I am very happy when discussions extend socio-economic issues beyond simplistic economic class. In David’s discussion he included race, the video references gender, and I can tell stories about ableism and neuronormativity.
I do worry that some Canadians looking at the video will think that the problems discussed only apply to the USA as educational institutions are provincially rather than municipally funded. While that makes the US system even more divided, that single difference isn’t the whole story.
My wife is a high school teacher, and she is of south asian descent. As the teacher at the top of the seniority list for the Ottawa-Carleton District School Board (OCDSB) as far as someone still in the classroom (there is one person who is higher, but they are at the board and not in the classroom), she has considerable experience with observing how this system works. Even during the hiring process, Eurocentric cultural traits related to individualism and required bragging filter which types of teachers will be hired. And having adults in schools that students can relate to is important, so only predominantly one demographic of teachers (especially in schools where those traits represent a minority of students) has ongoing impact.
I’m Autistic, but fortunately nobody knew that while I was still a student. I believe the opportunities I was granted (largely because teachers saw something in me, and encouraged me to do things – including going to University) wouldn’t have been available. While I successfully navigated secondary school, the structure of post-secondary during the 1980’s and early 1990’s didn’t really allow neurodivergent people to succeed. I did have what I consider a successful career in IT, and it was only because I managed to never go through a regular HR process that the lack of degree didn’t impact me.
Excellent point. Our society makes many false assumptions about education. As a retired high school teacher then at a university level ,we are turning out dunces. Using the original meaning of the word , it referred to Duns Scotus who was so filled with irrelevant biblical knowledge he could not cope with reality. Our graduates at every level of education are dunces when they leave our educational institutions. They expect work at a financial level far above their real ability level The educational level they have reached is unrelated to the ability level required in real life.
You didn't address one factor that would improve outcomes all around: paid apprenticeships. With the barriers of required educational attainment, it is very difficult to break into most fields to accumulate the required work experience that you talk about. We have seen through the university co-op system that placing students in real, paid jobs in their fields give them not only relevant work experience but also practice in applying for those jobs. This system could also thrive at the high school level and would help validate the trades as legitimate career goals.
I am very happy when discussions extend socio-economic issues beyond simplistic economic class. In David’s discussion he included race, the video references gender, and I can tell stories about ableism and neuronormativity.
I do worry that some Canadians looking at the video will think that the problems discussed only apply to the USA as educational institutions are provincially rather than municipally funded. While that makes the US system even more divided, that single difference isn’t the whole story.
My wife is a high school teacher, and she is of south asian descent. As the teacher at the top of the seniority list for the Ottawa-Carleton District School Board (OCDSB) as far as someone still in the classroom (there is one person who is higher, but they are at the board and not in the classroom), she has considerable experience with observing how this system works. Even during the hiring process, Eurocentric cultural traits related to individualism and required bragging filter which types of teachers will be hired. And having adults in schools that students can relate to is important, so only predominantly one demographic of teachers (especially in schools where those traits represent a minority of students) has ongoing impact.
I’m Autistic, but fortunately nobody knew that while I was still a student. I believe the opportunities I was granted (largely because teachers saw something in me, and encouraged me to do things – including going to University) wouldn’t have been available. While I successfully navigated secondary school, the structure of post-secondary during the 1980’s and early 1990’s didn’t really allow neurodivergent people to succeed. I did have what I consider a successful career in IT, and it was only because I managed to never go through a regular HR process that the lack of degree didn’t impact me.
Excellent point. Our society makes many false assumptions about education. As a retired high school teacher then at a university level ,we are turning out dunces. Using the original meaning of the word , it referred to Duns Scotus who was so filled with irrelevant biblical knowledge he could not cope with reality. Our graduates at every level of education are dunces when they leave our educational institutions. They expect work at a financial level far above their real ability level The educational level they have reached is unrelated to the ability level required in real life.
You didn't address one factor that would improve outcomes all around: paid apprenticeships. With the barriers of required educational attainment, it is very difficult to break into most fields to accumulate the required work experience that you talk about. We have seen through the university co-op system that placing students in real, paid jobs in their fields give them not only relevant work experience but also practice in applying for those jobs. This system could also thrive at the high school level and would help validate the trades as legitimate career goals.