Reading Wars...again

Miriam Gross (pictured) has published her 'So Why Can't They Read' for the right wing Centre for Policy Studies. It has a forward by Boris Johnson. You can read it here: http://www.cps.org.uk/cps_catalog/why%20can Those who are familiar with the arguments of those motivated by the politics of the right will not be surprised by the arguments that Gross makes. As Bernstein described this educational position, she wants a 'visible pedagogy' with all the rigid discipline that comes with it. Gross hates 'child centered', 'play based' learning and demands a return to traditional values.

OK, so nothing new here. Of course, the new UK coalition government are driven by this same politics too so we must expect this pedagogy to be on the rise in the policy for state schools.

I have commented on this aspect of right wing politically driven education ideas before: how advocates for this position feel the need to provide environments in our schools that appear to model for children undemocratic, even despotic regimes. In this book for the Centre for policy studies, Gross describes the regime of a school that she contends is an example of a good school:

'Some of the new Academy schools, like Mossbourne in Hackney have imposed much greater discipline on their pupils, both inside and outside the classroom. Children are firmly assigned to sets according to ability in all subjects. There are strict rules for behaviour throughout the school: pupils are not allowed to talk to each other in corridors whiles walking from one classroom to another;mobile phones are proscribed, as is chewing gum'

The language is telling here: children are firmly assigned sets; there are strict rules. Notice how talk is outlawed in areas unregulated by authority. Once again I am in no doubt these are the school regimes recommended for poorer members of society or the working class. I would imagine, there are many (not all) private schools which try to demonstrate a more democratic environment which show trust in the children and respects their dignity and rights, perhaps allowing them to talk and discuss between lessons. Their wealthy parents would demand it. At the same time I know that some state schools have remained determined to model democracy too and have resisted the forms of school regimes that Gross believes we all need to experience.

Politics remains the driving force in education as in all things and Gross's book demonstrates the normal right win position.