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 | Translate: 翻译：               Another Education is Possible另一种教育是可能的 Wednesday, October 1st, 2008 星期三， 2008年10月1号 Socialist Review社会主义修改 | The testing regime in schools is breaking down. |测试制度，学校打破了。 Before the summer break SATs papers were lost or badly marked; pupils were absenting themselves from the tests and head teachers were demanding an end to these wasteful and useless exams.在暑假SATS公司文件丢失或严重标记;学生们自己从absenting测试和班主任要求停止这些浪费和无用的考试。 One parent from Sunderland, truck driver Stuart McAnaney, has two sons: James, 11, and nine year old Matthew, at St Anne’s RC Primary School.一位家长由Sunderland ，卡车司机斯图尔特McAnaney ，有两个儿子：詹姆斯， 11日，和9岁的马修，在圣安妮的钢筋混凝土小学。 He said, “I think it is absolutely disgraceful that this has happened.他说， “我认为这绝对是可耻的，这已经发生了。 When James was sitting his SATs he was in a terrible state because he was so stressed.当詹姆斯坐在他的员工，他是在一个可怕的状态，因为他是这样强调。 I think they should be scrapped altogether.”我想他们应该完全取消。 “ From this month a new secondary curriculum has been introduced which encourages schools to put the creativity and fun back into learning.从本月开始一个新的中学课程已介绍了鼓励学校把创造力和乐趣回到学习。 Some in government seem to have recognised that the teaching by numbers approach to learning doesn’t work for all children.一些政府似乎已经认识到，教学的数字学习方法不适用于所有儿童。 However, the pressure of league tables will force many school management teams to play only lip service to the new rhetoric.然而，压力排名表将迫使许多学校的管理队伍合作，只能发挥口惠新的言论。 Teachers will be forced to continue teaching for the tests as accountability mechanisms such as performance management and lesson observations are used to enforce compliance.教师将被迫继续教学试验的问责机制，如绩效管理和经验教训的意见是用来强制执行。 This tension between creativity and the current testing regime can be exploited.这之间的紧张关系的创造力和目前的测试制度可以被利用。 Staff at Filton High School, South Gloucestershire, have begun to offer a glimpse of another type of school where learning is more engaging and relevant.工作人员在菲尔顿高中，南格洛斯特郡，已经开始提供一种看到另一种类型的学校学习，更具有吸引力和相关性。 We have started to develop a collective approach to curriculum design that engages pupils by dealing with relevant social justice issues and offers them a real audience for their ideas.我们已开始制订一项集体办法，以课程设计，让学生通过处理有关社会正义的问题，并为他们提供了一个真正的观众为他们的想法。 Since 2005 both teaching and non-teaching staff have formed a curriculum group called Alternative Futures.自2005年以来双方的教学及非教学人员，形成了所谓的课程组替代期货。 We wanted pupils to begin to act in a more critical way.我们希望学生开始采取行动，更重要的途径。 Meeting after school, between 15 and 35 staff regularly attend and plan two-week themed cross-curricular learning projects around current issues.会议放学后， 15至35名工作人员定期参加和计划两个星期的主题跨学科的学习项目，当前的问题。 All departments have been represented.所有部门都派代表参加。 Laura Storey, an English teacher and South Gloucestershire NUT equal opportunities officer, says, “The cross-curricular nature of the fortnight enables our students to see the links between their lessons in a way that makes their learning both fun and relevant.劳拉层，英语教师和南非格洛斯特郡螺母平等的机会干事，说， “跨学科的性质，两星期使我们的学生看到之间的联系，他们的经验教训，以使他们的学习乐趣和双方有关。 Perhaps as important, it also enables teachers to work collectively.也许重要的是，它也使教师的工作集体。 Many staff feel that we are beginning finally to control the content of the curriculum.”许多工作人员认为，我们正在开始终于控制课程内容。 “ Radical thinking 激进思想 Notwithstanding the new changes in the secondary curriculum, as it stands the school curriculum is geared towards preparing young people for career paths and to promote “an efficient and flexible labour market”.尽管有新的变化，中学课程，因为它站在学校的课程旨在培养年青人的职业道路，并促进“有效和灵活的劳动力市场。 ” What radical teachers have to ask themselves is, how can we promote radical thinking in our pupils?什么激进的教师必须问自己是，我们怎样才能促进激进思想在我们的学生？ With the rise in anti-immigrant racism and the success of the British National Party ( BNP ), this year staff decided to tackle the issue of cultural diversity, identity and racism.随着反种族主义和移民取得成功的英国民族党（ 法国 ） ，今年的工作人员决定将解决这一问题的文化多样性，身份和种族主义。 The school has increasing numbers of parents from Portugal and Eastern Europe.学校有越来越多的家长由葡萄牙和东欧地区。 Bristol itself is a major centre of Polish migration.布里斯托尔本身就是一个主要中心的波兰移民。 The council has estimated that between 15,000 and possibly 25,000 Polish workers have found employment in the city in the last two years.该委员会估计，至15000和25000波兰可能已经发现工人就业的城市在过去的两年中。 In last year’s council elections the BNP stood in a neighbouring ward to the school on an anti-migrant ticket and, with little canvassing, got 400 votes.在去年的议会选举的银行站在一个邻国病房到学校上反移民的机票和，很少有拉票，获得400票。 Therefore in the maths department they created a resource called “The Human Race – the Migrant Species”.因此，在数学领域，他们创建了资源的所谓的“人类-移民物种” 。 This allowed pupils to examine the history of migration not just of peoples throughout time but of how mathematical concepts travel from one culture to another and become assimilated into our thinking.这使得学生的研究历史的移民不仅是全国人民的时间，但数学概念如何从一个旅行到另一个文化，成为融入我们的思维。 They then went on to ask the pupils to examine two statements: “Too many immigrants are coming into this country” and “Our country cannot afford to help immigrants”.然后他们接着问学生审查两项声明： “有太多的移民进入这个国家”和“我们的国家不能帮助移民” 。 Pupils were then able to use data to help them critically examine contentious issues based upon facts and not preconceived notions.小学生，然后可以使用数据，以帮助他们严格审查有争议的问题根据事实，而不是先入为主的观念。 As Year 9 pupil Louis said, “I always thought that there were lots of immigrants coming to this country, but I see that was wrong.” Pupils were able to calculate that the difference immigrants make to our population is 0.03 percent.正如年9瞳孔路易斯说： “我一直以为，有大量的移民来到这个国家，但我认为这是错误的。 ”学生们能够计算的差异移民使我们的人口是百分之0.03 。 But unless we are able to develop critical faculties within our young people they will always be at the mercy of the misinformation deliberately fed to them by the political right who own the media.但是，除非我们能够发展的关键院系内我们的年轻人，他们将永远是摆布的故意误导喂养他们的政治权利谁自己的媒体。 This work was complemented by the science department who worked on deconstructing the concept of “race” as a non-scientific term by exploring the idea of genetic variation.这项工作是辅之以科学系谁的工作解构的概念， “种族”作为一个非科学的长期探索的想法的遗传变异。 The English department took an empathetic approach to migration.英语系采取了同情的办法迁移。 Using photographs taken by photographer Guy Smallman, pupils explored the journey of a Polish migrant who is shown to be living in appalling conditions in a wood outside a small English town.利用拍摄的照片的摄影师盖斯摩曼，学生探索的征途上一个波兰移民谁是证明生活在条件极差的木材以外的一个小城镇英语。 Information about how immigration benefits society and the reasons why people change country was fed into groups who then began to try to create the “story” of the man in the photographs.如需有关如何移民福利和社会的原因，改变国家的人民是馈入组谁然后开始尝试建立的“故事”的男子的照片。 The next stage was to give the groups information about shortages of workers in key areas in Bristol such as hospitals and schools.下一阶段是给有关团体的工人短缺的关键领域在布里斯托尔，如医院和学校。 The pupils began to come up with solutions to staff shortages, as well as identifying any barriers that a migrant might have to taking up employment.学生开始拿出解决方案，人员短缺，以及查明任何障碍，移民可能要考虑就业。 Finally they had to write an autobiography as if they were the man in the photograph.最后他们写的自传，好象他们是在该名男子的照片。 As with the other examples from last year’s project, an attempt has been made to embed learning in real, often controversial, issues.至于其他的例子从去年的项目，试图取得了嵌入学习的实际，往往引起争议，问题。 However, as this is a type of “offline” simulated reproduction of reality, a bridge is being built between everyday issues and more abstract concepts such as justice or equality.然而，由于这是一种“离线”模拟再现现实，一座桥梁正在修建的日常问题，更抽象的概念，如正义或平等。 This process allows pupils an opportunity to reflect and offers them the option of repositioning themselves to work out their own values and beliefs.这个过程可以让学生有机会思考，并提供他们的选择，定位自己的工作了自己的价值观和信仰。 During this year’s project on racism one Year 9 pupil, Tasha, commented, “I liked learning about other people.在今年的项目种族主义一年九月学生， Tasha评论说： “我喜欢了解其他人。 I didn’t like Polish people before – they’re foreign.我不喜欢波兰人民面前-他们正在国外。 But now I know they’re not trying to take over.但现在我知道他们是不是要接管。 I like the work we’ve done in English because writing about someone’s life makes you realise how hard life is for immigrants.我喜欢这个工作我们已经完成英文写作，因为对某人的生活使你明白如何生活是艰苦的移民。 They don’t just get everything they want, like benefits and a house, like we think they do.”他们不只是得到他们想要的一切，如福利和房子一样，我们认为，他们这样做。 “ To make projects more real we move out of the four walls of the classroom and bring in people involved in the struggles we are exploring, to talk and work with students.为了使项目更真实，我们走出四面墙壁的课堂，使人民参与的斗争，我们正在探索，交谈，并与学生。 Last year the school looked at climate change and had an expert witnesses’ day.去年学校看气候变化和有一个专家证人的一天。 One of these was Elaine Graham Leigh who represented the Campaign Against Climate Change.其中之一是格雷厄姆李帼派谁反对气候变化。 Learning also takes place offsite.学习也发生异地。 During the Climate Change project in 2007 Year 9 pupils were offered a choice of trips: to learn how to measure a community’s carbon footprint; to work with community artists to make fashion items out of “rubbish”; to cook in Bristol’s top organic restaurant.在气候变化项目2007年第9名学生提供了一个选择的旅行：学习如何来衡量一个社区的碳足迹;工作与社区艺术家的方式，使项目中的“豆腐渣” ;做饭在布里斯托尔的顶端有机餐厅。 This year pupils went out and asked questions of the public about living in a multicultural society, and some of the responses shocked the students.今年的学生出去询问公众对生活在一个多元文化的社会，有些反应的学生感到震惊。 We also decided to work with Love Music Hate Racism ( LMHR ).我们还决定与爱音乐种族主义仇恨（ LMHR ） 。 Martin Smith and Weyman Bennett led workshops on music and migration.马丁史密斯和韦曼贝内特为首讲习班音乐和迁移。 On the last day LMHR put on a concert for all the school’s pupils with Get Cape.在最后一天LMHR把音乐会的所有学校的学生获得角。 Wear Cape.角磨损。 Fly.飞翔。 and Bashy.和Bashy 。 The National Union of Teachers ( NUT ) has been very supportive.全国教师工会（ 螺母 ）一直非常支持。 This year acting general secretary Christine Blower attended the last day of the project.今年代理秘书长克里斯鼓风机出席了最后一天的项目。 She told staff that she was working with LMHR to see how a website could be developed so that anti-racist teaching resources such as our own could be shared across schools.她告诉工作人员，她正与LMHR看到一个网站可以开发，使反种族主义的教学资源，如我们自己可以共享学校。 Since the late 1970s education unions have been squeezed out of education policy development and shoe-horned in to concerning themselves with pay and conditions issues.自20世纪70年代末教育工会一直挤出教育政策的制定和鞋角到与自己有关薪酬及服务条件的问题。 Nevertheless, the successful ballot over the NUT’s political fund earlier in the year showed that many teachers believe that the union has to engage with broader political issues such as racism and fascism.然而，成功投票的螺母的政治资金在今年早些时候表明，许多教师认为，工会已同更广泛的政治问题，如种族主义和法西斯主义。 This concern with broader political issues is reflected during the themed learning projects.这种关注与更广泛的政治问题也反映在主题的学习项目。 There is a real buzz among a wider layer of staff about social justice issues.有一个真正的言论之间的更广泛的层的工作人员对社会正义的问题。 Twenty five staff turned up to an after school meeting of the Alternative Futures group to hear Martin Smith talk about racism and migration. 25名工作人员打开了一个放学后举行的替代性期货交易组听取马丁史密斯谈论种族主义和移民。 The discussion focused on how to expose the BNP and the relationship between multiculturalism and anti-racism.讨论的重点是如何使银行之间的关系多元文化和反种族主义。 During the Climate Change project in 2007 discussion took place about individual and social responses to increasing levels of carbon dioxide.在气候变化项目在2007年讨论了有关个人和社会的反应，越来越多的二氧化碳。 Anna Brooman, who is in her second year of teaching, was a key organiser of this year’s event: “As a new teacher, working on these projects has opened my eyes to the wider political agenda behind education and has also led me to get involved in my union.安娜Brooman ，谁是她的第二个年头的教学，是一个关键的组织者今年的赛事： “作为一个新教师，从事这些项目已开放我的眼睛更广泛的政治议程落后的教育，并且还使我介入我的工会。 Earlier this year I represented the school NUT group at the lobby of parliament.今年年初，我代表学校螺母组在议会大厅。 I also spoke about our work at the Education for Liberation conference in London in June.我也谈到我们的工作在教育的解放会议6月在伦敦。 It has been a fast and very enjoyable learning curve.”这是一个快速，非常愉快的学习曲线。 “ Outside of the school we have begun to tap into new networks such as the Global Education Network which is exploring ways of introducing “global” issues into the curriculum.以外的学校我们已经开始进入新的网络，如全球教育网是探讨如何引进“全球性”的问题纳入课程。 We were able to explain how our model of curriculum change offers a coherent method to enable this.我们能够解释为什么我们的模型的课程改革提供了一个一致的方法，以使这一点。 We have been invited to lead a session at the Climate Change and Development conference for educators in October.我们已经被邀请领导一个会议上气候变化与发展会议在10月教育家。 Not surprisingly, other schools are signing up to the Alternative Futures vision of education.毫不奇怪，其他学校正在申请的另类期货远见的教育。 The “common sense” of government approaches to teaching and learning then is in contradiction with what many teachers feel they should be doing.该“常识”政府的教学与学习方法则是在矛盾与许多教师觉得自己应该做的。 One London teacher put this well.一位伦敦的教师提出这一点。 “In my school I have to train staff in how to prepare a lesson for Ofsted. “在我的学校里，我必须训练工作人员如何准备教训Ofsted 。 After I have done this I then suggest what they could do on a daily basis.之后，我已经这样做了我当时建议他们可以做的日常。 Needless to say, the two are not the same.” Alternative Futures is situated within this political contradiction.不用说，这两个并不相同。 “另类期货坐落在此的政治矛盾。 There are also plans for a radical education conference on Alternative Futures next year sponsored by several university education departments.还计划从根本上教育会议上替代期货明年由几个大学的教育部门。 Educators are beginning to want concrete solutions to the present ideological and political crisis in education.教育工作者也开始要具体解决办法，目前思想政治危机的教育。 The practical initiatives we have outlined begin to pose questions about the struggle for control within the system and offer a glimpse of a different kind of education based on the needs and interests of teachers and students.的实际举措，我们首先概述构成问题的斗争控制系统内，并提供看到了另一种不同的教育基础上的需要和利益的教师和学生。 Have Your Say: Another Education is Possible 你说：另一种教育是可能的 Please read our请仔细阅读我们的 posting guidelines before posting张贴在发布前的指导方针 . 。 Alternatively或者 you can discuss this report here你可以讨论这份报告在这里 . 。 3 Responses to “Another Education is Possible”三响应“的另一个教育是可能的”
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I find the indoctrination of children, by teachers who are clearly not neutral & have an agenda with no place in education, to be very worrying & frankly unacceptable.我觉得儿童灌输，谁的教师显然是不中立和有一个议程中没有任何地位的教育，是非常令人担忧和坦率是不可接受的。 I am not a teacher, I happen to be anti-immigration, but if I was a teacher then I’d stick to teaching kids to read/write/count - I wish these political agitators who failed in whatever their first choice career was would do the same!我不是一个老师，我恰好是反移民，但如果我是一名教师，我想坚持到教孩子读/写/计数-我希望这些政治煽动者谁失败，不论其职业生涯的第一选择是将这样做！