When coronavirus hit, homeless students lost their safe haven: school. --- […] There are more than 22,000 students recognized as homeless across Oregon, with rural communities like Butte Falls experiencing the highest percentages among their student bodies. […] “It’s very scary to me because usually schools are the consistency in these kids’ lives,” Torres said. “That is a top priority right there, especially if you’re living in that travel RV with your three siblings and your parents in that cramp little area,” Torres said. “They can’t even go to the parks. I just couldn’t imagine in their situation.” […] Townsend said the crisis families are facing is very familiar to people working on the front lines of services, for social workers and school staff. It is less obvious to people who don’t always know all the challenges people in a community face. With coronavirus, "the challenge is to go outside of ourselves and see how it’s impacting people around us,” she said. “Everyone talks about student homelessness as being very hidden, and I can see how unless people are looking for it, it’s going to become even more hidden.”

The coronavirus pandemic exposes how even the most privileged households, with two working parents, are struggling to make it work. --- Viruses, or in this case, global pandemics, expose and exacerbate the existing dynamics of a society — good and bad. They are like a fun-house mirror, grossly reflecting ourselves back to us. One of those dynamics is the burden we put on individual parents and families. We ask individuals to solve problems that are systemically created. […] This cannot be solved by tweaks to the schedule, helpful routines, and virtual activities. We have to collectively recognize that parents — and any caregivers right now — have less to give at work. A lot less. The assumptions seem to be that parents have “settled into a routine” and “are doing okay now.” […] It exposes everything from the lack of paid sick leave and parental leave to the fact that the school day ends at 3 p.m. when the typical workday goes several hours longer — yet aftercare is not universally available. And that says nothing of our need for universal health care, irrespective of employment. Parents pour endless energy into solving for systems that don’t make sense and don’t work. […] This current situation is almost prophetically designed to showcase the farce of our societal approach to separating work and family lives. We are expected to work from home full time. And care for our children full time. And we cannot have anyone outside our immediate household help. It can’t work and we all are suffering at the illusion that it does. Our kids are losing out — on peace of mind, education, engagement, the socialization for which they are built. Our employers are losing out, too. Whether the office policy is to expect full-time work or whether, like in my experience, we are offered a lot of flexibility — work is less good, there is less of it, and returns will be diminishing the longer this juggle goes on.

An extremely real and heartbreaking story for a number of reasons. In 2017, I got an interview for the Master’s degree program at the Yale School of Art. When I returned a week later to pick up work I had left there, one of my paintings was gone. What happened to it? This is the story.

The makers of the Cristal Baschet glass musical instrument. I must visit this place in France! The Baschet Sound Structures Association’s mission is to ensure the work of the Baschet brothers lives on.

It’s obvious enough that the intelligentsia of the United States finds itself reduced to literal servitude. Writers, professors, even the votaries of STEM, doctors, scientists and engineers, increasingly play the role of servants to the ruling class, who are systematically diminishing their roles, their numbers and their economic and decisionmaking power, concurrently and on all fronts. […] The American intelligentsia is also in the process of being strangled in its own citadels with the aid of rampant both-sides-ism. In the New York Times alone, unqualified writers like Bret Stephens, Bari Weiss, David Brooks and Thomas Friedman are permitted to style themselves “public intellectuals” despite their permanent and boggling inability to form or defend an informed, cogent argument. This has the double effect of discrediting newspapers and the newspaper business, and devaluing the profession of journalism. And the independent voices that would once have challenged such poor work amid a mighty chorus must increasingly fight to make themselves heard.

WaniKani is a Japanese radicals, kanji, and vocabulary learning web app that uses mnemonics and SRS to make kanji learning simple.

And they are: Obviously (obvious to whom?) Basically (use fewer words and be clearer Simply (simple for whom? just omit this word) Of course (show why it's clear, don't say it is) Clearly (see above) Just (meant to be casual but not a good word for casual) Everyone knows/As we all know (do we _all_ know it?) However (don't start sentences or paragraphs with it) So (new paragraph needed?) Easy (don't assume so)

Studies suggest that, like the RateMyProfessors rankings, student evaluations too reveal predictable patterns of gender bias (and likely biases regarding race, age, and sexual orientation as well), and yet it’s mandatory for instructors to submit to their assessment. Student evaluations are deeply embedded in the body of educational institutions both logistically and ideologically — so much so that one can’t even begin to critique them without seeming like one is trying to defraud students somehow, deny them an oversight that feels somehow to be “rightfully” theirs. Even as I write this I feel the need to perform within the ideological space they inscribe: I want to showcase their deliciously quantifiable numbers, the ones that prove that I’m a good instructor, or at least above average. These numbers are available to the system; they help me to keep my job. It’s going to be hard, over the next four years, to have a conversation about gender bias in student evaluations or about the conditions of part-time contingent faculty or about doing the hard work of making the tools of a liberal education more accessible to marginalized populations. It’s going to be hard, because it’s hard to have difficult conversations when it feels like you’re under assault; it’s hard to look critically at your colleagues when it feels like it’s time to lock arms against the oafish villains roaring at you.

It isn’t an issue of race because there is anything inherently flawed with racialized people but because there is something inherently flawed with white supremacy. That’s what affirmative action was about and what it continues to be about. Can you design an integrated social, economic, cultural, and institutional system of privilege that delimits access to colleges and universities as a normal course of business and be not-for-profit, state-supported, and culturally legitimate? Because that’s what U.S. higher education did and what it continues to do. Whether black or hispanic students do not like the culture, drop out, transfer, get an F in freshman comp is not the issue. The issue is not individual performance but institutional exclusion. Of course, these universities could agree that the mismatch is just too great to bear.

Without an overhaul of how we understand student benefits, making college free would boost the wealth of college attendees without any egalitarian gains. The goal of free college should not be to help students per se, but instead to bind them to a broader welfare benefit system. By presenting their tuition subsidies and living grants as indistinguishable from benefits for the disabled, the poor, the elderly, and so on, it may be possible to encourage wealthier students to support the welfare state and to undermine students’ future claims of entitlement to the high incomes that college graduates so often receive. After all, the college income premium would only be possible through the welfare benefits to which the rest of society—including those who never went to college—has contributed.

Wouldn’t it be nice to just live your life knowing that benefits for retirement, disability, unemployment, paid leave, health insurance, and education are there for you? Wouldn’t it be nice not having to spend your finite time on this earth trying to coordinate tons of different accounts and employment relationships (and bear the risk and uncertainty of those accounts and relationships) in order to meet these kinds of needs? I think it would be nice and I think free college advocates miss opportunities to justify it on these grounds.

For all our focus on teaching students to design digital and physical products, I don’t think we’re doing a good enough job of getting them to understand their process as a form of social, cultural, political, ethical, etc. agency. There is still, I think, too much emphasis on design process as some sort of mythical, mystical, essentially ineffable, act of creation.

Online courses may not enable a utopian future.

Knowing how to program has been one of the most fulfilling skills I have acquired in my life, but I believe having the ability to ship something into the world for people to use is much more important.

I've had guns pulled on me by four people under Central Mississippi skies — once by a white undercover cop, once by a young brother trying to rob me for the leftovers of a weak work-study check, once by my mother and twice by myself. Not sure how or if I've helped many folks say yes to life but I've definitely aided in few folks dying slowly in America, all without the aid of a gun.

Two schools in New York using character-building programs.

…it’s a pity that Apple has chosen to re-enter the education market with a pitch about Reinventing the Textbook that, frankly, sounds pretty old hat. The reason, I suppose, is that there’s potentially a lot of money to be made selling the things to schools as replacements for the books.

Mixed into a story about the author trying to learn to program.

A rounded look at Björk's latest, and just what it is she’s doing.

‘It’s great to suggest that every student should be equipped with a laptop or given 24/7 access to Wi-Fi, but shouldn’t our federal bureaucrats figure out how to stem the tidal wave of layoffs in the teaching ranks and unrelenting cutbacks in school programs and maintenance budgets first? School districts can’t afford to buy enough textbooks for their pupils, but they’re supposed to equip every one of them with a $500 iPad?’

‘In all, industry advocates met more than two dozen times with White House and Education Department officials, including senior officials like Education Secretary Arne Duncan, records show, even as Mr. Obama has vowed to reduce the “outsize” influence of lobbyists and special interests in Washington.’

‘The teachers’ role, then, is not only to teach students what to learn, but to teach them how to learn. And you can’t teach the learning process from the top in the way that you can teach content from the top (“here’s what I know; here’s what they need to know”). You have to meet students where they are and create steps to the path. It isn’t just the teacher’s responsibility to do so — it’s the teacher’s primary responsibility. And it’s a responsibility that needs to be very sensitive to the ways in which students learn at every developmental level, from the time they’re born to the time they enter a classroom.’

“Three American siblings attend an experimental school in Moscow where instruction is only in Russian and classes are videotaped to improve teaching.”

I just helped Anil Dash fix his blog and, in return, he fully funded the writing supplies for this program at the Volcano School of Arts & Science that I selected on DonorsChoose. Go internet!

“Students are hitting the books less and partying more. Easier courses and easier majors have become more and more popular. Perhaps more now than ever, the point of the college experience is to have a good time and walk away with a valuable credential after putting in the least effort possible.” “Many of these young men and women are unable to communicate effectively, solve simple intellectual tasks (such as distinguishing fact from opinion), or engage in effective problem-solving.”

It’s not terribly shocking that a reality show about an ignorant millionaire trying to fix a school’s lunch program with his own special menu was a costly, exploitative, and ruinous failure, but the disastrous state of school lunch programs nationwide *is* shocking.

“Apparently people in their 20s are a bunch of entitled whiners. I also hear we’re afraid of hard work. I’m rather sick of hearing it. Of course we have a sense of entitlement—we had an understanding with the older generation. We followed through with our half of the deal. What happened? Let’s talk a bit about generational justice.” As a commenter puts it: “I’m a tired of hearing a generation that got everything handed to them (I’m looking at you baby-boomers) bungle everything up so badly and then badmouth the generation that has to clean up their mess (e.g. the national debt, the planet, the educational system, and so on).” See also my notes on that NYTimes article: http://pinboard.in/u:matthewmcvickar/b:a83c50952510

"It is they, fronted by President Obama, who are behind the charter school movement. Their goal is to make franchises of our schools, docile, low-cost industrial robots of our teachers, and McStudents of our children. This, despite the fact that the best academic studies of charter schools have shown that they perform no better than public schools and in many cases perform worse. Sometimes much worse."

Finally got around to reading this. I still can't reconcile the problem, but this is a very thorough analysis. My hunch is that it isn't exactly an undiscovered life stage or nothing but spoiled kids, but rather a confluence of factors stemming from stuff like 'extended adolescence' (and the provision thereof by parents, college atmospheres, and the entertainment industry), the recession, the internet, and an increasingly ineffectual educational system.