The Education Beat: On-line Hype; Common Corruption; Gahhhd! Texas!
by John Konopak, Ph.D. (LSU, 1989, Education) WWH/CJE
Techno-Hype!: Richard D. Wolff, the most popular Marxist in the USofA, writing in Truthout, dissects the latest flatulence from the Tom Friedman, The NYTimes’ Moustache of Punditical Masterfulness, on the subject of what costs are concealed behind the “Wonders” of the electronic classroom:
Thomas Friedman’s latest column touting online education “is another
exercise in (1) finding a potential positive dimension of capital’s
latest profit-driven move, (2) hyping it and (3) ignoring its
contradictions, especially those that are negative.” No doubt such exercises comfort and distract many of his readers who
might have entertained the suspicion of something important lost in the
proliferation of online “education.” They can relax in the secure
feeling that critics of that proliferation are enemies of progress,
while promoters of that proliferation are overcoming poverty. If this
sounds more like TV soap opera morality than social analysis, you may be
What I am against is Common and Core, that is, the same standards for
all students and a few subjects (currently math and English language
arts) as the core of all children’s education diet. I might even love
the Common Core if they were not common or core.
Tucker disagrees. He argues it is both possible and necessary to
predetermine and impose upon all students the same knowledge and skills
and America is immune to the damages of such efforts that have been
experienced in China and other similar East Asian countries.”
There is no evidence that standards and tests improve school
achievement. The huge sums of money budgeted for standards and for tests
to enforce the standards should be used to protect children from the
effects of poverty, the real reason so many students struggle in school…It is simply not true that the Common Core will prepare our children for
the future. To conclude, I quote a comment left on my Facebook page by
one of my personal heros, former president of America Educational
Research Association (AERA) and widely respected educational researcher Gene Glass:
“Common Core Standards are idiots’ solution to a misunderstood problem.
The problem is an archaic, useless curriculum that will prepare no
child for life in 2040 and beyond.”
supremacist, cretinous, Christard/dominionist fucknozzles, peckerwoods,
asshats and douchewaffles with the average IQ of dust mites, and the
social sensitivity of steel-wool, controls the content of school textbooks from a back room in Austin, Tx. That, alone, SHOULD be cause for alarm. But these shitwhistles also dictqte the content of more than HALF of the rest of the nation’s school books. A documentary on the subject, the Revisionaries, recently appeared on PBS’ program, The Independent Lens.
What are the consequences, you might ask? Well, some Texas schools have revived the biblically-founded canard about the theologically inspired theory about the inferiority of blacks:
A new report put out by the Texas Freedom Network Education Fund revealed
that Texas Public School books are filled with flawed Biblical
theories, including the idea that Jews practice a ‘flawed religion’. The
classes, which are supposed to be about the impact of the Bible on
history, are basically right wing propaganda classes.
The students are being taught that the world is only 6,000 years old
and that blacks were descendants of HAM, while students are taught that
whites are descendants of Japheth, and Jews are descendants of Shem.
The report found that the textbooks adopt a right wing nationalist ideology, and even pass off lies about the Founding Fathers:
And if that weren’t bad enough A recent) report by Mark Chancey, a professor of religious studies at
Southern Methodist University in Dallas, reveals that at least 57 school
districts and three charter schools in the state taught courses about
the Bible in 2011-12. That’s more than double the 25 school districts
teaching such courses in the 2006-06 school year. In 2007 the Texas
Legislature passed House Bill 1287, which included guidelines designed
to improve the quality of such courses while protecting the religious
freedom of students and their families.The new report shows that state
agencies and many local school districts have largely ignored those
A boycott of Washington state’s mandated
standardized test by teachers at a Seattle school is spreading to other
schools and winning support across the country, including from the two
largest teachers’ unions, parents, students, researchers and educators.
The decision by teachers
at Garfield High School to boycott the state’s Measures of Academy
Progress because, they say, the exams don’t evaluate learning and are a
waste of time is fueling a growing debate about the misuse of
standardized tests in public education.
The Garfield teachers have now been joined
by some teachers at a few other schools in Seattle, including the
alternative Orca K-8 school. Colleagues at other schools have sent
letters of support, as have groups including the Garfield PTSA, the
Seattle Student Senate and a group of more than 60 researchers, educators and education activists, including Diane Ravitch and Jonathan Kozol. “…
all of the teachers and staff at Garfield High are boycotting the test
because they say it is not aligned with curriculum and is
inappropriately being used by administrators to evaluate teachers, a
purpose for which it was not designed. District administrators have defended the test.
presidents of both the National Education Association and the American
Federation of Teachers, which collectively have more than 4.5 million
members, issued separate statements supporting the Garfield-led