The COVID Choice for Education
Do we go back to “normal” or invent something entirely different?
Right now, almost nothing is “normal.” These past few weeks have left many of us uneasy, uncertain, and struggling to find solid ground. So, when the proposal of a return to “normal” — almost any kind of normal — comes along, it is easy to want to jump for it without a second thought. But, should we?
For those of us with any tie to education, we are waiting with bated breath to hear if and when “school buildings will reopen.” Yet, when that day comes, we at Education Reimagined don’t think it’s as simple as returning to the way things have always been. Rather, an important choice will need to be made.
We can go back to “normal” — gladly throwing this unsettling, uncomfortable, and scary time far into the past. Or, we can take action on transforming our education system, so (pandemic or no pandemic) we can stop leaving millions of young people unsupported and marginalized and instead, enable every single child in this country to be valued and empowered to lead unique, meaningful, and fulfilling lives.
At first, this choice point appears overwhelming. How can you effectively tackle education transformation if you aren’t an education expert or don’t wield political power? What if you see the ineffectiveness of the current education system but don’t see what an alternative might be? Or, how you could be active in taking that new path? Do you have to opt for “normal” and hope someone else takes action for you? I want to put these questions and ones like them to rest once and for all.
The only prerequisite to taking meaningful action in not returning to “school-as-usual” is an unwavering commitment to a future where every child is provided the support necessary to set and reach their unique goals. This work does not require a doctorate in education, a seat in Congress, or an abundance of resources. If you see the need for change and believe that change is possible, you have what you need to be in action and make a difference.
Now, let’s talk about how you can make an impact.
From people who have been working on transforming the education system for decades to those who began re-imagining “what could be” yesterday, they all have the same thing in common: they are taking the questions, ideas, and wonderings that are circling inside their heads and actually talking about them with other people.
You might see your child (or the children you serve) disengaged in their learning and simply ask them, “What do you love doing?” You might learn they are unable to articulate their interests. Or, you might learn they are unable to explore many of their interests within the construct of conventional education — including “schooling” at home during the pandemic.
Now, you can share your discovery with other adults and ask, “Is that how school should be? Should our children be unable to express their interests or feel like their interests aren’t considered “real” learning opportunities?”
As you ask more and more questions and gather more and more insights from friends, family, neighbors, and colleagues, you will likely find yourself itching to do something other than engaging in conversations.
Where might that itch lead you?
Conversations can lead us to wildly new and exciting places. And, it helps to see where we might actually be heading. As mentioned, people have been working to transform education in the United States for decades — driven to provide what we call “learner-centered education” for young people of all ages. They are doing so across all kinds of divides that too often limit access in our society — race, socio-economic status, and region.
And, one thing we have discovered during the COVID-19 pandemic is that these environments have barely missed a beat — even as they too have moved to “distance learning” and had to figure out new ways to meet the needs of their communities, many of whom were lacking in access to food, shelter, and technology.
Let’s look at three quick examples to see just how far this transformational work could take us if it were applied throughout the country.
At the MET in Providence, RI — a network of six public high schools serving a high population of young people from low-income backgrounds — educator, Chris Gothorpe, shared with us how one learner was researching and building a fire pit in his backyard and another was babysitting and cooking for younger siblings.
In both circumstances, the learners weren’t told those activities didn’t have learning embedded in them or that the learning didn’t count. Rather, they were invited to reflect and assess what they were learning in those roles and how what they learned could be applied in other settings. All their learning could “count.”
At the Washtenaw Alliance for Virtual Education (WAVE) — where young learners come in battling drug addiction, neglect and abuse at home, lack of permanent housing, multiple jobs, and a host of other unique scenarios — Program Director, Monique Uzelac, let us know they “are overall well set up to provide continuity of educational services to [their] students.”
At WAVE, “continuity of educational services” doesn’t mean delivering standardized content at a standardized pace. Rather, it means providing a time-independent, competency-based structure in which every young learner can explore personalized learning paths. And, providing the support they need, regardless of their unique situation or the challenges they may be facing in their lives. This response from Monique came just seven days after districts in Washtenaw county moved to at-home learning to prevent the spread of the novel coronavirus.
At Capitol Learning Academy in Washington, DC — where they are in their very first year of operation and serve young people ages 6–10 — Founder and Executive Director, Alex Roosenburg told us they had an interesting moment in the second and third weeks of distance learning.
After making great strides in developing the agency of their young learners, they saw it begin deteriorating once away from their established learning spaces. Their young learners itched for some hand holding from their parents during this chaotic transition.
But, through cordial conversations with families, and goal setting conversations involving the learning facilitator (teacher), students, and parents, they were able to re-presence everyone to what young people are capable of and the trust and agency that had been at the core of Capitol Learning Academy’s pre-COVID culture. And, with that, they were able to get everyone right back on track, trusting the young learners to own their learning at home just as they did at the academy.
Within each of these examples, you can sense how different it would feel to be inside these learning communities. This all comes down to the foundation upon which these environments and communities were built and continue to operate. They are about relationship, ensuring individual and community well-being, and prioritizing and honoring authentic, powerful learning no matter when or where it happens.
During a moment where new challenges are abundant, regardless of circumstance, these learner-centered environments continue supporting the growth and development of the young people they serve. They were built for this moment — even though they never saw it coming.
If you are ready to opt out of returning to “normal” and opt into a future where young people are served in every single way that enables them to live into their fullest potential, go have that conversation you’ve been itching to have. Then, have another one and another one until all of a sudden you wake up and are living, in real time, the future you knew could become your present.
Kelly Young is the President of Education Reimagined — a national non-profit committed to making learner-centered education available to every child in the US, regardless of background or circumstance.
During this unprecedented moment, Education Reimagined has created a Distance Learning Resource Center for young people, parents, and educators. Check it out and let us know if there are resources you think we should add!
