Category Archives: education

Zombies, “Scarcity,” and Understanding Poverty

The original comic book series The Walking Dead opens with “This is not good” in the panel depicting police officers pinned behind their patrol car by gun fire. The page ends with officer Rick Grimes being shot, followed by a full-page panel on the next page of Rick waking with a gasp in the hospital. Zombies are soon to follow.

Preceding this first story is an introduction from creator Robert Kirkman, who explains:

I’m not trying to scare anybody….

With The Walking Dead, I want to explore how people deal with the extreme situations and how these events change [emphasis in original] them. I’m in this for the long haul.

While the AMC television series is an adaptation of the comic book (and not bound to Kirkman’s graphic narrative), this central premise tends to remain true in both the comic book and the TV series, notably in the “Isolation” episode (October 27, 2013):

AMC’s The Walking Dead picked up right where it left off, exploring the mental and emotional toll Karen’s and David’s deaths has had on the group and specifically Tyreese, who experienced the loss of someone close to him for the first time in this new world….

The biggest reveal of the hour, however, came in the final moments after Rick (Andrew Lincoln) uses his sheriff skills and pieces together that it was Carol (Melissa McBride) who was the one who killed Karen and David in a bid to contain the deadly illness threatening the group’s safe haven.

When asked by Rick and with a calm matter-of-fact detachment, Carol confesses to killing, dragging outside, and then setting on fire Karen and David. While there is certainly tension and shock created by this confession, the more powerful point may be that Carol has acted in a way that she feels is justified by the shared human condition: the pervasive threat of zombies surrounding the prison along with that anybody who dies, including those living in close quarters with Carol and the others, will reanimate as a zombie.

Two of the most compelling aspects of the AMC series are that zombies are omnipresent and that every human is a walking potential for becoming a zombie. Now that the main characters have positioned themselves in a prison behind two layers of fences, viewers watch as the characters go about their reduced lives (sometimes casually hoeing the garden) with zombies always moaning and clawing at the fence.

There is only one world for these characters—a world saturated with zombies. And a world defined by zombies is a world that has redefined the nature of human free will and choice.

On Rationality and Free Will (Choice)

Western culture honors rational behavior above emotional responses, and particularly in the U.S., choice is a nearly sacred value. That prejudice for rationality tends to normalize rational behavior creating the appearance that rationality is objective. Yet, in fact, rationality is always bound by context.

Consider the hiker, Aron Ralston, who would not have been rational for amputating a limb in his day-to-day life, but once Ralston was confronted with being trapped by a boulder while hiking, amputating a limb became not only rational, but also life-saving. The context changes and so does rationality.

In The Walking Dead TV series narrative, Carol’s murderous acts raise the same sort of debate about her behavior: Considering the threat of the newly spreading flu in the prison, is Carol’s behavior rational?

Certainly in a world without zombies, Carol has no justification for murder and burning the corpses, but in the realities of The Walking Dead, context dictates behaviors—and colors our judgment of those behaviors.

While rationality is contextual and subjective, choice as a sacred value in the U.S. is popularly idealized and misrepresented.

Choice is not a foundational aspect of being human. In fact, being human is about basic behaviors about which humans have no choice: breathing, eating, seeking shelter, attending to ones health. And broadly, survival (think Ralston).

Zombie narratives are speculative stories of humans reduced to a single basic human necessity, consumption. Zombies are perpetual and relentless consumers—to the extreme that renders them simultaneously campy and terrifying.

The Western fetish for choice is an exaggeration of a great human hope or quest: The human faith in free will, the human faith that our free will lifts us above the rest of the earth’s beasts.

“So it goes” is the now-iconic phrase that provides Kurt Vonnegut’s Slaughterhouse-Five the coherence of a refrain against the staccato of Vonnegut’s time-traveling narrative.

At its essence “So it goes” is an acknowledgement of the human condition, one in which humans cling to a belief in free will that doesn’t exist. When a Tralfamadorian explains to Billy Pilgrim that Pilgrim is on the planet Tralfamadore, the conversation turns to free will:

“Where am I?” said Billy Pilgrim.

“Trapped in another blob of amber, Mr. Pilgrim….”

“How—how did I get here?”

“It would take another Earthling to explain it to you. Earthlings are the great explainers, explaining why this event is structured as it is, telling how other events may be achieved or avoided. I am a Tralfamadorian, seeing all time as you might see a stretch of the Rocky Mountains. All time is all time. It does not change. It does not lend itself to warnings or explanations. It simply is. Take it moment by moment, and you will find that we are all, as I’ve said before, bugs in amber.”

“You sound to me as though you don’t believe in free will,” said Billy Pilgrim.

•••

“If I hadn’t spent so much time studying Earthlings,” said the Tralfamadorian, “I wouldn’t have any idea what was meant by ‘free will.’ I’ve visited thirty-one inhabited planets in the universe, and I have studied reports on one hundred more. Only on Earth is there any talk of free will.”

Do the characters in The Walking Dead have the choice to live as if zombies do not exist?

Do people living in poverty have the choice to live as if they are not in poverty?

Free will and choice—like rationality—are bound by context. But neither free will nor choice is basic to being human since our basic human nature consists of those thing about which we have no real choice.

Choice, in fact, is not an essential aspect of a free people. Choice is the result of a free people collectively insuring that all people have the essentials of life protected so that the human longing to choose becomes possible and even ethical.

Simply stated, choice and being free are luxuries that exist toward the top of the triangle representing Maslow’s hierarchy of needs: choosing between a Camry and an Accord is of little importance to a person starving. If nothing else, The Walking Dead highlights how trivial our choices about materialistic lives become once the human condition is reduced to survival within an ever-present threat.

Before Free Will: Zombies and Understanding Poverty

Sendhil Mullainathan and Eldar Shafir in Scarcity: Why Having Too Little Means So Much explain:

Poverty is surely the most widespread and important example of scarcity….

One cannot take a vacation from poverty [emphasis added]. Simply deciding not to be poor—even for a bit—is never an option….Our data suggest causality runs at least as strongly in the other direction: that poverty—the scarcity mindset—causes failure.

In other words, poverty is as omnipresent for the poor as the threat of zombies is for the characters in The Walking Dead. Just as the threat of zombies and reanimation into zombies weigh on the characters’ minds and drive their actions 24 hours a day and every day of their lives, poverty too dictates who poor people are and what they do.

Living in constant vigilance against the threat of zombies, ironically, reduces all living humans to their basic compulsions, rendering even living humans more zombie-like than they would want to admit: zombies are only consumers, and humans living under the threat of zombies are primarily survivors.

Living under the weight of poverty is a very real condition that zombie narratives represent in metaphor.

Human behavior, then, is likely a window into larger social contexts and less a reflection of individual strengths and weaknesses.

Because of cultural stereotypes that marginalize and even demonize people in poverty, Mullainathan and Shafir caution against drawing conclusions from observable behaviors by people living in poverty:

Given that we hold highly negative stereotypes about the poor, essentially defined by a failure (they are poor!), it is natural to attribute personal failure to them….Accidents of birth—such as what continent you are born on—have a large effect on your chance of being poor….The failures of the poor are part and parcel of the misfortune of being poor in the first place. Under these conditions, we all would have (and have!) failed.

In The Walking Dead, Carol-as-killer is a consequence of the existence of zombies in the same way people in poverty have their mental capacities drained by the state of poverty in which they are trapped. As well, poverty may be as unavoidable as zombies for people who find themselves born into impoverished homes (considering that in the U.S., affluence and poverty are highly “sticky”—most people remain in the social class into which they are born, especially at the extreme ends of the class spectrum).

The Walking Dead‘s central relevance as it speaks to the power of poverty is that becoming a zombie in this narrative is simply the result of dying; everyone is a potential zombie (unlike the traditional need to be bitten by a zombie). Zombies in The Walking Dead and poverty, then, are unavoidable and pervasive.

Depending on evidence instead of metaphor, with unintended zombie flair, Mullainathan and Shafir argue, “Scarcity captures the mind.”

For example, Carol’s entire existence now tunnels (Mullainathan and Shafir’s term for an intense form of focus) on surviving zombies. For example before she kills Karen and David, she offers the children in the prison covert lessons on killing zombies swiftly by using knives and weapons to execute effective blows to the brain.

In a world devoid of zombies, Carol’s behavior would be warped. In her previous life, in fact, Carol has been a different person.

Zombie narratives as well as Mullainathan and Shafir’s work on scarcity help highlight an understanding of poverty that rejects stereotypes as well as what people and children living and learning in poverty need: Their state of scarcity must be alleviated.

Until we alleviate poverty, however, we must be vigilant not to increase the consequences of scarcity (such as artificially ramping up stress for teachers and students) and we can no longer ask children and their teachers to work as if poverty doesn’t exist.

Social programs addressing poverty and education reform targeting the achievement gap must begin with embracing a closing claim from Mullainathan and Shafir: “We can go some way toward ‘scarcity proofing’ our environment.”

But that goal cannot be achieved within a deforming idealism that asks impoverished people to live as if poverty doesn’t exist, that asks children living in poverty to pretend they are not impoverished during the school day. It deserves repeating: “One cannot take a vacation from poverty.”

This Is the Problem

On Twitter, I posted the following:

2 guaranteed reforms reformers refuse to do: 1) give children books 2) give poor children’s parents money.

Both of these are supported by solid research—the need for access to books and choice reading by decades of research in literacy and the second point is powerfully supported by a recent study from the Joseph Rowntree Foundation:

The impact of increases in income on cognitive development appears roughly comparable with that of spending similar amounts on school [emphasis added] or early education programmes. Increasing household income could substantially reduce differences in schooling outcomes, while also improving wider aspects of children’s well-being.

Yet, here is a response I received:

I’m afraid some poor children’s parents do not spend money wisely.

And the person’s Twitter profile begins with “I love Jesus!”

This is the problem.

The default assumption in the U.S. about people in poverty is paralyzed by stereotypes and blind to the inverse of this person’s fear: In a world in which childhood poverty in the U.S. exceeds 20% and the new majority in public schools is students living in poverty, when the filthy rich buy gold-plated teeth, is that spending money wisely?

Mullainathan and Shafir, in Scarcity, caution against drawing conclusions from observable behaviors by people living in poverty:

Given that we hold highly negative stereotypes about the poor, essentially defined by a failure (they are poor!), it is natural to attribute personal failure to them….Accidents of birth—such as what continent you are born on—have a large effect on your chance of being poor….The failures of the poor are part and parcel of the misfortune of being poor in the first place. Under these conditions, we all would have (and have!) failed. (pp. 154, 155, 161)

To be clear, the overwhelming evidence detailed by Mullainathan and Shafir shows that the same people behave differently in situations of abundance and situations of scarcity.

People in abundance have enough slack to behave in ways that are productive while people in scarcity do not have that luxury.

Remove the scarcity, add slack, and people can and will behave differently.

But as long as we can love Jesus and hate poor people (or at least remain skeptical, if not cynical, about them), we will never address the systemic conditions that produce the evidence that we use unfairly against people in poverty.

Teacher Quality, Wiggins and Hattie: More Doing the Wrong Things the Right Ways

Update

The career of John Hattie: Plagiarism, misconduct, and the coarsening of education, Stephen Vainker


In a blog titled “To my critics” as a follow up to his critique of Diane Ravitch’s Reign of Errors, Grant Wiggins seeks to clarify his central arguments:

My point was merely to ask those who speak only of forces outside of our immediate control as educators to attend to what is not only in our control but can make a big difference….

Teachers and schools make a difference, a significant one. And we are better off improving teaching, learning, and schooling than anything else as educators because that’s what is in our control. Am I denying or tolerating poverty? Of course not. I decry the increased poverty and wealth inequality in this country. I vote democratic and give to liberal causes such as MoveOn and SPLC. I agree with Diane that there are nasty people and groups trying to subvert public education for their own ideologies and gain.

In this blog post, Wiggins returns to citing and praising the work of New Zealand scholar John Hattie. Wiggins has endorsed Hattie’s work in earlier blogs, such as:

I have been a fan of John Hattie’s work ever since I encountered Visible Learning. Hattie has done the most exhaustive meta-analysis in education. Thanks to him, we can gauge not only the relative effectiveness of almost every educational intervention under the sun but we can compare these interventions on an absolute scale of effect size.

I came to this debate and the connection between Wiggins and Hattie during a Twitter exchange with Wiggins. And as Twitter discussions go, I think we started off contentious, but eventually reached a genuine exchange; however, I could not fully or adequately explore what needs to be explored on Twitter so I began to research Hattie, and I want to place this recent exchange with Wiggins in a much larger context, one that includes the apparently growing interest in Hattie’s work.

My short and opening point is this: If in-school factors, notably teacher quality, are in fact the most pressing issues in education reform, and if in-school factors are the only things within our control, and if we are committed to accountability based on standards and high-stake testing as the only reform paradigm, then Wiggins (and maybe Hattie) would be credible.

Ultimately, however, Wiggins and Hattie represent even more doing the wrong things the right ways.

While I share the frustration expressed by Jersey Jazzman about the implied and direct claims Wiggins makes about teachers—in our Twitter exchange Wiggins was comfortable stating that many or most teachers use poverty as an excuse because he “hears it all the time”—and I also have grown tired of education reform punditry that seems imbalanced toward teacher bashing and marginalizing further the teaching profession, I want to focus on the limitations of in-school only reform and measuring teacher quality, and then highlight that the teacher quality debate fails for the same reason the push for Common Core fails (the real-world implementation has always failed, and it will fail this time also).

Now, let me go back to my first encounter with Wiggins, which was his co-authored Understanding by Design. As part of the process for my adding gifted and talented to my teaching credentials, I took a seminar that used Understanding.

Like many educators, I found the backward design model compelling at first. The best aspects of Wiggins and McTighe’s work, I think, are their criticisms of traditional practices:

  • Traditional approaches to teaching focused on objectives and teachers often were careless about matching their assessments to those objectives. In short, Wiggins and McTighe made a valid case that teaching was too often disjointed among objectives, classroom practices, and assessment.
  • The best point about traditional practices offered by Wiggins and McTighe was confronting that testing in many classes was essentially a “gotcha” experience for students. Students were left, they argued, either partially or completely blind to what was being asked of them.

I shared then and do now hold serious concerns about traditional pedagogy and assessment. In fact, I have been my entire career a strong advocate for systemic educational reform. I think we have failed and continue to fail the promise of universal public education as a foundational institution among a free people.

And there is the problem.

Wiggins and McTighe’s solutions—backward design, sharing detailed rubrics with students, etc.—are certainly the right way to do teacher-centered, standards-driven education based on measurable outcomes.

But teacher-centered, standards-driven education based on measurable outcomes is the wrong paradigm for democratic and liberatory education; thus, embracing understanding by design is simply doing the wrong things the right ways.

When schools have failed and when they do fail, they are teacher- and content-centered. The entire accountability era has intensified the very worst of education, and while the best way to do accountability education based on standards and testing is something like what Wiggins and McTighe offer, this commitment fails to step back even further and recognize what Ravitch and Wiggins’s critics are acknowledging: U.S. society and schools are plagued with inequity, and in order to overcome the negative consequences of inequity (one of which is low achievement by some students), social and school reform must address directly that inequity.

To put it in simple and direct terms: A powerful and identifiable problem in schools is inequitable access to certified and experienced teachers; instead of focusing on measuring, ranking, and rewarding teachers based on test scores (all shown in research to cause more harm than good), we should first address that students with the most need (high-poverty students, English language learners, special needs students, minority students) have equitable access to experienced and certified teachers as affluent and white students do.

Wiggins has positioned himself on some tenuous ground with claims that many or most teachers use poverty as an excuse, that outlier data somehow show what should be normal, and that Hattie’s research is justification for his positions. But the larger problem here is that Wiggins and the entire education reform movement over the past thirty years are trapped in a flawed solution model for a discounted set of problems.

Next, even if we conceded that we want to do the wrong things the right ways, Wiggins and Hattie represent the exact problem with Common Core: Once these grand ideas are implemented—and that implementation is guaranteed to be a failure—the good intentions do not matter.

For example understanding by design has become an industry for ASCD:

Thousands of educators across the country use the Understanding by Design framework, created by Grant Wiggins and Jay McTighe, to get a handle on standards, align programs to assessments, and guide teachers in implementing a standards-based curriculum that leads to student understanding and achievement.

Harvey Daniels’s experience with the commodification of literature circles and best practice is a representative cautionary tale about the negative consequences of reducing pedagogy and educational research to programs, consultation workshops, and how-to guides. Daniels, speaking at a state English teachers’ convention, explained that the terms “literature circles” and “best practices” can be found splattered across books and on web sites to such an extent that the original intent of both has been lost.

And here is the crux of the problem with Hattie as well as Wiggins endorsing Hattie.

Wiggins and Hattie share the charge that in-school reform is the only thing in the control of teachers, but they also share central roles of influence —direct and indirect—in the education reform bureaucracy and industry.

Hattie’s influence in New Zealand, in fact, prompted this:

The political and media stir caused by professor John Hattie’s research on student achievement has prompted a group of academics to look closely at his work.

The authors were particularly concerned that politicians might use Hattie’s work to justify ill-informed policy decisions.

Hattie’s work [1] is poised to support in NZ and the U.S. increasing class size and implementing merit pay, for example—both of which are not supported by large bodies of research.

Wiggins and Hattie are trapped, then, in the measurable and the visible—paralyzed by a world in which we focus on control.

As Neil Gaiman has stated, however, “The world doesn’t have to be like this. Things can be different.”

Ultimately, Wiggins and Hattie are offering the right ways to do the wrong things, again. Just as Common Core and new high-stakes testing are digging a failed accountability hole that much deeper.

We can do better.

Part of better, then, is yet more moratoriums.

We need moratoriums on educational research, educational consultation, and educational materials—as well as an end to our fetish with testing and measurement.

If these moratoriums seem extreme, let me point out a couple things:

  1. In 1947, Lou LaBrant wrote: “A brief consideration will indicate reasons for the considerable gap between the research currently available and the utilization of that research in school programs and methods.”
  2. The exact same fact exists today: Every major element of the education reform movement is either not supported by research or is directly refuted by research.

We currently have ample evidence about the problems in education (and society) and we have ample evidence of how to address those problems.

Spending millions and even billions of dollars on more measures of teacher quality and student achievement is an inexcusable waste of time and money.

Inexcusable.

Poverty as one of the most profound aspects of scarcity cripples human capacities. As Mullainathan and Shafir detail, scarcity drains anyone’s bandwidth (mental capacty): “Scarcity captures the mind”:

Scarcity is more than just the displeasure of having very little. It changes how we think. It imposes itself on our minds….

Being poor, for example, reduces a person’s cognitive capacity more than going one full night without sleep. It is not that the poor have less bandwidth as individuals. Rather, it is that the experience of poverty reduces anyone’s bandwidth…

One cannot take a vacation from poverty. Simply deciding not to be poor—even for a bit—is never an option….

Our data suggest causality runs at least as strongly in the other direction: that poverty—the scarcity mindset—causes failure. (pp. 7, 13, 148, 155)

To place this research on scarcity/poverty in the context of in-school only reform:

Children cannot take a vacation from poverty during the school day. Simply deciding poverty is beyond our control during the school day is a myopic option for failure.

Claiming poverty lies beyond our control is simply false. The Joseph Rowntree Foundation has evidence that ending money scarcity will eliminate poverty and by doing so academic improvement follows:

The impact of increases in income on cognitive development appears roughly comparable with that of spending similar amounts on school [emphasis added] or early education programmes. Increasing household income could substantially reduce differences in schooling outcomes, while also improving wider aspects of children’s well-being.

If we want better teachers and higher student achievement, let’s, then, stop wasting money on the unsupported array of in-school only, teacher-centered, standards-and-testing driven reforms, and directly address poverty in children’s lives and inequity in their schools.

Continuing down the path Wiggins and Hattie advocate, we remain mired in doing the wrong things the right ways. Let’s take a better path.

[1] See the following reviews and critiques of Hattie’s work: