All posts by plthomasedd

P. L. Thomas, Professor of Education (Furman University, Greenville SC), taught high school English in rural South Carolina before moving to teacher education. He is a former column editor for English Journal (National Council of Teachers of English), current series editor for Critical Literacy Teaching Series: Challenging Authors and Genres (Brill), and author of Teaching Writing as Journey, Not Destination: Essays Exploring What ‘Teaching Writing’ Means (IAP, 2019) and How to End the Reading War and Serve the Literacy Needs of All Students: A Primer for Parents, Policy Makers, and People Who Care (IAP, in press). NCTE named Thomas the 2013 George Orwell Award winner. He co-edited the award-winning (Divergent Book Award for Excellence in 21st Century Literacies Research) volume Critical Media Literacy and Fake News in Post-Truth America (Brill, 2018). Follow his work @plthomasEdD and the becoming radical (https://radicalscholarship.wordpress.com/).

REVIEW: Flight Behavior, Barbara Kingsolver

A young woman in the Appalachian hills of the rural South finds herself pregnant far too young and marries her high school sweetheart, only to lose the child. Years later, living on the farm owned by her in-laws and now the mother of two children, she walks up a mountain on that land to a rendezvous with adultery.

The hike is taxing—she struggles without her glasses (left behind out of vanity) and with her incessant craving for a cigarette—but before she meets her would-be young lover, she encounters what appears to be the entire valley below her in flames. Except there is no fire, only a billow of orange spread out beneath her.

Is this a vision from God? Or a human-made disruption of nature? Of both?

Following The Lacuna (2009), a novelization of the relationship between artists Diego Rivera and Frida Kahlo in Mexico, Barbara Kingsolver explores the life of Dellarobia Turnbow in Flight Behavior (2012), as Kingsolver explains:

I had been wanting to write about climate change for some years. One morning I imagined millions of butterflies settling in the treetops – a drastically altered natural phenomenon that people would not understand as dangerous, one that looks really beautiful but is in fact dreadful. I don’t know how that vision came into my head as that is not how this business usually works. Most every book I bring into the world is like birthing a baby, it’s a lot of effort! So when it did, I thought: oh, this is a perfect starting point.

Kingsolver’s critical and popular reputations rest, still, on her tour-de-force The Poisonwood Bible (although Kingsolver praises The Lacuna as her most enduring), but she has published to date an impressive collection of novels, wonderful collections of essays, a collection of short stories, and a powerful bi-lingual collection of poems, Another America. Throughout Kingsolver’s writing, her most compelling gift is her attention to the craft of writing as it intersects with her politics. Barbara Kingsolver has a political agenda, but her messages remain beautifully housed in her gifts as a novelist, essayist, and poet.

As a Kingsolver fan, Flight Behavior transported me back to Prodigal Summer, my favorite Kingsolver novel, and Animal Dreams. In this newest narrative, the characters are diverse and compelling; Kingsolver is never condescending or unkind when she creates characters with competing world views and backgrounds—even when the characters stand outside Kingsolver’s own commitments.

Flight Behavior creates several complimentary tensions that rise out of what would seem to most readers a premise that is anything except compelling—the appearance of butterflies on a Tennessee farm. What drives the novel, however is Dellarobia and her own external and internal tensions as a young mother and wife:

But being a stay-at-home mom was the loneliest kind of lonely, in which she was always and never by herself….

The ones that lived through winter lasted longer, a few months, by going into something like hibernation. “Diapause,” he called it, a pause in the normal schedule of growing up, mating, and reproducing. Somewhere in midlife, the cold or darkness of winter put them all on hold, shutting down their sex drive until further notice.

Like life in an uninsulated house, she thought. Maybe like marriage in general. (pp. 59-145)

As an occasional Kingsolver scholar, I have examined and recommended her work for the classroom. And here is where I’d like to focus, emphasizing, of course, that I highly recommend Flight Behavior to anyone who has enjoyed Kingsolver before as well as readers of fiction who are drawn to rich narratives, engaging characters, and beautiful craft with language. Kingsolver delivers.

As well, Flight Behavior offers readers, teachers, and students a sort of double duty as a work of a novelist as a public intellectual and a narrative that forces readers and students to consider the role of scholars and academics as they interact with the public about large social issues.

As Kingsolver has explained, this novel is at its core about climate change, but Kingsolver also notes:

Motherhood is so sentimentalised and romanticised in our culture. It’s practically against the law to say there are moments in the day when you hate your children. Everyone actually has those moments. So to create this mother, who loves her children, of course, but is just so fed up of living in a house with people who roll plastic trucks on the floor, was a writing challenge.

In other words, although Kingsolver has a clear agenda, a political point to make about climate change, she also respects her artform, readers, and the characters she has created enough to avoid allowing this novel to slip into mere preaching or to be tarnished by simplistic representations.

Flight Behavior personifies the often reductionistic and misleading climate change debate that occurs in the U.S. over talk radio and among talking heads on TV.

Ironically, in Kingsolver’s imagined world she captures the all-too-real world of climate change as it intersects with the lives and jobs of typical people, people bound to the land, people bound to their faith, people bound to pasts they regret but cannot change or escape.

Flight Behavior soars when Kingsolver invites the reader to witness the intersections of scholars with people without much formal learning, of different races and cultures, of believers and non-believers, of privilege and poverty (importantly, I believe, the working poor).

As a Southerner and educator, I was nervous about how Kingsolver would portray Southerners, and I was very concerned in one scene when Dellarobia details her experience in high school with math and science, as well as her characterization of how schools continue to fail students.

In that context of my own sensitivities, I can anticipate how scientists and climate change deniers may read the novel. And this is where I have my highest recommendation: Kingsolver treads on thin ice often in this novel and masterfully makes her way to the other side of the pond without falling through.

I don’t expect any artist to be perfect, especially when artists venture into producing art with ernest political messages. In fact, I still cringe when I share with students Kingsolver’s essay rejecting TV—a topic about which I disagree strongly with her.

Flight Behavior may stumble (although I am hard-pressed to say so), but it definitely maintains it legs from the wonderful opening scene to the series of surprises and inevitable outcomes that tie together a beautifully weaved story that will not disappoint a wide range of readers who may choose this work for different reasons and with different world views.

Ultimately, there is no dichotomy between Kingsolver the scientist (she has degrees in biology) and Kingsolver the novelist—just as there is no dichotomy between science and faith in the novel.

In the end, then, the novel itself is both embodiment and testament to the message Kingsolver makes clear: We are all one.

9/11: Essays and Film

How could we best honor the tragedy of 9/11?

Become a nation and people of peace.

Art is our path to that too often ignored goal.

I recommend Small Wonder by Barbara Kingsolver, a collection of essays spawned by 9/11. From the wonderful essay “And Our Flag was Still There”:

In one stunning statement uttered by a fundamentalist religious leader, this brand of patriotism specifically blamed homosexuals, feminists, and the American Civil Liberties Union for the horrors of September 11. In other words, these hoodlum-Americans were asking me to believe that their flag stood for intimidation, censorship, violence, bigotry, sexism, homophobia, and shoving the Constitution through a paper shredder? Well, our flag does not, and I’m determined that it never will. Outsiders can destroy airplanes and buildings, but only we the people have the power to demolish our own ideals. (p. 238)

Also Kurt Vonnegut’s A Man without a Country. From “Do unto others”:

So the America I loved still exists, if not in the White House, the Supreme Court, the Senate, the House of Representatives, or the media. The America I loved still exists at the front desks of our public libraries. (p. 103)

And a film—Remember Me.

Peace?

 

1st Anniversary Repost: Writers Reflect on Chicago Strike (EdWeek)

Writers Reflect on Chicago Strike

Education Week

Stephen Dyer (Expanded)

Andrea Kayne Kaufman (Expanded)

Missing the Forest for the Trees (Expanded below)

The Chicago teachers’ strike has sparked even more debate over the role of unions and the importance of teacher quality in public education. Yet, arguments and policy associated with teachers’ unions and teacher quality share one serious problem—missing the forest for the trees.

Carefully examining the debates themselves, in other words, pulling back from the trees to consider the forest, offers an opportunity for the public, educators, and policy stakeholders to reframe those debates and thus improve the likelihood education reform can achieve what it has failed to accomplish over the past thirty years.

Debates about teachers’ unions and teacher quality share a pop culture problem, captured in the documentary “Waiting for ‘Superman’” and the feature film “Don’t Back Down.” In both, unions are portrayed as powerful as well as detrimental to needed educational outcomes while the influence of “bad” teachers is linked to those same protective unions.

If we pull back, however, from these repeated and enduring narratives (the public eagerly accepts them both in pop culture and the mainstream media), the evidence fails to support the claims.

For example, the union narrative—that unions are primarily to blame for school failures—falls apart once a few facts are examined. Unionized states tend to have higher test scores than non-union states (such as my home state of South Carolina, a right-to-work state that regularly is ranked at the bottom of traditional test data). But this fact is not pulling far enough back itself.

Unionization, poverty, and measurable student outcomes are so deeply interconnected that focusing solely on union influences on student outcomes misses the central obstacle facing public schools, teachers’ unions, and political leadership—poverty.

Next, the teacher quality debate exposes a nearly identical pattern if we focus on how to hold teachers accountable (arguments such as value-added methods of teacher evaluation) instead of asking whether or not teacher quality is a genuine problem in student outcomes, and if so, to what magnitude does that problem exist.

Like union influence, teacher quality is nearly inextricable from poverty and student test data.

The current education reform debate, then, captured by the Chicago teachers’ strike, represents a self-defeating problem of focusing on the trees (solutions and policy) without consider the forest (problems, goals).

The solution to education reform is not trying to win the trees arguments, but stepping back and addressing the forest; for example, consider the following:

• What is the broad purpose of universal public education? If we reach back to the founding of the U.S. and consider seriously Thomas Jefferson’s commitment to public education, we can identify enduring goals for public schools, goals linked to a thriving democracy and the need to focus strongly on people and children trapped in poverty:

The less wealthy people, . .by the bill for a general education, would be qualified to understand their rights, to maintain them, and to exercise with intelligence their parts in self-government; and all this would be effected without the violation of a single natural right of any one individual citizen. (p. 50)

The object [of my education bill was] to bring into action that mass of talents which lies buried in poverty in every country for want of the means of development, and thus give activity to a mass of mind which in proportion to our population shall be the double or treble of what it is in most countries.” ([1817], pp. 275-276)

• What are the influences of unions across the U.S., and what are the essential roles unionization should serve in public education as a force for democracy and equity? The education reform debate must separate arguments about the failures of union bureaucracy and the importance of workers’ rights, collective bargaining, and teacher professionalism.

• What is the proper relationship between teacher autonomy and teacher accountability? Possibly the greatest failure of the teacher quality debate has been the absence of a public recognition that accountability policy has removed teacher autonomy while imposing accountability for outcomes beyond the power of teachers to address. No educator is calling for no accountability, but educators are seeking the professional autonomy they deserve while rejecting test-based accountability as not valid. The first step in teacher accountability and education reform is teacher autonomy.

• Who is designing and mandating education policy? What are their experience and expertise in education? Too little attention is being paid to the historical fact that educators have had little to no direct influence in education policy, most powerfully linked to the political process. In the past three decades, political leadership has intensified that reality.

The education reform debate is no longer a partisan political battle because Republicans and Democrats are nearly indistinguishable in terms of education policy. Yet, the reform debate remains a regrettable failure of ideology over evidence.

The Chicago teachers’ strike exposes that political leaders are starting with solutions without defining the problems, and then promoting those solutions without grounding them in the wealth of evidence available to them. Claims about “bad” teachers, protective unions, teacher evaluations tied to test scores, “miracle” charter schools, and the “missionary zeal” of Teach for America recruits resonate until the right questions are asked and the evidence is considered. Then, these so-called reforms fall apart.

We all need to pull back, start with clearly established problems, and then pursue solutions that match those problems in the context of building universal public education that fulfills its role in supporting and achieving democracy and equity.

What, Me Blog?

Venturing into the virtual world of blogging (and Twitter) as a scholar, academic, or teacher/professor requires you to address a few foundational questions. Here are some of those decisions with examples from a variety of blogs addressing my field of education:

  • Blogging allows the blogger to create a public persona. What persona do you want to present to the public? Some in education highlight their roles as teachers while others highlight their scholarship—some, of course, blend those roles. Katie Osgood, @KatieOsgood_, maintains a passionate blog, emphasizing her persona as a teacher. Nancy Flanagan, @nancyflanagan, blogging at Teacher/Education Week, speaks as a veteran teacher in her blogs. Julian Vasquez Heilig’s popular and high-quality blog is primarily scholarly work made accessible and strongly political (@ProfessorJVH). Examples of administrators blogging include Carol Burris, @carolburris, and Peter DeWitt, @PeterMDeWitt.
  • Part of that persona creation includes an important blogging decision: Will you blog under your name or a pseudonym? Two bloggers who have debated this issue on Twitter are Jersey Jazzman, @jerseyjazzman, (pro-pseudonym and primarily a blogger addressing statistics and research while also being strongly political) and Jose Vilson, @TheJLV (an advocate for blogging under his name and speaking from the classroom as a teacher). Also see this excellent self-revealing piece from EduSchyster (@EduShyster) addressing her move from a pseudonym to posting under her real name.
  • Blogging (and Twitter) are also platforms for extending the role of teacher into your work as a public intellectual. If the goal of blogging is to teach a wider public, then another important decision is, What level of discourse will drive your blogging? Many academic disciplines and fields include complex ideas and field-specific language. Translating those complexities in public blogs is a daunting task. However, blogging allows you to include hyperlinks, which in turn provide readers extensions to your discussion that provide context and richer examinations of issues than the typical blog can address (when a blog remains in the range of about 750-1250 words). Hyperlinking is a craft in itself that includes a scholar’s ethic of highlighting representative evidence, thus never cherry picking.
  • Running through many of these decisions is a debate about tone: What tone and what level of civility will you honor in your blog? Two outstanding scholarly blogs represent fairly distinct answers to that question. Matthew DiCarlo, @shankerinst, represents some of the best scholarship online that is both meticulous and accessible; the blogs are highly instructive, but DiCarlo is all-business (his one attempt at satire blew up in his face and he lamented the shift in tone on Twitter). Bruce Baker, @SchlFinance101, offers a very similar blog in terms of content, providing the public highly detailed statistical analyses as well as reviews of high-profile education research. But Baker is often satirical and sarcastic, even in his headlines. While DiCarlo is balanced to a fault, Baker wears his agendas on his sleeve.
  • A final point: Will you blog at your own platform (such as WordPress or blogger) or do you want to associate yourself with an online blogging publication such as Daily Kos or Daily Censored? The tensions between these options include how much traffic you want and can generate as well as how independent you want your persona to be.

NOTE: See a companion piece by my colleague Bryan Bibb, Getting Started in Online Communication; and two great posts from Peter Smagorinsky:

Carpe Diem in the Public Sphere, Part I

Carpe Diem in the Public Sphere, Part II

Recommended: “Social Class and the Hidden Curriculum of Work,” Jean Anyon

Abstract

It’s no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for desirable jobs. It may be shocking, however, to learn how vast the differences in schools are – not so much in resources as in teaching methods and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon’s main audience is professional educators, so you may find her style and vocabulary challenging, but, once you’ve read her descriptions of specific classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of Education at Rutgers University, Newark.

Please read “Social Class and the Hidden Curriculum of Work,” Jean Anyon*:

In the two working-class schools, work is following the steps of a procedure….

In the middle-class school, work is getting the right answer….

In the affluent professional school, work is creative activity carried out independently.

Consider also how things have changed little:

Studies Suggest Economic Inequity Is Built Into, and Worsened by, School Systems

Education Reform in the New Jim Crow Era

*(This essay first appeared in Journal of Education, Vol. 162, no. 1, Fall 1980.) “Thank you” to Adam Golub (@adamgolub) for posting this on Twitter.