Silence Is Complicity

by Torin Finser

"Discovery consists of seeing what everybody has seen and thinking what nobody has thought." -- Albert Szent-Györgyi "We see only what we know." -- Goethe Society debates, legislates, and regulates education more than it does any other profession. It has become popular to think that democracy gives everyone an equal say in educational matters, while those in other professions are relatively free to work according to standards set by their professional organizations. It would be unthinkable to mandate that a dentist give patients a certain number of fillings per week, with anything less being labeled a "failure." Yet we allow politicians to set specific standards and test scores for our children, forcing teachers to endure countless commission reports and endless political debates about what should happen in our schools. What if the voices of our teachers were heard equally in today's public discourse? Teachers work with children everyday and have always understood intuitively the materials and curriculum needed. Teacher research, however, allows teachers to go beyond intuitive understanding to a level of documented inquiry that can stand the light public scrutiny in publications, news media, workshops, and town meetings. In Silence Is Complicity, Dr. Finser offers teachers the tools needed to speak out and be heard, empowering their advocacy for educational change. With first-hand experience and earned knowledge, teachers have the real authority to mandate the needs of their students. It's time to give teachers the necessary tools for a greater voice in educational matters. Teacher research, as outlined in this book, can support a dynamic counter-movement that empowers teachers, parents, and communities to say, "Politicians, back off!"

112 pages, Paperback

First published April 1, 2007

Reviews

[Andrew · Rating 3 out of 5]

So this is basically a word for word copy of his more recent booklet on teacher research that I read a couple months ago (with a light dusting of social threefold theory added in). Which is still great. But. I, like, already knew about the problems with the NCLB approach and about the cultural deeds of an independent school. Nothing new here for me; still a necessary discussion too few faculties are having (based on my own experience in schools) and a useful go-to for when I’ll be developing my own action research project in the fall.