Tuesday, 16 April 2013

Educate against the answer

Don't know whether to be delighted by the showing on these snatched photos or not. A group of kids sitting down, putting up their hands, requesting speaking permission from a teacher.

It looks like everything's in place here for a conventional school interaction (bar the uniform): the seated obedient pupils, paying respectful attention to the custodian and arbiter of all knowledge, i.e. the single voice of authority conferred by the teacher. The seated children show the discipline within the group, and of the self; they pay respect to turn-taking, and are compliant to the rules.

I bet it all equates in the mind of the conventional that these children must be learning! (But maybe not quite as much as the normal school child, because this lot doesn't wear uniform).

Well I can't deny any of it, since my three come out from the KS3 session at the National Archives in Kew saying they have indeed learned stuff.

But then I know we're doing alright - no, we're doing better than alright - because Shark says the point of the workshop? It was too simplistic. Like the starting question, basically, Was the British Empire a good thing? To which the answer arrives, two hours later, key stage target ticked, rabbit out of hat, Yes, good for Britain, not for everyone else.

Shark confides afterwards, I didn't agree with the answer. Because I think it's all a bit more complicated than that.

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