On Wednesday 8 January at 11 am, I have the privilege of chairing a symposium at the ICSEI annual congress at the Mogador Palace in Marrakech, featuring the editors of the Flip the System education books: Jelmer Evers and René Kneyber (2015); Lucy Rycroft-Smith and JL Dutaut (2017); myself, Cameron Paterson and Jon Andrews (2018); and Michael Soskil (in preparation). Andy Hargreaves, who has written a chapter for each of the books, will be our discussant.
Our symposium explores what the notion of ‘flipping the education system’ means for each of us in our own contexts: Europe, the UK, Australia and the USA.
We challenge the status quo in which governments and policymakers make decisions disconnected from those at the nadir of the system: teachers and students. Schools in this system are highly bureaucratic institutional settings, and teachers are increasingly undervalued, constrained and de-professionalised. Those that wield influence on education policy and practice construct narrow measures of the success of schooling, and these impact heavily on teacher agency. Large-scale assessment, the use (and misuse) of big data at all levels of schooling, corporate investment, and new models of governance and technological innovation, are pervasive. A focus on numbers and rankings contributes to the disconnect between bureaucracy and the profession, and to the tension between education’s vision for equity and the realities of competition, marketisation and cultures focused on fear and narrow measures of performance.
Our symposium shares global perspectives around the notion of subverting, flattening, democratising and reimagining our education systems in ways that embrace human aspects of education, wrestle with the criticality of the task of schooling, and engage with multiple voices in education, especially those often sidelined in education discourse. The assembled presentations offer powerful insights about political, social and economic forces that influence numerous aspects of education, and also positive alternatives for the future of education.
The throughline or golden thread here is that teachers—their agency, professionalism, expertise and wellbeing—are central to flipping, strengthening and democratising our education systems. We all advocate for a focus on the GOOD in education. The greater good, the common good. Good for all students, everywhere, and good for the teachers who teach them.
The symposium presentations are described below. If you are attending the ICSEI conference, join us for a robust, and ultimately hopeful, discussion!
‘Striving for good education for all: The alternative offered by Flip the System’ – Jelmer Evers and René Kneyber (via video)
As the originators of the Flip the System book series and education movement, Jelmer and René outline the history of Dutch education reform and how they came to the conclusion that the system needs to be flipped using six global guidelines for future action: trust, honour, finding purpose, collaboration, support and time. For teachers, they argue, this is a professionalising process of ‘self-emancipation’. Their books, The Alternative and Flip the System, have had powerful political impact, as well as sparking a global discourse that foregrounds practising teachers as a crucial voice in educational change.
Jelmer and René reflect on the current state of the profession globally in the Global North and South. They explore the continued struggle between democratic professionalism and privatisation, authoritarianism and surveillance capitalism. They make a case for what is needed now. They explore teacher strikes as a starting point for renewed professional collective pride and agency and belief in education as a public good. The teaching profession, they argue, should strive for a global awareness and counterforce striving for good education for all.
‘When we used our teacher voices, no-one listened: The paradox of escaping the system to dismantle the system’ – Lucy Rycroft-Smith (and JL Dutaut)
Lucy will represent herself and JL as editors of Flip the System UK. In this presentation, the authors reflect on the history of the UK’s (failed) education reforms. They outline how powerful voices simplify issues and reduce complexities, while the teacher population suffers the demands of hyper-accountability, at great mental, emotional and physical cost. Lucy and JL summarise the realities of the daily grind for UK teachers, exacerbated by the school quality review and systemic discrimination. In questioning the current landscape of apparent ‘expertise’ in education, the authors ask: Why, only now, do people care what we have to say? How can we leverage these new advantages without succumbing to the same fate?
Lucy and JL’s argument is that we must reject the current paradigm of success: ‘the most students with the highest grades at the lowest financial cost’. Rather, they propose substituting a vision for an education community that values teachers as both humans and professionals, with the common good at its heart.
‘Australian perspectives on flipping the education system from ‘what works’ to ‘what matters: Reclaiming education for and by those within the system’ – Deborah Netolicky, Cameron Paterson (and Jon Andrews)
Cameron and I will be presenting, on behalf of ourselves and Jon, as editors of Flip the System Australia. We explore the current realities of schooling in Australia, including policy, funding and high-stakes standardised testing such as NAPLAN, ATAR and PISA. We challenge the media narratives presented to the Australian public, the rise of celebrity teachers, and the demonising and deprofessionalising of the teaching profession. We rally—in the spirit of the 2017 Uluru Statement from the Heart—against the silencing of Indigenous voices in education policy and practice.
While education is a deeply human endeavour, the complex work that teachers do around the world every day is threatened by the political, the commercial and the popular. We advocate for equity, democracy, plurality, collective responsibility and teacher agency. We argue against polarising and one-dimensional narratives of education, and for locally-produced solutions and teacher voices. We believe that the power to transform schools lies within schools. The system should enable teachers to go about the complex work of teaching with professional honour, acknowledgement of professional expertise, and support structures focused on wellbeing and growth.
‘Education as the foundation of healthy democracy: A perspective from the USA’ – Michael Soskil
Michael presents a perspective on flipping the system, based on the upcoming book Flip the System: US. In the USA, partisan political influence, substantial inequity and economic interests prevail. Instead of basing decisions on professional expertise of the teachers who are committed to meeting the needs of unique, individual children, the system defers to lobbyists and politicians who manipulate data to tell narratives that suits their interests. Michael reflects on the health of the USA’s education system and asks if—at this pivotal moment in our history, when democratic norms, personal liberties, respect for intellectualism, and economic opportunity are eroding—public education is supporting democracy, and if our democracy is supporting public education.
Reclaiming the public education system, Michael points out, must begin from the inside out by focusing on strengthening the teaching profession. He points to shining examples of educators leading movements to overcome the deficiencies in our system, providing nuanced and locally relevant solutions to complex education problems. The system, he affirms, should be shaped around teacher expertise.