educational policy fall, 2008 why do we educate? the essential question for understanding...

Educational PolicyFall, 2008

Educational PolicyFall, 2008

Why do we educate? The essential question for understanding

educational policy.

Why do we educate? The essential question for understanding

educational policy.

Nick MichelliPresidential Professor

Ph.D. Program in Urban Education

Why do we educate?Why do we educate?

For the most substantive answers to this question, it is a matter of worldview.

George Lakoff, Moral Politics and Whose Freedom?: The Battle over America’s Most Important Idea

For the most substantive answers to this question, it is a matter of worldview.

George Lakoff, Moral Politics and Whose Freedom?: The Battle over America’s Most Important Idea

W.B. Gallie’s ContributionW.B. Gallie’s Contribution

Essentially Contested Concepts: Inherently subject to multiple interpretations,

depending on your values, concerns, experiences, goals, and beliefs

Democracy, freedom, social justice, and, yes, education.

Essentially Contested Concepts: Inherently subject to multiple interpretations,

depending on your values, concerns, experiences, goals, and beliefs

Democracy, freedom, social justice, and, yes, education.

What is the context in which we work?


There is increasing focus by policy makers and others on student achievement measured by standardized tests (NCLB).

There is increasing pressure to tie teacher compensation to student achievement measured by standardized tests. (The Teaching Commission, Denver, NYC)

What matters is what we measure. (Al Shanker) Not everything that we count counts, and not everything

that counts can be counted (Al Einstein)

There is increasing focus by policy makers and others on student achievement measured by standardized tests (NCLB).

There is increasing pressure to tie teacher compensation to student achievement measured by standardized tests. (The Teaching Commission, Denver, NYC)

What matters is what we measure. (Al Shanker) Not everything that we count counts, and not everything

that counts can be counted (Al Einstein)

A Perfect Storm A Perfect Storm

Standards Based Schooling Value-added Accountability—measuring

the impact of teachers on individual student performance on tests.

Evidence Based Practice with confidence in tests

Continued inadequate funding of public urban education

Standards Based Schooling Value-added Accountability—measuring

the impact of teachers on individual student performance on tests.

Evidence Based Practice with confidence in tests

Continued inadequate funding of public urban education

What are the public purposes of education?


1. Preparing students to have access to knowledge and critical thinking within the disciplines.

1. Preparing students to have access to knowledge and critical thinking within the disciplines.

AnalysisAnalysis

Is this a recognized public purpose of education? What evidence is there that it is or is not?

Are there any essentially contested concepts subject to worldviews here? How do you define them? Do any theoretical constructs support or refute your position?

What evidence is there in policy that this is or is not a public purpose of education?


Are there any essentially contested concepts subject to worldviews here? How do you define them? Do any theoretical constructs support or refute your position?


Preparing students to have access to knowledge

and critical thinking within the disciplines.

Michelli’s AnalysisMichelli’s Analysis

The meaning of access to knowledge

The meaning of critical thinking

Why within the disciplines?

What about procedural knowledge?

The meaning of access to knowledge

The meaning of critical thinking

Why within the disciplines?

What about procedural knowledge?

Preparing students to have access to knowledge

and critical thinking within the disciplines.

Critical Thinking: What can it be?

Critical Thinking: What can it be?

Cognitive psychologists vs. Philosophers

Matthew Lipman’s conception CT is thinking that leads to good judgment

because it is: based on criteria, sensitive to context, and open to correction in a community of inquiry.

Cognitive psychologists vs. Philosophers

Matthew Lipman’s conception CT is thinking that leads to good judgment

because it is: based on criteria, sensitive to context, and open to correction in a community of inquiry.



2. Preparing students to be active, involved, socially just participants in our democracy.

2. Preparing students to be active, involved, socially just participants in our democracy.

AnalysisAnalysis


Are there essentially contested concepts subject to worldviews? How do you define them? Do any theoretical constructs support or refute your position?





Preparing students to be active, involved, socially just participants in our democracy.


Why active and involved? Why “participants” and not citizens? What does “socially just” mean? What does democracy mean?

Why active and involved? Why “participants” and not citizens? What does “socially just” mean? What does democracy mean?

Preparing students to be active, involved, socially just participants in our democracy.

What are some of the goals when we focus on preparing students for

democracy?

What are some of the goals when we focus on preparing students for

democracy? Emphasis on critical thinking and making

judgments. Developing empathy and respect for

alternative positions. Learning to argue well for our positions and

how to compromise Learning to participate in community meetings Learning to give reasons for positions Creating classroom communities of inquiry

Emphasis on critical thinking and making judgments.

Developing empathy and respect for alternative positions.

Learning to argue well for our positions and how to compromise

Learning to participate in community meetings Learning to give reasons for positions Creating classroom communities of inquiry



In 35 of 48 states, districts enrolling the highest proportions of minority students have substantially fewer state & local dollars per student than districts with the lowest percentages of minority students.

Education Trust, 2004

In 35 of 48 states, districts enrolling the highest proportions of minority students have substantially fewer state & local dollars per student than districts with the lowest percentages of minority students.


What is social justice?What is social justice?

Social justice has as its most essential quality the conditions of nonrepression and nondiscrimination. We must examine our society and our lives to assure that we do not discriminate or repress.

Social justice has as its most essential quality the conditions of nonrepression and nondiscrimination. We must examine our society and our lives to assure that we do not discriminate or repress.

For example, in New York the funding gap between high- and low-poverty school districts amounts to $2,615 per student. This translates into a shortfall of $1 million for a high-poverty elementary school serving 400 children.


For example, in New York the funding gap between high- and low-poverty school districts amounts to $2,615 per student. This translates into a shortfall of $1 million for a high-poverty elementary school serving 400 children.


Demography is not destiny. The amount of melanin in a student’s skin, the home country of her antecedents, the amount of money in the family bank account, are not the inexorable determinants of academic success.

--Judge Leland De Grasse January 10, 2001

Demography is not destiny. The amount of melanin in a student’s skin, the home country of her antecedents, the amount of money in the family bank account, are not the inexorable determinants of academic success.

--Judge Leland De Grasse January 10, 2001

How about this?

An issue of social justice??

Does it fit your definition?

How about this?

An issue of social justice??

Does it fit your definition?

Of Every 100 Whites starting Kindergarten:

93 Graduate from high school

65 Complete at least some college

33 Obtain at least a Bachelor’s Degree

(25-to 29-Year-Olds)

Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, in The Condition of Education 2002.

How about in New York City??How about in New York City??

For every 100 whites starting kindergarten: 75 graduate from high school

77 females 71 males

Gary Orfield, et. al., Losing our Future: How Minority Children are Being Left Behind by the Graduation Rate Crisis (Cambridge: The Civil Rights Project, 2004).

For every 100 whites starting kindergarten: 75 graduate from high school

77 females 71 males


Of Every 100 African Americans Starting Kindergarten: :

87 Graduate from High School

50 Complete at Least Some College

18 Obtain at Least a Bachelor’s Degree


Source: US Department of Commerce, Bureau of the Census. March Current Population Survey, 1971-2001, In The Condition of Education 2002.


For every 100 African-Americans starting kindergarten

35 graduate from high school39 females29 males


For every 100 African-Americans starting kindergarten

35 graduate from high school39 females29 males


Of Every 100 Latinos Starting

Kindergarten:

63 Graduate from h igh school

32 Complete at least some college

11 Obtain at least a Bachelor’s Degree


Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2001, In The condition of Education 2002.


For every 100 Latinos starting kindergarten 32 graduate from high school

35 females 29 males


For every 100 Latinos starting kindergarten 32 graduate from high school

35 females 29 males


Note: Civil Rights Project data on school leavers is very different from New York City “official” data.

Note: Civil Rights Project data on school leavers is very different from New York City “official” data.

What is your reaction to the data? Can you explain the discrepancy in rates? What can/should we do as a

society and as educators in the society?

What is your reaction to the data? Can you explain the discrepancy in rates? What can/should we do as a

society and as educators in the society?

Could they be be intentional?Could they be be intentional?

Could these outcomes be chance??

Could these outcomes be chance??

Can the outcomes Can the outcomes be changed? Is it be changed? Is it within our power to within our power to

do so?do so?

Jessica Ruglis, MA, MPH,Ph.D. Candidate: reTheorizing School

Dropout: Foundations for Urban Education as a Social Determinant of Health

Jessica Ruglis, MA, MPH,Ph.D. Candidate: reTheorizing School

Dropout: Foundations for Urban Education as a Social Determinant of Health

1) School pushout, 2) School leaver, 3) School refuser (or resistor), 4) School forceout, 5) School neglected, and 6) School denied

1) School pushout, 2) School leaver, 3) School refuser (or resistor), 4) School forceout, 5) School neglected, and 6) School denied

The Consequences of Leaving School

The Consequences of Leaving School

A high school leaver has less than a 50% chance of getting a job

That job will earn less than ½ of what the same job earned 20 years ago

Wages are increasing only for those with at least a college education

Lack of education is ever more strongly correlated with welfare dependency, incarceration, and poor health

A high school leaver has less than a 50% chance of getting a job

That job will earn less than ½ of what the same job earned 20 years ago

Wages are increasing only for those with at least a college education

Lack of education is ever more strongly correlated with welfare dependency, incarceration, and poor health

I taught in a large, urban school labeled as “failing” by the New York City Department of Education each of the seven years I was there. I saw my students as outsiders on various levels. Their backgrounds, beliefs, and experiences differed from those valued by their textbooks, their school system and the society at large. Our curriculum materials were not centered about their experiences. I became painfully aware that the education they were receiving would likely not position them to be successful members of society. Their education complicit with larger social forces served instead to reproduce the inequities that exist. My idea of what constitutes an outsider was widened and my desire to make a difference through mathematics education grew. I believe that through mathematics students can become aware of and describe the injustices in their world as they work to change them. I see mathematical fluency as essential in students’ struggles to be full, successful participants in our society. Though my background privileged me in ways my students were not, I identify with their outsider status and feel compelled to aid in their struggle.

I taught in a large, urban school labeled as “failing” by the New York City Department of Education each of the seven years I was there. I saw my students as outsiders on various levels. Their backgrounds, beliefs, and experiences differed from those valued by their textbooks, their school system and the society at large. Our curriculum materials were not centered about their experiences. I became painfully aware that the education they were receiving would likely not position them to be successful members of society. Their education complicit with larger social forces served instead to reproduce the inequities that exist. My idea of what constitutes an outsider was widened and my desire to make a difference through mathematics education grew. I believe that through mathematics students can become aware of and describe the injustices in their world as they work to change them. I see mathematical fluency as essential in students’ struggles to be full, successful participants in our society. Though my background privileged me in ways my students were not, I identify with their outsider status and feel compelled to aid in their struggle.

Lydia GonzalesLydia Gonzales

Examples from Teacher Education for Democracy and Social JusticeExamples from Teacher Education for Democracy and Social Justice

Preparing Social Studies Teachers to be Just and Democratic

Where’s the Joy: Justice and Caring in Science Education

Aesthetic Education in Teaching for Freedom, Democracy and Social Justice

The Right to be Equally Taught

Preparing Social Studies Teachers to be Just and Democratic

Where’s the Joy: Justice and Caring in Science Education

Aesthetic Education in Teaching for Freedom, Democracy and Social Justice

The Right to be Equally Taught

Here is where we stand now:Here is where we stand now:

We argue that democracy and social justice are not separable as concepts—you can’t have one without the other.

In its essence, socially just democratic living is conjoint associated living characterized by the care for others, consideration of the views of others, argument that is based on reason, civic participation, and living a life defined by nonrepression and nondiscrimination of others.

Michelli and Keiser

We argue that democracy and social justice are not separable as concepts—you can’t have one without the other.

In its essence, socially just democratic living is conjoint associated living characterized by the care for others, consideration of the views of others, argument that is based on reason, civic participation, and living a life defined by nonrepression and nondiscrimination of others.

Michelli and Keiser

What DOES Father Coughlin have to do with this???

What DOES Father Coughlin have to do with this???



3. Helping students imagine and achieve all the possibilities for their places in the society and to have full access to life’s chances.

3. Helping students imagine and achieve all the possibilities for their places in the society and to have full access to life’s chances.

AnalysisAnalysis







Helping students imagine and achieve all the possibilities for their places in the society and to have full access to life’s chances.


Why imagine?

Why achieve? Is “all the possibilities” possible?

What does “places in society” mean?

How does access to life’s chances fit? Can this be a definition for social justice?

Why imagine?

Why achieve? Is “all the possibilities” possible?

What does “places in society” mean?

How does access to life’s chances fit? Can this be a definition for social justice?

Helping students imagine and achieve all the possibilities for their places in the society and to have full access to life’s chances.

“We cannot become what we cannot imagine”

--Maxine Greene

“We cannot become what we cannot imagine”

--Maxine Greene



4. Enabling students to lead rich and rewarding personal lives characterized by understanding the full range of human knowledge, including access to technology, the aesthetics, creativity, and personal health.

4. Enabling students to lead rich and rewarding personal lives characterized by understanding the full range of human knowledge, including access to technology, the aesthetics, creativity, and personal health.

AnalysisAnalysis







Enabling students to lead rich and rewarding personal lives characterized by access to understanding the full range of human knowledge, including technology, the aesthetics, creativity, and personal health.


Can leading rich and rewarding personal lives be measured?

Why is it important to say “full range of human knowledge?”

Is education responsible for personal health?

Can leading rich and rewarding personal lives be measured?

Why is it important to say “full range of human knowledge?”

Is education responsible for personal health?

Enabling students to lead rich and rewarding personal lives characterized by access to understanding the full range of human knowledge, including technology, the aesthetics, creativity, and personal health.

Where does this leave me?

Where does it leave us???

Where does this leave me?

Where does it leave us???

The Importance of aShared Vision

The Importance of aShared Vision

A shared vision is not an idea. It is not even an important idea such as freedom. It is, rather, a force in people’s hearts, a force of impressive power. It might be inspired by an idea, but once it goes further--if it is compelling enough to acquire the support of more than one person--then it is no longer an abstraction. People begin to see it as if it exists. Few, if any, forces in human affairs are as powerful as a shared vision.

At its simplest level, a shared vision is the answer to the question,

“What do we want to create?” Just as personal visions are pictures or images people carry in their heads and hearts, so too are shared visions pictures that people throughout an organization carry. They create a sense of commonality that permeates the organization and gives coherence to diverse activities.

--Peter SengeThe Fifth Discipline

A shared vision is not an idea. It is not even an important idea such as freedom. It is, rather, a force in people’s hearts, a force of impressive power. It might be inspired by an idea, but once it goes further--if it is compelling enough to acquire the support of more than one person--then it is no longer an abstraction. People begin to see it as if it exists. Few, if any, forces in human affairs are as powerful as a shared vision.

At its simplest level, a shared vision is the answer to the question,

“What do we want to create?” Just as personal visions are pictures or images people carry in their heads and hearts, so too are shared visions pictures that people throughout an organization carry. They create a sense of commonality that permeates the organization and gives coherence to diverse activities.

--Peter SengeThe Fifth Discipline

School climate—the overall sense of well being and the quality of relationships in schools as perceived by students, teachers, administrators and parents—affects achievement, recruitment, and retention.

School climate—the overall sense of well being and the quality of relationships in schools as perceived by students, teachers, administrators and parents—affects achievement, recruitment, and retention.

School climate can be measured, modified, and continuously improved. Doing so may be the most important factor in school improvement.

School climate can be measured, modified, and continuously improved. Doing so may be the most important factor in school improvement.

The future belongs to those who believe in the beauty of their dreams.

Eleanor Roosevelt

A small group of thoughtful people could change the world.

Indeed, it's the only thing that ever has. Margaret Mead

The Cost of Liberty is less thanthe price of repression.

W.E.B. DuBois

The future will be better tomorrow.George W. Bush

educational policy fall, 2008 why do we educate? the essential question for understanding...

Documents

public purposes of education

al einstein slide

meaning of critical

concepts subject

important idea slide

student achievement

policy makers

standardized tests nclb