What are we fighting for…?

We all know what we oppose and fight against: totalitarianism, fascism, racism, sexism, loneliness, and meaninglessness.
But we are silent in the face of the challenge: What are we fighting for?

Roger Berkowitz from “The Philosopher,”, vol. 108, no. 2

It seems that over the past few months my social media feeds have been brimming with messages of discontent about what’s happening in education here in NZ at present. Which is not surprising in the least. Change is something that few people welcome, especially in a field like education which is a ‘caring’ profession where those involved tend to be driven by passion and a sense of public good in the work they do. Add to that the disruption that results when change is thrust upon you by those who claim a ‘moral superiority’ in their views – whether at a local school level or a national/political level. Without adhering to any form of a proven change process it’s almost inevitable that talk of a ‘revolution’ begins to pervade the airwaves.

And who can blame those in the field of education currently for this change in mood? After years of consultation about changes to the NZ curriculum we’re now being told those changes are being reviewed with a smaller team taking responsibility for a new English curriculum that everyone will be expected to follow, for example. Then there are the changes to our assessment processes and to the way schools are organised and managed. After extensive consultation around a review of the Tomorrow’s Schools model, and a report submitted by an independent taskforce, we’re now seeing the introduction of charter schools and other reforms that weren’t a part of this process.

In the discourse around all of these things there’s a noticeable shift in language from things like “future-focused“, “inclusive“, “Treaty-honouring“, “learner-centred” and “competency-based” to “structured approaches“, “accountability“, “outcomes-focus“, “knowledge-based curriculum“, “science of learning“, “common practice models” and “one-size-fits-all” approaches. No wonder we’re breeding confusion – these ideologies and phrases are being used by education leaders and politicians alike to polarise arguments for how we can most effectively achieve our goals in education and create a truly world-class education system – but the world isn’t that binary!

It’s difficult to argue with the motivation behind these reforms – raising student achievement has long been a central focus of our education system, especially when that means raising the achievement of all learners, not just a privileged few. But when change, and disruptive change at that, is continually demanded by those in authority, the impact on the teaching profession can be pretty damaging – as indicated in a recent Teaching Council Report on the Teaching Profession in NZ.

We know what we’re fighting against

For several decades the message has been building: we’re facing an ever-increasing education crisis. Everyone seems to be jumping onto the wagon – with many different views emerging as to what the problems are and how we should go about fixing them. This is where a key concern lies. Different explanations or definitions of the education crisis will result in different responses to it. We can’t begin with the assumption that everyone shares the same sense of the crisis we face, and then move on to think about how we should respond and in what ways we should respond.

You don’t have to look far to see evidence of this. It’s reflected in the reaction and responses from the across the education sector, and beyond, to this smorgasbord of change. There are plenty of examples of individuals and groups arguing passionately about where they must take a stand and defend their various positions. It’s not difficult to find the common themes – too much change, not enough money, too many cuts (to staff and budgets), the demands for conforming to set ways of working, conflicting claims around best practice – each claiming evidence to support them – and so on. At a macro level, these things often stem from the defence of the core values of a ‘caring’ profession – fighting injustice, standing against inequity, defence of quality and so on.

Even in my personal engagement with groups of educators over recent months, it’s been easy enough to identify the things they are fighting against – whether in the one-one conversations with teachers in staff-rooms or conversations with representatives of professional groups such as the teacher unions. The sense that some of the things we value and believe passionately about (often implicitly) are being challenged presents as the key motivation here. It’s not so much an ‘education’ crisis that we face, but one of values and priorities.

While I believe strongly it’s important that we have the freedom to be able to give expression to the things that we believe need challenging, or are perceived to be a threat to what we believe is right or working well etc., I am also convinced that there is little to be gained by focusing only on what we see as being wrong – in other words, focusing all of our energy on what we’re fighting against.

What are we fighting for?

25 years ago Michael Fullan and Andy Hargreaves wrote a book titled What’s Worth Fighting for in Education? It contains practical advice to help prepare the teaching profession for a future which is already here and in which the context for teaching and learning will shed the 19th century factory model on which our schools are based. The authors argue that educators need to be at the forefront of preparing consciously for the future rather than finding themselves as passive recipients of change and this book provides a guide for that journey. (emphasis mine).

I agree fully with this idea – it is pretty much why I decided to establish FutureMakers and use this as a vehicle for working with educators and educational institutions to ensure we are inspiring the next generation of leaders, thinkers and problem-solvers.

So what are the things we should be fighting for in our quest to create and sustain a future-focused education system?

In pondering this question and connecting with conversations I’ve had in recent months, I’ve captured some of the dominant ideas and themes from these conversations in the image below. These certainly aren’t an exhaustive list, but do serve to illustrate the sorts of things that we might choose to focus our time and energy in fighting for solutions and outcomes that will benefit our learners and our system into the future..

It’s unlikely that any of these things will come as a surprise, and likely also that many reading this post will already have encountered or be involved in efforts to move these things forward. I’ve added below some notes to reinforce why some of these things are important to be fighting for…

An Inclusive System that Recognises Diversity

The challenges associated with recognising that we live in increasingly diverse communities and world often confront the fundamental design of our current education system that is built around the notion of conformity and compliance – a “one-size-fits-all” approach intended to service the industrial context of the time. An inclusive and diverse education system fosters a more comprehensive and empathetic learning environment, helping students appreciate different perspectives and prepare for a diverse world. You might consider…

• Integrating diverse perspectives into the curriculum itself. Instead of focusing solely on Eurocentric narratives in history or literature, for example, educators can incorporate texts and stories that reflect the experiences of various cultures and backgrounds.
• Recognising that students learn at different paces and have unique strengths and weaknesses and so differentiate instruction by offering a variety of learning activities and assessments that cater to diverse learning styles.

Learners at the Centre

Designing education programs around the needs and interests of learners fosters greater engagement, motivation, and success, allowing each student to reach their full potential. In schools, implementing a learner-centred approach requires shifts in teaching practices, assessment methods, and classroom management. It includes giving learners agency in their learning, requiring a fundamental shift in the way we think about the relationships and learning activity in our schools and classrooms. It recognises the learners as its core participants, encourages their active engagement, and develops in them an understanding of their own activity as learners Ultimately, a learner-centred approach aims to create a more engaging, effective, and equitable education system that empowers all students to reach their full potential. Actions you could consider…

• Giving students a voice in the classroom also means incorporating their feedback. Regularly checking in with students about their learning experience and incorporating their suggestions into future lessons allows them to feel invested in the learning process.
• Providing students with options in how they demonstrate their learning. This could involve offering a variety of assessment methods like portfolios, presentations, creative writing assignments, or even student-designed projects.

Relevant and Engaging Curriculum

A relevant and engaging curriculum not only captures students’ interest but also ensures that they acquire the skills and knowledge necessary for future success in an ever-evolving world. It will emphasise critical thinking, creativity, and problem-solving skills and ensure that learning is connected to real-world applications, preparing students for the workforce and civic engagement. This might involve, for example…

• Moving away from rote memorisation and emphasising open-ended questions, debates, and discussions that encourage students to analyse information, form arguments, and think creatively.
• Utilising technology or other tools to tailor learning paths to individual student needs and interests.
• Encouraging creative problem-solving approaches that incorporate the use of primary source documents in inquiry projects.

New Measures of Success

Traditional measures of success often fail to capture the full range of student abilities and achievements. New, comprehensive measures are needed to reflect the diverse talents and potential of all students. We have to move beyond standardised testing to include holistic assessments that evaluate a range of student skills and competencies. Assessing students based on real-world tasks and projects that demonstrate their ability to apply what they’ve learned in practical contexts and using portfolios to showcase student work and progress over time, reflecting a broader range of competencies are effective ways to achieve this. Some key actions to consider here include….

• Developing competency frameworks that outline the specific skills and knowledge students need to master.
• Allow students to progress through their education based on their demonstration of mastery in specific competencies rather than time spent in class.
• Utilising adaptive learning platforms that adjust difficulty based on student performance, or offering students choices in the topics they delve deeper into within a broader unit.
• Designing tasks that mimic real-world scenarios to allow students to demonstrate their understanding in a creative and engaging way, focusing on assessment of critical thinking, collaboration, communication, and problem-solving alongside content mastery.
• Incorporating project presentations to showcase not just the final product but also the learning process.

Increasing Community Connection

Engaging with parents, communities, and stakeholders enriches the educational experience and builds a supportive network that enhances student learning and development. To achieve this we must recognise that learning is not confined to the classroom and look to combine traditional classroom instruction with online and hybrid learning experiences to provide flexible and dynamic learning environments. This should include the promotion of experiential learning opportunities like field trips, outdoor education, and hands-on projects, and incorporating community-based learning opportunities, such as internships, service projects, and local partnerships, to extend learning beyond the classroom. By expanding where and how learning takes place, we can provide richer, more varied educational experiences that better prepare students for life. Consider here some of the following…

• Partnering with local businesses, organisations, or cultural institutions.
• Inviting guest speakers to talk about their professions or areas of expertise.
• Involving parents and community members with relevant backgrounds, fostering a sense of connection between school and community.
• Design projects that culminate in presentations, performances, or products shared with the community.

Stable and Supportive Policies

Stable and supportive education policies provide a consistent framework for schools and educators, enabling long-term planning and sustained improvement in educational quality. Much of the stress in our current system stems from the lack of coherence at many levels as a result of the lack of or constant changes to policy and regulatory frameworks. We must advocate for stable and consistent education policies that allow for long-term planning and development and implement accountability measures that are supportive rather than punitive, fostering a positive school culture. Ways of addressing this might involve….

• Stay updated on proposed policy changes and advocate for stability. This could involve joining professional organisations that lobby for long-term, well-researched policies.
• Instead of being reactive to every change in policy, focus on the core principles of the policy and using your professional judgment to design effective curriculum and teaching strategies within those guidelines.
• Collect data on the impact of current policies within your school context and use this to advocate for adjustments or clarifications within existing policies – or to create new ones.

Preparation for Future Challenges

To equip students for the future, education must address emerging global challenges and provide the skills necessary to navigate an increasingly complex world. This could include promotion of global citizenship education to help students understand and engage with global issues and diverse cultures.integration of climate change and sustainability education into the curriculum to prepare students for future environmental challenges. We must also be ensuring our young people will be adequately prepared for the challenges they will encounter in an increasingly digital world, by teaching digital literacy skills to help students navigate and succeed in an increasingly digital world, and emphasising the development of digital citizenship. To address this you could…

• Design projects that tackle environmental issues involving research into local environmental challenges, designing solutions, and advocating for change within the community.
• Move beyond traditional Eurocentric curriculum and incorporate a global perspective. By understanding different perspectives, students develop global citizenship skills.
• Facilitate discussions about responsible online behavior. Explore topics like cyberbullying, online privacy, and digital ethics.

Equity

Ensuring equity in education is a moral responsibility. Every student deserves the opportunity to succeed regardless of their background, socioeconomic status, race, or ability. Education is a powerful tool for social change, and focusing on equity helps to address systemic inequalities and promotes social justice, creating a fairer society. We should be working hard to ensure a fair, just, and high-performing education system that benefits individuals and society as a whole. Students benefit from exposure to a wide range of perspectives and experiences, preparing them for a globalised world. The future demands a workforce that is adaptable, innovative, and inclusive. Educating with an equity focus prepares all students to thrive in diverse and evolving environments. Addressing the equity challenge in your school or classroom might involve…

• Participating in training to become more aware of unconscious biases you may hold and taking steps to mitigate these things to ensure you are treating all students fairly.
• Recognising and appreciating the diverse backgrounds and experiences students bring to the classroom, and tailoring instruction and curriculum materials to be relevant and engaging for all students, regardless of their cultural background.

Cultural Competence

When students feel their culture and background are valued and reflected in the classroom, they’re more likely to be engaged and invested in learning. Culturally responsive teachers can connect academic content to students’ experiences, making it more meaningful and fostering a deeper understanding. By acknowledging and appreciating students’ cultures, teachers validate their identities and experiences. This empowers students and builds their self-esteem, which can have a positive impact on their overall academic success. You might consider…

Engaging in self-reflection through a “cultural autobiography” exercise. This involves examining your own cultural background, upbringing, and biases.

• Auditing your current curriculum materials to assess their cultural inclusivity.
• Incorporating celebrations of diverse cultural holidays and traditions throughout the year.
• Involving presentations on cultural traditions, creating projects or artwork that reflects their backgrounds, or even incorporating elements of their home languages into the classroom.

I’m sure there are plenty of other areas that could be added to this list – but my intention here is merely to illustrate, by framing these positively as areas for action, how we can turn our focus from what we are fighting against to what we are fighting for. If more of our conversations were framed in this way we’d find ourselves more galvanised around solutions that we consider worth pursuing, rather than wasting lots of effort on simply airing grievances and complaints about what needs to change.

Call to action

If there’s something in this post that resonates with you, why not consider doing something from the following list:

• Share this post and spark a conversation! Let’s find ways of working together to create an education system that fosters a love of learning and prepares students for the future.
• Subscribe to my newsletter! Stay up-to-date on the latest education news and ways to get involved in the movement.
• Start a conversation with other parents and teachers! Share this blog post and discuss ways to improve your local schools.
• Start a ‘Future of Education’ discussion group at your school! Share best practices and brainstorm innovative teaching methods to prepare students for the ever-changing world.
• Try a new approach based on something you read in this post! Document your experience and share your findings with your colleagues to inspire others.