June 3, 2017
Over the past several years, public education and public school teachers have become the whipping boys for everyone from presidents of the United States to governors, mayors, various political appointees such as secretaries of education, newspaper and magazine reporters, and others who share one vital characteristic: virtually none of them are professional educators with any experience or training in education.
Everybody is an expert when it comes to criticizing public education and teachers. These self-ordained opinionated grandees have a bully pulpit from which to deprecate professional public school educators. Their opinions sell newspapers and magazines sowing doubt and mistrust of a public institution that has been a pillar of society since the Massachusetts legislature appropriated 400 pounds for public education in 1676.
What is going on now is a scam actually, and it’s way past time for this fraud to be called out. This is not to say that public schools couldn’t do better or that all public school teachers are great. That isn’t the point.
We are, after all, dealing with children on the one hand -- young human beings who come in a variety of skills and intellectual levels, and from home environments that may or may not support or value schooling. On the other hand, not all teachers are created equal, nor would any professional educator claim otherwise.
We have to concede something is afoot that doesn’t bode well for public education when the president of the United States nominates, and a Republican-dominated Congress installs, Betsy DeVos as Secretary of Education (at an annual salary of $162,000), a millionaire, a charter school cheerleader who has no education credentials, never attended public schools, and whose own children did not attend public schools.
Across the country governors have appointed officials to oversee public education who have the same lack of credentials as DeVos, acting like foot-soldiers marching to the same destructive agenda to denigrate public education and teachers and to promote charter schools.
In New Mexico, the Secretary of Public Education receives an annual salary of $126,000 -- a substantial amount of money for an un-credentialed privatization commando vetted by Jeb Bush, another anti-public-education activist, to oversee credentialed teachers whose average annual salary is about $47,000. It isn’t just Republicans -- the Democrats, including Barak Obama and his Chicago pals, have been at privatization hammer-and-tong for more than eight years themselves.
The pattern and motives of these “reformers” are far too obvious to deny or ignore, and it has nothing to do with better educational outcomes. It’s all about money. It’s all about privatization -- getting private fingers into the public till.
The ironyis obvious -- taking money from the taxpaying public to destroy a vital public institution that, unlike charter schools, must take all comers. Interestingly the attack on public education also comes with a heavy dose of political rhetoric and practice, aimed at damaging what’s left of democracy and a civil society, using tactics and strategies like voter disenfranchisement and racially motivated redistricting to make voting more difficult.
Of course the attacks on public education have been going on for years. In the past the arguments were different and not motivated by greed but by ideas and theories of education. John Dewey described it as the “opposition between the idea that education is development from within and that it is formation from without.” The argument was not motivated, as it is today, by venality, but by whether learning is personal and education is social -- it was about education as a vital social institution essential to a democratic society.
What you are also not hearing about from the self-anointed reformers is any mention of the critical role of parents in their children’s education, mainly because it would be bad politics to alienate them. However, parental involvement is the most essential element in childhood education.
Parents must participate, they must monitor, they must have expectations of their children and enforce those expectations. Teachers cannot do this alone. Another canard is the slavish imposition of testing regimes based on the false assertion that all children are somehow created equal in their learning abilities and interests and so should all test out equally at the same time.
These are cruel and self-defeating assumptions that discourage authentic teaching and learning. We have been inflicted with Common Core, No Child Left Behind, so on and so forth with no end to the important-sounding organizations, programs, initiatives, and whatever else can be conjured to promote the idea that public schools are failing.
None of these programs existed in the 1940s and 50s when public schools were turning out well-prepared students. The future was bright with promise; Dads and Moms paid attention to what their children were doing in school and heaven forbid that you took home a report card that indicated lack of attention and achievement. Parents were summoned to have a chat with the teacher and a child’s failure to apply themselves to learning was dealt with.
Public education was not a perfect system then but it worked, and one reason it worked so well was because, in addition to parental involvement,there was a booming economy. It didn’t matter if a kid was in an academic or a vocational track, there were jobs and opportunities, there were incentives.
It was a different world and no one was promoting the idea of schools as profit centers. Teachers were respected members of the community. There were parental and community expectations of good behavior and respect towards teachers and adults in general.
We need respect for teaching and learning, for personal achievement, and for each other. In the end what we need is rational school reform, not radical school reform.
Emanuele Corso’s essays on politics, education, and the social contract have been published at NMPolitics, Light of New Mexico, Grassroots Press,WorldNewsTrust.com, Nation of Change and his own website:siteseven.net. He taught Schools and Society at the University of Wisconsin-Madison where he took his PhD. His BS was in Mathematics. He is a veteran of the U.S. Air Force Strategic Air Command where he served as a Combat Crew Officer during the Cuban Missile Crisis. He has been a member of the Carpenters and Joiners labor union, Local 314. He is presently working on a book: Belief Systems and the Social Contract. He can be reached at firstname.lastname@example.org.