Blur Had the Right of It

I somehow found myself sucked into a looking glass conversation about gender-separated public education. Here's what I had to say:

I teach in an urban high school in Southern California. In my classes of 40 or more human beings, I have teens who are Latino, white, black, Asian, English learners, recently declassified English learners, students with learning disabilities, students from military families, students from single parent households, Catholic students, Jewish students, secular humanist students, gay students, straight students, students with physical disabilities, and yes, students who are male and female.

The notion that simply separating males and females would remove the need for me, as a teacher, to employ every education technique (sensory, social, or otherwise) in my extensive arsenal is patently absurd. Nor would such a separation create an environment wherein students' most fundamental needs are being met; I find that the education needs of many of my students are far less defined by their gender than by any number of other factors comprising their unique situations and identities.

There are any number of ways we could divvy those students up "for their own good." But as I teach them world history, I think it's ever so valuable to have all of their wonderful voices and perspectives in our conversations — and make no mistake, a good teacher makes sure all of those voices are included. Period.

In earning my MAE, my coursework included extensive study of neurology as it pertains to adolescent learning, and I am more than familiar with the bio-essentialist arguments. They have many grandfathers, all equally well-intentioned, and all equally specious. I fundamentally object to the notion of pedagogical biodeterminism based on "the latest research" (which is always inevitably revised by even latest-er research). I do not object to the usefulness of science in honing education; I do object to rendering it as the only criterion.

Being a teacher means teaching every mind in the room, regardless of which of the myriad subgroups of humans each student happens to fall into. It is a noble task which can — and ought — to be done.