What does it mean to be a “good” student according to the commonsense?
According to commonsense, a good student presents behaviours which maintain the status quo and fit into normality. Within education, students who fit this status quo often are obedient, engaged, willing to learn, organized, and intelligent. Kumashiro states, “ a good student required behaving and thinking in only certain ways;” (2010, p.21) this quotation suggests commonsense limits students to the categorization of good and bad students. Throughout educational history, common sense towards what we consider a good student has considerably changed. While reading A History of Education, readers can acknowledge the racism built into the school structure and consider that within this context, a commonsense “good” student must be white.
Which students are privileged by this definition of the good student?
I would argue students privileged by this concept are nearly impossible to identify. While this concept does benefit more than others, no student consistently behaves in these specific manners without conforming or pretending to be someone you are not to an extent. If we are to focus on who benefits most from this concept, however, we could assume it would be children with a wealthy, good family life. In addition, the Saskatchewan education system also benefits those of a Christian religion. The education system has systematically been created to provide education to those “good” students because the approaches and pedagogy placed into classrooms ignore cultural, physical and mental differences.
How is the “good” student shaped by historical factors?
Throughout the article, A History of Education, many problematic ideals are expressed that progressive education attempts to escape. Painter describes, “Education does not aim to develop a perfect man or woman, but to prepare its subjects for their place in the established order of things;” (1886, p.9) this quotation suggests a good student becomes an acceptable citizen. Though we are progressively reducing colonialism within our education system, it remains very prevalent. The societal ideal of a “good” student is still somewhat shaped by historical ideals. We can still observe many forms of oppression within our school system.
References
Kumashiro, K. K. (2010). Against Common Sense. Teaching and Learning Toward Social Justice.
Painter, F. V. N. (1886). A History of Education. New York : D. Appleton.
I agree that our education system is set up in a very colonial way and it limits those who are not privileged with an idealistic family life. Your use of the word “ideal” is a little repetitive, and making it more concise would benefit you in getting your point across. I really liked your point about the common-sense of a “good” student benefiting no one. It is so true that no student fits into this ideal and it is wrong to assume all student learn the same way.