In a major journal from the National Council of Teachers of English (NCTE), a teacher and scholar laments the current state of implementing the research in language: "A brief consideration will indicate reasons for the considerable gap between the research currently available and the utilization of that research in school programs and methods" (p. 87).
And the discussion of that gap between research and pedagogy leads to this conclusion:
Sixty-four years after LaBrant wrote about the gap between research and practice, sixty-four years after she implores us that "[t]his is not the time for the teacher of any language to follow the line of least resistance," educators across the U.S. are faced with the failure of leaders, the public, and professional organizations in the face of the promise of universal public education and its promise to drive the great hope we call democracy.
And the discussion of that gap between research and pedagogy leads to this conclusion:
"Most thinking persons agree that the existence of civilized man is threatened today. While language is not food or drink, and will not satisfy the hungry and thirsty, it is the medium by which we must do much of our learning and panning, and by which we must think out solutions to our problems if we are not to solve them by the direct method of force. No sensible person believes that language will cure all difficulties; but the thoughtful person will certainly agree that language is a highly important factor in promoting understanding, and a most dangerous factor in promoting understanding between individuals and between the countries individuals represent. Moreover, language is a significant factor in the psychological adjustment of the individual. This is not the time for the teacher of any language to follow the line of least resistance, to teach without the fullest possible knowledge of the implications of his medium. [emphasis added] Before we, either as individuals or as a Council, experiment with methods of doing specific things or block out a curriculum, let us spend some time with the best scholars in the various fields of language study to discover what they know, what they believe uncertain and in need of study. Let us go to the best sources and study the answers thoughtfully. The game of Gossip is not for us." (p. 94)While those of us living our lives as teachers, especially teachers of literacy in K-12 settings or in teacher education, may recognize many points above in our current debates about education reform—including some of the debates that simmer below the surface of the workings of NCTE—this piece is by Lou LaBrant and was published in the January 1947 issue of Elementary English (now Language Arts).
Sixty-four years after LaBrant wrote about the gap between research and practice, sixty-four years after she implores us that "[t]his is not the time for the teacher of any language to follow the line of least resistance," educators across the U.S. are faced with the failure of leaders, the public, and professional organizations in the face of the promise of universal public education and its promise to drive the great hope we call democracy.
The Locus of Authority: Our Time for Resistance
At the 100th anniversary annual convention for NCTE in Chicago this past weekend, I presented during a panel on the Council's century of leadership in the field of literacy—reading from the essay above by LaBrant and suggesting how she would have responded to the current calls for Common Core national standards, increased testing, intensified teacher accountability linked to those tests, and accelerating mandates driving teacher preparation and accreditation of colleges and departments of education.
I know from my work as the biographer of LaBrant that she was a powerful voice for the professionalism, scholarship, and autonomy of teachers—including herself and every teacher with whom she interacted. LaBrant, in fact, during the early 1930s when enrolled in her doctoral program at Northwestern University, faced pressure while teaching English to implement required reading lists, textbooks, and benchmark testing, all of which she knew to be flawed practices.
What did LaBrant do?
She fabricated lesson plans with her roommate, the foreign language teacher, and submitted them each week while practicing the pedagogy she embraced—student choice in what they read and wrote, holistic instruction and assessment of literacy. At the end of the year, LaBrant and her students (yes, in the early 1930s) faced end-of-course testing, and LaBrant's students received top scores. Consequently, she was praised by the principal in front of the entire faculty for her dedication to the prescribed policies.
This tension between bureaucratic mandates that seek to shift the locus of authority (consider Freire's distinction between "authoritarian" and "authoritative") away from the teacher and within the standards and tests designed and prescribed by the state is not entirely new (except for the intensity), but neither is the need for teachers to own their autonomy, their professionalism—to be that resistance.
Also at the most recent NCTE annual convention, a convention of celebration, Susan Ohanian, Stephen Krashen, Carol Mikoda, Bess Altwerger, Joanne Yatvin, and Richard J. Meyer proposed a resolution: NCTE will oppose common core standards and national tests. This act of resistance, this act of teacher autonomy and professionalism resulted in what Catherine Gewertz in the Curriculum Matters blog at Education Week describes as: "The National Council of Teachers of English was asked by a group of its members to take a strong stand against the common standards, but it declined to do so."
This is a time when political leaders, the public, and national organizations have abdicated their moral obligation to create and maintain universal public education for all children as a sacred trust between a free people and the promise of democracy.
"This is not the time for the teacher of any language to follow the line of least resistance, to teach without the fullest possible knowledge of the implications of his medium."
References
Freire, P. (2005). Teachers as cultural workers: Letters to those who dare to teach. Trans. D. Macedo, D. Koike, & A. Oliveira. Boulder, CO: Westview Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Trans. P. Clarke. Lanham, MD: Rowman and Littlefield Publishers, Inc.
LaBrant, L. (1947, January). Research in language. Elementary English, 24(1), 86-94.
At the 100th anniversary annual convention for NCTE in Chicago this past weekend, I presented during a panel on the Council's century of leadership in the field of literacy—reading from the essay above by LaBrant and suggesting how she would have responded to the current calls for Common Core national standards, increased testing, intensified teacher accountability linked to those tests, and accelerating mandates driving teacher preparation and accreditation of colleges and departments of education.
I know from my work as the biographer of LaBrant that she was a powerful voice for the professionalism, scholarship, and autonomy of teachers—including herself and every teacher with whom she interacted. LaBrant, in fact, during the early 1930s when enrolled in her doctoral program at Northwestern University, faced pressure while teaching English to implement required reading lists, textbooks, and benchmark testing, all of which she knew to be flawed practices.
What did LaBrant do?
She fabricated lesson plans with her roommate, the foreign language teacher, and submitted them each week while practicing the pedagogy she embraced—student choice in what they read and wrote, holistic instruction and assessment of literacy. At the end of the year, LaBrant and her students (yes, in the early 1930s) faced end-of-course testing, and LaBrant's students received top scores. Consequently, she was praised by the principal in front of the entire faculty for her dedication to the prescribed policies.
This tension between bureaucratic mandates that seek to shift the locus of authority (consider Freire's distinction between "authoritarian" and "authoritative") away from the teacher and within the standards and tests designed and prescribed by the state is not entirely new (except for the intensity), but neither is the need for teachers to own their autonomy, their professionalism—to be that resistance.
Also at the most recent NCTE annual convention, a convention of celebration, Susan Ohanian, Stephen Krashen, Carol Mikoda, Bess Altwerger, Joanne Yatvin, and Richard J. Meyer proposed a resolution: NCTE will oppose common core standards and national tests. This act of resistance, this act of teacher autonomy and professionalism resulted in what Catherine Gewertz in the Curriculum Matters blog at Education Week describes as: "The National Council of Teachers of English was asked by a group of its members to take a strong stand against the common standards, but it declined to do so."
This is a time when political leaders, the public, and national organizations have abdicated their moral obligation to create and maintain universal public education for all children as a sacred trust between a free people and the promise of democracy.
"This is not the time for the teacher of any language to follow the line of least resistance, to teach without the fullest possible knowledge of the implications of his medium."
References
Freire, P. (2005). Teachers as cultural workers: Letters to those who dare to teach. Trans. D. Macedo, D. Koike, & A. Oliveira. Boulder, CO: Westview Press.
Freire, P. (1993). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Trans. P. Clarke. Lanham, MD: Rowman and Littlefield Publishers, Inc.
LaBrant, L. (1947, January). Research in language. Elementary English, 24(1), 86-94.
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