Two and a half cheers for Harvard

Ah, Harvard—the hallowed halls where the brightest American minds congregate to garner the fruits of “the best that has been thought and said in the world” (Matthew Arnold if you were wondering) and to push the limits of human knowledge. And now, after five long and fatuous years, they’ve finally decided that Diversity, Equity, and Inclusion (DEI) statements are no longer required for hiring. Hip, hip, hooray! Meanwhile, in the land of local schools and community colleges, we are still confronted with the task of penning entirely ersatz but seemingly heartfelt DEI statements, lest we be deemed unfit to mould the minds of tomorrow. Yes, even for the humble position of part-time janitor.

Picture this: A tweed-clad Harvard professor sits in his office, finally free from the mind-forged chains of DEI declarations. His only concern? How to help the next generation get to grips with Kantian metaphysics. Not an easy task, but at least he can do this without concern for modish inanities or factitious guilt over daring to teach the works of an undeniably dead, European male.   Contrast this with the plight of the community college hopeful. Imagine me, your humble servant, furiously typing away, trying to convince a panel that I have a genuine, burning passion for creating a culturally responsive, hugely inclusive and exceedingly diverse syllabus for a survey course in philosophy or Western literature. Why, you might ask? Because it’s apparently the key to securing that coveted adjunct position with a salary that barely covers an evening at the pub.

And it’s not just the academics. The custodial staff, too, must share their visions of an inclusive, equitable mop and bucket strategy. ‘What’s your DEI approach to cleaning the cafeteria?’—a question that could stump even the most seasoned of janitors.

In the grand scheme of things, one must wonder whether we are truly advancing education, or merely adding layers of bureaucracy that would make Franz Kafka proud? As Harvard returns to its primary responsibilities, perhaps it’s time for us, in the trenches of local education, to follow suit. Until then, I’ll be here, drafting my next DEI statement, ensuring it’s as inclusive as the campus recycling program.

Teacher Unappreciation Week - Part 3: Why do you stay?

The above question appeared in a post I wrote about teaching. If you, gentle readers, don’t entirely mind I’ll create a new one based on it.

It is an interesting question, which lends itself to many interpretations. For example, We could go down a philosophical path and wax lyrical on what Heidegger calls ‘thrownness' or about Camus and The Myth of Sisyphus.  However,  I have a hunch that this is not what is intended and I have more than a hunch that I will be the victim of domestic violence if I get ‘all professorial’.  The question  is not so much about wielding bare bodkins, but  more on the lines of “Why would any teacher remain in such an underpaid, grueling and unappreciated profession?” 

Why do teachers stay? Aside from the fact that many don’t (there is a high attrition rate), many of us actually quite like children and enjoy trying to foster their intellectual and even moral development.  Then there are the friendships you make along the way with fellow teachers, parents and other colleagues. Note: I don’t mention love of subject as time and sheer exhaustion generally precludes research and deep reading.

That being said, the hours are long, the pay atrocious and not all students are bundles of utter delight.

Why do you stay?  Well, one answer might be the fact that teachers make a large financial sacrifice to get their jobs. After years of study, there is a natural reluctance to chuck the entire thing in. Sure, some do overcome this inertia and escape into far better paid jobs in, say, human resources or programming but these are the exceptions.      

Another reason why we stay might be exhaustion.  I always think of Orwell’s Down and Out in Paris and London in this connection.  He was talking about employees performing menial jobs in restaurants, but much the same applies to teachers. Low paid and exploited workers just don’t have the energy to up sticks and start all over again. This is totally unlike the case of tech workers, who feel no compunction about pursuing ever higher salaries.

Then there is something that almost constitutes brainwashing.  We are constantly being told it is our duty to work inhuman hours and - even - to take on tasks that are time consuming, unpaid and unrelated to teaching per se.  We are inundated with paperwork and supervisory tasks … and it is the ‘expectation’ - a loathsome word -  that these will be done even though this means that marking and lesson preparation is relegated to weekends or the wee small hours.  It is expected that a teacher’s free time is entirely disposable and teachers, themselves, expendable. Most fall for this line out of fear for their jobs and performance evaluations and are too shattered and far too timorous  to cast off the mind forged manacles, the rope of sand.    

Teachers need the help of others as they are largely too bone-weary to look after their own interests.  This is not charity, but in the interests of your children and society.  Way back in 1987 Allan Bloom wrote The Closing of the American Mind.  This was to do with the decline in university education but it applies to all teaching.  The door is almost closed, but there may be just a chink of light left.  Please, please give it a good shove and while you are at it certain district offices and offices of education could do with a good kicking. Teachers need to be better paid, less overworked and far more respected.