A time of reaction (in state schools)

study of PISA 2012 data found that “state school pupils report more traditional teaching than in private schools.” This should come as little surprise. The elite do not pay for their children to be treated like those in the local state school who are herded into large classes and taught by rote. Not for them the dependency and passivity of the children of the poor; no, they want their own children to be independent and curious. And for this, they pay private and international schools for critical thinking and inquiry-based learning.

In a time of limited budgets, traditionalists not only justify this division, but also make a virtue of it.

Traditionalists argue that an authoritarian approach is necessary so that poor and working class children acquire ‘knowledge capital’. Without it, they claim, the ‘disadvantaged’ are doomed to perpetuate their cycle of deprivation. This highly paternalistic (and insulting) approach sees  young people forced to comply with petty rules and revere authority or face being criminalised. The regimented classrooms remind the observer of a Pavlovian experiment in which children play the part of the conditioned dog; the corridors remind you of a military parade ground. In fact, authoritarianism leads to unpleasant character traits (such as, being a good liar) and ‘zero tolerance’ leads to the suspension of a disproportionately high number of black and disabled students.

Of course, support for authoritarianism is exactly what cash-strapped governments want to hear in recessionary times. Standardise teaching and assessment, and thereby achieve economies of scale, by inviting big business to impose its sterile blueprint for education regardless of the local context. Turn teaching into a few nasty acronyms (such as, Lemov’s STAR), which teachers can learn by rote, rather than train teachers to be creative and reflective. In this way, state schools become places of regimented students, limited curricula and uncritical teachers.

All three are cheaper than the alternative: regimented students take up fewer resources than caring institutions use for the well-being of vulnerable individuals; limited curricula take less time to implement than those responsive  to the students’ needs and interests; and uncritical teachers are easier to control when the state reduces salaries and cuts back opportunities for professional learning.

The duty of progressive teachers is to promote in state schools the teaching methods that the elite can afford to pay for. As Dewey wrote in Democracy and Education, “It is the aim of progressive education to take part in correcting unfair privilege and unfair deprivation.”