The Digital Age and Curriculum in British Columbia

I: The Digital Shock & Curricular Reinvention 

“We are living in the middle of the largest increase in expressive capacity in the history of the human race,” declared Clay Shirky in his 2008 tome Here Comes Everybody: The Power of Organizing without Organizations (Shirky, 2008). In the intervening years we have continued to see an emphasis in curricular thought and reform which seeks to realize the potential of a dawning Digital Age. In blog posts and cable news investigations, parent-advisory council meetings and teacher professional development events, academic scholarship and TED Talk distillations, discussions about curriculum struggle toward consensus on what might constitute an education for the 21st Century. Such a time is fraught with both possibility and peril.

Simsek and Simsek describe the Digital Age as a time when “forms of information have changed drastically” (Simsek & Simsek, 2013), so much so that they are capable of inducing a state of shock:

“Information is an integral part of daily life in today’s society in order for individuals to survive against information-related requirements. Production of knowledge requires different skills than those necessary for producing goods. Thus, the concept of shock could be interpreted partly as the feelings of the confusions of people, being aware of not having necessary skills for the new literacies” (p. 127).

In contemplating the nature of shock as might effect curricular reform, it can be helpful to consider Naomi Klein’s Shock Doctrine, wherein she presents the rise of neoliberal capitalism and its champion Milton Friedman’s ideas across the latter half of the twentieth century. Friedman, Klein observes, looked to the onset of crises and shocks as opportunities to radically intervene in the reform process, noting his admission that “Only a crisis – actual or perceived – produces real change. When that crisis occurs, the actions that are taken depend on the ideas that are lying around (Klein, 2008).”

Looking toward the unique challenges presented by the Digital Age, David Perry recommends taking “note of the plasticity of digital forms and the way in which they point toward a new way of working with representation and mediation, that might be called the digital ‘folding’ of reality, whereby one is able to approach culture in a radically new way” (Perry, 2011).

As this ‘folding’ of reality administers structural changes across society, curricular reform lies at the center of digital reinventions of politics, economics, creative expression and collaboration, the natural sciences and perspectives on the nature of life and consciousness itself. However, such broad educational considerations are hardly novel, as Egan noted in 1978 that once started down the path of inquiry into the methodology of education, “there becomes little of educational relevance that can be excluded from the curriculum field” (Egan, 1978). Thus, the regeneration of our curricula to suit the Digital Age is something that ought be carefully engaged to ensure an authentic expression of society’s best intentions for education.

Ralph W. Tyler’s Principles of Curriculum and Instruction outlines a rationale for viewing, analyzing and interpreting an instructional program as an instrument of education. Tyler notes “no single source of information is adequate to provide a basis for wise and comprehensive decisions about the objectives of the school,” (Tyler, 2013), and advocates for a comprehensive discussion of curricular purposes from each of the progressive, essentialist, sociologist, and educational philosopher’s perspectives:

“The progressive emphasizes the importance of studying the child to find out what kinds of interests he has, what problems he encounters, what purposes he has in mind.

“The essentialist, on the other hand, is impressed by the large body of knowledge collected over many thousands of years, the so-called cultural heritage, and emphasizes this as the primary source for deriving objectives.

“[Sociologists] view the school as the agency for helping young people to deal effectively with the critical problems of contemporary life. If they can determine what these contemporary problems are then the objectives of the school are to provide those knowledges, skills, attitudes and the like that will help people deal intelligently with these contemporary problems.

“[Educational philosophers] see the school as aiming essentially at the transmission of the basic values derived by comprehensive philosophic study and hence see in educational philosophy the basic source from which objectives can be derived (p. 4-5)”

This paper seeks to examine the Government of British Columbia’s Education Plan (BCEdPlan) from each of these perspectives with the hopes of furthering discussion of the potential of curricular reform in the Digital Age within the province.

II: Principles of Curriculum and Instruction in the BCEdPlan

In 2012, the British Columbia Ministry of Education began consultations to bring about changes in the province’s K-through-12 curriculum. Guided by the Premier’s Technology Council 2010 report, A Vision for 21st Century Education (Council, 2010), the BCEdPlan was published in 2013 and shares the province’s vision for teaching and learning in the Digital Age, with reforms set to address curricular goals and assessments, graduation requirements, transitions to post-secondary learning, parent-communication, and even the physical time and place of formalized schooling (Government, 2013b). These changes are guided by the EdPlan’s Five Key Elements (p. 5):

  1. Personalized Learning for Every Student
  2. Quality Teaching and Learning
  3. Flexibility and Choice
  4. High Standards
  5. Learning Empowered with Technology

“While a solid knowledge base in the basic skills will be maintained,” the BCEdPlan admits that better preparing students for the future will require greater emphasis on teaching “key competencies like self-reliance, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and technological literacy” (p. 4).

At the time of this writing, the Ministry of Education has begun posting draft versions of subject and grade curricula from grades kindergarten to nine. The intent of this section of the paper is to investigate the formally published BCEdPlan with the hope that this discussion might lead to a similarly critical analysis of subject curriculum as it comes more clearly into focus.

Progressive

In its advocacy on behalf of student choice and flexibility, the BCEdPlan may be seen to embrace tenants of the progressive mindset. By looking to develop students’ passions, self-reliance, and personalizing the learning experience of each individual, the focus on role of the child in the schooling process is soundly rooted in progressive principles.

While the BCEdPlan does state its intention to prepare students to “realize their full potential and contribute to the well-being of our province” (p. 5), less well emphasized are the democratic traditions of the progressive movement. The words ‘society,’ and ‘democracy,’ do not appear in the BCEdPlan; however it does state as an objective for further action that “We will work with our education partners to identify the attributes of an educated citizen and how that will be articulated throughout the education program culminating in graduation” (p. 5). Curricular discussions in British Columbia might delve further into the progressive promise of student-centered learning characterized by John Dewey, who warned of the danger that increased personal independence could decrease the social capacity of an individual” (Dewey, 1916):

“In making him more self-reliant, it may make him more self-sufficient; it may lead to aloofness and indifference. It often makes an individual so insensitive in his relations to others as to develop an illusion of being really able to stand and act alone — an unnamed form of insanity which is responsible for a large part of the remedial suffering of the world (p. 42).”

Essentialist

Essentialists, meanwhile, may not see their approach as integral to the BCEdPlan, which cites as an operating premise the idea that “The world has changed and it will continue to change, so the way we educate students needs to continually adapt” (p. 5). The impetus for the education revolution in British Columbia and other jurisdictions around the world is an acknowledgement that the Digital Age has so fundamentally changed the nature of society that new skills and knowledge(s) are required for tomorrow’s citizens. And while it may include traditional values and legacies such as cross-cultural understandings and assurances that core knowledge and “basic skills” such as literacy and math will be preserved, the BCEdPlan looks to create and define new skills and proficiencies – e.g. “innovation” and “creativity” – which essentialists may view as components of a much lengthier cultural heritage.

For example, the essentialist may view the advent of new communications technology as an opportunity to apply the lessons of past revolutions in reproduction and collaboration to contemporary curriculum. Providing an education in the background of the relationships between advances in technology and human creativity, for instance, could prove a valuable instructor for young people learning about literacy in the Digital Age. Bruner describes undertaking such a task as learning about “not only the role of tools or language in the emergence of man, but as a necessary precondition for doing so, setting forth the fundamentals of linguistics of the theory of tools” (Bruner, 1966).

It remains to be seen the amount of influence these and other cultural legacies will exert in the pending British Columbia curricula, however the tenor and intent of the BCEdPlan as stated casts its gaze decidedly toward the future, potentially at the expense of the vast cultural learning about the past.

Sociologist

The BCEdPlan adopts a sociological lens in developing curriculum that is part of a broader government agenda to confront the perceived needs of our historical moment. As part of its Jobs Plan (BCJobsPlan), the Government of British Columbia declares that it is “reengineering education and training so that BC students and workers have the skills to be first in line for jobs in a growing economy” (Government, 2013a). Within this broader context, the critical contemporary problems British Columbian curriculum intends to address come into clearer focus, as education is redrawn from the bottom up, in three stages:

  1. A Head Start Learning to Hands-on Learning in Our Schools that will “give [students] an earlier head-start to hands-on learning, so [they’re] ready for the workforce or more advanced training when [they] graduate” (p. 8);
  2. A Shift in Education and Training to Better Match with Jobs in Demand to [maximize] spaces available to provide the programs [students] need to compete successfully in the workforce” (p. 8); and
  3. A Stronger Partnership with Industry and Labour to Deliver Training and Apprenticeships to “better connect [students] with the on-the-job and classroom training [needed] to boost […] skills or achieve certification” (p. 8).

Sociologists may be encouraged by the consideration of such economic metrics to guide the creation of British Columbian curriculum. However, by viewing the BCEdPlan as embedded within the government’s more comprehensive BCJobsPlan[1], they might find the purview of this sociological study to be narrowly focused or to ignore altogether areas of potentially more pressing contemporary importance. “To make the most effective use of our education and training resources,” the BCJobsPlan notes, “we will rely on the best data and […] the most up-to-date labour market information […] to guide government decision-making and to determine spending priorities” (p. 7).

Further sociological study may seek to critically address 21st century problems such as inequality, environmental degradation, or the degree to which our education systems help actualize the democratic ideals enshrined in the Canadian Charter of Rights and Freedoms (Canada, 1982) or Multiculturalism Act (Canada, 1988).

Educational Philosophy

While the first of these three lenses might assert different resolute perspectives toward the creation of curricular purposes, the educational philosopher approaches the discussion in the tradition of the humanities, and is thus “committed to the concept of knowledge as interpretation” (Drucker, 2011), as well as the idea:

“That the apprehension of the phenomena of the physical, social, cultural world is through constructed and constitutive acts, not mechanistic or naturalistic realist representations of pre-existing or self-evident information” (par. 7).

Educational philosophers may be critical of the BCEdPlan’s reliance on “the best data and labour market projections” to direct educational resources at the expense of allowing a more broadly constructed view of education’s role in democracy into the decision-making process, as this data assumes a market-oriented solution to a perceived educative problem. Others may highlight the similarity between this practice and the economic project authored by Milton Friedman in the form of neoliberal capitalism, “the doctrine that market exchange is an ethic in itself, capable of acting as a guide for all human action” (Harvey, 2005).

The educational philosopher may also challenge the symbolic representation and meta-messages about the nature or purpose of education communicated in the language and design of schooling, as Giroux has noted that the “survival-of-the-fittest ethic has replaced any reasonable notion of solidarity, social responsibility and compassion for the other” (Giroux, 2012).

Image by Alan Levine

III: Further Discussion

Analyzed through these various perspectives, the creation of 21st century curriculum in British Columbia can be seen to highlight aspects of both the progressive and sociological perspectives. While each of these lenses could be explored further, a more comprehensive approach to addressing essentialist and philosophical concerns would allow a more broadly constructed view of curriculum in the Digital Age. In implementing its notion of 21st century learning, the government of British Columbia should be especially willing to experiment with new technology in developing a curriculum reflective of the digital medium’s message (McLuhan & Fiore, 1967), lest our collective aspirations for the future be limited unnecessarily by perceived economic realities.

The ‘shock’ of the Digital moment provides an opportunity for both critique and the establishment of new myths surrounding education, the broader enactment of which Michel Foucault described as Enlightenment (Foucault, 1984), or critical ontology, something that should “be considered not, certainly, as a theory, a doctrine, nor even as a permanent body of knowledge that is accumulating,” but rather, “a philosophical life in which the critique of what we are is at one and the same time the historical analysis of the limits that are imposed on us and an experiment with the possibility of going beyond them.”

Paulo Freire described a similar sense of enlightenment at the root of an emancipatory critical praxis, whereby “critical percep­tion is embodied in action, [and] a climate of hope and confidence devel­ops which leads men to attempt to overcome the limit-situations” (Freire, 1970). This emancipation constitutes an active citizenship that continues to transform reality, “and as these situations are superseded, new ones will appear, which in turn will evoke new limit-acts” (p. 99).

By applying such critical discourses to the negotiation and expression of societal interests with respect to curriculum, we are presented with one of the unique democratic opportunities presented by the Digital Age itself. Indeed, as Simsek and Simsek point out, “the free flow of information through new technologies is consistent with the requirements of deliberative democracy.” However, as the man largely credited with the developing the World Wide Web, Tim Berniers-Lee, recently noted, “Unless we have an open, neutral internet […] we can’t have open government, good democracy, good healthcare, connected communities and diversity of culture” (Kiss, 2014).

In encountering the Digital Age, educators and those interested in constructing curriculum are well-served by embracing the spirit of the open and interconnected web, and playing what Jim Groom and Brian Lamb call for as “a decisive role in the battle for the future of the web” (Groom, 2014). They write, “It is well within the power of educators” to engage in this struggle, though admit that it “will require an at-times inconvenient commitment to the fundamental principles of openness, ownership, and participation.”

As the Ministry of Education continues to unveil its vision for the future of education in British Columbia, these and other questions, perspectives and concerns raised in the discussion of this paper are presented with the intention of further engaging an ongoing discussion of curricular purpose in the province.

Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59): Harvard University Press.

The Constitution Act, 1982 (1982).

Canadian Multiculturalism Act (1988).

Council, Preimier’s Technology. (2010). A Vision for 21st Century Education

Dewey, J. (1916). Democracy and education: An Introduction to the Philosophy of Education. New York: Macmillan.

Drucker, J. (2011). Humanities approaches to graphical display. Digital Humanities Quarterly, 5(1).

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 65-72.

Foucault, M. (1984). What is Enlightenment? . In P. Rabinow (Ed.), The Foucault Reader. New York: Pantheon Books.

Freire, P. (1970). Pedagogy of the Oppressed (M. B. Ramos, Trans. 30th Anniversary Edition ed.): The Continuum International Publishing Group Inc.

Giroux, H. (2012). Education and the crisis of public values. Peter Laing, New York.

Government, B. C. (2013a). BC Jobs Plan

Government, B. C. (2013b). BC’s Education Plan Province of British Columbia.

Groom, J. L., Brian. (2014). Reclaiming Innovation. EducausE review, Online.

Harvey, D. (2005). A brief history of neoliberalism: Oxford University Press.

Kiss, J. (2014, March 12, 2014). An online Magna Carta: Berners-Lee calls for bill of rights for web. The Guardian

Klein, N. (2008). The shock doctrine: the rise of disaster capitalism.

McLuhan, M., & Fiore, Q. (1967). The medium is the message. New York, 123, 126-128.

Perry, D. (2011). The Computational Turn: Thinking about the Digital Humanities. Culture Machine(Spec. Issue ).

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations: Penguin.

Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Online Submission, 4(3), 126-137.

Tyler, R. W. (2013). Basic principles of curriculum and instruction: University of Chicago press.

[1] Where the BCEdPlan runs just under 8 pages, the BCJobsPlan measures just fewer than 50.

Emergent Citizenship: Curriculum in the Digital Age

Junedays

“Souls cross ages like clouds cross skies, an’ tho’ a cloud’s shape nor hue nor size don’t stay the same, it’s still a cloud an’ so is a soul. Who can say where the cloud’s blowed from or who the soul’ll be ‘morrow? Only Sonmi the east an’ the west an’ the compass an’ the atlas, yay, only the atlas o’ clouds.” (Mitchell, 2008)

What is curriculum?

Kieran Egan begins his essay, “What is curriculum?” (Egan, 1978) by presenting the idea that schools and curriculum constitute a process by which “children are initiated into particular modes of making sense of their experience and the world about them, and also into a set of norms, knowledge and skills which the society requires for its continuance.” John Dewey presents a similar vision of schools that are “responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future of society” (Dewey, 1916):

“It is the office of the school environment to balance the various elements in the social environment, and to see to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment.” (p. 20)

Dewey’s description can be seen in congruence with the critical ontology of the self that Michel Foucault described in his essay “What is Enlightenment?” (Foucault, 1984), which should: “be considered not, certainly, as a theory, a doctrine, nor even as a permanent body of knowledge that is accumulating”:

“It has to be conceived as an attitude, an ethos, a philosophical life in which the critique of what we are is at one and the same time the historical analysis of the limits that are imposed on us and an experiment with the possibility of going beyond them.”

It is toward this ideal of enlightenment that we might apprehend the spirit of the Canadian Charter of Rights and Freedoms (Canada, 1982), or the Multiculturalism Act (Canada, 1988), which seeks “to promote the full and equitable participation of individuals and communities of all origins in the continuing evolution and shaping of all aspects of Canadian society.” While Egan notes that “one symptom – or perhaps condition – of pluralism is the conflict and argument about what [the] curriculum of initiation should contain,” it should not be controversial to state that the mandate of education includes an introduction to (and the rehearsal of) the requisite skills which promote this “full and equitable participation” in the creation of our collective societal narrative(s) and identity.

This paper attempts to describe the nature of knowledge-creation in the Digital Age, and outline an approach to curriculum and citizenship that embraces an emergent sense of identity and culture.

Emergence in the Digital Age

The modernist conception of citizenship expressed in the Multiculturalism Act aligns neatly with possibilities brought about through the revolution in communication technologies that can be thought of as our Digital Age. Simsek and Simsek characterize the early stages of the Digital Age as a time when “the forms of information have changed drastically” (Simsek & Simsek, 2013):

“Information processing has been transformed from being passive receivers to active information processors, who must engage, construct, respond and act with information.” (p. 127)

“Our emergent digital times,” Nahachewsky and Slomp argue, “challenge the authority of any one author or teacher” (Nahachewsky & Slomp, 2009). However, envisioning a curriculum that might challenge the central authorial role of the teacher presents a number of difficulties, as Osberg and Biesta argue that such an emergent information landscape assumes that “Knowledge is neither a representation of something more ‘real’ than itself, nor an ‘object that can be transferred from one place to the next[i]” (Osberg & Biesta, 2008). The emergent classroom is a place where

“Knowledge is understood, rather, ‘to ‘emerge’ as we as, as human beings, participate in the world.” (p. 313)

This view of knowledge is congruent with Simsek and Simsek’s description of the literacies required to actualize democracy in the digital era, which “differ from the previous ones, mainly due to their operational, interactive and user-based technological characteristics” (p. 129). Here we see that the emergent view of knowledge-construction, which presents a difficulty to institutional learning, may be supported by the advent of digital communications technologies.

Teaching and learning in polyphony

“If we hold that meaning is emergent,” Osberg and Biesta state. “Then the idea that educators can (or should) control the meanings that emerge in the classroom becomes problematic” (p. 316). Sidorkin admits that “the tragic side of such a situation is that regardless of teachers’ intentions the relationship cannot become equal and truly dialogical” (Sidorkin, 2000). Despite one’s best efforts, the context of organized learning assumes orientation toward certain aforementioned goals and/or outcomes.

Paulo Freire confronted the student-teacher contradiction by prescribing what he called the “problem posing method” of education, whereby curricular content “constantly expands and renews itself” (Freire, 1970):

“The task of the dialogical teacher in an interdisciplinary team working on the thematic universe revealed by their investigation is to “re-present” that universe to the people from whom she or he received it – and “re-present” is not as a lecture, but as a problem” (p. 122).

However this framework maintains the authority of the teacher to “re-present” the reality of students toward their emancipation and as such is deserving of Bruner’s critique (highlighted by Nahachewsky and Slomp) in that the student becomes a “performing spectator” who “does not invent the world, [but] uses it” (Bruner & Bruner, 2009).

Sidorkin looks beyond this dialogical model toward Bakhtin’s idea of polyphony (Bakhtin & Emerson, 1993), and proposes that “the problem of imbalanced relation is not to be countered with power sharing based on considerations of equality.” Rather, he says, it should be “addressed with polyphony, the principle of engaged co-existence of multiple yet unmerged voices” (Sidorkin, 2000). The literacies attending such curricular intentions can be seen to revolve around the realization of a critical awareness of one’s community, and an ability to articulate a unique perspective within it. And it is here we see the notion of emergence begin to exist in a dual sense, as it arises in a collective narrative of community, but also in the individual’s sense of themselves within that community.

Sidorkin argues that curricular authority in the classroom should aim toward the realization of mutuality in meaning-making, stating “The polyphonic authority creates mutuality, and only this kind of authority should be used in education.”

It is this invitation to mutuality that Nahachewsky and Slomp describe by noting that:

“If students are allowed, through openness in the curriculum and their teachers’ language, to become part of a negotiation, facts then are created and become interpreted understandings shared by teacher and students, rather than transmitted by teachers as predisposed ‘truths’” (Nahachewsky & Slomp, 2009).

The skills and competencies attending such collective meaning-making may well have long been essential to the democratic project, as Simsek and Simsek note that “democratic values needed for citizenship are not different for new literacies.” However, they present the Digital Age as an opportunity to realize further promise of the democratic project:

“Many democratic values could be acquired by new literacies. New literacies are prerequisites for digital citizenship. New literacies increase the availability of relevant and credible information and broaden the capacity of individuals to get, share, compare, and contextualize information by developing new skills” (p. 133).

While they are careful to not describe the revolution in communicative technology as a panacea in an era of anemic political engagement and accountability, the authors do note that such a summary of digital citizenship embraces the value of broad contribution to an emergent, collaborative constructed community. Optimistically, they note, “Digital citizenship could create a more transparent, connected and participatory democratic environment” (p. 132).

Curriculum as Identity

The advent of the Digital Age has led to an increase in the opportunities for individuals to contribute their voice to the type of polyphonic democracy suggested by Freire and Sidorkin. Simsek and Simsek characterize the Digital Age by highlighting the increasing ability and access individuals have to spaces in which they might cultivate a networked, public “identity.”

“Identity in the digital territory is seen as a higher construct of literacies, which enables the citizen to act as a person with culture and independence as well as with critical abilities and democratic values” (Simsek & Simsek, 2013).

When conceived of in this fashion, the society education serves intends to admit all voices in its chorus, and asks that schools provide learning in the conception and expression of individual and pluralist identities. This is a process that unfolds endlessly, as the One and the Many are constantly making each other (Follett, 1919), and it is toward this critical praxis that education must orient the student experience if it is to achieve Freire’s “critical and dynamic view of the world” by which we might realize what he considered the central human objective: “permanent transformation of reality in favor of the liberation of people.” The progress toward this pluralist aim is the stated purpose of the Canadian Constitution, and should guide the continued exploration of curriculum in the Digital Age.

Bakhtin, M. M. M., & Emerson, C. (1993). Problems of Dostoevsky’s poetics: U of Minnesota Press.

Bruner, J. S., & Bruner, J. S. (2009). Actual minds, possible worlds: Harvard University Press.

The Constitution Act, 1982 (1982).

Canadian Multiculturalism Act (1988).

Dewey, J. (1916). Democracy and education: An Introduction to the Philosophy of Education. New York: Macmillan.

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 65-72.

Follett, M. P. (1919). Community is a process. The Philosophical Review, 576-588.

Foucault, M. (1984). What is Enlightenment? . In P. Rabinow (Ed.), The Foucault Reader. New York: Pantheon Books.

Freire, P. (1970). Pedagogy of the Oppressed (M. B. Ramos, Trans. 30th Anniversary Edition ed.): The Continuum International Publishing Group Inc.

Mitchell, D. (2008). Cloud Atlas: A Novel: Random House LLC.

Nahachewsky, J., & Slomp, D. (2009). Sound and fury: Studied response (s) of curriculum and classroom in digital times. Beyond ‘presentism”: Re-imaginging the historical, personal and social places of curriculum, 139-151.

Osberg, D., & Biesta, G. (2008). The Emergent Curriculum: Navigating a Complex Course between unguided Learning and Planned Enculturation. Journal of Curriculum Studies, 40(3), 313-328).

Sidorkin, A. M. (2000). Toward a pedagogy of relation.

Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Online Submission, 4(3), 126-137.

[i] See Biesta and Burbules (2003), Biesta and Osberg (2007), Cilliers (1998) and Osberg et al. (in press).

Epistemology, Pedagogy and Democracy in the Digital Age Bibliography

The Virtual Self @nora3000 at #Brocku [visual notes]
The Virtual Self, visual notes by Giulia Forsythe on a talk by Nora Young at Brock University March 2013 (Learn more about Giulia’s amazing Visual Practice here).

It has been a treat to delve deeper into the web of scholarship that charts the intersection of so many different philosophical inquiries that concern pedagogy as a branch of the digital humanities these last few weeks. The metaphysical and epistemic questions that guide our social, ethical and political discussions around the larger purposes of curriculum cast an incredibly broad net, but are undeniably arising out of the digital revolution in communicative technology we are living through. And so my bibliography covers a lot of ground:

  • What is knowledge in the digital age? How is it attained, where does it ‘live’?
  • If in fact knowledge has changed, how should we go about teaching in this new era?
  • And how do these shifts in knowledge and social processes affect the nature and purpose of citizenship?

Answers to these questions lie in fields of sociology, philosophy, political science, and education, but I have tried to locate and share readings that plot the intersection of these topics as relates the narrower field of ‘curriculum.’

Andreotti, V. d. O. (2011). The political economy of global citizenship education. Globalisation, Societies and Education, 9(3-4), 307-310.

Biesta, G. (2013). Learning in public places: Civic learning for the 21st century. Civic learning, democratic citizenship and the public sphere.

Biesta, G. J. J. (2012). Doing Emancipation Differently: Transgression, Equality and the Politics of Learning. Civitas Educationis. Education, Politics and Culutre, 1(1), 15-30.

Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada, http://www. downes. ca/files/books/Connective_Knowledge-19May2012. pdf.

Feldman, S. B., & Tyson, K. (2014). Clarifying Conceptual Foundations for Social Justice in Education International Handbook of Educational Leadership and Social (In) Justice (pp. 1105-1124): Springer.

Garcia, J., & De Lissovoy, N. (2013). Doing School Time: The Hidden Curriculum Goes to Prison. Journal for Critical Education Policy Studies, 11(4).

Howard, P. (2014). LEARNING COMMUNITIES AND DIGITAL CITIZENSHIP IN ONLINE AFFINITY SPACES: THE PROMISE AND THE PERIL. INTED2014 Proceedings, 5658-5658.

Khoo, S.-m. (2013). Between Engagement and Citizenship Engaged Scholarship (pp. 21-42): Springer.

Lentz, B. (2014). The Media Policy Tower of Babble: A Case for “Policy Literacy Pedagogy”. Critical Studies in Media Communication(ahead-of-print), 1-7.

MacGregor, J., Stranack, K., & Willinsky, J. (2014). The Public Knowledge Project: Open Source Tools for Open Access to Scholarly Communication Opening Science (pp. 165-175): Springer International Publishing.

Martin, C. (2011). Philosophy of Education in the Public Sphere: The Case of “Relevance”. Studies in Philosophy and Education, 30(6), 615-629.

Monteiro, H., & Ferreira, P. D. (2011). Unpolite Citizenship: The Non-Place of Conflict in Political Education. JSSE-Journal of Social Science Education, 10(4).

Queen, G., Ross, E. W., Gibson, R., & Vinson, K. D. (2013). I Participate, You Participate, We Participate…”: Notes on Building a K-16 Movement for Democracy and Social Justice. Workplace: A Journal for Academic Labor(10).

Rice, J. (2013). Occupying the Digital Humanities. College English, 75(4), 360-378.

Schugurensky, D., & Silver, M. (2013). Social pedagogy: historical traditions and transnational connections. education policy analysis archives, 21, 35.

Sidorkin, A. M. (2010). John Dewey: A Case of Educational Utopianism. Philosophy of Education Archive, 191-199.

Sidorkin, A. M. (2014). On the theoretical limits of education Making a Difference in Theory: Routledge.

Siemens, G. (2014). Connectivism: A learning theory for the digital age.

Talisse, R. B. (2013). Sustaining democracy: folk epistemology and social conflict. Critical Review of International Social and Political Philosophy, 16(4), 500-519.

Willinsky, J. (2013). Teaching for a World of Increasing Access to Knowledge. CALJ Journal, 1(1).

“Moments happen quickly, and changes come slowly.”

Summer school

The title of this post, and its contents are synthesis and reflection of my thoughts while reading James Nahachewsky and David Slomp’s book chapter “Sound and Fury: Studied Response(s) of Curriculum and Classroom in Digital Times,” originally published in Beyond ‘Presentism’: Re-Imagining the Historical, Personal, and Social Places of Curriculum (2009).

Similar to Borges‘ introduction, “like all men, he was given bad times in which to live,” we find ourselves in complex times that have yet undeniably coalesced into a present “moment” that might be described as a Digital Age. The arrival of these digital times has arrived with

“a shift in perspective that recently has thrown many modernist educational boundaries and underlying assumptions into doubt – including constructs of learner and teacher, and schooling itself (Gee, 2004; Knobel & Lankshear, 2007). This shift is due, in part to young people’s own fluid, de-territorialized meaning-making afforded by the consumption and, perhaps more importantly, the production of digital texts.”

Nahachewsky and Slomp present the problem of how confronting these new realities of the digital age reveals a contradiction in that “digital texts, as created by young people become sites of action and agency [while] Arguably, brick and mortar classrooms are not.” The language arts, the authors note, are uniquely situated to reveal the particular opportunities such times present the study of pedagogy, as new media arise, changing the relationships between students, teachers, and even broader educative communities beyond our institutions. Using the shift brought to text by the digital age as a corollary, the authors begin to outline a structural transformation that is beginning to be seen in literacy education.

“The spaces of classroom and educational digital texts create complex dialogic ‘contact zones’ (Bakhtin 1981), where we may witness the representation of learner, teacher, and curriculum in interesting, complex, and non-traditional ways.”

Highlighting the example of the Western and Northern Canadian Protocol for Collaboration in Basic Education, Nahachewsky and Slomp note that democratic governments have engaged the collision of the 21st century and its burgeoning technological revolution to provoke discussion around the revolutionizing of curriculum itself, though the section of the paper begins with a quote from Jerome Bruner’s Actual Minds, Possible Worlds (1986):

“Language- can never be neutral, it imposes a point of view not only about the world to which it refers, but toward the use of mind in respect of this world.”

Because while the governments of the western provinces strive toward a collaboratively determined common curriculum that will best prepare young Canadians for the digital and globalized 21st century, “The primary issue the Ministers [of education from Manitoba, Saskatchewan, Alberta, British Columbia, Yukon and the North West Territories] identified in the agreement was the need to optimize the limited resources of the provinces in improving education [emphasis from the original].” The point of view “imposed,” and which frames the narrative of educational reform contextualizes the task as one of necessity rather than aspiration.

One needn’t suggest that fiscal responsibility shouldn’t constitute an aspect of educational discourse; but by beginning from this foundation, the “authors” of our curricular narratives – granted such voice by the democratic processes guiding public policy in Canada – limit the possible iterations of curriculum that might better contribute to education’s guiding purpose(s) than those created solely out of financial necessity. With the broad focus of literacy, the authors summarize the purpose of language learning expressed in the WNCP, which presents literacy as a tool:

“To facilitate thinking, define culture, develop personal identity, build interpersonal relationships, extend experience, facilitate reflection, contribute to a democratic society, construct and convey meanings, and facilitate metacognitive awareness.”

But while even optimists among us might appreciate these strokes of application that these democratic processes have sketched out on our collective behalf, the authors emphasize what is not included in this discussion of education’s future, what is not part of the narrative authored on society’s behalf: “the question, To what end?”

“…to what end do we use language to facilitate thinking or to construct meaning?”

In other words, what is understanding? And what is it for?

The affordances of new media in these digital times has further contributed to the disruption of the narrative of the singular author, a process that has been at work throughout the modernist period and which dates back to the Enlightenment period. Such philosophical movements are congruent with Bruner’s suggestion “that our use of language has a constitutive role in creative social reality and concepts of our selves.” 

To paraphrase Michael Wesch, our digital times present us with the opportunity to witness Marshall McLuhan‘s edict that “we shape our tools, and then our tools shape us,” in real time, largely through the critical study and experimentation with different forms of texts encountered in the language arts classroom. Indeed, Nahachewsky and Slomp point out that “this has important implications for the culture of education and the concepts of self that teachers and students co-construct.”

As the revolution of text online has challenged the notion of a single authorial rendering (even of an original work or act), so too might the digital age present the opportunity to consider the direction and construction of meaning to be a collaborative act between students who are guided in this process by a teacher. However well intended, our present schools are places where

“students are seen as participants who are given a role as ‘performing spectators who play out their canonical roles according to rule when appropriate cues appear.”

Bruner notes further than “this role causes the child to only identify himself as owner, as user, never as creator; he does not invent the world, he uses it.” However much this framing might offer a shift in perspective to today’s educators, it has been more than one hundred years since Maria Montessori lamented that while “it is true that some pedagogues, led by Rousseau, have given voice to the impracticable principles and vague aspirations for the liberty of the child [...], the true concept of liberty is practically unknown to educators.” (Montessori 1912)

More than one hundred years ago, Montessori wished

“to direct the teacher to awaken in him[self], in connection with his own particular field, the school, that scientific spirit which opens the door for him to broader and bigger possibilities. In other words, we wish to awaken in the mind and heart of the educator an interest in natural phenomena to such an extent that, loving nature, he shall understand the anxious and expectant attitude of one who has prepared an experiment and who awaits a revelation from it.”

However as we look to the educative narrative presented in Canada today, we might note the Federal Harper Government’s discussions of scientific discovery have similarly limited its scope to invest “scarce resources” in research that offers a practical return on investment, thus affirming the broader cultural narrative of perpetuating an infinite growth economy as our highest purpose.

As it is in education, the question To what end? is not included in the discussion of why we ought pursue scientific discovery (if not to achieve predicted economic outcomes), and the omission represents an abandoning of principles around which our cultural, social, artistic, political and moral traditions each originate and continue to revolve, those traditions which coalesced and were articulated during the dawn of the era of mass-printed texts.

Following the invention of the printing press, Europe witnessed the transformation of its public sphere(s) (Habermas 1991), with paradigmatic shifts visited upon religion, politics, science, philosophy and the arts. The ability of greater and greater numbers of people to encounter and freely share new ideas delivered a cataclysm upon the singular narratives of public affairs constructed with absolute power by monarchs and churches, and is the overarching arc of justice which guides foundational schools of western philosophical thought to this day. Broadening the base of authorship in the creation of a collective narrative led directly to the transformation of the existent structures of the preceding paradigm.

We might learn from these events, as the advent of our modern, digital technologies presents what may constitute an analogous ‘moment’ of cultural revolution where the discussion of what might be is at least as relevant for discussion as the prospects of what must be. In fact, we have learned much from those who sought to uphold the mantles of chalice and crown throughout the various Enlightenment revolutions employed various arguments to make their case, and should proceed skeptically with those who would tell us what “must be.” With the traditions of scholarship and tools we have acquired in the age of empiricism, the test to establish what “must”…

must be of the strictest rigor.

In the meantime, it is equally important that modern educationists explore and discover what can be, as it is central to the task of creating a fuller perception of nature and humankind which the traditions of metaphysics, epistemology, ethics and political philosophy demand of us.

Précis: A Critical Consideration of the New Pedagogy in its Relation to Modern Science

Dr. Montessori in the garden of the school at Via Giusti. Image courtesy of the University of Pennsylvania

Maria Montessori presents a critical consideration of the “New Pedagogy” (1912) by discussing the advent and implementation of the “scientific pedagogy” that took root in Italy around the turn of the 20th century. Montessori’s critique focuses on the shortcomings of scientific pedagogy to address the human subjects (and observers) involved in the study of teaching and learning.

In establishing her critique, Montessori finds fault with an overemphasis on the instrumentalization of pedagogy which comes at the expense of a more authentic manifestation of the spirit of learning. This spirit of learning is connected throughout her argument as part of the same pursuit of knowledge that has sustained human progress since the beginning of civilization. She cites examples of rigid student desks and behaviourist means of doling out rewards and punishments as elements of “scientific pedagogy” that run counter to the spirit of discovery that is central to learning.

For a new pedagogy to emerge within this context, Montessori argues that teachers ought to be prepared to engage the act of teaching as one oriented toward “a conquest of liberty” that provides an education in which pupils are seen as future agents of human regeneration. To this end, she proposes educationists elevate the study of pedagogy to that of its own scientific exploration: part of the larger narrative of human progress that is embedded within the histories of science, technology, and the broader humanities, and yet informed by its own unique contexts and possibilities.

Montessori, Maria George, Anne E. (Trans), (1912). The Montessori method: Scientific pedagogy as applied child education in “The Children’s Houses”, with additions and revisions by the author. , (pp. 1-27). New york, NY, US: Frederick A Stokes Company, xlii, 377 pp. doi: 10.1037/13054-001

Curriculum as Black Box

Image from designshack.net

“…a black box is a device, system or object which can be viewed in terms of its input, output and transfer characteristics without any knowledge of its internal workings.”

In conducting an inquiry into curriculum, the black box may prove a useful metaphor to consider possible avenues of discussion or research. In his essay What is Curriculum? (pdf) Kieran Egan introduces Cicero’s use of the Latin curricula “to refer to the temporal space in which we live; to the confines within which things may happen; to the container, as opposed to the contents.” By applying the metaphor of the black box, we can appreciate the discussion of curriculum as being concerned with educational inputs and outputs, and the black box itself representing the individual experience of the learner.

With the advent of Enlightenment philosophy, society began to orientate itself toward the actualization of a pluralism that assumed an infinite diversity of human minds; here we see the shift of inquiry away from inputs and outputs, and toward the nature of the black box itself.

Egan presents this awakening thus:

“traditional curriculum questions about what should be taught can no longer stand as a distinct question in the fact of discoveries about individual differences. Questions of method are unquestionably relevant to curriculum decisions.”

“The difficulty,” he adds, “in admitting the question, how, into curriculum matters is that there becomes little of educational relevance that can be excluded from the curriculum field.”

Indeed. And as we have become subsumed in a preoccupation with how, we have suffered from what Egan calls “a general failure of nerve, of vision, and of direction.”

“To know what the curriculum should contain requires a sense of what the contents are for. If one lacks a clear sense of the purpose of education, then one is deprived an essential means of specifying what the curriculum should contain.”

B.C. launches Skills for Jobs Blueprint to re-engineer education and training

And so we find ourselves surrounded by curricular initiatives that describe at exhaustive length the hows of learning in the 21st century: game-based, play, outdoor, experiential, collaborative, critical thinking, and various apps, hardware, and learning media aggregate to serve a purpose that is discussed as a forgone necessity. Notions of what should be taught are often presented in platitudinous photo-opportunities operating within the premise that the future will so paradigmatically different from the present or past that any discussion of curricular contents can only be looked upon with the most pragmatic or utilitarian perspective.

In building the altar of how, the means of delivering curriculum have become the ends: we have become singularly focused on what education must be in favour of what it might become. 

Egan would agree:

“This manner of stating the problem exemplifies the failure of nerve: it suggests we have no control over the future; we cannot make of it what seems best to us.”

Image from Zcache.com

In considering curriculum as a black box problem, we might be guided by Schroedinger’s cat thought-experiment. Originally conceived to highlight the paradox at the root of quantum mechanics (basically the uncertainty principle), a simplified look at the analogy finds Schroedinger’s cat inside a black box with a vial of poison that will alternatively be delivered, or not, depending on the state of a subatomic particle.

Until the box is opened, there exists potential for either eventuality to exist: that the cat is still alive; or that it has expired. And so until a definitive measurement or observation can be made, the cat might be thought of as being both alive, and dead.

In our own practice and research, ‘opening the black box’ of individual learning experiences is similarly limited and may be seen to require such a dualist response. “Focus on either how or what at the expense of the other,” Egan writes in his conclusion, “is improper.”

He writes:

“Proportion and good sense demand that we turn our attention increasingly to what questions and present strong arguments for or against specific curriculum content.”

In resembling the black box, our discussion of curriculum traverses the knowable entities of inputs and outputs, and seeks to investigate the opaque nature of individual experience. In this inquiry, as soon as measurement and observation are able to record new points of knowledge they unfold into new inquiries toward an ever-retreating horizon.

As a symbol, the black box represents paradoxes that are at the heart of learning and knowledge, and aligns with Egan’s characterization of bringing about authentic curriculum as a struggle to “summon the nerve to believe that we can make the future what we want and better prepare children to deal with it.”

Why Picket

On the picket

On the picket with my mom and sister.

Hey all,

As we get toward the end of our first week on the picket line, I wanted to take the opportunity to invite the discussion of how we might share ideas to maximize our efforts in what could be a crucial week of negotiations between teachers and the government.

I realize that some of you may not be enthused about the prospect of being pilloried in a sandwich sign while you’re asked to pace in front of your job site for a few hours every day, and know that not everyone is the sort of extravert that is able to jump into these sorts of things easily, even when they agree with the cause. But I would point out that the purpose we are serving on the picket line is twofold:

  • We are refusing / preventing work normally done on our work site to apply pressure on management / government at the negotiating table;
  • We are building public awareness of key issues which greatly undercut the government’s steadfast narrative of greedy teachers demanding more free massages and “more than twice the raise any other union got.”

*cough* despite not coming off two years’ of zeros as teachers are. 

To these two purposes, I would argue that our attention while on strike is much better utilized if we focus on the second of these two goals. In most industries, a union withholding its labour penalized the owners financially as capital is prevented from moving and thus accumulating value. To most employers, this financial pressure can create an immediate effect; we saw this in action when the truckers’ union at the Port of Vancouver went on strike earlier this year, effectively shutting down a major port of trade, and were granted a deal in less than a week. But as the withholding of our labour actually saves the government millions of dollars a week, we can see that merely closing our work site created minimal (in fact opposite) leverage for our union in its negotiations. If we stick to this course of action, the government would have little incentive to not let the strike drag on until October until we’re broke enough to accept a deal that would negate all of the work, sacrifice and difficult choices we have made to get us to this point.

What matters, it seems to me, and could help us greatly in our cause as our walkout goes into a second week before summer vacation takes the public eye away from our negotiations, is the raising of public support for our struggle for a fair deal in this round of bargaining. Part of the way we do this is by positively representing ourselves and our intentions while on the line. How we interact with traffic, pedestrians and other working people in our communities goes a long way in establishing a public perception of our union and its efforts that many of us have long-wished was more a part of the face of the BCTF. For better or worse, while we are ‘on the line’ in front of our schools, we are who our neighbours are seeing as the union they keep hearing about on the news these days. They could drive by and see a bunch of folks socializing in lawn chairs with their signs propped up against the tent-les; or they could see an enthusiastic team of teachers actively courting their support and solidarity.

By all means, take some time to get warmed up. Bring a lawn chair to rest your feet or back, and catch up with your colleagues. Play a guitar. But each shift should be making a concerted effort to connect with the people driving and walking through our neighbourhood. You’d be surprised the effect of an engaging smile and a wave from a passing stranger, let alone fifteen.

Eye contact creates empathy and respect between people, even when they disagree. Pour on the kindness to those with stern glances, birds or words. Reasonable people can disagree, and these interactions allow people to take a stance on the issue of our negotiations. For my part I can say that in our weeks on the picket so far, these have been many, many more honks, waves, thumbs-ups, solidarity-fists, and smiles than there have been their negative counterparts. And as the government continues to stonewall progress on a labour-disruption that – for the moment – impacts every corner of the province, the imbalance has only grown. This groundswell of support is our only means of influencing government’s posture at the bargaining table, and we should actively continue to court it across our lines this week.

To this end I compel you to demonstrate resolve to stand together as a school against an imposed contract that would not only perpetuate the injustices of the past, but would further degrade the conditions of our province’s schools.

Not everyone feels as passionately as I do, perhaps, and I think that’s fine. A union is intended to be an expression of democracy, and the differences in our opinions make us stronger, not weaker. But at the moment we are on strike, the result of just such a democratic expression of the membership, even if you voted (or would have preferred to vote) no. If you are disconcerted by the hope of having ‘gone out,’ I would further add that the duration, not to mention the end results, of our current job action could depend on us maximizing our efforts to engage the public while out picketing.

If you are unconvinced, try driving by a school with a handful of teachers picketing from lawn chairs. Then drive by Charles Best as their entire staff is marching the length of Como Lake Avenue with their signs asking the province for A Fair Deal. Drive by Gleneagle during any shift many of our recall teachers are out there, and I would bet that it becomes a little harder to dismiss our union as an unreasonable party to an eternal gridlock in BC education.

Our energy line has pioneered a few new picket moves this week, and will be exploring more original material next week. Mike and others have supplied new and creative signs for our zone on Landsdowne. And there is talk of a ‘costume’ day on the line next week.

As the kids in my neighbourhood keep asking me in their scrawled hop-scotch courts marking the days of their newfound summer vacation, to boot: why don’t we have any sidewalk chalk out there? 

We aren’t on strike because we’ve lost or are losing. We’re on strike because we still might win. But what there’s left for us to win might have to be won this week.

So let’s make it count.

See you out there,

Bryan

Guest Post: Letter from a Colleague

We believe in Public Education

Melanie Stokes is a colleague of mine who forwarded me this letter that she submitted to the Vancouver Sun to share here. 

As teachers are now in their second week of full job action, it may be important to consider the reasons why this situation is happening now.  Over the last thirty years, society has undergone great changes and the role of education has expanded accordingly. The time has come for us to decide if we are able or want to support education with all the expectations of what it must deliver.

Thirty years ago, classes were often larger but were mostly a homogenous group of kids.  Schools had clear expectations about discipline and students were streamed according to academic ability.  Curriculum was focussed on basic literacy and numeracy skills and going into the work place rather than university was the norm after graduation.  Students with special needs were segregated. Schools were not expected to deliver individual education plans; neither were teachers required to meet all the learning needs of all the children in their classes. Teachers taught the whole class as a group and did their best to provide accelerated materials to the bright kids, and get the slower learners caught up.  That was pretty much it.  No one felt it necessary to feed children breakfast because they were too hungry to learn or had to learn how to deal with autistic, Downs Syndrome, ADD, ADHD, Oppositional Disorder students or large groups of children who spoke no English at all.

Over the last thirty years, education has been given the job of trying to fix all the problems of an increasingly complex society.  Teachers took it in their stride, believing that they could, and would be able to make positive changes for the children in their care.  They embraced the idea of integration for special needs students and never considered that at some point, the funding to for teacher support would be reduced to the point where classroom management would become almost impossible.  They have accepted children in their classes who have no idea how to function in a group setting, how to speak or comprehend English, children from poor, dysfunctional families with no social or financial resouces, refugee children from war torn countries with resulting psychological problems, learners with a myriad of challenges that teachers are expected to address.

Teachers did and still do go about their jobs every day believing they can make a positive impact on the social, emotional, and acedemic growth of the children in their care.  Despite the rhetoric of government and union, this fight is about the value of education and what we, as a society deem important.  Do we want a return to the “one size fits all” education practice of the past, or do we wish to continue with the education system we have grown to expect?  If so, then we should be prepared to pay for it.

Schools of today are successful because of the efforts of those who work within them.  If there is no will or not enough money to support educators to do the job we demand of them, then we should go back to the old school system and stop expecting teachers, principals, and support staff to do more and more for our children with unrealistic funding and less and less support.

If a good education for all children is considered important, and it should be, then let’s stop the erosion of services and demand that our government provide the necessary financial support to keep the education we expect for our children.

An Open Letter to BC Education Minister Peter Fassbender

Minister Fassbender visits the TALONS Classroom, October 2013

May 31st, 2014

Greetings, Minister Fassbender,

As a social studies teacher in the Coquitlam School District’s T.A.L.O.N.S. Program, my teaching partners and I work to support the learning outcomes of our course curricula by cultivating an experiential, interdisciplinary learning environment. In designing a program which meets the social and emotional needs of gifted learners, T.A.L.O.N.S. teachers strive to align the explicit purposes of schooling – to educate the younger generation in the concepts, skills and competencies required to construct their individual and collective futures – with the implicit messages about our shared democratic values as Canadians – that each voice in our society is valued within the system of laws and government we are handing down to young people.

As you may realize it is important to teach courses on the foundations and traditions of our democratic history within a context that is true to these ideals. To this end T.A.L.O.N.S. students are provided with opportunities to exercise agency and voice in the creation of their own learning, as my colleagues and I believe that teaching students about the principles of the Enlightenment in a classroom that does not honour collective expression and democratic principles would negate the lesson at hand before the bell had even rung. As Gert Biesta and other educationists have noted, “Young people learn at least as much about democracy and citizenship – including their own citizenship – through their participation in a range of different practices that make up their lives, as they learn from that which is officially prescribed and formally taught.”

As such the context in which the learning occurs communicates a great deal about the meaning that is created in the democratic classroom. And I raise these foundations of the T.A.L.O.N.S. program to your attention in part to refresh your memory that you’ve actually visited us in action. Along with our local MLAs, Coquitlam Superintendent Tom Grant, and other educational dignitaries, you were brought to see a few of our district’s exemplary classrooms at Gleneagle Secondary last fall. You were only with us for a few minutes, enough time to tout your government’s dedication to providing more education in line with how our students introduced the program’s philosophy, but I feel it appropriate at this time to highlight how incongruous your handling of the British Columbia Education file has been with public education’s democratic ideals in the time since.

Your government has been found twice to have violated BC teachers’ Charter rights to collectively bargain. Additionally, the Supreme Court found the Liberal Government to have bargained in bad faith to provoke a strike that would allow you further infringements of the province’s public servants. In the ten years that this affront to justice has been allowed to continue – in duplicated legislation and dubious appeals – the children of the province have seen their futures stolen out from under them with unstaffed libraries, under-supplied learning centers, closed language labs and counseling offices ill-suited to address today’s (significant) student needs.  The defense your government has raised when judged categorically by the Supreme Court to have broken the law (twice) is that adhering to the law as written would be “too expensive” at this stage in the game.

You can be forgiven for your lack of history education. But as someone charged by the government to teach young people about our democracy, I find it difficult to reconcile the lessons in my prescribed government curriculum with the context created by your Liberal government’s disrespect for the country’s highest law. After being told in 2011 that Premier Clark’s own Bills 27/28  were unconstitutional, the Liberals did not appeal the decision and proposed nearly identical legislation that was rejected by the Supreme Court yet again in 2014. Rather than take this judgment at face value, or even oppose it on the merits of the case, your government has instead hired a private trial lawyer at taxpayer expense to argue before the Court of Appeal not that the ruling was flawed, or that your government did not in fact violate teachers’ Charter rights, but that obeying the law would be too expensive.

As a private citizen you might be entitled to such unique interpretations of the country’s laws. In fact, the Charter of Rights and Freedoms was conceived so that individuals would not be so vulnerable to the lumbering power of the State. But as a representative of an elected government, your continued disregard for the law of the land, taken together with the subversion of its very intent by using the Court of Appeal to further abuse educators and students is fundamentally opposed to the spirit of Canadian democracy as it is taught in the province’s schools. It is a shame that when you visited our classroom you weren’t given the opportunity to explain why it is you and your government feel it is that you are above the law.

Our public school classrooms are intended to reflect democracy as an ideal, a point beyond the horizon toward which humanity is forever striving. And this ideal holds that each individual’s voice is granted respect and protection by a mutual agreement that no one is above the law, or able to exert their will upon the group by sheer force or inherent power.  In attempting to design a classroom where these lessons are taught on the pages of our textbooks and in the activities we undertake as a class, the T.A.L.O.N.S. teachers’ intentions are to provide learners with lived lessons in democratic functioning.

What have your actions, and those of your government, sought to teach young people in British Columbia about democracy? About the rule of law? About our collective responsibility to one another?

When you visited us, and in the press releases I have seen in the time since, your words have often seemed directly in line with the values at the heart of the public education system. But your actions have consistently negated whatever weight these words might have carried, and such incongruence demands either an explanation or a change of course.

I would be heartily pleased to see either of these, though your past actions haven’t made me hopeful.

Regards,

Bryan Jackson T.A.L.O.N.S. Program Teacher SD43