Showing posts with label Michael Rosen. Show all posts
Showing posts with label Michael Rosen. Show all posts

Wednesday, February 22, 2012

Layer 527 . . . The Singing President and BB King, Defending Libraries, Noam Chomsky, Geo-Politics, The Imperial Way, and Survival of the Species



If you're enjoying the repeats of The Singing Detective -

http://www.youtube.com/watch?v=SN--atshVqs

http://www.youtube.com/watch?v=DKrC9Tu8gpo

http://www.youtube.com/watch?v=IDOe7Npinl4

- we now have The Singing President!

http://www.guardian.co.uk/world/video/2012/feb/22/obama-sings-blues-video


http://www.washingtonpost.com/blogs/44/post/president-obama-sings-sweet-home-chicago-with-bb-king-and-buddy-guy/2012/02/21/gIQAblnVSR_blog.html

http://news.yahoo.com/obama-joins-jagger-b-b-king-belt-blues-025929811.html
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Defending Libraries

I've just come across this article by Michael Rosen from last year. It's still relevant and well worth a read.

http://www.socialistreview.org.uk/article.php?articlenumber=11543
Libraries have become one of the expendable, junkable parts of modern capitalism.
The main alibi in circulation supporting the closure of libraries is that they've become less popular.
We need to be sharp about how we defend the library service and indeed be clear about what we are defending and what we would change about it.
Libraries provide free books, magazines and newspapers to everyone. They are a free source of information about rights, facilities and leisure, and librarians provide what is in effect an advice service in relation to all this. In many places there is also free or cheap internet access, and free or cheap borrowing of CDs and DVDs, photocopying and the like. For many people in particular groups in society - such as children, new migrants, old people, the unemployed, sixth form and further education students - libraries are more than a "leisure facility". They are crucial to how they live and develop.
For socialists, none of this can be an optional extra. Central to our struggle for socialism has to be that every one of us has a right of access to knowledge, ideas and skills. The education system cannot and does not deliver this because even as it appears to offer that access it segregates, divides, discriminates and discards.
As a form of cheap, portable and physically durable entertainment and education, books still have the edge over the alternatives. E-books will certainly do most of the job if people can afford the "platform" to read them on. But for the moment, at least, for young children there is no substitute for the picture book.
An issue here is specificity and variety. The sum total of books offers a range of ideas and thought not available through the mass media. The library service offers everyone access to this, though we're reaching a point where many people aren't aware that it does.
As with everything else I've been describing, this needs librarians so that the space of the library can be used to expand the "socialisation" of reading - through talks, readings, book groups, advice "surgeries", the Summer Reading Challenge for children and the like.
The prevailing model for us as human beings is as private consumers, and libraries and reading are being squeezed into this model. By defending the job of every librarian and demanding improvements to the service we are also opposing the idea that the mind is little more than a shopping trolley. We are saying instead that we are social beings who can use reading, writing and talk as part of our struggle for a better society.
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Noam Chomsky continues to produce challenging articles, essays and books that give a very different world view to the mainstream dross that afflicts us through the majority of the media. Hats off to the Guardian for continuing to publish his work. If you want some perspective on what's happening in geo-politics - and everybody should - you have to read Chomsky.

'Losing' the world: American decline in perspective, part 1


US foreign policy 'experts' only ever provide an echo chamber for American imperial power. A longer, broader view is necessary


http://www.guardian.co.uk/commentisfree/cifamerica/2012/feb/14/losing-the-world-american-decline-noam-chomsky


At the moment, we are failing to commemorate the 50th anniversary of President John F Kennedy's decision to launch the most destructive and murderous act of aggression of the post-second world war period: the invasion of South Vietnam, later all of Indochina, leaving millions dead and four countries devastated, with casualties still mounting from the long-term effects of drenching South Vietnam with some of the most lethal carcinogens known, undertaken to destroy ground cover and food crops.


The prime target was South Vietnam. The aggression later spread to the North, then to the remote peasant society of northern Laos, and finally to rural Cambodia, which was bombed at the stunning level of all allied air operations in the Pacific region during second world war, including the two atom bombs dropped on Hiroshima and Nagasaki. In this, Henry Kissinger's orders were being carried out – "anything that flies on anything that moves" – a call for genocide that is rare in the historical record. Little of this is remembered. Most was scarcely known beyond narrow circles of activists.
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A the scale of the US defeat in Iraq was becoming difficult to suppress, the government quietly conceded what had been clear all along. In 2007-2008, the administration officially announced that a final settlement must grant the US military bases and the right of combat operations, and must privilege US investors in the rich energy system – demands later reluctantly abandoned in the face of Iraqi resistance. And all well kept from the general population.
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A close look at American decline shows that China indeed plays a large role, as it has for 60 years. The decline that now elicits such concern is not a recent phenomenon. It traces back to the end of the second world war, when the US had half the world's wealth and incomparable security and global reach. Planners were naturally well aware of the enormous disparity of power, and intended to keep it that way.


The basic viewpoint was outlined with admirable frankness in a major state paper of 1948 (PPS 23). The author was one of the architects of the "new world order" of the day, the chair of the State Department policy planning staff, the respected statesman and scholar George Kennan, a moderate dove within the planning spectrum. He observed that the central policy goal was to maintain the "position of disparity" that separated our enormous wealth from the poverty of others. To achieve that goal, he advised, "We should cease to talk about vague and … unreal objectives such as human rights, the raising of the living standards, and democratization," and must "deal in straight power concepts", not "hampered by idealistic slogans" about "altruism and world-benefaction."


Kennan was referring specifically to Asia, but the observations generalize, with exceptions, for participants in the US-run global system. It was well understood that the "idealistic slogans" were to be displayed prominently when addressing others, including the intellectual classes, who were expected to promulgate them.


The plans that Kennan helped formulate and implement took for granted that the US would control the western hemisphere, the Far East, the former British empire (including the incomparable energy resources of the Middle East), and as much of Eurasia as possible, crucially its commercial and industrial centers. These were not unrealistic objectives, given the distribution of power. But decline set in at once.


In 1949, China declared independence, an event known in Western discourse as "the loss of China" – in the US, with bitter recriminations and conflict over who was responsible for that loss. The terminology is revealing. It is only possible to lose something that one owns. The tacit assumption was that the US owned China, by right, along with most of the rest of the world, much as postwar planners assumed.


The "loss of China" was the first major step in "America's decline". It had major policy consequences. One was the immediate decision to support France's effort to reconquer its former colony of Indochina, so that it, too, would not be "lost".


In the case of Vietnam, the concern was that the virus of independent development might infect Indonesia, which really does have rich resources. And that might lead Japan – the "superdomino" as it was called by the prominent Asia historian John Dower – to "accommodate" to an independent Asia as its technological and industrial center in a system that would escape the reach of US power. That would mean, in effect, that the US had lost the Pacific phase of the second world war, fought to prevent Japan's attempt to establish such a new order in Asia.


The way to deal with such a problem is clear: destroy the virus and "inoculate" those who might be infected. In the Vietnam case, the rational choice was to destroy any hope of successful independent development and to impose brutal dictatorships in the surrounding regions. Those tasks were successfully carried out – though history has its own cunning, and something similar to what was feared has since been developing in East Asia, much to Washington's dismay.


Similar procedures have been routinely followed elsewhere. Kissinger was referring specifically to the threat of socialist democracy in Chile. That threat was ended on another forgotten date, what Latin Americans call "the first 9/11", which in violence and bitter effects far exceeded the 9/11 commemorated in the west. A vicious dictatorship was imposed in Chile, one part of a plague of brutal repression that spread through Latin America, reaching Central America under Reagan. Viruses have aroused deep concern elsewhere as well, including the Middle East, where the threat of secular nationalism has often concerned British and US planners, inducing them to support radical Islamic fundamentalism to counter it.


The concentration of wealth and American decline


Despite such victories, American decline continued. By 1970, US share of world wealth had dropped to about 25%, roughly where it remains, still colossal but far below the end of the second world war. By then, the industrial world was "tripolar": US-based North America, German-based Europe, and East Asia, already the most dynamic industrial region, at the time Japan-based, but by now including the former Japanese colonies Taiwan and South Korea, and, more recently, China.


At about that time, American decline entered a new phase: conscious self-inflicted decline. From the 1970s, there has been a significant change in the US economy, as planners, private and state, shifted it toward financialization and the offshoring of production, driven in part by the declining rate of profit in domestic manufacturing. These decisions initiated a vicious cycle in which wealth became highly concentrated (dramatically so in the top 0.1% of the population), yielding concentration of political power, hence legislation to carry the cycle further: taxation and other fiscal policies, deregulation, changes in the rules of corporate governance allowing huge gains for executives, and so on.


Meanwhile, for the majority, real wages largely stagnated, and people were able to get by only by sharply increased workloads (far beyond Europe), unsustainable debt, and repeated bubbles since the Reagan years, creating paper wealth that inevitably disappeared when they burst (and the perpetrators were bailed out by the taxpayer). In parallel, the political system has been increasingly shredded as both parties are driven deeper into corporate pockets with the escalating cost of elections – the Republicans to the level of farce, the Democrats (now largely the former "moderate Republicans") not far behind.


A recent study by the Economic Policy Institute, which has been the major source of reputable data on these developments for years, is entitled Failure by Design. The phrase "by design" is accurate. Other choices were certainly possible. And as the study points out, the "failure" is class-based. There is no failure for the designers. Far from it. Rather, the policies are a failure for the large majority, the 99% in the imagery of the Occupy movements – and for the country, which has declined and will continue to do so under these policies.


One factor is the offshoring of manufacturing. As the solar panel example mentioned earlier illustrates, manufacturing capacity provides the basis and stimulus for innovation leading to higher stages of sophistication in production, design, and invention. That, too, is being outsourced, not a problem for the "money mandarins" who increasingly design policy, but a serious problem for working people and the middle classes, and a real disaster for the most oppressed, African Americans, who have never escaped the legacy of slavery and its ugly aftermath, and whose meager wealth virtually disappeared after the collapse of the housing bubble in 2008, setting off the most recent financial crisis, the worst so far.
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The imperial way: American decline in perspective, part 2


The US's presumed right to impose its will on the world, by force if necessary, has not changed. But its capacity to do so has


http://www.guardian.co.uk/commentisfree/cifamerica/2012/feb/15/imperial-way-american-decline-noam-chomsky


In the years of conscious, self-inflicted decline at home, "losses" continued to mount elsewhere. In the past decade, for the first time in 500 years, South America has taken successful steps to free itself from western domination, another serious loss. The region has moved towards integration, and has begun to address some of the terrible internal problems of societies ruled by mostly Europeanized elites, tiny islands of extreme wealth in a sea of misery. They have also rid themselves of all US military bases and of IMF controls. A newly formed organization, CELAC, includes all countries of the hemisphere apart from the US and Canada. If it actually functions, that would be another step in American decline, in this case in what has always been regarded as "the backyard".


Even more serious would be the loss of the MENA countries – Middle East/North Africa – which have been regarded by planners since the 1940s as "a stupendous source of strategic power, and one of the greatest material prizes in world history". Control of MENA energy reserves would yield "substantial control of the world", in the words of the influential Roosevelt advisor AA Berle.


The Iranian "threat" and the nuclear issue


Let us turn finally to the third of the leading issue addressed in the establishment journals cited earlier, the "threat of Iran". Among elites and the political class, this is generally taken to be the primary threat to world order – though not among populations. In Europe, polls show that Israel is regarded as the leading threat to peace. In the MENA countries, that status is shared with the US, to the extent that in Egypt, on the eve of the Tahrir Square uprising, 80% felt that the region would be more secure if Iran had nuclear weapons. The same polls found that only 10% regard Iran as a threat – unlike the ruling dictators, who have their own concerns.


In the United States, before the massive propaganda campaigns of the past few years, a majority of the population agreed with most of the world that, as a signatory of the Non-Proliferation Treaty, Iran has a right to carry out uranium enrichment. And even today, a large majority favors peaceful means for dealing with Iran. There is even strong opposition to military engagement if Iran and Israel are at war. Only a quarter regard Iran as an important concern for the US altogether. But it is not unusual for there to be a gap, often a chasm, dividing public opinion and policy.


Why exactly is Iran regarded as such a colossal threat? The question is rarely discussed, but it is not hard to find a serious answer – though not, as usual, in the fevered pronouncements. The most authoritative answer is provided by the Pentagon and the intelligence services in their regular reports to Congress on global security. They report that Iran does not pose a military threat. Its military spending is very low even by the standards of the region, minuscule, of course, in comparison with the US.


Iran has little capacity to deploy force. Its strategic doctrines are defensive, designed to deter invasion long enough for diplomacy to set it. If Iran is developing nuclear weapons capability, they report, that would be part of its deterrence strategy. No serious analyst believes that the ruling clerics are eager to see their country and possessions vaporized, the immediate consequence of their coming even close to initiating a nuclear war. And it is hardly necessary to spell out the reasons why any Iranian leadership would be concerned with deterrence, under existing circumstances.


The regime is doubtless a serious threat to much of its own population – and regrettably, is hardly unique on that score. But the primary threat to the US and Israel is that Iran might deter their free exercise of violence. A further threat is that the Iranians clearly seek to extend their influence to neighboring Iraq and Afghanistan, and beyond, as well. Those "illegitimate" acts are called "destabilizing" (or worse). In contrast, forceful imposition of US influence halfway around the world contributes to "stability" and order, in accord with traditional doctrine about who owns the world.


While the principles of imperial domination have undergone little change, the capacity to implement them has markedly declined as power has become more broadly distributed in a diversifying world. Consequences are many. It is, however, very important to bear in mind that, unfortunately, none lifts the two dark clouds that hover over all consideration of global order: nuclear war and environmental catastrophe, both literally threatening the decent survival of the species.


Quite the contrary. Both threats are ominous, and increasing.
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Thursday, October 22, 2009

Layer 208 . . . Imagination, Education Policy, Truants, Bullies and the Recession

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I'm working my way towards writing about the Primary Review in some detail, but in the meantime here are some letters from Monday's Guardian on the subject of the Alexander report -

Lack of imagination in education policy


http://www.guardian.co.uk/education/2009/oct/19/primary-education-cambridge-report

Michael Rosen wrote -
The Cambridge review is absolutely right about calling for the abolition of Sats (Too much too young: start school at six says key report, 16 October), and I support this summer's boycott. Sats have turned the primary curriculum into a desert of work sheets, short extracts and a fear of failure.
In the English Sats, examiners have unleashed an abuse of the empirical method by making the reading of literature into a tedious and stunting exercise in fact-spotting, even as children themselves have been reduced to percentages and scores. I have been a school parent continuously for 30 years and visited hundreds of schools. In all that time it has never been any use to me that any child, mine included, be talked of as a number or a level.
The government's education policies were devised without a public debate about how children and teachers learn. You can only do this through the four processes of observation, investigation, discovery and discussion. In fact, finding out about learning has to be at the heart of every teacher's and every school's practice. Children's work itself should be built upon the four processes, with imagination and play as part of the mix.
In the very first key stage 2 Sats paper, the candidates were asked to say what was in a matchbox in a story by Jan Mark. The only correct answer was "nothing", and yet the fun of the story is that the children "fill" the matchbox with their fantasies and ideas. "The children's imagination" would have been a wrong answer. Sats have turned many classrooms into places where children's imagination is always the wrong answer.
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Fiona Campbell
London


The danger that we face in sending our children to school at four is that by the time their brains are ready for reading and writing they are utterly alienated from the school environment. And yet ministers are only echoing what so many middle-class parents believe, that we must get our children reading and writing as quickly as possible so that they can keep up in a competitive world. It is a tragedy, because in reality their brains have other things that they need to be learning through play, as the Cambridge report highlights. We need to stop this endless haste to make our children grow up, and allow them to enjoy their short childhood with play-based learning in nursery-style settings, but until society as a whole understands that, ministers will not be able to back the Cambridge report.
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Chris McDonnell
Little Haywood, Staffordshire

Robin Alexander is to be congratulated. The business of young children is play – play that informs and secures a platform for later, more formal learning.
The current pressure on four- and five-year-old children to meet a target-based curriculum not only inhibits their own development but adds to the stress at home, where parents feel the need for their child to achieve against the background of the larger school group. My own experience over many years as headteacher of a primary school convinced me that getting it right in the early years was the touchstone to later success. Now seeing my grandchildren in the primary years, I am even more certain that we are asking too much, too soon.
Ministers have been quick to dismiss this report as "disappointing". I would suggest that it is disappointing that a report of this significance is so easily dismissed.
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Tim Nichols

Through play, children follow naturally evolved learning instincts, which stimulate the endocrine system and activate biochemical pathways that promote neurone growth. Neuronal networks become established for basic skills and the architecture of the brain is gradually prepared for learning higher skills.
Push children into formal learning before the basic architecture is ready and they will learn slowly, without enjoyment and enthusiasm, developing negative attitudes towards education. The poorest children – without a private nursery education or a lavishly equipped playroom to stimulate them – are less likely to be ready for formal education at four or five years. So disadvantage becomes entrenched and they fall behind.
The government's dismissal of the Cambridge review and dogged commitment to early formal education is a naive attempt to appear serious about literacy standards. Sadly it is ministers' own lack of scientific literacy that will result in failure and damage to children.
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On the Guardian website today is a column under the heading -

Truants, bullies and the recession  
We must help families torn apart by truancy, not criminalise them – but the services that help troubled children are under threat
http://www.guardian.co.uk/commentisfree/2009/oct/21/education-bullying-truancy-recession-care

This is in the education section of the website, and presumably in the paper itself. It's not a particularly inspiring piece of work, by Francis Gilbert.
The news that truancy rates are soaring won't surprise many teachers like me. Figures from the Department for Children, Schools and Families show that children skipped more than 8m days of school last year. The reasons for the rising numbers of skivers are manifold, but I think there is one big underlying reason: the recession is really beginning to bite in many households.
In the UK, 4 million children live below the poverty line and the situation is getting worse: charities such as Save the Children are seeing families of four trying to feed themselves on £20 to £25 a week. That means that lots of children are living in households under severe stress, frequently working illegally or carrying out household chores for parents who need them at home.
It concludes -
A survey by Beatbullying suggests that as many as one in three children truant because of bullying, with 20,000 bunking off school for the same reason. This survey was carried out nearly four years ago now when times were good; the new official statistics suggest that the problem has become a lot worse. Proper investment in public services was never more needed more than in these recession-hit times.
This is Oxzen's response on CiF:

As is obvious from all these [CiF] contributions the causes of poor school attendance can be complex and hard to tackle. Unesco reported that British children are the unhappiest in the developed countries, and yet we've seen no government acknowledgment of that appalling assessment, let alone any sign of being concerned about it, or any ideas about how to improve the state of childhood in this country. Ed Balls won't even accept the recent criticisms of our Primary school system as outlined in last week's Cambridge review.

All that this government has ever talked about is improving test and exam scores and 'cracking down on bullies'. Everything else has lip service paid to it. This very week The Guardian published a Peter Preston column 'In Praise of Targets' repeating the same old rubbish in favour of the targets and league tables culture that has done nothing to improve the wellbeing of children or their enjoyment of school, let alone produce better educated and more enthusiastic learners.

If even the Guardian can't stop repeating the idiotic mantras of those who can't see that cramming pupils for tests is not the same as providing a better education, then what hope do we have, short of expecting the Conservatives, who at least have pledged themselves to get rid of the politically motivated targets and the micromanagement of the system, to do better.

Parents must demand, for the sake of all our children, that the system is changed, starting with the recommendations of Professor Alexander's Primary Review, in order to make our schools places of genuine learning which pupils of all abilities, interests and aptitudes are eager to attend, and where all their intelligences, and not just IQ, are developed by every teacher every day.

Learning to be socially and emotionally intelligent, learning to be non-violent, learning about anger management, and learning to be creative and imaginative, as well becoming academically able, are fully on the agendas of all schools in high-performing countries like Finland and Denmark, and they could and should be in Britain as well. Some of our schools are already doing very well in this regard, in spite of a system that barely supports it or encourages it, but sadly not nearly enough. Hence the high rates of truancy and exclusion.

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Did I Hear You Write?

I'm a huge admirer of Michael Rosen, for his contributions to the education debates as much as his work as a writer, performer, broadcaster and artist. Here are more of his pieces from the Guardian's pages -

http://www.guardian.co.uk/profile/michaelrosen

See also - http://oxzen.blogspot.com/2009/06/layer-168-michael-rosen-jim-rose-ed.html

http://www.inpressbooks.co.uk/did_i_hear_you_write_rosen_michael_i016262.aspx

Here's where you can buy this excellent book for 60p -

http://www.fantasticfiction.co.uk/r/michael-rosen/did-i-hear-you-write.htm
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Wednesday, June 10, 2009

Layer 168 Michael Rosen, Jim Rose, Ed Balls, Jim Knight, Uncle Tom Cobley and All.

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Michael Rosen has always been a man to appreciate and admire. As was his dad, Harold. His two-year stint as Children's Laureate has just come to an end, and to mark it he had an article in yesterday's EducationGuardian. As a poet and a writer he has a genius for spotting and summing up the essence of things, for showing us the little things that say such a lot about the state of the world, or humankind, or whatever.

For example, in this latest article he starts with this anecdote:

“Now here's one of the nice bits ... going round the classrooms and having a quick chat in each room ... open the door ... in ... this is a year 4 group ... and the teacher says that she's been working with one of my poems ... little heart-flip of pride ... yes, she says, the "quicks" have been making up poems of their own and the "slows" have been doing a wordsearch, using words from my poems. OMG! Quicks! Slows! I had no idea that poetry could be streamed! What do I say? I nod. I smile. I say nothing. I want to say something but I can't say anything because my mind is banging to the tune of 10 years' worth of government statements about "delivering the standards agenda" and "rolling out entitlement" . . . ”

Wonderful. Sums up the bloody sorry state of our Primary schools in one paragraph. He then describes meetings he's had with the likes of Jim Rose, Ed Balls and Jim Knight, and details their sheer incomprehension as to what schools should be doing and what the damn government's been doing that's wrong, bad and mad.

Jim Rose says to Michael, "We've got the alphabetical principle in place, now the next one to crack is how do we make books come alive?" For chrissake! “The alphabetical principle”! There's no such thing! What he means of course is that he believes Primary teachers have finally been battered into believing that “synthetic phonics” are the answer to overcoming slow progress in learning to read. Which is bollocks, of course, but Jim thinks he's fixed it, thanks to his rubbish report on the teaching of reading.

And “making books come alive”?

“I'm thinking, why is it a problem to work out "how to make books come alive". Teachers were doing this 20, 30, 40 years ago. There are shedloads of books on the subject. There are teams of advisers working out of local authorities or places like the Centre for Literacy in Primary Education who are training teachers to do this. There are hundreds of writers visiting schools doing this. He says he'll get back to me. He doesn't.”

He meets with Balls and Knight in the House of Commons:

To my left are several people who haven't been introduced, who are probably from "the department". We are talking about books. I say to the ministers that they've put in place a compulsory programme to teach children how to read, but there is no policy on reading books. They look at me blankly. Ed has half a mind elsewhere. The press pack outside want a bite of him. It's the Haringey child abuse scandal. I say that what's going on is discriminatory. Children who come from homes where books are being read get access to the kinds of abstract and complex ideas that you can only get hold of easily through exposure to extended prose. The rest are being fed worksheets.

Ed doesn't believe me.

"What do you want from us?" he says. "A directive asking every local authority and every school to devise its own policy on the reading of books. I've got a 20-point outline that you could send out as a guideline for people to adapt." "Send it to me," says Jim. "I have already," I say. "Send it to me again," he says . . ."

Moving on from stupid politicians who are too full of themselves to take any notice of what much cleverer and wiser people have to tell them, Michael writes with great affection and pride about his father, who worked as a teacher at Walworth Comprehensive and later became Professor of Education at the Institute of Education. This is from Wikipedia:

Harold Rosen (25 June 1919 - 31 July 2008) was an influential educationalist, particularly in regard to the teaching of English, a socialist thinker and a political activist, born in the USA but active mainly in the UK. He was a Communist activist in the 1930's; after World war II, he became an English teacher and later a teacher trainer; he became a major figure on the New Left after leaving the Communist Party in 1957; and he played an important part in debates and developments in the fields of language teaching and Primary education, particularly in the 1960's and 1970's.

http://en.wikipedia.org/wiki/Harold_Rosen_(educationalist

Michael writes:

"My father dies. He was 89. There seem to be so many layers to his life. To me and my brother he was the bloke on camping holidays singing French folk songs, telling rude jokes, or back home getting in a state about our homework not being done. But as the letters and obituaries are written, we are reminded of him as schoolteacher, as teacher-trainer, as storyteller, as "animator" of study groups.

An issue of the English teachers' journal Changing English appears that is entirely devoted to him and his work. Simon, one of his colleagues at Walworth comprehensive school in south London, has unearthed the English syllabus that my father helped to devise in 1958. I read: "Whatever language the pupils possess, it is this which must be built on rather than driven underground. However narrow the experience of our pupils may be (and it is often wider than we think), it is this experience alone which has given their language meaning. The starting point for English work must be the ability to handle effectively their own experience. Oral work, written work and the discussion of literature must create an atmosphere in which the pupils become confident of the full acceptability of the material of their own experience. Only in this way can they advance to the next stage."

I am overcome with feelings of admiration, sadness, regret and anger. I start to scribble a letter to the editor of Changing English, Jane Miller. How did the Thatcher and Blair governments succeed so quickly to wipe out years of such thought, theory and practice? Did my father, my mother and everyone else struggling to figure out how to give every single child the right to speak, write and read not lay out these kinds of theories clearly enough?"

No doubt Michael's asking a rhetorical question and in reality he's familiar with the Shock Doctrine, and with the neo-conservative idea that in order to defeat progressives and socialists it's important that right-wing prime ministers and presidents act with great speed and are ruthless in overturning the ideas of their opponents, claiming that there's a national crisis of some sort, an emergency, a need to fix a massive problem or to remedy a set of failures attributed to their opponents. Of course Harold Rosen and his progressive peers laid out their theories and their methodology, which they'd developed from actual experience of working in tough inner-city areas, with enormous clarity and cogency. Reactionaries like Balls and Knight don't need to engage with those ideas – as head honchos they just feel the need to act on their own elitist instincts, their pathetically limited knowledge, and their ludicrous assumptions about methodology and the learning process.

http://www.guardian.co.uk/education/2009/jun/09/michael-rosen-creativity-in-the-classroom-teaching

http://www.michaelrosen.co.uk/index.html

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Last year Michael wrote an article about SATs:

Sats: literally failing

The government is still wedded to Sats. Why, when the tests emphasise rote learning and cramp imaginations?

So, the government comes face-to-face with a failure. Someone better than me at basic numeracy might like to tot up the money spent on Sats, the various "strategies" and specific "hours", and Ofsted teams, along with the cost of schools closed and re-opened under new management. It's clear that Andrew Adonis is still wedded to the crumbling edifice of Sats, even though there is no evidence to suggest that the tests "lever up standards" as is claimed.

We know now that teachers teach to the tests. Every parent of a Sats-age child knows that the Sats year begins with your child's teacher announcing, "This is the year of the Sats", and sure enough, the lesson plans and homework soon come home. These are, in essence, mini-Sats full of the same kind of questions. In other words, the response to literature across the whole year (and indeed the whole school) is reduced to firing back answers on the facts in extracts in books, and reproducing the "sequence of events" as they put it. Literature is being shrunk into literacy.

The tragic fact is that [an] immensely potent way of giving children a reason to read and write has been turned into a series of dull, repeated exercises and tests, often conducted on books that are never read in their entirety – and all in the name of "delivering literacy". I suggest that whatever process of teaching children how to read is in place, this process on its own will never solve the problem of proving to children that reading is a worthwhile and interesting activity. In other words, any child might quite legitimately ask him- or herself, "why should I bother with this stuff?"

Ofsted inspects schools for literacy but not for whether children read often, freely and widely.

Only when all children are in a book-loving environment will they achieve literacy, yes, but a lot more: a confidence in handling abstract ideas, an understanding of a multiplicity of viewpoint and the complexity and diversity of human interaction that comes through reading widely and often. At the moment, the government is barking up the wrong tree. The regime of Sats, the literacy strategy and Ofsted will only carry on delivering failure.

http://www.guardian.co.uk/commentisfree/2008/aug/21/earlyyearseducation.sats
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I've just discovered, almost too late, an excellent comedy series on Radio 4 – The Secret World.

http://www.bbc.co.uk/programmes/b00jsxhl
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