It’s one of the great ironies of modern school reform that the very people who you would think should have some input into policy decisions — teachers — don’t. They are, for that purpose, invisible (though they someone wind up front and center when it comes time for reformers to find people to blame for troubled schools). P.L. Thomas, an associate professor of education at Furman University in South Carolina, writes in this post about the plight of teachers. Thomas edited the book “Becoming and Being a Teacher,” and wrote the book “Ignoring Poverty in the U.S.: The Corporate Takeover of Public Education.” This was published on his blog, the becoming radical.
By P.L. Thomas
“I am an invisible man,” announces the unnamed narrator of Ralph Ellison’s Invisible Man, adding:
I am invisible, understand, simply because people refuse to see me….When they approach me they see only my surroundings, themselves, of figments of their imaginations—indeed, everything and anything except me….That invisibility to which I refer occurs because of a peculiar disposition of the eyes of those with whom I come in contact….you often doubt if you really exist….It’s when you feel like this that, out of resentment, you begin to bump back. And, let me confess, you feel that way most of the time. You ache with the need to convince yourself that you exist in the real world, that you’re a part of all the sound and anguish, and you strike out with your fists, you curse and you swear to make them recognize you. And, alas, it’s seldom successful.
After the reader follows the narrator along his journey from naivete and idealism to the battered realism of coming face-to-face with his invisibility, we discover that his invisibility leads to hibernation:
I’m an invisible man and it placed me in a hole—or showed me the hole I was in….So I took to the cellar; I hibernated. I got away from it all. But that wasn’t enough. I couldn’t be still even in hibernation.
Invisibility and hibernation represent well the education profession because educators are more and more rendered invisible and as a result have hibernated, literally in their rooms (shut the door and teach) and figuratively in their muted voices (teachers are to be objective, neutral, apolitical).While the main elements of the current education reform movement—expanding charter schools, implementing and testing Common Core (CC), Teach for America (TFA), value-added methods (VAM) of teacher evaluation, merit pay—have created a significant amount of political and public debate (debates that by their very nature lend credibility to all of these reform policies), absent from that debate has been an essential message about the field of education: All of these education reform policies suggest that no field of education even exists.
Two powerful and persistent responses from the new reform advocates when anyone (especially an educator) challenges their reform agendas include (a) teachers are against reform and want the status quo, and (b) while teachers are quick to criticize X reform policy, they never offer any solutions of their own.
These responses are not accurate (most educators are reformers at heart, and educators, thus, have many things to offer in terms of better reform agendas), but most of all they exist in a narrative that renders the entire field of education invisible.
Modern education as a field of study is over a century old. A great deal of consensus and enduring debates characterize teacher education, pedagogy, curriculum, teacher evaluation, and assessment—all rich and vibrant elements of the larger field of education, informed by decades of practitioners and educational researchers and well as theorists and philosophers.
My doctoral work included writing a biography of Lou LaBrant, who lived to be 102 and taught from 1906-1971. Recurring messages of LaBrant’s work as a teacher and scholar reveal an ignored fact of the teaching profession: Education in the U.S. has been primarily driven by political and bureaucratic mandates that have reduced teachers to implementing education policy, not creating it.
In LaBrant’s unpublished memoir (written during the Reagan administration), she also catalogued living and teaching through three back-to-basic movements, highlighting the bulk of a century of digging the same standards-based reform hole that has never once been shown to work.
The most recent 30 years have intensified that legacy which reaches back to at least the first decade of the 20th Century, but was identified by LaBrant (1947) directly: “A brief consideration will indicate reasons for the considerable gap between the research currently available and the utilization of that research in school programs and methods.”
In effect, then, for a century, teachers have been invisible in their own field, except as both compliant workers implementing political and bureaucratic mandates and as often-silent scapegoats as that bureaucracy fails. However, even that teachers have primarily been those who implement education policy instead of those creating it is more complicated than it seems.
Regie Routman documented the typical dysfunction that characterizes education policy. By the 1990s, California’s state literacy curriculum was being labeled a failure by politicians, the media, and the public; the culprit was whole language.
Yet, Routman unmasked the charges as misleading because of two factors: (1) Much of the measurable decline in California test scores was strongly correlated with decreased education funding and an influx of English language learners, and (2) while teachers received extensive in-service for implementing whole language, the vast majority of the teachers returned to their classes, shut their doors (hibernated), and taught as they had been taught, as they had always taught—thus, never implementing the whole language pedagogy and curriculum that constituted the official bureaucracy of the state.
The current reform agenda fails to seek from teachers themselves either what the primary challenges are facing education or what credible solutions would best address those hurdles. As a result, teachers as invisible workers rebel as Ellison’s narrator does, by hibernating and embracing their autonomy and agency in ways that do not serve them, their students, or education well.
Just as teenagers seek out self-defeating ways to appear adult (cigarettes, alcohol, recreational drugs, sex) as expressions of their autonomy and agency, invisible workers of all kinds respond in dysfunctional ways when their autonomy is denied and their voices muted—just as Routman detailed about California during the rise and fall of whole language.
CC, charter schools, TFA, VAM, and merit pay plans are driven by advocates who refuse to see not only teachers but also the entire history and field of education, or as Arundhati Roy explains, “We know of course there’s really no such thing as the ‘voiceless.’ There are only the deliberately silenced, or the preferably unheard.”
If teacher quality is a genuine problem in U.S. public education, we already have a knowledge base for teacher preparation, teacher evaluation, and compensation.
If curriculum and pedagogy are genuine problems in U.S. public education, we already have a knowledge base for curriculum and pedagogy.
Let’s allow for the first time in history educators the recognition they deserve to examine, evaluate, and reform their own field. Current reform that is top-down and driven by the same historical and bureaucratic methods that have brought us to where we now stand is destined to repeat the same patterns we have already experienced for over 100 years.
But educators must step outside the social norm of apolitical, silent, hibernating teachers. Educators must confront our invisibility, but most of all, our culpability in our own de-professionalization, our hibernation, as Ellison’s narrator recognizes:
Even hibernations can be overdone, come to think of it. Perhaps that’s my greatest social crime, I’ve overstayed my hibernation, since there’s a possibility that even an invisible man has a socially responsible role to play.
The Sisyphean hell of being a teacher includes having almost no autonomy or power in educational policy but receiving the brunt of the blame when the outcomes of those policies do not meet the goals promised.
Yet, throughout the academic and scholarly press as well as the public media and “new” media, such as blogs, educators, researchers and scholars present daily alternatives to the repackaged reform movement committed to the same failed policies that have plagued education for a century—standards, testing, and assorted business models of efficiency forced onto education.
Education is a massive and complex endeavor, and the common-sense perception of how to address teaching and learning, how to reform schools that appear to be broken, envisions equally massive and complex solutions (think VAM and merit pay).
And here is where educators may be trapped in our quest to discredit misguided reform and to take ownership of credible reform: Our alternatives appear too simple on the surface but are incredibly complicated, unpredictable, and unwieldy in their implementation. In short, most credible calls for education reform are outside the box thinking when compared to traditional education, business models, and social norms.
For example, Larry Ferlazzo in one sentence dismantles much of the current reform movement and offers alternatives:
Even though it’s not necessarily an either/or situation, I would suggest that both educators and students would be better served by emphasizing creating the conditions for intrinsic motivation over teaching techniques designed to communicate standards-based content.
Again, maybe this is too simple, but education reform does not need new standards, new tests, or new accountability and evaluation/merit pay policies. Education reform is needed, but should be re-imagined as a few different paradigms:
• Instead of a standards-based education system that places the authority for curriculum in a centralized bureaucracy, teacher autonomy and expertise should be the focus of reform—paralleling the culture of higher education in which professors are hired for field expertise as well as the teaching of their fields. [This change in the mindset of reform and the culture of K-12 schools, thus, creates the conditions in which a revised paradigm in accountability can be implemented.]
• Instead of a test-based education system that measures, quantifies, ranks, and evaluates, high-quality and rich feedback for both teachers and students should be the focus of reform; feedback is formative and thus contributes positively to learning and growth.
• Instead of high-stakes accountability focusing on outcomes and that demands compliance as well as blurs causation and correlation (teachers, for example, being held accountable for student outcomes), teacher accountability focusing on the learning conditions provided by the teacher should be embraced. This reform measure should emphasize the equity of opportunity provided all students , regardless of the teacher, the school the community, or the home environment.
• Instead of devaluing teacher preparation through alternative programs or ideologies that suggest content knowledge is more valuable than (or even exclusive of) pedagogy and through teacher evaluation policies that label, rank, and seek to fire teachers, teacher preparation and teacher evaluation should honor the complex nature of content knowledge and the pedagogy needed to teach that knowledge (see the first bullet above) while emphasizing mentoring and teaching as constant learning over stack ranking and dismissing a predetermined percentage of teachers.
Educators know what and how to teach. Education is a rich field with a tremendous amount of consensus and enduring debates along the spectrum of subcategories that constitute education—pedagogy, curriculum, assessment, teacher preparation, teacher evaluation, and more.
The great irony of the need to shift away from the historical dependence on bureaucratic efficiency models of education reform and toward a professional and scholarly culture of being a teacher and conducting schooling is that the latter is far more challenging for teachers and students, and as Ferlazzo explains:
Let’s look at what some research shows to be necessary to create the conditions for intrinsic motivation to flourish, and how that research can be applied specifically to teaching and learning about reading and writing….Pink argues that there are three key elements required for the development of intrinsic motivation—autonomy, mastery, and purpose…..Helping students to motivate themselves is a far more effective and energizing teaching/learning strategy than the faux magical one of extrinsic motivation.
Both teachers and students can and will benefit from education reform that focuses on the conditions of learning that honor “autonomy, mastery, and purpose” in ways that allow for failure, revision, and unpredictable outcomes—none of which are fostered in the efficiency model that historically and currently corrupts education reform.
LaBrant, L. (1947, January). Research in language. Elementary English, 24(1), 86-94.