The notion that “schools are designed like a factory” is a pernicious myth in education. Jenn Binis, host of the podcast Ed History 101, joins us to discuss why this narrative is so prevalent and how the myth ends up hurting teachers.
Later, we read a paper on how teachers build social capital in their building. Community cohesion is valuable, but too much can lead to some unintended consequences.
Outtakes returns when a behind-the-scenes discussion takes a turn for personal reflection. We get thoughtful about how we use names professionally.
- First Segment – 01:29 – The “factory model” myth, gender and race in education
- Second Segment – 25:00 – Building communities and faculty cohesion
- Third Segment – 38:18 – Outtakes: how we speak about professionals
Cover image credit: whirligigtop on Pixabay
Freelance Editor & Researcher
Bridwell-Mitchell, E. N., & Cooc, N. (2016). The ties that bind: How social capital is forged and forfeited in teacher communities. Educational Researcher, 45(1), 7-17.
Atir, S., & Ferguson, M. J. (2018). How gender determines the way we speak about professionals. Proceedings of the National Academy of Sciences, 115(28), 7278-7283.
- For Whom the Bell Tolls (Ed History 101)
- What Works Can Hurt: Side Effects in Education (Zhao Learning)
- Factory Model School – Wikipedia
- Assessing Research-Practice Partnerships (Henrick 2017)
- The Invented History of ‘The Factory Model of Education’ – (Hack Education)
- Testing Wars in the Public Schools (Reese 2013)
- The Intersection of Women and Leadership (Ed Week)
- This reference contains the stats referenced at 14:30
- Multiple Choice and Testing Machines: A History (Hack Education)
- When 140 just isn’t enough… (http://jennbbinis.com/)
- The “Grammar” of Schooling: Why Has it Been so Hard to Change? (Tyack 1994)
- Class, Bureaucracy, and Schools: The Illusion of Educational Change in America. (Katz 1971)
We drink Death Before Disco, a porter from Left Hand Brewing Co. in Longmont, CO.