Progressive Teacher Blog

A reply to a ‘lefty trad’ (part 3): What do socialists say about high expectations?

The final post in this series responds to the ‘lefty trad’ case for high expectations. The line of reasoning is straightforward: As socialists believe ordinary people are capable of great achievements, then we should expect working-class children to comply with strict discipline techniques, such as SLANT.

The simplicity of the argument fails to hide the sleight of hand. The conclusion does not follow from the premise. It is true that socialists have the highest expectations of the working class. Indeed, as the revolutionary class, it will be responsible for nothing less than the end of capitalism. However, that does not mean socialists expect children to comply with ‘no-excuses’ school cultures.

A reply to a ‘lefty trad’ (part 2): What do socialists say about work?

In part one of this series we analysed a quote about ‘order’ from a socialist politician in 1923. After establishing its context, we concluded that the quote did not support the ‘lefty trad’ case for the use of strict disciplinary techniques, such as SLANT, in state schools today.

Now we turn to a second quote used to justify those techniques. The argument is as follows: In a socialist society everybody will be expected to work for mutual benefit. However, idleness is a natural part of human character and requires a sanction. Avoidance of work is “amplified a thousandfold” in schools. Teachers must impose strong discipline to ‘correct’ adolescents’ reluctance to engage in learning.

A reply to a ‘lefty trad’ (part 1): What do socialists say about order?

The ‘lefty trad’ claim that socialists should promote traditional teaching methods has resurfaced in two posts. The posts advance four interlinked arguments:

1. Socialists support community order, promote a strong social work ethic, and have high expectations of the working class.

2. The same applies “a thousandfold” to children in schools.

3. Teachers achieve order, hard work, and high expectations in schools through traditional methods of behaviour management, such as SLANT. (Progressive methods lead to chaotic classrooms and cannot, therefore, realise socialists’ aims.)

4. Traditional methods allow working-class and disadvantaged students, including those with SEND and the neurodiverse, to thrive. A very small minority will not cope – but there is always another school for them!

Progressive pioneers

The Progressive Teacher Blog celebrates pioneers of progressive education in state schools.

Rosa Bassett – As headteacher of the County Secondary School in Streatham (London), Bassett introduced the Dalton Laboratory Plan during the 1920s. She contributed a chapter to Helen Parkhurst’s Eduction on the Dalton Plan in which she explained the success of the experiment.

Stanislav Shatsky – Shatsky set up the First Experimental Station in the Soviet Union where he developed theories on children’s communities and self-direction. He faced personal danger as Stalin’s reaction set in. A selection of Shatsky’s writings are published in A Teacher’s Experience.

Alex Bloom – As headteacher of St George’s-in-the-East (a post-war secondary modern in the East End of London), Bloom established a school in which students and staff created their own rules for community life, curriculum and learning. Read an article on Bloom and the school here.

Deborah Meier – In 1974 Meier was a founder teacher of Central Park East Elementary School (New York City) – a small school that promoted democratic procedures and used a project-based curriculum. Details of Meier’s books, articles, and blog posts can be found here.

Alex Bloom’s progressive school community

Alex Bloom was headteacher at St George’s-in-the-East school (Stepney, London) for 10 years in the immediate aftermath of World War II. In that time, he created a beacon of progressive education in the state sector, insisting that “a child can’t grow up in an atmosphere of fear.” As the Daily Mirror reported in 1951, the school did not have “formal lessons in the accepted sense, tests or competitions, prizes for achievement, penalties for failure, imposed punishment, division of children into ‘bright’ or ‘dull’ classes.”

Donalda Dickie and the Enterprise

Dr Donalda Dickie was involved in devising and implementing a progressive model of education for state schools in Alberta (Canada) in the 1930s and 1940s. She led system-wide change around the concept of the enterprise, which she defined as “a series of purposeful activities arising out of the pupils’ needs and interests and revolving about one central theme.” The Enterprise emphasised social learning that underpinned the development of a sound mental health, an understanding of knowledge linked to community life, and an ability to reason through the scientific method.

#leftytrad – a contradiction in terms?

In a recent blog post Adam Boxer declared himself to be a ‘lefty’ in politics and a ‘trad’ in teaching. He complains that there is a “consistent and widespread conflation of traditional education with right wing politics” – a conflation that is not warranted. Indeed, Boxer stresses that he is a traditional teacher precisely because he is left-wing:

I believe that everyone, regardless of their background, should be able to access society at any level. I believe that a highly effective way to achieve that is by transmitting the cultural goods of society; its finest discourse and mores. I also believe that our cultural and intellectual goods are the right of all citizens, whatever their backgrounds.

Boxer goes on to claim that politics and teaching methods are not related. His left-wing views, he argues, have not changed since employing progressive approaches as a lefty NQT. However, he has come to the realisation that the best way to educate for social equality – or, in Boxer’s words, “level the field and to pass on society’s goods” – is to teach as a traditionalist. The assertion that traditional teaching methods and left-wing views are compatible deserves scrutiny.

Prejudice upon disdain: a new low for traditionalists

There’s nothing new about the traditionalists’ disdain for progressive ideas on social media. They attempt to shame anyone who questions the traditional model, ganging up on progressive teachers without feeling the need to justify their moribund ideas. Developing a mob mentality is a good way for them to feel safe in numbers. However, this recent tweet from Tom Bennett (adviser to the UK government) reached a new low point.

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