This summer I’ve started doing podcast interviews for the New Books Network. I just produced my first interview with Jim Rickabaugh of the Institute for Personalized Learning. I’ve worked with Jim for the last 3 years on our research project, so this was a natural way to start. Now I’m starting to line up more fabulous academics that I want to talk to. I listen to more and more podcasts, and it’s pretty exciting, though not without apprehension, to make this switch.
Educators are increasingly asking students to find authentic audiences for their work. As I sat preparing for Jim’s interview, I was nervous, unsure of some of the details, frustrated that some of the logistics of the audio recording studio didn’t work, and knew that I’d have to listen to my own voice on the recording! But, I knew that I would enjoy talking to Jim, the interview itself would be meaningful to others, that doing it would improve my interviewing skills, and that it is a good way for me to connect with scholars in my field.
In other words, there was interest, meaning, and personal value in my learning. I read about interest-based learning (like Brigid Barron or Nichole Pinkard), Connected Learning (Mimi Ito), and participatory cultures (Henry Jenkins), and now I’m doing it!
America’s Public Schools: From the Common School to “No Child Left Behind,” by William J. Reese, 2011.
I subscribe to Larry Cuban’s blog, which means I get an email every few days with his historian perspective on new initiatives like Personalized Learning or Coding for All. As I work on my research to understand how change does (or does not) happen in education, I felt like some historical context might provide perspective on the conversations I am having today.
William Reese is a professor here at UW-Madison in Education Policy Studies and History, though I’ve not had the opportunity to take a class with him. I had previously read Pillars of the Republic, by Karl Kaestle and Shopping Mall High School, by Powell Farrar and Cohen, but I was particularly interested in this book about the more recent times of NCLB. Nonetheless, I learned much about the progressive era, Dewey, curriculum, urban vs. rural schools, and the wrestling of a common goal for public schools. One of the key trends that was new to me was the consistent assumption that held up urban schools as the ideal and rural schools as backwards. This is written as the dominant narrative of public schools, with some attention paid to integration orders after Brown v. Board and the different experiences of non-white and poor students in schools.
p. 13-14. “School-houses and churches are the true symbols of New England civilization, as temples, pyramids and mausoleums were the symbols of ancient civilizations,’ declared a college professor at mid[19th-]century…. Schools, he said, were not like clocks, once wound ticking of their own accord; someone needed to operate and guide them. Moreover, ‘no reform is carried in the State or the world without a reformer. Improvements originate with original minds, and are usually presented to the people by interested advocates.”
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