Why “21st Century Learning” is No More Than Status Quo
The proponents of 21st Century Learning (aka digital learning, aka competency-based education, aka personalized learning) claim that those of us who stand up for public education are little more than fossils clinging to the status quo. Further, through slick bait-and-switch advertising techniques the proponents of “innovation” disguise the facts that they are profiteering and privatizing education; using clever language to cast anyone NOT on board with their agenda, as being stuck in the past. Worse yet, we (anyone opposed to their 21st C framework) apparently want to trap kids in existing “divides” of race, culture, economics and geography, divides which they, the benevolent technologies of 21st century policy makers, will remediate.
Yeah. Sure.
So here’s something to consider. 21st century reformers are NOT new. They are NOT cutting-edge. They are nothing they propose to be. In a world dominated by digital services and programs, and in a time in which Silicon Valley is home to the new robber barons, how can selling our education system out to their corporate interests really be “cutting edge”? It’s what we have always done.
Let me explain:
Public schools (since their inception in the United States) have been a mirror reflection of the historical moment in which they are created. Really, we could argue this has ALWAYS been true of education going back to the Greeks and Plato, and the Monastic influences of literacy during the control of Europe by the Pope.
But let’s fast-forward a little bit. During the 1800’s when the United States was still largely made of agrarian Why “21st Century Learning” is No More Than Status Quo | educationalchemy:
