Hello everyone, molweni nonke, groetes almal
Welcome to my blog about all things schooling. I’m a high school mathematics teacher who now works at the University of Cape Town to train and support other teachers as they enter schools of all sorts across South Africa. I’ve worked in mostly poorly-resourced schools in the Western Cape, but also have experience working in a local ‘comp’ (comprehensive) school in the UK. Some of my research took me out to the rural Eastern Cape, and I’ve done a bit of this and that with various NGOs in and around Cape Town.
I’m starting this blog because I keep encountering so many conversations and ideas in discussion about education that are fundamentally misinformed. It’s a hot topic, to be sure. Everyone has some experience of our education system(s), positive and/or negative, but many have not had the opportunity to be re-immersed in those systems post their own schooling. There are a lot of dominant ideas about how to ‘fix’ our schools that are premised on misinformation at best, or are at times—I’m sorry to say it—downright harmful.
I come from a ‘school of thought’ (pun intended) that rejects the idea that we can have a universal, objective handle on the world, or ‘know’ anything neutrally. We all bring our own biases, values, experiences, dare I say it ideologies and these inform what we hear, what we see, what we think is right and wrong. I’m not going to pretend that anything I write here is neutral, a mistake many of my peers make.
I’m also not going to hide behind numbers as if those are neutral, when it is all too clear to anyone who has been subject to the tyranny of numbers that they can be used to justify almost anything you want. Most things that actually count can’t be counted. And I’m a mathematician (my degree is in mathematics), so I’m not saying this from a perspective of having lost the battle of quantitative mastery.
But I have come to realise that my formulae, models and ‘ordering’ of the world through the lens of numbers is inadequate and incomplete. And that I can do quite a lot of harm when I deploy my arsenal of logic without having all the facts.
In the spirit of being transparent about my own values: I’ll add to my healthy scepticism of numbers that I fundamentally believe in the capacity of each human being to grow and learn. Having started my career in Special Education Needs, I learned quickly that most of my SEN students were only ‘special’ because they didn’t fit a particular type of system, a system that was grossly unjust towards them. When given the opportunity to flourish in their own way, they were more than capable. This has bred my perspective that most of the things people do that are ‘problematic’ are learned, not innate; that students, teachers, and everyone else in society (for our education system is our social photocopier) have reasons why they do what they do, good and bad. I think if we want to enact change, we need to understand those reasons first. Also, I think ,we must remember that ‘problematic’ is not without a subject: something is ‘problematic’ to someone. Someone gets to define what constitutes a ‘problem’ and what does not.
It’s worth stating that this blog will make a point of using the active and passive carefully. There’s nothing worse than the way academia likes to write in the passive and erase the person-doing. We read “children are being failed”… who is failing them? We say “the education system needs to be fixed”… who shall do the fixing? Even subtle statements like “the name ___ was chosen because…” who did the choosing? So I’ll try, reader, to be clear about who is doing what, as far as I can tell. And, moreover, why they are doing it.
I chose the name “Schooled” for many reasons. The formal definition is boring: “educated or trained in a specified activity or in a particular way.” Duh. The word “schooled” means so much more. It means to have your previous ideas debunked, to be ‘shown up’ or ‘exposed’. As in “I got seriously schooled when I thought I knew about the Cape Flats… I didn’t know jack”, or “I thought I could dance well, but when Jimmy hit the floor, I got schooled”. Personally, I got seriously schooled when I went to teach mathematics in a township school (to see how badly I got schooled, check out my old school-time blog). When you admit you’ve been schooled in the colloquial sense of it, you’ve got to ‘fess up. You’ve got to be humble.
So thus was born this blog “Schooled”, out of a desire to provide an alternative narrative to those I keep bumping into. I’m constantly encountering as I work with teachers (and do my own research) how little I still know about the inner workings of a system I’ve been in for years, how much I still have to learn from people at the coalface who show determination and resilience and resourcefulness far beyond my own. I’m also distressed at how little many South African citizens seem to know about the reality of our schools and our education system. Most critically, I’m struggling on a daily basis with how many of them purport to know a lot. So read us all, my thoughts and others’. Then make up your own mind.
Let’s get schooled.