Tuesday 19 January 2010

More shock news: phonics may not be the answer


The Education Guardian today carries an interesting article on the teaching of phonics.
Do I sense some 'back-peddling' by some?




Well-judged comment from David Reedy, the President of UKLA in this article.

However, still comments made by another that has the whiff of the workhouse about them.

"Those from socio-economically disadvantaged backgrounds need good, sharp, upfront teacher-driven interactive phonics right from the minute they start school"

Differentiation based on income and social class is a very questionable (but not unusual) way to organise the teaching of reading. The middle class need something different, we are told.
Why 'sharp' too ? An unfortunate metaphor to use in the context of the education of the poor and disadvantaged.

Monday 11 January 2010

Will Hutton on Class and Education: Obsever 10th January 2010


Will Hutton, in the Observer last Sunday was commenting on the debate about using social class in the General Election campaign and in debates about society in general. http://www.guardian.co.uk/commentisfree/2010/jan/10/will-hutton-class-unfair-society

I find that in media pieces on class in more Social Democratic Liberal papers that highlight the 'injustice' in society, one will always find the paragraph that puts 'the brakes' on the demands that they make for a 'fairer society' (fairER, not fair). After exposing the disparities in power and equality caused by education and privilege, there will be the comments that crucially define the overall perspective. The disclaimer paragraph. Try the one below. Hutton advocates a fairer society within which class still exists and the economy appears to stay fundamentally the same.

"No one is arguing for stopping being middle class or wanting to do the best for one's children. But our children will want to be part of a resilient, dynamic society that in turn generates a dynamic economy with lots of opportunity. They will also want to know that what they did in life they did fairly, and not to have to produce an excuse for their unfair start, with all its psychological and political consequences. We owe it to them to create social structures that deliver that, not structures that manufacture good luck for those who can pay for it and close down opportunity and openness for everyone else. A few do well, but in a poorer society and economy".

Saturday 9 January 2010

The Curriculum Journal


For those who may be interested, my article 'Ground Rules for Talk: the Acceptable Face of Prescription' is out now in The Curriculum Journal Vol. 20 No. 4 December 2009 pp. 423-435

Wednesday 6 January 2010

The Workhouse?












http://www.guardian.co.uk/education/2010/jan/05/mossbourne-academy-wilby-profile

You must read this in the link above. The Mossbourne Academy - doing 'good' for the poor. What must it be like to be poor and a child, dealt with by the 'well-meaning'? Our discussion this week is: 'What kind of an answer to disadvantage is this?'

Sunday 3 January 2010

Christianity - Wagner, Magee - contemporary society ethos


I have been reading Bryan Magee's book called 'Aspects of Wagner' first published in 1968. In the first chapter he discusses Wagner's theory of Opera. All very interesting if you like Wagner and/or classical music. I would like to share some thoughts for discussion here.
A passage struck me as interesting in terms of the questions that are raised by Wagner's view of Christian perspectives on the human condition, morals and consequent actions. I couldn't help thinking about this interpretation of Christianity and contemporary government and media attitudes to the fears and anxieties expressed about people and communities. It could be argued that modern humanity is often portrayed, through media and the laws that are made, as dangerous and potentially harmful and that lack of trust in people and communities is prevalent and encouraged. Working in schools, this is a common perception. In Wagner's books 'The Work of Art of the Future' (1849), 'Opera and Drama' (1850-1) and 'A Message to my Friends' (1851) he describes how Greek Tragedy was the highest point in human creative achievement. It was a form that embraced all the arts and drew on timeless myths to make its meanings. For Wagner, Greek tragedy was a religion of the purely human and a celebration of life. Sophocles has his Chorus in 'Antigone' say: "Numberless are the world's wonders, but none/more wonderful than man..." Wagner wanted opera to have a similar aesthetic to Greek tragedy. Magee paraphrases how Wagner describes the power of Greek Tragedy, which captured the summation of living and was slowly disintegrated:
"In any case its available content dissolved when Greek humanism was superseded by Christianity, a religion that divided man against himself, teaching him to look on his body with shame, his emotions with suspicion, sensuality with fear, sexual love with feelings of guilt. This life, it taught, is a burden, this world a vale of tears, our endurance of which we will be rewarded in death, which is the gateway to eternal bliss. In effect this religion was, as it was bound to be, anti-art. The alienation of man from his own nature, especially his emotional nature; the all pervading hypocrisy to which this gave rise throughout the Christian era; the devaluation of life and the world and hence, inevitably, their wonderfulness; the conception of man as being not a god but a worm, and a guilty one at that; all this is profoundly at odds with the very nature and existence of art" (Magee, 1968:6)
Needless to say, everyone knows that a great deal of Wagner's beliefs were vile and revolting. His music, it can be argued, as Magee does, is wonderful despite some of these horrible ideas. However, it is worthy of discussion to ask if this interpretation of Christianity and its approach to a conception of humanity can be seen manifested within modern government approaches to the construction of a society ethos. As normal, I offer no view here and simply want to open debate.