Fix 'Em

Via Aaron Schutz at Education Policy Blog:

"In a sense, focusing on education as the 'solution' to anything at least partly entails 'blaming the victim.' If education is the solution, then there must be something about someone that is inadequate and needs to be "fixed." A focus on education inherently implies that the 'problem' is with those who are being educated (and can't seem to learn)."

Primarily, I agree with this, in terms of policy. I hear echoes of this in today's calls for more testing, the belittling of urban students and their teachers, and the pervasive belief that academic and economic success are simply choices avoided by the lazy poor.

For many that work at high-poverty schools, however, this is an oversimplification bordering on utter distortion.

Public schools are safe places in high-poverty neighborhoods where many kids love spending their time. We know this because of the many children that show up hours ahead of time and linger in the hallways for hours after the end of the day. We know this because of the joy and success lots of kids feel in our schools, academically and in extracurricular activities. Adults often work in these schools not because they want to "fix" inadequacies but because they want to be a part of a positive force in a high-poverty neighborhood. Maybe schools aren't the only positive force, but they carry strength nonetheless. If we acknowledge stresses and negative factors pervasive in such neighborhoods, it is, I think, natural to want to be a part of a school. Not the desire to "fix" children, but a desire to make schools great places for kids that want love and validation just like all kids do. If that's imperialism then I'm confused.

A second thought: in a country not long on institutions of social welfare, is there another force for fighting poverty from which we can expect much? I'm asking seriously. As unions fade and politicians succumb further to moneyed interests, schools remain open to all and have an opportunity to be major players in their communities. Certainly over-testing and the sort of "tough" accountability being tossed around by Secretary Duncan and others likely will only ingrain poverty by decontextualizing and oversimplifying learning, but can we imagine a version of schooling that would be a force against poverty? I think we ought at least to try.

Perhaps we need to consider a model that seeks to change neighborhoods through schools, such as the Harlem Children's Zone, which, though anchored around schools, provides many auxiliary services to combat the stresses and problems of being poor. Perhaps we need to consider a curriculum that empowers students to organize and build political capital in their communities, in order to engender beneficial economic and social policies. Perhaps we need to consider schools that would truly be the hearts of their communities, offering free medical, legal, and other services beyond the traditional school day.

I guess I have trouble with the dismissal of those who choose to work in urban schools as part of an "imperialist" ideology. It's hard to fathom a more insulting word for what I do.