This is Computer Science Education Week. Across the globe, and in the UK too, children and young people are taking part in the Hour of Code.
An attempt to harness fresh interest and excitement, as well as understanding, of the basics of web and code literacy. Important knowledge to have in the skills basket, as the world moves ever more closer to technology.
Whilst such initiatives do not address the core issue of access to this technology, for those who have a route to a point of contact with a keyboard, the enthusiasm is evident.
The lack of women entering STEM continues to be part of the science and education debate. That there are gender role-models for young wormen is celebrated in a recent on-line article from Microsoft.
…women and girls who, while representing roughly 50 percent of the world’s population, account for less than 20 percent of computer science graduates in 34 OECD countries,
17 for 17 allows seventeen female computing professionals, from a variety of academic backgrounds and interests, the opportunity to express their vision of how the world of computing and code will change society by 2027.
Microsoft in Cambrdidge, UK has members of its team illustrating the future advances in biological computation, artificial intelligence and machine learning, human centred computing and accessibility, as well as security and privacy forecasts.
Despite some pessimism about the political landscape of education, it is always welcome to see gender affirmation and success in an often difficult, male dominated arena.
The barriers may be coming down at last.
Best wishes to our readers for the forthcoming festive holiday…
‘…Ofsted’s chief inspector of schools, warned that there is a continuing crisis in the education of the poor white working class. Some don’t like to hear that, because they think concentration on difficulties experienced by the white working class detracts from the attention owed to disadvantaged minority students also left behind. But I have little time for that zero-sum game. I think we should address all underachievement‘.
The concept of the working class as a distinctive cohort is problematic. Whether white or dosadvantaged the label attempts t make a singular ‘mass of people’ from a bewildering variety of experience, expectation and shades of outcome.
In her recent article in The Guardian, ‘Why Class Won’t Go Away’, Lynsey Hanley powerfully reflects upon the schisms revealed by the recent referendum and the Brexit debate. The vote, she argues, was split by class and geography.The rising wave of social and economic inequality which has been tolerated for so long at last, in the referendum process, found an outlet for its harboured discontents.
In her work, we would argue, she defines a much more granular and subtle mapping of the working class experience.
Hanley declares that the epithet ‘white working class’ has been a way to define an amorphous cohort in society certainly, ‘…who sort of look like us but who don’t seem to be like us, and we can’t work out why’. ‘The idea that, in a group as heterogeneous as the British working class, it is only the white members who have been “abandoned” has proved magnetic to both columnists and politicians‘, as referenced in the opening remarks from Ofsted above.
Even the Labour Party, Hanley argues, has embraced the singular entity of the white working class as a means to aggregate reasons for the failure of the party at the polls. She nicely evidences the distance of The Labour Party from its ‘working class’ electorate with a narrative of how, pre the 2015 election, Labour Central Office had been unable to find a ‘worker on the minumum wage’ for commentary recording as no-one in the office knew any.
Perhaps it also highlights the vast distance between Party machines of all colours from their grassroots members lived experience.
‘Far more than in other western European countries, if you are born poor in Britain, in a poor area, the chances are that you will remain poor for the rest of your life. If you are born rich, in a rich area, the likelihood is that you will find a way – or will have ways come to you – to stay wealthy and privileged throughout your life, and your children will do the same’.
Hanley describes living in Solihull in the West Midlands in the 1980’s, where the term ‘working class’ was never used. Instead ‘people like us’ or ‘the likes of us’ held sway she says. This is the working class, arguably, defining itself as separate, as a methodology to protect individual and family from the depredations of ever mounting scoial and economic inequality.
‘It needs to be acknowledged that “helplessness” or “dependency” – as defined by politicians seeking to blame individuals for structural failings – is an adaptive stance rather than an innate fact of character’ Hanley says.
In a recent article in The Huffington Post, Sarah Newton argues that class persists too. The schisms defined by Hanley are securely entrenched by the use of, what Newton calls, ‘constructive cultivation’.
This is a framework of social, economic, educative and psychological processes that push middle class children to engage with and perpetuate a class based educational and expectational life landscape.
‘Until we accept in this country that the class system is having an impact on education choices later in life and face it head on and challenge it, then nothing will ever change’.
Equally important for Newton is the cultural legacy of the working class. This neatly chimes with the Hanley thesis of identity as defence. The layering of approaches to low expectation and social prejudice that condition the individual’s approach to life progress. They are, she argues, inherited from generation to generation.
Class has not gone away, it has become bound to the rocky strata of education, politics and economic behaviour. It is bound to the bedrock of inequality. It is this restraining shale which education reform should try and shatter, permanently.
To make the phrase ‘…I think we should address all underachievement’ a la Hugh Muir really mean something.
Read Lynsey Hanley’s book and explore her argument about working class culture and the enduring nature of class inequality – Respectable: The Experience of Class, Allen Lane, April 2016.
Why is class still so central to the experience of living in Britain? It is an urgent question, evaded through a kind of collective shame, but Lynsey Hanley approaches it with wit and passion.Respectable is pithy and provoking, spiced with the personal but solidly grounded in a lifetime’s experience of analysing the world around her. It is one of those valuable books that enables the reader to re-think her past and re-experience her own life. (Hilary Mantel, a review))
Thursday 22 September, 2016 7pm-8.30pm
Venue: King Solomon Academy, Penfold St, London NW1 6RX
Join us next Thursday for a gathering to show our collective support for comprehensive education and our opposition to the creation of new grammar schools.
This will be a positive rally that will involve a number of inspirational speakers, a chance to find out what happens next and the opportunity to share any ideas you have to try and win the argument in public and in parliament. It should also be great opportunity to meet others who share your concerns about the Green Paper.
Confirmed speakers include: Fiona Millar, Writer and Founder of Local Schools Network Becky Allen, Director of Education Datalab Joanne Bartley, Kent parent and chair of Kent Education Network David Weston, Founder and Chief Executive of the Teacher Development Trust Laura McInerney, Editor of Schools Week Melissa Benn, Writer and current Chair of Comprehensive Future Katrina Black, Regional Director – Europe, Teach For All Louka Travlos, Impact Strategy, National Citizens Service Ndidi Okezie, Executive Director – Delivery, Teach First