"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
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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."
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