By Paul Lauter
AlterNet
June 6, 2015 – Much of the debate going on in educational circles today concerns differing ideas about how students can accomplish certain agreed-upon goals. Mainly these consist of the 3 R’s—reading, riting and rithmatic—with a touch perhaps of American history. Some wish to provide teachers with greater scope, better resources, and fewer students in the classroom. Others, the multimillion dollar “reformers,” promote a regime of ceaseless testing, managerial authority, privatization, and “teacher-proof” curricula.
But suppose you conclude, based on observing the thousands of segregated Ferguson’s and Baltimore’s throughout the USA, that the huge number of students in schools of poverty are ill-served by these very goals, that poor, often black and Latino, students, even if they pass every test and climb into community colleges, will never—a few tokens aside—get an even break in 21st-century America. What then?
Can the goals of schooling themselves be transformed? Can schools become sites not of failure and exclusion, but of insurgency and transformation? Can the young people now marginalized, enraged, and trapped in disastrous institutions become agents of creativity and growth—and real learning?
Jay Gillen’s essential book, Educating for Insurgency: The Roles of Young People in Schools of Poverty shifts focus from the adults fighting about schooling to the students themselves as the key actors in their own education. The question Gillen addresses is how might we think about the ways students can, indeed must, organize themselves, those close to them, and the many others with whom they contend for a future.
At the center of Gillen’s treatise is his and his students’ experience with one of the three r’s, rithmatic, in the form of the Algebra Project. The Algebra Project was first devised by Bob Moses, a key figure in the efforts of the young organizers of the Student Nonviolent Coordinating Committee (SNCC) to challenge and eliminate racial segregation in its most intransigent bastion, Mississippi, in the 1950s and 1960s. The Baltimore version of the Project has been highly successful in providing what Gillen calls a “crawl space” in which students begin to learn how to mobilize the organizational resources necessary to confront the school boards, politicians, and courts that stand in the way of their educational development.
Because educational and political authorities see math as vital to 21st-century schooling, they are willing to provide some funds to those who succeed in teaching it, and they interfere less with the process. Gillen puts it: “Math hides the student insurgency as it learns how to walk.” This approach differs from the admirable Mexican-American Studies program in Tucson, which was banned by Arizona lawmakers despite—or perhaps because of—its success in motivating and educating students to confront injustice.
A project seriously devoted to teaching math is insulated against the charge sometimes registered against radical education projects that they are indifferent to students of poverty learning the basics. Mathematical knowledge is, of course, a goal of the Algebra Project, just as the vote was the goal of SNCC organizing in Mississippi. The brilliant analogy between voter registration and learning algebra in school, which Gillen has derived from Bob Moses’ work, is apt, first, because young people are key to implementation. (Continued)
Continue reading No Education No Life: How the Algebra Project Is Educating for Insurgency
