Educational Coaching

Over the past week the quality of education has taken center stage in the Jamaican media, with the Minister, Andrew Holness chiding elementary/ primary school teachers for the general ill-preparedness of students for secondary schools.This news comes at the dawn of Jamaica’s presentation of a status report on its achievements towards the Millennium Development Goals (MDGs).

MDGs

The Minister’s chiding must come as a surprise to many educators and Jamaicans generally, who have been convinced since the 1980s, when I was a child and growing up, that our education system was superior to even the US. I grew up thinking that there was nowhere around the world where I could get better–a long standing misconception stimulated by the so-called universal elementary access. That was such a Big joke that almost 30 years later we are caught running with our tails between our legs and the dear Minister scrambling to modernize the system that has doomed so many youth.

Before proceeding with my article, I feel it important to articulate my background in education, as it will help you to better understand where my views on this matter are coming from. I am a third generation educator, sprung from a grand mother, mother and aunts who are trained and practiced Jamaican educators. Aside from Jamaica’s so-called universal access, I have always been (un)fortunate to have a household of educators whose interest was tied up with me believing the fabled best quality education. It did not take me long to unravel the myth–as soon as I commenced secondary level education I began to see more clearly–educational success was for the socially privileged, and many of us who dared to make ourselves an anomaly by being too bright, faced the humiliation of teachers  or the lack of will from our parents.

I always wondered why my mother never attempted to help me with maths–”I never went to high school,” “I didn’t do CXC,” she would say. Let me tell you, it was disappointing to hear my mother give these excuses–after all, I was a child who was half her age, with no experience other than primary school and I was able to clear the ominous mathematical clouds, yet she, with her experience preparing youth up to grade six could not help me to figure it out. I was not fearful of calling her mediocre, a label which I gave to many other teachers I later encountered.

So you can imagine that the latest move by the new Minister, in chiding educators, came like music to my ears. “Finally,” I said, “someone at policy level has begun to see more clearly.” But, on closer scrutiny, I realized that the Minister wants to see significant improvements in the education system, while ignoring the need for wider social changes. From the Minister’s statements, captured across the print and electronic media, he espouses that schools, although miniatures of the society, should not reflect its ills. They should therefore be exemplary– a lighthouse in a foggy dawn. Schools are therefore miniatures of what our society ought to be.

Social Stratification

At a press conference at Jessie Rippol Primary, the Minister proposed that those students who are not found to be academically inclined should be placed in schools to promote skills development. This functionalist sees social stratification as normal and natural, modernizing it as a means for ensuring that ‘the most talented and able members of society are allocated to those positions that are functionally most important for our society.’ Education is then the ‘providing ground for ability and hence the selective agency for placing people in different statuses according to their capacities.’ (Haralambos & Holborn, 2000).

Despite the need to keep stratification in tact, the Minister has a desire to reflect the liberal ideals of a progressive education system, which serves the needs of the people and fulfill the expectations of a modern democracy, especially under the watchful eye of the UN. For me it’s like playing with a three card man–there’s no way to win, as a progressive education system is the antithesis of social stratification, which the Minister will retain with his proposed screening system. A word of mouth liberal and die hard functionalist, his arguments are indicative of an ideal in which schools function like the future society–the place of choice to live, work, raise families and do business, and where all the social classes accept and are satisfied with where they are placed.

While the Minister acknowledges, through his delivery of Grades F to various schools, that the hidden curriculum contributes to failings, he does not seek to examine the hidden curriculum as something that is functional to society–a covert contract handed down from the society to maintain stratification and the status quo. He proposes that we execute individual assessment of schools and teachers, which inevitably labels them the culprits of failure, rather than the society that infiltrated and intimidated them with its own hidden code on the treatment of people of specific social classes.

I therefore extend a word of caution to the Minister–the whole is the sum of its parts. The education system is merely one part of the whole, which reflects and maintains all the ills that exist within our society–class and colour prejudice and priviliging, abuse, crime and violence, self-hate and skin bleaching, and expectations of failure. To change the education system we must change our society, because it is the whole that influences its parts. We therefore need a multisectoral approach involving private, public, and community entities that are committed to and supportive of wider social changes.

Demonstration against Policies of the World Bank and IMF, 2005

Over the past three years, I have conducted social research amongst 30 communities involving some 600 Jamaicans, and over that time, I have realized that people are genuinely convinced that public (political) demonstration is the single most successful advocacy strategy that can bring about social change. In a recent workshop involving members of the Maroon Town community in St. James, I was informed by a participant that demonstrating was the tactic employed by their forefathers to fight the system of slavery, and “until now it is only thing that we, the people, can do to get the politicians to respond to and address our social needs”. Other participants alluded to popular news (video) clips of local demonstrators and their apparent success in getting needs addressed on account of demonstrating.

Political demonstrations are popular protest forms in Jamaica because people get to articulate their message of frustration with a particular situation in a quick and efficient manner–all the relevant authorities and leaders at the parochial and national (sometimes regional and international) levels receive the message simultaneously, and they see that the people are not bluffing, “Enough is enough, we will not go on any further like this, you must do something Now!” With this approach, the community is relieved of the burden of community and personal empowerment for community development and sustainability. In other words, there will be no need for fancy letters, elaborate meetings where more promises are made, and further more the hard work and cost associated with capacity development of the people to do something that the Member of Parliament was voted in to carry out is eliminated. If we follow this thinking, Jamaica can easily have a unique community demonstrating everyday for more than a year. There are more than 700 communities in Jamaica, each comprised of smaller districts. In the Maroon Town Development Area, there are 12 districts, each comprised of 300-500 households.

Is political demonstration really the most efficient way for our communities to advocate for social change?

Community education and capacity development on rights, advocacy, and leadership, are presented as options to communities, but leaders noted that the potential for those to make meaningful and sustainable social change will be affected by the following:

1. High rates of political apathy at the community-based organization level
2. Limited security and voting rights  by some members of inner-city communities
3. Migration of the most empowered from the rural and inner-city communities
4. Growing tendency towards individualism
5. Limited political power, clout, and influence of community organizations and leaders to hold elected representatives accountable
6. Limited community development programs and support
7. Lack of respect for constituents and lack of transparency by elected representatives
8. Lack of prioritization of constituents needs by elected representatives.

Elements of Advocacy

With all this said, do you still wonder why communities keep on demonstrating?

The Government of Jamaica put new laws in place to control demonstrations, and not even the Mayor of Kingston, Desmond McKenzie, was speared by the police, when he and a group of representatives from the Jamaica Labour Party dared to demonstrate before Jamaica House. Historically, political demonstrations have played major roles in bringing about social change across the world. In Jamaica, this is also the case, and with it comes the possibility of political conflict between the state (represented by the armed police force, on hand) and the affected group (made of unarmed, but very disgruntled citizens on the other). Such conflicts are particularly noticeable when the political rights of the people (affected group) to assembly and speech are not respected by the state. Despite laws stating that demonstrations are to be planned and brought to the attention of the police via formal letters, community leaders believe that this will only doom their demonstration exercises, as their efforts will be blocked. Regular Jamaicans therefore see the law as an attempt, by the Government, to minimize their political power, which creates social change. In the eyes of community leaders the choices for social change are few:

1. Seek education and capacity development to empower the community to contribute tangibly to social change and creating indigenous solutions
2. Flout the demonstration laws and risk your life, because you believe that by not doing so you will never get the requisite attention, or
3. Be apathetic to community development and doom your life to inadequate living conditions.

Though education and emowerment for community development is a long term investment with long term results–it will provide sustainable social benefits to individuals, as well as the Jamaican society. Certainly, risking life and dooming ourselves to underdevelopment are not natural human tendencies, so although our frustrations and passions might stimulate us to conceptualize a demonstration as a core strategy for social change, let’s resist this urge and build ourselves so that we can create a coordinated advocacy and community development campaign, in which demonstrations are just one of the many strategies for addressing the problems we face.