Monday, 09 April 2018 08:14

[ ePolls ] featured in Episode 01 of The Futurist (Haringey)

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[ ePolls ]

Every article in every episode of The Futurist will feaure polls as a special way for our readers to engage with each other and the issues we explore through the episode (publications, broadcasts, social media, streams etc.):  On thispage you will see a summary of all the ePolls we have featured in Episode 01 of The Futurist (Haringey) - 2018.  The questions may be clear enough for you to answer now or you can use the provided link to see the article in which they were embedded.

 

 

This [ ePoll ] came from this article:

StART building on Zero Waste

 

 

What would you choose, more homes or decentralised waste and energy management?

 

 

 

 

These [ ePolls ] came from this article:

The flaws in Attainment 8 - Part 1 (Special Report)

 

 

Should schools be most accountable to the community or the government?

 

How much did you know about Attainment 8 and Progress 8 (the latest student progress monitoring systems for schools) before reading this report?

 

Do you want help understanding what’s going on regarding the monitoring of student performance in schools?

 

Who knows best the true potential of a child?

 

Are English and Maths qualifications more important than other subjects?

 

How well do you feel parents and schools work together?

 

Can our society create better equality in attainment and progress regarding the ethnic (heritage / demograhic) factor, can we remove the ethnic inequalities that exist today?

 

Young Black males; are they the problem or are they victims of the problem?

 

Parents sometimes speak of the loss of their child’s early years brilliance. Have you observed this apparent loss of early years brilliance (in the children you know) or is something else happening?

 

 

 

 

This [ ePoll ] came from this article:

Returning to Turkish educational foundations? Traditionalist, Constructivist and back to the East (Islamist?)

 

 

What is the essential source of knowledge and learning?

 

Which do you feel is better, secular or religious control of the education sector?

 

Is Turkey becoming more or less stable?

 

Please indicate the three most insightful extracted articles:

 

 

Learners as unique individuals each with their own socio-cultural context: Is this a practical idea that can be meaningfully implement in a multi-cultural society’s education system?

 

 

 

This [ ePoll ] came from this article:

You are The Futurist ? 

 

 

Here "The Futurist" is you, ALL of us, collectively, we make the future one way or another. What type of futurist are you?

Read 252 times Last modified on Sunday, 19 August 2018 11:44

1 comment

  • Comment Link Nkem Anagor* Sunday, 02 September 2018 13:25 posted by Nkem Anagor*

    A call to attention ! Attainment 8: A clear signal to the Community-it's  time to get serious about education relevant to an African place of Being.

    Having read the Fururist article: 'The flaws in attainment 8', what seems patently clear is that little has changed in terms of government meddling under the guise of further "educational reform". It seems that other than the terminology - and apart from a few changes in jargon, it's BAU (Business As Usual) as far as government interference in the delivery of education at early and secondary school levels is concerned.

    The pointed suggestion of this commentary, is that it's governmental inspired CONfusion by design; for the specific purpose of reinforcing a tired, well used and imposed status upon those of We within the general society who are identified as Beings "black" - or as reference preferred in this commentary, Being of African Heritage.

    Please be clear, the signal of alarm to the Communities of African Heritage is this: Government educational reforms introduced under Attainment 8 have their own objective beyond that which is proffered out to Joe Public- that is, the misEducation of the next generation of young (black) children. With result, the further embedding of a social perception of black people in general as 'uneducable, failed individuals, natrually occupying the bottom rungs of the social ladder'- (and therefore, where there is any community of "blacks" , Ones should expect to find little evidence of social mobility within this section of the population).

    Social mobility implies within this social construct society's implies, that upwardly mobile and aspiring population needs move away from where "blacks" populate in any viseable concentrations , leaving with them all the problems of deprivation and social failure- (in the ghetto).

    Community, We need to take heed this time round!

    The consequences of structural biases within UK society, which will continue to influence outcomes for young African heritage  boys and girls, will be made manifest as the next generation of learners are presssured into opting to sit dumbed down courses- all for the sake of schools keeping on the good side of government leagues, scales and statistics.

    We can only look forward with Attainment 8 to a great number of our children wallowing under the burden of low expectations, based upon the statistical wisdom that black boys particularly and black girls to a lesser extent, do not do well in education.

    In other words, we anticipate with Attainment 8 reforms, we should anticipate yet another generation of black children passing through a system of MisEducation, to be dumped and systematically rubbished before they have a chance to realise their own [Super] Natural Brilliance-( that's if the Community sits back and allows things to go to plan.)

    We all know in truth, those of us who remember our own MisEducation, that in the UK (institutionally and structurally racist as it continues to be), qualifications have very little to do with employability.

    Those who answer to the category , " white , affluent/ comfortable/ well off", have the benefit of Confidence and good expectations placed upon them to "do well" by virtue of structural biases within UK society's perception, (which eases them into the better paid jobs -and into all the economic benefits of white privilege, thereby side stepping economic pressures commonly faced by their "non-white" African heritage counterparts).

    Many answering to the category " white working class", although not particularly or necessarily brilliantly endowed with paper qualifications, can nevertheless do "just fine" toothrough employment in the family business or traditional trade- an option rarely available to African heritage youth, given the still too few numbers of black people running their own businesses.

    The all too often reality for children of African heritage is that, even when they manage to pass through the UK education system with a respectable collection of paper qualifications, they will still enter a job market in which these same bits of paper do not mitigate for the fact of Not being white. This is the unaddressed condition of the UK, few wish to acknowledge, let alone tackle- (better and far easier to write off the child ?)

    The great irony in all of this mess is that the continued MisEducation of African heritage youth, which Attainment 8 does Not fix, is the promise of future employment for others, as others "fix the problem of black people", through UK mental health, policing, penal, judiciary and social work systems.

    So what's the solution ? Is there a logical conclusion to all of the above ?

    It seems clear that no government can solve the problems of a community, better than the community itself.

    African heritage children are not uniquely uneducable- quite the contrary , one would suspect- for how can so many bright and beautiful young individuals , with so much natural talent as to disproportionately influence the culture of a country, be at the same time difficult to educate ?- (unless of course, the content, priorities and presentation of the education is experienced by the same bright , young things as of a quality totally irrelevant to their place of Being ?)

    The solution is clear, African heritage communities must invest in education for our Young that is more and of greater superiority to that which is on offer in the mainstream for "free".

    Our parents must be prepared to invest in educational institutions created by Us for Us. It will be time and money well invested.

    This is a Community collective challenge and not the work of a few tireless Saints. The challenge is for the Community to put money and time into creating and supporting our own educational institutions, that will enable young African heritage children to THINK their own thoughts, in their own way, with their own Mind. This is how We begin to solve the problems of a Community.

    We live in a society in which you gets what you slave for. Let's put our money on our children in the certain hope that they can do better than survive the UK education system , to grow up even more beautiful in their natural confidence than they were on their first day in school.

    By Nkem Anagor- Mother, Physiotherapy specialist, Philosopher, Poet and Co-host of Africa Acending Young Gifted Speaker.
    Contact: nkem.anagor@gmail.com *

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