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 | Translate: 翻譯：               Another Education is Possible另一種教育是可能的 Wednesday, October 1st, 2008 星期三， 2008年10月1號 Socialist Review社會主義修改 | The testing regime in schools is breaking down. |測試制度，學校打破了。 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公司文件丟失或嚴重標記;學生們自己從absenting測試和班主任要求停止這些浪費和無用的考試。 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.一位家長由Sunderland ，卡車司機斯圖爾特McAnaney ，有兩個兒子：詹姆斯， 11日，和9歲的馬修，在聖安妮的鋼筋混凝土小學。 He said, “I think it is absolutely disgraceful that this has happened.他說， “我認為這絕對是可恥的，這已經發生了。 When James was sitting his SATs he was in a terrible state because he was so stressed.當詹姆斯坐在他的員工，他是在一個可怕的狀態，因為他是這樣強調。 I think they should be scrapped altogether.”我想他們應該完全取消。 “ From this month a new secondary curriculum has been introduced which encourages schools to put the creativity and fun back into learning.從本月開始一個新的中學課程已介紹了鼓勵學校把創造力和樂趣回到學習。 Some in government seem to have recognised that the teaching by numbers approach to learning doesn’t work for all children.一些政府似乎已經認識到，教學的數字學習方法不適用於所有兒童。 However, the pressure of league tables will force many school management teams to play only lip service to the new rhetoric.然而，壓力排名表將迫使許多學校的管理隊伍合作，只能發揮口惠新的言論。 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.教師將被迫繼續教學試驗的問責機制，如績效管理和經驗教訓的意見是用來強制執行。 This tension between creativity and the current testing regime can be exploited.這之間的緊張關係的創造力和目前的測試制度可以被利用。 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.工作人員在菲爾頓高中，南格洛斯特郡，已經開始提供一種看到另一種類型的學校學習，更具有吸引力和相關性。 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.我們已開始制訂一項集體辦法，以課程設計，讓學生通過處理有關社會正義的問題，並為他們提供了一個真正的觀眾為他們的想法。 Since 2005 both teaching and non-teaching staff have formed a curriculum group called Alternative Futures.自2005年以來雙方的教學及非教學人員，形成了所謂的課程組替代期貨。 We wanted pupils to begin to act in a more critical way.我們希望學生開始採取行動，更重要的途徑。 Meeting after school, between 15 and 35 staff regularly attend and plan two-week themed cross-curricular learning projects around current issues.會議放學後， 15至35名工作人員定期參加和計劃兩個星期的主題跨學科的學習項目，當前的問題。 All departments have been represented.所有部門都派代表參加。 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.勞拉層，英語教師和南非格洛斯特郡螺母平等的機會幹事，說， “跨學科的性質，兩星期使我們的學生看到之間的聯繫，他們的經驗教訓，以使他們的學習樂趣和雙方有關。 Perhaps as important, it also enables teachers to work collectively.也許重要的是，它也使教師的工作集體。 Many staff feel that we are beginning finally to control the content of the curriculum.”許多工作人員認為，我們正在開始終於控制課程內容。 “ Radical thinking 激進思想 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”.儘管有新的變化，中學課程，因為它站在學校的課程旨在培養年青人的職業道路，並促進“有效和靈活的勞動力市場。 ” What radical teachers have to ask themselves is, how can we promote radical thinking in our pupils?什麼激進的教師必須問自己是，我們怎樣才能促進激進思想在我們的學生？ 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.隨著反種族主義和移民取得成功的英國民族黨（ 法國 ） ，今年的工作人員決定將解決這一問題的文化多樣性，身份和種族主義。 The school has increasing numbers of parents from Portugal and Eastern Europe.學校有越來越多的家長由葡萄牙和東歐地區。 Bristol itself is a major centre of Polish migration.布里斯托爾本身就是一個主要中心的波蘭移民。 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.該委員會估計，至15000和25000波蘭可能已經發現工人就業的城市在過去的兩年中。 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.在去年的議會選舉的銀行站在一個鄰國病房到學校上反移民的機票和，很少有拉票，獲得400票。 Therefore in the maths department they created a resource called “The Human Race – the Migrant Species”.因此，在數學領域，他們創建了資源的所謂的“人類-移民物種” 。 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.這使得學生的研究歷史的移民不僅是全國人民的時間，但數學概念如何從一個旅行到另一個文化，成為融入我們的思維。 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”.然後他們接著問學生審查兩項聲明： “有太多的移民進入這個國家”和“我們的國家不能幫助移民” 。 Pupils were then able to use data to help them critically examine contentious issues based upon facts and not preconceived notions.小學生，然後可以使用數據，以幫助他們嚴格審查有爭議的問題根據事實，而不是先入為主的觀念。 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瞳孔路易斯說： “我一直以為，有大量的移民來到這個國家，但我認為這是錯誤的。 ”學生們能夠計算的差異移民使我們的人口是百分之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，除非我們能夠發展的關鍵院系內我們的年輕人，他們將永遠是擺佈的故意誤導餵養他們的政治權利誰自己的媒體。 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.這項工作是輔之以科學系誰的工作解構的概念， “種族”作為一個非科學的長期探索的想法的遺傳變異。 The English department took an empathetic approach to migration.英語系採取了同情的辦法遷移。 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.利用拍攝的照片的攝影師蓋斯摩曼，學生探索的征途上一個波蘭移民誰是證明生活在條件極差的木材以外的一個小城鎮英語。 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.如需有關如何移民福利和社會的原因，改變國家的人民是饋入組誰然後開始嘗試建立的“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.下一階段是給有關團體的工人短缺的關鍵領域在布里斯托爾，如醫院和學校。 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.學生開始拿出解決方案，人員短缺，以及查明任何障礙，移民可能要考慮就業。 Finally they had to write an autobiography as if they were the man in the photograph.最後他們寫的自傳，好像他們是在該名男子的照片。 As with the other examples from last year’s project, an attempt has been made to embed learning in real, often controversial, issues.至於其他的例子從去年的項目，試圖取得了嵌入學習的實際，往往引起爭議，問題。 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，由於這是一種“離線”模擬再現現實，一座橋樑正在修建的日常問題，更抽象的概念，如正義或平等。 This process allows pupils an opportunity to reflect and offers them the option of repositioning themselves to work out their own values and beliefs.這個過程可以讓學生有機會思考，並提供他們的選擇，定位自己的工作了自己的價值觀和信仰。 During this year’s project on racism one Year 9 pupil, Tasha, commented, “I liked learning about other people.在今年的項目種族主義一年九月學生， Tasha評論說： “我喜歡了解其他人。 I didn’t like Polish people before – they’re foreign.我不喜歡波蘭人民面前-他們正在國外。 But now I know they’re not trying to take over.但現在我知道他們是不是要接管。 I like the work we’ve done in English because writing about someone’s life makes you realise how hard life is for immigrants.我喜歡這個工作我們已經完成英文寫作，因為對某人的生活使你明白如何生活是艱苦的移民。 They don’t just get everything they want, like benefits and a house, like we think they do.”他們不只是得到他們想要的一切，如福利和房子一樣，我們認為，他們這樣做。 “ 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.為了使項目更真實，我們走出四面牆壁的課堂，使人民參與的鬥爭，我們正在探索，交談，並與學生。 Last year the school looked at climate change and had an expert witnesses’ day.去年學校看氣候變化和有一個專家證人的一天。 One of these was Elaine Graham Leigh who represented the Campaign Against Climate Change.其中之一是格雷厄姆李幗派誰反對氣候變化。 Learning also takes place offsite.學習也發生異地。 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.在氣候變化項目2007年第9名學生提供了一個選擇的旅行：學習如何來衡量一個社區的碳足跡;工作與社區藝術家的方式，使項目中的“豆腐渣” ;做飯在布里斯托爾的頂端有機餐廳。 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.今年的學生出去詢問公眾對生活在一個多元文化的社會，有些反應的學生感到震驚。 We also decided to work with Love Music Hate Racism ( LMHR ).我們還決定與愛音樂種族主義仇恨（ LMHR ） 。 Martin Smith and Weyman Bennett led workshops on music and migration.馬丁史密斯和韋曼貝內特為首講習班音樂和遷移。 On the last day LMHR put on a concert for all the school’s pupils with Get Cape.在最後一天LMHR把音樂會的所有學校的學生獲得角。 Wear Cape.角磨損。 Fly.飛翔。 and Bashy.和Bashy 。 The National Union of Teachers ( NUT ) has been very supportive.全國教師工會（ 螺母 ）一直非常支持。 This year acting general secretary Christine Blower attended the last day of the project.今年代理秘書長克里斯鼓風機出席了最後一天的項目。 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.她告訴工作人員，她正與LMHR看到一個網站可以開發，使反種族主義的教學資源，如我們自己可以共享學校。 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世紀70年代末教育工會一直擠出教育政策的制定和鞋角到與自己有關薪酬及服務條件的問題。 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資金在今年早些時候表明，許多教師認為，工會已同更廣泛的政治問題，如種族主義和法西斯主義。 This concern with broader political issues is reflected during the themed learning projects.這種關注與更廣泛的政治問題也反映在主題的學習項目。 There is a real buzz among a wider layer of staff about social justice issues.有一個真正的言論之間的更廣泛的層的工作人員對社會正義的問題。 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名工作人員打開了一個放學後舉行的替代性期貨交易組聽取馬丁史密斯談論種族主義和移民。 The discussion focused on how to expose the BNP and the relationship between multiculturalism and anti-racism.討論的重點是如何使銀行之間的關係多元文化和反種族主義。 During the Climate Change project in 2007 discussion took place about individual and social responses to increasing levels of carbon dioxide.在氣候變化項目在2007年討論了有關個人和社會的反應，越來越多的二氧化碳。 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 ，誰是她的第二個年頭的教學，是一個關鍵的組織者今年的賽事： “作為一個新教師，從事這些項目已開放我的眼睛更廣泛的政治議程落後的教育，並且還使我介入我的工會。 Earlier this year I represented the school NUT group at the lobby of parliament.今年年初，我代表學校螺母組在議會大廳。 I also spoke about our work at the Education for Liberation conference in London in June.我也談到我們的工作在教育的解放會議6月在倫敦。 It has been a fast and very enjoyable learning curve.”這是一個快速，非常愉快的學習曲線。 “ 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.以外的學校我們已經開始進入新的網絡，如全球教育網是探討如何引進“全球性”的問題納入課程。 We were able to explain how our model of curriculum change offers a coherent method to enable this.我們能夠解釋為什麼我們的模型的課程改革提供了一個一致的方法，以使這一點。 We have been invited to lead a session at the Climate Change and Development conference for educators in October.我們已經被邀請領導一個會議上氣候變化與發展會議在10月教育家。 Not surprisingly, other schools are signing up to the Alternative Futures vision of education.毫不奇怪，其他學校正在申請的另類期貨遠見的教育。 The “common sense” of government approaches to teaching and learning then is in contradiction with what many teachers feel they should be doing.該“常識”政府的教學與學習方法則是在矛盾與許多教師覺得自己應該做的。 One London teacher put this well.一位倫敦的教師提出這一點。 “In my school I have to train staff in how to prepare a lesson for Ofsted. “在我的學校裡，我必須訓練工作人員如何準備教訓Ofsted 。 After I have done this I then suggest what they could do on a daily basis.之後，我已經這樣做了我當時建議他們可以做的日常。 Needless to say, the two are not the same.” Alternative Futures is situated within this political contradiction.不用說，這兩個並不相同。 “另類期貨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.還計劃從根本上教育會議上替代期貨明年由幾個大學的教育部門。 Educators are beginning to want concrete solutions to the present ideological and political crisis in education.教育工作者也開始要具體解決辦法，目前思想政治危機的教育。 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.的實際舉措，我們首先概述構成問題的鬥爭控制系統內，並提供看到了另一種不同的教育基礎上的需要和利益的教師和學生。 Have Your Say: Another Education is Possible 你說：另一種教育是可能的 Please read our請仔細閱讀我們的 posting guidelines before posting張貼在發布前的指導方針 . 。 Alternatively或者 you can discuss this report here你可以討論這份報告在這裡 . 。 3 Responses to “Another Education is Possible”三響應“的另一個教育是可能的”
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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.我覺得兒童灌輸，誰的教師顯然是不中立和有一個議程中沒有任何地位的教育，是非常令人擔憂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!我不是一個老師，我恰好是反移民，但如果我是一名教師，我想堅持到教孩子讀/寫/計數-我希望這些政治煽動者誰失敗，不論其職業生涯的第一選擇是將這樣做！