SCHOOL: an exposition – A unique and provocative book, written for parents and young teachers.

We don’t live in a Soviet state – so why do we have a state-mandated curriculum with a command-and-control, state-planned school system and policing by fearful central inspectors? And since we don’t live in a one-party Maoist state, why are all young people subject to ‘behaviour management’ and sent to special re-education units, and teachers required to report suspicious behavior to the police? ?

It’s a unique and provocative bookwritten for parents and young teachers. Dr Saville Kushner – eminent professor-researcher in education – gives us an uncompromising insight into the realities of the deformed school bequeathed to us by our politicians of all persuasions. Along the way, and not always comfortably, he shatters well accepted schooling myths – that an A grade can be distinguished from a C grade; that all children, rich and poor, regardless of gender and ethnicity, can have equal opportunities to succeed; and that we can somehow measure the competence of a teacher. He exposes the absurdity of teaching the same thing in the same way to the children of Berwick, Burnley and Barnet.

Starting from the simple premise that classrooms are places of teaching and learning, Saville challenges us to think anew. Before we get to teaching and learning, there is politics, ideology, culture, resource competition, personal stories that all take place in the classroom, all very influential and all needing to be resolved. Given that we force more than 30 unstable youths into tiny enclosed spaces for 15,000 hours of their youth, the dominant task of schools is “crowd control”. Withdrawal of one of basics of teaching in englishit picks up on another common myth – that what is taught is what is learned, showing that this is a far cry from what is already known about how young people respond to education and how young people learn.

We send our children every day to a place shrouded in myths and misconceptions, with parents all too easily assuming that they are going to spend the day learning. Saville lifts the veil and reveals both fascinating and disturbing realities. But it also shows us what a good quality education looks like, taking examples like Summerhill School, the International Baccalaureate and the Italian school system in Reggio Emilia. Do parents really know where they send their children every day? Don’t they have the right to know? Isn’t it healthy for our democracy that parents are equipped to ask pointed questions about their children’s education?

There is no other book like this, but there should be. Important issues for our democracy are fiercely debated: climate change, economic crisis, the collapse of parliamentary power, the quality of the police. But there is little public debate, let alone argument, about how we are creating new futures and a new society by educating our young people. This book is designed to provoke much-needed debate and promote parents’ “right to know.”

“School: An Exposed” is self-published by Saville Kushner.

Date: April 24, 2022

Available at: https://www.amazon.com/School-expos%C3%A9-Saville-Kushner-ebook/dp/B09YRXDJQD/

We don’t live in a Soviet state – so why do we have a state-mandated curriculum with a command-and-control, state-planned school system and policing by fearful central inspectors? And since we don’t live in a one-party Maoist state, why are all young people subject to ‘behaviour management’ and sent to special re-education units, and teachers required to report suspicious behavior to the police? ?

It is a unique and provocative book, written for parents and young teachers. Dr. Saville Kushner – a distinguished professor of educational research – gives us uncompromising insight into the realities of the misshapen school that our politicians of all hues have bequeathed to us. Along the way, and not always comfortably, he shatters well accepted schooling myths – that an A grade can be distinguished from a C grade; that all children, rich and poor, regardless of gender and ethnicity, can have equal opportunities to succeed; and that we can somehow measure the competence of a teacher. He exposes the absurdity of teaching the same thing in the same way to the children of Berwick, Burnley and Barnet.

Starting from the simple premise that classrooms are places of teaching and learning, Saville challenges us to think anew. Before we get to teaching and learning, there is politics, ideology, culture, resource competition, personal stories that all take place in the classroom, all very influential and all needing to be resolved. Given that we force more than 30 unstable youths into tiny enclosed spaces for 15,000 hours of their youth, the dominant task of schools is “crowd control”. By removing one of the foundations of teaching in English, it adopts another common myth – that what is taught is what is learned, showing that this is a far cry from what is already known about how young people react to education and how young people learn.

We send our children every day to a place shrouded in myths and misconceptions, with parents all too easily assuming that they are going to spend the day learning. Saville lifts the veil and reveals both fascinating and disturbing realities. But it also shows us what a good quality education looks like, taking examples like Summerhill School, the International Baccalaureate and the Italian school system in Reggio Emilia. Do parents really know where they send their children every day? Don’t they have the right to know? Isn’t it healthy for our democracy that parents are equipped to ask pointed questions about their children’s education?

There is no other book like this, but there should be. Important issues for our democracy are fiercely debated: climate change, economic crisis, the collapse of parliamentary power, the quality of the police. But there is little public debate, let alone argument, about how we are creating new futures and a new society by educating our young people. This book is designed to provoke much-needed debate and promote parents’ “right to know.”

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