This is a mammoth book of ideas. At times, it got too jargon-heavy, and I had trouble following it. Mostly, though, I found it inspiring. It’s nothing short of a call for a revolution, not just in schools but in society. McLaren, persuasively I think, argues that we cannot separate schools from society and that focusing only on schools is to address a symptom, not a cause. The main cause, McLaren asserts, is capitalism. McLaren seeks a transformation to socialism, one that may very well begin in the classroom.
McLaren bravely includes a journal he published as a young teacher, Cries from the Corridor, to demonstrate how he was once quite prone to the instincts of generally well-meaning teachers. Still, I wondered about the format here. It might have been nice to have his annotations on his younger self in the margins of this section.
I think it’s a book teachers should have on their shelves. As for the jargon-heavy parts, just treat them like Russian names in a novel, and, well, you won’t be far wrong.
a YouTube clip of McLaren
This is an extremely compelling book. The authors articulate a vision for the use of critical pedagogy in K-12 classrooms in such a way that it is intertwined with the teaching of the skills necessary for students to navigate the world they are simultaneously trying to change. After they present their rationale for critical pedagogy, they provide several good examples of how they’ve executed it. The authors are aware they are standing on the shoulders of others, educators and other sources for inspiration, and they pay them – particularly Freire – the proper tribute. In that way, this is a ‘gateway’ book because reading it will lead you to others. (I’ve already ordered the two books mentioned in the preface.) I appreciated their constant attention that the development of this approach needs to begin in teacher training, and I was thunderstruck with the accuracy of their claim that public education is not failing. It is, they argue, doing exactly what it was designed to do – create a permanent underclass. An invigorating and challenging read – one I’ll keep close at hand.
Duncan-Andrade’s TEDx talk
Duncan-Andrade founded and is currently Board Chair of this school
It is hard to know the truth of what led to the end of Esquith’s career. A brief Google search indicates that there are almost as many theories as there are websites. I admit, though, that my bias is that “something is rotten” here, and that it’s not Esquith. The book is good. His arrogance shows through often, and he is unsubtle when he criticizes his own administration. Neither of these things probably earned him many friends.
Still, he clearly sacrificed a great deal of time, money and energy to do the best work he could. Some of his reasoning is circular – ‘I think we should study this and therefore we should because I am the arbiter of such things’ – well, then, he’s far from alone.
There is a great deal here to support – that he has very high expectations, is clear. He mocks the errors of his younger teacher self. He realizes the reality of standardized tests and how, in the end, they are so very unimportant.
If he did what he stands accused of doing, then he deserves to end his career in disgrace and to lose his freedom. But if he didn’t, oh, if he didn’t. . .
an account of Esquith’s firing from Diane Ravitch’s blog
Hobart Shakespeareans – Trailer
At times, this book seemed more like an overview of a topic than an argument for any kind of revolution. And Robinson is perhaps a bit too fond of something I’ve noticed in many polished speakers – he reduces things to certain numbers and often uses alliteration (the 5 C’s, for example). Still, there’s much to be learned here, and I was always grateful when Robinson offered the names of other texts to pursue and / or schools / programs to investigate, so I could go into more depth if I wanted to.
It’s hard to imagine at this point who genuinely disagrees with what’s here. I think the two more important questions are how to generate the kind of political will necessary to “scale up” from some of the exemplars Robinson provides and how to manage the transition in the least disruptive way possible.
Ken Robinson’s TED talk
I understand the instinct. The short-term window. The bipartisan creation story. The big money. I even understand the top-down approach. It takes time to engage constituents and, to be honest, constituents are often under-informed about the issues in play. Would a community conversation have helped alleviate the issue of siblings being assigned to separate schools? But would it have made for better teachers?
Still, the top-down, outsider-led, system-focused, charter school-fueld approach does not seem to have improved the situation as much as it has just changed them. Russakoff’s narrative provides compelling insights into what’s succeeding and what’s not in the Newark schools, and begins to articulate how difficult this issue is in the country at large, even when forces like Booker, Christie, and Zuckerberg align.
Russakoff introduces the idea of community schools, which hold tremendous appeal, but the 10,000 foot view shows the sources of some potential frustration. Priscilla Chan (Zuckerberg’s wife) is apparently creating a wonderful community school, but it’s one school, resting largely on the shoulders of one individual with remarkable access to funds. Ras Baraka, the mayor who followed Booker, is doing more to engage the community, but what’s happening to students while he is engaging the public?
This is a solidly written and important book.
Even before I knew about his connections with the Weather Underground and Obama, Ayers was one of my heroes. He came to my school during my second year of teaching to talk with the teachers, and I was just riveted. Some years later, I heard him speak at a conference and was inspired as well. I had the opportunity to thank him for those two moments last night when he was in Cleveland for a talk to promote his new book.
Ayers said he was aiming for a pamphlet of old, that he was tired of being known for what he was against and wanted it to be known for what he was for. The manifesto is indeed radical. With everything that he’s seen and experienced, he dares to hope. “We can,” he reminds us, “always do something, and something is where we begin” (199). There’s much I could quote here and a great deal that I underlined in what will, I am sure, be the first of many times I read this book. It’s a quick read, so read it, and “get busy in projects of repair” (197).
Morris is right to say that much time and attention has been paid to the struggles of black males as they get entrapped in the school –> prison pipeline. Consequently, little energy has been spent on girls and their own school –> confinement pipeline. Here Morris does some of her best work. The section on human trafficking is difficult but necessary. (The 11-year-old who voluntarily describes herself as a “ho”. . .) Morris wants us to understand that which is unique about black girls, particularly the way they ask questions, respond to real or perceived disrespect, and process things verbally. I cringed in recognition at some all-too-familiar descriptions of my memories of my reactions to some situations with Black girls. She wants us to understand that people who are harmed do harm in turn and that we all (and Appendix A is useful for this) need to be more prepared for how to address this. Her prescriptions for school security seem pretty ambitious, though I do wonder about the impact of grandmothers doing hall duty. I would add this to my list of required reading for those teaching in any kind of setting that includes Black girls.