Why Can’t All of Education Look Like This? (Greg Toppo)

Larry Cuban on School Reform and Classroom Practice

From time to time, readers say “Enough, Larry,  about the ubiquity and longevity of age-graded schools and their rules and rhythms or the ‘grammar of schooling.’ ” A few say it is too pessimistic about school reform and plays down efforts to alter the dominant age-graded organization.

Sure, I get defensive and reply that I am a realistic, no, I am a tempered optimist about what thoughtful, passionate educators create in making an age-graded school a “good” one even within a severely flawed, larger political and socioeconomic system that maintains under-funded, re-segregated schools across the nation.  

Then I may go on to point out pieces I have written about the need to have many “grammars of schooling,” not just one. I also write about those uncommon instances of districts and schools, past and present–public and private–that have not only instituted major efforts to alter the prevailing model of schooling…

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