schools in a

If Learning Is So Natural, Why

Am I Going to School? A Parent’ s

Guide, by Andrew Nikiforuk,

penguin Books, 457 pp., paper-
ack

ANDREW NIKIFORUK’S
guide to education sticks it to
every bogus educational
trend that has ever wormed
its way into the school sys-
tem.

Once the Gloke and Mail's edu-
cation columnist, Nikiforuk is no
Stranger to the poor practices and
flimsy educational! policies that
keep kids from learning.

This guide, written to help par-
ents become “more infortfied citi-
zens capable of i initiating changes
on their own,” covers the A to Z of
educational reforms, fads, innova-
tions and disasters.

It is largely fueled by 2 dissatis-
faction with the public school sys-
tem and the industrial education
complex that administers it. In his
introduction, Nikiforuk describes
the dysfunctional nature of this
educational beast: “The profiteers

-and careerists in this group alter-
nately work in ministries of educa-

- tion where policy is set, only to
return to the system as superinten-
dents where they eventually imple-
ment their own bad ideas.”

Having read through the whole
book there is no doubt in my mind
that Nikiforuk exercises his com-
mon sense in his rejection (and
ridicule) of such oft-touted con-
cepts as whole language, invented
spelling, “discovery” learning and
non-graded classrooms. Even
B.C.’s Year 2000 gets well-
deserved knocks (and a wonderful -
parody toboot).

. The book is organized alphabeti-
caily, a choice which is useful if
you plan to-use the book as a dictio-
nary, but which ‘does not work if
you want to read it as an overview
of educational practices and trends.

Nevertheless, for parents and
teachers on the front lines growing
exasperated by the newest lingo it
is invaluable — and unabashedly -
opinionated. This is not to say that

HALLOWEE

Barbara Black
BOGK REVIEW

Nikiforuk does not represent all
sides of an issue, It’s just that he’s
transparent about which side he
favors.

Some of the most comprehen-
sive coverage is on whole language
versus phonics instruction. Sections
1 found to have finally clarified the
controversy with some solid statis-
tics and studies (and a critique of
that wretched “Hooked on Phonics”
program flogged on TV).

Nikiforuk provides the back-
ground on why the whole language
approach was developed (remem-
ber Dick and Jane?) and traces
how, through misapplication and
pig-headed avoidance of research
studies, it has since run amok in the
school system.

Throughout, Nikiforuk retums
to the idea that children labelled
“learning disabled” may actually be
“teaching deprived.” He empha-
sizes that “there is no technological
shortcut for good teaching” and ~
puzzles over the apologists who
think teaching anything as a “disci-
pline” is a kind of fascist practice.

He balks at the idea that kids
will magically “discover” a concept
when they’re ready to lear it or
that kids do not want to be graded.

So far, it sounds like solely an
indictment of the present public
school system. But Nikiforuk’s
took is equally an impassioned

. plea to parents (and teachers) to *

demand more from their schools, to
make them accountable — to make
school matter to kids again.

The appendix contains equally
interesting material, including let-
ters from a principal and a con-
cerned parent, sample report cards,
a school charter, a Waldorf curticu-
lum, a profile for schools that work

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and don’t work, and a parental
guide to judging educational inno-
vation and reform.

Lespecially enjoyed a very witty
assessment of Ontario's non-exis-
tent English curriculum written by
two English teachers.

They lament: “The Ontario
Ministry of Education has 2,000

bureaucrats who promulgate end- — {™

less guideiines, but never absolute-
ly demand and ensure that anvthing
in particular happens.”

As one who has becn working
with B.C.’s Ministry of Education,
I Gan assure you our fair province is
not exempt from this well-inten-
tioned promulgating.

If you want to take aserious
look at your child's schooling, or
your child’s school, or just start a
great debate in the staif room, read

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