Yong Zhao in Conversation: Education Should Liberate, Not Indoctrinate - World Observer Online

Yong Zhao in Conversation: Education Should Liberate, Not Indoctrinate - World Observer Online:

Yong Zhao in Conversation: Education Should Liberate, Not Indoctrinate

 I am honored to have the opportunity to interview Dr. Yong Zhao, Presidential Chair and Associate Dean for Global Education, College of Education at the University of Oregon. He is a fellow for the International Academy for Education. Zhao was born in China’s Sichuan Province and is author of Catching Up or Leading the Way (ASCD, 2009), a book I highly recommend others to read. He has a new book coming out next month: World Class Learners: Educating Creative and Entrepreneurial Students. For more information about Dr. Yong Zhao go here.

YSR: Thank you, Dr. Zhao for allowing me to interview you.
YZ: My pleasure and thank you for this opportunity.

YSR: I am going to jump right in. Here is my first question. What do you think is the most pressing problems in American Education today?
Obsession with standardized tests distorts and confuses.

YZ: I think the most pressing problems in American education today are: (1) obsession with standardized tests of a few subjects; (2) using simplistic accountability measures, instead of real investment in education such as professional development for educators, improving student living conditions, and stimulating innovation, to improve education; and (3) lack of faith in public education and public school educators.

YSR: Why do you think this is a huge problem?

YZ: This is what people need to understand. Using standardized tests to measure student performance in a few subjects distorts the whole picture of education, confuses test scores with real education that prepares competent and responsible citizens, and reduces education to test preparation. These simplistic accountability measures distract policy makers, educators, parents, and students from addressing what really matters in education, waste precious political and financial assets, and unfairly blames educators for societal problems. The lack of faith in public education could lead to the demise of the great American tradition–a decentralized public education system that strives to educate all children in their local context.

YSR: I agree with what you said. So, why is our government so stuck on high stakes testing?

High-Stakes Testing does more harm than good.

YZ: I am not exactly sure because research from both within the United States and other countries suggest clearly that high stakes testing does more harm than good.

YSR: I understand. I have seen children crying, teachers frustrated, and parents worried. We have also learned that when the stakes are high and punishment is used, there is cheating going on. I don’t think cheating to raise test scores is healthy. So my question is: What can we educators do, if anything, to stop this lunacy?

Educators need to advocate, educate, and act.

YZ: Good question. I think educators have to shoulder the responsibilities of public intellectuals–we need to advocate, educate, and act. We need to advocate what makes a good education for children, educate our students and the public about the true value of education, and act to provide an education agenda that serves all children and help them to realize their own potentials.

YSR: But, how can we move forward and provide an education agenda that serves all children and help them to realize their own potentials, when we are fraught with money being poured down the testing companies coffers?
Abandon the idea of test-based accountability via high-stakes testing.

YZ: To begin with, we should completely abandon the idea of test-based accountability, that is, get high stakes standardized testing out of education, do not use it to evaluate schools or teachers. Second, we need to return autonomy to local schools and teachers. Let educators do their job and provide support. The government, both federal and state, should work on providing equal funding for schools and eradicate poverty, instead of interfering with teaching and learning, and adding bureaucratic burden on educators and students. Finally, Yong Zhao in Conversation: Education Should Liberate, Not Indoctrinate - World Observer Online: