The Fallacy of NAPLAN’s Hegemonic Dominance

IT’S NAPLAN SEASON.  NORMAL SCHOOLING WILL RESUME ON MONDAY 15 MAY

 

THE FALLACY OF NAPLAN’S HEGEMONIC DOMINANCE

The manipulation by the ruling class of  developmental values that are

contrary to the authenticated needs of children (Maslow),

through the elite’s establishment

of a State Theory of Learning.

based on shaky quantitative measurement,

ensures a long-lasting  cultural hegemony

that seriously impedes wise and democratic decision-making procedures.

Maslow’s description of the motivational factors that spur people on to greater things, has been established, uncontested, for over half-a-century.  This five-stage model  of ‘growth needs’ arranged in hierarchical order which indicates that particular needs have to be satisfied before those higher in the pyramid of needs can be fulfilled.

NAPLAN applies  official indifference to the second rung of the ladder by attacking a child’s security and mental confidence with tests in the first year of schooling. Then, at about seven years of age, a crucial stage of a child’s development, it threatens, with totalitarian command, the warmth of friendly teaching/learning relationships with the rigours and anxiety of stern testing procedures.

It deliberately  establishes anxiety as a school requirement. A child’s Esteem needs are ignored so the chances of reaching their full potential are  seriously hindered. Most Australian children have Buckley’s chance of reaching their complete self-fulfilment while NAPLAN exists.

The lack of humanity shown by our political schadenfreudists borders on sadomachicism. They should know as well as any other sadist that the extremely  well researched dictum: ” The more any quantitative social indicator is used for social decision making, the more subject it will be to corruption pressures and the more apt it will be to distract and corrupt the social processes it is intended to monitor.” [Campbell] is real.    Last year’s PISA and TIMSS failures and NAPLAN’s flat-lining bear testimony to this.  As Goodhart’s Law also emphasises “When a measure becomes a target, it ceases to be a good measure.”….which gives credence to the prediction that NAPLAN will be dumbed down this year so that better scores can be obtained.

The use of NAPLAN as a cultural weapon of control over the democratic elements of schooling reveals a level of corruption and deceit that Australian schooling is unused to.

BEWARE

AUSTRALIA’S STATE LAWS OF SCHOOLING. [Developed and installed by Naplan experts]

Since life is linear, learning is linear. School subjects are linear, ordered and hierarchical within and between themselves.

Each subject is unique to itself and must be kept isolated from all others. Some are more important than others. The Vaccination Theory of Learning* applies.

Regular testing controls all school learnings. Tests do not need to be reliable nor valid.
Anxiety creation and the threat of fear of testing results are the essential elements of all learning processes.

All scores obtained by testing are to be officially regarded as reliable indicators of [a] a child’s potential for a happy and successful future, [b] growth in intellectual capacity, [c] creativity potential, [d] how well he or she learns,[e] how each pupil learns [f] how much is learned, [g] teacher ability.

Only a compulsory three-day rigorous workout once every two years can reveal how well each of these traits have been taught.

Humiliation of teachers and pupils is sanctioned as a motivational device.

Testing also shows how well children are taught, the organisational quality of school leadership, the curriculum leadership of the school authority; and the suitability of the curriculum content.

Standardised blanket testing such as NAPLAN has powers beyond the comprehension of the average human being. They should not enquire.

If learners are uncomfortable with this method of schooling, they must be taught to toughen up.

Views such as those expressed above by ‘The NAPLAN Law Of Dominance of Schooling’ will not be mentioned in any open company nor conveyed to parents of children who have allowed, either wittingly or unwittingly,  their children to sit the tests.

_____________________________________

VACCINATION THEORY OF LEARNING.   English is not History and History is not Maths and Maths is not Art and Art is not Science and Science is not Music and English and Maths and Science are major subjects and  History and Art and Music are minor.  Once you have been innoculated with these subjects you are protected and need not be vaccinated again.

____________________________________________

NOTE   Google ‘Hegemony” : The Marxist theory of cultural hegemony…is the idea that the ruling class can manipulate the value system and mores of a society, so that their view becomes the world view (Weltanschanung} ….In contrast to authoritative rule, cultural hegemony is “ is hegemonic only if those affected by it also consent to and struggle over its common sense”

______________________________________

It is difficult

It is Difficult

It is difficult

to comprehend

the political mentality

of a country,

that relies on its schooling system

for its future;

then

copies a dud system

from somewhere else,

compounds its toxicity

and continues to spend billions of dollars

to maintain it.

It’s called Kleinism. It’s called NAPLAN. It’s called ‘child abuse’. It’s called ‘failure’ or ‘flop’. It’s called by thousands of ‘unrepeatable phrases’. It’s a real SNAFU.

Beloved only by a business institute and its whelp-force, it’s the kind of assault on our Aussie future with which only an inhumane testucator can comply.

Despite our Aussie casual indifference to crucial matters, there were some folk around a few years ago who sensed the danger in this alteration to sound schooling practices; and a couple of well-meaning senators initiated an inquiry or two. Forgotten now. Nothing happened.

Fair-dinkum Pupilling Girt by Naplan continues the story….

_____________________________________________________________________________
Phil Cullen 41 Cominan Avenue Banora Point Australia 2486 07 5536 8443 0407865999 cphilcullen@bigpond.com Refer: Who’s Who in Australia

Chapter 5

GO FORTH SENATORS
The Senate is sometimes called a House of Review or a State House or something pleasant that justifies its existence. Senators never appear to be very busy people unless their party boss has given them a jersey in Cabinet or something. Senator Simon Birmingham is our Minister for Educaton, a South Australian and a lawyer as were Cristopher Pyne and Julia Gillard, all previous ministers. The appointment of so many South Ausralian legal eagles to a task that has proved to be quite beyond them has been a special feature of Australian schooling. It must say something, but I’m not sure what it is, because none of their changes has been a credit to the legacy of South Australian schooling of the era of Alby Jones, John Steinle, Jim Giles and other SA schoolies of distinction, when SA was clearly a great schooling society.  S.A. was aptly called the ‘Jekyll and Hyde of Australia‘ by David Hunt in his “True Girt” [P.179].  It must be the eagality side of the schizoid Adelaide kleinsmen that makes them different and do some quite peculiar things. S.A. legal eagles have been in control, or, more directly, ‘ out-of-control’  for a long, long time.

A dominant species, these predatory birds of prey – Klein, Gillard, Pyne, Birmingham – reckon they know more about schooling than anybody else, and, being of their species, keep picking at the bones of the under-nourished. With total disregard for the opinions of more honourable professions within the caring community, they have became the judge,  jury  and executioner of how educational renewables should be organised. A  big blackout. …2008.. left  Australians groping in the dark. We are still groping  in the dark for a schooling system based on learning; on pupilling.

There was enough concern back in 2010 and 2013 for the Senate to appoint a committee of inquiry into aspects of NAPLAN. It has to do something like this every now and then to justify its existence. So, there have been two that concern NAPLAN, both now forgotten, both fizzers. The terms of reference were wide on both occasions, but, as the issues were dealt with, a  generalised feeling started to pervade the deliberations so much so  that the committee only dealt with how the government can tidy up the delivery of the tests and how to make the My School site more palatable for parents.  The age-old hardies: national curriculum, school funding, disadvantaged schools all got plenty of attention; very little on the effects of child abuse and the use of fear as a motivator for better test results. Neither the keeping of administrative secrets from parents nor the ethical dimensions of  improper testing got any air time despite the efforts of some committee members. I got the impression that there was no sense of urgency; no sense of seriousness; not great concern for kids – lots of concern for the processes. It was a snafu situation. You tried, Senators.

Children as children, the effects of the testing on their mental health and humanity,  useful evaluation and accountability alternatives to the American variety, were sidelined. A reading of the submissions only  helped readers to sort the wheat from the chaff about the professional attitude of those who made submissions.

While proud of the submission that I had made, my participation in the events were an embarrassment. There seemed to be no seriousness of intent. I joined with some wonderful Australian educators, especially David Hornsby and Lorraine Wilson, members  of the Australian Literacy Educators Association; but it was hopeless.
[By the way, check out  http://www.alea.edu.au/documents/item/773/ for an insight into The Place of Phonics in Learning to Read and Write.]

On reading the submissions to the first inquiry, I was blasted out of my cockpit when I saw that APPA, the Australian Primary Principals Association, approved of the use of NAPLAN as a diagnostic and evaluative device. I have had some bitter disappointments over the past eighty years, but, as a former primary principal, this was the biggest ever. Since APPA claims to represent all primary school principals’ associations and a one-off Queensland association of principals as well, I did not see how this could have happened. No mention in their submission or too many other submissions of the impact on children’s mental health or anything like that.  I never ever thought that I would see the day.

At the time, all the APPA had to say to her ladyship was: “Primary principals don’t do those sorts of things to children.”….and NAPLAN was ‘dead, buried and cremated.’ When I mentioned this to the President at the time, his non-verbal reaction seemed to say it all. Trapped.

The statement still applies, but it would take more courage than is currently available to tell the authorities where to get off….and leave our kids alone….to let them learn….to be pupilled instead of badgered. Fighting casual indifference, a silent well-controlled media, disinterested political parties and an overbearing, inhumane government makes things difficult for once-ethical, usually placid, lonely classroom teachers and parents to express their wishes. As Forrest Gump says: ‘It happens.” 

I repeat what I said: “We shouldn’t do such nasty things to children and Australian primary principals should have had no part in it.”

I was absolutely amazed and crushed. If there was any group of educators in Australia that would call for the complete banning of NAPLAN because of its toxic effects on the curriculum and on children’s learning and mental health, I was sure that it would be a group of primary principals. I just could not believe what I saw and hear. They approved of this devilish dilution of ethics and standards and said so. I thought of the primary school kids attending schools for the following few years, where NAPLAN was jollied and enacted by its leaders; and felt devastated.

Poor kids.

It seems as if the holding of a senate inquiry provided a counterfeit closure on debate about important issues…… and none comes more important than the welfare of our children.
Is there anybody around to stand up for the kids?

Is there anybody around to stand up for the kids?                                                                                                                                             oooo0000oooo

Fair Dinkum Pupilling Girt by NAPLAN

Do you remember the old story of the beautiful maiden and the frog? She had been told that if she kissed this frog, it would turn into a handsome prince.  But what kind of stunning beauty goes around kissing frogs? Yuk. She did! Crash!  Bang! Wallop!   There, before her, stood the most handsome prince.  You know the rest of the story.

That’s the job of teachers, isn’t it?……to kiss frogs?    and never stop looking for frogs to kiss?

 

Fairdinkum Pupilling -Girt by NAPLAN Ch.3

 

How did we get into testucation?

Here’s the next couple of chapters of Fair-dinkum Pupilling – Girt by Naplan.  They contain the story played by our  testucation warriors in the introduction of kleinism into Australia. Imported direct from New York.  It’s not a pretty story; especially when one considers preferred ways of introducing change to national systems of schooling.  Why do Australians politicians believe that Coercion is the only way to initiate change? Didn’t our leaders trust local educators ?   Why couldn’t a series of fora be held to discuss the issue? Where were our ‘learned societies’ such as ACEL and ACE ? Where were our subject and principals’ associations ? Where were our P&C Associations?  Where were our Teacher Unions?  [Early in the piece, I recall that an. AEU Conference in Sydney black-balled the use of NAPLAN, but the resolution was mysteriously withdrawn within a day or two at the conference itself. Strange!!!!] Where the hell was anybody who cared for kids?

What did Finland do, in similar circumstances, to have its entire population  want to skite about what its does in its schools??? How did they arrange it ?   Finnish folk abhor standardised blanket testing, yet it enters the international PISA contest just for a joke….and excels.  [We used to do very well too, by the way,  – top half-dozen – in these PISA comparisons before we started NAPLAN to teach the kids how to hate learning].  Formal compulsory schooling in Finland starts at seven years of age [the age that our kids are preparing the little ones for their second NAPLAN-generated test to make sure they can get used to anxiety; and learn to fear learning Maths etc.,  as early as possible].  Internal school evaluation programs are prized in Finland. Teaching experience is highly valued. A Masters degree is a requirement for entry to the profession.  Teaching itself has top billing in any rating of professional status.  Bit different from our kleinism style of testucation, ain’t it?

Have we ever investigated HOW  Finland got to the top of the pole, demonstrating such stark differences from our own attitudes to schooling.  We know what it does in its operations. It’s had millions of visitors to look at its schools. How did they manage  to create such an atmosphere of dedicated school learning?

We know what we did to change the system. A very sad story.  See below.

ooo000ooo

Fair-dinkum Pupilling – Girt by NAPLAN
                                                                                                                                                                                   CHAPTER 3

GO FORTH JULIA

Julia wasn’t fussy about kids. They don’t vote. Lots of money was spent on school buildings as part of the early school  Rudd reform, because she and Ruddy couldn’t think of anything else. That made the kids more comfortable…..physically…especially during the lengthy sit-stillery, itchy-bum swot episodes of test preparation.

Julia Gillard felt the yen for a world tour to find the kind of school system that she and Ruddy wanted…..something that took schools “…beyond the simplistic leagues tables” to use Kevie’s words. He should have washed his mouth out at that point in time, because that’s all that his deputy became interested in…(according to her mentor Joel Klein)….how to gather data for our long lists of scores that would prove that the Labor Party was right all the time. Labor members know the take-away tables better than the members of their fellow neo-con group, the Liberals; and they just wanted to prove that Kevie is always right.

Neither political group appreciates the value of non-testable subjects that help people to get real jobs and enjoy life. Not that pollies and their brown-nosed warriors don’t know how to be calculating, but not in a numerical sense. It is noticeable that few in that ant-hill in Canberra can talk about anything that provokes philosophical and/or ethical outcomes. I have yet to hear any pollie ever talk about the feelings of children in testing conditions. Have you?  I mean…have you ever watched Question Time ?

Joel Klein, the great founder of our 2008 brand of Aussie-New York Schooling that is now called the Klein System of Australian Schooling reckons  “…that’s all we [Julia and I] talked about …the collection of data…that was the focus of my discussion with the Deputy Prime Minister.” That’s what he said after the knees-up.   DATAFICATION was, at that point, at that Big Apple cocktail party, destined to became a major Australian occupation and business operation that will last as long as Australian adults continue to ignore the plights and rights of kids; and ignore the meaning of fair dinkum school pupilling. Have you ever spoken to a schoolie about data-collection?

That moment in New York time set the seal on the future for millions of Australian kids…..and was the moment that Australia lost the meaning of FAIR DINKUMNESS.

NAPLAN was then introduced by stealth, corrupted the ethics and professionalism of the teaching force, halted efforts at sincere pupilling of children, and forced children to dislike the fundamentals of learning certain subjects, especially maths and science and to feel inadequate at any attempts at learning. The longer it has kept going, the more our learning outcomes across the curriculum landscape have slumped.

Public opinion seems to have altered dramatically, too. It now ranges from “That bloody thing” to “I hate it.” and “I’m pulling my child out of it.” It is universally unpopular.

Have you met any parent or teacher who thinks that NAPLAN is a useful device, working the wonders for the improvement of school learning in Australia that were promised by J&J ? They  now know that it is completely UNNECESSARY.

In this 2007-17 decade, the opinion of parents and teachers and the achievements of children and their attention to learning has not mattered two hoots to our testucating monsters.  In fine Titanic style, NAPLAN has now bumped into reality and has started sinking. It truly IS a gigantic, titanic waste. Billions down the gurgler.
How much proof does a mature adult need to express disapproval on the ballot paper?

The next trick is [if we continue] to make the tests easier, in true Klein big apple fashion.

DATA  DATA DATA – totally unnecessary – but the mere collection of data, the capturing of professional attention from those who once loved kids, the trickery required to hide ethical principles from parents of kids, must send the measurers into seizures of supreme joy as they spend their time through to May, organising things for the annual NAPLAN WEEK, even though the results will, as usual, tell us nothing.  There must be some pay-out of some macabre kind for them; maybe like an Addams Family B.B.Q.;  a kind of activity that finds schadenfreude joy in others’ suffering or perhaps, NAPLAN , for its  proponents, is like playing trains. It’s entertaining and being the Fat Controller is a real blast for ACARiANS  to play, keeping Thomas the Tank Educator and his toys on the rails. No truly humane teacher-person would do things to kids or to steam engines what the likes of NAPLAN does to teachers and kids.  Control, once based on paradigms of educational truisms [e.g.French & Raven ‘Bases of Power’],  becomes a mechanical thing and will, one day,   run off the rail with a big bang. Soon, we hope.

As far as useful jobs are concerned, are you old enough to remember the dunny-man?
I was always intrigued by the peaked cap formed by the sugar-bag that he wore over one shoulder.  It made him look like a brown-coloured KKK member, didn’t it?  Oi!
Fair Dinkum Pupilling – Girt by NAPLAN
GO FORTH JOEL
[No. I’m not suggesting that Joel was a kind of dunny-man….but…if the sugar-bag fits….]

It was that kind of  junk anyhow.  Julia met her ‘pin-up boy’ during her first night on the town of New York….and things have not been the same down-under since. Yes, she actually described him as her ‘pin-up boy’.   That’s “across the crowded room” stuff.  Right? She had dutifully called on Rupert as all Australian leaders are expected to do when they go through the Big Apple, to get their riding instructions. He arranged for her to attend a Rockafeller cocktail party where mind-altering martinis were being served.  She was NOT on her way to Finland or any other country noted for its schooling achievements. She just took a trip to New York and nowhere else, where she was introduced to this slick, sweet-talking lawyer who was running one of New York’s better-known school districts…in much the same manner that a plumber runs a motor garage. It was famous for its peculiar operations. It’s achievements have never been  anywhere near the top 200 districts in the States national testing program. The world knew that his tough-guy experiment was failing, but no one at the party seemed to.  She must have swooned at his sweet-talk. There is no data available about the number of martinis that have to be consumed before the stage is set for a decision to be made suddenly; about an efficient and effective schooling system, as Australia had, to be changed to one of rapidly declining mediocrity in a few minutes.  How big and how loud can ‘WOW!’ get?

It is reported that Joel Klein improved the results of the New York pupils by making the tests easier. It didn’t work. It is monstrous that he established FEAR at an all time level within a schooling system…..sacking principals and closing schools where, according to his statistics, children were not performing. He also had mass resignations of teachers who could not tolerate the system. None of these antics, as appealing as they were to our reforming Minster,  worked. She just wanted to copy them. Hail to our founder, our ‘pin-up boy’ , according to Ms. Gillard.

The actual date is of historical consequence, but it seems to be lost.  Pity.  I’ve written to her office. I’m sure they’ll remember. It’s an important date for the annals of the Education History of Australia. It should be a postage stamp classic. The death of pupilling in Australian schools. It was in September, 2007…..a long long time ago for a suffering system….and a generation or two of learners lost.

It doesn’t matter now, our yawning adults reckon.  Although it was an auspicious moment [that word!], it happened and she was able to free-load Joel and Mrs, Klein on a flight down under at the expense of Australia’s banking fraternity, which has always been implicated in the testing felony. He spoke to important people in Sydney, Melbourne and Canberra who knew as much about schooling as Radar Riley, school janitor at Bulamakanka knew about investment banking. Never mind. Joel-boy was IN…..the icon of a banker’s view of schooling…..the Knight of Wall Street…..and so…schooling based on fear and distaste for learning was established in Australia…and remains.  RIP fair-dinkum pupilling.

Fair-dinkum Pupilling – Girt by NAPLAN

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Phil Cullen 41 Cominan Avenue Banora Point Australia 2486   07 5524 6443    0407865999   cphilcullen@bigpond.com    Refer:Who’s Who in Australia

Skinning Cats Alive.

I had convinced myself during the 1980s that, within twenty years, Australia would have a schooling system that was like no other…..built purely on love for learning and a zest for achievement in all things. At the time, things were on the up-and-up and school leadership was more ethical and professional and thoughtful than it had ever been. Teachers were proving their academic and professional worth in the big arena. Bureaucrats were learning to pull their heads in and were releasing the power of a truly caring profession. There was ‘Pride in Primary’ – real fair-dinkum pride in being a primary teacher -a catch-phrase that the good guys used at the time during their professional and personal activities. Classrooms looked like exciting learning places…‘Living, Learning Laboratories’ as Bob Pashen called them – inviting children to come in and join in the joy of learning. Things felt good. We had a lot of wrinkles to iron out that would take some doing and a lot more independence to be grasped … but we knew we could do it. We felt so tall and so proud of being primary.

Bugger! We couldn’t. A special form of heavy-handed totalitarian political control grew alien antennae that made some powerful politico-weirdos believe they knew everything about everything.,..and they took over the activities of governments.

A toxic form of managerialism hit the fan in the mid-80s; and we lost sight of the kids. These aliens organised and started running testing factories replacing real people who’d been-there-done-that ,organising schools of learning and mentoring others on the way. These good guys were cunningly dominated by absurdists who forced fear-laden testing on kids and have now done more damage to Australia than the Japanese could ever have done. Fear-laden swotting of a kind never known before has replaced decent teaching. The load on small pupils during normal learning time, the likes of which no previous generation has had to tolerate. is enormous. Kids are still our future, but you wouldn’t think so. 

Now we have a take-over of schooling by the most ruthless gang of kid-bashing monsters ever. Schools, intended to be the centres of schooling excellence that our children deserve, were set up on Day 1 of schooling … ,last Monday…. to be an examination centre for happy, anxious young kids who’d been dreaming of something else on their first day. 

What an introduction to a lifetime of learning!

The little ones were kept quiet and submissive, we’ve been told, waiting for a teacher to give them a series of literacy and mathematical encounters, the results of which were scored and recorded and forwarded to an all-powerful pooh-bah who will keep the data for statistical purposes. The school will be expected to keep the results until the poor little folk contest the really earnest NAPLAN test in Year 3, when they are about 7 years of age. The branding done and intellectual expectations set in place in the minds of those adults whom the child respects at this point, will mark their progress for many years, Day 2 marked the beginning of ‘getting to know you’ activities, starting to ‘down play’ the implications of the day before, and to start the pupilling….fair-dinkum schooling. No one will have time to try to see what effect the testing had on the pupil, how the pupil felt, The effects could be profound, but we big people will pretend that negativity can be patted away and all will be okay. We will also pretend on behalf of those who did not do well, that it doesn’t matter. The kids are so young. They’ll get over it. We’ve sorted them out early, as far as NAPLAN goes, anyhow. 

Remember that page in one of the most wonderful books on education :ThGeranium on the Window Sill Just Died but Teacher you went right on” by Albert Cullum : 

Where is my place in your puzzle, teach?

Do I fit?

Or am I one piece too many?

Tell me for real, teach!

I know there’s no room for me on the bulletin board,

but do I have a place in your puzzle?

When the advisers and special helpers move in to remind the slow or poor-scoring child of his or her inadequacies, we will be sure to get an increase in scores, by Year 3, because that’s what this kind of schooling is all about. By test time in Year 3 0r 5, many pupils will be saying, in Albert Cullum talk :

was good at everything

– honest, everything –

until I started being here with you.

I was good at laughing, 

playing dead, being king.

Yeah, I was good at everything!

But now I’m only good at everything

on Saturdays and Sundays…

It’s certainly useful to know how your pupil stacks up against others and against certain criteria. …and against their own views of themselves. It’s also critical , however, that the information is obtained as part of the learning operation. Those who would kill a cat by skinning it alive, would approve of the way that some schools conducted the operation last Monday. “Hello Sam. Here’s a little fun thing I’d like you to do. Bye Sam”

The media will pile on the plaudits for the kids and the teachers for the first day. It makes good copy. Parents will scurry home to learn how to do it better with the next child. After all, kids talk. The disgrace of having to seek remediation for what I did to my kid! OMG.

I should like to make one point. The way that this operation was carried out, the organisational mode was a disgrace. Only cold and calculating beasts , excuses for humanity, would dream this sort of thing

Teachers will learn more about each child during the first week or two of schooling and use it for each child’s welfare; in the way things ought to operateand;, hopefully, repair some of the damage done by mean-spirited adults who enjoy skinning cats alive,

Phil Culllen, Emeritus Director of Primary Education, Q’ld.., 41 Cominan Avenue, Banora Point. Australia 2486. 07 5524 6443 0407865999 cphilcullen@bigpond.com

Datafication

THIS IS AN EXTREMELY SERIOUS TOPIC.  IGNORE ITS INTENTIONS AT OUR NATION’S PERIL; AND THEN PRAY FOR ITS KIDS.

The future of our nation depends on our attitude towards children and their schooling

DATAFICATION

It’s here. It’s the end of schooling as an interpersonal teacher-pupil interactive learning enterprise.
During this century there has been a distinct movement in schooling from Education to Testucation to Datafication.

To the everlasting credit of a remarkable work force, Australiam teachers have maintained an amazing standard of pupilling excellence, of which, despite the debilitating interruptions by blanket testing, Australians can be proud. The future of schooling will be much tougher for pupils, teachers and parents, however, if we continue on our present course.

DATAFICATION

IT’S SERIOUS. “What it simply means is this: from our actions to our thoughts, everything is getting transformed into a numerically transformed format or ‘Data’….from sports to finance and from entertainment to healthcare, everything around us is converting into data.” [Sawinder Kaur]. Get used to it.

“Datafication refers to the collective tools, technologies and processes used to transfer an organisation to a data-driven enterprise. This buzzword describes an organisational trend of defining the key to core business operations through a reliance on data and its related infrastructure.”[Technopedia]

“Datafication is the method behind the madness of Big Data.”  [Mark Sylvestor]

It’s a later day technological trend that involves the collection of data and transforming the information into new forms of value. It’s the sort of thing that Rupert has dreamed of for years.  Seen to be of benefit for core business operations, it has invaded schooling systems to destroy the vigorous spirit of established institutionalised learning and to turn its citadels into business operations and testing factories in which a gullible public will spend big money to enrol their children. The recent rise in the standard of marketing and lobbying  skills will ensure this.   Datification has been able to take over from the testucation processes attached to NAPLAN because our testing industry had difficulty in understanding the consequences of certain unwelcome schooling behaviours that were introduced rudely into Australia in 2008; and this makes things easier for schools to become digitised and datafied testing factories.  It’s more than just using laptops at school for learning purposes. It’s a debauched use of technology merely to supply data to measurers for judgmental causes and maladjusted, political control.

Data collection is driving our schools….now….and the intensity is about to increase.  The shape and infrastructure of schooling and our attitude to it have changed. We need to stop the nonsense and talk. Testucation and datafication are draining the humanity of learning from our schools.

If we want this trend to continue, we should do nothing.  We are used to doing nothing. Ignoring the plight of school children is a major Australian cultural meme.  “She’ll be right, Jack.”  We allowed managerialism to take over from experienced-based organisational designs in the 1980s, then ignored the change to testucation in 2008, now to datafication.  Are you happy with the trend? Within the school setting, it meant changing from challenging styles of maieutic pupilling to didactic chalk-talk test practice, practice, practice that pupils usually detest. It has produced mediocre results in national and international tests as expected and should continue to do so.  It’s the pupils who decide how well they will do on tests, for goodness sake. How do we treat them in a productive, learning sense?

This may not have been  the Gillard-Klein intention when they introduced fear and obsession with test scores to supplant pupilled love of learning in 2008, but it happened.  They certainly set out to be data-centric, nasty and tough, but I should think that they did not intend things to go so far. They thought that they were just testing what had been taught, as we all used to do in our schools. It all went pear-shaped and the kids are now doing worse than ever before  at basic operations, because of the tests themselves…. but the modus operandi of using NAPLAN to gather data has been maintained!  […and it’s the bogey that contains the seeds of lowering standards! It actually causes the slump!] This has suited the datafying hawks, however,  who are presently taking over  from both kleinish testucators and former educators, ‘…using rapid speed and amazing tools to store, manipulate and analyse  information”,  for other-than-schooling purposes. Almost the whole population will, in the future,  be data-nailed as soon as they enter school and be branded through  datafying routines now being used by industry.  Schooling is not what it used to be; and we should fear for the kids at the chalk-face of the 21st century.   With creativity, problem solving, thinking, decision making, zest, acceptance  of challenges and pupilling,  all removed from the school scene, the kids don’t have much chance to enjoy a happy, challenging, creative, healthy life full of satisfying achievements as they could have expected from basic pupilling conditions at a humanity-based learning school.

Eagerly supported by the big corporate boys, the testucrats have set no limits to the expenditure of tax-payers’ money on new organisational arrangements.  If someone had said to you, some years ago, that education departments in Australia would, one day, spend $A24.7million dollars for computerised tablets, just to do a few tests of basic standards over a one-hit three-day period, because it’s quicker than using paper and pencil…..what would the electorate have said?   OUT!

Just to score tests faster !!!!   You can also be sure that much more than that will be spent over the next few years on increasing ‘how’ and ‘what’ we collect in our next lot of data-drives.

If you approve of totalitarian tactics, creation of fear, sleepnessness, depression and arrogant child abuse to obtain better scores on unreliable tests, that those such as NAPLAN now provide, with the expectation of more datafication procedures,   you must belong to some kind of moronic religion or terror group that ignores humanity and children and fair-play and equality.  Get outa here. Go back home to dataland.

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Phil Cullen  41 Cominan Avenue  Banora Point  Australia 2486  07 5524 6443 407865999 cphilcullen@bigpond.com  REFER :”Who’s Who in Australia.”

NAPLAN for Mummies. What is the purpose of NAPLAN?

The future of our nation depends on our attitude towards children and their schooling

NAPLAN

FOR MUMMIES

What is the purpose of NAPLAN?

A cynic would respond, “To line the pockets of Rupert Murdoch, Joel Klein and other captains of the Testing Industry.”

There is some truth in this. It appears that, some years ago,  Rupert Murdoch saw the future of schooling  [and other education enterprises] to be almost totally digital. Digital education was the future! Any need for schools? In 2012, through his News Corp. organisation, he purchased, for $US371 million, Wireless Generation, a company producing digitised curriculum and assessment material. He enlarged the enterprise , employed over 1200 writers, called it Amplify and appointed Joel Klein, the founder of Australia’s schooling system in 2008, to direct the business of digitising education products and services.  News Corp’s foray into the digitised education business is notable.  We aren’t allowed to talk about it much in Australia, even though we are a critical part of the empire .  It is prudent of News Corp. representatives down-under, to play-down the human stuff-ups of schooling caused by testing regimes; and not to make too much mention of NAPLAN’s failures and peculiarities. Media silence on important issues is part of the scenery down under. This has given NAPLAN and kleinism aka fear-based schooling a pretty free run since 2008. Since News Corp controls most of Australia’s media outlets and, it could be said, has a close linkage with our test-based schooling system, the cynic must have a point.  NAPLAN testing in Australia is  completely digitised this year and we are on the way to fulfilling Rupert’s business vision.  The cost of a tablet for each child completing the test has not been publicised. Financial matters are cunningly operated  by the states using federal taxpayers’ grant money conditionally tied for their diligence to NAPLAN.   It’s very tricky.

There are numerous doctoral theses that can be undertaken: : unravelling the payments made for NAPLAN, by whom to whom, how much, how planned, how organised; the whole scandal of its establishment and who wins. If students and universities are brave enough to examine the various exigencies of NAPLAN testing and they are able to obtain the information,  each thesis should provide interesting reading.

Australian measurers are about to enjoy the use of computer tablets and the purring of the CAT phase of naplanning – Computer Adaptive Testing;   and its UCD – User Centred Design from the field of datafication.  In classroom-speak, that means  the intense  gathering of a variety of data from as many pupils as possible to add it all to a pile of measurement algorithms for deep measurement seances at high levels, holding hands with the high priests of measurement who once gave statisticians their great glory.  Improvement in classroom activities and particularly in pupil attitudes towards learning is purely speculative….and unlikely.  The use of educational technology can be of enormous assistance to classroom learning, but the use of technology merely to streamline the gathering of data is a prostitution of its potential.  Why is it so?

Schooling in Australia is now big business, Mum. Schooling ain’t the well-meaning public service it once was andought to beTesting and datafication are major growth industries.  Schooling ceased being an altruistic, public spirited, humane, community welfare service when NAPLAN hit the fan and spread its testing muck in 2008.  A change of public attitude could bring testing to an end tomorrow, but we do not have the political spunk to challenge those who now tell us what to do and how to think. They are very good at controlling political attitudes. The indoctrination of a disinterested public has been very successful….until now. 

Meanwhile, back at the school gate, parents are unsure.  They wonder what it would be like if schools concentrated on the usual operations  of teaching and learning and not bother with all this super-imposed bally-hoo, Those who care seriously about the full future of their child, must wonder about the effects of testing and the other extra-curricular compulsions, on their child’s overall development. They wonder what kind of person their child will become, what kind of job they will have,  how  their child will cope with doing  jobs that don’t exist yet.   What sort of schooling should they require?  Should they  only need to pass tests of basic standards and little else,  or  should they learn how to evaluate their own progress in whatever they do and be able to make serious decisions; undertake challenges with zest, achieve as high as possible; and partake of art and music and play and sport in a really enjoyable and productive way; and enjoy life,  Gaining high marks in the kind of topics that NAPLAN targets is a piece of cake, if one develops an interest in the subject…the opposite of the naplanning kind of motivation; but the use of fear and despair now built into the testing procedures as part of it, is preferred by our obedient politicians.  We can get PISA scores much higher than we ever have, if we are only able to understand what we are doing and helping schools to develop positive attitudes to learning, instead of wasting time on all this testing. muck.

ACARA describes NAPLAN as follows…

“The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. It has been an everyday part of the school calendar since 2008.

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, 
writing, spelling and numeracy. The assessments are undertaken nationwide, every year, in the second full week in May.

NAPLAN is made up http://www.smh.com.au/federal-politics/political-opinion/naplan-is-driving-our-students-backwards-20130514-2jk5p.html of tests in the four areas (or ‘domains’) of reading etc.”

This  pronouncement that schools teach NAPLAN every day of the school year is a worry….but…that’s it.  It’s been a take-over of the system, without a doubt.  Has it done any good?

Sorry, Mums.  NAPLAN testing results have been flat-lining or heading down hill.  Quality teachers attribute this to the kleinist philosophy of fear and punishment pervading the intense test preparation that NAPLAN requires.  It certainly ‘turns kids off’ learning. It certainly teaches them to ‘hate’ some subjects and/or to ‘hate’ school. If you allow your child to take part in the rigours of NAPLAN test preparation, you do take a risk, Mum. Ask Lucy Clark. Children always do better at doing something that they like to do…and NAPLAN certainly discourages teaching children from appreciating the beauty of Maths., the magic of Science, the joy of enticing literature. NAPLAN is causing declining, mediocre results in its own tests and in the international PISA tests and in TIMMS!The slides are getting slipperer!

http://www.smh.com.au/federal-politics/political-opinion/naplan-is-driving-our-students-backwards-20130514-2jk5p.html

There is a field of thought that believes that children should be taught to evaluate things themselves using themselves as the rating unit….anything but a silly numeral!  It is immoral, surely,  to impose damaging  high stakes tests on individuals without their permission.  Self-evaluation is an outcome of shared evaluation and is based on the belief that anything we expect others to do requires a close, critical, encouraging audience, and the only one we should share it with is someone whom the learner respects…..teacher, mum, dad, big brother, sister, aunt…. or all of them.

The concept of pupilling is one that testucators have a problem with. They don’t seem to know what it means. They use the word ‘student’ to cover up their inexperience.   Hey, testucator!  It is the reason we send our kids to school! It is a contract between a learner….”I will learn. You will teach. We will both do our best.” and a teacher ….”I will teach. You will learn. We will both do our best.”  No need for any interference, unless requested.  We didn’t ask you to poke your noses into our decent, effective, professional, ethical learning efforts, Mr. Testucator. You weren’t invited to our daily learning fests. We evaluate as we learn. Get outa here!

Might I earnestly suggest, Mums,  that you talk seriously about such issues with a thinking  teacher, other mums and dads about NAPLAN before you make up your mind.  You have until early May, but the best advice is to remove the burden from your child’s shoulders asap.  Let him or her enjoy the good parts of schooling. Your school cannot offer you the choice. It isn’t allowed for obvious totalitarian, testucating reasons.

Please telephone or talk with your local members to determine their attitude to our kleinist form of schooling…….and they will ban it if they are fair dinkum…..and Australia will be better off

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Phil Cullen  41 Cominan Avenue Banora Point Australia 2486 07 5524 443           0407865999   cphilcullen@bigpond.com

Refer: “Who’s Who in Australia’ 

Kleinism in Australia 2017. Will it go away?

The future of our nation depends on our attitude towards children and their schooling

KLEINISM IN AUSTRALIA. WILL IT GO AWAY?

A REVIEW

The summer holidays are over ‘down under’, and Australia will commence the new school year under the most peculiar circumstances. We’d like to start a new year of school learning with high levels of confidence in our pupils’ abilities to do as well as they can  and with our own usual high level of teacher zest for teaching  young people how to go about it.  In the long run, we’d like to see Australia at the top of the pole for schooling excellence and our country amongst the leaders of commercial enterprise because of our business expertise in fundamentals and our ability to solve problems, innovate productively and enjoy challenges.   Sadly, these fundamental characteristics of a successful schooling system have to be held on hold for some years; replaced by a testing regime invented by a New York curriculum incompetent, teacher-hater, ex-lawyer;  once in charge of a school district there.

We aren’t allowed to start the school year down under with high hopes and positive attitudes. We are obliged to maintain the ridiculous; to start as early as possible with heavy preparation and intense practice for our annual standardized blanket testing program called NAPLAN, held each May.  Its clone is called NCLB in the US. As educators at the chalk-face, we have no option, no choice, no say. Our system is controlled by testucators, disciples of Kleinism….a fear based system of schooling that was imported in 2008 by Julia Gillard, later our Prime Minister; then federal minister for education. It was one of the biggest mistakes a government representative  ever made.

Following the 2007 federal elections, she was charged by her senior colleague Kevin Rudd, new to the job as PM, to reform the Australian education system almost immediately, because his fellow neo-cons were telling him that teachers were making a mess of it and that most Australian children couldn’t spell or calculate. He used serious threatening language in his instructions to the teaching force and to her, to find something better than what we had. The  Business Council of Australia and the ‘Four Pillars of Australian Banking’, both organisations of neo-liberal persuasion, roundly approved, despite both politicians being known within their temples of wisdom,  as ‘lefties’. It was a peculiar liaison….and became a weird time in our history.  Dutifully, she booked her flight to find a place somewhere in the world that had a reputation.  Actually, Australia had a reputation itself for being amongst the world’s best at the time, but anti-school fanatics were the preferred mouthpieces of the local press – especially the Murdoch press. No. She didn’t select  Finland, South Korea or nearby New Zealand whose schooling achievements were beyond the ordinary. Her first stop was New York. As macabre as the scenario appears, on her first day, she visited Rupert Murdoch, a requirement of all Australian leaders when they travel overseas….. to get their riding instructions.  He arranged for her to attend a cocktail party being organized by the Rockefeller Foundation where she was introduced to Joel Klein, a fellow lawyer who, as strange as it seemed to Australians, was in executive charge of a large school district in New York. His system had a reputation. Indeed. It had a really bigreputation – not for learning or teaching or anything to do with the realities of schooling, but for threatening learners and teachers and principals and schools to do as they were told and, if they didn’t measure up to his requirements, they were out of a job or the school was closed. He sweet-talked our Julia into the effectiveness of this sort of approach to school leadership and,…..within minutes…..Australia had a new system.

She didn’t request a study of the effects of high stakes testing on schooling, nor check the credentials of the New York operators.  She was conned, big time. Rupert and Joel Klein rubbed their hands with glee, because they were in the publishing, programming business, worth billions.

Not long later, Klein  openly boasted to the world that his test-based scheme was well established in Australia. He was correct. Although it is based on fear and deceit and child abuse, Australia still has  it.  The big boys, of the kind that were at the cocktail party, will not allow our government to have any other kind. Their colleagues in the BCA and banking fraternity keep vigilant. That’s clear.  Julia felt that she had found the ultimate touchstone of school control, and was able to persuade the Australian banking community to pay the cost of a visit by her ‘pin-up boy’, as she called co-lawyer Klein,  to speak to them in their own fortresses in Sydney, Melbourne and Canberra. Despite some ethical uncertainties which she later modified by capturing the ‘approval’ of the principals of all Australian schools with a very  swift, cunning and deceitful maneuver. They had to carry the can for professional ethics, once they pronounced their approval of kleinist naplan.  Indeed, they dutifully suspended their professional ethics and still do….adopting an attitude that disappoints proud principals of the present and past wondering how this happened to organisations that were once stalwart and proud of their protection of children’s rights.  Federal and state education bodies, once citadels of wholesome schooling,  succumbed to the use of fear and the abuse of mental health of children for whom they are supposed to be responsible…..and….as Aussies say: “She was in with Flynn”. No blood on her hands.

She established a special unit called the Australian Curriculum Assessment and Reporting Authority a sort of third level of government power, a sort of bundestag that now completely controls schooling;  and  she made sure that it was staffed with expert measurers whose experience in schooling and teaching and learning was severely limited.  This incongruous mis-match between knowledge of testing and knowledge of learning between people running the show, has had profound consequences.  After all, whoever controls the schooling system, controls the country’s future. The outcomes of constructing testing devices that contain inbuilt pupil dislike and distaste for particular school subjects and for school itself …and doing so in a most rigid manner….has had  effects that run counter to the faith that she and ‘pin-up’ Klein had in improvement of PISA and NAPLAN raw scores. They flopped, failed, flunked all neo-con expectations as schools are doing in countries that are overdoing the fear base; and, it must be noted, run counter to the expectations of parents for schoolies to do the right thing.  Despites their attitude to childhood, they’d like their kids to do well. Australia, after eight years of kleinism is heading downhill fast.

The last few years in the US and in Australia have clearly demonstrated that no schooling system can progress while its most outstanding features at the chalk-face, each capable of gynormous damage, include

Fear of failing

Deceit

Abuse of mental health.

all deliberately imposed by forces beyond the classroom. Office-based testucators of known kleinish measurement calibre have no idea of what happens in the classroom. They just mass-produce tests, send them to schools, gather the data, pat themselves on the back, blame teachers when things don’t go so well.

But, hold! Now, a breath of fresh air. A hopeful start has been made in the US education circles, our major mentors, in December 2016, by reducing the ponderous effects of centralised control. Releasing states from their fearful obligations is a small step, but it is a step in the right direction. Maybe, one day, control of the learning act will seep down through the numerous know-it-all hierarchies to the real learning centres in all countries where the teaching/learning experts reside, now being wrecked by the corrupting influences of kleinism – fear,  deceit and abuse.

Down under, we’re notoriously slow to examine the effects of imports from up over.  The big boys there and here do not like it, when educators reveal the truth….that the problem lies within the testing itself. We can’t expect any improvement to learning in our schools in 2017. Both places have a devil-may-care attitude towards children and their schooling; and basic timidity prevents us from sticking up for kids.

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Phil Cullen 41 Cominan Avenue  Banora Point Australia 2486    PH:07 5524 6443  cphilcullen@bigpond.com   Refer: “Who”s Who in Australia”