thing to say about sch EN the Name of Choice is a study of traditional schools in 5.C., con- ducted by Arlene McLaren and associates. It is also an attempt to discredit the quest for choice in education. the decume nt madver ronthy : why it might be prudent to ete 10 basics, Dr. MI cLaren’s scientifig method is the me henoured ad hominem attack. With a lack of real evidence and nothing but conjecture and anecdote to shore-up the study, she mills back on asign- ing sinister agenda to those who favour traditional schools, But if our schools and uni- versitivs are turning out inquiries, like this one, which collapse the distinction berveen opinion and fhet — then something is wrong. The accusation by MefLaren and her team, that various right-wing think tanks are behind the traditional- school impetus, is one of glar- ing duplicity. McLaren absolves herself of partisanship while writing this report for the left-roadying Centre for Policy Alternatives which, in turn, was commissioned by the B.C. Teacher's Federation. In fact, “union members” are sin- gled out for thank: in the doc- ument’s effusive preface. The document asserts that the historical and political thrust of traditional schooling, is to be found in Christian activism. The “Christian thetoric” was then toned down, claims McLaren, and replaced with the raison d'etre of the excellence movement. So if you think public educa- tion doesn’t encourage excel- lence, it is because right-wing think tanks have worked to phat this in public conscious Hess, Stotabor 1S interviews were conducted: one of which Was with a traditional school teacher, capped by some “uiformal” interviews with [a0 tdidonal school principah. he repert is strewn with anecdotes that are interpreted entirely using the researchers pre-formed conclusions. Noteworthy tor their spint or envy are the evidentiary anee- dotes from parents who defected trom traditional schools, Hearsay evidence see- ond-down-the-line is reported with equanimity. A parent quips that she heard a tadi- clonal-schoo! child boast, “Mum did my homework.” and this stacks-up as worthy information. But while the researchers wish to depict traditional schools as long on pedagogy and short on the cult of che “whole child.” they fall flar. By the authors” own admission, traditional-sclioai kids seem “to participate more in school es and are found in leadership positions more often than comparison school students.” Altogether, measurements to glean information on how traditional school students compare, can be summed up with: “a former parent con- curred ... a trustce expressed similar criticism ... media reports indicate,” rounded off with a methodiess survey oF teachers. These researchers sen, doubrless, clam they could’: do their job properls because they were denied acess io traditional school obsert GTS mid WILCTVICM ss, Iie i much: . made oa the tigt that divisors Cannes deme d the researchers access to tradiganal senools. Bar ( studied the esis and desi posed study and asked w rere prevaus publications by Mefaren and her associ: ates, In what scems a well-rea- soned response, the Abborstord school indicated it was nos happy with the research: design and hypothesis as well as expressing concern over the researchers’ ideologi- cal slant, Retising to acceps that there could be something wrong with their endeavour, MeLaren interprets this denial OF access ay a “a Symptons of fear and defensiveness” on the part oft the traditionalists. In. so doing, she demon- strates how dangerously mis- leading non-expenmental data can be when just collected and then interpreted. ‘The real mar- vel here lies. surely, in the way MeLaren and the Centre for Policy Alternatives, proceed undaunted with the project, in the absence of access to the subject of inquiry. Enter the predictable assault on family-walues, IP you expect your children to be decorous and civilized, vou are evineing the oppressive effects of “family values.” Tadeed, one of the more value-laden statements in this document has it that those emphasizing traditional family values haven't justified these values in terms of their contri- bution to “tolerance” and civie SILVER HERON The Gift of Elegance SWAROVSKI Silver Crystat mindedness, Not only dees the ftuous assault on so-called ninddle- class values paper over the fet family values cut across ethno cultural divides. but itis alse: cenly cominiscent of Theodore Adorno’s 1950 assauiten the muddle class. MNOS Las tanian Personality.” Huached he percepron of the mi ch eC hayes iS auses as fascst Deh as perce able. Bur itis the concept of diversity char Causes the authors of thts quasi-seientific document to stumble abour most. Particuiarly since tradi- tional schools are said to limit diversity. Hf diversity means colour of skin, religion or Sunday. November 22. 1998 - North Shore News - 19 class. asat does im this doca- ment. then it Becomes dimcult reesphain “thy stromg partite pation of Chinese Canadians” in the quest tor choice in cuu- carion, Veaed. the authors admit that this Hustrates “an appeal tor tradigenal schools thar mas cut across racial, cultural and class dines.” Clearly ror the researchers. sor whom diversiee fas little tor do with mental alacnty, the Chinese community presents 3 thorn in the side. To be air, all parents who support traditional schools, inimizrants dnd other, are sit: gled out for scorn for either “seeking to avoid challenges chat exist in neighbourhood schools,” or “secking to reere- ate a schoot environment simi- lar to the one they lett” i choices Tras quate amavine how parents can. at once. be “attuned to educational issues” and higitiv educated: ver stall be su blinkered. vers the possbeity enterzained that these parents are genuitely comerned with the quality of the education: aston. The authors ag fa ffir Natie of Chatce do raise Ue HMportant gsue of dering wharevacth difere! traditional from a nen trad onal schol Tr winar thes sav is trac. “traditional schools otter dis- tinetly traditional education ony inse far as the teachers cmploved by the school choose to appiv those meth- then parents might not be getting what they wanted. — Hana Mevecr tsa North More weiter. 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