I’m Nobody. Goodbye to All of That.
Monday, 9 July 2007 Clay Burell 
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[This post is a watershed for me, stuffy as that may sound. Many loose threads needed weaving. I apologize for the tone, which I fear is typically more self-important and more harsh than I would like. I also apologize for the length. I hope you'll read it through, and thank you if you do. Update 13 July 07: Be sure to read the conversation with Doug and others in the comments following the post. And the thinking extends in this "Teaching Grammar on the Titanic: on Fear and Irrelevance in Education" post.]
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1. I’m Nobody
Suzie Boss, writer of the upcoming Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age, to be published by ISTE this fall, interviewed me via Skype* (thanks to a referral by the ever-helpful Jeff Whipple of Whip Blog) for an article recently published on the Worldchanging.com website entitled “Education: Connecting the Lonely Profession.” It goes without saying that it was an honor to be mentioned in the same paragraph with Wes Fryer, Julie Lindsay, and Vicki Davis. It was Julie and Vicki’s Flat Classroom Project, after all, that inspired my idea to take the traditional language arts writing workshop onto a flat classroom collaborative wiki, and make it a never-ending global project: the 1001 Flat World Tales**. It was also an honor to appear at all on Worldchanging.com, which I’d subscribed to in Bloglines many months earlier. There are few more important blogs out there for real-world problem-solving in the Age of Mindless Waste and Warming.
That being said, though, that interview with Ms. Boss came at a pregnant moment in my own journey not just as a teacher, but as an earthling. I had just taught a unit of satire in which Swift’s Gulliver’s Travels – and the multimedia Yahoo Project we finished that unit with – probably changed my thinking more than it did my students’. Swift’s novel nailed human folly with the timelessness that makes it the classic it is. The Yahoos he pillories in the novel are alive and well today, inside us all. And I couldn’t shake the feeling that they were most painfully present in our schools, in my classroom – in my teaching.
Here I was, assigning four dozen 15-year-olds to take action addressing whatever “Yahoo-caused” problem in the world disturbed them via a digital storytelling product and a plan involving the use of web 2.o to create positive change about their chosen issue, and thinking I’d done my job at inculcating a sense of citizenship and agency in them. “Think big,” I told them. “Look at the Flat World Tales: it was an idea in January, and by May more than a dozen countries were participating in the project. Use that as a lesson to see how possible it is to use web 2.0 to create real change.” I was pretty proud of that. Until.
I started listening to my students talk about how bothered they were about The Big Issue affecting their futures: global warming (and I’d love any deniers out there to comment so we can debate this). They were bothered about it because “Nobody’s doing anything about it, and we know it’s a problem.”
That set off my 5-alarm Hypocrisy Detector. Sure, the attempt to be “Classroom 2.0″ with the 1001 Flat World Tales was not your run-of-the-mill way to deliver a lesson – it was inventive, it was fresh, and it had pedagogical potential to improve both engagement and literacy. But. In terms of its content, its basic objectives, it was nothing new at all. Just a traditionally irrelevant and arbitrary, teacher-dictated little exercise in writing a nice little story for school with other nice little students stuck in their classrooms around the world.
It wasn’t “Beyond School” at all. It was Classroom 1.0 with web 2.o bells and whistles. In terms of vision, it was still “school-y.”
“Nobody’s doing anything about it.” It kept on echoing. My pride in the 1001 Flat World Tales collapsed as a result. I wasn’t “teacher 2.0.” I was one of the “Nobodies” that frustrated students by my complicity in schoolhouse irrelevance.
The rest is history, unless you were at NECC or Disneyland while I was writing a dozen posts in Korea that you didn’t read upon your return. Here’s the short version:
1. I read that over 200 universities in the US had signed a “carbon neutral” pledge in recognition that they, as educational institutions, had a responsibility to set an example in responding to the overwhelming scientific evidence that human activity was the key factor in global warming.
2. I blogged about that pledge, asking why K-12 schools aren’t following suit, and Jeff Wasserman blogged about that post in a Very Strange Coincidence that set the Global Cooling / Community Service 2.0 project in motion. (Were I superstitious, I would have thought that coincidence a sign. I suppose I did see it that way, somewhat.)
3. In the intervening 3 weeks, I’ve written a dozen or more posts developing the idea. In the midst of that, Suzie Boss interviewed me about her WorldChanging.com article (ironically, her interest was in the 1001 Flat World Tales, which I’d come to view as too “school-as-usual”). But the title, or, more precisely, the tagline of Suzie’s forthcoming book – “Your Field Guide to Real-World Projects in the Digital Age” – worked a spell on me. Real World. My world, the students’ world, the students’ future. Projects that were relevant to that. That was key.
And the title of the website Suzie’s article appeared on: WorldChanging. That too was key. As a teacher, I’d been “World-Ignoring,” creating nice little exercises to connect students with other classrooms around the world, but not to connect with the world itself. Harnessing the power of Web 2.0 to reinforce the disempowerment and infantilization of adolescents around the world. School-y. “Beyond School”? Again, a joke.
Yeah, the students thought it was more interesting than most of the stuff they have to put up with in schoolhouses. But it was still just homework. Nothing WorldChanging, nothing that taught them that they have the potential to affect this world for the better. Nothing that encouraged their empowerment. Nothing that gave them the opportunity to apply their learning to something that mattered to them, or to discover that, if only schools would let them, they could learn about the limits of their own power to make change in the world.
I was keeping these young adults in diapers, checking their homework, teaching them that changing the world was something to leave to others. Our purpose was to teach them what a metaphor is, and a synecdoche. Leave the fate of the planet to politicians and prayers, and other such time-tested solutions. Depend on anything but your own skills and agency to avert catastrophe.
4. I invited my AP Literature students, strangers I’m getting to know on our AP Lit Summer Reading Ning, to begin organizing the “Year of Global Cooling” and “Concerts for Global Chilling” here in Seoul, so it can all come off by Earth Day next April. Over 20 of these young adults are active on it now, and a dozen met me yesterday for a Sunday afternoon planning session at a downtown cafe. I left early, because they were so all over it, they didn’t need me – which was what I’d hoped would happen.
On the Global Cooling Collective Ning I started, another member I’d invited sent out over 100 invitations to other “Classroom 2.0″ adult types. About 20 of them joined. 20 of my students also joined. So far, the students are active, while the adults are, with a couple of exceptions, pictures on the “Members” box. But maybe they’ll contribute at some point.
That’s about it, on that front.
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2. Goodbye to All of That
On New Year’s Day, 2007, I started this blog. I named it “Beyond School” and, in the months that followed, thought I was being true to the aspiration so vaguely adumbrated in that title. A lot has happened in the seven months since that time that has energized my professional life beyond my wildest expectations, and none if it would have occurred if I hadn’t started participating in the edublogosphere.
But I see now that my personal journey to get Beyond School is only now starting to crystallize. It’s not about web 2.0 for me anymore (though that is a tool I’ll continue using). And it’s definitely not about “Classroom 2.0,” since I dislike the realities of schools and classrooms as much now, as a teacher, as I did when I was a very miserable high school student.
Putting “what it is about” in positive terms is more difficult, but here are a few stabs. It’s about not being “a Nobody doing anything” when my students are looking for “Somebody doing something” about what they care about. It’s about inviting them to discover that they have the power to do something too. It’s about being a community leader more, and a teacher less. It’s about extending my relationship with these young adults beyond the nine-month term (if church youth group leaders can do it, so can teachers). It’s about re-conceptualizing schools as community action centers instead of walled gardens (or day-care centers, or juvenile detention centers). It’s about designing relevant experiences and projects in which any metaphors or synecdoches that, god help us, they learn, will have a purpose and meaning beyond an alphanumeric grade.
It’s about trying to be World-Changing instead of World-Ignoring and World-Ignorant.
That’s the best I can do right now. Does anybody out there want to talk about ways to collaborate on “real-world project-based learning” along these lines?
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*I podcasted part of that conversation, in which Ms. Boss was kind enough to indulge a 15-minute “think-aloud” about the Year of Global Cooling project, which was then a four-day-old (obsessive) idea, in an earlier post.
**I’m incredibly excited, by the way, to report that Dana Huff of huffenglish, one of my favorite English teacher blogs, dropped me a message on Wikispaces saying she wants to participate in the ’07-’08 iteration of the 1001 Flat World Tales – talk about “connecting the loneliest profession” with a vengeance! Dana’s the kind of English teacher I dream of having in the classroom next door. And now I will, virtually. Too cool for words. More on that later, I’m sure. With Dana on board, and the logistical lessons learned about flat classroom projects under our belt from the first run last year, this year will surely see a focus on improving the project’s pedagogy. Dana’s been studying Wiggins’ and McTighe’s Understanding by Design for her summer vacation, and has inspired me to do the same. So this looks like fun. You’re invited too, by the way. See the 1001 Teachers wiki to sign on.
But it should be clear that I’m ambivalent now about the value of the 1001 Flat World Tales. I wonder how it can be modified to make it more relevant, and less school-y.
- Year’s-End Retrospective no. 2 – I’m Nobody. Goodbye to All of That.
- The Art of Bad Titles
- 1001 Flat World Tales "Kudzu" Update: Five New Countries Enter New Workshops
- Long Hallways in Schoolhouse Earth!
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Tags: 1001 Flat World Tales, collaboration, flatclassroom, Global Cooling Project, gripes, politics, professional development, student 2.0, world citizenship Print This Post
No. 1 — July 9th, 2007 at 10:42 am
Whoa.
That is some intense thinking Clay. As you point out in your preface, I think you are a harsh critic of your teaching, in particular the 1001 Tales project and its impact on students. I’m assuming (from what I have read in your writing and given that you are an English and History teacher), that you are a lover of powerful ideas and believe that language gives birth to ideas that can CHANGE THE WORLD. Think Nietzsche Voltaire, Tom Paine. The value of the 1001 Tales project (think of it as a testing prototype) is that is gave students the opportunity to express their ideas, to take intellectual and emotional risks to publish “creative” (much harder I think than an “objective” essay) writing to an audience that extendsed beyond the classroom. This was/is a worthwhile experiment. Your reflections are also important because we as teachers often blabber on about “authentic” assessment when often the changes are merely superficial or “schooly” as you phrase it. I take from your post that we need to do both – the communication and the action. We need to provide students opportunities for self-expression, help them learn how to share their ideas and help them develop the agency to “do” things that effect change or empower them as citizens whether it’s on a local, national or international level.
It’s this kind of hard thinking that will help us all to move “beyond school” and into the future we can feel but maybe can’t yet see clearly.
From your sidebar:
It’s kind of fun to do the impossible.
Walt Disney
Cindy
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No. 2 — July 9th, 2007 at 11:45 am
Thanks, Cindy.
I tried to articulate that the 1001 Tales had potential, but that it suffered from ultimate pointlessness in terms of substance. That still may be too harsh, since self-expression, connectedness, and seeing your own culture critically (the goal of the stories) of course have some value.
But I think you and I both came closer to the direction I want to take in our parallel “Yahoo Project” (me) and “Protest” Project (you). If we could extend those exercises into the realm of real-world action, as opposed to mere “schooly” persuasion exercises (persuasion has its importance too, don’t get me wrong – it’s just a dangerous place to stop, since it relies on others taking action as a result of our talk).
I’m more and more realizing that our talk should be about world citizenship. It can still be fun – satire is the perfect case in point – but it should be the focus. Web 2.0 and all the content skills should find their outlets in engaging students, initiating them, into the adult world through real-world projects. It would address the infantilizing issue as well. I think they want to be allowed to enter the adult world; they have biologically, after all, and mentally they’re handling physics and chemistry, for crying out loud.
So why are we treating them like they’re still “kids”?
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No. 3 — July 10th, 2007 at 12:21 am
Hi Clay, I haven’t visited your blog before but I’m a subscriber now. When you say It’s about inviting them to discover that they have the power to do something too. It’s about being a community leader more, and a teacher less, you echo a train of thought that I’ve been following lately. I blogged about it Reply
No. 4 — July 10th, 2007 at 12:42 am
The link I left in my comment is broken. Sorry. I meant to point to a post called Small Projects Loosely Joined. Hope this fixes it.
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No. 5 — July 10th, 2007 at 12:43 am
Hi Doug,
So ironic. After this post, I went through my Bloglines and canceled most of the subscriptions to edubloggers with whom no dialogue had occured. I’d subscribed to yours for months, and it was one of the ones to go (I know, devastating loss
).
So it’s really nice to make your acquaintance over a shared conviction, and have you back in my Bloglines. (This comment feels idiotic, so far, though I’m trying to simply say I’m glad we’re talking.)
By the way, let me know if you want me to promote any elementary ideas you might have the elementary classrooms at my school. We’ve got a pretty good laptop cart set-up, and a few teachers who are starting to explore these tools.
Finally, can you fix that link on your comment? It doesn’t work.
Thanks again~
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No. 6 — July 10th, 2007 at 1:51 am
Thanks for the fix, Doug. I Diigo’d my response to your post (Diigo auto-forwards to del.icio.us, but allows clipping and annotating along the way), so it will appear on my “Daily Diigo” autoblog soon.
I think we’re headed in similar directions too. How much interest in translating anything into practice are you getting from your network and visitors? I sometimes wonder what I can do to get more than passive visits from people.
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No. 7 — July 10th, 2007 at 5:50 am
I’m glad you found the post I was trying to point to. Somehow a break tag got inserted where the closing anchor tag should have been. Maybe you can fix that?
Thanks for the link and the comment.
Funny that we would look to the network for interest in ideas about local action, but that’s how it is. It’s hard to recruit partner teachers from the relatively few people we work with.
I’ll be teaching 6th graders next year, kids who I taught when they were in fourth. They’ll be a little bit more web-savvy than if I was approaching a new group, and I’ve approached the other sixth-grade teacher about working together on something. A couple of other people across the network have expressed interest, but we haven’t generated any specific ideas – just a willingness to “do something.”
I’m really happy to have made your acquaintance, because I do think this is a direction (as you say, real-world PBL) that the edtech “discussion” needs to go. I’m tired of hearing about 21st century literacy unless it’s tied to 21st century action. Otherwise it’s “just talk.”
Maybe a brainstorm of possible actions – like your light bulb idea – would be a good place to start.
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No. 8 — July 10th, 2007 at 6:35 am
Doug, I can’t edit comments, but your corrected follow-up comment has the right link anyway.
I’m seeing the “network recruitment” thing from a different angle. Elsewhere I described it as “Connect and coordinate globally, act locally.”
This is where Web 2.0 can add real-world value to PBL. Connecting your students there with mine here and others elsewhere to use web 2.0 to spread, say, the “carbon neutral pledge” movement…how powerful that object lesson would be for the students as they not only act locally, but use web 2.0 as what we called a “force multiplier” in my (Clinton era) army days.
The lesson they would learn from that is that they can make an impact locally and beyond the local through 2.0.
Planning it in international teams, proposing it on the same day in multiple locales, comparing notes before and after, documenting it digitally and archiving it for later arrivals…. This is where I see 2.0 making a difference.
So to me, the challenge isn’t finding a local adult to help. I’ll do it, and I know plenty of students who will lead on it.
The challenge is to find one similar adult elsewhere to add that “force multiplying” effect.
The Live Earth Concert people get it.
But I’ve written about all of this in the posts tagged (“labelled,” as Blogger calls it) “world citizenship.”
It really is the adults who are the obstacles. Finding only one per area is enough. Coordinating those areas will get the attention of more downstream, and the thing naturally grows from there.
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No. 9 — July 11th, 2007 at 1:04 am
This is interesting to kick around, and you’re right; we’re coming at it from different angles. In a way, my reaction to what you’re suggesting may not be of much use to you. But I’ll share it anyway since I think we might be able to – if nothing else – clarify our own thinking for ourselves. Hope you don’t mind.
In a way, the problem that I see with your proposal and what I’ve been thinking about is similar to the problems that I’ve run into trying to recruit other teachers to join in any collaborative project. Everyone has their own ideas…and then they go off and do whatever they need to do. No shared vision, no collaboration.
My idea doesn’t require a shared vision for anything other than the desire to share the vision – and to create a value for doing something constructive, and documenting it. I believe that a “cycle of virtue” is generated this way which can inspire other, maybe, similar efforts.
I think that projects are generally more meaningful when they spring from a felt need or a personal desire to see a result of some kind. That may be different for people in diverse places, as much as it may be for two people in the same place. On the other hand people in distant places may feel a resonance with something someone else is doing.
To be a little bit self-reflexive here, now that I think about it, this conversation is beginning to demonstrate my point.
On my post I linked to a site called WiserEarth. Did you happen to look at that? At first I didn’t see the benefit of developing a centralized focus for what is essentially an anarchistic movement. But maybe there is an educational rationale for one that supports real-world PBL.
I don’t deny the potential coolness of seeing something happen all over the place at once. But I think I see it as maybe just one of potentially thousands of disparate ideas that might occur asynchronously.
Those are my thoughts at the moment, anyway.
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No. 10 — July 11th, 2007 at 1:44 am
Hi Doug,
I hear you on the “my way or the highway” syndrome. But for projects with global resonance – and surely global warming is one – I’d counter that the “felt need” you speak of is in many a student and teacher everywhere, so it seems a false disjunction here. A case in point is the preponderance of global community service clubs in schools already: Amnesty International, recycling clubs, Habitat, whatever. I’m just calling for a re-tooling of the “recycling club” idea, in a sense, to something more real-world, more community-wide, politically engaged, creative, and, yes, coordinated and connected via web 2.0. It’s not about how cool it would be (though that factor’s appeal would increase engagement, so good); it’s about how much more effective it would be, and how instructive and transferable the lessons learned would be for students to extend to other actions and real-world campaigns they want to launch.
Otherwise, it’s still the 20th century “Think globally, act locally” philosophy we’re teaching. Web 2.0 is relevant for transforming that slogan into “Connect and coordinate globally, act locally and globally.”
I think that’s a radically powerful difference that can radically increase lifelong empowerment for students. Wikis and blogs with a real-world purpose beyond homework and dog-and-pony teacher showcases.
But you’re right, ego is one of the problems. An old girlfriend in college once tickled me with a story of two people who found two rocks they both found interesting, and trying to interest the other in the one they found. The conversation consisted mostly of sentences beginning, “Yeah, but my rock….”
So, to switch into solution mode, it has to be about creating project with flexibility and shared ownership. I actually think the Global Cooling project possesses this “openness.” It’s an umbrella, a clearing-house, a synergistic container. And I’m open to modifying it with anybody who wants to tinker along.
Re: “Hope you don’t mind” – I’ll never mind. I think best when doing it with others. So thanks for the input
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No. 11 — July 11th, 2007 at 3:00 am
In the roll-up to my thinking about this idea, I discovered a political vein in the US that I hadn’t thought too hard about before. But it made me stop and do a little self assessment – which isn’t very hard since I’m a chronic naval gazer. What I learned is that “social justice” and social action projects in school are objectionable to some people who, I think, rightly recognize the potential for political indoctrination. Not that I agree that social justice or social action is a bad thing, but I see how some people might feel threatened by that kind of talk.
I began thinking about the social values embedded in schooling. This is a huge subject, and my interest in it is probably a sign of my weariness with discussions about the nuts and bolts-level details of teaching more than anything else. This has set me off in a decidedly political direction, which is probably going to be a long-range interest now, as issues around capitalism and globalization are consuming my attention.
Anyway, what could be wrong with global warming? Seems like a pretty safe subject – except in Alaska. This place could be a clearinghouse for controversy on any number of subjects, but there are definite battle lines around discussions about ecology in a place that calls itself “The Last Frontier.” I wrote a piece called about Teaching The Controversy, in an effort to try to resolve this problem for myself. The tensions around here about conservation are ripe for that kind of treatment of ecological issues. Nonetheless global warming and its attendant problems are a major focus of the university here, which specializes in arctic research, and it would be a good topic. Just kind of complicated to deal with here.
But that’s just an example of the main point I’m trying to make. Understand that I’m not commenting on your idea, but simply offering a more detailed explanation of my train of thought, which is that local values might limit or encourage just about any project idea when we talk about “acting globally.” You noted in your post that I’d raised the point about respecting local values as a key condition for success in real world activity. So that’s how I came to start thinking about the “loosely joined” piece.
I feel like an edtech heretic most of the time.
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No. 12 — July 11th, 2007 at 3:12 am
Now that I’ve got all that out of the way, I want to ask you to please explain what’s wrong with the “think globally, act locally” ethos. I don’t understand how we can act any way but locally. I think the idea of an individual being able to “act globally” is nonsensical. Maybe I’m missing some key point, which would account for my heretical thinking.
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No. 13 — July 11th, 2007 at 5:29 am
Hi Doug,
Agreed about the dangers of political indoctrination around some subjects. As for Alaska being politically “too hot” to talk about warming, don’t you think that it’s possible to at least seek ways to frame the discussion in non-controversial ways? “Is global warming a problem?”, for example. Let those in all camps have their say. That’s not indoctrination, that’s “relevant” inquiry-based learning and debate about more significant things than the tired “school uniforms” junk we often waste our debate club energies on *sigh*. Let the skeptics and the greenies podcast, Skype-debate, and what have you about the issues.
Another angle would be to choose language and terms with the audience in mind. “Waste” is less a red flag than “warming,” and “green economics and entrepreneurship” are valid and less divisive frames as well.
My school is very interested in forging connections between universities – students and professors – for “vertical” learning. That university near you…I just might ask you for some contact info at some point.
My point about “think globally, act locally” is that it’s a pre-web2.0 strategy that can (should, I say) exploit web 2.0′s free-and-easy networking to a) act locally, of course, but – and here’s the new opportunity – b) simultaneously strategize with fellow travelers globally for a more than local effect. Does that make sense yet? It seems so clear to me
All my heroes and heroines were heretics. I’ve always said, “If you want to find the true saints, seek out the heretics.” My recent favorite is Valentinus, a “gnostic” put to death by the newly-formed Roman Church for simply believing differently and, in my book, much more spiritually than the orthodox version that won by brute force, and still controls the flock today. See Elaine Pagels’ “Beyond Belief” for some fascinating learning about the Christianity that once was.
Have you ever checked out the etymology of “heresy”? It simply means “choice.” And to choose pre-supposes critical thought and reflection.
I could go on about the bad rap “rebellion” has, when most of our heroes and benefactors today were considered “rebels” in their day. Of course, they were rebels with causes. Pop culture and irrelevant schooling have tamed that type of rebellion today into silly posing.
Anyway. Thanks as usual, Doug.
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No. 14 — July 12th, 2007 at 5:53 pm
This is an intriguing post and interesting conversation after the post–which is what blogging is all about!
I think Doug has a valid point about the political issue, but Clay also has thought of ways around this. I find myself thinking on two different tracks here:
1) I just posted about the idea of adolescence being created by society and now society is suffering the consequences by raising generations of self-absorbed, give me my dues kids. Clay, your ideas about true Web 2.0 learning–giving them the ultimate say in what they will do, discuss, and act upon gives the students ownership and pride in their learning. Really–if I had to write a persuasive 5 paragraph essay or be involved in an online global debate about the issue at hand, I know which one would teach more.
2) Web 2.0 is more than just bells and whistles. But I think this is the issue for most of us teachers who consider themselves to be on the cutting edge, but really not knowing how to cross that edge to the true potential of Web 2.0.
I know what I think learning should be and every day it gets further and further away from the traditional model we seem to be stuck in.
Keep the conversation going!
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No. 15 — July 12th, 2007 at 7:58 pm
Welcome to that conversation, Ms. Q, and thanks for extending it. I’m learning so much, and from posts like yours, feeling a little less Quixotic, from these conversations
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No. 16 — July 12th, 2007 at 8:05 pm
Ms. Q, can you give us a link to that post you mentioned about infantilization? Your profile isn’t public, so I can’t find your blog through it
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No. 17 — July 13th, 2007 at 7:28 pm
Restricting Not Teaching
Sorry–Forgot to post the link!
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No. 18 — December 11th, 2007 at 7:02 am
[...] is extends a critique of my own teaching, and typical schooling in general, that starts in “I’m Nobody. Goodbye to All of That.” Makes sense to start there, if you haven’t read it [...]
No. 19 — December 13th, 2007 at 4:10 am
[...] you if you do. Update 13 July 07: Be sure to read the conversation with Doug and others in the [18] comments on the original the post. And the thinking extends in this “Teaching Grammar on the Titanic: on [...]
No. 20 — April 12th, 2008 at 8:36 pm
Clay,
It’s a great title for your website. I’m on this journey, trying to find a suitable name for a website of my own. I’m finding very hard to do. What process did you use in finding the right title? I guess your answer would be in “The Art of Bad Titles” but the link isn’t working.
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No. 21 — June 19th, 2008 at 1:56 pm
[...] Thanks to the ever thoughtful and innovative Clay Burell for bringing Suzie’s article to my attention. [...]