I’m happy to be the co-signer of an opinion piece that ran in today’s Philadelphia Inquirer. Here’s a key section — as the representative for Teacher Action Group, I can say that we were particularly keen on expressing this sentiment:
When it comes to learning readiness, it’s important to acknowledge the violence of poverty and its impact on children. Children from families that are proximate to poverty have diminished learning readiness. The solution is to provide safe neighborhoods, sustainable employment, and access to health care. Poverty, however, is outside the direct purview of teachers. It is a societal responsibility. The challenges we face in school are a result of an anti-intellectual, anti-democratic economy that maintains the violence of poverty and vilifies teachers in the process.
I fear that too many people assume that teachers don’t deserve to be a part of the larger discussion about quality education — or that we’re too busy making lesson plans to even think about these matters. Nothing could be farther from the truth.