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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