Loss: A Dog’s Life

I was listening to sports talk radio, an interview with Duke basketball coach Mike Krzyzewski, who characterized an athlete’s career as “a dog’s life,” meaning that career is short.

And this spoke to me in the wake of having just lost our first family dog, Hershey, a chocolate lab we had for about 14 years.

On the Sunday night just after the U.S. World Cup match with Portugal, Hershey began to bark and moan non-stop, starting about 8 pm and lasting until after midnight. My wife and I could not figure out why, but Hershey would stop if one of us stood in the garage beside him. As soon as we left him, however, the barking continued.

As labs are prone to do, Hershey had been in decline since the winter, his rear hips deteriorating. But during that soccer match, Hershey had been walking in the back yard with our black lab, Scout, and my daughter’s white lab, Sasha.

Around 12:15 am, I couldn’t just lie in bed anymore so I tried again to calm Hershey, but had no luck. My wife also tried again, and when she returned to bed and Hershey was no longer barking, I assumed all was somehow calmed.

Early the next morning, however, my wife told me she had discovered that Hershey could no longer stand. We lifted him into the car and my wife took him to the vet on her way to work. Soon after she arrived, I received a text that Hershey was out of his misery, and sadly, out of our family.

Hershey RIP
Hershey RIP

I cried alone while working before heading to my university to teach my summer grad class. And I immediately began to worry about my daughter pregnant with her first child (Hershey was technically her first dog, although the labs had become clearly very dear parts of my wife’s life) and our remaining lab, Scout, who is much younger than Hershey and who had never been without his companionship.

Scout sleeping on Hershey's blanket
Scout sleeping on Hershey’s blanket

Hershey and Scout have always been eerie and powerful representations for me, more than pets. I envied Hershey’s calm and gentle demeanor. The world seemed to move slowly and patiently for and around Hershey.

That is an existence that I cannot fathom.

Scout is anxious, like me. She seems always on the edge or terror, often not quite lying down and with her back to the wall—her eyes alert and her head darting back and forth.

What seemed to be—Scout was smarter than Hershey—I think, is misleading because Scout is just more sensitive to the world around her. And it is that sensitivity that I share with Scout, that anxiousness that makes living in the moment impossible.

We anxious creatures feel too deeply, and as a result, we are probably simultaneously that soul who will love you more intensely than anyone else (and we love so entirely that few make that list) and also love you very badly.

There is an inevitability of failure in such intensity.

It seems now that we always had Hershey, and it seems now that we never had him nearly long enough.

So I will do (have already begun to do) what we anxious do: Try very hard to appreciate Scout, who seems somewhat lost but not entirely shaken by Hershey no longer being there beside her.

And as we anxious are prone to do also, I continue to care and feel deeply while doing a truly poor job showing that and fulfilling those obligations.

All the people we love and all the people we fail become mirrors of our love and our failures. That is both the beauty and torture of being human.

The dogs we love, however, even that dog like Scout who shares my anxiousness for the world, are entirely without the sort of judgment we see, we fear in the people around us, the people who have known us in the fullness of our inadequacies.

I pet and scratch Scout, talk to her, and she leans into my hands, closes her eyes, and hasn’t a single thing to offer me except just that. We are an anxious pair, us two, save those few seconds when we allow that moment just to be that moment.

Hershey was damned good at that, by the way, his huge box-head weighing your hands like no tomorrow.

It is all but a dog’s life, each moment to be touched, each moment we can never hold.

UPDATE: We have now lost Scout only about a month after Hershey. A terrible summer for pets in our home. RIP Scout:

scout rip
Scout RIP

 

For Hershey and Scout:

The Heaven of Animals, James Dickey

And …

Zoe
Welcome to our home, Zoe.

Who Are We? We Are the Resistance

Diane Ravitch’s post about the debate over the Gates moratorium includes a comment from John Thompson that deserves close attention:

In a note to me, John Thompson pointed out that our side, which doesn’t have a name, cherishes the clash of ideas. The “reformers” march in lockstep (my words, not Thompson’s) in support of test-based accountability for students and teachers, Common Core, and school choice. Our side, whatever it is called, is more interesting, more willing to disagree, readier to debate and to think out loud.

Throughout the gradually intensifying high-stakes accountability era in education that began in the early 1980s, educators and students have mostly been done to and ignored or silenced. As a result of this partisan political dynamic, educators, scholars, and researchers have been pushed almost exclusively into a reactionary mode.

As I have noted recently (here and here), the media tend to give the political reformers the first word—which implies that first word, although not supported by evidence or experience, is most credible—and then frame “our side,” as Ravitch and Thompson call us, as “critics” or even “anti-reformers.”

Nothing, in fact, could be farther from the truth as many on “our side,” myself included, entered education as reformers.

This distorted dynamic in which the inexpert are rendered the experts, “reformers,” and the expert are rendered mere “critics” inspired the new volume I have co-edited (with Brad J. Porfilio, Julie Gorlewski, and Paul R. Carr), Social Context Reform: A Pedagogy of Equity and Opportunity.

The central premise of the volume is that two broad camps of reformers exist: “No Excuses” Reformers (the current partisan political movement including Bill Gates, Arne Duncan, Michelle Rhee, and others) and the Social Context Reformers (the group I’d call “our side”).

Here, I want to offer an excerpt from the introduction to the volume above as a call to “our side”—we are the resistance and we must be named and then we must take over the public debate instead of simply being always second to the table.

Introduction: Social Context Reform: A Pedagogy of Equity and Opportunity

by Brad Porfilio, Julie Gorlewski, Paul R. Carr, and P.L. Thomas, Editors

Asked to explain the many competing narratives of the religions of the world, comparative myth/religion scholar Joseph Campbell told Bill Moyers (1988) that he did not reject religion, as some scholars have, but instead reached this conclusion: “Every religion is true one way or another. It is true when understood metaphorically. But when it gets stuck to its own metaphors, interpreting them as facts, then you are in trouble” (p. 56).

As a number of education scholars and historians have noted (Berliner & Biddle, 1996; Bracey, 2004; Kliebard, 1995; Ravitch, 2010, 2013; Tienken & Orlich, 2013), public education in the US has suffered a long history of crisis narratives about the state of schools , narratives which have been coupled with a never-ending call for reform. The last thirty years of accountability-driven reform have been based on standards and high-stakes tests. Standards were initially generated by states; however, there is now a move toward national standards known as the Common Core. High stakes assessments have followed a similar trajectory, situated first at the state level and now based on Common Core. During this past three decades, two competing narratives have emerged, what we label “No Excuses” Reform (NER) and Social Context Reform:

“No Excuses” Reformers insist that the source of success and failure lies in each child and each teacher, requiring only the adequate level of effort to rise out of the circumstances not of her/his making. As well, “No Excuses” Reformers remain committed to addressing poverty solely or primarily through education, viewed as an opportunity offered each child and within which (as noted above) effort will result in success.

Social Context Reformers have concluded that the source of success and failure lies primarily in the social and political forces that govern our lives. By acknowledging social privilege and inequity, Social Context Reformers are calling for education reform within a larger plan to reform social inequity—such as access to health care, food security, higher employment along with better wages and job security. (Thomas, 2011b)

A powerful but generally ignored irony of the accountability era involves No Child Left Behind (NCLB), which rhetorically codified the use of “scientifically based research” in education. The problem presented by NCLB is that three decades of evidence on the most popular and dominant reforms implemented by NER advocates and political leadership—grade retention, charter schools, school choice, value added methods of teacher evaluation, merit pay, Teach for America, high-stakes testing, and standards—have failed to support the effectiveness of these policies.

When faced with the competing narratives of NER and SCR, then, the public, the media, and political leaders must face the research-base, and consider the degree to which false narratives an ideological myths have been imbued within NER as well as the relevance and importance of SCR narratives to seek out more bone fide evidence-based directions. Importantly, trends within the US have also had varying levels of influence elsewhere, and most international jurisdictions now have significant educational policy related to standards, testing, assessment and accountability. For this reason, the US context I particularly important for understanding neoliberalism and globalization at a broader level, encompassing many of universal concerns, such as social inequalities, accessibility, societal focus to education, differentiated outcomes, and the role of teachers. Ultimately, we find this debate to be fundamental in relation to democracy, and the place of education within a democracy (Carr, 2011).

Obama’s Failed Hope and Change

Writing in 1976 about the bicentennial, novelist John Gardner (1994) challenges the 20th century angst “that the American Dream is dead” (p. 96):

The American Dream, it seems to me, is not even slightly ill. It’s escaped, soared away into the sky like an eagle, so not even a great puffy Bicentennial can squash it. The American Dream’s become a worldwide dream, which makes me so happy and flushed with partly chauvinistic pride (it was our idea) that I sneak down into my basement and wave my flag….

That idea—humankind’s inalienable right to life, liberty, and the pursuit of happiness—coupled with a system for protecting human rights—was and is the quintessential American Dream. The rest is greed and pompous foolishness—at worst, a cruel and sentimental myth, at best, cheap streamers in the rain. (p. 96)

Gardner continues, addressing “majority rule” as “right even when it’s wrong (as often happens),”

because it encourages free men to struggle as adversaries, using established legal means, to keep government working at the business of justice for all.

The theory was and is that is the majority causes too much pain to the minority, the minority will scream (with the help of the free press and the right of assembly) until the majority is badgered or shamed into changing its mind….

It’s true that the system pretty frequently doesn’t work. For decades, pollsters tell us, the American people favored gun control by three to one—law-enforcement officials have favored it by as much as nine to one—but powerful lobbies and cowardly politicians have easily thwarted the people’s will. (p. 97)

About three decades later, voters in the U.S. elected the first bi-racial (often called simply African American) president in the country’s history. At the time, some voted for Barack Obama primarily because the election was an important, symbolic moment for the U.S.; some bought his message of hope and change. Others remained skeptical that the Democratic Party establishment would allow a true champion of liberal and progressive ideas to assume the mantle of U.S. President. The sophisticated and compellingly influential rhetoric employed by Obama for two years before being elected, presenting “hope” and “change” as not only desirable but, more importantly, entirely achievable, laid the groundwork for an important juxtaposition between hegemonic forces and the will of the majority of people, who wanted a more humane, social justice-based orientation to public services and government (Carr & Porfilio, 2011b).

As public educators, academics, and scholars have discovered (Carr & Porfilio, 2011b), Obama is not progressive he portrayed himself to be, much less the socialist that libertarians and Tea Party advocates claim. In fact, Obama’s education policies are an extended version of the No Child Left Behind accountability agenda begun under George W. Bush. The Obama education agenda has been committed to neoliberalism, not democracy, not justice for all, not protecting human rights:

Barack Obama personifies the power of personality in politics and the value of articulating a compelling vision that resonates with many voters in the US and other global citizens. For Obama’s presidential campaign, the refrain that worked was driven by two words and concepts, “hope” and “change.” From healthcare, to war, to education reform, however, the Obama administration is proving that political discourse is more likely to mask intent—just as Orwell warned through his essays and most influential novel1984, the source of the term “doublespeak” that characterizes well Obama’s and Secretary of Education Arne Duncan’s public comments on education reform. They mask the programs promoted and implemented by the Department of Education. (Thomas, 2011a)

Despite Gardner’s soaring optimism, the media is culpable in this failure to commit to the hope and change that was so eloquently and vociferously presented by Obama and his administration.

A powerful and disturbing example of how the Obama administration, through the U.S. Department of Education and Secretary Arne Duncan, masks the neoliberal agenda (see Hursh, 2011, and Carr & Porfilio, 2011a) behind civil rights rhetoric and crisis discourse is an exchange between civil rights leaders calling for the removal of Duncan and Obama’s reply. Civil rights leaders include in their call the following:

National Journey for Justice Alliance demands include:

  • Moratorium on school closings, turnarounds, phase-outs, and charter expansions.
  • Its proposal for sustainable school transformation to replace failed, market-driven interventions as support for struggling schools.
  • Resignation of U.S. Secretary of Education Arne Duncan. (Ravitch, 2013a)

With Obama’s signature prominent at the end of his letter to Ed Johnson, the President replied, his language no longer masking his agenda. Obama is resolute in his commitment to “provid[ing] our children with the world-class education they need to succeed and our Nation needs to compete in the global economy.” Not once in this two-page response does Obama mention democracy, or any of the ideals embraced by Gardner above. Obama, instead, offers “cheap streamers in the rain”:

Our classrooms should be places of high expectations and success, where all students receive an education that prepares them for higher learning and high-demand careers in our fast-changing economy….

In states that make it a priority to educate our youngest children, students grow up more likely to read and do math at their grade level, graduate high school, hold a job, and form stable families of their own…. (Ravitch, 2013a)

The message is clear that education is a mechanism for building a competitive workforce; nothing else seems to matter. Obama’s focus on education as training for workers is disturbing, but his relentless commitment to competition and punitive accountability policies in education is highly problematic against democratic goals and the pursuit of equity.

Throughout the response, Obama mentions Race to the Top twice, invokes “competition” three times, and twice endorses “reward” structures for raising teacher and school quality. But let’s not forget the crisis: “America’s students cannot afford to wait any longer.” Even this crisis is driven by economic diction, “afford.” The emphasis is clearly in the workforce, business, employment and training, and not on citizenship, social justice, critical engagement and democracy.

More than 30 years ago, Gardner (1994) argues: “The lie on the American left is this: that the American theory promised such-and-such and has sometimes not delivered, whereas We Deliver. The truth—a metaphysical truth, in fact—is that nobody delivers” (p. 99). With Obama’s neutered education agenda before us as part of three continuous decades of failed accountability policies (Thomas, 2013), Gardner’s analysis seems prophetic. Despite Gardner’s rejecting cynicism (“But the myth of the mindless patriot is not worse than the myth of the cynic who speaks of America with an automatic sneer” [p. 98]), George Carlin, comedian and social critic, appears to have a more accurate view of the American Dream:

But there’s a reason. There’s a reason. There’s a reason for this, there’s a reason education sucks, and it’s the same reason it will never, ever, ever be fixed.

It’s never going to get any better, don’t look for it, be happy with what you’ve got.

Because the owners, the owners of this country don’t want that. I’m talking about the real owners now, the big owners! The Wealthy… the real owners! The big wealthy business interests that control things and make all the important decisions.

Forget the politicians. They are irrelevant. The politicians are put there to give you the idea that you have freedom of choice. You don’t. You have no choice! You have owners! They own you. They own everything. They own all the important land. They own and control the corporations. They’ve long since bought, and paid for the Senate, the Congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies, so they control just about all of the news and information you get to hear….

They want more for themselves and less for everybody else, but I’ll tell you what they don’t want:

They don’t want a population of citizens capable of critical thinking. They don’t want well informed, well educated people capable of critical thinking. They’re not interested in that. That doesn’t help them. That’s against their interests. (Shoq, 2010)

This isn’t simply biting social satire. This isn’t easily discounted cynicism. Obama’s education policies and his neoliberal agenda are solid proof that Carlin, not Gardner, is right: “It’s called the American Dream, because you have to be asleep to believe it.”

Table of Contents

Introduction: Social Context Reform: A Pedagogy of Equity and Opportunity Brad Porfilio, Julie Gorlewski, Paul R. Carr, and P.L. Thomas, Editors Part 1: Social Reform for Equity and Opportunity 1. Defying Meritocracy: The Case of the Working-Class College Student Allison L. Hurst 2. Reforming the Schooling of Neoliberal, Perpetual Zombie Desire William Reynolds 3. The Pseudo Accountability of Education Reform: Injustice by (False) Proxy Randy Hoover 4. Teacher Education and Resistance within the Neoliberal Regime: Making the Necessary Possible Barbara Madeloni and Kysa Nygreen Part 2: School-based Reform for Equity and Opportunity 5. Changing the Colonial Context to Address School Underperformance in Nunavut Paul Berger 6. An Injury to All? The Haphazard Nature of Academic Freedom in America’s Public Schools Robert L. Dahlgren, Nancy C. Patterson and Christopher J. Frey 7. Educating, Not Criminalizing, Youth of Color: Challenging Neoliberal Agendas and Penal Populism Mary Christiankis and Richard Mora Part 3: Classroom-based Reform for Equity and Opportunity 8. Pedagogies of Equity and Opportunity: Critical Literacy, Not Standards P. L. Thomas 9. YouTube University: How an Educational Foundations Professor Uses Critical Media in His Classroom Nicholas D. Hartlep 10. Developing a User-Friendly, Community-Based Higher Education Rebecca Collins-Nelsen and Randy Nelsen 11. Transcending the Standard: One Teacher’s Effort to Explore the World Beyond the Curriculum Chris LeahyConclusion: Learning and Teaching in Scarcity P. L. Thomas

References

Berliner, D.C., & Biddle, B.J. (1996). The manufactured crisis: Myths, fraud, and the attack on America’s schools. New York, NY: Basic Books.

Bracey, G. (2004). Setting the record straight: Responses to misconceptions about public education in the U.S. Portsmouth, NH: Heinemann.

Campbell, J., & Moyers, B. (1988). The power of myth. New York: Doubleday.

Carr, P. R. (2011). Does your vote count? Critical pedagogy and democracy. New York: Peter Lang.

Carr, P.R., & Porfilio, B.J. (2011a). The Obama education file: Is there hope to stop the neoliberal agenda in education? Journal of Inquiry & Action in Education, 4(1), 1-30. https://journal.buffalostate.edu/index.php/soe/issue/view/11

Carr, P.R., & Porfilio, B.J. (2011b). The Phenomenon of Obama and the agenda for education: Can hope audaciously trump neoliberalism? Charlotte, NC: Information Age Publishing.

Gardner, J. (1994). Amber (get) waves (your) of (plastic) grain (Uncle Sam). On writers and writing. New York: Addison-Wesley Publishing Company.

Hursh, D. (2011). Explaining Obama: The continuation of free market policies in education and the economy. Journal of Inquiry & Action in Education, 4(1), 31-47. https://journal.buffalostate.edu/index.php/soe/issue/view/11

Kliebard, H. M. (1995). The struggle for the American curriculum: 1893-1958. New York: Routledge.

Ravitch, D. (2013a, August 25). Civil rights groups call for Duncan’s ouster [Web log]. Diane Ravitch’s blog. Retrieved from http://dianeravitch.net/2013/08/25/civil-rights-groups-call-for-duncans-ouster/

Ravitch, D. (2013b). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York, NY: Knopf.

Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.

Shoq. (2010, September 25). George Carlin on the American Dream (with transcript) fernandadepaulag@aol.com [Web log]. shoqvalue.com. Retrieved from http://shoqvalue.com/george-carlin-on-the-american-dream-with-transcript/

Thomas, P.L. (2013, August 19). What we know now (and how it doesn’t matter) [Web log]. the becoming radical. Retrieved from https://radicalscholarship.wordpress.com/2013/08/19/what-we-know-now-and-how-it-doesnt-matter/

Thomas, P.L. (2011a). Orwellian educational change under Obama: Crisis discourse, Utopian expectations, and accountability failures. Journal of Inquiry & Action in Education, 4(1), 68-92. Retrieved from https://journal.buffalostate.edu/index.php/soe/issue/view/11

Thomas, P. L. (2011b, December 30). Poverty matters!: A Christmas miracle. Truthout. Retrieved from http://truth-out.org/news/item/5808:poverty-matters-a-christmas-miracle

Tienken, C.H., & Orlich, D.C. (2013). The school reform landscape: Fraud, myth, and lies. Landham, MD: Rowman and Littlefield Education.

Obama Education Agenda and the Tone-Deaf Follies

Early and often, the Obama administration’s education agenda, headed by Secretary of Education Arne Duncan, has driven the public narrative about public schools, teachers, and students with a relentless claim that everything wrong with education rests in a single problem: Expectations are too low.

Impoverished children have low achievement in the U.S. Why? Low expectations!

African American and Latino/a students have low achievement in the U.S. Why? Low expectations!

Special needs students have low achievement in the U.S. Why? Low expectations!

And to put all of these demonstrably untrue and essentially nasty claims into context, we have this:

The U.S. Department of Education early Wednesday morning apologized for a tweet that some people found offensive because it appeared to mock low-income students.

On Tuesday evening, the Twitter account for the department’s Office of Federal Student Aid sent out a message that said: “If this is you, then you better fill out your FAFSA.”

It included a photo of a woman frowning with the caption, “Help me. I’m poor.”

The photo depicts a scene from the movie “Bridesmaids” [1] in which Kristen Wiig’s character is intoxicated and protesting a flight attendant’s decision to kick her out of the first-class cabin.

The common thread among all of these is that the USDOE under the Obama administration is inexcusably incompetent and embarrassingly tone-deaf.

The only place, in fact, that I see where low expectations are the main sources of failure is the USDOE itself, specifically with the appointment of Duncan.

The demonizing of public education and teachers is a distraction—an unfair and ugly one at that—and complicit in that ugliness is the mainstream media.

Smirking, privileged arrogance is not the sort of quality we need leading the education agenda in the U.S., but that is what we have—and that is the reason sophomoric tweets are posted by smirking, privileged, and arrogant appointees who cannot fathom being born into poverty or into a minority race, cannot fathom being a special needs students, and certainly cannot fathom the weight of recognizing you cannot afford a college degree or the crushing weight of student loan debt.

The tone-deaf tweet itself is just inexcusable, but it isn’t an isolated case of “insensitivity” or momentary lapse of reason. That tone-deaf tweet is a direct representation of the condescending attitude of our USDOE, a collection of appointees under Obama that lacks the experience, the expertise, and the basic human dignity to lead the needed reforms facing U.S. public schools.

Once the brief flurry of outrage over the tweet passes, we must admit that the Obama education agenda will remain as one the greatest failures of the hope and change that Obama promised.

[1] And while the USDOE seems to have thought, momentarily, that Bridesmaids was an appropriate cultural reference for their tone-deaf world view, I think it is more likely that the USDOE has mistaken Animal House for a documentary (and understandably so since it is more credible than Waiting for “Superman.”)

Whence Come “The Leftovers”?: Speculative Fiction and the Human Condition

Nora Durst finds herself at the intersection of something routinely normal for middle-class Americans living in the comfort of suburbia and distinctly otherworldly at the same time in Tom Perrotta’s The Leftovers, his 2011 novel venturing into speculative/ dystopian fiction.*

The Leftovers, Tom Perrotta

Visiting the mall with her sister during the Christmas season, Nora confronts the sudden disappearance of her entire family several years before on October 14, when millions of people also vanished in the Sudden Departure that prompts many to believe the world has finally experienced The Rapture:

Her heart was still racing when she stepped inside, her face hot with pride and embarrassment. She’d just forced herself to make a solo circuit of the big Christmas tree on the main level, where all the parents and kids were waiting to meet Santa Claus. It was another holiday challenge, an attempt to face her fear head-on, to break her shameful habit of avoiding the sight of small children whenever possible. That wasn’t the kind of person she wanted to be—shut down, defensive, giving a wide berth to anything that might remind her of what she’d lost. A similar logic had inspired her to apply for the day-care job last year, but that had been too much, too soon. This was more controlled, a one-time-only, bite-the-bullet sort of thing. (p. 193)

This moment for a fictional woman who has lost her family, has lost everything, is the essence of Perrotta’s mix of dark satire and moving authenticity about the human condition. But it also leads me to move beyond the book and consider what dystopian fiction, what speculative fiction offers readers that proves time and again to be so compelling.

Our Speculative World, “Off-to-the-Side”

Margaret Atwood has provided her readers four brilliant dystopian/speculative works of fiction—which she often uses to ague against simplistic labels such as “science fiction”: The Handmaid’s TaleOryx and CrakeThe Year of the Flood, and MaddAddam. In “Writing Utopia” (from Writing with Intent), Atwood clarifies her distinction about genre, specifically about science fiction:

I define science fiction as fiction in which things happen that are not possible today—that depend, for instance, on advanced space travel, time travel, the discovery of green monsters on other planets or galaxies, or that contain various technologies we have not yet developed. But in The Handmaid’s Tale, nothing happens that the human race has not already done at some time in the past, or that it is not doing now, perhaps in other countries, or for which it has not yet developed the technology. We’ve done it, we’re doing it, or we could start doing it tomorrow. . . .So I think of The Handmaid’s Tale not as science fiction but as speculative fiction; and, more particularly, as that negative form of Utopian fiction that has come to be known as the Dystopia. (pp. 92-93)

Atwood has also turned to considering science fiction, speculative fiction, and dystopian fiction more fully in her In Other Worlds, where she writes about Kazuo Ishiguro’s Never Let Me Go:

Ishiguro likes to experiment with literary hybrids, and to hijack popular forms for his own ends, and to set his novels against tenebrous historical backdrops….An Ishiguro novel is never about what it pretends to pretend to be about, and Never Let Me Go is true to form. (p. 168)

And Perrotta’s dystopia can be described in much the same way; it isn’t “about what it pretends to pretend to be about”—which may be just that thing that makes the hard-to-explain genres of science fiction, speculative fiction, and dystopian fiction so hard to explain.

“I Can’t Look at Everything Hard Enough”

I found reading the passage about Nora quoted above nearly as overwhelming as the experience appears to be for Nora herself. I began to think about my own daughter, Jessica.

Jessica, the three-year-old, is gone, disappeared, seemingly instantaneously, lost forever.

Jessica, the twelve-year-old, gone.

Jessica, the nineteen-year-old, gone.

My daughter is alive, now twenty-five, married, and expecting her first child, a daughter, but the scene with Nora in Perrotta’s world “off-to-the-side,” as Atwood describes Ishiguro’s dystopia in Never Let Me Go, is not about what might happen, not a speculative work about the possibility of The Rapture.

Perrotta is offering his readers a timeless message, one found in Thornton Wilder’s Our Town. As Perrotta explains about the relationship between Our Town  and his novel:

This was part of the challenge of The Leftovers, as I wrote about characters left behind in the wake of the disappearances. The last moments of the disappeared people became supercharged with significance—even though that was not a special day, even though they disappeared while doing ordinary things. You might say the line from Our Town—“choose the least important day in your life. It will be important enough”—helped inform these histories, because I looked to simple, everyday moments. Nora’s daughter spills some juice, so she goes into the kitchen for some paper towels—when her daughter disappears. Jill is in the room with an old friend of hers watching a YouTube video, and suddenly the friend is gone. So, cleaning a spill or watching a dumb video: It’s the through minutiae of everyday life these moments come alive.

In Wilder’s play, Emily grows from childhood to falling in love to marriage and to her own too-early death. By the final act, Emily views her life in replay from beyond and exclaims: “I can’t look at everything hard enough.”

She then turns to the Stage Manager and asks, distraught: “Do any human beings ever realize life while they live it—every, every minute?” And the Stage Manager replies, “No—Saints and poets maybe—they do some.”

And this is the very real and starkly True center of Perrotta’s pervasive dark satire and insightful authenticity as a novelist staring at and then breathing life into the human condition, masked as fantastic events that are unimaginable, except for those who look at everything hard enough and pause to realize life every, every minute.

* Reposted from Daily Kos 20 October 2011, Whence Come “The Leftovers”?: Speculative Fiction and the Human Condition, slightly revised. See The Leftovers series adaptation from HBO.

Will Free-Pass Mainstream Media Clean Up Their Chetty Mess?

The New York Times couldn’t hold back: Big Study Links Good Teachers to Lasting Gain.

And for two years now, the so-called Chetty study that claims teacher quality directly causes higher lifetime earnings for their students has been re-released by Chetty and colleagues as well as rehashed by the free-pass mainstream media with a fervor that seems at least over-the-top.

When the Chetty numbers (has anyone noticed that the lifetime earning numbers appear to change?) are put into perspective, all the air should deflate from that misleading balloon: $50,000 gained over a lifetime (40 years) is only about 1.5-2 tanks of gas a month. But inflating that balloon to $1.4 million for a class of 28! Now you have something … (Hint: An overinflated balloon, possibly filled with poop.)

Initial scholarly responses to the Chetty balloon were cautious and critical (see notably Bruce Baker and Matthew Di Carlo here), but the free-pass mainstream press kept on keeping on.

Thus, since I have made a case for our needing a critical free press (in other words, “free press” and not “free pass” found among press-release journalists), we are at a key moment with the release of a thorough review of the Chetty study, a review that discredits the claims, Review of Measuring the Impacts of Teachers by Moshe Adler:

Can the quality of teachers be measured the way that a person’s weight or height is measured? Some economists have tried, but the “value-added” they have attempted to measure has proven elusive. The results have not been consistent over tests or over time. Nevertheless, a two-part report by Raj Chetty and his colleagues claims that higher value-added scores for teachers lead to greater economic success for their students later in life. This review of the methods of Chetty et al. focuses on their most important result: that teacher value-added affects income in adulthood. Five key problems with the research emerge. First, their own results show that the calculation of teacher value-added is unreliable. Second, their own research also generated a result that contradicts their main claim—but the report pushed that inconvenient result aside. Third, the trumpeted result is based on an erroneous calculation. Fourth, the report incorrectly assumes that the (miscalculated) result holds across students’ lifetimes despite the authors’ own research indicating otherwise. Fifth, the report cites studies as support for the authors’ methodology, even though they don’t provide that support. [emphasis added] Despite widespread references to this study in policy circles, the shortcomings and shaky extrapolations make this report misleading and unreliable for determining educational policy.

So my question now is: Will the free-pass mainstream media clean up their Chetty mess?

I suspect we will not have a NYT scorching headline, we will not even have a NYT article, we probably will not see interviews on NPR with Adler, and I am skeptical about Education Week‘s coverage (beyond some bloggers).

The fair and balanced mainstream media, alas, (those journalists who cannot judge the credibility of the research they cover) will not fall all over themselves to cover and then repeat for two years to come the popping of the Chetty balloon because that would mean admitting their own incompetence, which is the sweet allure of fairness that leaves us all misinformed.

Education Reform as the New Misogyny: A Reader

While watching The Wolverine (2013) starring Hugh Jackman, I noticed that along with Wolverine’s adamantium claws, Jackman’s nipples were featured prominently, leading me to search for the film’s promotional poster. And my suspicions were confirmed:

The Wolverine (2013)

Apparently Eva Green’s thinly-veiled nipples are not only more dangerous than the gun she is holding in the new Sin City sequel, Sin City: A Dame to Kill For, poster, but also more offensive than Jackman’s nipples (despite the violence and extended sequences of a topless Jackman, the film is rated PG-13 “for sequences of intense sci-fi action and violence, some sexuality and language”).

This contradiction highlights Hollywood’s perverse double-standard that includes tabooing female nudity while also disproportionately objectifying women in gratuitous sex and nudity in films, and then speaks to the remaining systemic and institutional misogyny throughout the U.S.

Along with Hollywood and the complicit media, the central elements of education reform in the U.S. share one important thread among the repeated blaming of “bad” teachers, “bad” teachers unions, and the urgent need to fire those teachers by dismantling those unions.

That thread? Teaching remains a field dominated by women, and one we can assume the public identifies with women. As Nancy Flanagan explains:

But–as Solnit deftly points out–a great deal of bias goes unrecognized and unacknowledged in ordinary life in a male-dominated culture. Folks in education–male and female–just don’t see it, or feel it. Or the huge imbalance in power and influence is obscured by a handful of women who serve as highly visible role models.

Do the math, however–about 84% of K-12 teachers in the United States are female, a rapidly increasing disproportion.  Combined with the fact that the modal level of teacher experience is currently one year, it’s easy to see how major shifts in curriculum, instruction, assessment and hiring have been accomplished. Nobody’s pushing back.

I am struck that of all the professions in the U.S., why is there no urgent call for no “bad” doctors, no “bad” lawyers, no “bad” CEOs, or no “bad” politicians? And I must note that each of these remains male-dominated—both in numbers and in social perception.

As well, teaching as the work of women has been traditionally monitored by a demand that teachers remain politically quiet, passive, and now in 2014, education reform is the new misogyny.

The surface elements of education reform that currently target teacher quality and teachers unions are as thin veils as Green’s nightgown, but socially, the U.S. appears offended only by the exposed breast on a film poster.

But once we remove that veil, it seems irrefutable that education reform is driven by a 21st-century misogyny that must be confronted. I offer, then, this reader:

In Acts of Resistance, Pierre Bourdieu nearly 20 years ago recognized:

In the United States, the state is splitting into two, with on the one hand a state which provides social guarantees, but only for the privileged, who are sufficiently well-off to provide themselves with insurance, with guarantees, and a repressive, policing state, for the populace. (p. 32)

Only a decade later, New Orleans was ground-zero for disaster capitalism’s end game: The entire public school teacher workforce was fired, a workforce dominated by African Americans and women, a representation of the so-called middle class that U.S. political leaders claim to cherish.

Bourdieu adds:

In all countries, the proportion of workers with temporary status is growing relative to those with permanent jobs. Increased insecurity and “flexibility” lead to the loss of modest advantages…which might compensate for low wages, such as long-lasting employment, health insurance and pension right. (p. 37)

While teaching as a profession has remained relatively low-pay, teachers have often been pacified by the mirage of “fringe benefits,” but now it seems, that as the circumstances of all workers are reduced (the Walmartification of the U.S. workforce as part-time with no benefits), the next phase of that reduction is the lowest rungs of the professional ladder—those professions held mainly by women.

As Bourdieu explains by way of Max Weber, “dominant groups [read: white males in the U.S.] always need…a theoretical justification of the fact that they are privileged. Competence is nowadays at the heart of that” justification, which for teachers is the rise of proving teacher quality through measurement—something that those in power do not need to do since they maintain the public’s gaze on the demand for others to prove their worth (p. 43).

Systemic and institutional racism, classism, and misogyny are protected by repeating pacifying and distracting narratives, as confronted by Bourdieu:

I’m thinking of what has been called the “return of individualism,” a kind of self-fulfilling prophecy which tends to destroy the philosophical foundations of the welfare state and in particular the notion of collective responsibility….The return to the individual is also what makes it possible to “blame the victim,” who is entirely responsible for his or her own misfortune, and to preach the gospel of self-help, all of this being justified by the endlessly repeated need to reduce costs for companies. (p. 7)

Racial minorities, women, and children remain disproportionately disadvantaged in the U.S., the wealthiest and most power nation in human history. But that wealth and advantage also remain disproportionately hoarded by a white and male leadership that demands everyone proves her/his worth.

Education reform is the new misogyny as well as the new racism and classism.

The commonality we are failing to recognize and mobilize is that most of us are and always will be workers. To protect and honor the field of teaching is to protect and honor all workers—just as to protect and honor the field of teaching is to call for an end to misogyny.

Debating the Gates Moratorium, Or Life among the Roadbuilders

As a lifelong fan of science fiction (SF), I want to start by invoking a SF convention that never gets old: time travel (but I’ll spare you the whirlwind prestidigitation mastered by Kurt Vonnegut, who married time travel and non-linear narrative in Slaughterhouse-Five).

Once upon a time (well, I must confess, I enjoy a bit of genre-splicing also), Bill Gates, billionaire and burgeoning education hobbyist, began tossing his considerable expertise (read: money) at small schools projects. Low and behold, Gates eventually looked at the research his own foundation gathered, declared the project a failure, and scuttled away—only to decide that the greatest scourge on the planet was the enormous number of “bad” teachers failing our children everyday!

Since we are now back in time (and you may notice a pattern here about history repeating itself, and such), let’s look at that Gates/small school dynamic as I blogged about this in April and May 2011:

And, Gates’s small schools experiment? While Gates himself declared the experiment a failure, Marshak explains that Gates’ small school experiment actually exposes Gates’ own inability to understand the education dynamics he claims to reform. But ample evidence reveals both that Gates is inexpert and remains unsuccessful as an education reformer. See here, here and here — including his failure to understand statistics and the charts he enjoys using to make his points here. (Accountability? Start at the Top, OpEdNews 11 April 2011)

Let’s do some truly basic math.

First, consider that Bill Gates, a billionaire whose wealth and success have been built on computer innovation and entrepreneurship, has been an education reformer for many years now–stretching back to a small schools focus:

“Bill Gates used to believe that one of the solutions to failing schools was to create smaller ones with 500 students or fewer. His foundation spent $1 billion toward this; seeing the opportunity to bring in private dollars, districts started shifting to smaller schools. Small schools became the big new trend. But then the foundation conducted a study that found that, by itself, school size had little if any effect on achievement. The foundation dropped the project and moved on to teacher reform, but by then some urban districts throughout the nation had changed to small–and more expensive to operate–schools.”

So the first formula is:

Gates initiative + Gates funding = abandoned schools in the wake of failure (with no consequences for Gates)

As the Los Angeles Times reports above, Gates is now focusing on teacher quality–including calls for teacher evaluations tied to test scores measuring student achievement against the common core standards.

This suggests a new formula:

Gates money + common core standards + testing industry = profit for Gates and testing industry at the expense of students, learning, and public education. (If There Remains Any Question, Daily Kos 1 May 2011)

Let’s return now to the present where the Gates machine has called for a moratorium on all that Common Core and VAM stuff because his own people’s research appears to refute what Gates has been pontificating about in the compliant media gaze that only Gates seems worthy of receiving (I hate to beat this to death, but do any of you see a pattern here?).

I want to offer now that this call for a moratorium is another teachable moment—those who fail to learn from history are doomed to repeat it, and all that—and therein we have at least two important lessons:

First, Gates/small schools, Gates/VAM, and Gates/Common Core are all the same flawed dynamic in which political leaders, the media, and the public confuse wealth with expertise. Remove Gates’s billions and he would have zero credibility in any of these ventures—and I still maintain that the small school debacle is the most telling part of this story [1] because Gates misread his own research, declared erroneously the commitment a failure, and simply walked away leaving others to hold the bag (roadbuilder he has always been, roadbuilder he will always be).

And this leads to the debate and discussion that has blossomed from the Gates moratorium announcement.

So our second lesson is somewhat positive: If we could ever set aside confusing wealth with expertise, we may come to recognize that among educators, scholars, and researchers we already have a wealth of expertise that could better serve our goals of education reform.

And thus, I maintain my stance that the Gates moratorium is a sham, but I want to highlight here that within the credible responses to that moratorium call, we see how education reform should be debated by those who know the field:

And while I enjoy coming back to and finding new SF again and again, in education reform I am eager to step off the “Déjà vu all over again” merry-go-round.

Bill Gates, about that moratorium? No thanks. And while we are at it, no thanks to all the rest either.

If you’d stopped building your roads we never asked for right through the middle of our villages, we would have time to take care of business here, instead of constantly staying one step behind underneath the rubble of the disasters you create.

[1] Please read carefully Good Doubt and Bad Doubt from 2007 and Why Did the Gates Small-High-Schools Program Fail?: Well, Actually It Didn’t from 2010 for some really powerful time travel. And this is just must-read: Bill Gates should hire a statistical advisor.

My Open Letter to Journalists: A Critical Free Press, pt. 2

Dear Journalists (especially those who write about education):

After posting my U.S. and Education Reform Need a Critical Free Press, which represents a recurring effort in my public work to address the problems with journalism about education and education research/reports, I continued to interact with Juana Summers (NPR) and Stephen Sawchuk (Education Week) on Twitter. Those exchanges have suggested to me that I need to examine more fully what my concerns raised specifically about mainstream coverage of NCTQ’s reports mean to my wider call for a critical free press.

First, I think I need to establish the foundational context of my complaints about journalism/education journalism.

I believe journalists and teachers should be (must be) comrades in arms because a free press and universal public education are essential foundational institutions for a free people.

I am not, however, suggesting that this camaraderie is some sort of wink-wink, nod-nod collusion between the two professions in which we “cover” for each other, but that we are comrades joined by the same mission to build the free society that many claim the U.S. seeks. In fact, as comrades I expect we should be each other’s most vigilant and accurate critics to insure that we both stay the course.

And that builds on my second larger context for my concerns about journalism and my call for a critical free press. My use of the term “critical” is the source of my calls for reform of both education and journalism—two fields that reach their potential when critical, but fail when they are bound by traditional expectations of impartiality, calls that teachers and journalists avoid being “political.” Critical teachers and critical journalists are activists; they use their professions as mechanisms for change. Apolitical teachers and journalists are essentially defenders of the status quo (thus, the calls for impartiality are always loudest from those with power and wealth).

So I want to return briefly to my criticisms of mainstream media coverage of NCTQ’s latest report.

While Summers, Sawchuk, and I exchanged Tweets related to my post, Adam Bessie, whose important public work refuting the “bad” teacher meme is central to my points here, offered a Tweet that simply identified a fact about Gates funding among NPR, Education Week, and NCTQ:

This Tweet represents the central issue to my concerns: Among the New Media (blogs, Twitter, Facebook, etc.), many critical educators have been confronting the disproportionate and inappropriate (because Gates has no credibility in the field of education, but nearly endless funds) influence of Gates on education reform—an influence that I have confronted often with a question: If Bill Gates had no money, who would listen to him about education reform? No one.

Also, Bessie’s Tweet about the ubiquity of Gates funding has finally begun to gain some traction in the mainstream press. But bloggers still carry the greatest weight for being critical about the influence of Gates on education reform. (The most common places now to find critical journalism is in the New Media, such as blogs at Education Week [see Anthony Cody and Nancy Flanagan] and The Washington Post [see Valerie Strauss] or alternative press such as Truthout and AlterNet.)

Despite Bessie’s Tweet only stating facts, Sawchuk immediately responded with this:

It is at “offensive” that I think we should all pause and consider carefully.

I do not in any way think Sawchuk is a careless, “bought,” or shoddy journalist. In fact, as I stated to him, I have interacted with Sawchuk because I respect him, his work, and his profession (I do not interact with others about whom I cannot say the same).

I must add that my concern with Sawchuk’s coverage of NCTQ (as well as the other coverage I identified) is that the work fails because it conforms to the flawed traditional convention of fairness that Sawchuk mentions directly.

The traditional view of fairness in journalism has been brilliantly skewered recently by John Oliver on his HBO show: Oliver exposes that being “fair” in the climate change debate—having one person for “both sides” debate the issue—actually greatly misrepresents the current understanding within the field of science for the lay public. Mainstream journalists committed to this sort of “fair and balanced” are doomed to fail the much more important goal of accuracy. As Oliver demonstrated, the ratio of for and against climate change within the sciences is not 1 to 1 as a “fair” debate implies, but about 97 for and 3 against (and while Oliver didn’t explore this, a careful look at the against shows that even those 3% are less credible within the field).

If we extrapolate the Oliver Rule, then, to education reform, we do not find an equal 1 to 1 ratio of research on using value-added methods (VAM) to evaluate and dismiss teachers because the field overwhelmingly refutes using VAM in highs-stakes situations (even pro-VAM researchers call for “modest” uses of VAM) and mostly ideological advocates and political leaders (without expertise) endorse VAM for high-stakes education policy. However, VAM advocacy garners primary coverage in the mainstream press with little attention paid to the more credible research refuting its high-stakes and disproportionate use.

So let me be very clear here about both Sawchuk being offended and the difference between critical journalists and fair journalists.

I’m sorry, but journalists and journalism will always look bad when money speaks louder than expertise (see again Gates).

Now, imagine, journalists, if every day your field was repeatedly and inaccurately trashed for all the public: U.S. public education is a failure because our tests scores rank poorly internationally (misleading), schools with impoverished students have low test scores because of low expectations by the teachers (untrue), U.S. public education is failing because of corrupt teachers’ unions (untrue and basically opposite of the evidence), to improve public schools we need to identify “bad” teachers and fire them (untrue), public school teachers are “bad” mostly because they have tenure (untrue) [1], and the list goes on.

I genuinely regret Sawchuk being offended because he doesn’t deserve it, but I must emphasize that Sawchuk is among the media who are complicit in offending teachers, teaching, and schools everyday because journalists are quick to assume the misguided pose of “fair” and unwilling to assume the needed position of critical.

Many issues simply do not have “sides” (rape, genocide), and to be honest, most issues do not have equally credibly sides.

Does teacher education/certification need to be reformed (full disclosure: I am a teacher educator)? Absolutely.

But NCTQ has no credibility and garners its influence through the impact of money and media endorsement, and not validity (just as Gates has done).

Louann Reid, Chair of NCTE’s Conference on English Education, has identified this problem perfectly in her rebuttal of NCTQ’s recent report:

The recommendations are, however, backed by considerable funding, which helps extend NCTQ’s reach. CEE doesn’t have that kind of funding, but we do have reliable researchers and educators who can mobilize to tell the true stories of effective English teacher education. And I believe we must do so.

And herein lies the problem. While I also spurred some offense by my use of “press-release journalism,” the inordinate and uncritical coverage of NCTQ by the mainstream press proves my point that mainstream journalists respond to press releases (funding) while the experts (NCTE/CEE) remain mostly ignored.

And that’s the problem with “fairness” as the journalist’s guide instead of “critical.”

As researcher and scholar Bruce Baker added to the Twitter discussion, critical journalism would have responded to NCTQ quite differently:

It may appear “fair” to respond to NCTQ as one perspective in the education reform debate, but it isn’t beneficial to afford an organization and a report without merit more credence (or even the same) as the contributions of those who have credibility.

And choosing to cover a topic is a political choice; coverage is never unbiased. And framing a topic is also a political choice (what perspective to present first, how to frame in the headline and lede, etc.). In truth, assuming a dispassionate pose is always dishonest since as humans we are always being political. I suggest we are all better off being openly and purposefully political instead of conforming to misleading norms of “neutrality.”

Yet, this is how the mainstream media carry on day after day—especially in the misguided assault on teachers, public schools, and now higher education.

Legions of hardworking and dedicated classroom teachers are offended daily by the mainstream media being complicit in a false story being told by those with money and an agenda—while that same mainstream media either offer secondary equal time [2] or ignore a powerful group of educators, researchers, and scholars who have the experience and expertise to reform education as it needs to be reformed.

Journalists, if you are ever offended, I would add that coincidentally you are now educators’ comrades for another reason.

As a lifelong teachers (31 years with 13 years teaching journalism to wonderful high school students), I am asking that you join us in the fight instead of taking your impartial stance that allows the well-funded but misguided reformers to keep on keeping on.

Any takers?

[1] How many mainstream journalists covering the Vergara ruling in California addressed that the judge issuing the ruling has job security himself?

[2] As “fair,” we are occasionally allowed to rebut the “reformers” somewhere in the middle or bottom third of the coverage, but even then we are framed as “critics.”

U.S. and Education Reform Need a Critical Free Press

Few things are worse than mainstream media coverage of education.

Except for that sentence above, which stretches hyperbole beyond credibility.

But that is exactly where the mainstream media finds itself when covering education. Journalists, in their quest to maintain the traditional commitment to “fair and balanced” journalism [1], consistently endorse and perpetuate organizations without credibility (such as NCTQ) and baseless claims (such as cries of “bad” teacher, “bad” teacher certification, and “bad” unions).

With yet another report released by NCTQ, that failure of the mainstream media has been highlighted once again—notably at NPR [2] and Education Week: Study Delivers Failing Grades For Many Programs Training Teachers, Claudio Sanchez and Juana Summers; Alternative Certification Deemed Weak by NCTQ in New Teacher-Prep Report, Stephen Sawchuk; Most Teacher Preparation Falls Short on Strategies for ELLs, NCTQ Finds, Lesli A. Maxwell.

First, the mainstream coverage of NCTQ’s reports remains trapped inside assumed crises that have no basis in fact; NCTQ’s reports and then the media begin with the givens that education suffers under the burden of “bad” teachers, “bad” teacher certification, and “bad” unions. However, at the very least, these claims are disproportional, if not outright erroneous:

  • If we maintain the current context that student achievement is accurately reflected in test scores (and it isn’t), then we must acknowledge that teacher quality (10-15%) and school quality account for only about 20% of that measurement, but “60 percent of achievement outcomes is explained by student and family background characteristics (most are unobserved, but likely pertain to income/poverty),” as Di Carlo details.
  • If we accept that value-added methods (VAM) can accurately and consistently identify “good” and “bad” teachers (and the evidence is that it cannot) and if we accept the much repeated claim by Chetty et al. that teacher quality can add $50,000 to the lifetime earning potential of a student (and that also is a significantly contested claim, as well as another example of advocacy and media hyperbole since that lifetime earning figure equates to about 1.5-2 tanks of gas per month), the enormity of the claims about “bad” teachers and the urgency expressed about creating and implementing huge and expensive test-based systems to address teacher quality are at best overstated. No rational person would endorse the cost-benefit analysis of such schemes.
  • Finally, claims that teachers unions are primary or significant negative influences on educational quality are powerfully refuted by the historical and current fact that the states in the U.S. with the lowest standardized test scores tend to be those that are right-to-work (non-union) states. Unionization correlates positively with measurable student achievement, in fact, while poverty is the greatest correlation with low measurable student outcomes (for the record, union bashing is a straw man because U.S. public education has a poverty problem, not a union problem).

Next, NCTQ has established a sort of immediate appearance of credibility through three strategies: partnering itself with U.S. News & World Report, garnering significant and influential sources of funding, and bombarding the mainstream media with a series of reports without vetting those reports as is common in traditional scholarship (which slows down and greatly harnesses higher-quality research from reaching the public [3]. But scholars don’t issue press releases, and apparently, journalists respond primarily to press releases instead of conducting investigative journalism [4].)

Finally, once I engaged Sawchuck (EdWeek) and then Summers (NPR) on Twitter, several key aspects of this phenomenon were highlighted. Both journalists argued that their pieces on NCTQ were fair, and even critical—which I will examine below—but even more significant is a comment on Twitter from Summers:

My two reactions to Summers deferring from examining the credibility of NCTQ are, first, to strongly disagree, and second, note that no journalists need to do any real investigative journalism to uncover that NCTQ has no credibility because all of that work has been done already by a number of scholars (see those critiques catalogued here and here).

As disturbing, however, as that stance is, examining carefully the coverage of NCTQ reveals that the mainstream media does in fact endorse NCTQ implicitly (despite claims of impartiality) and also marginalizes the credible critiques of NCTQ.

All three articles (see above) have headlines that establish immediately for any reader that NCTQ’s report is worthy of major media coverage. Next, all three articles have ledes that also present NCTQ positively:

The nation’s teacher-preparation programs have plenty of room for improvement, according to a new report. (Sanchez and Summers)

Alternative-certification programs for preparing teachers suffer from many of the same problems that the National Council on Teacher Quality has identified in traditional, university-based programs, the Washington-based group concludes in a new pilot study. (Sawchuk)

More than 75 percent of elementary teacher-preparation programs are failing when it comes to readying future teachers to work effectively with English-language learners, a new report from the National Council on Teacher Quality contends. (Maxwell)

Sanchez and Summers (again, note that Summers argues it isn’t her job to assign credibility to the study) certainly imply that the study is credible by using this language: “The study is a dismal read, given that the U.S. spends more than $6 billion each year to prepare teachers for the classroom.”

The NCTQ study is only a “dismal read” if it is accurate (and it isn’t). NCTQ has been carefully discredited in scholarship (for example, see Fuller here and here) for serious conflicts of interest (Teach For America and KIPP leaders sit on the Advisory Board, for example), for a flawed study design, and for shoddy methodology [5].

So how are credible academic critiques of NCTQ characterized in the journalism that claims not to take evaluative positions?:

When NCTQ released a version of this report last year, it was met with some skepticism among educators and those responsible for preparing teachers. Critics said the advocacy group should have visited individual teacher-prep programs and talked to graduates and students, rather than relying on syllabi. (Sanchez and Summers)

Last year’s inaugural teacher-prep review was immediately rejected by most teacher colleges and, especially, by their main membership body, the American Association of Colleges for Teacher Education.

Criticism focused on the NCTQ’s tack of reviewing syllabi and other course materials rather than visiting institutions; its use of open-records requests and current students to obtain documents; the complaint that its standards weren’t agreed to by the profession; and the fact that its research products aren’t peer reviewed. Additionally, critics have claimed that the project is ideologically driven, given NCTQ’s role as incubator of an alternative-certification group, the American Board for Certification of Teacher Excellence (ABCTE), which received federal funding from the George W. Bush administration.

The latter complaint seems less viable now that the NCTQ has turned its green eyeshade toward alternative-certification programs. (Sawchuk)

“Some skepticism” and “critics” clearly position credible scholarship negatively while maintaining the implied endorsement of NCTQ as an organization and NCTQ’s reports. And while Sawchuk appears to address more directly NCTQ’s lack of credibility, he still marginalizes scholars as “critics” and then in the last paragraph above, simply discounts the criticism [6].

Further in Sawchuk’s piece, the contrast between lacking credibility (NCTQ) and credibility (scholarship discrediting NCTQ) is reduced to a simple misunderstanding and a matter of tone (not substance):

Notably, the report’s introduction this year contains a number of mea culpas regarding the bad blood between the NCTQ and teacher colleges. And Walsh agreed that her group bore some of the blame.

“At times we were a bit arrogant about what it is we think teacher education should be doing,” she said. “Even if we agree to disagree, we can be more respectful.”

Again, this trivializes criticism of NCTQ and further equates NCTQ (an advocacy think tank) with scholarship—while also painting NCTQ as apologetic (despite the organization maintaining its threat of ranking programs whether they cooperate or not; a powerful tool afforded NCTQ because of its media partnership with U.S. News & World Report).

One of my strongest criticisms of teachers is that we far too often allow ourselves to be trapped within traditional calls that we take neutral stances; however, the U.S. needs critical teachers (political teachers) if our public schools are to be a foundation for our democracy.

What I have detailed above is that journalists in the U.S. have bowed to the same call for neutrality, one that cannot be accomplished but can serve as a shield for maintaining the status quo.

The U.S. needs critical journalists, ones who see their job as maintaining a commitment to seeking out and identifying the credibility of things they report. Only those in power benefit when the free press is mostly free of taking to task those in power.

Nowhere is that more apparent than in how the mainstream media fails the education reform debate.

[1] Journalists and teachers share the burden of traditional expectations that they should never be “political,” but taking a neutral stance is, in fact, taking a passive stance endorsing the status quo. In other words, taking a dispassionate pose is a political stance (see The Politics of Calling for No Politics).

[2] See a similar example with NPR’s coverage of “grit.”

[3] See the following in terms of how the mainstream media disproportionately reports on think tank (non-peer reviewed) reports as compared to peer-reviewed and university-based research:

Molnar, A. (2001, April 11). The media and educational research: What we know vs. what the public hears. Milwaukee, WI: Center for Education Research, Analysis, and Innovation. Retrieved from http://epsl.asu.edu/epru/documents/cerai-01-14.htm

Yettick, H. (2009). The research that reaches the public: Who produces the educational research mentioned in the news media? Boulder, CO and Tempe, AZ: Education and the Public Interest Center & Education Policy Research Unit. Retrieved from http://epicpolicy.org/publication/research-that-reaches

[4] I make this claim not as a direct attack on any journalists, but teachers and journalists now experience very similar and negative influences on their ability to conduct their professions. While education reform tends to impeded good teaching, the contracting media market has tended to overburden journalists. As a result of newspapers and magazines disappearing and contracting their staffs, many journalists resort to press-release journalism as a survival technique, similar to teachers teaching to the tests. The conditions of both professions, teaching and journalism, are stark reasons why both teachers and journalists must exert their political selves in their professional work.

[5] As a brief glimpse into NCTQ’s accidental admission of their methodology, in an effort to twist criticism of their practices, this post adds at the end “As one teacher candidate who is working on our office this summer said,” highlighting that anecdote is enough for NCTQ, as long as it matches their advocacy.

[6] Sawchuk fails to recognize that NCTQ is working within a scorched-earth policy as part of the large disaster capitalism driving education reform in the U.S. For a vivid example of how this works, and why NCTQ, TFA, and KIPP benefit once the traditional education system is dismantled, see the events that have occurred since Katrina in New Orleans where the public school system has been replaced by charters schools, many KIPP and many staffed by TFA recruits.

educator, public scholar, poet&writer – academic freedom isn't free