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Education Gurus | the édu flâneuse
"Knowledge and advice for schools and about education often seem to exist in a world of commodification and memeification. There is plenty of disagreement and debate in education, and plenty of competition on bookshelves and in conference programs. Educators and academics position themselves as brands via bios, photographs, and certification badges. As an educator and a researcher I have those whose work I follow closely; academics, for instance, whose presence affects me when I meet them because their reputation and body of work precede them.

In education, we have perceived gurus. These are people who have become ubiquitous in education circles, at education conferences, and in education literature. Teachers and school leaders scramble to get tickets to their sessions and to get photographic evidence of having met them. Their words are tweeted out in soundbites ad infinitum (or is that ad nauseum?), and made into internet memes. Sometimes these individuals partner with publishers or education corporates, and so the visibility and reach of their work grows. They become the scholars or experts most cited in staff rooms, at professional learning water coolers, and in job interviews when asked how research informs practice.

Sometimes, these gurus are teachers or principals who have gained a large following on social media and subsequently a monolithic profile. Often, they are academics who have built up bodies of work over many years, becoming more and more well-known along the way, and eventually being perceived as celebrities or gurus. Yesterday I had the pleasure of learning from Dylan Wiliam, firstly at a day long seminar, and then at my school. At one point the seminar organisers apologised for running out of Wiliam’s books, acknowledging the desire of delegates to have the book signed.

Marten Koomen has traced networks of influencers in Australian education organisations. In his new paper ‘School leadership and the cult of the guru: the neo-Taylorism of Hattie’, Scott Eacott challenges the rise of the edu guru, those academics whose work is ubiquitous and influential to the point of being uncritically accepted and canonised. Eacott pushes back against the ‘what works’ mentality in education, in which educators are sold ‘what works’ and encouraged to slavishly apply it to their own contexts. Jon Andrews, too, questions the unquestioning way in which the loudest and most prominent voices become the accepted voices. Meta-analysis and meta-meta-analysis, often translated into league tables of ‘what works’ in education, have been the subject of criticism. George Lilley and Gary Jones have both questioned meta-analysis on their blogs. I’ve written about cautions surrounding the use of meta-analysis in education, especially when it drives clickbait headlines and a silver-bullet mentality of having the answers without having to ask any questions. Yesterday Wiliam made his oft-repeated points: that everything works somewhere, nothing works everywhere, and context matters. A guru cannot provide easy answers in education, as education is too complex and contextual for that.

Much of this conversation around the rise of the edu guru has surrounded John Hattie, although he is by no means the only globally renowned education expert likely to make conference delegates weak at the knees. I was personally uncomfortable when he was beamed in via video link to last year’s ACEL conference and began to give an ‘I have a dream’ speech about education. As an English and Literature teacher I understand the power of rhetoric and analogy to persuade and inspire, but appropriating the legacy and words of Dr Martin Luther King Junior seemed a way to gospelise a personal brand of education reform.

I don’t think that education experts, no matter how influential they become, should encourage the uncritical acceptance of their ideas as dogma, or present themselves as the bringers of the One True Thing To Rule All Things of and for education. As Dylan Wiliam, channelling Ben Goldacre, repeatedly said yesterday, “I think you’ll find it’s a little more complicated than that.”

I wonder how perceived gurus feel about being guru-ised by the education masses. In part the famous and the infamous in education are so because of their actions: accepting more and more speaking gigs, performing the game of publishing and promoting their work. Most, I would guess, do this for the same reason someone like me speaks and publishes. To contribute to education narratives and change those narratives, hopefully for the better. To be of service to the profession and the field. To explore and wrestle with ideas, trying to find ways to make sense of the complexity of education in order to improve the learning of students and the lives of teachers and school leaders.

I wondered about the rise to gurudom and the moral obligation of the academic celebrity figure last year when at AERA I saw a panel in which four educational heavy hitters—Andy Hargreaves, Michael Fullan, Linda Darling-Hammond and Diane Ravitch—all advocating for the moral imperative of educational research and practice. They spoke of lifetime journeys of work intended to make the world a better and more just place. I wondered at the time about how much an early career academic can be brave and resistant in their work, as they try to build a career via the performative pressures of the academe. Can only the guru, free from institutional performativities and the financial pressures often associated with early career academia, say what they really want to say and do the work and writing they really want to do?

I don’t think experts in education are dangerous. We need expertise and people willing to commit their lives and work to making sense of and making better the world of education and learning. But in a world where teachers and school leaders are busy racing on the mouse wheels of their own performative pressures, we need to figure out ways to support and facilitate sceptical and critical engagement with research. Even those who are highly influential and highly admired need to have their work engaged with closely and critically. The danger comes when experts become so guru-fied that the words they use become part of an unthinking professional vernacular, used by educators who haven’t looked behind the curtain or beneath the book cover."
cultofpersonality  edugurus  education  australia  newzealand  2017  deborahnetolicky  learning  research  andyhargreaves  michaelfullan  lindadarling-hammond  dianeravitch  academia  dylanwiliam  bengoldacre  scotteacott  matenkoomen  influence  leadership  thoughtleaders  neo-taylorism  schools  georgelilley  garyjones  jonandrews  bestpractices  echochambers  expertise  experts 
12 hours ago by robertogreco
Refactoring a Python codebase using the Single Responsibility Principle
# [Refactoring a Python codebase using the Single Responsibility Principle](https://medium.com/unbabel-dev/refactoring-a-python-codebase-using-the-single-responsibility-principle-ed1367baefd6)

> functions and methods that have the highest complexity tend to also contain the most defects



> The handler objects are the entrypoint on our structure…It does not perform any direct action other than dispatching to other objects and composing answers



> A service is our go-to pattern for getting sh..tuff done. After initialisation, these objects will hold a temporary and immutable state.



> A Service can call other Services, Finders or Values. As such only Handlers and Services themselves can call a Service



> a finder is responsible for retrieving a specific type of information object…[and] only defines class methods and holds no state.



> A Finder can be called by a Handler or a Service and can call a value to return complex information



> The value object is designed to hold state [and] are either a singular representation of an entity or a list of entity representations



> The ValueComposite allows your ValueObjects to be initialised as a dict or array by using an abstract constructor.



> there are two types of serialisers, the ones that add to the dict, for single values, and the ones that append values to the array, for multiple values

refactoring  development  bestpractices  python  single-responsibility-principle 
2 days ago by jacklittleton
The Hitchhiker’s Guide to Python! — The Hitchhiker's Guide to Python
This handcrafted guide exists to provide both novice and expert Python developers a best practice handbook to the installation, configuration, and usage of Python on a daily basis.
Python  bestpractices  handbook  hitchhiker  guide  tutorial  reference 
3 days ago by areich

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