A revelation that hit me during my conversation with Danish educator Pernille Schmidt Ripp is the tension and pressure of training American teachers to be superheroes that are needed to rescue kids from failing socioeconomic systems while ignoring those systemic failures. That demand to be superhuman is ultimately dehumanizing.
Danish teachers don't have to be superhuman, they just get to be human. And if kids don't need to be rescued, well, they get to be humans, too. They can play, fail, relax, be spontaneous, take a vacation, and...things will be fine because nobody has to be a superhero. Nobody needs to be rescued from failing systems.
So much of the tension in the American education system originates at the cross-purposes of treating schooling like a decades-long job-training project in service of an economy that fails most of its participants. And the stakes of schooling match our level of socioeconomic precarity with a high-stakes, no-excuses pedagogy built precisely for such a purpose: Bell-to-bell maximized instructional time, no play, no spontaneity, no relaxation. School is work and work is life.
But who is this working *for*?
It's not working for children. As I've posted about before, in a national survey of over 21,000 students, "tired", "stressed", and "bored" were the most common words students used to describe how they feel at school. In an in-depth follow-up with 472 students, "75% of all feelings students reported...were negative."
And it's not working for adults working in K-12 or college education either. As Gallup reported in 2022 that "K-12 Workers Have Highest Burnout Rate in U.S.", and a recent RAND report documents how "Teachers work longer hours, earn lower salaries, and report higher levels of job-related stress than other working adults."
So why do education systems and practices that alienate, isolate, burn-out, and dehumanize persist? Who does that benefit? And why can't we seem to do better? The American superhero teacher narrative is an admission that, in the wealthiest nation on earth, our *economic* system has failed.
The bipartisan conventional wisdom about America’s “failing schools” and the "decline of the American student" are the result of a deliberate project to shift responsibility for economic precarity and inequality away from industry and policy, placing it squarely on the shoulders of educators and schools. So how can an education system designed to serve such an economic system succeed on its own merits? By what criteria can the humans within such a system succeed?