That takes me to the second point. In some places the data are clear and in
others they are confusing and confounding. In many instances we simply don't
have enough information. We really don't have a lot of data on the relationship
of strategies to outcomes. Too little of the research has controlled for or
described the multitude of factors that must be taken into account in looking at
differences in educational access and outcomes, from level of resources to
content and pedagogy.
The third point is that we face a series of difficult dilemmas in coming up with
appropriate remedies. I've hammered away at the concern that separate is not
and has never been equal, and that even if the reason for separation is to
empower rather than to disenfranchise, there is too grave a danger that it can
once again be used to oppress rather than to liberate. On the other hand, it
is pedagogically and developmentally appropriate to offer a variety of choices
in the way the teaching and learning process are conducted. Each of us does
have our own approach to learning and doing, some of which derive from our
background, experience, and culture, and more likely to associate us with a
group or groups, and some of which are characteristics of our individual makeup.
How do we create alternative social organizations, supports for different
approaches to teaching and learning?
A critical dilemma for me is that in order to know more about what works, we
have to put resources into experiments, yet I'm not sure that's an appropriate
use of public dollars given the concerns about legality and precedent.
The conclusion for me is that these are very complex questions that deserve
serious and reflective consideration. Thank you all for your insights and
information.
Ellen Wahl
ewahl@edc.org