It was media theorist Marshall McLuhan who famously said we look at the present through a rearview mirror. This is what I am doing at the moment as I reflect on the last 498 posts on bluyonder. There have been some posts that were well-received, others critiqued and many that have been ignored. The blog was never
going to be a lone catalyst for educational transformation but it joins the thousands of educational blogs around the world creating a critical mass for change.
In all the bluyonder musings, the biggest challenge seems to be ‘why is it so difficult for teachers to change?’ For the most part we are stuck in the liminal space between the vast experience of the past and the unimaginable possibilities for doing the valuable work of schooling differently. This isn’t the responsibility of the teaching profession alone (although the profession needs to drive the agenda) – it is one that society shares. Teachers need the support of the local school communities. These communities need the support of coherent education policies that reflect an understanding of the challenges in providing a first class contemporary schooling experience.
Unfortunately what I continue to see is a vicious cycle where teachers don’t trust the administration when improvement is advocated, where governments want students to be creative and innovative but continue to support high stakes testing and where parents want more engaging learning experiences without schools daring to be innovative in teacher practice and school design. All these come together in the perfect storm alongside publication of international test rankings and federal and state elections. If we want contemporary practice, innovative solutions, continuous improvement and the like as the norm for all schools, some things have to change. A good start would be for communities to talk up the work of their schools. This requires a stronger and deeper engagement than currently exists.
However the most important change we need is to turn the schooling model on its head. Most schooling is still defined and designed around “the Curriculum” and the delivery of this curriculum through the timetable construct. It is not the curriculum that should shape the learning and teaching but the students themselves. In other words the kids are the curriculum. The question of why it so difficult to start with the child rather than the curriculum isn’t new thinking (John Dewey) but it seems we have become increasingly fearful of failure as compliant servants of an industrial system (Ken Robinson). Yet failure is at the heart of learning, teaching and ultimately improvement (Dylan Wiliam) and it is this that keeps me fixed on the bluyonder while occasionally pausing to see where we’ve come through the rearview mirror.