A Manifesto Against The School System
As of writing this I am a second year Public High School Teacher. I won’t be able to live with myself if I spend another year at it. Literally, I feel like a bit of a monster for deciding to finish out this school year rather than quitting right now. But we do what we must to survive, my students won’t be less oppressed because I left, and if nothing else, it gives me an opportunity to strategize about what I can do to aid in revolutionizing school because authentic alternatives to public school exist but none I have found have been intersectional enough to replace public education without excluding the kids who would most benefit from escaping the main school system here in America.
Some of the reasons I did not understand how oppressive school actually is, are that my interests and hobbies happened to align very neatly with the “core” classes, and that even though I grew up very poor and moved around a lot as a kid, we eventually settled and I went to a well funded high school that had just about any elective and/or after school club that I might be interested in trying and then some. During that time, I came to see school as a place where I could explore my passions and escape my home situation. So I figured I would love to pay it forward and go be a teacher.
I recognized at least, the privileged position I came from and decided I wanted to go learn how to teach in settings as different from my high school as possible. Which is why I went and got special permission for most of my classroom placements throughout the teaching program to be at alternative schools. In Colorado at least, alternative schools are small public schools which primarily serve students identified as “at risk”, which is shorthand for “Statistically more likely to drop out than the general population for one reason or another.”
I did not know when I asked to be placed in one, but learned within days of being there that most people that even know alternative schools exist, think of them as the places where “the bad kids” go. I realized very quickly that they are actually places filled with kids who have experienced a lot of trauma in and out of school and don’t respond to that trauma the way adults want them to respond. I came to adore kids at alternative schools because they remind me of my younger siblings.
Like my oldest brother, many of them find school mind numbingly easy and boring and have much more pressing matters to devote their mental energy to.
Like my middle brother, many of them have spent so much time around teachers who do not understand neurodivergence that have been convinced of the lie that they are weird, dumb and/or lazy and because of that, trying to participate in school is like hitting their head on a brick wall.
Like all of my brothers and my sisters, they have a ton of skills that they are brilliant at, but that are not prioritized by the school system, so they never pursue them, such as construction, music, makeup and programming.
Many, if not most of them come from living situations full of abuse and neglect and/or poverty so they don’t have the mental or emotional space to worry about much beyond survival, and not only haven’t learned how to make and achieve long term goals, but have never had the luxury of a stable enough environment for that kind of planning to be worthwhile.
All that being said, something that you only realize if you actually work in a few public alternative schools, as I have done through college and my current job, is that the name is actually an oxymoron.
What started me down the path of considering and researching all the ways school is an oppressive system, was a conversation I had with a student in my first year teaching. He was learning about chemical reactions and safety and asked me the infamous question, “Why do I have to learn about this?” to which I said “Because everything is chemicals and understanding how they can interact with one another and ways they can harm you can keep you safe when you do things like clean or cook.” To which he replied, “Well no offense but I have no idea how this shit relates to cooking and please don’t tell me because its not like I’m actually going to remember it when I am cooking, and I already know how to clean safely because of work. But you’re still going to make me learn this boring shit anyways so seriously, why do we have to learn about this?”
I paused to consider what he was asking. I had interpreted, as the system trained me to, that the question he was asking was, “what value does this knowledge hold?” But what he actually meant was “Why are you making me waste my time learning about this thing that I never asked to learn about?” So I replied, as a sort of test of my new understanding, “It’s part of the physical science curriculum the Education Department thinks is important for high schoolers to learn.” He was taken aback, “Wait, you don’t decide what stuff we learn about? What’s even the point of teachers then? Why don’t they just give us a list of all their stupid stuff they think we should know so we can get on with our lives?” He had a point and I have spent a lot of time reflecting on and growing from that conversation.
Sure, there are some key differences that make alternative schools slightly more tolerable than your standard 800-4,000 kid high school. Class sizes are smaller so students get more individualized help. We get funding to help students access things such as food, clothes, hygiene products, and healthcare and know students well enough that we actually know which kids are lacking these resources. We have slightly more leeway than traditional schools to create innovative lessons. We don’t give out homework.
But public alternative schools are still oppressive in most of the ways that the big schools are. I’m sure none of this will be a surprise to most readers, but I want you to really consider how restricted kids in public school are, how restricted you probably were in school as you read through this.
School starts early in the morning and students have to constantly shift mental gears throughout the day due to a tight schedule of constantly rotating classes and a very short lunch break. Throughout the day, bells tell students when they can’t or must move around or eat. Students have to ask when they need to go to the bathroom or get water and teachers cannot go at all outside of their plan period because students are not trusted to be in the classroom without an adult even for a few minutes. They have no control over who they share space with and very little control over their ability to leave that space if it conflicts with their needs. There is a strict dress code which disproportionately targets marginalized students. Students are expected to be sociable but not given nearly enough opportunities to actually socialize. The school keeps records of everything the student has ever gotten in trouble for, every class the student has taken, every grade they have received, their “class rank,” and every intervention program the student is part of. And like every public school, alternative schools must follow state curriculum standards and by extension, grading, data collection, and required testing. On the surface it might not seem like it, but that last point is actually the most insidious one and its the one that has followed students into remote learning during the pandemic.
According to the people who decide how schools work, there are four factors of student choice: These factors are Time, Place, Pace, and Path. For example, if I am running a unit on plate tectonics, rather than giving students a worksheet and telling them to work on it as we go through a slideshow and turn it in at the end of class, I could put them in groups, give them an online choice board of three different but roughly equivalent projects relating to plate tectonics to choose from, each with different rubrics for completion and tell them they can turn it in at any time in the next two weeks. And then instead of devoting class time to direct instruction, I would give them a variety of resources to peruse and teach them how to research more and let them choose what aspects of plate tectonics to focus on and how to present their information. Now, this is certainly a few steps in the right direction away from making kids sit in rows and listen to the teacher drone on about plate tectonics while they take notes. But it misses the most important factors of choice in my eyes, the things that I would be fired for if I actually gave them the choice about: How students spend their time and what they are allowed to prioritze.
None of this is to say that expecting kids to learn is inherently fucked up or that teaching inherently makes one an oppressive person. On the contrary, authentic teaching and learning are vital to our ability to solve our problems and grow as people. If all students were given the opportunities to spend their childhoods learning things that they were actually interested in, to explore the full breadth of knowledge that humans have compiled at their leisure without timelines or milestones except the ones they set for themselves, to socialize with people of all ages, to authentically participate in society both as learners and as educators, as leaders and as team members, the world wouldn’t be perfect, but it would be a lot less soul crushing.
Now, I mentioned at the beginning of this piece that authentic alternatives do exist. To get you started on researching what’s out there, I recommend starting with Sudbury schools and the unschooling movement.
But unless these models somehow miraculously become a large and accepted enough presence to get government funding, or money ceases its hold on us all, the public school system will be the only one that most students, especially impoverished students, transient students, english language learners, and disabled students (especially those with profound disabilities) will have access to. Which is a damn shame and a problem I am committed to trying to figure out how to contribute to solving because those are the students whose lives would be most radically transformed for the better if they got the opportunities that these models provide.
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