#and teachers have been even less able to offer meaningful personalised support

[thedreadvampy]

On the other hand, and moving away from direct Mechanisms Discourse (which I prefer to not get over involved in tbh but also this ISN'T about that it's just jumping off it) - it absolutely is deeply classist to assume that somebody is illiterate or ignorant because of poverty/assumed poverty, and that's a huge problem. but also I think on a broader social level (at least in the UK) there is an idea in the left that it's classist to acknowledge the connection between poverty and illiteracy, while the truth is that illiteracy is a problem of poverty (poverty not in the sense of just Not Having Money but in the sense of system denial of adequate resources). Poverty doesn't = illiteracy but illiteracy is very much a problem of poverty - not a failure of a marginalised individual but a failure of the system marginalising them.

Adult illiteracy is a surprisingly large issue in eg both rural and urban Scotland, but it's not because poor people are stupid, ignorant or unwilling to learn - it's because schools are inadequate or inaccessible, classes are managed not taught, teachers are stretched thin and schools are underfunded so don't have resources to help struggling students, if you get to secondary school still unable to read and write you're completely locked out of the educational system unless you can access a school with the resources to teach you individually, and because of this, classism and a lack of support, poorer kids are more likely to switch off school as early as possible.

Social geography is also a big issue. In urban areas, schools in poorer areas get bad reputations, so they're underfunded, so they do worse, so they're funded less, etc, until they're a bare minimum of staff just trying to get through the day in collapsing buildings with no resources and five textbooks. Where better-funded schools can afford teaching assistants, 1:1 support for struggling students, decent food provision for kids, follow-up on children in need of support at home, more teachers for smaller classes, maybe counseling and psychological support, maybe Special Educational Needs classes for older kids to work on basic literacy and numeracy to catch up, worse-funded schools have one underpaid unsupported teacher trying to manage a class of 35 kids with wildly different needs. They don't have the resources to help support kids with issues that might affect their schooling, like parental abuse or neglect, trauma, a parent in prison, care responsibilities, hunger, homelessness, neurodiversities that affect their ability to learn in the prescribed way, learning disabilities like dyslexia, physical health issues including visual or auditory impairments...all things that when supported are highly surmountable but when unsupported often end up with children being perceived and treated as stupid, disruptive or evil. The problem then compounds itself because the kids are badly treated which makes them more disruptive and less able to learn, and more and more work is needed to help them which teachers continue to not have any capacity or resources for.

Rural poverty comes with its own schooling issues as well, in that poverty is generally correlated with remoteness. Poor rural communities are often hours away from population centres, so either you have tiny highly local schools serving a handful of families where a single teacher needs to invent lesson plans that somehow balance the needs of 11 year olds and 4 year olds of all abilities, or your kids need to somehow get into town every morning before you get to work, which may mean dropping them off at 6am, having to part pay for buses, taxis or ferries, sending them on their own, or leaving them with friends and family, and realistically the way that often shakes down is that they don't go. You teach them at home, and they may not even exist for the truancy office to know about.

Literacy is also connected to family culture. Both my parents were people with degrees from educated families, and my mum was a full time parent, and the result is that school didn't teach me to read - I was already a confident and enthusiastic reader. Even richer families may hire tutors for small children, pay for extracurricular learning, etc. The poorer a family is, the more likely neither parent is available to spend time reading with their kids, because they're working full time - at that economic level a single income household is almost entirely unviable so either both parents work or there's a single parent working extra hours or they're just exhausted from worrying about the bills and what's sold to them as a personal failure to look after their family.

One thing it's easy to forget is that while people in the UK still do drop out of school in their teens to work, a generation ago it was almost the norm for a lot of communities (especially the children of farmers, miners and factory workers) to have left school well before the end of compulsory education, both because of school being a hostile space and because of the need for an additional income. Now as well as then, a lot of kids drop out to work as unpaid carers, disproportionately in poorer families that can't afford private care or therapeutic support. Literacy aside, generations of leaving school with no qualifications doesn't tend to teach you that formal learning is as important as experience and vocational learning, and you don't expect to finish anyway so why put yourself through misery trying to do well? But it includes literacy. I grew up in a former mining area and a lot of people my dad's age and older were literate enough to read signs and football results, but took adult classes in middle age or later to get past the pointing finger and moving lips. and if you're parents don't or can't read, it's a lot harder for you to learn.

There's a lot of classism and shame tied up in the roots of illiteracy. Teachers and governments and schoolmates will often have vocally expressed low expectations of poorer students; a rich child who does poorly at school has problems, a poor child who does poorly at school is a problem child. They're often treated with hostility and aggression from infancy and any anger or disinterest in school is often treated not as a problem to be solved but as proof that you were right to deem them a write-off. Poorer or more neglected children (or children for whom English is a second language) will often be deemed "stupid" by their peers, and start at a disadvantage because of the issues around early childhood learning in families where parents are overstretched.

Kids learn not to admit that they don't know or understand something, because if you start school unable to read and write and do basic maths when a lot of kids your age are already confident, you get mocked and called stupid and lazy by your peers, and treated with frustration by your teachers. So kids learn to avoid people noticing that they need help. That means that school, which could help a lot, isn't somewhere you can go for help but a source of huge anxiety and pain - more so when you factor in the background radiation of classism that only grows as you get older around not having the right clothes, the right toys, the right experiences, my mum says your mum's a ragger, my mum says I shouldn't hang out with you because you're a bad lot - so again kids switch off very early and see education as something to survive not something helpful.

The same is very much true of adult literacy. A lot of adults are very shamed and embarrassed to admit that they struggle with reading and writing - a lot of parents particularly want to be able to teach their kids to read, but aren't confident readers themselves, and feel too stupid and embarrassed to admit out loud that they can't read well, let alone to seek out and endure adult literacy classes that are a constant reminder of their perceived failure and ignorance (and can also be excruciating. Books for adult literacy learning are not nearly widespread enough and a lot of intelligent experienced adults are subjected to reading Spot the Dog and similar books targeted at small children's interests). Adult literacy classes also cost time and also money, so a lot of people only have the space for them after retirement, if at all.

And increasingly, illiteracy (or lack of fluency in English) increases poverty and marginalisation, and thus the chances of inherited literacy problems. Reading information, filling out forms and accessing the internet in a meaningful way are all massively limited by illiteracy, and you need those skills to access welfare, to access medical care, to avoid exploitative loans, to deal with any service providers, etc. Most jobs above minimum wage and a lot below require a fairly high level of literacy, whether it's office work or reading an instructional memo on a building site or reading drink instructions in McDonalds. Illiteracy is a huge barrier between somebody and the rest of the world, especially in a modern world that just assumes universal literacy, and especially especially as more and more of life involves the internet, texting, WhatsApp, email, and so on - it's becoming harder and harder for people with limited literacy to be fully involved in society. And that means the only mobility is downwards, and that exacerbates all the problems that lead to adult illiteracy.

People who can't read after the age of 6 or so are treated as stupid. People who can't read fluently when they're adults are seen as stupid and almost subhuman. There's so much shame and personal judgement attached to difficulty reading, but the fact that illiteracy is almost exclusively linked to poverty and deprivation is pretty conclusive. Illiteracy isn't about the failure or stupidity of the individual, it's about the lack of support, care and respect afforded to poor people at all stages of their life. Being illiterate doesn't make you stupid - many people are highly intelligent, creative, capable, thoughtful, and illiterate. I know people who can immediately solve complex engineering problems on the fly but take ten minutes to write down a sentence of instruction. It isn't classist to say that illiteracy is caused by poverty - it's both classist and inaccurate to say that illiteracy says anything about the worth, intelligence or personhood of the poor, that it's a result of a desire to be ignorant, or that it's evidence that people are poor because they're stupid, incapable, ignorant or bad parents. The link between poverty and illiteracy is the problem of classism and bigotry, no more no less, and we deal with it by working against the ideas that both poverty and lack of education are a reflection of individual worth.

Illiteracy isn't a problem of intelligence, it's a problem of education, and that matters because education is not inherent. it's something that has to be provided and maintained by parents, by the state, by the community. you're not born educated. you are educated. except more than a quarter of the Scottish population isn't educated, because the system doesn't give a fuck about them and actively excludes them or accidentally leaves them behind.

[adrianodiprato]

+ "They're not that different from you, are they? Same haircuts. Full of hormones, just like you. Invincible, just like you feel. The world is their oyster. They believe they're destined for great things, just like many of you, their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because, you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen, you hear it? - - Carpe - - hear it? - - Carpe, carpe diem, seize the day boys, make your lives extraordinary." John Keating | Dead Poets Society (1989)

Thank you, Mr Keating

During the coronavirus I have found myself doing more reading and also connecting more with film’s that have motivated me to abandon binary thinking and be open to new perspectives. One such film has been Peter Weir’s seminal Dead Poets Society. A new English teacher, John Keating, played by the late Robin Williams, is introduced to an all-boys preparatory school that is known for its ancient traditions and high standards. He uses unconventional methods to reach out to his students, who face enormous pressures from their parents, the school and the entire society. It is a story that affects me about the qualities of inspiration itself: the possibility for our passions to move and motivate people around us to enact a new normal.

In recent days, transformation for our time, to a new normal, has been brought on by things beyond our control. The coronavirus crisis has changed our world. Never in my wildest dreams did I ever think we would ever have to deliver an entire school’s curriculum remotely, from the home campus. We now need to embrace the fact the world has changed. Our well-loved stories – our words, our ways, our practices and processes - are suddenly expressions of what used to be, not what is, far less what will be.

In today’s new world, we are all required to continually learn, unlearn and relearn. And it is our teachers that have seized the day in this regard, much like what the character Mr Keating, in Dead Poets Society, advocated for with his students. The coronavirus crisis has provided an opportunity for our remarkable teachers to shine, to show that they can ensure that students stay connected and engaged with their learning and wellbeing, in a time of great uncertainty and for some, chaos. Principal of Strathcona Girls Grammar in Melbourne, Marise McConaghy recently wrote this in her opinion piece for The Sydney Morning Herald, “Giving teachers the agency to adapt and apply creativity in delivering lessons to students has been a masterclass in what it means to be agile in the 21st Century. In no time at all, teachers have dramatically pivoted the way they conduct their work and deliver learning to children.” McConaghy goes on to highlight the profoundness of strong relationships in school communities and dismisses the long-held misconception that emerging technologies has made younger generations socially distant, stating “…many of our students have checked in with their teachers to ask about their wellbeing and offer support. Certainly, it is our job as educators to pastorally care for our students, and for school leaders to check in on staff for the same reasons, but how beautiful it is that our students think to do this for their teachers. Teenagers are, after all, not as self-obsessed as they sometimes are made out to be.”

Schooling as we once knew it is officially over. And the misguided application on standardisation, a feature of the once heralded and, now, outdated industrial model of schooling, with its over emphasis on testing, league tables and pitting students against one another, has come crashing down under the weight of coronavirus. Because of this global pandemic the exciting precipice of doing schooling differently just came into sharp focus. Founder of Unfold Learning Willian Rankin recently wrote that the future of education must be about generating whole, competent, humane citizens. “What the world needs moving forward — and this is especially clear as the novel Corona virus burns off what’s irrelevant — is people who can apply information to meaningful contexts to create serviceable knowledge and solutions (creating knowledge) and people who can enculturate knowledge to produce culturally relevant contexts and wisdom around that knowledge (creating wisdom). Unlike processing data and information, these are profoundly human enterprises, tasks where machines have no fluency. Lamentably, many in modern education consider it too difficult, messy, and subjective to show that students are more considerate, compassionate, mature, collaborative, or humane when they finish our courses. It’s so much easier to show that scores on a particular test rose by 3.6% year over year, that 14% more students successfully completed a course, or that failing grades declined by 6% in a given cohort. The current system settles for this easy information, despite the fact that it’s functionally meaningless.” And “We can beat the wasteful swords of linear consumption and instructionism into the generative and regenerative plowshares of creation and constructionism. We can abandon education for learning.”

Swiss-based futurist Gerd Leonhard believes the biggest trends to have emerged from a world dealing with a pandemic, economies in crisis and many citizens in lockdown are:

Increased global collaboration

A widespread adoption of remote work practices, from home offices to Zoom meetings

Travel bans and an acceptance of remote working crippling the travel industry

The use of technology for remote work accelerating the digital economy

Education is not immune to such far-reaching disruption that Leonhard speaks of. The industrial model of education was designed to ensure factory workers were punctual, docile and above all compliant. The concept of a teacher standing in front of a room full of students who listen and respond to direction is increasingly a thing of the past.

The only people that appear to have been blindsided by the phenomenon of a new normal in schooling and learning, during the pandemic, are some conventional school leaders and conservative governments fixated on holding on to a broken learning paradigm. The OECD’s 2018 TALIS Insights and Interpretations report stated, “The real obstacle to education reform is often not conservative followers but conservative leaders who stick to today’s curriculum rather than adapt pedagogical practice to a changing world, because it is so much easier to stay within everybody’s comfort zone...” (page 57).

John Keating, in Dead Poets Society, said this during one scene, as he stood on his desk, "Why do I stand up here? Anybody? I stand upon my desk to remind myself that we must constantly look at things in a different way." The end of the industrial model of education is a remarkable opportunity for a bold rethink to finally move to a new normal, a different way. A new learning paradigm that allows for experiences that are a blend of on campus, online, in context and in country, all becoming part of the fabric of this new normal.

Andreas Schleicher, the Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) recently shared his perspective on the coronavirus crisis via an interview with hundrED, “…education is no longer just about teaching students something, but about helping them develop a reliable compass and the tools to navigate with confidence through an increasingly complex, volatile and uncertain world.”

So, imagine if students have more opportunities to learn at different times in different places. With anytime, anywhere learning becoming the new normal for our students. Where online tools facilitate opportunities for a more highly personalised learning experience of individually targeted stretch and challenge tasks. One that is self-paced, self-determined and incorporates relevant and real-world inquiry-based learning. Resulting in all classrooms being flipped, meaning the knowledge and skills part is learned outside the classroom, at home. Where on campus class time becomes one of deep collaboration, teamwork and the practical application or transfer of knowledge and understanding, of real-life issues. Where taking tests will be replaced by students’ growth and achievement through creative and collaboration projects to problem solve these difficult real-world questions.

So, imagine if teachers assume the crucial role of learning designer and mentor. Becoming the central facilitator in the jungle of information that our students will be navigating their way through. Assisting each young person with developing their independence and agency, academic competence and confidence skills, as well as the development of learning goals, interests and future directions. Supporting each young person through obtaining growth around agility and adaptability in our collective quest to foster their personal resilience and overall mental and physical wellness. Therefore, making a significant emphasis on social and emotional competency central to all learning and interactions. With on campus, in context and/or in country curricular activities such as competitive sports, music, visual arts, language and cultural immersions, play and even cooking as accelerators for quicker social and emotional skills and global competency attainment.

So, imagine if in an online environment, with access to unlimited information, the focus on memorising things loses its meaning, and is replaced by the need to know how to select and use the information appropriate to each context. Where there is a universal step away from control, compliance and human “data” collection and we give permission to our highly able and innovative teachers the freedom to shape curricular, in partnership with students, to suit the needs and interests of all learners.

So, imagine if all school leaders had the courage to lead. Where all school leaders join the ranks of those that already have the courage to lead through this crisis, not simply manage a response. Expecting the expected, what was once “normal”, is simply not adapting to the global reality of our times. Where all school leaders accept that they need to manage the present but remain focused also to plan for a new normal for 2021 and beyond. And where all school leaders accept that perhaps, just perhaps, this is your crucible moment.

Paul Reville, the Francis Keppel Professor of Practice of Educational Policy and Administration at Harvard Graduate School of Education recently stated, “In this situation [covid-19], we don’t simply want to frantically struggle to restore the status quo because the status quo wasn’t operating at an effective level and certainly wasn’t serving all of our children fairly.”

Carpe Diem is a most commonly remembered line from Dead Poets Society, alongside “Oh Captain! My Captain!”. Explaining to his students that their lives are fleeting, John Keating implores them to seize the day, to make their lives count, to leave a legacy of “carpe diem.” This stirring call to ‘seize the day’ endures. John Keating, yet another example of a remarkable teacher, tries to encourage his students to break free from the norm, go against the status quo and live life abundantly. Much like the John Keating character, perhaps I’m simply agitating all school leaders to contemplate life and therefore learning, from a different way. And much like the films core theme, my hope is that all school leaders, and conservative governments for that matter, choose courage over comfort, are simply bold and brave to doing schooling differently.

I’ll leave you with this final quote from Dead Poets Society, "Boys, you must strive to find your own voice. Because the longer you wait to begin, the less likely you are to find it at all. Thoreau said, "Most men lead lives of quiet desperation." Don't be resigned to that. Break out!"

Ultimately, it is in how we define responsibility and learning, for their future. So, the big question for all school leaders is – When you had the opportunity did you choose courage over comfort or were you resigned to quiet desperation?

In order to make their lives extraordinary, for the young people in our care, I choose courage over comfort. Thank you for today’s lesson, Mr Keating.