Zara & Bunny Tell the Chocolate Easter Bunny Joke

23 Mar 2008 By Nate Angell Leave a Comment

About Nate Angell

Wandering IQ. Raised by wolves. Friend to cheese. Working to bend the arc of justice. Learn more about my professional and educational history on LinkedIn and on this blog, or if you really want to get to know me, follow me on Twitter.

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Education for the Public Good

other works

I'll try to link related works here: 1. "[A Comprehensive Framework For Evaluating Educational Vouchers](https://hyp.is/RLs-8ubuEeiObVubDAoBTw/files.eric.ed.gov/fulltext/ED464174.pdf)" by Henry Levin. 1. "[The common in higher education: a conceptual approach](https://hyp.is/hjKUkubqEei8Fn8aZjsSQw/link.springer.com/article/10.1007/s10734-018-0340-4)" by Krystian Szadkowski

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ED464174.pdf

A Comprehensive Framework For Evaluating Educational Vouchers

A self-described nonpartisan framework for evaluating school voucher programs.

Curated by nateangell.

The common in higher education: a conceptual approach

This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education.

Compare to [a facile and polemic post on K12 education as a public good](https://hyp.is/C7LbFuRUEeiSvet3UUS2Jg/www.cato.org/publications/policy-analysis/public-schooling-public-good-analysis-schooling-externalities), by Cato Instittute's Corey DeAngelis.

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The common in higher education: a conceptual approach

Krystian Szadkowski

Learn more about Krystian in his bio at [Adam Mickiewicz University](http://cpp.amu.edu.pl/pracownicy/dr-krystian-szadkowski/) and at [Academia](http://amu.academia.edu/KrystianSzadkowski). View Krystian on [Google Scholar](https://scholar.google.pl/citations?user=MkU-fg0AAAAJ) and [Twitter](https://twitter.com/k_szadkowski/).

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The common in higher education: a conceptual approach

The common in higher education: a conceptual approach

A thoughful exploration of education as a/the commons.

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A Convention In My Mind – Sherri Spelic – Medium

A Convention In My Mind

A post by Sherri Spelic that led me to the works of Jana Bacevic, like the one Sherri refers to in this post, "[The paradox of resistance: critique, neoliberalism, and the limits of performativity](https://hyp.is/siGKKObpEeioHGcPtsbxMQ/janabacevic.net/2018/02/07/paradox-of-resistance-critique-neoliberalism-and-the-limits-of-performativity/)".

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

The paradox of resistance: critique, neoliberalism, and the limits of performativity

I found this post from Sherri Spelic's post, "[A Convention In My Mind](https://hyp.is/kcBiaObpEeiCs_N7TaKX4A/medium.com/@edifiedlistener/a-convention-in-my-mind-e1bb79d83d01).

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Collaborative Close Reading

Collaborative Close Reading

Valuable close reading activity — could be offline like this, or online using something like Hypothesis.

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

This is why, in the seemingly interminable debates about the ‘validity’ of neoliberalism as an analytical term, both sides are right: yes, on the one hand, the term is vague and can seemingly be applied to any manifestation of power, but, on the other, it does cover everything, which means it cannot be avoided either.

Neoliberalism's ambiguity: it can describe anything, and yet is also everything.

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

Neoliberalism is the requirement to submit all your research outputs to the faculty website, but neoliberalism is also the pride you feel when your most recent article is Tweeted about.

The Tweet pride part of this hits home.

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

In formal terms, critique is a form of a Russell’s paradox: a set that at the same time both is and is not a member of itself.

Critique as Russell's paradox.

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

Namely, the object or target of critique becomes increasingly elusive, murky, and de-differentiated: but, strangely enough, so does the subject.

Interesting: so something like as critique gets deeper (?) the agency of the critic disperses.

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

Varieties of neoliberalism, varieties of critique?

The three main varieties of critique of neoliberal knowledge production: marxist, poststructuralist, and neo-materialist (eg, big data, ai, machine learning).

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The paradox of resistance: critique, neoliberalism, and the limits of performativity

Relatedly, given the level of agreement among academics about the general direction of these changes, engagement with developing long-term, sustainable alternatives to exploitative modes of knowledge production has been surprisingly scattered.

Alternative practices to exploitative knowledge production have not kept up with critiques.

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Education for the Public Good

DeAngelis basically calls for a total revolution in how education is funded and delivered in the USA based on a smattering of shaky results drawn from less than 20 studies using different methodologies on limited populations in contexts ranging from urban Washington DC to Bogota, Columbia to Delhi and Andhra Pradesh, India.

DeAngelis uses the "fallacy of the inverse" to make his argument, which takes this form: "If some students who do X have good outcomes, then every student who does not do X will have bad outcomes." Read more in [my annotation on DeAngelis's article](https://hyp.is/u-eiPuSxEeijKOMhm0zGvQ/www.cato.org/publications/policy-analysis/public-schooling-public-good-analysis-schooling-externalities).

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Is Public Schooling a Public Good? An Analysis of Schooling Externalities

No highlighted text in this annotation.

It took me a while, but I found the name of the logical fallacy DeAngelis is using here: "[denying the antecedent](https://en.wikipedia.org/wiki/Denying_the_antecedent)" (sometimes also called "inverse error" or "fallacy of the inverse"). A fallacy of the inverse usually takes the form: "If P, then Q. Therefore, if not P, then not Q." His fallacious argument is something like: "Students participating in voucher programs are better educated, cost less, and are better citizens. Therefore, all students that are not participating in voucher programs are worse educated, cost more, and are worse citizens." He uses this faulty logic to extrapolate from inconclusive studies on small populations to generalizations about all students participating in "government schooling" in the USA, attaching up to an extra $9.3T in extra costs to educate 50.477M students over 13 years.

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delivery.php

Because students were not randomly assigned to the MPCP or the public school comparison group, we cannot assume causality regarding the relationship between the voucher program and crime and must, instead, infer causality.

causality inferred

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ED464174.pdf

(1) Freedom to Choose; (2) Productive Efficiency; (3)Equity; and (4) Social Cohesion

The four dimensions of evaluation for education.

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ED464174.pdf

Balancing individual choice for addressing childrearingpreferences with a common educational experience that will promote equity and socialcohesion has always been a major challenge for the educational system. To a large extentthese goals are in conflict and place the school system under continual tension

Observation that public education exists in an ongoing (and unresolvable?) tension between providing for individual and social needs.

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ED464174.pdf

it is importantto address the role of the schools in a democratic society characterized by considerableethnic, racial, regional, and socioeconomic diversity such as the United States

on the unique situation of the USA

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