Orwell Award Announcement SusanOhanian.Org Home


Steal This Movie, Too


AGHHHHHHHHH!

No surprise here. This is to be expected from flathead billionaire Thomas L. Friedman, who joins Rob Herbert, Brent Staples, and Nicholas Kristof at the New York Times in using the movie as an excuse for a misinformed rant about public schools. Roger Ebert went into miserable rant elsewhere.

See Fewer than Six Degrees of Separation Between Barack Obama and Waiting for Superman


By Thomas L. Friedman

While Washington is consumed with whether our president is secretly a Muslim, or born abroad, possibly in outer space, I’d like to talk about some good news. But to see it, you have to stand on your head.


You have to look at America from the bottom up, not from the top (Washington) down. And what you’ll see from down there is that there is a movement stirring in this country around education. From the explosion of new charter schools to the new teachers' union contract in D.C., which will richly reward public school teachers who get their students to improve faster and weed out those who don't, Americans are finally taking their education crisis seriously. If you don’t want to stand on your head, then just go to a theater near you after Sept. 24 and watch the new documentary "Waiting for Superman." You'll see just what I'm talking about.

Directed by Davis Guggenheim, who also directed Al Gore’s "An Inconvenient Truth," "Waiting for Superman" takes its name from an opening interview with the remarkable Geoffrey Canada, founder of the Harlem Children's Zone. HCZ has used a comprehensive strategy, including a prenatal Baby College, social service programs and longer days at its charter schools to forge a new highway to the future for one of New York's bleakest neighborhoods.

Canada's point is that the only way to fix our schools is not with a Superman or a super-theory. No, it's with supermen and superwomen pushing super-hard to assemble what we know works: better-trained teachers working with the best methods under the best principals supported by more involved parents.

"One of the saddest days of my life was when my mother told me Superman did not exist," Canada says in the film. "I read comic books and I just loved 'em ...'cause even in the depths of the ghetto you just thought, 'He's coming, I just don't know when, because he always shows up and he saves all the good people.'"

Then when he was in fourth or fifth grade, he asked, "Ma, do you think Superman is actually [real]?" She told him the truth: "'Superman is not real.' I was like: 'He's not? What do you mean he's not?' 'No, he's not real.' And she thought I was crying because it’s like Santa Claus is not real. And I was crying because there was no one ... coming with enough power to save us."

"Waiting for Superman" follows five kids and their parents who aspire to obtain a decent public education but have to enter a bingo-like lottery to get into a good charter school, because their home schools are miserable failures.

Guggenheim kicks off the film explaining that he was all for sending kids to their local public schools until "it was time to choose a school for my own children, and then reality set in. My feelings about public education didn’t matter as much as my fear of sending them to a failing school. And so every morning, betraying the ideals I thought I lived by, I drive past three public schools as I take my kids to a private school. But I'm lucky. I have a choice. Other families pin their hopes to a bouncing ball, a hand pulling a card from a box or a computer that generates numbers in random sequence. Because when there's a great public school there aren’t enough spaces, and so we do what’s fair. We place our children and their future in the hands of luck."

It is intolerable that in America today a bouncing bingo ball should determine a kid’s educational future, especially when there are plenty of schools that work and even more that are getting better. This movie is about the people trying to change that. The film’s core thesis is that for too long our public school system was built to serve adults, not kids. For too long we underpaid and undervalued our teachers and compensated them instead by giving them union perks. Over decades, though, those perks accumulated to prevent reform in too many districts. The best ones are now reforming, and the worst are facing challenges from charters.

Although the movie makes the claim that the key to student achievement is putting a great teacher in every classroom, and it is critical of the teachers’ unions and supportive of charters, it challenges all the adults who run our schools -- teachers, union leaders, principals, parents, school boards, charter-founders, politicians -- with one question: Are you putting kids and their education first?

Because we know what works, and it's not a miracle cure. It is the whatever-it-takes-tenacity of the Geoffrey Canadas; it is the no-excuses-seriousness of the KIPP school (Knowledge is Power Program) founders; it is the lead-follow-or-get-out-of-the-way ferocity of the Washington and New York City school chancellors, Michelle Rhee and Joel Klein.

And it is the quiet heroism of millions of public and charter school teachers and parents who do put kids first by implementing the best ideas, and in so doing make their schools just a little bit better and more accountable every day — so no Americans ever again have to play life bingo with their kids, or pray to be rescued by Superman.

— Thomas L. Friedman
New York Times

2010-08-25

http://www.nytimes.com/2010/08/25/opinion/25friedman.html?_r=1&th&emc=th

na


MORE OUTRAGES


FAIR USE NOTICE
This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of education issues vital to a democracy. We believe this constitutes a 'fair use' of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information click here. If you wish to use copyrighted material from this site for purposes of your own that go beyond 'fair use', you must obtain permission from the copyright owner.