CORPORATE EDUCATION REFORM IS DYING... NOW WE CAN ACTUALLY REFORM EDUCATION

 

CORPORATE EDUCATION REFORM IS DYING... NOW WE CAN ACTUALLY REFORM EDUCATION

Education reform is the process of constantly renegotiating and restructuring the educational standards to reflect the ever-evolving contemporary ideals of social, economic, and political culture. For decades, education reformers have been pushing for policies and practices that aim to improve the quality and equity of public education in the United States. However, many of these reforms have failed to deliver on their promises, and some have even exacerbated the problems they were supposed to solve.

In this article, I will argue that education reform as we know it is dying, and that this is an opportunity for us to actually reform education in a way that meets the needs and aspirations of all students, especially those who have been historically marginalized and underserved by the system. I will also suggest some principles and directions for a new vision of education that is more democratic, humanistic, and transformative.

The failures of education reform

Education reform has been dominated by a neoliberal agenda that views education as a market commodity, a source of human capital, and a tool for social control. This agenda has been driven by powerful interests such as corporations, foundations, politicians, and media outlets that have invested heavily in shaping public opinion and influencing policy decisions. Some of the main features of this agenda include:

1. Standardization: The imposition of uniform curricula, assessments, and accountability systems that are designed to measure and compare the performance of students, teachers, and schools. These systems are often based on narrow and simplistic indicators of learning, such as standardized test scores, that do not capture the complexity and diversity of human development and experience. Standardization also ignores the local contexts and cultures of students and communities, and imposes a one-size-fits-all model of education that stifles creativity, critical thinking, and agency.
2. Privatization: The transfer of public resources and authority to private entities, such as charter schools, vouchers, online platforms, and educational management organizations. These entities are often motivated by profit rather than public good, and operate with minimal oversight and regulation. Privatization also undermines the democratic governance and participation of public education, and creates a system of winners and losers that exacerbates educational inequity and segregation.
3. De-professionalization: The erosion of the autonomy, expertise, and dignity of teachers and educators. This is achieved by undermining their collective bargaining rights, imposing top-down mandates and sanctions, replacing them with less qualified and cheaper alternatives (such as Teach for America), and blaming them for the failures of the system. De-professionalization also deprives teachers of meaningful opportunities for professional development, collaboration, and innovation.
4. Disinvestment: The chronic underfunding and neglect of public education, especially in low-income communities and communities of color. This results in inadequate infrastructure, resources, staffing, and support for students and schools. Disinvestment also reflects a lack of political will and social commitment to provide quality education for all children, regardless of their background or circumstances.

These features of education reform have not only failed to improve educational outcomes for most students, but have also contributed to a loss of trust, joy, and purpose in education. They have alienated students, teachers, parents, and communities from their own learning processes and environments. They have also reproduced and reinforced the existing structures of oppression and injustice that plague our society.

The possibilities of education transformation

Education reform is dying because it is based on a flawed and outdated paradigm of education that does not match the realities and challenges of the 21st century. We need a new paradigm of education that is more responsive to the needs and aspirations of our diverse and dynamic society. We need a paradigm that recognizes education as a human right, a public good, and a site of social change. We need a paradigm that empowers students, teachers, parents, and communities to co-create their own educational experiences and outcomes.

In other words, we need to transform education from a system of schooling to a culture of learning. A culture of learning is one that:

• Values diversity: A culture of learning respects and celebrates the differences among learners, such as their identities, backgrounds, abilities, interests, perspectives, goals, etc. It also recognizes that these differences are sources of strength, richness, creativity, dialogue, collaboration, etc. A culture of learning fosters an inclusive environment where everyone feels welcome, valued, supported, challenged, etc.

• Promotes agency: A culture of learning enables learners to take charge of their own learning processes and outcomes. It also encourages learners to act on their own values, beliefs, passions, etc. A culture of learning provides opportunities for learners to make choices, express themselves, solve problems, create products, etc.

• Fosters inquiry: A culture of learning stimulates learners to ask questions, seek answers, explore possibilities, etc. It also invites learners to engage with complex issues, multiple perspectives, conflicting evidence, etc. A culture of learning cultivates curiosity, critical thinking, creativity, etc.

• Supports collaboration: A culture of learning facilitates learners to work with others who share or differ from them in various ways. It also enables learners to learn from others who have different experiences, knowledge, skills, etc. A culture of learning builds relationships, communication, cooperation, empathy, etc.

• Nurtures growth: A culture of learning motivates learners to pursue their own goals, interests, passions,etc.

It also challenges learners to stretch themselves beyond their comfort zones, to learn from their mistakes, to seek feedback, to improve their performance, etc.

A culture of learning develops confidence, resilience, perseverance,etc.

How do we get there?

Transforming education from a system of schooling to a culture of learning is not an easy or quick task. It requires a radical shift in our mindsets, policies, practices, and structures. It also requires a collective effort from all stakeholders, including students, teachers, parents, communities, policymakers, researchers, etc.

Here are some possible steps to start the process:

• Engage in dialogue: We need to listen to each other’s  stories, experiences, views, concerns, hopes, etc.

• We need to understand the root causes and consequences of the current problems and possibilities in education.

• We need to envision a shared future that reflects our common values, goals, and dreams.

• We need build trust, respect, and solidarity among ourselves.

• Challenge the status quo: We need to question the assumptions, beliefs, and norms that underlie the current paradigm of education.

• We need to expose the interests, agendas, and ideologies that drive the current policies and practices of education.

• We need to resist the forces, pressures, and threats that maintain the current structures and systems of education.

• We need to reclaim our rights and responsibilities as educators and learners.

• Experiment with alternatives: We need to explore the existing or emerging models or examples of education that align with our vision of a culture of learning.

• We need to adapt or create our own strategies or tools that support our goals and needs as learners and educators.

• We need to test or implement our ideas or innovations in our contexts or settings.

• We need to evaluate or refine our outcomes or impacts.

• Build coalitions: We need to connect with others who share our vision or values for education transformation. We need to collaborate with others who have different skills or resources that can complement our efforts or initiatives. We need to coordinate with others who work at different levels or sectors that can influence or leverage our actions or outcomes. We need to amplify our voices or messages.

Conclusion

Education reform is dying because it has failed to deliver on its promises or meet our expectations. This is an opportunity for us to actually reform education in a way that serves our interests or aspirations as learners or educators. We can do this by transforming education from a system or schooling to a culture or learning. This is not an easy or quick task but it is possible if we work together or follow some guiding principles or directions. Let us seize this opportunity or create a new future for ourselves or our children.

Opinion | Education reform is actually possible now. Here's how to do it. - The Washington Post https://www.washingtonpost.com/opinions/2023/05/08/how-to-reform-education/