from the achievement gap to empowerment

Harry Boyte argues that the “achievement gap” is the wrong framework for thinking about education. It “assumes the point is upward mobility — how to give poor people, especially racial minorities, resources and remediation so that they can make it in a hypercompetitive, individualist, meritocratic educational system and society.” But Harry asks, “What if the problem is the hyper-competitive, individualist education system itself, now largely a screening mechanism for personal advancement?”

I would elaborate as follows. The main policy debate about education is about individual human capital in a competitive global market. The premise is that individuals need skills to compete. Poor individuals especially need better investment to give them a leg up in the labor market. Communities’ welfare depends on the aggregate of individuals’ human capital.

The limitations of that narrative are at least as follows:

  • It omits non-cognitive skills that also redound to the benefit of the individual, such as being able to work in teams (and especially in diverse teams)
  • It overlooks social capital and collective agency as the basis of economic success for communities and nations. If we have a lot of people who know math but don’t ever work together, we will not prosper.
  • It has an implausible motivational theory: teachers, kids, and families must do whatever it takes to boost individual human capital. In reality, activities like service and politics can be more motivating.
  • It overlooks the importance of communities in education. James Coleman started the whole social capital research agenda by arguing that communities’  engagement with schools was a precondition of their success, even when success was measured in individual economic terms. It is very hard to engage communities in schools if they turn into machines for developing the individual labor market advantage of students. (Why should I engage with the school in my community if its job is to prepare each individual student to compete against my kids in the labor market?)
  • It overlooks other educative assets and resources, beyond schools.
  • It works best for the institutions that are drawing the most economically competitive students and faculty. The dominant narrative works fine for Stanford. But what is a local college supposed to do? Should it try to claw its way up the competitive rankings in search for students who already perform better before they enroll?
  • It overlooks democratic and civic outcomes, such as participating effectively in the democracy.

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on the contributions of Vincent and Elinor Ostrom

Vincent and Elinor Ostrom founded a whole school of thought–some call it the Bloomington School–that now orients the work of many scholars and practitioners around the world. Last week, about 250 people came from many countries to give papers inspired by the Ostroms’ framework as part of a conference entitled the “Workshop on the Ostrom Workshop.” In my paper, I argued that the Ostroms addressed the citizen’s question, “What should we do?,” which is the guiding question of “Civic Studies.” I am posting a PDF of my paper here. It is a bit of a cut-and-paste job, portions of it having appeared on this blog or in various published articles.

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a mile above Walden

(Bloomington, IN) Very early this morning, my Chicago-bound flight rose over the tanks and derricks of East Boston, turned above the thick settlements of Cambridge and Somerville, and then, as the houses dispersed from tight rows into suburban swirls cut out of forest, we passed by the gleaming waters of Fresh Pond, Spy Pond, and finally—if I am not mistaken—Walden Pond.

That’s where Thoreau went in 1845, because “we need the tonic of wilderness.” But even in his day, a view from the clouds would have shown that he was not remote from society. “I was seated by the shore of a small pond,” he recalls, “about a mile and a half south of the village of Concord and somewhat higher than it.” I take “higher” to be literally accurate, a symbol of his spiritual elevation, and practically significant because he could, “by standing on tiptoe …, catch a glimpse … of some portion of the village.” In other words, even though the woods were more extensive than they are now, Thoreau was surrounded by people. A fenced road and the Fitchburg railway line came nearby, the latter even “touch[ing] the pond”; Thoreau would “usually go to the village along its causeway and [was], as it were, related to society by this link.”

Thoreau was contemptuous of the passengers who rattled by inside the train. They thought they are going somewhere interesting, but they would miss reality along the way. They also accounted the costs and benefits wrong. They calculated that they were spending little time in traveling between Fitchburg and Boston, but they forgot the time that they had sacrificed to earn the money for the fare, not to mention the other people’s lifetimes sacrificed to build the rails. “We do not ride on the railroad; it rides upon us. Did you ever think what those sleepers are that underlie the railroad? Each one is a man. … The swiftest traveler is he that goes afoot.” (Thoreau seems to spare the men who work the freight trains, because they pass slowly and frequently enough that they interact with him.)

If Thoreau condemned passengers who rode in a rickety train through Middlesex County, what would he say of us who zoom overhead in a pressurized cabin? I think I am going to Indiana and back in 48 hours, but many people have spent many days to pay for that journey, and I will see little along the way.

I was far higher this morning than Thoreau’s cabin, afforded a view of much more woods and also vastly more houses. We have sliced the old woods to ribbons to build hundreds of thousands of detached houses so that we don’t have to see much of our neighbors. Thoreau had prophesied the domestication of his little piece of wildness. In the winter of ‘45, standing in the middle of the frozen pond, he detected “a narrow shelf-like path in the steep hillside” nearby, which he suspected was “worn by the feet of aboriginal hunters.” He added: “The ornamented grounds of villas which will one day be built here may still preserve some trace of this.”

I could see the “villas” by their thousand this morning. The trail may be long gone. But I’d like to think that Thoreau would say: You don’t need much space for solitude. An airplane seat will do, if that’s where you happen to be. “Yet we should often look over the tafferel [the decorated stern] of our craft, like curious passengers, and not make the voyage like stupid sailors picking oakum.” And that’s why I looked down at Walden.

(See also “Hamatreya II.”)

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hackademia

A university provides amazing resources and assets. I would even defend its overall structure to a degree. For one thing, it is robust against faddish ideas. If a university could change more easily, then a discipline like classics would have been shut down long ago. But classics is an exciting and generative field today (see this and this). It has survived the tough times because universities have institutionalized tenure, credentials, and departments to resist change.

Still, these structures frustrate many valuable innovations, especially when academia might interact better with the outside world. Courses must last for about 13 weeks even though real-life projects continue far longer than that. Professors must demonstrate regular results, but some especially worthy projects cannot yield publications quickly enough. Faculty must teach students who happen to be enrolled at their own institutions, even if more appropriate groups could be assembled by drawing on many colleges and including non-students.

These are just examples of the ways in which academia is “kludgy.” When you face a jury-rigged mechanism that still works for many purposes, you can just go with it, you can reject it and try to build something new, or you can add hacks: “inelegant but effective solutions.” Many of my favorite academics make hacks because they love the university but don’t think it quite works for their purposes. For instance, they teach their classes in state prisons. Or they assemble a set of “semi-formal learning groups” within a large state university and actually name it “hackademia.” Or they start meeting weekly for discussions of political economy and 30 years later have a virtual international network. Or they build tools with and for lay partners and reflect critically on the results. Or they create a Summer Institute without tuition, grades, credits, or official enrollment, and teach it off season at (for example) Tufts.

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job openings for civic renewal (5)

Here is the fifth in an occasional series on jobs in civic education, democratic reform, community organizing, and related fields:

  • Executive Vice President, Edward M. Kennedy Institute for the United States Senate.  The EMK Institute will be housed in a stunning new 68,000 square foot facility — the heart of which is a full reproduction of the Senate Chamber — which is scheduled to open to the public in March 2015 and is located on the University of Massachusetts Boston campus … Up to 100 students will take on the roles of senators as they research issues, debate, negotiate, and vote on current, historic and new legislative proposals. See Position Description.
  • Program Officer, Character Virtue Development, The John Templeton Foundation. See www.templetoncareers.org
  • Several positions at the Center for Community Change, whose mission is to build the power and capacity of low-income people, especially low-income people of color, to have a significant impact in improving their communities and the policies and institutions that affect their lives. See http://www.communitychange.org/contact/careers/.
  • Program Director, FairVote, will supervise the communication, advocacy, research, and legal team.
  • President and Chief Executive Officer, Facing History and Ourselves. Facing History’s mission is to shape a humane, well-educated citizenry by helping adolescents build the habits, skills and knowledge to make responsible civic choices, grounded in ethical judgment, for the world in which they live. Position Announcement.
  • An open position in the Longhorn Center for Civic Engagement at The University of Texas at Austin.  This position will primarily assist in the development of  student leadership programs rooted in community engagement. Position description.

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West Chop poem in the Wampum Collection

In lieu of a post today, here’s a link to my poem “West Chop,” which was just published in a Martha’s Vineyard literary magazine called the Wampum Collection. It begins:

Tethered sailboats hunched in a row.
A gull sails the diagonal, taut and low.
Wind and sinking sun scribble the bay
With fleeting streaks of blue, green, gray.

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Ostrom plus Habermas is nearly all we need

The late, great Elinor Ostrom is much on my mind. I taught her work in Mexico a couple of weeks ago and will be visiting her Bloomington (IN) Workshop in Political Theory and Policy Analysis next weekend. I’d like to claim that many thinkers have influenced me, and I wouldn’t want to have to do without any of them. But I believe we can get at least 80% of the way to a satisfactory social theory if we combine the two thinkers we talked about in Mexico: Ostrom and Jürgen Habermas. They are importantly different, as this table indicates–yet I think both contribute essential insights.

Ostrom Habermas
Fundamental problem Tragedies of the commons. People manipulating other people by influencing their opinions and goals.
Characteristic symptom of the problem We destroy an environmental asset by failing to work together. Government or corporate propaganda distorts our authentic values.
Characteristic starting point People know what they want but can’t get it. People don’t know what they want or want the wrong things.
Essential behavior of a citizen Working together to make or preserve something. Talking and listening about controversial values.
Instead of homo economicus (the individual who maximizes material self-interest) we need … Homo faber (the person as a maker) Homo sapiens (the person as a reasoner) or homo politicus (the participant in public assemblies).
Role of the state It is a set of nested and overlapping associations, not fundamentally different from other associations (firms, nonprofits, etc.). Citizens form public opinion, which should guide the state, which makes law. The state should be radically distinct from other sectors.
Modernity is … A threat to local and traditional ways of cooperating, but we could use science to assist people in solving their own problems. A process of enlightenment that liberates people, but it goes wrong when states and markets “colonize” the private domain.
Main interdisciplinary combination Game theory plus observations of indigenous problem-solving. Normative philosophy (mainly achieved through critical readings of past philosophers) plus system-level sociology.

If you ask me who is right about any of the issues in this table, I am inclined to say: both.

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campaign finance as a corrupt gift economy

Congressman Vance McAllister admitted Thursday to voting against legislation in the U.S. House anticipating he would get a political contribution for his vote. A Republican from Swartz [LA], McAllister spoke about the matter as an example of how “money controls Washington” and how work on Capitol Hill is a “steady cycle of voting for fundraising and money instead of voting for what is right.”

Rep. McAllister actually added that someone told him, “Vote no and you will get a $1,200 check from the Heritage Foundation. If you vote yes, you will get a $1,000 check from some environmental impact group.” Those specific figures suggest quid pro quo corruption, which is illegal and should be formally investigated. But let’s assume that Mr. McAllister was making that part up for color, and the real story was more typical. No one offered the congressman $1,000 for a vote, but he (or an adviser) calculated that if he voted a certain way, he would be more likely to raise money from a given interest. According to the Supreme Court, that kind of influence is not corrupt, which is why I would denounce the Court’s understanding of fundamental ethics.

Conceptually, it might be helpful to understand our campaign finance system as a gift economy.  The anthropologists Bronislaw Malinowski and Marcel Mauss discovered that market exchanges are not the only systems that work at large scale and that permit the circulation of goods. It’s also possible to have a whole system (or a subsystem) built on gifts. People give things to each other, and they may do so for non-altruistic reasons–prestige, favor, or an expectation that they will obtain gifts as a result. But there is no prior agreement to reciprocate a gift with something of equal value. In fact, having a prior agreement makes it not a gift.

For instance (as I blogged years ago), Beowulf depicts a gift economy. The hero learns that Hrothgar, king of the Danes, is suffering from the scourges of a monster, so, unbidden, he sails to Denmark to offer his services. After he has killed Grendel (a whole day after, in fact–see line 1784), Hrothgar allows him to choose treasures from his store; Beowulf is “paid and recompensed completely” (2145). The hero sails home and gives everything he has received to his king, Hygelac (2148). Hygelac responds by giving Beowulf an ancient sword, land, hides, and a hall and throne.

None of this is negotiated in advance. As Hrothgar tells Beowulf (in Seamus Heaney’s translation):

For as long as I rule this far-flung land
treasures will change hands and each side will treat
the other with gifts; across the gannet’s bath,
over the broad sea, whorled prows will bring
presents and tokens. (1859-63)

That is all very appealing and noble, but the worthiness of a gift economy depends on what is given. In Beowulf, wives are gifts (see 2017), which is not so good for them. In our Capitol Hill culture, the money it takes to get elected and the votes cast on public policies are treated as gifts. Only if lobbyists are so gauche as to negotiate them as quid pro quo exchanges may they be banned. It is a medieval system–and not in a good way.

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talking about We Are the Ones We Have Been Waiting For

I enjoyed talking for an hour this morning with WPFW’s Josephine Reed. The audio of that show is archived here. (Look for the Thursday, June 12 edition of “On the Margin.”)

At 2 pm Eastern today, I’ll be talking about the book for another hour–almost all Q&A and discussion time–on the NCDD “confab”. [You can check out this page for graphics and text comments from that discussion.]

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Pied Beauty, illustrated

Glory be to God for dappled things
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For skies of couple-colour as a brinded cow;
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For rose-moles all in stipple upon trout that swim;
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Fresh-firecoal chestnut-falls; finches’ wings;
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Landscape plotted and pieced – fold, fallow, and plough;

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And áll trádes, their gear and tackle and trim.

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All things counter, original, spare, strange;
Whatever is fickle, freckled (who knows how?)
With swift, slow; sweet, sour; adazzle, dim;
He fathers-forth whose beauty is past change:
Praise him.

Gerard Manley Hopkins praises God, Who is uniform and immutable, for His grace in creating a category of things that are variegated and changeable. His little sonnet–it’s exactly 3/4 the length and breadth of a regular sonnet–is written in the tradition of a Psalm. Compare, for instance, “Sing unto the Lord with thanksgiving; sing praise upon the harp unto our God: / Who covereth the heaven with clouds, who prepareth rain for the earth, who maketh grass to grow upon the mountains.”

I am the opposite of Hopkins in many respects. (He was devout, depressed, gay, and highly gifted.) But lyric poetry is not for showing us ourselves; it’s a key to someone else’s mind. I cannot share Hopkins theology, but I can thank and praise him for appreciating a category of objects that–whether vast or tiny, whether human-made or natural–share the feature of being “dappled.”

(See also “Notes on Gerard Manley Hopkins’ Spring and Fall” and my own “For Gerard Manley Hopkins.”)

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