NOTE FROM THE EDITORS: We invited Beth to write the inaugural post for The Scholactivist because her dissertation, "Raising Citizens or Raising Test Scores? Teach For America and “No Excuses” Charter Schools in Post-Katrina School Reform” was honored with the 2014 CESJ SIG's Outstanding Dissertation Award. Her work represents the newest wave of scholars hoping to link their research and their activism in powerful ways. As a recent PhD graduate, Beth writes about her attempts to code switch among her "many voices" - an experience that will ring true for many of us. Please read her full post and take a moment to share your own stories about using your "many voices" in the comments section below.
MY MANY VOICES
II originally came to academia not because I necessarily wanted to be an academic but because I was angry and confused. After about eight years working in public education, it had become increasingly clear to me that schooling for low-income, students of color had become a numbers game. Standardized tests, ostensibly developed as a proxy by which to measure student learning, seemed to have become the purpose for schooling itself. I could not understand how seemingly well-intentioned people were willing to trust in and play along. I returned to graduate school in hopes of developing the language and framework to understand and speak to this problem and to hopefully gain the credentials that would allow me to be heard by people who are making policy decisions.
For context, I first entered the field of education through the organization Teach For America (TFA). I applied for TFA in 2002 because as a college student, TFA recruiters convinced me that they would prepare me to be a highly effective teacher in a school and district that greatly needed the expertise of people like me; inexperienced, untrained, recent college graduates. I was young, disturbed about the education inequities I had recently been made aware of in a college course, and looking for something meaningful to do after graduation.
Over my two years in TFA in Baton Rouge, Louisiana, I developed a number of lasting concerns. While this was before the charterization of urban school districts and prior to TFA’s conjoining with market based reforms, there was intensive pressure in these early years of NCLB, to produce test scores at any cost. These pressures came from the school in which I worked but even more so from TFA, whose training focused primarily on classroom management, assessment, and an ideology that conflated my students’ test scores, my own self-worth, and the rhetoric of social justice. It was difficult to implement these pedagogies while still developing meaningful relationships and honoring my students’ culture, identity, and humanity. I grew wary as I watched a number of my peers misrepresent or inflate their students’ successes in ways that seemed both conscious and subconscious.
Through my subsequent experiences working in schools and in my graduate studies, I came to realize that TFA is not only an ineffective Band-Aid effort, but is also deeply implicated and central to the neoliberal overhaul of public education that all but suffocates the social justice and democratic purposes of schooling. The organization has done an unparalleled job of recruiting recent college graduates, capitalizing on these grads’ passions for ending educational inequity, and training them to believe that market-based policies and pedagogies that increase test scores are in service of social justice.
I realized that I had a particular privilege and responsibility, as a former TFA teacher, to speak out and investigate further. In my dissertation study, I spent a year researching TFA affiliated, “No Excuses” charter schools in New Orleans, a city that has become, since Hurricane Katrina, an experimental laboratory for market-based policies and a campground for TFA teachers to develop.
Throughout my research, I met a number of people who, like me, had deep concerns about neoliberalism, market-based reform, and the role of TFA. As a graduate student, I had organized a number of film screenings to encourage public debate about current trends in education reform. I wanted to do something similar on a national scale specific to people’s growing concerns about TFA. Along with my friend and colleague Kerry Kretchmar, we decided to hold the “Organizing Resistance to TFA and their Role in Privatization” at the biannual Free Minds Free People conference, a national event convened by the Education for Liberation Network. We invited parents and activists Ashana Bigard and Ruth Idakula, veteran teacher Stephanie Anders, and TFA affiliates Hannah Sadtler, Derek Roguski, Hannah Price, and Rebecca Radding, most of whom I had met through my research in New Orleans to collaborate in organizing the event. We hoped to bring together the voices of all of those who were concerned, raise public awareness, and hopefully shift the conversation in the media. [For media coverage of this event, check out Valerie Strauss' blog in the Washington Post, this article in Popular Resistance, an article in The Progressive's Public School Shakedown series about the TFA Truth Squad, and this Truthout report. For updates on the group's work and additional resources, check out the Resistance to TFA Facebook page.]
II originally came to academia not because I necessarily wanted to be an academic but because I was angry and confused. After about eight years working in public education, it had become increasingly clear to me that schooling for low-income, students of color had become a numbers game. Standardized tests, ostensibly developed as a proxy by which to measure student learning, seemed to have become the purpose for schooling itself. I could not understand how seemingly well-intentioned people were willing to trust in and play along. I returned to graduate school in hopes of developing the language and framework to understand and speak to this problem and to hopefully gain the credentials that would allow me to be heard by people who are making policy decisions.
For context, I first entered the field of education through the organization Teach For America (TFA). I applied for TFA in 2002 because as a college student, TFA recruiters convinced me that they would prepare me to be a highly effective teacher in a school and district that greatly needed the expertise of people like me; inexperienced, untrained, recent college graduates. I was young, disturbed about the education inequities I had recently been made aware of in a college course, and looking for something meaningful to do after graduation.
Over my two years in TFA in Baton Rouge, Louisiana, I developed a number of lasting concerns. While this was before the charterization of urban school districts and prior to TFA’s conjoining with market based reforms, there was intensive pressure in these early years of NCLB, to produce test scores at any cost. These pressures came from the school in which I worked but even more so from TFA, whose training focused primarily on classroom management, assessment, and an ideology that conflated my students’ test scores, my own self-worth, and the rhetoric of social justice. It was difficult to implement these pedagogies while still developing meaningful relationships and honoring my students’ culture, identity, and humanity. I grew wary as I watched a number of my peers misrepresent or inflate their students’ successes in ways that seemed both conscious and subconscious.
Through my subsequent experiences working in schools and in my graduate studies, I came to realize that TFA is not only an ineffective Band-Aid effort, but is also deeply implicated and central to the neoliberal overhaul of public education that all but suffocates the social justice and democratic purposes of schooling. The organization has done an unparalleled job of recruiting recent college graduates, capitalizing on these grads’ passions for ending educational inequity, and training them to believe that market-based policies and pedagogies that increase test scores are in service of social justice.
I realized that I had a particular privilege and responsibility, as a former TFA teacher, to speak out and investigate further. In my dissertation study, I spent a year researching TFA affiliated, “No Excuses” charter schools in New Orleans, a city that has become, since Hurricane Katrina, an experimental laboratory for market-based policies and a campground for TFA teachers to develop.
Throughout my research, I met a number of people who, like me, had deep concerns about neoliberalism, market-based reform, and the role of TFA. As a graduate student, I had organized a number of film screenings to encourage public debate about current trends in education reform. I wanted to do something similar on a national scale specific to people’s growing concerns about TFA. Along with my friend and colleague Kerry Kretchmar, we decided to hold the “Organizing Resistance to TFA and their Role in Privatization” at the biannual Free Minds Free People conference, a national event convened by the Education for Liberation Network. We invited parents and activists Ashana Bigard and Ruth Idakula, veteran teacher Stephanie Anders, and TFA affiliates Hannah Sadtler, Derek Roguski, Hannah Price, and Rebecca Radding, most of whom I had met through my research in New Orleans to collaborate in organizing the event. We hoped to bring together the voices of all of those who were concerned, raise public awareness, and hopefully shift the conversation in the media. [For media coverage of this event, check out Valerie Strauss' blog in the Washington Post, this article in Popular Resistance, an article in The Progressive's Public School Shakedown series about the TFA Truth Squad, and this Truthout report. For updates on the group's work and additional resources, check out the Resistance to TFA Facebook page.]
I learned a lot through this process that I will continue to reflect on. In simplest of terms, I learned that I had, in fact, learned the academic language too well. As scholars, we have been trained to speak with authority, construct soundproof arguments, reference empirical research, and show up with a structured agenda. Those with whom I collaborated helped me to realize that this language, in fact, silences people, disenfranchises the voices and experiences of those who are most deeply affected by neoliberal reform, and ultimately limits the potential impact of an event. Instead, they reminded me of what I had known intuitively before enrolling in graduate school and in fact came to graduate school to explore. Relationships matter, relationships take time, people appreciate and connect more to stories than data, and are more able to engage in conversation when everyone is using language that everyone can access. As a scholar activist, I want to push the academy to shift their language to that which is accessible to everyone, and in the meantime, I will continue to learn how to code-switch between the multiple communities with whom I engage.
I have just moved to North Carolina for my first faculty position as an Assistant Professor in the Department of Elementary Education at North Carolina State University. I am excited about my new position and the promise of continuing to explore my research interests. I am also anxious about how I will balance the publishing requirements of a tenure track position with my commitment to publishing for mass consumption and the community collaboration that fuels and fulfills me. I am committed to continuing to work alongside the incredible and inspiring people I have met in New Orleans, but I also hope that I will begin to develop connections and learn from the many people who are working to challenge the issues that ail my new state, one which has waged a war on public education, assaulted voting rights, and continues to contribute to the school to prison pipeline by being one of two states that prosecutes 16 and 17 year olds as adults.
I am still finding my many voices. I can only imagine that this will become increasingly more challenging as the pressures of the academy intensify and as I engage with more people. I hope to do this by continuing to stay connected to and work alongside those who are most directly affected by educational policy decisions; teachers, parents, and students. I hope that in doing this I will not lose the voice that feels the most natural for me to speak about the things that concern me the most; educational equity and social justice.
I have just moved to North Carolina for my first faculty position as an Assistant Professor in the Department of Elementary Education at North Carolina State University. I am excited about my new position and the promise of continuing to explore my research interests. I am also anxious about how I will balance the publishing requirements of a tenure track position with my commitment to publishing for mass consumption and the community collaboration that fuels and fulfills me. I am committed to continuing to work alongside the incredible and inspiring people I have met in New Orleans, but I also hope that I will begin to develop connections and learn from the many people who are working to challenge the issues that ail my new state, one which has waged a war on public education, assaulted voting rights, and continues to contribute to the school to prison pipeline by being one of two states that prosecutes 16 and 17 year olds as adults.
I am still finding my many voices. I can only imagine that this will become increasingly more challenging as the pressures of the academy intensify and as I engage with more people. I hope to do this by continuing to stay connected to and work alongside those who are most directly affected by educational policy decisions; teachers, parents, and students. I hope that in doing this I will not lose the voice that feels the most natural for me to speak about the things that concern me the most; educational equity and social justice.
Beth Sondel is an Assistant Professor at North Carolina State University. She graduated from the University of Wisconsin-Madison in 2013 and has been a CESJ SIG member for several years. She is pictured above protesting at the Wisconsin state capitol against Governor Scott Walker's Budget Repair Bill that effectively stripped public sector unions of their right to collectively bargain in the spring of 2011.
