“What if this is a moment when we can re-imagine education?” But “What if it isn’t? What if, despite the changes wrought by the pandemic, the conditions that sustain conventional schooling remain in place?” These are the questions that IEN Editor Thomas Hatch asks in the 2nd commentary in a series launched by Corrie Stone-Johnson and the Journal of Educational Change. These questions build on the first commentary in that series by Yong Zhao and Jim Watterston – “The changes we need post-Covid” and follows up on last week’s IEN post from Larry Cuban – “Downsizing school reform.” Future posts on IEN will track both what changes in schools and what does not in order to reveal the conditions and constraints that have to be addressed to transform education over the long term. These IEN posts are part of a long-term project exploring school improvement efforts and educational innovations in both developing and developed contexts and follow-up on issues Thomas Hatch, Jordan Corson and Sarah Van den Berg raised in The Education We Need for a Future We Can’t Predict (Corwin, 2021).
“We will now resume our regular programming…”
Excerpt of a commentary from Thomas Hatch originally published in the Journal of Educational Change, August 2021 (Full commentary available at the Journal of Educational Change website)
The times are always changing. The question this year is whether we can build on some of the changes schools made in the face of the coronavirus and reimagine education altogether. Like many, I am hopeful that we can take advantage of the current moment to make at least a few meaningful steps in some of these directions.
Nonetheless, my work over the past thirty years on school improvement and school reform efforts in the US and in “higher” and “lower-performing” countries also makes me deeply skeptical. Time and again, I have seen how ambitious plans and visions fall short of their aspirations. As a consequence, although I believe this may be a crucial time to ask: “What if this is a moment when we can re-imagine education?”, I also know that we need to ask a second question: “What if it isn’t?” What if, despite the changes wrought by the pandemic, the existing institutional structures, practices, incentives, and beliefs that sustain conventional schooling remain in place?
Is there a real opportunity to re-imagine education post-pandemic? Or will the existing institutional structures, practices, incentives, and beliefs that sustain conventional schooling remain in place?
I don’t see this as a pessimistic take. It’s imagining the future and understanding the past that enables us to take off on journeys where the exact destination is unknown. When getting ready to climb a mountain, adventurers don’t just hope that the path they envision does not lead to an impassible ledge; they don’t rely on the hope that the weather will hold. They try to imagine what might happen when they turn a corner or reach a new level, and they get prepared. When the unexpected happens, when the conditions predictably change in unpredictable ways, we need to be ready to respond and rise above.
As my colleagues Jordan Corson and Sarah Van den Berg and I argue in our new book, The Education We Need for a Future We Can’t Predict, education systems all around the world find themselves in this situation today. Now more than ever, it’s clear that we do not know exactly what lies around the corner, and we cannot determine, with certainty, what today’s students will need as adults or what roadblocks or supports societies will put in place for helping them to get there. But we can build on what we know about why it’s so hard to improve schools, and we can imagine what it will really take to create more powerful and equitable educational opportunities in the future.
We can build on what we know about why it’s so hard to improve schools, and we can imagine what it will really take to create more powerful and equitable educational opportunities in the future.
In my commentary in the Journal of Educational Change, I explore what it will take to support real changes in schools post-pandemic by exploring three questions:
Part 1: Why don’t schools change?
Part 2: How (and why) did schools change during the pandemic?
Part 3: How can schools change post-pandemic?
My responses to those questions build on several key principles derived from my work in and studies of a variety of efforts to create more powerful learning experiences in both developed and developing contexts:
- First, new possibilities for schooling are most likely to take off when their goals, capacity demands, and values fit the common needs, existing capabilities, and prevailing conditions in the schools and communities where they’re supposed to work.
- Second, this first principle leads to a corollary that seems particularly problematic for those who want to reimagine schooling altogether: the more radical our visions are for education and the more they diverge from conventional practice, the less likely they are to take hold on a large scale. However, that does not mean that it is impossible to pursue the new visions for education that Zhao and Waterston and others imagine. It means that the demands and pressures of conventional schooling make it easier to bring those visions to life in particular circumstances and contexts – ecological “niches” in a sense – rather than across entire school systems.
- Third, this tension between the nature and extent of reform efforts, however, yields a further principle that opens up another avenue for change: There are places – “niches of possibility” – where the conditions are more amenable for transforming education. That does not mean that we have to accept every aspect of the conditions or ignore those that are deeply problematic. But we have to figure out how to challenge and work with and around the conditions in order to change them.
Schools will be transformed, over time, with changes in the conditions and the construction of the infrastructure for more powerful learning.
From this perspective, the specific vision for learning remains important, but that vision has to be accompanied by the recognition that it is not the vision itself that will change schools; schools will be transformed, over time, with changes in the conditions and the construction of the infrastructure for more powerful learning. Rather than aiming to develop a program and scale it across contexts, the focus shifts to the student level and to making sure that all students, particularly those left out and systematically disadvantaged by conventional schooling, encounter more and more opportunities inside and outside schools to engage in powerful learning experiences. Those experiences create new emergent possibilities for education that build directly on the specific conditions in which students live and learn every day.
(Full commentary available at the Journal of Educational Change website)