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Best education policy is respecting teachers
By JOHN L. ALLEN JR., NCR
Staff
Most of us have never been inside a nuclear plant
or stood at an operating table, but virtually all of us have been in classrooms
-- explaining, I suppose, why most people dont fancy themselves experts
on nuclear engineering or brain surgery, but everyone thinks they know how to
teach.
Any teacher knows how it goes: Parents wonder why you cant
grade tests overnight, not realizing that your day may well begin at 5 a.m. and
run past 10 p.m. if you coach, advise, or -- God forbid -- hope to see your
family outside of June to August; kids express surprise when they run into you
at a grocery store or movie theater, as if they hadnt realized you could
assume corporeal form off-campus; and rookie teachers arrive full of pedagogy
and scholarship, only to realize the job is just as much about dealing with
butt humor and boyfriend problems. The nitty-gritty reality of teaching, the
stuff that makes it so hard, simply escapes most folks.
The anyone can do it theory does ring true, however,
to this extent -- almost anyone can walk into a room, tell the kids to shut up,
hand out some busywork and thereby keep the machinery of schooling moving. But
to actually teach -- to get kids to transcend themselves, to care about
something distant or abstract, to push them to become better than they knew
they could be -- requires talent and faith and above all persistence.
Its important to open on that note, because most of the
articles in this special issue have a fairly broad policy sweep. Stan Karp
makes an eloquent case for a coalition of public and Catholic school advocates
around the social justice dimensions of the education issue. James Youniss
ruminates on the historical currents bearing Catholic schools along today.
Joseph Claude Harris critiques the approach the U.S. bishops have taken in
planning for Catholic education and Leonard DeFiore surveys the state of
Catholic schooling. Despite their divergent points of view, all are superb
introductions to the pressing educational issues facing the church.
Nevertheless, we would go wrong if we assume that these policy
issues are the core of the Catholic school enterprise. As critical as vouchers,
the public/private debate and the implications of lay governance may be, the
miracle of education still happens -- or fails to happen -- classroom by
classroom, teacher by teacher. And if we assume that the proper policy
decisions will, by themselves, translate into better teaching, were
making the same mistake as those who think fancier equipment would make Milli
Vanilli sound better -- if you cant sing, a better mike just lets you
warble more loudly.
To put the same point differently, while I believe education in
America would benefit if the Catholic community rethought its position on
vouchers, doing so wouldnt necessarily change anything about Mrs.
Smiths math class tomorrow morning.
So, if youre concerned about the role of the church in
education, by all means study the issues and take a stand. But the best step
you could take is simply to show Catholic school teachers some respect -- and
demand that bishops, board members and principals do the same, not just in
their speech but in their deeds.
Speaking of classroom miracles, were fortunate to have in
this issue an essay by Judy Bromberg, familiar to NCR readers as a
regular reviewer of books. Judy is also an English teacher and counselor at
Notre Dame de Sion High School in Kansas City, Mo., where she enjoys a
reputation as a superb educator. Judy offers the fruits of her experience as an
antipode to our bigger-picture offerings.
One final thought. Today, really for the first time, the American
Catholic church has the luxury of approaching the education issue from a
posture of strength. For most of the early 20th century, we built and
maintained schools because of the anti-Catholic ethos in the public system.
When that hostility abated after World War II, Catholics moved out to the
suburbs and sent their kids to public schools, causing a circle-the-wagons
mentality among Catholic educators who watched enrollments tumble and schools
close.
As Abraham Maslow long ago noted, starving people have a hard
time acting on their highest ideals. Instead, they take care of themselves, as
Catholic leaders by and large have done -- narrowing their educational
interests to the well-being of Catholic institutions. Good educational policy,
from this frame of reference, was anything that brought students and/or dollars
into Catholic schools. Public education was, simply, the enemy.
But today Catholic education isnt starving. Enrollment is
up, closures have slowed and the press is full of good news about Catholic
schools. So perhaps, finally, its time for the church to transcend
self-interest and embrace the education issue writ large, speaking on behalf of
all our nations schools and students, advocating policies that benefit
everyone, most especially the poor. Perhaps we can finally recognize that our
natural allies are not the forces seeking to deconstruct the public sector but
the public educators serving the same kids we do -- and, in fact, serving more
of them than we could ever hope to.
As Stan Karp notes, voucher proposals are a consciously crafted
wedge issue, designed to draw Catholics into an alliance with right-wing
advocates of free markets and social Darwinism. Today, given the general health
of the Catholic system, theres little excuse for not seeing the issue for
what it is -- and pitching our tents elsewhere
National Catholic Reporter, March 27,
1998
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