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Posts Tagged ‘Emergency Home Learning’

School systems across Canada, from province to province, are in crisis.  The massive school shutdown during the first phase of COVID-19 was much like a power outage which left students and parents in the dark and educators scrambling to master unfamiliar forms of education technology. Making radical readjustments following lock-step with public health directives upset the normal order in Canadian K-12 education.

EmptyClassTorontoLifeWhat emerged to fill the vacuum was what online learning expert Michael K Barbour aptly termed triage schooling in the education ER aimed at stabilizing the shaken K-12 system. Three months of slapped together home learning produced predictable results—bored and tuned-out students, exhausted parents and exasperated teachers.

Charitable observers described emergency home learning as “Doing Our Best Education” under impossible circumstances. It was so sub-standard that harsh critics applied the label “a failure of pandemic proportions.”

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The centralized and overly bureaucratic School System described in my new book, The State of the System: A Reality Check on Canada’s Schools, proved to be vulnerable and ill-equipped to respond to the massive COVID-19 pandemic disruption. Instead of rising to the unexpected challenge, provincial school leaders played for time and eventually took refuge in clinging to comfortable structures and ingrained policy responses, such as delaying e-learning implementation until all students had access to technology and the internet. When it was over, at least one quarter of all students went missing and were unaccounted for in Canadian public education.

Building back the disrupted and damaged School System will involve confronting squarely the fragility and limitations of top-down, bureaucratic K-12 education. The famous German sociologist Max Weber provided us with the very helpful metaphor of the “Iron Cage” capturing well the nature of a bureaucratic structure that traps individuals in a system of order, rationality, predictability, conformity and control.

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Education’s “Iron Cage” was exposed during the COVID-19 shutdown and we came to see how dependent students, teachers, and families were on provincial and school district directives.  Cage-busting leadership will be required to transform our schools into more autonomous social institutions that, first and foremost, serve students, families, and communities.

Hardening of the Bureaucratic Education State

The modern bureaucratic education state has a fundamental problem and its roots run deep.  Since the rise and expansion of the modern bureaucratic state over the past hundred years, public education in Canada has grown far more distant and much less connected with students, families, teachers, and communities. Our public schools, initially established as the vanguard of universal, accessible, free education, have lost their way and become largely unresponsive to the public they still claim to serve.

Voicing concerns about the state of our public schools can be exceedingly frustrating – and more often than not, an exercise in futility. Parents advocating mathematics or reading curriculum reforms, families seeking improved special needs programs, or communities fighting small school closures regularly hit brick walls and glass ceilings.

Our public schools, initially established as the vanguard of universal, accessible, free education, have lost their way and become largely unresponsive to the public they still claim to serve. During the COVID-19 school shutdown the fragility of the impenetrable fortress was exposed for everyone to see. What my new book provides is a reality check on what’s happened to Canada’s Kindergarten-to-Grade-12 schools and a plan to reclaim them for students, parents, teachers, and communities alike.

Sources of Unease and Stress

Today’s schools have been swallowed up by provincial ministries and regional school authorities. Everywhere you look, the march of urbanized, bureaucratic, centralized K–12 education is nearly complete, marking the triumph of the System over students, parents, teachers, and the engaged public  Putting students first has little meaning in a system that gives priority to management ‘systems,’ exemplifies top-down decision-making, thwarts community-based schools, and processes students like hamburgers in a fast-food operation. Graduation rates have risen so dramatically that high school diplomas are awarded to virtually everyone who meets attendance requirements.

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The System, originally conceived as a liberal reform enterprise aimed at expanding mass schooling and broadening access to the populace, largely achieved its goals twenty-five years ago. Having achieved near-universal access, school authorities in the 1980s began to pivot toward introducing bureaucratic managerialism in the form of “instructionally focused education systems.”

In a North American wave of structural reform, the systematizers saw the ‘incoherence’ of instruction from one classroom to another as a problem and teacher autonomy as an obstacle to further modernization. School change came to mean supplanting didactic instruction, knowledge-based curricula, and the teaching of basic skills, while embracing “ambitious instructional experiences and outcomes for all students.” At the school district level, it was reflected in new forms of school consolidation aimed at turning loose aggregations of schools into school systems.

Today’s central administrative offices, layers of administration, big-box elementary schools, and super-sized high schools all testify to the dominance of the trend. Elected school boards, a last vestige of local education democracy, are now considered simply nuisances and fast becoming a threatened species.

The teaching of foundational skills and knowledge was subsumed in a new school system improvement agenda focused on ‘educational excellence and equity.’ The shift also exemplified the logic of standards-and-accountability, resisted by classroom teachers as another encroachment on their prized autonomy as professionals.

Centrally established accountability infrastructure continued to encounter resistance when it came to penetrating what American education analyst Larry Cuban termed the “black box” of classroom practice. That may well explain why growing numbers of classroom teachers are drawing the line in defense of what’s left of teacher autonomy and breathing life into a movement for education on a more human school-level scale.

Education – What Kind and for Whom?

The System, as exposed during the COVID-19 disruption, is not working for students or teachers in the classroom. Educational gurus spawned by the school improvement industry have succeeded not only in commandeering school districts, but in promoting a succession of curricular and pedagogical changes floating on uncontested theories and urban myths. This trend is most visible in the development and provision of resources by commercial purveyors closely aligned with learning corporations, curriculum developers, and faculties of education. Challenging unproven progressive pedagogical theories will be essential if we are to base teaching on evidence-based practice and what works with students in the classroom.

Top-down decision-making, educational managerialism, and rule by the technocrats has run its course. Rebuilding public education needs to begin from the schools up. Putting students first has to become more than a hollow promise and that will require structural reforms, including community school-based governance and management.

A new set of priorities is coming to the fore: put students first, democratize school governance, deprogram education ministries and school districts, and listen more to parents and teachers in the schools. Design and build smaller schools at the centre of urban neighbourhoods and rural communities. It’s not a matter of turning back the clock, but rather one of regaining control over our schools, rebuilding social capital, and revitalizing local communities.

Re-engineering the System in the wake of COVID-19 has never been more urgent. For all that to happen, the walls must come down, and those closest to students must be given more responsibility for student learning and the quality of public education. The time has come for us to take back our schools and chart a more constructive path forward.

*Adapted from The State of The System: A Reality Check on Canada’s Schools (Montreal and Kingston: McGill-Queen’s University Press, 2020).

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