I recently attended the Adelaide Making IT Mobile workshops facilitated by the staff from SCIL. One of the key moments for me was Steve Collis’s presentation about space and the impact it has on the ‘what’ and ‘how’ of our work. His words helped me see past some of my own frustrations about the process of trying to reinvent the thinking and learning at our school and also got me thinking about why it’s important that we don’t just give up. If you’re not familiar with Steve’s work, check out his blog and his definitions of space. While transforming the physical and virtual space of schools is relatively straight forward, (albeit requiring a cash injection), changing the cultural space (the mindsets or headspace, expectations, habits and ways of responding) of the individuals and groups (staff, students and parents) that make up a school is likely to be more complex and take longer. It is unlikely that the various groups involved will all move at the same pace, afterall. To really transform education requires changes in all 3 ‘spaces’.
It would be simpler to continue doing what we’ve always done, what the parents expect as ‘normal’ given their own experiences of schooling. So if it’s not going to be easy, why bother? Why continue seeking to transform what we do and how we do it? As I’ve thought about it since, culture as space and the culture filter so familiar to me as a languages teacher provided a reason and anchor.
The culture of the outside world, in which our students experience all other facets of life, is constantly changing and evolving. We see it reflected in their language (if I hear “hashtag yolo” again this week…!), in their social interactions, in their pastimes. We know many jobs they will go into do not yet exist – many which do exist now didn’t exist in my parents’ youth! Cultural literacy as we usually think of it enables one to function within and engage with daily life and society in another country rather than just looking in from the outside always feeling bewildered and out of place or causing offence to the locals. If the culture in our schools does not move in time with the culture of the outside world how can students function in them? Because the two cultures are incongruent, with one changing rapidly and the other changing little in over a century, our students are rather culturally illiterate in our schools and our schools risk becoming culturally irrelevant. How many times does a 2013 student sitting in a classroom little changed since the 1900s appear disengaged or cause offence to the locals, aka teachers? Bringing the two cultures closer together removes the overwhelming sense of school being ‘foreign’ and empowers students to be engaged, participate and succeed in their learning. And that’s why we bother!