Get past this first paragraph: it’s not what you think.
I have a really nice house and have just had and incredibly comfortable, happy Christmas break. I’m dabbling with learning to play piano and often listen to Jazz, classical music less so. I try and eat healthily, for the most part, and have money in the bank. I enjoy gardening have a season ticket at my football team, occasionally listen to Radio 4 and get annoyed at Question Time. I am, to all intents and purposes, living the archetypal Middle Class Life and, while I grew up in a reasonably comfortable working class background, I recognise that I have ‘escaped’ a life I could have had.
I teach in the area in which I grew up and would have attended this school. I see problems with inequality all the time, recognise the poverty gap and want to support our Government’s attempts to narrow that gap. Inequality means we have a huge imbalance in our society: an imbalance of wealth, opportunity, services, voice. While school is a core part in society it must never be seen as the hub of all our problems but we do have our part to play. As an individual I have a responsibility to do what I can to help alleviate society’s problems. But what am I prepared to do?
Those in poverty very often see schools as the enemy; that might seem extreme but it’s true. Parents who’ve had generational resentments of authority see us offering something which is not for them. Families with unemployment running through generations look upon educational aspiration as a middle class conceit. They don’t believe that their cultural heritage- whatever that may be – is valued and see themselves being mocked and derided; the fast food they eat, the TV they watch, the way they talk. To say that education is the way out of that mindset is naive and misguided.
As educated professionals, it is easy to think that we have all the answers, that we know what’s best. What if we gave up that ‘voice’ in order to listen to the problems of our communities? How often do we really listen to the concerns of the parents of our students, instead of voicing annoyance when they don’t turn up to Parents Evenings? How do we create communities where teachers have to give up some of their free time to go and listen to these communities? Would that be a sacrifice? Would that help us understand?
Would we be willing to pay a little extra in tax if we we’re convinced that it would improve the lot of our poorer communities? We see high tax societies working well in Scandinavia but shudder at the thought of paying more here. Why is that? Because we’re not convinced our Government would put it to good use? Because we don’t see evidence of it yet? What would change?
If we are serious about alleviating poverty and improving the lives of those who live in poorer areas then how much are we really prepared to do? How much are we willing to sacrifice? As educators we have the knowledge and the tools to help but need to involve ourselves in the lives of our students and their families. Otherwise the gap will widen. And keep doing so.
If we are serious about closing the attainment gap and alleviating poverty then those of us in a position to do so will need to make some sacrifices. It’s not enough to get annoyed at Question Time or, dare I say it, write emotional blog posts. Otherwise let’s stop wringing our hands and pretending we care.