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.