Education Week - October 16, 2013 - (Page 26)
COMMENTARY
W
Teachers as Political Actors
By Kevin Meuwissen
hen I ask beginning teachers,
“What kinds of political actors
do you think teachers ought to
be, and why?” many shift uncomfortably in their seats, loath
to imagine that engaging in political behavior is an upshot of
their chosen profession. But, of
course, teachers act politically all the time, collaterally and
overtly, on large and small scales.
Broadly speaking, teaching is a controversial profession.
Bandied about are the mythical contentions that teacher quality is the fundamental factor of academic success, and that
because some schools in the United States are producing fewer
and fewer so-called college- and career-ready graduates than
others, their teachers must be failing.
On a large scale, the politics of teaching is demonstrated in
Indiana and Michigan, where recent legislation barred unions
from collecting mandatory fees for negotiating teachers’ contracts; in North Carolina, where Gov. Pat McCrory and the
state legislature eliminated K-12 teacher tenure; in Tennessee,
where the state board of education voted to begin revoking
teachers’ licenses based on standardized-test-score data; and
in New York, where the federally funded Race to the Top program flooded the state’s education system with a half-dozen
reform initiatives, all at once. By simply joining the profession, teachers—and their work—are immersed in this kind
of politics.
Teachers also engage in intentional political activity in their
communities and schools, sometimes via blogs or advocacy initiatives that challenge the wisdom of high-stakes testing. Yet
research by Diana Hess, a professor of curriculum and instruction at the University of Wisconsin-Madison, suggests that
many educators try to keep politics out of their teaching to
avoid accusations of bias or even to head off litigation, and to
provide students with space to explore different political positions and make up their own minds about them.
Those efforts often prove paradoxical. One reason is that education is a public good. Thus, it makes sense that educators
would support efforts to strengthen that good—by lobbying to
fund programs that bolster students’ chances of academic success, for example, or publicizing the negative consequences of
using high-stakes test scores to evaluate teachers. Of course,
such activities typically involve taking partisan stances on
public policies in full view of the school community.
Another reason is that teachers are in a prime position to introduce, model, scaffold, and discuss political action with their
students. By refusing to talk about politics in the classroom
or hiding their own positions and practices, teachers forgo
opportunities to help students understand the nature and
consequences of political activity, regardless of their teachers’
personal political stances.
A more subtle kind of professional politics consists of what
Stephen Thornton of the University of South Florida calls
gatekeeping. Every day, teachers make decisions about what
educational ends have value and ought to be pursued, what
resources to allocate toward those ends, and why.
Inevitably, teachers are political actors, even those who try
not to be. When educators acquiesce and “simply” teach kids
the subject matter, they choose to be a certain kind of political
actor—one, I suspect, that policymakers greatly appreciate as
they hastily launch untested and unwarranted practices into
the educational milieu.
I am not so naive as to suggest that political action is risk-
“
I am not so naive as to suggest that
political action is risk-free, particularly
for beginning teachers.”
free, particularly for beginning teachers, and in schools facing scrutiny and sanctions for low test scores and graduation
rates. Consequently, it behooves those who train new teachers
to consider what kinds of political actors their students could
be and how to help them toward those ends. Some suggestions
for doing this include:
Helping beginning teachers connect educational
purposes to political activity. Teacher-educators can
support prospective teachers’ gatekeeping practices by
asking them to connect their instructional decisions to the
purposes that ground them. They also can show how education activists draw from particular aims when deciding
what political issues and strategies to pursue. In the wake
of teachers’ refusal to administer districtwide standardized
tests at Seattle’s Garfield High School in the fall of 2012, for
example, district Superintendent Jose Banda formed a task
force to review the tests and propose alternatives. However,
many educators believed that Mr. Banda’s decision to invite
only five teachers to serve on a task force of 30 limited their
impact. Consequently, several teachers across the district
formed a working group, crafting and publicizing recom-
mendations based on research related to assessment.
Helping beginning teachers understand the importance of political networking. By political networking, I
mean two things: first, building local alliances that help beginning teachers unpack the political subtexts of their schools
and, second, joining larger groups that share their educational
goals, face common barriers, and contribute resources to address those barriers. On the first point, critically observing
one’s school or district circumstances and asking good questions of the right people—practices that teacher-educators
can reinforce—are important elements of political networking. On the second, teacher-educators can connect novices to
professional-development opportunities and advocacy groups
with common aims.
Helping beginning teachers consider the conceivable
consequences of different kinds of political action. As a
colleague in Texas reminded me recently, strategic gatekeeping in one context might be viewed as gross insubordination
in another. Teachers must choose among approaches to political action. In one circumstance, teachers and administrators
might reach consensus around a goal—say, performance of a
certain percentage of students at the mastery level on a New
York state regents’ exam—with teachers successfully lobbying
for the freedom to choose different means of achieving that
goal. In a harsher climate, teachers might exercise what researcher Catherine Cornbleth of the State University of New
York’s University at Buffalo calls strategic compliance—that
is, publicly playing along with restrictive school norms while
quietly cultivating alternative courses of action with allies.
As recent graduates of our teacher education programs start
their careers, I urge them to take several steps toward productive political activity:
First, find mentors to help them understand and work
within their institutions’ political currents and undercurrents. Second, listen intently, and ask powerful, pragmatic
questions about the effects of policy on their teaching. Third,
participate in education policy and practice conversations on
national, state, and local levels, and pay attention to the common threads among them. Fourth, publicize and discuss their
teaching experiences at open houses, school board meetings,
and other community outlets so their communities better understand the implications of policy for learning and teaching.
Finally, new teachers should be purposeful, strategic classroom gatekeepers who ensure that their students are protected from the political stressors that teachers and administrators contend with, and can focus instead on learning to
read, write, talk to one another, and appreciate the intellectual
power of their subject matter, in the classroom and beyond it. n
KEVIN MEUWISSEN directs the social studies teacher education program at
the University of Rochester’s Warner School of Education, in Rochester, N.Y.
Easing Social Studies Through Turbulent Times
D
By Andre Benito Mountain
istrict-level coordinators who
oversee social studies curriculum find themselves in the
midst of waters that have become increasingly turbulent,
given the growing focus on
accountability. Not only are
new effectiveness measures
being implemented in states to evaluate schools
and leaders, but social studies teachers find their
long-neglected courses finally reaching the radar
of accountability. Unveiling the richness of the humanities remains a welcome challenge for coordinators who stand squarely in waters whose undertow
once kept social studies submerged from plain view.
For far too long, a rich understanding of historical perspectives and the knowledge of events leading up to significant historical moments have been
undervalued in the educational landscape. This is
“
What lessons
can be drawn
from the murder
of Emmett Till
when we study
the Trayvon
Martin case?”
26 | EDUCATION WEEK | October 16, 2013 | www.edweek.org/go/commentary
not merely an outcropping of educational policy; it is
an extension of the attitudes developed by teachers
in light of the disproportionate focus on reading and
mathematics under the No Child Left Behind Act.
In spite of policy changes, district-level administrators must continue systemically to confront attitudes
regarding social studies during this era of accountability.
One of the most glaring aspects of this legacy of
neglect, brought to light by an influx of data into
our schools, has been the disparity between the high
level of student test scores in reading and the mediocre results in social studies. In some instances, we
found a 20 percent to 30 percent difference in student performance in the two subjects. This prompts
the question: Why are our students able to perform
in reading, but unable to apply those skills to social
studies?
As the social studies coordinator for a district of
57 schools, I have been addressing this issue from
a number of angles. As we scrutinize the quality of
the social studies curriculum, we must also remind
our teachers to provide our students with historical
framing. Most recently, as the 50th anniversary of
the civil rights march on Washington approached, I
communicated the need for our teachers to provide
learning opportunities for students around this pivotal moment in American history. This event does
not appear in our state’s U.S. history standards, yet
it was a key moment that helped lead to the passage
of the Voting Rights Act—landmark legislation that
does appear in our state’s performance standards for
U.S. history.
In addition, the context of the civil rights period,
with its emphasis on individual freedoms and jobs,
provides a backdrop for the America of today, in which
students grapple with equity issues and social injustice inside and outside of school. Making these connections for students can drive their interest in subject
matter—for example, what lessons can we draw from
the murder of Emmett Till when we study the Trayvon Martin case?
http://www.edweek.org/go/commentary
Table of Contents for the Digital Edition of Education Week - October 16, 2013
Sequester May Linger, Some Fear
Parent-Sparked Charter Faces Challenge to Deliver
Pa. Texting Furor Shows Difficulties Facing IT Leaders
Educators Launch Startups; See Steep Learning Curve
Contents
News in Brief
Report Roundup
Teachers Use Social-Emotional Programs to Manage Classes
Ind. Districts, AG File Suit Over Federal Health-Care Law
Hospital Partnership Provides Trainers for School Sports
Mass. Enterprise Targets Inadequate Preschool Facilities
Blogs of the Week
Tablet-Computing Initiatives Suffer Major Setbacks
Charter-Campaign Aftershocks Continue
Texas Race Flags Education Issues On 2014 Electoral Horizon
School-Related Cases Factor in Supreme Court’s First Week Back
Lights On, Nobody There As Ed. Dept. Weathers Shutdown
Blogs of the Week
KEVIN MEUWISSEN: Teachers as Political Actors
ANDRE BENITO MOUNTAIN: Easing Social Studies Through Turbulent Times
JUDY WALLIS: A Call to Teachers: Don’t Forget the Joy
Letters
TopSchoolJobs Recruitment Marketplace
DEBORAH STIPEK: Using Accountability to Promote Motivation, Not Undermine It
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