One thought on “The Race to the Top Leaves out a Key Player (part 1 of 2)

  1. It seems like this approach – one that generally situates the public school as an anchor or hub in community revitalization – would have some interesting implications for educators and others involved in education.

    The need for new literacies could entail new positions/roles, such as “super parents” who bridge communities and schools. These roles would emerge and need to be integrated into the existing “education system,” in the broad sense that includes community. In this case, educators could continue doing their job and enjoy a more conducive social and psychological environment for learning.

    Another strategy might be to bundle up these literacies in the educators themselves, who would then focus less on the in-the-classroom teaching and more on relationships outside the classroom.

    This might make more sense in an environment when some aspects of teaching can now be streamlined (or provided) by various technologies: presentation and explanation of material, expert knowledge, curriculum design, etc. Teacher preparation could shift away from the material, maybe even a little away from the classroom itself, and more towards how to build and maintain those relationships with community resources.

    In either case, the new literacies will need to come from somewhere. I get the sense that now, involving parents in the learning process is something teachers learn on the job and usually in times of desperation. Many teacher preparation programs don’t prepare teachers directly for this kind of relationship. It seems that teacher prep (or educator prep) is due for a change, one way or another.

    I’m really interested to see how a resilience model gets structured – I look forward to Part 2!

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