At a time when people from outside of public schools are deciding what public education is and will be, in our cities, we teachers in private schools hesitate to speak up. We don’t want to be making pronouncements about good education without knowing what it’s like to teach in high-poverty neighborhood schools. At the same time, we know we can’t silently ignore the fact that our public school colleagues are under pressures that seem to be worsening year by year. So, how do we respond to the assault on public education?
Recently I have been a part of groups of private school teachers from all over Chicago and all over the country who are asking these questions.
Their responses are strikingly different from those of the education reformers who are making changes from outside of the public schools. The reformers are fixated on taking action at all costs. They talk a lot about “fixing the broken education system,” and implement measures that they think will do so. If they ever ask themselves if they know what they’re doing, they give no sign of it.
The private school teachers, on the other hand, are full of questions – of themselves as much as of the world around them. As education leaders of the best schools in the country, they know to ask themselves often whether they know what they’re doing — and how they know if they know what they’re doing. Self-examination is indispensable for good education, whether you are a teacher or a student or an administrator.
Education is about questions, uncertainty, doubt. It is about listening and looking and thinking and changing your thinking.
Sometimes education is about action too – but not apart from ongoing inquiry. I call this activation: the inner change that shapes the outer work. Education reform that is all action and no inner work betrays the very essence of education.
My colleagues are very aware that they don’t know enough to be able to advocate for a particular course of action. Two separate groups of educators I met in the past two weeks determined that being in solidarity with the public schools meant they need to learn a lot more about what is going on in and around them. To do so, they need to find ways to be in dialogue with people in public schools.
Where is this dialogue happening?
One of the consequences of recent education reform actions is that my public school colleagues, at least in Chicago, are increasingly unavailable for dialogue. The pressures of increasing standardization and teacher evaluation, in addition to other destabilizing factors — from poverty and violence to the effects of school closing and massive staff cuts — are taking a huge toll on teachers and students.
These are not good conditions for dialogue. In one of our recent progressive educators’ meeting, one teacher asked why our public school colleagues hadn’t come. Another teacher said, “why would we expect them to come to our meetings? We should be showing up where they are instead.” Our inquiry, then, starts with relocating ourselves.
We in the independent schools don’t yet know how to be in solidarity with public schools. But we have a better sense of the questions we need to ask, and where we need to ask them.