Once again, I have been thinking about the false binary that is the education reform vs. anti-reform narrative. Allegedly, there are two sides and only two sides. On one, there are corporate-style dark-money-funded enemies of public education. On the other, there are virtuous, pristine defenders of public education. Ironically but maybe not surprisingly, both sides see themselves as champions of equality and justice for all. But because there are only two sides, there can only be one winner, and so in order for one side to win, the other must lose. Read more about Choosing A Battle in the Fight for Educational Justice
At a recent Harvard Graduate School of Education forum on the future of the teaching profession, an audience member asked the panelists a question that got right to the heart of many contemporary debates about education policy: if we say that context is so important, then how do we also justify policies at scale? Can we have scale and still be mindful of context? Read more about In Transforming Teaching, Can Context Survive Scale?
Recently and rather unexpectedly, a radio producer in Georgia asked me to record my thoughts on the Atlanta cheating scandal and what, if anything, we could learn from it. I was humbled to be asked, and as a result of editing the commentary and the conversations I have had since it was broadcast I’ve given the scandal a lot more thought. And the more I think about it, the more I think this scandal – and the indictment and … Read more about We Are Atlanta
James M. Noonan is an Ed.D. candidate at the Harvard Graduate School of Education (HGSE) and a Spencer Foundation Early Career Scholar in New Civics whose research focuses on the design of professional learning environments for teachers and their impact on teacher practice and student learning. Read more about