If Alexander Russo had penned this near April 1, instead of January 1, and ended with "April Fools!" I would have enjoyed the irony, but instead, Russo appears serious with "Media: Reform Opponents Are Winning Online (For Now)."
The list of problems with this post are extensive, but a few major points include: (1) The educators and scholars Russo identifies as "Goliaths" are not against reform, but against corporate reform that perpetuates the status quo, (2) The status quo is not being propped up by the educators and scholars Russo identifies, but by the so-called Davids (Gates, Duncan, Rhee), (3) The Davids have billions of dollars, political clout, and popular assumptions on their side (odd dynamics to be an underdog), and (4) Russo ironically reflects what is seriously wrong with the media: They don't get it.
Instead of weighing in further, let me share the excellent responses among the ignored Goliaths identified by Russo:
Are Critics of Corporate Education "Reform" Winning the Online Debate?, Anthony Cody
Lopsided Debate Over Education Reform Reveals a Broken System, Anthony Cody
Reform vs. Anti-Reform: Quoth the Raven, Nancy Flanagan
Did you know I'm a Goliath?, Kenneth Bernstein
A biblical school reform metaphor, Mike Klonsky
* As a footnote, notice that the Goliaths tend to be people with DECADES of teaching experience, while the Davids have little and more often than not no experience as educators.
"A child's learning is the function more of the characteristics of his classmates than those of the teacher." James Coleman, 1972
. . .a pupil attitude factor, which appears to have a stronger relationship to achievement than do all the “school” factors together, is the extent to which an individual feels that he has some control over his own destiny. James Coleman, 1966
Thursday, December 29, 2011
Russo Off by 4 Months (UPDATED)
at 7:46 AM
“One of the violences perpetuated by illiteracy is the suffocation of the consciousness and the expressiveness of men and women who are forbidden from reading and writing, thus limiting their capacity to write about their reading of the world so they can rethink about their original reading of it.” Paulo Freire, Teachers as Cultural Workers