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SUPE’s Students Resisting Teach for America Campaign

As you may have already heard, my organization, Students United for Public Education, is preparing to launch our first national, student-led campaign:

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On October 1st, we will be announcing our official launch, but before then, we’ve decided to hold a fundraiser to support our campaign, since we are a completely grassroots, student-led org with little to no funds. In about 3 days, we’ve successfully raised over $1200 thanks to the generosity of so many justice-minded educators, parents, and students.

We are so grateful to everyone who is helping make this campaign happen, but we’re not done yet! We still need your help to reach our goal of $1650! So please, if you can and if you haven’t done so already, please donate to this campaign. I promise that we at SUPE are working tirelessly to make sure that your donations have a very large impact.

If you are a college student interested in starting this campaign at your school, or if you’re anyone who wants to stay up-to-date with the campaign, please fill out this form to receive regular updates and/or a comprehensive campaign tool-kit!

If you are a student or TFA alumni who wants to share your story on why YOU resist/oppose Teach for America’s actions and corporate interests, please fill out this form!

Here’s a breakdown of the campaign, straight from the donation website:

For years, college campuses across the country have been the core recruiting ground for Teach for America (TFA). For many soon-to-be graduates, concerned as they should be with the rampant inequality embedded in American public schools, TFA appears to be an opportunity to make a difference.

Using the rhetoric of civil rights and egalitarian politics, TFA promises ambitious college students that their hard work and good intentions are a crucial component of what it will take to fix the crisis within our education system. Yet, as numerous TFA alums and professionals have made it increasingly clear, rather than fighting inequality, TFA actually promotes it.

The high-need schools in which most TFA corps members teach demand the most experienced teachers, not the least. TFA’s five-week-long summer institute, insufficient to prepare any new teacher, is therefore not only inadequate preparation for corps member teachers, but also unjust for the public school students who deserve nothing less than a fully-qualified and experienced instructor.

In today’s political climate, however, where many urban school districts are conducting mass layoffs and cutting teacher benefit packages, such experienced teachers are becoming increasingly rare. Here too, TFA is partially to blame, as in many of the same school districts where experienced teachers have been laid off, TFA recruits have come in to replace them.

Since most TFA teachers do not stay in their schools beyond their two-year commitment, they are far less likely to demand the higher pay and benefits, and thus stand as an attractive alternative, from the districts’ perspective, to career teachers and their unions.

Increasingly across the country, college students are becoming aware of TFA’s role in perpetuating inequality in our schools.

Our task now is to challenge the legitimized recruiting position that TFA enjoys on many of our college campuses, both by raising awareness and taking direct action.

And we know we can’t do this alone.

That is why we–Students United for Public Education (SUPE)–will be launching the first national student-led campaign against Teach for America.

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Our campaign is planned to include:


*Example of flyering already being done by SUPE member*

  • Distribution of campaign tool-kits (via PDF) to students at different campuses interested in participating.These tool-kits will include flyers, different tactics to approach/bring awareness about TFA on their campus, etc.
  • Creating a website about our campaign along with different resources and articles in which students can learn more about the resistance against TFA from not only students, but TFA alum, teachers, and other professionals.
  • Providing prospective TFA corps members with testimonies (from students who oppose TFA/chose not to do TFA and TFA alumni who now oppose the organization) so they can make an informed decision.
  • Teach-Ins where students can learn more about TFA resistance
  • Panelists of TFA Alums, professionals, and students
  • Other ideas are still welcomed!

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What Do We Need Funding For?
In order to effectively run this 25-day long campaign (October 25th is their next application’s due date), we do need funds of some sort (after all, we are just college students!).

Below is listed where your funds will be used. We will be transparent on how each dollar is spent throughout the campaign, and the funds that aren’t used by the end of this campaign will be deposited into our SUPE General Funds.

We thank you all in advance for your support, and we look forward to our official launch date on October 1st.

Funds Will Be Used For:
– Color Flyers: 2,000 flyers (Staples) = $300
– Stickers: 2,000 stickers (StickerRobot.com) –> $200
– Website: Domain (WordPress.com) = $25
– Travel Expenses for Panelists: $1000
– GoFundMe Fee: (5% for each donation received) = ~$77.5

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Contact Us:
Facebook: facebook.com/StudentsUnitedForPublicEducation
Twitter: @SUPEnational
Website: http://studentsunitedforpubliced.org/
E-mail: SUPEcontact@gmail.com
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Additional Resources:
An Open Letter to New Teach for America Recruits
University of Minnesota Students Protest Teach for America
Teach for America Apostates: a Primer of Alumni Resistance
Why Teach for America Can’t Recruit in my Classroom
Student On Why She Doesn’t Support TFA
Teach For America Is Finally Getting the Scrutiny It Deserves
Teach For America’s Civil War
Reconsidering TFA

[We also want to emphasize that we are targeting Teach for America as an organization and not the individuals who are corps members or alumni (after all, many of our supporters are TFA alumni who now disagree with the organization’s role in education.)]

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Thanks for reading! If you made it this far, enjoy this flyer that I just made 🙂

Imagehttp://www.gofundme.com/4ar298

http://www.gofundme.com/4ar298

http://www.gofundme.com/4ar298

http://www.gofundme.com/4ar298

http://www.gofundme.com/4ar298

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Brave Alabama BAT speaks out at Michelle Rhee’s #RealEdTalk…Your move, Philadelphia!

Last Thursday, Michelle Rhee and her cronies, Steve Perry and George Parker, made their next stop on their three-city Teacher Town Hall tour in Birmingham, Alabama. I had a sliver (a minuscule sliver) of hope that this Teacher Town Hall would be less disastrous than the first that I experienced last week in LA. I was proved terribly wrong.

 

The video above was taped in secret by Terri Michal (@Free_2_B), a wonderful Alabama BAT who is committed to defending public education in her state and who bravely confronted Rhee & Co. last Thursday. She voices her concerns in the video at 3:34 but be sure to watch the whole video; as nauseating as it is to hear the panelists talk mindlessly about issues they know so little about, Terri adds amazingly helpful commentary that exposes the truth behind their propaganda.

Terri Michal's sign that she unfurled while the panelists "answered" her question. Go Terri!

Terri Michal’s sign that she unfurled while the panelists “answered” her question. Go Terri!

I had been in contact with Terri over the past week since she saw the video of my speech, and I had been helping her prepare for the Teacher Town Hall in Alabama, so that she could make sure that her voice was heard. I am very excited to read her full report on the protest both outside and inside the event. She was one of the few outside protestors who attended the event, and I am very glad that she did and that she fought to have her voice heard. I am, however, equally horrified at the panelists’ and moderator’s (who I believe is Rhee’s husband? correct me if I’m wrong) responses.

The bullying and intimidation tactics in this video on the part of the panelists is absolutely revolting. The tactics they used to silence the opposition is ridiculous (though not surprising). Their avoiding to answer the questions is utterly embarrassing. Almost everything the panelists said in this video were the same exact talking points that they used at the last event. Rhee even mentions me at 2:13, and completely twists her encounter with me, not-so-ironically while I am not there to defend myself (Terri’s commentary tells the TRUTH that I reported to Terri over twitter). Typical reformy tactics. They can dish but they can’t take.

This event was just as controlled, manipulative, and oppressive as the last. I can’t say I’m surprised at the reformers, but that doesn’t make me any less disgusted. Thank goodness for the brave people in this video who fought to have the true voices of those in the Birmingham educational community heard!

Tomorrow, Rhee’s next stop will be in Philadelphia. I am way too excited to see what will happen there. I’ve been in contact with the Philly Student Union and they have confirmed their attendance. Diane Ravitch might also attend since the event coincides with her book tour. With the recent state of public education in Philly amid drastic budget cuts… the event should be nothing less than interesting… Stay tuned!

Students, if you will be attending the event, I just want you to remember that NO ONE can tell you what’s best for you. You have the power to think for yourself and have a voice in your education, and you shouldn’t let ANYONE (no matter how much great-sounding propaganda they throw at you) take that away from you.

Everyone else, please spread this Terri’s video like fire! This is SUCH an important piece of the truth, especially with Terri’s amazing added commentary on the video. We cannot let Rhee and her cronies get away with the dangerous propaganda they spread!

Michelle Rhee’s Teacher Town Hall… Through A Student’s Eyes

Michelle and I after the event when she spoke directly to me. Taken by Alexis Estioko.

Last Thursday, I met Michelle Rhee for the first time. After months of writing about her, researching her, and reading her book (which I couldn’t finish out of boredom), I finally got to see in person the woman I once adored and now completely mistrust. Not only that, but I got to speak directly to her. Needless to say, it was quite an interesting encounter.

Thanks to my network of support on and off line you’ve probably already heard about the speech that I gave to Michelle Rhee, Steve Perry, and George Parker during the Los Angeles Teacher Town Hall. But a lot went on before and after that I would like to bring light to now, especially for the folks who plan to attend the Teacher Town Halls in Birmingham, Alabama on 9/12 or Philadelphia on 9/16. 

Please use my experience to help you plan some sort of resistance. We need our voices to be heard.

In summary, the event was a complete disappointment. I came in expecting a vibrant and balanced discussion with equal opportunity for both sides to speak. After all, the word “conversation” was on the screen behind the panelists the entire night. By the end of the night, I seriously wondered if they even understood the concept of a conversation at all. 

Here’s a bullet-point breakdown of what happened:

Before

  • In my apartment before the event, I made this poster:

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  • I also bought masking tape that I planned to put over my mouth during the event. I meant to allude to the incident where Michelle Rhee taped the mouths of her 1st grade students.
  • When I arrived, I was greeted by members of United Teachers Los Angeles (LA’s teachers’ union) who were passing out flyers and holding up signs outside the library where the event was held. One of them was my friend Noah, who I met a few weeks back and am currently working with on a campaign called Schools LA Students Deserve. I also met the one and only activist teacher Alex Caputo-Pearl, who was recently fired from Crenshaw High for leading an educational program that taught students to *gasp* think for themselves and learn through a social justice/civic engagement lens. His story and the stories of the students who fought to save their school are phenomenal.
  • Once inside, I registered at the table and stood in line waiting to enter the auditorium. Everyone was given a question card that looked like this:
  • 1242034_10201945743311048_742924142_nWhen I asked if the questions would be filtered, the lady told me that the questions would be grouped by topic and they would try to get through as many as they could.
  • As I was in line writing my question, my poster was on the ground next to me. A security guard came by and told me I could not bring it into the event. So I folded it up and stuck it in my backpack.

During

  • There were about 200+ people in the room.
  • I sat in the second row with tape over my mouth. The tape said, “Listen to STUDENTS!”
  • From what I could estimate from the applause after certain talking points, at least 80% of the room was pro-corporate reform.
  • Security guards lined the perimeter. I felt highly policed.

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  • The panelists were welcomed onto the stage. I have my opinions about each… but you can go research them for yourselves.
  • The moderator then laid out the ground rules for the event.
    • She would say the name of the person whose question card she was holding.
    • That person would be given exactly 2 minutes to speak to the panel and ask their question.
    • There was absolutely NO touching the microphone. (again… tons of paranoid policing that sent a clear message of, “Your voice is under our control.”)
    • The panelists then would be given unlimited time to answer.
  • The moderator also gave a very condescending speech about how we needed to “turn down the music of our own radios” and listen to “other people’s music.”
    • Later on, I realized that this only applied to people who disagreed with corporate reform because the music of the reform-opponents was barely even allowed to be played.
  • Only 16 question cards were in the moderator’s hand to be answered.
  • Only 8 questions were answered. My question was not chosen to be answered as I expected.
  • TWO of those 8 questions were considered “controversial” (by their standards).
  • The rest were in the “policy-related” category but for some reason all went back to the matter of teachers unions.
  • Panelists (who were all in general agreement on the issues) spoke for 95% of the time.
  • Those who asked questions were not allowed time for rebuttal.
  • The first “controversial” question asked what the panelists would say to the UTLA members protesting the event outside. Michelle said she wishes they would have come inside to speak, and then proceeded to speak for them by assuming they did not want to engage in a discussion that’s “good for students.”
  • The other controversial question was asked by a Los Angeles teacher who asked about the use of standardized tests in teacher evaluations if poverty is one factor of student performance. The panelists did not answer the question at all and proceeded instead to throw around cute but meaningless slogans about how “poverty is not destiny” or “all kids can learn.”
    • Steve Perry even had the nerve to say that battling child poverty “isn’t even necessary!” and brush off a point about English language learners. I guess the only students that matter are those who can take tests.
  • The rest of the questions basically gave the panelists the opportunity to elaborate on their points of view.
  • Topics covered were: Waiting for Superman (lol), unions, tenure, testing, charters, and vouchers.
    • It was mostly a union-bashing party with little productive or balanced discussion of how we move forward or how we can work together.
  • Every panelist played victim and responded defensively to a question that was actually asked by someone who agreed with them. How did they do that? Three words:
    • Straw
    • Man
    • Arguments
  • The ONLY good point brought up by the panelists was that “bad” charters should be held accountable.
  • Absolutely no thorough discussion of concrete topics like Common Core, NCLB waivers, curriculum, teacher prep/training, student-centered learning, critical pedagogy, or alternatives to testing.
    • Steve Perry even had the nerve to ask “why don’t people who oppose testing ever provide alternatives?” without giving the audience a chance to speak (I have a great answer for that question) OR proposing any alternatives of his own. What a Grade A “educator”.
  • Actually… there was no thorough discussion with substantial data support whatsoever. Everything was vague and shallow (“success”, “all students”, “high expectations”, “accountability”), full of false dichotomies, sweeping generalizations, and logical fallacies. I gave up counting after about an hour of 37 total fallacies.

Now here’s the good part:

  • Near the end of the event, Steve Perry was making his last comment in response to an LAUSD teacher who screamed out earlier during the event in rage as the panelists did not answer the second “controversial” question.
  • When Perry said that “the students’ interests did not line up with the union’s interests”, I drew the line.
  • I pulled the poster out of my backpack and held up high right in the middle of Perry’s speech. It caught all the panelists’ eyes but Perry continued to speak.
  • A security guard came over and told me to give him the sign while simultaneously pulling it away from me.
  • I tugged back and caused a bit of noise that attracted some attention.
  • After Perry finished speaking, the moderator was about to close the event when George Parker interrupted her and insisted that I be given a chance to speak.
  • The moderator insisted that no one else would be given a chance to speak.
  • The woman next to me (who was shouting curses against unions the whole night and was the cause for my gigantic headache) ironically yelled that I should be given the chance to speak.
  • The whole room began to cheer and egg me on, and so the man with the microphone gave me the chance to speak.
  • Completely enraged, totally flustered, and quite honestly a little nervous, I gave my two-minute speech and was cut off before I could get to the good part. (Stay tuned for a post about what I WOULD HAVE said if I got more time.)

After

  • After I spoke, the moderator brought the event to a close, with no public response to my speech from the panelists.
  • Right after the event ended, as I was ready to cure my headache with a nice grilled cheese sandwich from my favorite food truck, Michelle Rhee approached me and wanted to speak to me personally.
  • She gave her response to my speech, only focusing on my point about charters.
  • She mainly talked about funding for charters and claimed that students in public schools are funded more than students in charters.
  • When I brought up the point about charters being funded by private billionaire donors and corporations, she questioned why public schools don’t ask for grants so they can be funded like charters.
  • My response:

  • I was then asked by StudentsFirst to do an interview.
  • In the interview I basically just expanded on the importance of listening to students.
  • The next day, I got an email from Michelle Rhee. Here’s her email and my reply:

reply to michelle rhee

That’s basically it! If you’re planning on the future Teacher Town Halls, I hope I’ve given you enough information so things won’t take you too much by surprise. I now am going to echo what I said in my previous post:

If you are going to the Teacher Town Hall in Birmingham on 9/12 or Philadelphia on 9/16, PLEASE invite students to come and tell their stories. Chants work well. Posters work well. Collective actions and gestures are most powerful. This is not the end; we still have a long way to go before education is put back into the hands of educators and students. This event does not have to be as one-sided and manipulated as it was for me. You can demand your right to have your voice heard. You can turn the discussion around. This is an opportunity for a meaningful action that will shine a national light on the opposition to the corporate education deform movement and could spur a discussion on alternatives to this movement that promote true educational justice and equity. Do not let them speak for your students and children. Do not let them play victim and use straw man arguments to promote their views. LET YOUR VOICE BE HEARD! GO AND SPEAK OUT! 

Thank you for reading!

Love and solidarity,

Hannah Nguyen

Update: Got a reply from SFER USC chapter’s President! – Here’s my reply back.

So last night, I decided to do something daring and send an email to my SFER chapter, voicing my opinions about the Vergara vs. California lawsuit. And I got a reply late last night, which I then responded to this morning.

I won’t publish his reply here, for the sake of his privacy but in a nutshell, he found me misinformed, asked ME to question both sides (and trust me I have been doing that before opening this blog which I only did after I took a clear stance), and brought up his personal experiences with teachers’ unions and working for Parent Revolution and how those pushed him to support the corporate education reform movement. He says we “need high stakes testing”, “accountability”, and basically ignored my points about a better more comprehensive solution to getting rid of “teachers” in favor of simply bashing teachers and tearing down unions.

I could go on, but you can glean most of what he said in my reply:

Hi [omitted for privacy],

Thanks for the prompt reply! I was really looking forward to hearing your thoughts on these issues.

Before I respond to individual parts of your argument I want you to know that I have looked into both sides, very carefully. I actually was once a fierce supporter of the corporate education reform movement. I felt change was necessary, and I had hope that ed reform leaders would create change.

It took a LOT of evidence for me to change my mind. After looking at not only the stagnant progress but also the dire consequences this movement has inflicted upon our public education system, I cannot bring myself or my conscience to support such a movement. From Chicago public school closings, to Philadelphia budget cuts, to charter schools “creaming”, to Atlanta cheating scandals, to student opting out of tests all over the country, to teachers having to form a Badass Teachers Association to get the point across that they actually want to teach (more on this later), to my students (who were from charter schools) asking me why the “rich white people” who partly fund their school can’t give them paper towels in the bathroom or a soccer field with grass (this isn’t even the full list). I know injustice when I see it. I’ve only started it voicing my opinions about education after I fully understood both sides’ arguments. I’ve thoroughly questioned both sides, actually questioning my current side much more than the corp ed reform side.

I recognize that you’ve experienced many things throughout your own educational activism journey. I appreciate you bringing those experiences to light and working hard to fight for what you believe in. That is something very noble. I have my story too, and very good reasons that fuel my passion against the education reform movement. I’ve stepped into classrooms, listened to what students are saying, listening to dedicated but frustrated teachers, worked with students and understood how incredibly difficult yet rewarding it is. I was also lucky enough to receive a high quality education, something I want every student in America to experience.

Now let’s start at the top: I know you’ve studied Geoffrey Canada, religiously. I’ve studied him as well (probably not religiously) but I know enough to know that I cannot side with him when it comes to his views on accountability. I only quote him because he is one of the few reformers who gives a damn about bettering the communities around schools, and that is something I can respect. I believe that that has been the key to his success. If it isn’t, then why does the high stakes testing model elsewhere do more harm than good?

High stakes testing and data-driven accountability are something I cannot support. This is one stance in education that I have held since the start of my high school career. High stakes testing puts too much emphasis on test scores, outcomes, stats and far too little emphasis on student growth, learning, and humanity. You can celebrate stats all you want, but I prefer to celebrate humans. Learning (we can talk a whole lot about education but forget to talk about learning… isn’t that the point of this all?) cannot be encompassed by a test number. Anyone who’s ever gone through the education system can tell you that. The corp ed reform movement, which promised change, just takes a broken model that hasn’t worked for 40 years and does it even more, using up more learning time and money for resources and inflicting more harm on the quality of students’ education. It’s ridiculous, terribly poor data analysis, and it needs to have stopped yesterday. Countless evidence shows that high-stakes testing is harmful to students, and if you don’t believe the evidence from professional psychologists and researcher-educators, then at least listen to what students are saying and DOING (walking out of tests, boycotting). Teachers aside, high stakes testing is doing the most harm to students in school.

Instead of reform, I support a learning revolution that builds a solution from the ground up, starting with students. We need to eliminate structural forces that hinder true learning, critical reasoning, creativity, classroom collaboration, active discussion, and a well-rounded education that includes the arts, humanities, and civic engagement. If you really want to put students first, think first about the purpose of education and then the purpose of high stakes testing. Do those purposes line up?

Can something else achieve the purpose of high stakes testing without dulling the quality of our students’ education? The answer is yes. I highlight more in depth my proposed solutions here, here, and here. Short answer: data is useless if it’s not accurate, even if it’s objective. Do we value our kids’ learning and development enough to put in a little extra time to get data that’s meaningful, holistic, and useful? You don’t need numbers to hold people accountable. There’s other kind of data that people collect, other kinds of data that have proven to be much more revealing and valuable than the objective data the corp ed reform movement funds so vigorously.

Now back to what we are discussing, which is teachers. I think you completely misread my point. I am NOT arguing to keep these protections. There is evidence, student, parent, and your testimony, that these protections are harming a number of students. That testimony is valuable and should be honored. What I have a problem with is the current method by which we measure teacher effectiveness.

Removing the protections but still tying teacher performance to test scores is what demeans the profession. Not only does high-stakes testing prevent student learning it inaccurately measures teacher effectiveness. And what really is the point of data that’s inaccurate?

Just as there are better ways to look at student performance, there are better ways to look at teacher performance. Schools are communities in and of themselves. They are not businesses. Corporate privatization never works outside the financial sphere and if you want to think of students as standardized products then I cannot support your goals. Teachers should be given respect and autonomy to teach and foster creative and thoughtful young minds. Students’ work should be valued FULLY, and their growth celebrated, rather than reduced to a chart. I said it before and I’ll say it again: Assessment is not a spreadsheet. It’s a conversation.

Now, I want these terrible teachers out of the system as much as you do. But is targeting the entire teaching profession really the answer? No, that causes way more problems than solutions. With the current implemented methods of evaluating student work, more truly effective teachers would be fired than truly ineffective ones. And students would continue to receive test-centered education. Is that a price we want to pay? Collaboration cannot be forced. You (not you specifically, but the whole reform movement itself) have angered countless people who truly care about children. How do you not expect people to fight back?

Believe it or not, teachers go into teaching to teach students! I know it’s hard to believe but teachers actually don’t go into their profession for a pension (you can get that in many other places), or to test students until their brains are numb, or to kill a child’s love of learning! They have been reduced to being defensive after many threats on their profession and many years of being trapped in a terrible system that works AGAINST the very people they’ve dedicated their lives to working FOR. We need to start with doing the right and smart thing, eliminate a system that harms both students and teachers.

[And if we’re going to talk about teachers and their pensions, how about talk about billionaires that fund the corporate education reform movement and their tax breaks? I’m not saying that every reformer ignores poverty. I’m saying that I’ve never heard a single billionaire who is funding the corp ed reform movement mention tackling the issue of poverty and working on building safer, healthier communities for students. Ask yourself why that is.]

You want accountability and for teachers to become more skilled. You want the terrible “teachers” who are completely unfit for the job to begin with to go. I completely understand that and I want that too. But you want to get rid of a problem without looking at the other problems tied with it. That’s not going to lead to any solutions.

You mention in your second email a process that I think should be implemented. “This is a job, if a worker isnt good at their job, you give their professional development, if that doesnt fix the issue, you fire them.” Sounds like a plan to me! Guess how we can get to this process and still do something that benefits students.

  1. Get rid of the system of high stakes testing and data-driven accountability.
  2. Let teachers teach and let students learn.
  3. Evaluate and hold schools accountable through student voice (testimony), student work (Student project portfolios are a great way to track growth. It’s a win-win because they also encourage and foster rather than prevent learning and student growth), and peer evaluations (teachers will work as teams, collaborating, helping one another)
  4. Work WITH (not against) unions to immediately fire anyone posing a danger to students. Continue to work with them to revise tenure and seniority laws.
  5. With new useful, meaningful, and holistic data, provide valuable profession development for teachers to improve and continue excelling at their job.
  6. If they don’t show improvement, move to fire.

All of this can be done before the Vergara vs. California case goes on trial in 2014. Seriously, it can. And if you don’t believe it can, than you’ve never experienced believing in the nearly impossible. That’s something that teachers do every day for their students.

The solution is not either unions or no unions. It’s looking at the system in which both teachers and students are trapped. If we wait for unions or union opponents to “do the right thing and work for kids, we will be forced to wait idly by as history will crucify us for failing to fight.” Your words ring true and that is why I am fighting. I am fighting against a system that puts everyone in danger.

Now for the other points that you bring up:

  1. Thank you for acknowledging that the corporate education reform movement is funded by billionaires. I don’t care if billionaires want to donate their money to helping education. That is a good thing to do! But what is happening is that they profiting from this system. SFER members, I really encourage you to look into this issue yourselves. Here’s a good place to start (but remember to always check the facts and question everything!)
  2. Finland wasn’t doing so well before. Their country was in economic turmoil and their education system was lackluster for decades until they put their differences aside and worked towards building economic inequity. It’s something everyone on the right and left agree on. Poverty was just as widespread as it was here. As a sociology major and someone who has studied the intersections of race and class tirelessly, I definitely understand the intricacies about how “we got here”. That’s why I understand the importance of working together as a country to eradicate poverty in children’s’ neighborhoods. The reason I bring up Finland is that they don’t have high stakes testing, and the professional educators over there scoff at our system for caring so much about scores and even tying those scores to teacher performance. They aren’t surprised that teachers over here are angry about this.
  3. Your last point about unions preventing fair discussion cannot be brought up until we systematically implement fairer ways of evaluating teachers and students. Once that happens, if unions still fight back, then I am with you that we need to “cut off [their] heads”. But I doubt they will because unions are also fighting for what I am fighting for: ensuring that every child has access to a quality education by eradicating a flawed model of high stakes testing. That is the real civil rights issue.

Thanks for reading! I hope we can continue this discussion.

Hope to hear more from the members soon! And of course to see how the president of SFER USC would reply to me.

Thanks for reading! As always, post your comments and questions below! 🙂

Reinventing the Education System… with a business model of technology?

So tomorrow… I am traveling to Thailand and Vietnam! I’m pretty excited but that means I might not be posting as much. I have a LOT of drafts saved though, so I will do my best to find time (and internet connection) to blog.

Since I have to start packing soon, I will just do a brief post (you will soon learn that I love lists and bullet points).

Here are some of my thoughts on this article about reinventing rather than fixing the education system.

Yes, it’s from Forbes, which made me wary at first and it did feature some pretty appealing education rhetoric which, from experience, I know is hard to analyze because it makes you just want to agree with everything being said.

The author’s basic argument is that the education system is “not broken” but simply “obsolete” in that it no longer caters to the needs of the current generation. Thus, to solve the issue of education, we need to reinvent the system, and move away from the monotonous “assembly line” style of education that is currently implemented in our schools in order to move towards making education experiential, exciting, and as “addictive as a video game.” This means promoting creativity, critical reasoning, and collaborative learning.

Sounds pretty much everything I fight for right? Well… let’s see.

Here’s what I agree with, or at least find interesting:

  • First of all, I have to say that I was really happy to see an article about education on Forbes.
  • Very true that our current education system seems to be outdated… I think I’m going to devote some time to looking at the history of education in our country…just to see the path it has taken.
  • Yes yes yes to everything about:
  • fostering creativity and critical reasoning
  • embracing students’ various learning styles
  • promoting experiential education and interdisciplinary approaches to learning
  • making education that works for, not against, its students (“If they can’t learn the way we teach, why don’t we teach the way they learn?” – Ignacio Estrada)
  • moving away from standardization, which limits individuality and what I like to call out-of-the-scantron-bubble thinking
  • implementing well-rounded and exciting curricula for students

Here’s what I’m not so sure about:

  • “I want all entrepreneurs to take notice that this is a multi-hundred billion dollar opportunity that’s ripe for disruption.”
  • NO NO NO
  • Okay, I am a social entrepreneurship minor at USC, which is a minor in the School of Business. So I hear this all the time. And it literally makes me cringe.
  • I am pursuing social entrepreneurship because I have realized that current movements of “education reform” do not fit the model of social activism that I wholeheartedly agree with. On my journeys as an aspiring educator and educational activist, I have come to realize that in order to make the best difference that I can in education, I have to pave my own path.
  • My social entrepreneurship minor equips me with the tools and skill sets to put my educational theories and philosophies into practice.
  • What I don’t appreciate, however, is corporate agendas and motives of profit, because no matter how much you want to make a difference in education, those two things get in the way of truly and genuinely working for and with students. They dilute the focus on students and educational equity, which are the real focus here.
  • Education is not a business to be profited from. Period. If you want to make a real difference, work from the bottom up. Really get to know students, work with them, listen to them, and start with local change. Slowly, students everywhere will have equal access to the quality public education they deserve.
  • Also, I feel like the article was moving in a direction of using technology as the core of education, rather than a tool.
  • “It is time we flipped the model on its head and used technology to focus on our learners.”
  • I believe that while technology is definitely very useful in the classroom, its influence on curriculum should be limited to only a tool.
  • To have technology infiltrate every aspect of education in a classroom for the purposes of creating curricula that works for all types of students is… a little counter-productive in my opinion.
  • Not all students learn with technology, and there are many more methods and styles of learning that don’t need technology (lively discussions/debates, collaborative projects, creative projects, field trips, hands-on learning)
  • Also, technology can be very limiting for students, since it can tend to think for students and doesn’t really leave room for the student to create something him/herself. Well there goes that whole “fostering creativity” bit.
  • All in all, technology should assist learning, not dominate it.

Those are just my thoughts on this article! If you agree/disagree/have an idea of your own, feel free to comment!

And now… introducing… ME!

“I want to teach them how to be not only good students, but also good people. I want to open not only their minds, but also their hearts.” 

Now I won’t tell you who said that… but once you’re done reading this page, you will probably know who it is.

But anyway, greetings! Thanks for visiting my blog! My name is Hannah Nguyen and I am here to pave my own path in this highly complicated but incredibly rewarding and magical field of education. I want to be an educator and educational justice activist because real education changed my life and I think every student, no matter who they are or where they come from, deserves the opportunity to experience this kind of magic. 

¡Mira! Magic at school! (yes, I am a Harry Potter fan and proud Gryffindor)

But unlike the magic that’s in Harry Potter, the magic I want to share with my students doesn’t make snow fall indoors or turn a frog into a teacup. But it can turn someone into a magician. It can teach them to believe that they have magic in them, that they have potential to do great, that they can work their magic and help the world in their own way.

I call my learning experience magic because it changed my life forever. And that’s what I think education should be. Life-changing. Monumental. Magical. My education has taught me that I am a part of something greater, and to ignore that is essentially criminal. I am an individual, but I live in this world, I am a part of this society, and I want to contribute in the best way that I can.

And this is why I’ve decided to start this blog! My biggest passion is education. As I said, real education changed my life, and I want every single student to get the chance to get a real education.  One that isn’t limited by test scores and standards. One that is well-rounded, enlightening, and stretches beyond regular confines of today’s curriculum. One that isn’t overshadowed by politics and corruption in the system. One that opens the mind and heart. I wholeheartedly believe that really focusing on education and investing in the younger generation will lead to a better future for this country and for all. If we can achieve educational justice and equity, then we move so much closer to creating a more just and peaceful world. 

Although my ultimate goal is to become a social studies teacher in a public school, how can I even begin to teach social justice in a system full of injustice? I want need to fight for educational justice as well. I am so tired of seeing potential go to waste because of inequalities in the system. I am so tired of hearing my students tell me that I’m the only one who will listen to them. I am tired of seeing creativity, critical thought, and innovation squashed by restrictions and “the-way-it’s-always-been”. I am so tired of hearing politicians and authority figures talk about students as if it’s their fault they are failing. I am so tired of decisions being made on behalf of students without anyone consulting their thoughts, ideas, or feelings. I am tired of the lack of student voice in a system that is supposed to be working for and with its students.

This is where this blog comes in.

Each and every day, I am still learning about all the components and factors that contribute to the state of our public education system today. The whole picture is extremely complex, with various moving parts and dimensions. So, this summer especially, I want devote extra time each day to learning, critically analyzing, and writing about these issues so that I can develop a deeper and more holistic understanding of who/what I will be fighting for/with. I will be reading books, articles, watch videos, visiting organizations in my area, and (hopefully) attending conferences, to learn as much as I can. I feel that only once I become more fully aware of the underlying issues and am able to critically analyze them can I truly figure out how to address the entire social justice issue as a whole. 

Although this is mostly a place for me to record inspiration I encounter and ideas I develop on my journey, you are more than welcome to follow along. If you have anything you want to show me that you think would really help me along this journey, please don’t hesitate to reach out to me!

This will be posted under my “Introduction” tab as a future reference if you’re ever reading my posts and wonder why the heck I’m posting so much about education. Thanks for reading!