A recent attack by a professor on universities, including his own, led me to consider who educators are and what they stand for. There is a current trend for educators to talk outside of the institution they inhabit and to no apparent audience. This blog discusses how the transcendent disembodied educator could lead to adverse consequences.
The curious case of educational boards
Education is an institutionalised way of encountering the Other in body and spirit. Institutions create the time and space, and its people create collective wisdom and place. But do educators lose something by eschewing the collective ‘brand’. Does rejecting the neoliberal notion of ‘brand’ also ditch responsibility for presenting a coherent position to a community, as well as ditch loyalty to the teams that create those positions? What do disembodied educators stand for, and do their appeals to a generalised Other, in the form of some general goodness or badness, return us to a more primitive form of discourse.
For every unwanted ATAR is a private provider ready to sell a stairway to heaven
The Teese article that piqued my initial interest is a case in point. This article blames former governments and vice chancellors, as well as inequities in the resource distribution between Victorian public and private schools, for skewing VCE and ATAR results in favour of well-resourced schools. These are undifferentiated woes with many and varied historical antecedents. But who is Teese’s Other, who is he addressing. I can’t identify an embodied Other in Teese’s article, there is no course of action, there is no suggestion on how to make the VCE or ATAR fairer. His critique simply undermines public confidence in public institutions, thereby opening the door to the silent and opaque commercial sector. For every unwanted ATAR is a private provider ready to sell a stairway to heaven.
Victoria, as for the rest of Australia, has a proud public sector tradition in education, particularly of embracing the Other through its world class institutions including the VCE and VTAC (ATAR). Australians Ray Adams and Margaret Wu led the design and implementation of PISA and Andreas Schleicher, possibly the OECD’s most influential thinker on education, studied at Deakin University. There are many new and younger Australian talents, and along with its heritage Australia is well placed to lead the global education revolution, but leading will necessarily be complex and about doing and justifying (e.g. PISA) and not about wanton critique. In education, you can only ever ‘do’ in the presence of an Other.
In education, you can only ever ‘do’ in the presence of an Other
Of course many educators are disembodied. This article is written from a disembodied perspective without regard to an institutional loyalty. After decades of embodied educational experience this author is currently a commentator and not a player. But the notion of the transcendent disembodied educator is becoming more common. At the harmless level there is the social media profile views are my own and not my employer’s. There are young teachers unable to secure a permanent position who find it difficult to establish a sense of place. There are the teachers and bureaucrats I used to work with who would complain about the Department this and the Department that, oblivious to their sense of place and responsibility for creating organisational culture. Then there are academics like Teese that leave us to question which institution they represent and who they seek to address. Then there is the curious case of inter-connected educational boards.
There are a number of men who transcend and span organisations and for who it is difficult to ascertain a sense of place and audience. For example, Tony Mackay is Director at ACER, Council member at Swinburne University, Director of the Innovation Unit London, Board Member for Teach for Australia, on the Board for Foundation for Young Australia, CEO at the Centre for Strategic Education, past chair of AITSL, past deputy chair ACARA and has an association with ANZSOG. Another is Tony Cook, an esteemed public servant, also a Board Member at ACER and Director at AITSL. There’s also the ubiquitous John Hattie; staff member at Visible Learning, Chair at AITSL, Director of MERI at the University of Melbourne and an occasional blogger at Pearson.
The transparency (see below) of these board memberships and affiliations is testament to propriety and integrity, but what advantage do organisations gain from this level of connectedness. As an observer the range of roles illustrates an interweaving of interests and the potential for a loss of organisational agency. Networks across senior educators are of course a lot broader, deeper and opaque operating not only at the board level but also through conference attendance, keynote addresses and participation in consultative groups and workshops. A detailed study of these extended networks is beyond the scope of this blog, and also beyond the remit of overarching governance structures.
These men in some respects are the transcendent super heroes we aspire to in some of our tweets and posts, we crave the ability leap tall institutions in a single bound. But is something lost in the process? From keeping students back for detention to the awarding of contracts, educators at all levels make moral decisions. The consequences of financial and people decisions become progressively more profound up the bureaucratic hierarchy where established processes and highly refined judgement are generally required.
Consulting with parents and teachers can be painful, but perhaps not as painful as wasting $180 million
In some circumstances, informal coordination among peak bodies, administrators and consultants through intersecting board memberships and related affiliations is a poor substitute for structured consultation with parents, principals and teachers. Consulting with parents and teachers can be painful, but perhaps not as painful as wasting $180 million as was the case for Victoria’s Ultranet. Sometimes consultation is painful because it exposes ignorance; leading to witless outcomes (article on disgraced official Victoria). Victoria’s experience shows that poor governance can have disastrous consequences for education and erode proud traditions and honourable careers. Good governance and separation of responsibilities that avoid conflicts of interest remain important, particularly within the education sector that deals with large funds and people’s lives.
But educators at all levels are at times transcendent and disembodied whenever we engage the world without a clear sense of place and without a clear sense of audience. The luxury of transcendence becomes more available the further you are from the classroom. And it’s at the national level that adverse effects are detected through assessments such as PISA, recalling that PISA tests bureaucracies and systems, not teachers and students. It’s Australia’s declining PISA performance that makes this a conversation that has to be had.
It’s Australia’s declining PISA performance that makes this a conversation that has to be had.
There are many woes in education, and while most teachers have a clear sense of place and of the Other, there are also times they feel at the bottom of the pile. The institutions available to teachers can be limited – school based committees, industrial unions, subject associations, consultation groups and political groups. Whatever the choice, and unless you are just letting of a bit of steam, it’s probably most effective to work with the Other through the institutions in front of you rather than take the transcendent disembodied stance. Then demand the same from leaders.
Cursory Web Search Results Illustrating inter-connectedness.