Jun 18, 2021

Introduction >>>>> >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, Part Three

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  

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