Francoise
Francoise Herrmann
fherrmann who-is-at igc.org
>
>
> I liked your variables, Francoise, regarding coercion within
> education. Your examples - time on task, reading levels, complexity of
> vocabulary, attendance/absenteeism, portfolio methods of assessment - are
> all wonderful evidences of coercion, since they reflect the methods of
> one SES group which are used for all SES groups. It is an unspoken
> imperative that all children are expected to conform to the school.
>
> Betty is right that there are choices - but the choices are
> always within a narrow band of context - and decided ahead by the
> teacher.
>
>
> Betty's question: However, how do you convince educators that it
> is a worthwhile goal to pursue?
>
> I don't think that 'one' _convinces_ 'anyone'. I think that one
> constructs as much of a coercion-free context as one can, given the
> system constraints that one works within. And then be available to other
> educators who are interested in similar interactions with students.
>
> Phillip
>
> pwhite who-is-at carbon.cudenver.edu
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