious against the systems of authority that keep autonomy away from them.
If you’re perpetuating those systems, teachers, you’ve already freaking lost.
They won’t be learning much from you.
Except what not to become.
Sure, you can wear them down.
That’s what happened to most of you, isn’t it?
You saw the hideous flaw in the world and wanted to heal it. But year after numbing year, they made you learn their dogma by rote.
And now many of you are breaking the souls of children, too.
For what?
It’s all smoke and mirrors. All the carefully crafted objectives, units and exams.
WE.
DON’T.
KNOW.
HOW.
PEOPLE.
LEARN.
We barely understand the physical mechanisms behind MEMORY.
But we DO know kids aren’t empty piggy banks.
They are BRIMMING with thought.
The last and most disgusting reality? The thing I hear in classroom after freaking classroom?
Education is all about capitalism.
“You need to learn these skills to get a good job.”
To be a good laborer. To help the wealthy generate more wealth, while you get scraps.
THAT is why modern education is a failure.
Its basic premise is monstrous.
“Why should I learn to read, Dr. Bowles?”
Because reading is magical. It makes life worth living. And being able to read, you can decode the strategies of your oppressors & stop them w/ their own words”]]>davidbowles capitalism education schools schooling teaching howweteach learning howwelearn unschooling deschooling paulofreire pedagogyoftheoppressed bankingmodelofeducation children reading purpose authority authoritarianism exploitation society meritocracy aristocracy elitism hierarchy justice unjustice communities statusquo objectives knowledge memory whatmatters cv testing grades grading homework time aristotle lyceum psychology 2020https://pinboard.in/https://pinboard.in/u:robertogreco/b:e9daf483d856/Dana Simmons on Twitter: "My kid started Jr. High last week. He couldn't stop talking about how much he loved his History teacher. This afternoon we found him in tears, overcome by stress and self-doubt. His grade for his first short answer homework: 50/12020-09-02T17:57:52+00:00
https://twitter.com/DanaJSimmons/status/1300639757165191170
robertogrecogrades grading assessment unschooling deschooling algorithms 2020 edgenuity learning howwelearn schooling schooliness schools technology edtech ungrading danasimmonshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c4da7ce9a0af/Dan 태영 on Twitter: "It is absolutely wild and unjust that in many/most schools, you can be *expelled* for having bad grades. Imagine that you were on a hike on a mountain with a group. The group says: if you fall behind, we will kick you out of our gr2020-08-20T01:46:38+00:00
https://twitter.com/dantaeyoung/status/1272275976454537216
robertogrecosocial workers can move like cops. public health workers can move like cops. academics can move like cops. teachers and school administrators can move like cops. policing is built into the fabric of so many of our public institutions and infrastructure. we must undo that.
Is it really a place for learning, or a place for fear and competition? Institutions of supposed learning have been sites of policing where you have to be “good enough” to not be exiled. This is deeply violent and policing and harmful. Grading is part of this: a tool of policing
Learning has been systematically harmed by teaching: a culture of grades and exile as primary forms of punishment. As a teacher I can “feel” the expectations and uncertainties of school culture from my students. Institutions of teaching don’t easily support cultures of learning.
This makes me incredibly angry. Every class, it takes a while to get to a place where we can experiment and find things together: the norms of the school is so strong, in all of us. What do we expect, having spent time in schools that hold a carceral mindset? Or an elitist one?
There are alternatives: treat classes like reading groups, or a exploratory research group, where you discover things together. There is only an us. Knowledge isn’t transmitted from teacher to student, rather, learning is about playing together, finding more ways to play together
Learning isn’t lectures; it’s co-learning / cooperative / collective organizing. So many good thinkers and practioners and writings along this line Montessori, Vygotsky, Illich, Ranciere, La Paperson, Jo Freeman. (Do you know any - esp by bipoc?)
Where are the places where learning (not teaching) is really supported and celebrated? Where are the centers of learning that put learning first, that really let us remember what it’s like to discover and explore and be curious, that can actively undo trauma around schools?
Imagine teachers without the inner cop, prison. It’s one thing to do it in a classroom, but we NEED to feel this energy across an entire institution, a joyous co-conspiratory energy of researching and finding and sharing with each other. Full of support, care, mutual respect.
so grateful to @jeffreymoro for articulating so clearly the category of educational “cop shit” (“any pedagogical technique or technology that presumes an adversarial relationship between students and teachers”) & the need to get it out of the classroom https://twitter.com/jeffreymoro/status/1228345239984918528
<3 [bell hooks, teaching to transgress] [image with the following quote]
Traditional education deemphasizes the reality that professors are in the classroom to offer something of ourselves to the students. The erasure of the body encourages us to think that we are listening to neutral, objective facts, facts that are not particular to who is sharing the information. We are invited to teach information as though it does not emerge from bodies.
Significantly, those of us who a re trying to critique biases in the classroom have been compelled to return to the body to speak about ourselves as subjects in history. We are all subjects in history. We must return ourselves to a state of embodiment in order to deconstruct the way power has been traditionally orchestrated in the classroom , denying subjectivity to some groups and according it to others. By recognizing subjectivity and the limits of identity, we disrupt that objectification that is so necessary in a culture of domination.
- bell hooks
Some other actual steps to do: don’t have grades / have pass-fail grades / actively encourage risk-taking (and incorporate in grade metrics, if grades are required) so that students are encouraged to explore new territory and projects that may not work well
The teacher can be a facilitator, not a lecturer, and class time should be facilitated like a collective organizing meeting: cooperative, organized around group discussions, readings, projects, sharing. The teacher is like an field trip leader through a landscape of learning
A mistake (I’ve made before) is also for the teacher to “do nothing”, let students do “anything”, which is akin to a field trip that goes nowhere. A really good field trip does all the planning and logistics to mobilize planes, trains, so that a group can then explore further
Another mistake is to erase the teacher/student distinction altogether, which in my opinion is unethical and confusing because instead it conceals a power relationship that is present, rather than being open about it and altering it to be more about accountability
the joyous moments in teaching have been about exploration, opt-in curiosity, moments in the classroom open to the unknown, a shared discussion and rumination about finding and thinking about projects, of sharing resources together, of giving each other feedback
Teachers and students are roles upheld by an institution and a power relation. The learner is an identity that can’t be forced upon anyone, only chosen by each person. The best learning contexts are when everyone in the classroom, including the “teacher” is a learner.
What would an abolitionist, anti-policing approach to schools? What are the opposite of grades? What would this look like at a level larger than the classroom, but at the scale of the cohort, a community?
Schools are not just microcosms of society; they are future societies. They are self-fulfilling prophecies, in that they train us to recreate the societies we experience inside of them. An abolitionist caring society would have caring, supportive, anti-policing schools.
classes where you learn how to dance and move your body. classes where you learn how to facilitate a meeting, make working groups. spaces where you realize that nobody is in control / everyone has agency. classes where everyone is oriented in a circle, listening to each other.
oriented in the same direction, like a school of fish, trying to find something together. oriented outwards, as if we are exploring a city of thought and agree to meet back in a few hours, with photos and notes of things we’ve discovered.
classes where suggestions upon suggestions from everyone builds on each other, hilariously, and together we try something new out and see what happens. classes where rigor is generous, rigor is solid and firm and friendly. classes where nobody knows what will happen at the end!!
What did your schools teach you about its societies? about how to live, and what you wanted or didn’t want? About power, and policing, and safety? What was the most safe and exciting learning environment (school or not) you have been part of?
(Also! I’ve been collecting a very incomplete set of resources here around pedagogy: https://are.na/dan-taeyoung/active-pedagogy and cooperative practices https://are.na/dan-taeyoung/facilitation-conversation-strategies-not-concepts )
More thoughts:
Gifted programs are so deeply problematic. I wonder if it’s a white supremacy dynamic, the formation of an “elite” / for certain students “gifted” by an extrahuman force (suspiciously like manifest destiny). And more often than not, it harms even the kids who go through it twitter.com/davidhuber_/st
”]]>dantaeyoung 2020 grades grading education learning punishment competition fear coercion violence policing harm schools schooling highered highereducation teaching howweteach howwelearn unschooling deschooling culturesoflearning lcproject openstudioproject knowledge cooperation collaboration play hardfun organizing montessori vygotsky ivanillich jofreeman lapaperson maxkreminski melaniehoff bellhooks grade assessment fieldtrips abolitionism society capitalism pedagogy copshit jacquesrancière jeffreymoro risktaking readinggroups horizontality canon discovery power minimalviableutopia sharing experimentation colearninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c75dd2fff83f/Dan 태영 on Twitter: "as much as I loved my grad arch school, part of this project needs to be about understanding how the formal/aesthetic aspects of my architectural pedagogy might be deeply racist, or denialist in the privileging of form, concept, ag2020-08-19T21:23:36+00:00
https://twitter.com/dantaeyoung/status/1277838307544662018
robertogrecoIs this just a coincidence, that the Black-led abolitionist occupation is about sharing space next to each other while the oft white-dominated Occupy was about having enclosed, personal territories?
“The dream school isn’t a school.” ❤️
One of my lenses is K-12 lens, and this list is important to me. It’s also important that bell hooks comes first, as she references Freire specifically critiquing his attitude to gender especially, challenging him
https://twitter.com/dantaeyoung/status/1277891278353678336
The dream school isn’t a school.
An abolitionist society doesn’t need cops for us to be safe OR schools for us to learn. As bell hooks & Ivan Illich & Paulo Freire write: we can have deschooled society and liberatory & transgressive learning.
we keep us safe / we teach each other
Considering “the dream school isn’t a school,” an abolitionist and transformative future, and voices that build upon the past while addressing our time, here are two pointers (among so many great options) for additional reading.
1. Akilah S. Richards’s Fare of the Free Child podcast and forthcoming book Raising Free People: Unschooling as Liberation and Healing Work
https://raisingfreepeople.com/podcast/
https://pmpress.org/index.php?l=product_detail&p=1145
+
2. Leanne Betasamosake Simpson’s essay “Being with the Land, Protects the Land” and book As We Have Always Done: Indigenous Freedom through Radical Resistance
https://abolitionjournal.org/being-with-the-land-protects-the-land-leanne-betasamosake-simpson/?fbclid=IwAR2M8qr9CaeXOLs9q3kaGcCxkrhqnbCveEFCGmrnLE7RHwWiqIDhavHLJFM
https://www.upress.umn.edu/book-division/books/as-we-have-always-done
one more from Leanne Betasamosake Simpson: “Land as pedagogy: Nishnaabeg intelligence and rebellious transformation” https://jps.library.utoronto.ca/index.php/des/article/view/22170 ”
[image with abstract]]
“as much as I loved my grad arch school, part of this project needs to be about understanding how the formal/aesthetic aspects of my architectural pedagogy might be deeply racist, or denialist in the privileging of form, concept, agency, design in architectural spaces
design focused on authorship, identity, difference is deeply problematic. It treats space as being about trying to be as “non-fungible” as possible, a “unique product” rather than a living thing that is deeply connected to our notions of community and relation
the notion of “new designs” is also deeply problematic; (I forget whose argument this is)
The focus on newness is a fundamentally market driven understanding of architecture, where value is achieved through distinction from other spaces. Spaces $ because they’re not like others
most of architectural pedagogy is a kind of giant commodity fetishizaton of a space. architecture is valued by a logic that is a logic of the market, not about SPACE ITSELF. How space is monetarily priced becomes how space is valued.
Or in other words: in architecture, instead of really caring about space first, then understanding second that different spaces might have different prices on a real estate market..
we are conditioned to care about space based on how much a profit oriented market pays for it
And the qualities of the market have actually become transmuted into the default pedagogical philosophies of most “”top”” architecture schools. This is what Marx calls reification - things appearing to have inherent ‘properties’ that actually come from social relations
A real estate market being reified into pedagogy would focus on newness and innovation in the studio pinup as a method to have unique and desirable “products” of space, teach implicitly that we should strive to have designs that are different from each other, a product mindset
A property-ist pedagogy influenced by fine art historical (art market) discourse would focus on authorship, and celebrate designers by tossing around their names, or focus on their bodies of work, or focus on the idea of “The Practice”
The commodity-ist architecture pedagogy/discourse that we seem to have is all about space, design, form, concept, all about space itself, focusing on the qualities of the commodity, not its relations, not its participation within an ecology of social relations and politics
Let me be specific: are architects trained for spatial contexts where “not designing anything” is the right answer? NO. Hence the “design a better border wall / design a better prison trap”. What would design pedagogy be if it was open to the possibility of not designing?
And I don’t mean some sort of shitty paper architecture conceptual play (very fun and meaningless tbh). I mean not designing where the “design” is the problematic part, the “architecture as commodity” is the part to transform
What would an architecture school, a spatial school look like, when commodity logics aren’t absorbed and taken as pedagogical logics??
What would an architecture school look like if space was defetishized, seen for what it actually FEELS, SUPPORTS, CREATES between people - and we used that logic of social relations and politics instead?
At this school, the anticapitalist, the antiracist, decolonialist, abolitionist, transformative justice school of my dreams, our dreams, design projects would not result in a jury or a critic. Instead, you would have a group that you’re working with, and the end of the project ..
would result in the entire group just saying thoughtful and nice things about the group’s project. This would be because the whole POINT of the semester would be about learning to facilitate a conversation, to cooperate and listen, and find a consensus around the shared project.
Projects would not be thought of as “design” projects and representations would focus on social systems, politics, emotions, proxemics, rather than just visual aesthetics. Like Fanon’s sociogeny but applied onto space
As the coordinator of an exploratory arch representation course for all M.Archs at Columbia GSAPP, I’m working on this, but want to push it further. Every architectural representation should involve a discussion on the politics of that type of representation.
Not just the politics of renderings, say, but even asking the question: why the fuck is it that in architecture school, pedagogy continues to focus on an examination of even a drawing “about” the building - plans, sections, diagrams, renderings, etc etc
Why do attempts to answer this question often seem to land in a politics-bereft and easily instrumentalized paper architecture that just continues the commodity fetish space, then playing back into boosting architectural representation even further
I know what I’m saying might seem like an “old topic” in arch and the same argument gets rehashed over and over — but I am talking about arch pedagogy’s need to deeply connect to to radical politics and social justice and the pedagogy that would emerge from it
(This is getting strangely long-winded, so I will try to summarize in another thread)
(Actually, I may just have to keep on going for now and summarize later)
tldr: arch pedagogy logic is real estate logic
Context: I’ve been down at #OccupyCityHall / #abolitionplaza for a few days. It feels growing, shining, caring, safe, funny, excited, calm. I remember being at Occupy Wall Street during grad school days. No exaggeration - my understanding of space permanently changed afterwards
A friend - Demitra K - and I, after going to Zuccotti, would go into the @ColumbiaGSAPP studios and tried to tell our friends that going there was so much more important to our architectural education than a studio. We’d coax friends to come
Now I see: the societies that we can envision though OWS and occupy city hall are and have to be abolitionist futures, transformative justice futures, one in which our understanding of space needs to be DEEPLY connected to space, social relations, community care, repair
In a carceral society, our understandings of space are deeply connected to imprisonment, and also property and boundary. How has the PIC wormed its way into our architectural imaginations? How has white supremacy and fear of the Other fundamentally structured space?
At zuccotti, people mostly slept in enclosed tents; at abolition plaza everyone sleeps outside, next to each other. the abolitionist chant is that we keep us safe.
Is this just a coincidence, that the Black-led abolitionist occupation is about sharing space next to each other while the oft white-dominated Occupy was about having enclosed, personal territories?
IN ANY case, back to pedagogy. If we understand and see what space can ACTUALLY finally be about, then pedagogy needs to shift - from commodity pedagogy to transformative justice pedagogy
What would a transformative justice spatial pedagogy look like day to day, in its practice, not in theory? Some thoughts:
(caveat: I am still learning and I imagine that many people are probably doing this Work already. I can see how much more I can learn and am excited for it)
1. No final reviews. architectural review culture is real estate product culture. Communal collaboration culture would like discussing, listening, laughing, exploring. https://twitter.com/dantaeyoung/status/1277849313616502784
At this school, the anticapitalist, the antiracist, decolonialist, abolitionist, transformative justice school of my dreams, our dreams, design projects would not result in a jury or a critic. Instead, you would have a group that you’re working with, and the end of the project ..
When you finish a project you should feel like you collaborated or facilitated an great time working on a hard project with people. Reviews being performances is deeply deeply problematic, the more we think about it.
2. No fucking grades. Not only do grades get in the way of learning, GRADING CULTURE IS COP CULTURE https://twitter.com/dantaeyoung/status/1272275976454537216
It is absolutely wild and unjust that in many/most schools, you can be *expelled* for having bad grades.
Imagine that you were on a hike on a mountain with a group. The group says: if you fall behind, we will kick you out of our group and leave you behind. Is this a good group? https://twitter.com/av_rose_ev/status/1271978534001471490
In the grad students I’ve had in the past 6 years of teaching, SO Amuch of my teaching has been about undoing harm and trauma around grades so that we can actually LEARN and explore as a group, not as a coercive student-teacher power dynamic
At least, that’s what my own teaching has _attempted_, about pushing against grading culture within an already toxic environment of high pressure architecture Ivy League grad school.
(This isn’t a subtweet of GSAPP specifically, which at least has pass fail and a reportedly more thoughtful studio culture compared to other organizations, but an indictment of something endemic across Architectural Discourse and capA architectural pedagogy)
3. Spatial designs aren’t visual ones. Aesthetics and vision are de-emphasized. Architectural image culture is real estate commodity culture.
4. Projects aren’t expected to be “new” and “original”, nor are they expected to be historical. Architectural projects aren’t compared between each other, or at least done so to avoid commodity culture. Architectural newness culture is commodity branding culture.
5. Architecture teachers (if they exist) have roles based on the ideal ways that space is collectively altered:
facilitator-trainers (collaboration),
engineers (building &planning),
movement organizers (supporting & maintaining),
‘play’ers (joy, pleasure, connection)
6. Group classes (if they exist) are structured like collective research practices, specifically so that each person’s work benefits and enriches everyone else’s https://twitter.com/dantaeyoung/status/1272396060623765504
oriented in the same direction, like a school of fish, trying to find something together. oriented outwards, as if we are exploring a city of thought and agree to meet back in a few hours, with photos and notes of things we’ve discovered.
Show this thread
(And I actually have specifc actionable ideas on how to structure a class like this, using Zoom and collaboration tools for the fall semester, and am planning my classes this way. Happy to share more)
The Jigsaw learning technique, developed as a racial desegregation learning practice in 1971 in the US, or @niloufar_s’s lab’s idea of a Hive collective formation process http://niloufar.org/publications/2018/HIVE_CSCW2018.pdf are inspiring me lately for ways to think about this kind of pedagogy and play
7. (should be #1 but I had thought it was too obvious)
The pedagogy curriculum is grounded in reading anti-racist, decolonialist, abolitionist thought, especially by Black feminist writers, being able to deeply SEE spaces of a deeply problematic history and a yearned-for future
every thought I read and encounter and learn from is personally and slowly blowing my mind, and I catch these really powerful glimpses of what that abolitionist future could be
8. Spatial projects are understood to be social, financial, racial, about gender, race, class, education, access, oppression, bias. Where is the STS (Science and Technology Studies) of architecture? (Is geography studies like this? is there a geography “design” studies?)
9. Spatial projects begin the conversation around MAINTENANCE, not construction. I mean: spaces are thought of as maintained ecologies and gardens, not as an environment that is “built”.
@stewartbrand: “A building is not something you finish. A building is something you start”
Thinking about the @The_Maintainers, @shannonmattern on maintenance and care (https://placesjournal.org/article/maintenance-and-care/?cn-reloaded=1), Mierle Laderman Ukeles’s work, and @adriennemaree’s Emergent Strategy, connecting movement work to space
https://placesjournal.org/article/maintenance-and-care/
This is, of course, often feminized labor or termed ‘domestic labor’ and implied to be undesirable; this would be feminist antipatriarchical pedagogy, classes or reading groups would discuss how spatial discourse & pedagogy has been deeply distorted and limited by the patriarchy
10. At this school, conversations would fundamentally involve talking about space, exclusivity, access. How a space can aesthetically transmit hostility or exclusivity that align and PERFORM with racism and classism https://twitter.com/autotheoryqueen/status/1273283366079561728
The gender binary is part of the carceral continuum from the bathroom — where trans & non binary people are policed, attacked and arrested — to the prison. Trans liberation is an abolitionist affair.
Or how binary-gendered bathrooms are a spatial layout that actively construct and reinforce a gender binary, as @QSAPP_ and @QSPACEarch and @melanieh0ff have been thinking about https://twitter.com/autotheoryqueen/status/1273283366079561728
The gender binary is part of the carceral continuum from the bathroom — where trans & non binary people are policed, attacked and arrested — to the prison. Trans liberation is an abolitionist affair.
11. Oh and this should be #2, also too obvious I forgot:
architectural pedagogy would be explicitly grounded in studies and histories of spatial inequality, redlining, displacement, and systematic racism. (Not once in my time in M. Arch school did I learn about Seneca Village!)
Okay. And because I have to go to bed, I will end this list (even though there’s so much more) with my dream of a transformative abolitionist school:
The dream school isn’t a school.
An abolitionist society doesn’t need cops for us to be safe OR schools for us to learn. As bell hooks & Ivan Illich & Paulo Freire write: we can have deschooled society and liberatory & transgressive learning.
we keep us safe / we teach each other
The dream school is a society, a collective — thnking of @melanieh0ff’s heartful, touching Code Societies at @sfpc https://sfpc.io/codesocieties2020/
SFPC | Code Societies Winter 2020
The School for Poetic Computation (SFPC), based in NYC, is a hybrid of school, artist residency and research group where students develop a deep curiosity of what it means to work poetically in…
This transformative architectural “school” or learning society would be about *taking care of a space together.*
Imagine this:
The learning collective is also a community center. We collectively run programs and maintain/change the building.
We learn and discuss how to maintain, update, create community programs. How do we change the space accordingly? We discuss, listen, argue, laugh. We think about social, political, ecological impact. We renovate the building, or try new technologies if they help us serve others.
In this learning community, learning society, we learn about space by… making it. Shaping it. Creating it. Thinking about finances, space, accessibility, budget, anti-racism, decision-making process, transformative conflict resolution, harm repair. And we have fun doing so!
Perhaps this long thread is another way to say: I have been so honored and lucky to have been part of starting and maintaining and GROWing the communal and cooperative spaces of @primeproduce and Soft Surplus, and am grateful for my collaborators in our wild adventures
There are soo many collaborators that I feel like my heart sinks at the prospect of leaving someone out, so I almost do not want to say further and stop speaking for these projects with my voice. I talked a little bit about this here with @willak: https://thecreativeindependent.com/people/designer-architect-teacher-and-learner-dan-taeyoung-on-growing-a-cooperative-like-youd-grow-a-garden/
On growing a cooperative like you’d grow a garden
Dan Taeyoung discusses building trust within cooperative spaces, developing open-ended systems, and un-learning hierarchical ways of operating.
But want to shoutout my initial collaborators in @primeproduce, Jerone Hsu &
@mr_tumnus, and Soft Surplus, @melanieh0ff & @_newcubes_ all whom I have laughed and debated and imagined with; whom I have also made mistakes to, disappointed, in my own neverending process of learning.
Starting and growing two spaces and collectives has deeply shifted and structured my understanding about space and architecture and community in powerful, fundamental ways that my schooling did not and was deeply incapable of.
It’s from this context and experience that I (stay up incredibly late and) articulate this vision of a transformative architecture school.. that is anti-racist, that actively works towards repair, and works to abolish the police and jails in our minds, because it GROWS.
spatial culture can be about societal care, about repair, about calling in, about invitation. We can see space as something we want to grow, garden, tend, care for, the way we do with our neighbors and strangers.
Okay, to conclude.
architecture culture and pedagogy can be real estate market culture
OR
spatial culture can be communal culture, play culture, abolition culture, transformative culture.
Which one do we want for our communities? In our neighborhoods? In our imaginations?
FINALLY:
In terms of starting tomorrow, the statement that @bsa_gsapp has written to GSAPP is crucial.
I’m vowing to find ways that I can support these in my role as (adjunct) faculty, integrating these thoughts deeply into my teaching. https://twitter.com/a_l_hu/status/1276639014435590145
The Black Student Alliance at Columbia GSAPP (BSA+GSAPP) has written a powerful statement to the Columbia GSAPP Dean and Administration. The statement is titled, “On the Futility of Listening.” Please read it and sign your name in support!
https://onthefutilityoflistening.cargo.site/
And this powerful statement by the Black faculty of @ColumbiaGSAPP that rightly and justly calls for an examination of anti-Black racism and white supremacy within all modes of it at GSAPP: https://twitter.com/jgmoore/status/1277965117930352640
UNLEARNING WHITENESS
A Statement from the Black Faculty of @Columbia University’s Graduate School of Architecture, Planning and Preservation
https://unlearningwhiteness.cargo.site
Everything I have said above is NOT NEW either! It has already been thought of. The barriers to us approaching this kind of transformative school isn’t because we haven’t thought of it yet. It’s the lack of willingness to actively engage in this work together.
[image (**denotes highlighted passage**): “of unlearning white supremacy. Fifty years ago there were radical actions undertaken by GSAPP students in architecture and planning inspired by the Black Power and Civil Rights movement. **One of those trailblazers, educator/alumni/colleague Dr. Sharon Egretta Sutton has narrated in When Ivory Towers were Black how she and classmates forged institutional change, brought Black and Latinx students into the school's disciplines, and initiated community-based design and planning studios that worked with Harlem residents and organizations. And yet by the 1980s those radical pedagogies and curricular changes disappeared within GSAPP as the whiteness of the school's disciplines was reconstituted into new versions of old racist paradigms, discourses, and practices.** It is our belief that unless white supremacy is first, recognized and second, dismantled within this institution, then the goals professed and desired by many of the GSAPP community to eradicate anti-black”]
The real #1 in my list is fundamental - a school should be centered around BIPOC & esp. Black and Indigenous faculty and students, and an understanding of the structural forces & racisms that make schools predominantly white in faculty, and white and East Asian in student makeup”]]>unschooling 2020 dantaeyoung teaching architecture art design pedagogy learning howwlearn howweteach education highered highereducation patriarchy decolonization antiracism transformativejustice socialjustice paulofreire bellhooks canon fredscharmen abolitionism prisonabolition collectivism deschooling conviviality ivanillich occupywallstreet ows race gender ethnicity sexuality stewartbrand sfpc schoolforpoeticcomputing feminism exclusivity grades grading inclusivity genderbinary shannonmattern maintenance care caring society adriennemareebrown carceralcapitalism capitalism competition liberation teachingtotransgress primproduce jeronehsu spacialculture culture listening alhu justingarrettmoore austinwadesmith christopherchavez willaköerner niloufarsalehi themaintainers akilahrichards schools schooling schooliness community communities leannebetasamosakesimpson markets anticapitalism melaniehoff inclusion chegossett lcproject openstudioproject tcsnmy sfsh howwelearn schoolforpoeticcomputationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:c65f35764f8b/Tyler Black, MD on Twitter: "THREAD: School closure and kids I am an expert in child & adolescent EMERGENCY psychiatry. This is my expert opinion: It's complex, and it is not easy to answer COVID = BAD Education = GOOD In person schooling in a deadly2020-07-27T23:12:57+00:00
https://twitter.com/tylerblack32/status/1286713750624641027
robertogrecoWell both, sorta. I mean definitely the second. They very selectively and inappropriately cited those studies. A review of evidence that concludes that school decisions should be made cautiously and using best available evidence shouldn’t be summarized as a stat about PTSD.
/1
First, the pandemic is bad for people. Without mitigation strategies, it tears through the public and grandmothers, fathers, children die. So far, 640k people have died WITH mitigation strategies, which is (at 6 months) nearly matching the WORLD’S YEARLY SUICIDE RATE.
/2
Second, death is traumatic. While it may be true (?) that kids less likely to spread COVID, it’s certainly true that kids are less likely to die from the disease. But grandma? Mom? Teacher? If we don’t control the spread of disease, children will be exposed to more death.
/3
Third, education is good for kids. Education exposes us to new ideas, important skills, social situations, and real-world training for being an adult. Education comes in all forms. Camps. Schools. Sports. Peers. Parents. Public Announcements. Television. Vidya Games.
/4
Fourth, social interaction is good for kids. Though neurodiversity changes the importance of this, most kids benefit from rich social lives, where they can meet people from diverse background and share/develop social skills.
/5
And finally, in-person schools are the way that our farming-based economy evolved kids: daycare + education + social experience all in one. Perfectly designed? no. Right for every kid? definitely not. But a societal solution to kids needs.
/6
But is in person school “good for kids?”
Benefits:
- professional teachers
- social experience
- academic standards
- child care
- sports and leisure activities
- chances to expand world
- pathway to good employment
- parental pride / source of support
/7
Risks:
- bullying
- psychiatric distress and suicide rates increase
- hours of operation not compatible with youth brains
- not safe for everyone
- introduces expectations + “mould-fitting” in diverse kids
- source of in-home conflict (homework, wakeups, marks)
/8
Any pediatric emergency department member or child psychiatrist who has worked for at least 12 months consecutively will tell you, flat out, that school days cause more distress than non-school days.
/9
See, school is both a pathway to personal and social success, and **one of the major causes of stress**. It’s the kids “full time job.” We put SO much pressure on kids:
* attendance
* marks + competition
* social expectations
* extracurricular activities
etc.
/10
FREQUENTLY, as an expert in emergency child and adolescent psychiatry, I have to use the phrase “School doesn’t matter right now (short term), we need to focus on safety, security, and the things that will make you healthy”
/11
That never means I think school is bad or they should never go, and I certainly think that education, social experiences, and adult-guided childhood development are very important.
But it DOES MEAN when safety is on the line, school is less important
/12
If a mother and child are fighting over bedtime, and the fight results in the child locking themselves in the bathroom and ingesting a bunch of Tylenol, guess what instantly doesn’t matter all of a sudden? That’s right: the frickin’ bedtime.
It’s not about the bedtime.
/13
It’s about safety. Creatively solving things. Ensuring that the kid can handle the stress and the mother can handle the kids stress. Ensuring that safety planning and precautions are in place. THEN: gradual return to school expectations.
/14
I now see this being played out on a world-wide stage with MILLIONS (no joke) of lives on the line.
/15
While there are some kids that flourish because of school structure, there are others that do not. Some kids get into great social structures, others do not. Some kids experience positive role modeling, others are exposed to bigotry, racism, and exclusion.
/16
And from the science end, there is NO convincing evidence that:
* creative non-school based education
* technical skills learning
* home education
* distance education
* hiking-based education
is INFERIOR to school.
/17
In conclusion, if you are media or a politician, please:
1) don’t cite science as supporting “schools reopening is best for kids”
2) recognize that saving lives is likely the most trauma-supported thing we can do for kids
3) be creative in supporting learning
/18
4) if you ever use the phrase “but underprivileged kids receive [food, support, etc] at school!!” I want you to take a long hard look at yourself and consider whether or not this might be an opportunity for you to MATERIALLY SUPPORT UNDERPRIVILEGED PEOPLE.
/19
5) pandemics/disasters ALWAYS disproportionately affect marginalized people. To get VERY political: white rich abled kids from loving homes will be FAR more “protected” going to school than kids of color, kids with disability, and kids with neglectful parents.
/20
Now is a world moment to both PROTECT our kids and NOURISH their well-being. there is NO reason to REQUIRE IN SCHOOL EDUCATION to accomplish those things, there are many ways to do it.
/21
So, maybe take a page out of the Dr. Black playbook:
“School doesn’t matter right now, we need to focus on safety, security, and the things that will make you healthy”
/fin”]]>schools covid-19 coronavirus safety children learning unschooling deschooling psychology 2020 tylerblack education howwelearn bullying suicide trauma socialinteraction neurodiversity security publichealth health well-being media politics policy inequality racism exclusion bigotry standardization creativity stress bedtime childhood attendance grades grading competition psychiatry brains humans depression risks distress conflicthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d83690e697e4/Pedagogy as Protest: Reimagining the Center — Jessica Zeller2020-07-14T04:50:53+00:00
https://www.jessicazeller.net/blog/pedagogy-as-protest
robertogrecojessicazeller 2020 pedagogy bellhooks practice howweteach teaching learning dance ballet curriculum resistance imperialism philosophy theory assessment grading grades howwelearn unschooling deschooling injustice humanism academia education patriarchy capitalism race racism homophobia transphobia prejudice oppressionhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:45760ae948f7/Clarence Thomas’s Radical Vision of Race | The New Yorker2019-09-26T23:06:25+00:00
https://www.newyorker.com/culture/essay/clarence-thomass-radical-vision-of-race
robertogrecoclarencethomas affirmitiveaction elitism admissions colleges universities politics polarization law blacknationalism race racism segregation integration inequality prejudice discrimination rankings grades grading richardwright whitesaviorism assimilation supremecourt liberalism civilrights coreyrobin blackpantherparty meritocracy hbus solidarity self-help angeladavis kathleencleaver erickahuggins bobbyseale us policy activism radicalism cedricjennings schools busing charleshamilton blackpower stokelycarmichael conservatism blackpanthers collegerankingshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6a41685c1f5d/who cheats and why2019-09-09T20:01:02+00:00
https://annehelen.substack.com/p/who-cheats-and-why
robertogrecoRoynorris Ndiritu, 28, who asked that only part of his name be used because he feared retribution from others in the industry in Kenya, graduated with a degree in civil engineering and still calls that his “passion.” But after years of applying unsuccessfully for jobs, he said, he began writing for others full time. He has earned enough to buy a car and a piece of land, he said, but it has left him jaded about the promises he heard when he was young about the opportunities that would come from studying hard in college.
Or:
Now Ms. Mbugua finds herself at a crossroads, unsure of what to do next. She graduated from her university in 2018 and has sent her résumé to dozens of employers. Lately she has been selling kitchen utensils.
Ms. Mbugua said she never felt right about the writing she did in the names of American students and others.
“I’ve always had somehow a guilty conscience,” she said.
“People say the education system in the U.S., U.K. and other countries is on a top notch,” she said. “I wouldn’t say those students are better than us,” she said, later adding, “We have studied. We have done the assignments.”
The piece is an incisive (and accurate!) take on the American educational system and its place in the global hierarchy. It’s explicit about how America’s general reluctance to crack down on these services has allowed them to flourish (in a way they no longer do in the UK or Australia) — and thorough in its exploration of how the supply of essays is generated. But it leaves the demand for those essays largely unexplored, a hazy vision of the unmotivated, unprepared, overprivileged college student willing to pay $30 a page for an essay three hours before it’s due.
Just to be clear, this isn’t a critique — no piece can do everything, I mean that. And significant regulation of these sites would temporarily solve a problem, as it seems to (at least temporarily) have done in Australia. But if the American demand remains, it’ll just find a different outlet. And that demand is far less rooted in entitlement than in fear. Which isn’t to say that this isn’t cheating: it is. But “catching” students with software like TurnItIn isn’t actually a deterrent when students are acting out of abject anxiety.
When I was in the classroom, the students who plagiarized were never the worst students in the class. To be sure, there were a handful of students who are exactly the douchey, rich, entitled asshole you’re picturing as the customers of these services. But most teachers will tell you that the students plagiarizing weren’t the laziest, or the most entitled. They were often the solid B students, desperate, truly desperate, for As. They’d do extra credit, they never skipped class. For some assignments, they were in my office, asking questions, talking over drafts, incredibly anxious about thesis statements, at a loss about how to craft the rest of the essay. And then something would happen with an assignment — not even necessarily a big one! — where they’d get super overwhelmed, panic, and copy something from the internet.
These students don’t cheat because they’re lazy; they cheat because they’re incredibly anxious, terrified of failure, and haven’t been taught to come up with original arguments (or trust themselves when they do). They’re the students who got into a desired college through sheer determination. They’re not dumb or stupid or anything close to it. But they’ve become convinced that any sort of failure (on an assignment, in a class) is tantamount to total life failure, and accumulate anxiety about each assignment accordingly.
If you’ve never experienced anxiety, then it’s difficult to explain how counterintuitively it works: instead of helping you plan out the steps to succeed at a given task, it makes the task seem so insurmountable that you avoid it entirely, which creates more anxiety, which makes it seem even more insurmountable. Hence: googling “pay for essay” three hours before the assignment is due.
Many of these students are natural people pleasers: it’s part of how they got as far as they did. Which is why the idea of emailing or coming in to talk to their teacher about their failure to start the essay ahead of time is anathema. And a lot of teachers — myself included, in my early days of teaching — tell students things like “no extensions, no question” or “I’ll only entertain extensions if requested a day in advance.” And simply not turning something in, or turning it in late for a docked grade — also anathema for the striving, anxious student. So they do some ethical self-bargaining, and spend the money intended for food and “expenses” on an essay.
(Another version of this phenomenon, and one that the piece addresses briefly = international students, frustrated or insecure in their English, desperate to perform at the level they did back home, terrified of bad grades sent to their parents, unable or reticent to articulate their concern to their professors, especially if they had a very different paradigm of education back home).
There are ways for teachers to help combat these tendencies — protracting the essay writing process, requiring students to turn in outlines ahead of time — but they’re often limited to small classes or classes explicitly focused on writing. And for already overworked teachers, they’re also incredibly time-consuming. The problem isn’t that professors aren’t attentive enough; it’s that the entire American educational system primes high school (and then college) students to conflate A’s with actual thinking, and the ability to exclusively get those A’s with personal value.
Whether the student is fifteen and terrified about what their sophomore grades will suggest on their transcript, or nineteen and desperate to maintain their GPA for their scholarship or for grad school, that attitude only grows more and more destructive. The result — a degree without the ability to think — only further evacuates that degree of actual value.
In the NYT piece, several of the Kenyan essay writers described general dismay that they’d put so much time and money and energy into getting college degrees — a promised ticket to prosperity! — only to find themselves forced to cheat for other students. They were disillusioned, and rightly so, with the value of a college degree. We’re getting there in America, too: a college degree may still up your wages for the rest of your life, but it doesn’t guarantee middle class stability, or intellectual edification. More and more, American education simply reproduces the de facto millennial condition: heavily indebted, almost comically insecure, and paralyzed by anxiety.”]]>education highereducation highered cheating essayfarms anxiety us 2019 middleclass insecurity colleges universities economics kenya grading grades highschool pressure howweteach howwelearn plagiarism hierarchy inequality precarity annehelenpetersen learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7788add9d3db/David F. Noble: A Wrench in the Gears - 1/8 - YouTube2019-07-15T19:40:00+00:00
https://www.youtube.com/watch?v=9dsrggURj0I
robertogrecodavidnoble power education progressive corporatism highered highereducation documentary rules schools schooling deschooling unschooling cv learning howwelearn howweteach teaching activism authority abuse academia resistance canada us lobbying israel criticalthinking capitalism experience life living hierarchy oppression collegiality unions self-respect organizing humanrights corporatization luddism automation technology luddites distancelearning correspondencecourses history creditcards privacy criticaltheory criticalpedagogy attendance grades grading assessment experientialeducation training knowledge self self-directed self-directedlearning pedagogy radicalpedagogy alienation authoritarianism anxiety instrinsicmotivation motivation parenting relationships love canon defiance freedom purpose compulsory liberationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0362f434d8c9/Building an Inclusive Campus2019-05-14T20:15:44+00:00
https://www.slideshare.net/jessestommel/building-an-inclusive-campus
robertogrecoteaching howweteach jessestommel 2019 scaffolding syllabus syllabi pedagogy inclusivity inclusion humanism cathydavidson henrygiroux measurement assessment differentiation coddling compassion respect equity outcomes standardization learning howwelearn ranking metrics norming uniformity accreditation rigor mastery rubrics performance objectivity education highered highereducation grades grading bias alfiekohn hierarchy power paulofreire pedagogyoftheoppressed throeau martinbickmanhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:cd08366d5edf/Intrinsic motivation in the classroom is key – but schools kill it2019-04-22T20:22:24+00:00
https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but-schools-kill-it/
robertogrecoinstrinsicmotivation motivation schools schooling schooliness extrinsicmotivation grades grading 2019 taragarcíamathewson deborahstipek education teaching howweteach howwelearn learning rhodeisland providence deschooling unschooling deprogramming interestdrivenhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:3f10fb5ee2b1/Recommendations for an optimal conclusion to Hampshire College (opinion)2019-03-04T22:44:11+00:00
https://www.insidehighered.com/views/2019/02/19/recommendations-optimal-conclusion-hampshire-college-opinion
robertogrecohampshirecollege 2019 michaeldrucker alternative education learning howwelearn highered highereducation maverickcolleges experience experiential grades grading ethicshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:fa2fff58913c/The Trouble with Knowledge | Shikshantar2019-02-22T22:27:10+00:00
http://shikshantar.org/articles/trouble-knowledge
robertogrecomunirfasheh education unschooling schooling schooliness deschooling diplomas credentials wisdom degrees faith honesty generosity hope learning howwelearn love loving lving happiness duties duty development progress excellence rights schools community learningcommunities lcproject openstudioproject grades grading assessment dishonesty culture society hegemony knowledge influence power colonization globalization yemen israel palestine humanism governance government policy politics statism children egypt india westbank religion cordoba cordova gaza freedom failure labeling canon shikshantar manishjainhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:e1fd93754619/When Report Cards Go Out on Fridays, Child Abuse Increases on Saturdays, Study Finds - The New York Times2018-12-27T04:12:36+00:00
https://www.nytimes.com/2018/12/17/health/child-abuse-report-cards-florida.html
robertogrecogrades grading children childabuse parenting 2018 stress anxiety discipline education schools schoolinesshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:f727834f287d/Opinion | What Straight-A Students Get Wrong - The New York Times2018-12-20T05:51:36+00:00
https://www.nytimes.com/2018/12/08/opinion/college-gpa-career-success.html
robertogrecoeducation grades grading colleges universities academia 2018 adamgrant psychology gpa assessment criticalthinking anxiety stress learning howwelearn motivation gradschool jkrowling stevejobs martinlutherkingjr perfectionism srg edg mlkhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:baf09bba9482/We can’t educate our kids out of inequality2018-11-11T21:02:45+00:00
https://theoutline.com/post/6499/education-won-t-fix-inequality-by-itself
robertogrecoeducation inequality tutoring schools 2018 hierarchy economics admissions class meritocracy sorting johnschneider schooling society capitalism gigeconomy colleges universities grades grading learning deschooling unions socialsafetynet testing biashttps://pinboard.in/https://pinboard.in/u:robertogreco/b:844d9509d880/Eugenia Zuroski on Twitter: "In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1… https://t.co/InSKAfPp2018-10-13T19:19:35+00:00
https://twitter.com/zugenia/status/1050700305472651265
robertogrecoDoing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better is at odds with removing them. We have to see this. …
a commitment to unsettling, anticolonial pedagogy could teach the people who will go forward and take up decolonization. This morning I’m thinking about this alongside Moten and Harney’s “The University and the Undercommons”—of teaching toward a “fugitive enlightenment” /2
that must steal knowledge from the institution and take it away from there, out of there, so as to put it toward something that doesn’t reproduce the institution/profession, but that thinks collectively toward what would replace the institution’s mode of organizing power. /3
Anticolonial pedagogies that are practiced in relation to decolonization must therefore inhabit, as Tuck and Yang point out, a particular temporality—one that doesn’t just reject the kind of constant clocking in for quantified “marks” that prove the labor of learning is /4
already being translated into wealth for someone (else), but that commits to Indigenous futurities over the future of “the profession,” and locates the value of teaching in preparing students for a better world than the institution either represents or materializes. /5
The university has an important role to play, in other words, but it can’t fulfil its obligations without committing away from itself—without giving up what it holds and regenerates to those who will “waste” it (Moten and Harney) on not becoming “Enlightened” subjects. /6
Anyway, my thanks to @ashleycmorford and the other people who contributed to yesterday’s conversation, which has helped me think about teaching not as “decolonizing” practice but as the (de)forming of subjects capable, in various ways, of decolonization. /6
Also thanks to @morganevanek for her comments on university teaching as a form of “hospicing work” (I didn’t write down the citation for this—?) on bad culture, and for this reminder, which it seems to me is one pragmatic thing we should all do immediately: [image: some notes including "ABOLISH GRADING"]
I’ll be on a roundtable this afternoon (Friday, 4:45, Niagara Room), where I’ll speak about collectives and #BIPOC18 and venture some thoughts on Twitter as an “Undercommons of Enlightenment” that will likely be messy and wrong, should be fun, you should come #CSECS18
I want to clarify that working toward these ends, as an academic, does not mean divesting from the university. It is still the site of our work and we have to fight to maintain/create better structures for doing that work effectively, non-exploitatively.
I will continue to advocate for resources for researchers, teachers, editors, for more hires of BIPOC, queer, disabled, trans scholars, for fair working conditions and best practices toward just institutional co-existence. Absolutely.
But I am beginning to understand these commitments—which are likely lifetime ones for me—as “harm reduction measures” (Tuck and Yang) along the long path toward a future that is not mine or my profession’s."]]>decolonization highered highereducation eugeniazuroski 2018 fredmoten stefanoharney undercommons messiness academia education grades grading colonialism colonization fugitives hospice pedagogy unschooling deschooling impericalism sovereignty institutions ashleymorford power control future enlightenment fugitiveenlightenment indigeneity anti-colonialism anticolonialismhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8763c9a929a9/Is grade inflation just another way for privileged kids to get ahead? — Quartz2018-09-23T20:23:07+00:00
https://qz.com/1395858/is-grade-inflation-just-another-way-for-privileged-kids-to-get-ahead/
robertogrecogradeinflation 2018 wealth inequality education schools grades grading sethgershensonhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:ab6fedb9b553/How He's Using His Gifts | Akilah S. Richards [Episode 12]2018-07-12T18:12:17+00:00
http://www.akilahsrichards.com/heartwood/
robertogrecoakilahrichards anthonygalloway schools education unschooling deschooling gifted juliacordero race schooling self-directed self-directedlearning lcproject openstudioproject children howwelearn learning praise comparison alternative grades grading curiosity libraries systemsthinking progressive reading howweread assessment publicschools elitism accessibility class highered highereducation colleges universities unpaidinternships studentdebt testing standardization standardizedtesting agilelearning community collaboration sfsh tcsnmy freeschools scrum cv relationships communities process planning documentation adulting agilelearningcentershttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2c67ca953999/Children, Learning, and the Evaluative Gaze of School — Carol Black2018-06-14T02:27:16+00:00
http://carolblack.org/the-gaze
robertogrecocarolblack canon unschooling deschooling evaluation assessment schools schooling schooliness cv petergray judgement writing art sfsh rubrics children childhood learning howwelearn education discipline coercion rabindranathtagore panopticon observation teaching teachers power resistance surveillance martinbuber gender race racism measurement comparison praise rewards grades grading 2018https://pinboard.in/https://pinboard.in/u:robertogreco/b:39be1fd2b26e/Fred Moten’s Radical Critique of the Present | The New Yorker2018-05-07T05:47:03+00:00
https://www.newyorker.com/culture/persons-of-interest/fred-motens-radical-critique-of-the-present
robertogrecoWe are committed to the idea that study is what you do with other people. It’s talking and walking around with other people, working, dancing, suffering, some irreducible convergence of all three, held under the name of speculative practice. The notion of a rehearsal—being in a kind of workshop, playing in a band, in a jam session, or old men sitting on a porch, or people working together in a factory—there are these various modes of activity. The point of calling it “study” is to mark that the incessant and irreversible intellectuality of these activities is already present.”
…
“Moten’s poetry, which was a finalist for a National Book Award, in 2014, has a good deal in common with his critical work. In it, he gathers the sources running through his head and transforms them into something musical, driven by the material of language itself. “
…
“And he’s still trying to figure out how to teach a good class, he said. He wasn’t sure that it was possible under the current conditions. “You just have to get together with people and try to do something different,” he said. “You know, I really believe that. But I also recognize how truly difficult that is to do.””]]>2018 fredmoten davidwallace poetry fugitivity betweenness liminality dissonance reading howweread fugitives blackness undercommons education highereducation highered stefanoharney sociality study learning howwelearn unschooling deschooling teaching howweteach pedagogy criticalpedagogy grades grading conversation discussionhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7adbaa5296d2/The Problem With “Measure” – Teachers Going Gradeless2018-04-29T20:52:48+00:00
https://teachersgoinggradeless.com/2017/05/10/the-problem-with-measure/
robertogrecomeasurement assessment teaching learning unschooling deschooling grades grading scotthazeu 2017 objectivity subjectivity skills standardization standards understanding love pain anger joy peaceofmind emotionshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1110b70c10c8/How to Ungrade | Jesse Stommel2018-03-11T23:40:50+00:00
http://www.jessestommel.com/how-to-ungrade/
robertogrecojessestommel grades grading education schools teaching ranking 2018 standardization efficiency institutions sorting ungrading assessment learning howwelearn howweteach excuses process rubrics highered highereducationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b67e54c402d1/How to Build Castles in the Air – Teachers Going Gradeless2018-02-25T19:28:50+00:00
https://teachersgoinggradeless.com/2018/02/24/castles-in-air/
robertogrecoToday, we do not deem ourselves subjugated subjects, but rather projects: always refashioning and reinventing ourselves. A sense of freedom attends passing from the state of subject to that of project. All the same, this projection amounts to a form of compulsion and constraint — indeed, to a more efficient kind of subjectification and subjugation. As a project deeming itself free of external and alien limitations, the I is now subjugating itself to internal limitations and self-constraints, which are taking the form of compulsive achievement and optimization.
One doesn’t have to look too far to find the rhetoric of “harnessing student passion” and “self-regulated learners” to understand the paradoxical truth of this statement. This vision of education, in addition to constituting a new strategy of control, also undermines any sense of classrooms as communities of care and locations of resistance.
@hhschiaravalli:
A5. Watch out for our tendency to lionize those who peddle extreme personalization, individual passion, entrepreneurial mindsets. So many of these undermine any sense of collective identity, responsibility, solidarity #tg2chat
Clearly, not all intrinsic or extrinsic motivation is created equal. Perhaps instead of framing the issue in these terms, we should see it as a question of commitment or capitulation.
Commitment entails a robust willingness to construct change around what Gert Biesta describes as fundamental questions of “content, purpose, and relationship.” It requires that we find ways to better communicate and support student learning, produce more equitable results, and, yes, sometimes shield students from outside influences. Contrary to the soaring rhetoric of intrinsic motivation, none of this will happen by itself.
Capitulation means shirking this responsibility, submerging it in the reductive comfort of numbers or in neoliberal notions of autonomy.
Framing going gradeless through the lens of extrinsic versus intrinsic motivation, then, is not only misleading and limited, it’s harmful. No teacher — gradeless or otherwise — can avoid the task of finding humane ways to leverage each of these in the service of greater goals. Even if we could, there are other interests, much more powerful, much more entrenched, and much better funded than us always ready to rush into that vacuum.
To resist these forces, we will need to use everything in our power to find and imagine new structures and strategies, building our castles in air on firm foundations."]]>grades grading equity morivation intrinsicmotivation extrinsicmotivation measurement schools schooling learning howwelearn socialjustice neoliberalism arthurchiaravalli subjectivity objectivity systemsthinking education unschooling deschooling assessment accountability subjectification subjugation achievement optimization efficiency tests testing standardization control teaching howweteach 2018 resistance gertbiesta capitulation responsibility structure strategy pedagogy gpa ranking sherrispelic byung-chulhan compulsion constraint self-regulation passion identity solidarity personalization collectivism inequalityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:84f58c5a5a76/It’s Time We Hold Accountability Accountable – Teachers Going Gradeless2018-02-22T01:17:19+00:00
https://teachersgoinggradeless.com/2017/12/16/accountability-accountable/
robertogrecowriting howwewrite teaching accountability 2017 arthurchiaravalli johnwarner testing tests standardization routinization audience measurement metrics rubrics grades grading quantificationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8d1cb24450d7/Julia E. Torres on Twitter: "Ask a 4th grader whether they truly "like" school, then listen to their responses. It's heartbreaking. Rather than dealing with it, we too often dismiss their comments. We say, "No kids like school--they just don't like being 2018-01-29T05:04:17+00:00
https://twitter.com/juliaerin80/status/957647146181775360
robertogrecochildren learning sfsh schools schooliness grades grading avoidance authoritarianism howweteach howwelearn unschooling deschooling 2018 juliatorreshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:eaa842efa672/Michael Ian Black on Twitter: "Getting a lot of grief from teachers for my earlier take on k-12 education. I meant no offense to teachers, who I think, by and large, do their best. My criticisms have to do with the whole dang public education apparatus, w2018-01-23T05:16:19+00:00
https://twitter.com/michaelianblack/status/955627973411065856
robertogrecomichaelianblack schools education grades grading homework schooling learning children parenting teaching unschooling deschooling 2018 self-directed self-directedlearning howwelearn freedom autonomy creativity misery sfsh criticalthinking middleschool highschool teachers howweteach schooliness oppression publicschools childhoodhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b16defd82bf3/Engage – Michael Langan – Medium2018-01-01T20:40:32+00:00
https://medium.com/@mlangan87/engage-89552793757e
robertogrecoeducation teaching howweteach angst 2017 learning children empowerment grades grading motivation intrinsicmotivation extrinsicmotivation thewhy deschooling unschooling michaellangan testing assessment respect science lcproject openstudioproject stresshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:1f669d2de22f/The Black Outdoors: Fred Moten & Saidiya Hartman at Duke University - YouTube2017-12-24T00:17:55+00:00
https://www.youtube.com/watch?v=t_tUZ6dybrc
robertogrecofredmoten saidiyahartman blackness 2016 jkameroncarter fredricjameson webdubois sarahjanecervenak unhomed unsettled legibility statelessness illegibility sovereignty citizenship governance escape achievement life living fannielouhamer resistance refusal terror beauty cornelwest fugitives captives captivity academia education grades grading degrading fugitivity language fellowship conviviality outdoors anarchy anarchism constraints slavery oppression race racism confidence poverty privilege place time bodies body humans mobility possessionshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:08cb945fcfe8/Why Do We Get Grades in School? | Origin of Everything | PBS2017-12-16T06:31:06+00:00
https://www.pbs.org/video/why-do-we-get-grades-in-school-vfjen8/
robertogrecogrades grading education learning schools ranking 2017 assessment history lettergrades alfiekohnhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5bcf0f1f44c4/Ana Mardoll on Twitter: "The thing about every "I did [ableist thing] and everyone was happy with me" article is that it relies heavily on human confirmation bias.… https://t.co/2wRZLAj4yF"2017-11-25T18:48:39+00:00
https://twitter.com/AnaMardoll/status/934472831789826048
robertogreconotetaking ableism laptops highered highereducation learning education meritocracy capitalism cynicism grades grading sorting ranking teaching howweteach howwelearn disabilities disability transcription typing lectures resistance socialdarwinism elitism competition anamardollhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:74e12f3dae45/Why I Don't Grade | Jesse Stommel2017-10-29T22:26:09+00:00
http://www.jessestommel.com/why-i-dont-grade/
robertogrecojessestommel grades grading assessment 2017 syllabus alfiekohn cathydavidson collaboration learning howwelearn teaching howweteach sfsh rubrics motivation participation lauragibbs objectivity gradeinflation outcomes unschooling deschooling pedagogy syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:9967a4318ebd/How U.S. News college rankings promote economic inequality on campus2017-09-12T06:28:49+00:00
https://www.politico.com/interactives/2017/top-college-rankings-list-2017-us-news-investigation/
robertogrecohighered highereducation 2017 rankings us economics inequality elitism colleges universities politics donaldtrump class workingclass benjaminwermund testing sat act admissions grades grading socialmobility usnewsandworldreport academia education meritocracy collegerankingshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:42ed737ef6c7/Subjectivity, Rubrics, and Critical Pedagogy – OFFICE OF DIGITAL LEARNING2017-08-05T20:26:05+00:00
http://digitallearning.middcreate.net/critical-digital-pedagogy/subjectivity-rubrics-and-critical-pedagogy/
robertogrecoInclusion is a construction project. Inclusion must be engineered. It is unlikely to “happen” on its own. Rather, those who hold the power of invitation must also consciously create the conditions for sincere engagement, where underrepresented voices receive necessary air time, where those contributing the necessary “diversity” are part of the planning process. Otherwise we recreate the very systems of habit we are seeking to avoid: the unintentional silencing of our “included” colleagues.
If we are to approach teaching from a critical pedagogical perspective, we must be conscious of the ways that “best practices” and other normal operations of education and classroom management censure and erase difference. We must also remain aware of the way in which traditional classroom management and instructional strategies have a nearly hegemonic hold on our imaginations. We see certain normalized teaching behaviors as the way learning happens, rather than as practices that were built to suit specific perspectives, institutional objectives, and responses to technology.
The rubric is one such practice that has become so automatic a part of teaching that, while its form is modified and critiqued, its existence rarely is. I have spoken with many teachers who use rubrics because:
• they make grading fair and balanced;
• they make grading easier;
• they give students clear information about what the instructor expects;
• they eliminate mystery, arbitrariness, and bias.
Teachers and students both advocate for rubrics. If they are not a loved part of teaching and learning, they are an expected part. But let’s look quickly at some of the reasons why:
Rubrics Make Grading Fair and Balanced
Rubrics may level the grading playing field, it’s true. All students are asked to walk through the same doorway to pass an assignment. However, that doorway—its height, width, shape, and the material from which it is made—was determined by the builder. مها بالي reminds us that, “Freire points out that every content choice we make needs to be questioned in terms of ‘who chooses the content…in favor of whom, against whom, in favor of what, against what.'” In other words, we need to inspect our own subjectivity—our own privilege to be arbitrary—when it comes to building rubrics. Can we create a rubric that transcends our subjective perspective on the material or work at hand? Can we create a rubric through which anyone—no matter their height, width, or shape—may pass?
Recently, collaborative rubrics are becoming a practice. Here, teachers and students sit down and design a rubric for an assignment together. This feels immediately more egalitarian. However, this practice is nonetheless founded on the assumption that 1. rubrics are necessary; 2. a rubric can be created which will encompass and account for the diversity of experience of all the students involved.
Rubrics Make Grading Easier
No objection here. Yes, rubrics make grading easier. And if easy grading is a top concern for our teaching practice, maybe rubrics are the best solution. Unless they’re not.
Rubrics (like grading and assessment) center authority on the teacher. Instead of the teacher filling the role of guide or counsel or collaborator, the rubric asks the teacher to be a judge. (Collaborative rubrics are no different, especially when students are asked by the teacher to collaborate with them on building one.) What if the problem to be solved is not whether grading should be easier, but whether grading should take the same form it always has? Self-assessment and reflection, framed by suggestions for what about their work to inspect, can offer students a far more productive kind of feedback than the quantifiable feedback of a rubric. And they also make grading easier.
Rubrics Give Clear Information about What the Instructor Expects
Again, no objection here. A well-written rubric will offer learners a framework within which to fit their work. However, even a warm, fuzzy, flexible rubric centers power and control on the instructor. Freire warned against the “banking model” of education; and in this case, the rubric becomes a pedagogical artifact that doesn’t just constrain and remove agency from the learner, it also demands that the instructor teach to its matrix. Build a rubric, build the expectations for learners in your classroom, and you also build your own practice.
The rubric doesn’t free anyone.
Rubrics Eliminate Mystery, Arbitrariness, and Bias
This is simply not true. No written work is without its nuance, complication, and mystery. Even the best technical manuals still leave us scratching our heads or calling the help desk. Rubrics raise questions; it is impossible to cover all the bases precisely because no two students are the same. That is the first and final failing of a rubric: no two students are the same, no two writing, thinking, or critical processes are the same; and yet the rubric requires that the product of these differences fall within a margin of homogeneity.
As regards arbitrariness and bias, if a human builds a rubric, it is arbitrary and biased.
Decolonizing Pedagogy
Critical Digital Pedagogy is a decolonizing effort. bell hooks quotes Samia Nehrez’s statement about decolonization at the opening of Black Looks: Race and Representation:
Decolonization … continues to be an act of confrontation with a hegemonic system of thought; it is hence a process of considerable historical and cultural liberation. As such, decolonization becomes the contestation of all dominant forms and structures, whether they be linguistic, discursive, or ideological. Moreover, decolonization comes to be understood as an act of exorcism for both the colonized and the colonizer.
For Critical Pedagogy, and Critical Digital Pedagogy, to work, we have to recognize the ways in which educational theory, especially that which establishes a hierarchy of power and knowledge, is oppressive for both teacher and student. To do this work, we have to be willing to inspect our assumptions about teaching and learning… which means leaving no stone unturned.
With regards to our immediate work, then, building assignments and such (but also building syllabi, curricula, assessments), we need to develop for ourselves a starting place. Perhaps in an unanticipated second-order move, Freire, who advocated for a problem-posing educational model, has posed a problem. A Critical Digital Pedagogy cannot profess best practices, cannot provide one-size-fits-all rubrics for its implementation, because it is itself a problem that’s been posed.
How do we confront the classrooms we learned in, our own expectations for education, learners’ acquiescence to (and seeming satisfaction with) instructor power, and re-model an education that enlists agency, decolonizes instructional practices, and also somehow meets the needs of the institution?"]]>seanmorris rubrics education pedagogy learning mahabali subjectivity objectivity 2017 grades grading assessment marthaburtis sherrispelic inclusion inclusivity diversity criticalpedagogy classroommanagment fairness paulofreire coercion collaboration judgement expectations power control agency howwelearn homogeneity samianehrez race represenation decolonization hierarchy horizontality onesizefitsall acquiescence instruction syllabus curriculum syllabihttps://pinboard.in/https://pinboard.in/u:robertogreco/b:8827b6494356/How Successful Valedictorians Are After High School | Money2017-05-30T03:02:27+00:00
http://time.com/money/4779223/valedictorian-success-research-barking-up-wrong/
robertogrecoschools schooling success valedictiorians cv highschool parenting academics rules compliance unschooling education deschooling shawnachor grades performance karenarnoldhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5a2eaa39018c/How Rutgers University-Newark's Approach to Admissions Helps Black Students Graduate - The Atlantic2017-05-30T00:17:37+00:00
https://www.theatlantic.com/education/archive/2016/05/unconventional-admissions-policy/483423/
robertogrecohighered highereducation rutgers 2017 admissions colleges universities diversity inclusivity grades grading standardizedtesting standardization race racism education testscoreshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:59007aa329de/Grades, Equity, and the Grammar of School – Teachers Going Gradeless – Medium2017-05-29T18:44:57+00:00
https://medium.com/teachers-going-gradeless/grades-equity-and-the-grammar-of-school-7d708401b7c9
robertogrecogrades grading benjamindoxtdator 2017 schools schooliness schooling education teaching howweteach assessment meritocracy skepticism larrycuban davidtyackhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:89f4be56cb00/The West Coast Design Program with a Messy Vitality | Eye on Design2017-05-28T07:25:32+00:00
http://eyeondesign.aiga.org/the-west-coast-design-program-with-a-messy-vitality/
robertogrecocalarts 2017 margaretanderson jeffreykeedy graphicdesign louisesandhaus kathycarbone colinfrazer antherkiley scottzukowski curriculum artseducation lcproject openstudioproject teaching learning howwelearn grades grading practice responsibility care integrated unstructured tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:05d88ac9a3c5/The Education Debates Part Seven — davidcayley.com2017-05-21T21:13:51+00:00
http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-seven
robertogreconeilpostman johnholt ivanillich unschooling deschooling education highered highereducation schools schooling schooliness teaching learning howwelearn stimulation motivation intrinsicmotivation curiosity freedom choice scholarship highschool colleges universities prerequisites relevance training apprenticeships donaldhoyt grades grading success libraries ritual rituals quantification process consumerism scarcity inequality puertorico literacy functionalliteracy labor work ivarberg teens youth generosity kindness compassion concern socialjustice dignity competence self-worth children childhood compulsory privilegehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4b67f790d4f4/When I Heard the Learn’d Astronomer… – Arthur Chiaravalli – Medium2017-04-01T00:38:08+00:00
https://medium.com/@hhschiaravalli/when-i-heard-the-learnd-astronomer-2b6f6ee991ad
robertogrecoLow-quality assessments have the potential to produce inaccurate information about student learning. Inaccurate formative assessments can misinform teachers and students about what should come next in the learning. Inaccurate summative assessments may mislead students and parents (and others) about students’ level of proficiency. When a teacher knows the purpose of an assessment, what specific elements to assess…he or she will most likely see accurate assessment information.
Unfortunately, assessment accuracy in the language arts and humanities in general is notoriously elusive. In a 1912 study of inter-rater reliability, Starch and Elliot (cited in Schinske and Tanner) found that different teachers gave a single English paper scores ranging from 50 to 98%. Other studies have shown similar inconsistencies due to everything from penmanship and the order in which the papers are reviewed to the sex, ethnicity, and attractiveness of the author.
We might argue that this situation has improved due to common language, range-finding committees, rubrics, and other modern developments in assessment, but problems remain. In order to achieve a modicum of reliability, language arts teams must adopt highly prescriptive scoring guides or rubrics, which as Alfie Kohn, Linda Mabry, and Maya Wilson have pointed out, necessarily neglect the central values of risk taking, style, and original thought.
This is because, as Maya Wilson observes, measurable aspects can represent “only a sliver of…values about writing: voice, wording, sentence fluency, conventions, content, organization, and presentation.” Just as the proverbial blind men touching the elephant receive an incorrect impression, so too do rubrics provide a limited — and therefore inaccurate — picture of student writing.
As Linda Mabry puts it,
The standardization of a skill that is fundamentally self-expressive and individualistic obstructs its assessment. And rubrics standardize the teaching of writing, which jeopardizes the learning and understanding of writing.
The second part of Mabry’s statement is even more disturbing, namely, that these attempts at accuracy and reliability not only obstruct accurate assessment, but paradoxically jeopardize students’ understanding of writing, not to mention other language arts. I have witnessed this phenomenon as we have created common assessments over the years. Our pre- and post-tests are now overwhelmingly populated with knowledge-based questions — terminology, vocabulary, punctuation rules. Pair this with formulaic, algorithmic approaches to the teaching and assessment of writing and you have a recipe for a false positive: students who score well with little vision of what counts for deep thinking or good writing.
It’s clear what we’re doing here: we’re trying to do to writing and other language arts what we’ve already done to mathematics. We’re trying to turn something rich and interconnected into something discrete, objective and measurable. Furthermore, the fundamentally subjective nature of student performance in the language arts renders this task even more problematic. Jean-Paul Sartre’s definition of subjectivity seems especially apt:
The subjectivity which we thus postulate as the standard of truth is no narrowly individual subjectivism…we are attaining to ourselves in the presence of the other, and we are just as certain of the other as we are of ourselves.…Thus the man who discovers himself directly in the cogito also discovers all the others, and discovers them as the condition of his own existence. He recognises that he cannot be anything…unless others recognise him as such. I cannot obtain any truth whatsoever about myself, except through the mediation of another. The other is indispensable to my existence, and equally so to any knowledge I can have of myself…Thus, at once, we find ourselves in a world which is, let us say, that of “intersubjectivity.”
First and foremost, the language arts involve communication: articulating one’s own ideas and responding to those of others. Assigning a score on a student’s paper does not constitute recognition. While never ceding my professional judgment and expertise as an educator, I must also find ways to allow students and myself to encounter one another as individuals. I must, as Gert Biesta puts it, create an environment in which individuals “come into presence,” that is, “show who they are and where they stand, in relation to and, most importantly, in response to what and who is other and different”:
Coming into presence is not something that individuals can do alone and by themselves. To come into presence means to come into presence in a social and intersubjective world, a world we share with others who are not like us…This is first of all because it can be argued that the very structure of our subjectivity, the very structure of who we are is thoroughly social.
Coming to this encounter with a predetermined set of “specific elements to assess” may hinder and even prevent me from providing recognition, Sartre’s prerequisite to self-knowledge. But it also threatens to render me obsolete.
The way I taught mathematics five years ago was little more than, as Biesta puts it, “an exchange between a provider and a consumer.” That transaction is arguably better served by Khan Academy and other online learning platforms than by me. As schools transition toward so-called “personalized” and “student-directed” approaches to learning, is it any wonder that the math component is often farmed out to self-paced online modules — ones that more perfectly provide the discrete, sequential, standards-based approach I developed toward the end of my tenure as math teacher?
Any teacher still teaching math in this manner should expect to soon be demoted to the status of “learning coach.” I hope we can avoid this same fate in language arts, but we won’t if we give into the temptation to reduce the richness of our discipline to standards and progression points, charts and columns, means, medians, and modes.
What’s the alternative? I’m afraid I’m only beginning to answer that question now. Adopting the sensible reforms of standards-based learning and grading seems to have been a necessary first step. But is it the very clarity of its approach — clearing the ground of anything unrelated to teaching and learning — that now urges us onward toward an intersubjective future populated by human beings, not numbers?
Replacing grades with feedback seems to have moved my students and me closer toward this more human future. And although this transition has brought a kind of relief, it has also occasioned anxiety. As the comforting determinism of tables, graphs, charts, and diagrams fade from view, we are left with fewer numbers to add, divide, and measure. All that’s left is human beings and the relationships between them. What Simone de Beauvoir says of men and women is also true of us as educators and students:
When two human categories are together, each aspires to impose its sovereignty upon the other. If both are able to resist this imposition, there is created between them a reciprocal relation, sometimes in enmity, sometimes in amity, always in tension.
So much of this future resides in communication, in encounter, in a fragile reciprocity between people. Like that great soul Whitman, we find ourselves “unaccountable” — or as he says elsewhere, “untranslatable.” We will never fit ourselves into tables and columns. Instead, we discover ourselves in the presence of others who are unlike us. Learning, growth, and self-knowledge occur only within this dialectic of mutual recognition.
Here we are vulnerable, verging on a reality as rich and astonishing as the one Whitman witnessed."]]>arthurchiaravalli standards-basedassessments assessment teaching math mathematics writing learning romschimmer grading grades alfiekohn lindamabry gertbiesta khanacademy personalization rubics waltwhitman simonedebeauvoir canon sfsh howweteach howwelearn mutualrecognition communication reciprocity feedback cv presence tension standards standardization jean-paulsartre mayawilson formativeassessment summativeassessment interconnection intersubjectivity subjectivity objectivity self-knowledge humans human humanism 2017 education sartrehttps://pinboard.in/https://pinboard.in/u:robertogreco/b:5b5f24829821/David Byrne | Journal | A Society in Miniature2017-02-14T06:15:59+00:00
http://davidbyrne.com/journal/a-society-in-miniature
robertogreco2017 davidbyrne bmc blackmountaincollege via:austinkleon sfsh education thinking learning society pocketsofutopia utopia roberrauschenberg anialbers josefalbers achimborchardt-hume jacoblawrence diversity johnrice segregation integration agesegregation hierarchy horizontality grades grading bauhaus refugees werklehre asheville almastonewilliams alberteinstein inclusivity interdisciplinary transdisciplinary multidisciplinary crossdisciplinary johncage process tcsnnmy progressive johndewey work community democracyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:856953f15c5d/33 : Conversation with Mimi Ito by Joi Ito2017-02-13T00:13:40+00:00
https://soundcloud.com/joi-ito/33-conversation-with-mimi-ito
robertogrecojoiito mimiito 2017 learning education parenting howwelearn schools sfsh internet interest-drivenlearning howeteach connectedlearning socialscience digital digitalmedia interest-basedlearning informallearning classroomlearning screentime edtech homago identity belonging socialmedia social sociallearning mentoring counseling equity peers mobility online peertopeer teaching howweteach privilege montessori makermovement progressive progressiveeducation highered highereducation admissions testing standardizedtesting traditionalschools schoolindustrialcomplex unschooling deschooling agesegregation multiageclassrooms grades grading measurement quantification hiring meritocracy assessment socialcapital networks sorting selectivity elitism addedvalue knowledgeproduction careers credentials credentialing colleges universities pedagogyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bcdf2cec639c/College of Creative Studies - Wikipedia2016-06-28T01:48:51+00:00
https://en.wikipedia.org/wiki/College_of_Creative_Studies
robertogrecosrg ucsb ccs alternative colleges universities highered highereducation grading gradeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4c117a5f9e9c/A Letter to Past Graduate-Student Me - The Chronicle of Higher Education2016-06-23T18:39:52+00:00
http://chronicle.com/article/A-Letter-to-Past/236870
robertogrecovia:davidtheriault skimming howwelearn gradschool responsibility highered highereducation sfsh conversation learning criticism criticalthinking competition grades grading measurement assessment seminars rachelherrmann tcsnmyhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d85158fd660b/The Reading Rules We Would Never Follow as Adult Readers |2016-06-23T18:35:31+00:00
https://pernillesripp.com/2016/06/21/the-reading-rules-we-would-never-follow-as-adult-readers/
robertogrecoreading teaching choice education howweteach pedagogy control literacy pernilleripp learning readinglogs competition grading grades howweread tracking reflectionhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:6eab190c1e48/A Manager’s FAQ — The Startup — Medium2016-06-22T18:37:38+00:00
https://medium.com/@henrysward/a-managers-faq-35858a229f84#.co6ke6n70
robertogrecomanagement leadership administration howto motivation via:ableparris tests testing grades grading howweteach howwelearn henryward power authority evaluation assessmenthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:0f0f39d6f98f/Why Lots of Love (or Motivation) Isn't Enough - Alfie Kohn2016-05-01T01:26:55+00:00
http://www.alfiekohn.org/blogs/lots-of-love/
robertogrecoalfiekohn grading grades motivation love education 2016 self-esteem psychology internalization children schools learning howwelearn intrinsicmotivationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b916b4918dd2/9 Elephants in the (Class)Room That Should “Unsettle” Us - Will Richardson2016-04-12T05:47:50+00:00
http://willrichardson.com/9-elephants-classroom-unsettle-us/
robertogrecowillrichardson 2015 education schools curriculum engagement 2016 memory content boredom schooling schooliness deschooling unschooling mitchresnick seymourpapert emilymitchum grades grading parenting lcproject openstudioproject committeeoften matthewlieberman franksmith learning forgetting howwelearn howweteach teaching pedagogy hardfun sfshhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4dd5b2fbaa14/There’s nothing wrong with grade inflation - The Washington Post2016-03-14T00:05:44+00:00
https://www.washingtonpost.com/posteverything/wp/2016/03/04/theres-nothing-wrong-with-grade-inflation/
robertogrecomarkoppenheimer grades grading gradeinflation 2016 democracy assessment highered highereducation alfiekohn ideology education teaching learninghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:57fc42970060/Standards, Grades And Tests Are Wildly Outdated, Argues 'End Of Average' : NPR Ed : NPR2016-02-22T00:47:01+00:00
http://www.npr.org/sections/ed/2016/02/16/465753501/standards-grades-and-tests-are-wildly-outdated-argues-end-of-average
robertogrecoanyakamenetz toddrose standards grades grading averages education howweteach schools admissions tests testing standardization standardizedtesting sameness paulmolenaar textbooks behavior performance individualityhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bf296f5d813b/Unspoken Rules | Practical Theory2016-02-15T01:46:25+00:00
http://practicaltheory.org/blog/2016/02/06/unspoken-rules/
robertogrecochrislehmann 2016 schools lcproject vision purpose education teaching howweteach rules studenthandbooks behavior power community communities decisionmaking voice mission grading policy grades seating governance classrooms codeofconducthttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d09b7dd22dbf/The Banal Uselessness of the Utopian Binary Critique | Hapgood2015-12-12T20:05:07+00:00
http://hapgood.us/2015/10/24/the-banal-uselessness-of-the-utopian-binary-critique/
robertogrecoThem: “If this cannot solve all problems, then how can we be excited about it?”
Me: “But I didn’t say it solved all problems!”
Them: “Aha! So you admit it doesn’t solve anything!”
Me: “Um, which one of us is utopian again?”
This approach suffers the same affliction, assuming that we must compare a proposed solution against the standard of an imagined perfect world rather than a screwed up current state.
I’ve come to realize that, no matter how many caveats you add to your writing, people for whom the status quo works will always reply that your ideas are interesting, but why are they so binary, so utopian? I used to take these critiques seriously, but I don’t anymore. It’s simply a rhetorical move to avoid comparing your solution with a status quo that is difficult for them to defend.
It’s like replying to a presentation on solar-powered cars with “But why can’t we have both solar powered cars AND gasoline cars?” Or with “But there will still be pollution from BUILDING the cars so you haven’t solved anything!”
It’s like replying to a presentation on scaling down the American military in favor of increasing foreign relief aid with “But why can’t we have both the American military AND foreign relief aid?” Or with “But foreign relief aid STILL doesn’t always reach the most vulnerable, so you haven’t solved anything!”
It’s like replying to a presentation on Global Warming with “But why can’t find a balance between controlling global warming and protecting business interest?” Or “But global warming is going to happen anyway, so you haven’t solved anything!”
There’s as little chance that the world is going to go overboard on Jesse’s Peter Elbow inspired grading models as there is that we’re going to veer too much toward addressing global warming or decreasing U. S. Military funding (appx. $2,000 per capita) relative to our foreign aid (about $70 per capita). There’s as little chance that our “Pull to Refresh” obsessed culture is going to go overboard with wiki as there is that solar-powered vehicles will result in a war against gas-powered cars.
People who make such objections are not serious people, or in any not case serious thinkers in that moment. The reason we make binaries in our comparisons is to show how unbalanced the status quo is. The “binary” of pitting military spending against foreign aid is to show how out of balance out priorities are, just as the “binary” of Jesse’s holistic grading against more rigid models is to show how little time we spend on the whole student. And the reason we posit the binary of the “nontraditional student” against the “traditional student” is that 90% of policy and conversation right now is directed at the latter, and separating these details can show this.
The Garden approach I outlined at dLRN might not work, and holistic grading might fail at the scale people need to use it at. That solar car may run up against physical and environmental realities that make it unfeasible. Our policies to help the nontraditional student may solve the wrong issues, or assume a political climate we don’t have right now. Foreign aid may be better directed at world hunger or medical research, or perhaps there are good reasons for spending $800 billion on a military. Perhaps, far from making things better, a set of proposals would make things worse in ways the historically literate can predict. All these are interesting points, and great follow-ups to presentations outlining potential courses of action.
Additionally, some binaries are ill-formed, and give a distorted picture of reality. That’s an interesting point as well. Is androgogy/pedagogy a more helpful lens on a particular issue than first-generation/nth-generation? Does the research support a division like “Digital Natives/Digital Immigrants”? (hint: it doesn’t).
These are great questions too.
“Why so utopian?” and “Why so binary?” Not so much.
Here’s my pitch to you, and it is always the same. I think we can do substantially better than we do now, in a way that benefits most people. I think it requires rethinking some assumptions about how we teach and how we tech. I think the positive impact is likely relative to how deep we’re willing to go in questioning current assumptions.
So, if you like the status quo, or think it’s better than what is proposed, then defend it! If you think my ideas will not be adopted or will make things worse, then show me why!
But to the Utopian Binary comment crowd: Stop pretending people like Jesse and I are making utopian, either/or arguments. It’s a lazy rhetorical move, I’m tired of it, and you’re taking time from people with real questions."
[via https://twitter.com/holden/status/658310638662356992
via https://twitter.com/rmoejo/status/658314942123085824
via http://rolinmoe.org/2015/12/09/hourofteach-or-will-the-last-philanthrocapitalist-turn-out-the-lights/
via https://tinyletter.com/audreywatters/letters/hack-education-weekly-newsletter-no-140 ]]]>mikecaufield 2015 utopia criticism critique binaries education change cynicism jessestommel tcsnmy cv unschooling deschooling utopianism rhetoric minorityview statusquo justinreich complexity falsebinaries criticalthinking grading gradeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:7f469d7aa4d5/The Big Picture Program Focuses on Real-World Skills and Projects to Help Teenagers Who Struggle in Traditional Classrooms - The Atlantic2015-11-25T01:43:40+00:00
http://www.theatlantic.com/education/archive/2015/11/no-tests-grades-classes/415509/
robertogrecocurriclulum education schools lcproject openstudioproject 2015 erinsiegalmcintyre southburlingtonhighschool projectbasedlearning teaching pedagogy agency unschooling deschooling curriculum tcsnmy bigpictureschools testing tests standardizedtesting grading gradeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:d38339cc34e6/The Back-to-School-Night Speech We'd Like to Hear* | Psychology Today2015-10-04T20:22:20+00:00
https://www.psychologytoday.com/blog/the-homework-myth/201510/the-back-school-night-speech-wed-hear
robertogrecoalfiekohn emergentcurriculum education unschooling deschooling learning children schools priorities tcsnmy agency choice homework grades grading howwelearn howweteach teaching curriculum reggioemilia anxiety boredom exhaustion play democracy textbooks caring progressive discipline behavior competition awardshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:4b974e64b1a2/Take classes pass/fail: For college and high school students worried about their GPAs.2015-09-06T03:30:34+00:00
http://www.slate.com/articles/life/classes/2015/09/take_classes_pass_fail_for_college_and_high_school_students_worried_about.html
robertogrecograding highschool grades education passfail 2015 rachaellarimore learning risk risktakinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:03dc289d6526/Professor Debbie Chachra on Olin's unique culture - YouTube2015-07-14T18:32:35+00:00
https://www.youtube.com/watch?v=BmRFYAnaQNg
robertogrecodebchachra 2015 olincollege engineering education lcproject tcsnmy openstudioproject design students engagement projectbasedlearning progressive culture teaching learning howweteach howwelearn experience governance academics academia designthinking grades grading empowerment autonomy freedom mentoring mentors motivation scaffolding self-directed self-directedlearning programs responsibility decisionmakinghttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bffdaff95cbd/Cheerful to a Fault: “Positive” Practices with Negative Implications - Alfie Kohn2015-07-14T06:22:26+00:00
http://www.alfiekohn.org/blogs/cheerful
robertogrecowe need to resist reassuring her that it’s not true and getting the classmate to confirm it; then we must ask ourselves what has led to this idea. Probably there is truth to the cry for help, and our refusal to admit it may simply lead the child to hide her hurt more deeply. Do we do too much reassuring – ‘It doesn’t hurt,’ ‘It’ll be okay’ – and not enough exploring, joining with the child’s queries, fears, thoughts?[3]
A reflexive tendency to say soothing things to children in distress may simply communicate that we’re not really listening to them. Perhaps we’re offering reassurance more because that’s what we need to say than because it’s what they need to hear.
3. Happiness as the primary goal. How can we help children grow up to be happy? That’s an important question, but here’s another one: How can we help children grow up to be concerned about whether other people are happy? We don’t want our kids to end up as perpetually miserable social activists, but neither should we root for them to become so focused on their own well-being that they’re indifferent to other people’s suffering. Happiness isn’t a good thing if it’s purchased at the price of being unreflective, complacent, or self-absorbed.
Moreover, as the psychologist Ed Deci reminds us, anger and sadness are sometimes appropriate responses to things that happen to us (and around us). “When people want only happiness, they can actually undermine their own development,” he said, “because the quest for happiness can lead them to suppress other aspects of their experience. . . .The true meaning of being alive is not just to feel happy, but to experience the full range of human emotions.”[4]
*
And here are four specific cheerful-sounding utterances or slogans that I believe also merit our skepticism:
4. “High(er) expectations.” This phrase, typically heard in discussions about educating low-income or minority students, issues from policy makers with all the thoughtfulness of a sneeze. It derives most of its appeal from a simplistic contrast with low expectations, which obviously no one prefers. But we need to ask some basic questions: Are expectations being raised to the point that students are more demoralized than empowered? Are these expectations being imposed on students rather than developed with them? And most fundamentally: High expectations to do what, exactly? Produce impressive scores on unimpressive tests?
The school reform movement driven by slogans such as “tougher standards,” “accountability,” and “raising the bar” arguably lowers meaningful expectations insofar as it relies on dubious indicators of progress — thereby perpetuating a “bunch o’ facts” model of learning. Expecting poor children to fill in worksheets more accurately just causes them to fall farther behind affluent kids who are offered a more thoughtful curriculum. Indeed, as one study found, such traditional instruction may be associated with lower expectations on the part of their teachers.[5]
5. “Ooh, you’re so close!” (in response to a student’s incorrect answer). My objection here is not, as traditionalists might complain, that we’re failing to demand absolute accuracy. Quite the contrary. The problem is that we’re more focused on getting students to produce right answers than on their understanding of what they’re doing. Even in math, one student’s right answer may not signify the same thing as another’s. The same is true of two wrong answers. A student’s response may have been only one digit off from the correct one, but she may have gotten there by luck (in which case she wasn’t really “close” in a way that matters). Conversely, a student who’s off by an order of magnitude may grasp the underlying principle but have made a simple calculation error.
6. “If you work hard, I’m sure you’ll get a better grade next time.” Again, we may have intended to be encouraging, but the actual message is that what matters in this classroom isn’t learning but performance. It’s not about what kids are doing but how well they’re doing it. Decades’ worth of research has shown that these two emphases tend to pull in opposite directions. Thus, the relevant distinction isn’t between a good grade and a bad grade; it’s leading kids to focus on grades versus inviting them to engage with ideas.
Similarly, if we become preoccupied with effort as opposed to ability as the primary determinant of high marks, we miss the crucial fact that marks are inherently destructive. Like demands to “raise expectations,” a growth mindset isn’t a magic wand. In fact, it can distract us from the harmfulness of certain goals — and of certain ways of teaching and assessing — by suggesting that more effort, like more rigor, is all that’s really needed. Not only is it not sufficient; when the outcome is misconceived, it isn’t even always desirable.[6]
7. “Only Positive Attitudes Allowed Beyond This Point.” I’ve come across this poster slogan in a number of schools, and each time I see it, my heart sinks. Its effect isn’t to create a positive atmosphere but to serve notice that the expression of negative feelings is prohibited: “Have a nice day . . . or else.” It’s a sentiment that’s informative mostly for what it tells us about the needs of the person who put up the poster. It might as well say “My Mental Health Is So Precarious That I Need All of You to Pretend You’re Happy.”
Kids don’t require a classroom that’s relentlessly upbeat; they require a place where it’s safe to express whatever they’re feeling, even if at the moment that happens to be sadness or fear or anger. Bad feelings don’t vanish in an environment of mandatory cheer — they just get swept under the rug where people end up tripping over them, so to speak. Furthermore, students’ “negativity” may be an entirely apt response to an unfair rule, an authoritarian environment, or a series of tasks that seem pointless. To focus on students’ emotions in order to manufacture a positive climate (or in the name of promoting “self-regulation” skills) is to pretend that the problem lies exclusively with their responses rather than with what we may have done that elicited them.[7]"
[Also posted here: https://www.washingtonpost.com/blogs/answer-sheet/wp/2015/07/14/things-we-say-to-kids-that-sound-positive-but-can-be-detrimental/ ]]]>alfiekohn education listening howweteach teaching pedagogy praise reassurance happiness reflection expectations grades grading effort attitudes positivity behavior manipulation criticism judgement feedback constructivecriticism support schools selflessness kindness tests testing standardizedtesting accuracy deborahmeierhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:bad748dba610/Marc Tucker and the declension myth in American education debates2015-05-02T18:19:39+00:00
http://shermandorn.com/wordpress/?p=7877
robertogrecoshermandorn 2015 education history policy reform edreform nclb danagoldstein teaching teachers poverty grades grading assessment gradeinflation divorce pedagogy curriculum narrative vocationaleducation colleges universities highered highereducation schools publicschools learning us rickhess marctuckerhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:45567ecdf623/Rox and Roll: Parents: let Harvard go2014-11-12T05:49:22+00:00
http://www.roxandroll.com/2014/11/parents-let-harvard-go.html
robertogrecocolleges universityis admissions parenting 2014 via:willrichardson stress pressure anxiety aps ivyleague motivation harvard collegeadmissions testing standardizedtesting success achievement mediocrity grades grading standards sleep teens adolescence highschool schools education competition learning howwelearn howweteach apclasseshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:52bc6dc8f4c4/You Are Asking The Wrong Questions About Education Technology2014-10-21T22:12:43+00:00
http://www.forbes.com/sites/jordanshapiro/2014/09/20/you-are-asking-the-wrong-questions-about-education-technology/
robertogrecojordanshapiro 2014 edtech technology luddism neoluddism education learning howwelearn ideology empathy compassion criticalthinking competition grades grading efficiency entrepreneurship foucault agency decorum humanism responsibility empowerment games gaming howweteach schools children slow michelfoucault neoludditeshttps://pinboard.in/https://pinboard.in/u:robertogreco/b:b5009f503e1b/Why Girls Get Better Grades Than Boys Do - The Atlantic2014-09-18T23:38:18+00:00
http://www.theatlantic.com/education/archive/2014/09/why-girls-get-better-grades-than-boys-do/380318/?single_page=true
robertogrecogender schools boys girls education homework compliance conscienciousness angeladuckworth 2014 martinseligman deference authority self-discipline adhd grades grading gwenkenney-benson conditioning goalsetting persistence lindsayreddington connicampbell disaffection testtaking timemanagement studyhabits learninggap attention distraction academics learning howwelearn howweteach teaching gendernorms society enricognaulati assessment standardizationhttps://pinboard.in/https://pinboard.in/u:robertogreco/b:2d752ca5a32a/More Educator Luddites Please2014-08-27T23:13:01+00:00
http://www.josieholford.com/more-educator-luddites-please/
robertogrecojosieholford 2010 technology luddism michaelwesch luddites education schools schooling change media internet web online progressive knowledge learning howwelearn unschooling deschooling civilization slow sloweducation slowpedagogy criticalthinking digitalliteracy curriculum howweteach teaching literacy literacies multiliteracies cheating plagiarism creativity purpose values grading assessment grades isaacludlam maxinegreene socialimagination civics citizenship writing reading networkedlearning community relationships tcsnmy neilpostman charlesweingartner crapdetection social socialmediahttps://pinboard.in/https://pinboard.in/u:robertogreco/b:a22efbb8f139/