Tuesday on BustEDpencils: Dive Back into "Slaying Goliath" with Diane Ravitch. We promise!

Grab your pencils—BustEDpencils is gearing up for a no-holds-barred revival of Diane Ravitch's game-changing book, *Slaying Goliath*, live this Tuesday on Civic Media. 

Launched into a world on the brink of a pandemic, *Slaying Goliath* hit the shelves with a mission: to arm the defenders of public education against the Goliaths of privatization. But then, COVID-19 overshadowed everything. Despite that, the battles Diane described haven’t paused—they’ve intensified. And this Thursday, we’re bringing these crucial discussions back to the forefront with Diane herself.

This Thursday at 7pm EST on BustEDpencils, we’re not just revisiting a book; we’re reigniting a movement. Diane will dissect the current threats to public education and highlight how *Slaying Goliath* still maps the path to victory for our schools. This isn’t just about reflection—it’s about action.

**It’s time to get real. It’s time to get loud. It’s time to tune in this Thursday at 7 PM EST on Civic Media.**

If you believe that without a robust public education system our democracy is in jeopardy, then join us. Listen in, call in (855-752-4842), and let’s get fired up. We’ve got a fight to win, and Diane Ravitch is leading the charge.

Mark your calendars and fire up Civic Media this Tuesday at 7pm EST 

Unmasking the Curriculum Crusade: A Closer Look at 40 years of Education Reform

In his recent piece, Robert Pondiscio touts curriculum reform as the key to unlocking educational improvement. But let's be clear: this isn't just about curriculum—it's a continuation of a 40-year assault on public education disguised as reform. It's time to peel back the layers and reveal the true agenda.

At its core, Pondiscio's argument is an attack on teachers. By framing the debate around curriculum, the implication is that educators—those on the front lines of our classrooms—are the problem. This narrative conveniently shifts blame away from systemic issues and onto individuals, undermining the professionalism and dedication of countless educators.

But the stakes are higher than just teacher bashing. The push for curriculum control is an insidious attempt to undermine the very foundation of universal public schooling. It's about dictating what is taught, how it's taught, and ultimately, controlling the narrative. This isn't just about educational standards; it's about ensuring that an anti-public school agenda remains at the forefront of education reform.

Moreover, controlling the curriculum is a form of censorship. It strips teachers of their academic freedom and professional judgment, turning them into mere mouthpieces for a predetermined script. This not only disrespects the expertise of educators but also deprives students of a rich, diverse educational experience.

Perhaps most egregiously, this curriculum crusade diverts attention from the real issues plaguing our education system: socioeconomic inequalities. By fixating on curriculum reform, we ignore the broader context in which education takes place. Poverty, lack of resources, and social disparities are the true culprits behind academic challenges, yet they are conveniently sidelined in this narrow-minded reform agenda.

It's crucial to remember that before the publication of "A Nation at Risk," initiatives like the War on Poverty were making significant strides in closing achievement gaps. The decision to shift focus from systematically addressing poverty to blaming "bad" schools and teachers was a calculated move. It served as a diversion to take the spotlight off the uncomfortable reality of socioeconomic disparities and to pivot attention and policies toward a manufactured crisis in education. This shift marked the beginning of a 40-year campaign to dismantle democracy by attacking the very existence of a public school system.

In conclusion, Pondiscio's call for curriculum reform is simply offensive. It's a distraction from the systemic issues that require our attention and a covert attack on the principles of public education. If we truly want to improve our education system, we need to move beyond this curriculum charade and address the root causes of educational inequity. It's time to stop blaming teachers and start tackling the socioeconomic barriers that stand in the way of academic success. The future of our democracy depends on it.

Busting Pencils since 2011

 

The Journey:

Welcome to a journey that spans over a decade, a journey where I, Dr. Tim Slekar, have delved into the heart of educational advocacy through various mediums—blogging, podcasting, and hosting my radio show, BustEDpencils. This book is more than a collection of writings and reflections; it's a narrative of my relentless pursuit to challenge and reshape the educational landscape. From my earliest blog posts to the dynamic discussions on BustEDpencils, I have navigated the evolving terrain of public education, questioning established norms and advocating for meaningful change. As we traverse through these pages, you'll witness the evolution of my thoughts, the intensification of my activism, and the growth of a community passionate about defending and reimagining education. This is not just a story of a decade's work but an invitation to understand and participate in a movement that continues to fight for a just and equitable educational system for all.

Introduction to the Book

Let’s rewind to 2011. That’s when I took to the Huffington Post, stirring the pot with my take on the dire need for educational reform. It was the heyday of No Child Left Behind, an era where my own kids—a fifth-grader and a second-grader—were just cogs in the high-stakes testing machine. Seeing my son’s spirit crushed under this relentless regime was the last straw. I sparked a dialogue about reclaiming the soul of our neighborhood schools.

 

Fast forward through years of blogging under various banners, and we land in 2014 when I rallied the troops under one unyielding flag: BustEDpencils. The blog and podcast that followed attempted to inspire a movement to reclaim public schools.

 

Now, here in 2024, this ebook marks the start line, not the finish. It’s the beginning of my head-on collision with high-stakes testing that ignited back in 2011. This isn’t just a retrospective. It’s a blueprint for battle—a chronicle of the first charge in what became a decade-plus war against the corporate takeover of our public schools. So, welcome to the frontline; pencils ready, folks, because they’re about to be busted.

Chapter 1: Rejecting Standardized Testing

My first foray into education blogging began in 2011 with a poignant piece titled "Rejecting Standardized Testing With The Bartleby Project." This post captures my internal debate about engaging my son in an act of civil disobedience by having him write "I prefer not to take your test" on his standardized test.

 

This moment marked the beginning of my public activism, as I grappled with both the ethical dilemmas and the necessity of challenging systemic educational issues for the sake of my child. It set the tone for my blogging journey—one where my role as an educator and a parent compelled me to speak up against policies that I believed were detrimental to nurturing curiosity and a love for learning.

 

Rejecting Standardized Testing With The Bartleby Project

https://www.huffpost.com/entry/rejecting-standardized-tests_b_822014

 

I am currently thinking hard about asking my son to participate in the Bartleby Project and to write "I prefer not to take your test" across the top of his state test in March.

 

"I'm inviting you to join a real conspiracy, call it an open conspiracy, with real consequences on millions of real lives. I know that sounds megalomaniacal, but be patient. If we pull this off, a great many will bless us, although the school industry few will curse us. This is about a project to destroy the standardized testing industry... This adventure is called 'The Bartleby Project.'" John Taylor Gatto. (Weapons of Mass Instruction, New Society Publishers 2008)

 

My 11-year-old son loves the show Myth Busters. From the first time he put two Legos together he was hooked on constructing intricate things (200 piece Bionicles at age 5). He creates Rube Goldberg contraptions and loves animals. He can manipulate through different technologies (Google Earth, iPad, iPod, Facebook, Sims, etc) and he doesn't need instructions because his curiosity enables him to navigate and learn new technologies. He also loves football. He watches the NFL channel around the clock and can give you just about any statistic related to the game or players. This is just a snapshot. A quick glimpse of my son outside the insidious institution we call public schooling today.

 

I am currently thinking hard about asking my son to participate in the Bartleby Project and to write "I prefer not to take your test" across the top of his state test in March. In Pennsylvania we don't celebrate March Madness. Instead we practice it. March is the month when Pennsylvania schools administer the Pennsylvania State System of Assessments (the PSSAs). The entire school year comes down this one week in March. This is when schools and students across the Keystone State are held accountable. This is the big time. This is what it's all about.

 

Is it fair to ask my son to carry out an act of civil disobedience? Should I place this social burden on his shoulders? What will the consequences be? Can he handle the pressure? Should he even have to handle the pressure?

 

Since late in August, my son has been subjected to a system of indoctrination that has essentially squashed his inner desire to learn -- the Ruinous Culture. Five entire months devoid of intellectually-stimulating classroom experiences. He has been forced to complete worksheets in language arts and mathematics. He can alphabetize spelling words and find the main idea of a paragraph. He's had practice in sequencing. He can round numbers. He can add, subtract, multiply and divide with fractions and decimals. And he has mastered the scripted art of estimating (Who knew there were incorrect estimates?). He has had multiple PSSA practice tests and according to these tests my son is ready. He has been trained for five months to produce scores that will help his school achieve Adequate Yearly Progress (AYP). I'm sure his school is counting on him.

But what has been lost during these past five months? He sits in social studies and science classes that have been shortened to allow more time for reading and math instruction. He hasn't been given the opportunity to engage real children's literature. His reading teacher is clueless about his interests. Five months of drudgery. How much can he take before just the thought of going to school immobilizes him? There is real damage being done. Something has to happen before my son loses all curiosity.

 

As his father, I need to advocate for him. But I don't want to just go in and take him out of school. I want him to learn something. I want him to experience real opportunities to learn in school. I want him to learn about the courage needed to change social structures that are designed to ultimately guarantee mass failure. Maybe he will be the start of a movement.

 

As Gatto said in 2008:

"No demonstrations, no mud-slinging, no adversarial politics... [just] peacefully refuse to take standardized tests."

 

This is the perfect opportunity for my son to learn about social justice. He has a chance to fully participate in the democratic life we are supposedly striving to instill in children. But why does he have to do it?

Because, as Gatto said:

"Adults chained to institutions and corporations are unable to; because these tests pervert education, are disgracefully inaccurate, impose brutal stresses without reason, and actively encourage a class system which is poisoning the future of the nation."

 

Is he capable of sitting down at his desk during March Madness and simply writing, "My name is Luke and I refuse to take your test?" Will this be the start of something? I'm sure it will start something, however, I'm not sure what. Luke may be on the verge of becoming a hero. His classmates may cheer him and go home to tell their parents that they want to "be like Luke." Or, it may begin the process of social blackballing. Would it be bad if either of these outcomes materialized? What should we do?

Now What?

Reflecting on my post from 2011, we are reminded of the significant strides made and the challenges that persist in education reform. This journey through a decade of advocacy and blogging reveals the profound impact of standardized testing on students, educators, and parents alike. It underscores the importance of questioning and challenging educational practices that prioritize ratings and rankings over fostering genuine learning and curiosity.

 

My narrative is not just about rejecting standardized tests; it's about reclaiming education from the grip of a one-size-fits-all approach. It highlights the need for a system that recognizes and nurtures the diverse talents, interests, and capabilities of every child. The Bartleby Project, in this light, emerges not just as an act of defiance, but as a beacon of hope for a more holistic, inclusive, and student-centered approach to education.

 

Throughout the years, my advocacy has sparked dialogues, influenced policies, and inspired many to view education through a different lens. However, the journey is far from over. As I continue to advocate for change, I am reminded of the lessons learned from past experiences and remain committed to creating an educational environment where every child can thrive.

In closing, this reflection serves as a testament to the power of parental advocacy, the necessity of challenging the status quo, and the enduring spirit of hope that drives us towards a better future for our children and our education system. As I move forward, I carry these lessons with me, continually striving for an education that truly serves the needs and aspirations of all students.

Read more Busting Pencils since 2011!

 

Busting More Pencils Teaser.

 

Busting More Pencils

 

As I set out to write this book, it wasn't just about recounting my personal journey through the trenches of local school board elections. Far from it. This narrative dives deep into the heart of what it means to advocate for change within our education system, blending personal anecdotes with broader reflections on the state of public education today. From the spark that ignited my passion for educational reform to the countless conversations with parents, teachers, and community members, this story is a mosaic of collective concern and individual action.

 

Through these pages, I invite you into my world—not just as a candidate, but as a concerned citizen, a parent, and an advocate for a system that nurtures every student's potential. This isn't a solitary tale of political aspiration; it's a call to arms for those who believe in the transformative power of public education and the critical role of engaged citizenship in shaping our children's futures.

 

With a mix of humor and gravity, I share the insights gained from my experiences, the challenges of navigating political landscapes, and the profound moments of connection that remind us why we fight for change. This book is a reflection on the journey of advocacy, the lessons learned, and the hopeful path forward. It's about our collective responsibility to foster an education system that serves all students equitably and prepares them for a world that awaits their contributions.

 

So, as you turn these pages, I hope you find not only a story of personal endeavor but a reflection of our shared stakes in the future of education. May it inspire, challenge, and motivate you to take up your own cause, whatever that may be, in the service of a better future for our schools and our children.

My Adventure Running for Schoolboard.

 

https://bustedpencils.com/2011/05/my-adventure-running-for-schoolboard/

 

Preface: The election was last Tuesday. I made the ballot by one vote.

Yes. I am running for school board. Why? Because, once again I have to back up my rhetoric with actions. Plus, I am no longer willing to watch my local community-school get squashed by the market driven reforms being thrust upon it. If our school goes down I want to go down with it.

There is a quick story as to how I became a candidate. In the winter, two of our board members stepped down, creating temporary vacancies. A call went out to the local community for volunteers. I got a little nudging from “friends” but I made the decision to put name in pretty much on my own. Walk the talk.

The process for replacing board members that step down is relatively simple. You submit your name and resume and explain your desire to be considered. You then appear in front of the current board and answer some school board-related questions. If the current members find you acceptable and they vote for you, you’re in. I completed all the necessary paperwork and received confirmation that I would be considered as a candidate.

The following week I was at the elementary school dropping off some materials for my daughter when I was stopped in the hallway. According to this person there were a lot of people supporting me. The term would only be for four months until the general election, and considering my background as an educator, I felt relatively confident in my chances of being selected by the remaining board members.

However, one week before the interviews I was informed by a friend that I was not going to be selected. “How could that be? I hadn’t even had my interview,” I thought. The current board didn’t really know anything about me except for what was on my resume — or so I thought. I pressed my friend for information: “Why? What was the problem? How was it possible to be eliminated before even interviewing?”

That’s when living in a small, conservative (and I don’t necessarily mean that in a derogatory manner) town smacked me upside the head. According to my friend, even though some community members liked my background in education, I had a major problem. You see, according to some in the community, along with being involved in little league baseball and football and being a member of the PTO, I am also a liberal college professor, most likely an atheist, and I probably have plans to get rid of the Christmas play. I looked at my friend in disbelief.

He then told me how he launched into an hour-long promotion of my education related qualifications and how I actually have really great ideas when it comes to public education. But he said his listeners had serious hearing problems. In truly conservative towns, right wing rhetoric is typically viewed as unbiased news — absolutely factual! Therefore, since I actually do work at a college as a faculty member, I must be an unabashed liberal, atheist, and Christmas warmonger (according to the leading news agencies — right wing radio).

Anyway, after pondering this new professional reputation, I attended the interview process the following week. I gave great answers related to public schools and what’s best for children and communities that value public schools (I kept my disdain for Christmas a secret), but in the end I only received one of the four votes needed to be selected to finish out the terms of the vacating school board members. Oh well. It wasn’t like I didn’t have enough to do at my university job — advocating socialism and the destruction of all religions.

However, after a month I received a strange call one morning from a standing school board member (a no vote for me). He told me that he had just filed his paper work for re-election and found out that I wasn’t running. He wondered why. I told him very simply that since my “interview” with the board and finding out my reputation in the community, I was not going to run in the election. I told him I did not stand a chance at winning. Then it happened again (small town politics). According to this person, he now wished that he had voted for me and that “other community members” were hoping I was going to run. I just listened and thought, “Really? What about Christmas?”

The caller also volunteered to help me file paper work, collect signatures and “not hold it against” me that I was registered Democrat. My new supporter lived up to his word and within three days we had collected all the necessary signatures. I took all my paper work to the courthouse and filed it with the elections office and in five days I received confirmation that I was an “official” candidate for school board. Now what? Hand-shaking? Baby-kissing? Christmas in April celebration?

No. My next experience came in an official looking envelope addressed to “school director candidate Timothy D. Slekar.” I didn’t take the time to look at the return address so when I opened the letter I was a bit surprised. The letter was from the local Tea Party. According to the letter, the Tea Party was gathering information on all local candidates for school board. Along with this letter was a questionnaire. The Tea Party wanted me to answer their questions concerning my ability and desire to run for school board. If I answered the questions the Tea Party would post my responses to their website so community members could make some kind of judgment concerning my candidacy for school board.

After reading the questions it was obvious that the Tea Party had no objective intention to “gather information.” They were looking for certain answers to their loaded questions. Considering that my reputation as an intolerant atheist was already known, I decided to answer their questions anyway. I’m sure they were looking for me to proclaim my hatred of taxpayers, my love of unions, and to finally come clean about my intentions for the Christmas play. However, I decided to play my own game and below are my answers to the Tea Party school board candidate questionnaire. I also decided that since I had taken the time to answer their questions that they should answer some questions for me. So after you read my responses you can see my questions to the Tea Party.

What are the main responsibilities of a school board, and what would your priorities be?

…

Check out my new Ebook.

The American Patriotic Supremacy Curriculum take 2

In republishing the original blog post below on the American Patriotic Supremacy curriculum, it’s essential to underscore the ongoing importance of confronting our past to safeguard our future. With the shadow of the January 6th insurrection still looming, we must not let the distance of time dull the urgency of that day's lessons. Public schools are the guardians of democracy, tasked with imparting truths that liberate and empower. As the 2024 election approaches, bringing with it a pivotal election, the threat of fascist ideologies creeping further into our social fabric becomes increasingly palpable. This moment demands a major victory for truth, a renewal of dedication to an educational system that rejects false narratives of exceptionalism and instead fosters critical, inclusive thought. By revisiting this post, we are reminded of the crucial battle for the soul of our social studies curriculum—a fight that will decide what our children learn about their country and how they will carry its legacy forward.

The American Patriotic Supremacy Curriculum: A Breeding Ground for Civic Toxicity

The January 6th insurrection did not emerge in a vacuum—it is the offspring of the pervasive American Patriotic Supremacy curriculum in our schools. This curriculum, lacking in deep historical analysis and context, is more than an educational oversight; it is a generator of civic toxicity.

The “American history” spoon-fed to generations of students has amounted to an insidious form of brainwashing. It peddles the fantasy that ignorance is a right, allegedly bestowed by a divine power that demands an unwavering allegiance to said ignorance.

Witnessing the insurrectionists, one thing stands out: They believed, fervently, that they were the modern-day embodiment of the patriots of yore, waging war against a tyrannical government that was out to snatch their freedoms. Yet, no clear encroachments upon their rights to speech, guns, or religion exist. The anger was fuelled by a curriculum that placed them at the core of a grandiose hallucination—American exceptionalism.

After years of ingesting these distortions, the words of an actual tyrant have been mistaken for a battle cry to shield “our country” from those alien to this hallucinatory exceptionalism.

In the 1930s, a radical educator, George Counts, dared schools to forge a new social order that exposed inequities and transcended mere "schooling" for a liberating, democracy-serving education. For this, Counts and his ilk were branded as threats to the American exceptionalism fantasy and were excommunicated as socialists and communists. Thus, instead of education serving as enlightenment, it devolved into a mechanism for indoctrination, bonded by the American Patriotic Supremacy curriculum.

We've all been fed the easily digestible, though grossly oversimplified, narrative: Columbus 'discovered' America, the 13 Colonies fought the tyrant king, patriots declared independence in 1776, and eventually, an actor turned President in the 1980s saved America by championing capitalism.

Decades of this sanitized "history" set the stage for the absurdity we saw at the Capitol—rioters clad in a mishmash of historical cosplay, convinced they're fighting a new revolution. The American Patriotic Supremacy curriculum found its champion, a tyrant who manipulated the myth of American exceptionalism into a perilous call to arms.

The imperative now is to confront this damaging curriculum. We need a public education that is unafraid of the truth, one that encourages critical thought and champions the principles of democratic citizenship. This is the only path to mending the civic rifts that endanger our collective future.