Introduction
Calling Out the Culprits Who Ruin
Student Lives
By Fostering Knowledge-Deficient
Education
Incisiveness in
journalism is a hit or miss proposition.
Many stories are
trivial.
Most reporters have
after all been educated in the United States, in which k-12 education is
terrible and post-secondary education---
whether community college, technical college, four-year college, or
university--- at best prepares attendees
for specific careers and professions.
Very few people who graduate from educational institutions at any level
go forth as broadly knowledgeable citizens.
This includes reporters for newspapers, magazines, and journals--- whether in traditional printed format or
presented online.
Lack of key knowledge
sets and having no understanding of the constituent elements of an excellent
education most likely explain the terrible education reporting by the Star Tribune’s Mara Klecker, Erin Golden,
Anthony Lonetree, and Ryan Faircloth.
Also quite possible is the circumstance that editors at the Star Tribune have conveyed to these
staff writer that they are not at liberty to write negative stories that tell
the ugly truth about the incompetence of most actors in the education
establishment, whose cooperative responses they need to gather information for
uncreatively conceived or written articles that merely describe the programs
and current activities of bureaucrats who academically abuse our children every
day their feet hit the ground.
Such inept reporting
never gets close to the actual dilemmas of the public schools, which lie in
knowledge-poor curriculum and academic decision-makers having no serious
scholarly training.
Thus will journalistic
functionaries never call out United States Department of Education Secretary
Miguel Cardona for having no training in a major academic discipline
(mathematics, biology, chemistry, physics, history, economics, government,
literature, or the fine arts). They will
never expose the similarly paltry academic preparation of Minnesota State
Education Commissioner Heather Mueller.
And at the local level, they will not identify those academic
decision-makers who have little subject area knowledge, nor will they specify
Minneapolis Public Schools Board of Education members for the particular
ineptitude that they bring to their positions.
In my forthcoming June
2021 edition of my Journal of the K-12
Re3volution: Essays and Research from
Minneapolis, Minnesota, I rectify, as is my wont, this failure of journalists
other than myself to call out those people who are responsible for the wretched
level of education in the United States, in the cases below referring to
individuals associated with the iteration of public education in the United
States known as the Minneapolis Public Schools.
The June edition will
examine the specific incompetence and intellectual insubstantiality of the
following key actors at the Minneapolis Public Schools:
Superintendent Ed Graff
Interim Senior Academic
Officer Aimee Fearing
Associate
Superintendents Shawn Harris-Berry, LaShawn Ray, Ron Wagner, and Brian Zambreno
Office of Black Student Achievement Director Michael
Walker
Department of Indian Education Director Jennifer Rose
Simon
The edition also examines the failures of the
following:
Senior Human Resources Officer Maggie
Sullivan
Senior Accountability, Research, and Equity Officer Eric
Moore
Executive Director, Office
of the Superintendent Suzanne Kelly
Engagement and External Relations Director Celina Martina
The incompetence and slim academic credentials of the following
members of the Minneapolis Public Schools Department of Teaching and Learning will
be highlighted:
Math
Christopher Wernimont
Erin Clarke
Jennifer Hanzak
Marium Toure’
Reading
Julie Tangemann
Meghan Gasdick
Molly Siebert
Molly Vasich
Science
Erin Clarke
Christen Lish
Jenn Ross
Julie Tangemann
And in the June 2021 edition of Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota, the particular failure and corruption of the following members
of the Minneapolis Public Schools Board of Education will be examined:
Jenny Arneson (District 1)
Kim Ellison (At-Large)
Nelson Inz (District 5)
………………………………………………………………………………………….
Academically
insubstantial curriculum and staff ineptitude represent the core failures of
our system of public education in the United States. At many places on this blog and in the many
public platforms that I have created or in which I participate, I call out
those responsible for academically abusing our children.
Look forward to
the soon forthcoming June 2021 edition of Journal
of the K-12 Revolution: Essays and
Research from Minneapolis, in which I I examine the culpability of the
individuals given above.
Article #1 >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis,
Minnesota<, Volume VII, Number 12, June 2021 >>>>> Origins and Maintenance of a Corrupt System
of Public Education in the United States
No comments:
Post a Comment