When we are promised more parent involvement should we welcome it? Why, when so many parents are already frustrated with what we have, should we welcome MORE of the same. This article argues for radical changes to the education system, which if applied, would unleash presently repressed parent energy:
– more genuine choices such as can be offered via vouchers, charters, or tuition tax credits
– published parent rights and entitlements statements
– management and education politicians (trustees) to undertake re-education so as not to perpetuate a "patronizing colonial/protectorate environment" which keeps parents in a submissive state
– governments should be limited in their reach into people’s lives and shouldn’t be the producers of education, but be restricted to funding, standards, and assessment
– anti-corruption training for parents, students, citizens so that they can be better watchdogs of the education dollar which is too frequently misspent and diverted away from student needs
Unleash the Potential of Parent Energy!
(by Tunya Audain 100211, comment to Report Card blog by Janet Steffenhagen, Vancouver Sun Education Reporter to story: “Public school changes are coming — but not just yet.’ 100209
Parents by nature (chemically, psychologically, and instinctively) are geared to look after their children. They want to make a difference in their children’s lives – in their lifetimes and in the lifetimes of their children.
How many old-timers can testify that their natural instincts to advocate for their children were deflected or crushed? How many saw their children’s interests become second-fiddle to the school system’s agendas?
* Currently, how many parents are frustrated in their dealings with the public school system? How would parents like to be treated? What would make a difference so that they feel more instrumental — in charge of their children’s education? How can parent energy be used to help students? Ask them.
So, when we are promised MORE parent involvement, let’s make sure it’s not more of the same – diversionary busywork, fundraising, endless meetings, etc. (20 other descriptions of ineffective displacement tactics could easily be listed.)
Parent involvement has come through many evolutions – participation, consultation, involvement, advisory, engagement. The term engagement is more in vogue now, connoting something more meaningful and direct.
When I was a young parent with a concern, it wasn’t long before the strong suggestion was made that I take “Parent Effectiveness Training”. Whatever concern I raised with the school, it was MY parenting that was the problem. And sure enough, I wasn’t the only one. These PET programs were legion at that time. Off-putting!
Frankly, I think educators and administrators AND education politicians (trustees) should take Management Effectiveness Training (MET) with particular emphasis on dropping colonial and protectorate attitudes. Start treating parents as consumers not as subjects or making them feel inadequate. At least consider them as sharing owners in the enterprise.
* A two-pronged approach would be helpful. Do the MET thing AND greatly boost the advocacy capacity of parents and parent groups.
As far as parents go, they also need a strong sense of their rights in the public education system. The parents who home-educate or obtain independent education generally take the position that the state is not a parent, guardian, nurturer or educator.
But, parents who do choose the public school system need to know their rights in this project. Regarding rights, there is a strong consumerist flavor involved. Those who are informed of their rights, or somehow exercise them naturally, get the better results in education settings (private or public) because they are not afraid to express their expectations, are eager to shop around, and quick to complain, switch or sue as required.
This is where the big divide exists. Parents who are assertive and promote their individual needs and know their entitlements and rights get the satisfactory results. Parents who are poorly equipped with these consumerist principles and attitudes, and who remain dependents in a patronizing colonial/protectorate environment, suffer, and so do their children.
* In fact, if we were to really care for poverty-alleviation and for raising education scores in poor-performing demographics, one of the first things to do would be to equip these groupings with written guarantees of their rights and entitlements. This resource is a far more empowering tool than the hosts of consultants, social workers, etc. that cater to the self-perpetuating industry which seems to do more for impoverishment than empowerment.
What can be more logical than parents having the following rights in a secure public education system?
– Right to full information, to be heard and consulted
– Right to special assistance for students with exceptional needs
– Right to safeguards from experimentation or intellectual abuse
– Right to appeal
See: http://education-advisory.org/Involved/wp-content/uploads/2009/01/parent_-rights_-and_-their_-children.pdf
* Of course, the biggest right is the right to choice. It is, ultimately, the parents who are legislatively held responsible for their children’s education. The state education services are the safety net, the backup system for parents whose children become wards of the state and for those others who choose to use public services.
The fact that this state system has grown to be the default is a measure of it’s propensity for empire-building — its ability to capture a domesticated populace. Usurpation of parent rights and duties is not alien to their methods. But to hold the belief that the state should be the educator is to believe in state indoctrination!
* Government should be limited in its reach. Do the funding; do the standards enforcement; do the assessments; etc. But, DON’T impose a government, one-size-fits-all, curriculum taught by public servants on the population
However, as long as parents choose the public state education system they should be equipped with a strong sense of their rights in this captive monopolistic situation. Rights and choices will release a lot of pent-up, repressed, parent energy for real, instrumental engagement in education matters.
* Not only will such parent behaviors help their own children, but they will more closely guard the educational dollar from straying from its intended purpose. Furthermore, it might also be timely to bring in anti-corruption training into our systems — for parents, students, and others who can watchdog our scarce tax dollars. Far too much money is inefficiently spent and diverted away.
The time is ripe for major changes in our education system. A charter of parent rights and more genuine education choices via vouchers, charters or tuition tax credits are good places to start.
(* denotes actions recommended)