When you want an expert on health, you go to a doctor.
When you want an expert on law, you go to a lawyer.
So why is it that when the news media wants an expert on education they go to… themselves!?
That’s right. Education journalists are talking up a storm about schools and learning.
You’ll find them writing policy briefs, editorials and news articles. You’ll find them being interviewed about topics like class size, funding and standardized tests.
But they aren’t primary sources. They are distinctly secondary.
So why don’t we go right to the source and ask those most in the know – classroom teachers!?
According to a Media Matters analysis of education coverage on weeknight cable news programs in 2014, only 9 percent of guests on MSNBC, CNN and Fox News were educators.
This data is a bit out of date, but I couldn’t find a more recent analysis. Moreover, it seems pretty much consistent with what I, myself, have seen in the media.
Take Wyatt Cenac’s “Problem Areas,” a comedy journalism program on HBO. The second season focuses entirely on education issues. Though Cynac interviews numerous people in the first episode (the only one I saw), he put together a panel of experts to talk about the issues that he would presumably return to throughout the season. Unfortunately, only two of these experts were classroom teachers.
There were more students (3), policy writers (3) and education journalists (3). There were just as many college professors (2), civil rights leaders (2), and politicians (2). Plus there was one historian (Diane Ravitch).
I’m not saying Cynac shouldn’t have talked to these other people. From what I’ve seen, his show is a pretty good faith attempt to talk about the issues, but in under representing classroom teachers, we’re left with a false consensus. It’s like having one climate denier debate one scientist. They aren’t equal and should not be equally represented.
And that’s as good as it gets!
Turn to most discussions of education or scholastic policy in the news and the discourse is bound to be dominated by people who are not now and have never been responsible for a class full of K-12 students.
Allowing journalists who cover education to rebrand themselves as “experts” is just not good enough.
Take it from me. Before I became a classroom teacher, I was a newspaperman, myself. Yet it’s only now that I know all that I didn’t know then.
If anyone values good, fact-based reporting, it’s me. But let’s not confuse an investigator with a practitioner. They both have important jobs. We just need to be clear about which job is being practiced when.
Reporters are not experts on the issues they cover. Certainly they know more than the average person or some political flunkey simply towing the party line. But someone who merely observes the work is not as knowledgeable as someone who does it and has done it for decades, someone with an advanced degree, dedication and a vocation in it.
Moreover, there is a chasm between education reporting and the schools, themselves, that is not present between journalists and most fields of endeavor. In the halls of academia, even the most fair-minded outsiders often are barred from direct observation of the very thing they’re trying to describe. We rarely let reporters in to our nation’s classrooms to see what’s happening for themselves. All they can do most of the time is uncritically report back what they’ve been told.
It’s almost as if sportswriters never got to see athletes play or political reporters never got to attended campaign rallies. How could their ideas about these subjects be of the same value as the practitioners in these fields!?
Think about it. Journalists are rarely permitted inside our schools to see the day-to-day classroom experience. Legal issues about which students may be photographed, filmed or interviewed, the difficulty of getting parental permissions and the possibility of embarrassment to principals and administrators usually keeps the school doors closed to them.
In many districts, teachers aren’t even allowed to speak on the record to the media or doing so can make them a political target. So reporters often have great difficulty just disclosing the opinions of those most knowledgeable about what is going on.
At best, our nation’s education reporters are like aliens from another galaxy trying to write about human behavior without actually having seen it. It’s like a bad science fiction movie where some alien with plastic ears asks, “What is this thing you call love?”
Sorry. These are not experts. And if we pretend that they are, we are being incredibly dishonest.
Some of this obfuscation is by design.
Education reporting is incredibly biased in favor of market-based solutions to academic problems.
Why? The corporations that own the shrinking number of newspapers, news stations and media outlets are increasingly the same huge conglomerates making money off of these same policies. The line between news and advertising has faded into invisibility in too many places.
Huge corporations make hundreds of millions of dollars off of the failing schools narrative. They sell new standardized tests, new test prep materials, new Common Core books, trainings for teachers, materials, etc. If they can’t demonstrate that our schools are failing, their market shrinks.
Even when they don’t put editorial pressure on journalists to write what the company wants, they hire like-minded people from the get go.
Too many education journalists aren’t out for the truth. They’re out to promote the corporate line.
This is why it’s so important to center any education discussion on classroom teachers. They are the only people with the knowledge and experience to tell us what’s really going on.
And – surprise! – it’s not the same narrative you’re getting from corporate news.
Schools are being defunded and dismantled by the testing and privatization industry. Corporate special interests are allowed to feed off our schools like vultures off road kill. And all the while, it is our children who suffer the results.
High stakes standardized testing must end. Charter and voucher schools must end. Parasitic education technologies must be controlled, made accountable and in many cases barred from our schools altogether.
But that’s a truth you can only find by talking to the real experts – classroom teachers.
Until we prize their voices above all others, we will never know the whole truth.
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