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      "body": "![](https://cdn.steemitimages.com/DQmS82huxhQCxtcJmwARcSSvrhKYsBH1owEB2gALSFb6jAP/image.png)\n\nThis is a wonderful book that will make you pause four times to wipe away tears and reflect on the pathological need for obedience and conformity that has become the hallmark of contemporary school systems in the United States and here in the UK. All royalties go to the Educational for Liberation Network, a US-based coalition that views education as the practice of freedom. \n\nAuthor Carla Shalaby writes loving and sensitive profiles of four children that she describes as \"canaries\" - people who are the first to fail in a dangerous environment and who therefore serve as a warning to others of a developing catastrophe. The term, which she applies to the school system, comes from the deep mining industry but it is also one that has been used in the design sector for many years, where the mantra of looking for causes of failure and then evolving the design to address them is what drives improvement. Sadly, schools have been very slow to adopt the philosophy, often concluding that the problem driving poor behaviour lies within the child and not the system itself.   \n\nBy the time you have finished reading the book, you may be wondering whether these children are canaries or lions. One thing is for sure: each of the children who form the focus of this book poses profound problems to their school management systems. All four end up on medication, yet in each case it seems plausible that changing the system rather than putting them on prescription might have been more humane. Even if medication was the appropriate response - and Carla appears torn on the issue - she wants us to consider that these four children were acting as alarms in a system that is bad for all of us. Rather than dealing with the issue, she suggests that the school system prefers just to mute the alarm, with long term effects on adult social, economic and political structures.\n\nFirst up is Zora, a beautiful African/Puerto-Rican/American girl who finds herself in a school that is overwhelmingly white and described as outputting \"white-bread Americana\" by her hard-working, deeply committed and experienced Reception teacher. Zora is one of those children who stands out without being outstanding, in the school's vernacular.   \n\nAt home, her self-confident parents teach her to be proud of her culture and identity. They celebrate her creativity and teach her that she has as much right to be loved as any other person. Her bedroom features a quote from Karl Marx (that great friend of white America): \"Philosophers have sought to understand the world. The point, however, was to change it.\" And so she goes to school, her hair set in exquisite braids, full of energy, sure of her right to be loved and treated fairly, and quickly discovers that her school has been designed for a different type of person.   \n\nZora is naturally sociable and a great communicator. Troubled by the cultural disparity between home and school (being happy to blend in versus being happy to stand out), she fronts it out, using humour to attract the other children's attention and then being reprimanded by the teacher for getting the whole table laughing. Thus, she has to live in a paradox - she thinks she deserves attention but, when she gets it, she is told off for being naughty. At home she is encouraged to think of herself as a change-maker; at school she is told not to challenge any of the conventions that keep the system working. As the other children learn that they are not supposed to laugh without permission, this six year old girl finds herself having to adopt ever more disruptive strategies to secure attention.   \n\nAs her sadness at being isolated turns to defiant insistence, her hard-working and deeply invested teachers also find themselves living within a paradox. They argue that Zora needs to learn how to take her place in a conformist, white culture business world, but they also worry that they are suppressing her ability to show a white world how it might benefit if it embraced cultural diversity. They see that the other children are learning that female black children don't fit into the system very well, and that Zora is learning that she just isn't up to the task.   \n\nTrapped in a system designed for a different type of person, Zora is encouraged to secure praise by suppressing her need for social connection, much as children at boarding school are taught that suppressing their emotions is the best way to secure approval. It is equivalent to taking someone in pain and, rather than treating the cause, threatening them with more pain if they don't suffer in silence. \n\nEventually, her inability to fit in (or is it principled refusal to give up on her core needs?) leads the school to invite her mother to a meeting with her teachers and a psychologist. Alone in an office, she listens to their analysis: that Zora's exuberance, creativity and sense of drama are causing her to become isolated and fall behind in maths; that she could make so much more progress if only she could control her impulses. Reluctantly, she agrees to their suggestion that Zora be given medication for ADHD. It feels like the family have been asked to medicate their culture. \n\nThus, aged seven, Zora finds herself living in a world where mundane tasks remain mundane, but the happy rebellions of the past are no more. Her mother has trusted the school in agreeing to medicate her daughter; the daughter has trusted the mother in taking the medication; and in one of the saddest passages in the book, the author imagines a future in which Zora finds a place in white society but loses all that made her so much like her wonderful, assertive, fun and successful parents.   \n\nThe question of whether Zora would have been diagnosed with ADHD if she had attended a multi-racial school hangs heavy in the air. Zora's attempts to be what the author describes as \"hyper-visible\" are met by an equally strong desire to make her invisible - to eliminate behaviour that might cause her to stand out. At another school, perhaps one with a black head and many black teachers, she might have blended in right from the start and been celebrated for her dramatic flair and sense of fun.   \n\nThis principle is explored in relation to two other children, both of whom attend a multi-racial, multi-income, highly inclusive school with staff that represent many races, genders and sexualities. It is a school where teachers are known by their first names and there are highly visible messages promoting tolerance, emotional sensitivity and even encouraging protest against unfair systems and practices. \n\nOne of them is Sean, a red-headed Irish-American boy whose mother combines single-parenthood with a career in marketing. On a home visit, the author notices that Sean is able to sit quietly next to his mother watching a documentary about the making of wasabi. However, he struggles at school. His teacher, Emily, is highly committed to the idea of students as independent learners but it has to happen in a room designed for traditional 'chalk and talk' lessons. As such, the space often feels cramped and Sean is unable to get the attention he takes for granted at home. \n\nDespite being busy, Sean's mother is happy to take time to explain things, to negotiate and let the timetable slip a bit to accommodate the here and now. These, she thinks, are good life skills - but at school they cause huge amounts of disruption. Maths lessons overrun, sports lessons finish early and all the children are eventually banned from sharing food because the teacher doesn’t want to apply the ban just to Sean.   \n\nIt emerges that the emphasis on independence clashes fundamentally with Sean's need for close emotional contact. The school has not noticed how the loss of his father has left a huge gulf in his life, and when he demands attention the staff respond by sending him to the naughty step. He starts to fall behind academically because he is  rarely in the classroom when exercises are being explained, and does not have time to complete the task before the lesson ends.   \n\nAs Sean becomes more upset, he starts fighting with his friends. His mother then has him assessed for ADHD and he is medicated. He becomes more focused but starts to cry and the author is torn between two possibilities: that the medicine is enabling him to release pent up emotion, or that it has left him drowning in a pool of sadness that he used to avoid by deliberately and consciously distracting himself. \n\nWe never find the answer to the question and as a reviewer I am not in any way qualified to do more than report the author’s perspective. However, while he is clearly a very troubled child who may well be suffering from ADHD, it seems equally obvious that an education delivered at home by his mother would be significantly less troubling for him than one delivered by strangers in a crowded room.   \n\nThese two examples highlight the common theme of the book - that all four \"trouble-makers\" are in fact very young people struggling to articulate entirely valid needs in a setting that is unable to meet them. Whether the school is teaching uniformity or individuality, the response is to ask the children to suppress their needs, and (especially with traditional schools) to ask families to live according to conventions that align with the needs of the school.   \n\nIt's hard, in this context, to see how a natural-born actress, warrior, hands-on learner or artist is going to get the support that he or she needs, until school has decided the time is right. Carla argues that a child whose natural inclination is to see the whole community move forward together must live in a world where individual achievement is emphasised; children who are unique and proud of it must learn to suppress their identity; others who look at an adult and see an equal rather than a boss must learn to subordinate themselves; children who like choice must get over it; and those who look to elders for guidance and support must get on with it on their own.   \n\nWhen they protest, it is not because they are uncaring - it is because they do care, and are desperate.   \n\nCarla finishes by highlighting a very troubling situation in Detroit - a city almost abandoned by the state, in which the schools are full of dangerous mould, with mice running freely through the classrooms. Faced with conditions that are educationally useless as well as physically dangerous, the teachers (who were banned from striking) all called in sick on the same day. Their managers subsequently asked whether it might be possible to strip them of their teaching qualifications.   \n\nThis response - to punish the attempt to draw attention to a problem - is what Carla considers to be the natural long term consequence of being raised in a system that does exactly the same thing. She asks us, instead, to look at the person raising the objection and ask what might be motivating them to do so. We might, for once, stop complaining about \"attention seekers\" and consider what is better - someone who points out problems, or someone who has given up and withdrawn.   \n\nEqually, we might consider the concept of childism, as defined by Dr Chester Pierce and introduced to me by Sophie Christophy. It is \"the basic form of oppression in our society… for it teaches everyone how to be an oppressor and makes them focus on the exercise of raw power rather than on volitional humaneness.\" Should we isolate children who recognise this and protest, or (as Carla suggests) re-make schools as places where such approaches would be put in the same category as slavery? \n\nTroublemakers is indeed a deeply troubling book. As Carla says, \"It seems impossible to blame a caged bird for its own death in a toxic mine, but we nonetheless manage to do so.\" It seems fitting to finish by quoting a poem in defence of those who dare to speak up in an environment that demands their acquiescence:  \n\nHis wings are clipped and \nHis feet are tied \nSo he opens his throat to sing.   \n\nAnd his tune is heard \nOn the distant hill \nFor the caged bird \nSings of freedom. \n\n\nCarla Shalaby, \"Troublemakers: Lessons in Freedom from Young Children at School\" is published by New Press (2017) 240pp., ISBN: 978-1620972366",
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      "body": "So you live in the UK and are thinking about taking your child out of school, or don't want to send them there in the first place. When people ask, you say that you are considering \"home schooling\" instead. As time passes, you realise that there are two problems with this description - the word \"home\" and the word \"school!\" Let's have a look at each, beginning with the latter.\n\n- When we speak of a school of fish, we are referring to a large group of identical cod who look the same, move around together and have an identical experience of life. \n- To school someone is to direct them towards a pre-determined outcome, removing their ability to do it differently. \n- A school is a building that supports a well-established way of working, just like a home supports a certain way of living. - The word school sits alongside words like uniform, class and lesson. \n- Once you have removed your child from school, you remove them from pretty much all of the above.\n\nFree of the school setting, and following a period of adjustment as you shake off conventions and self-imposed expectations about how to manage the learning process, most children end up following a highly personalised, somewhat self-directed learning process in which conventions applying to age-related learning, method of learning, time of day and location cease to apply. \n\nYour child might might learn to spell by playing Minecraft and then composing searches on YouTube to find out how to do something. Later, he or she may decide to learn a language that isn't taught locally, and do so earlier or later than might be the case in schools, or at times when schools are arbitrarily closed. They will mix with children who are older and younger that they are, learning and teaching peers from the middle and breaking down the sense that they are horizontally segregated.  They will see you as a facilitator and an equal who happens to be older than them, rather than a boss who brooks no dissent. \n\nBy contrast, home education describes a process of learning in a family environment. If anything, the problem word is 'home' as it leads people to imagine that the child never goes out. If you add in 'school' they imagine a poor kid sitting on their own at a desk in the kitchen, having a miserable time. There are indeed some children who do have this experience - sometimes with a succession of tutors coming to help them cram for exams. However, in all probability, your child will spend some time at home and the rest of the time going to pony club, or gymnastics, or dance troupe, or an art group, or a climbing centre, or a museum, or a library, or a park - usually in the company of other families who are interested in the same thing. The phrase \"anywhere but school education\" is probably a better description of what tends to happen. \n\nNevertheless, the huge surge in numbers home educating has prompted increased discussion of it in Parliament and the national media. Here, the term \"home school\" tends to dominate. In part, this is because it is a phrase that comes to mind when people seek a label for something they have never done. It is also true that the term is very popular in countries like the United States, where it is often the case that families must nominally register their home as a school. \n\nHowever, there is a more worrying context for use of the term. Sometimes, when parents divorce, one (often the father) will allege that his children have been missing out by being \"home schooled.\" This immediately creates that impression of a parent replicating school in a home environment, for one lonely kid. When it turns out that the father went round to the house and the child was playing Minecraft, it begins to look like the system of school at home isn't working very well. By using the term \"home school\" the father (in this case) is able to constrain and control our view of how things should be. \n\nLocal authority figures appointed to support home educators often have a teaching background and this can also lead them to make inappropriate comparisons between home education and their concept of home school: they may ask for evidence of workbooks, of a timetable, or of structured teaching of literacy and numeracy at the same age-stage as school-based students. None of this is required by the government's guidelines on home education: they recognise that collective education away from the parent and based on age-segregation, linear progression, fixed timetables and workbooks is most likely not the ideal form of education for every child in the country. For the rest, something else must be created and it is generally called home education.\n\nRecently, some politicians have been calling for annual assessment of the educational provision provided by parents for their own children. For them, the term \"home school\" is important - it implies that tests and assessments used in a school setting could be extended to cover non-school settings. However, the standardised tests designed for assessment of schools do not work for people whose children learn best in non-school settings. The only way to make it work is to force those people to adopt the very teaching and learning systems that led them to withdraw their child from school in the first place. \n\nThere is no evidence to support claims that home educated children do less well than their peers in school settings. If anything, the evidence shows them to do significantly better, with children in the poorest economic settings doing best of all. Introducing standardised assessment, with a gravitational pull towards school-based methods, will only disadvantage them.\n\nSo, if you are thinking of taking your child out of school, or don't want to send them in the first place, you may find it easier in the long run to use the term \"education\" rather than \"school\" - the latter is already defined as the very thing you probably don't want to do.",
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      "body": "I've just noticed you started following me. Thank you!! I've definitely interested to read more about design innovation. You sound like an expert in your field:)",
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      "body": "Yes indeed. We put our flat on the market four days before the collapse of a UK mortgage provider tipped the whole country into recession! Interested to learn more about BOS.",
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      "body": "@@ -232,16 +232,84 @@\n adlines \n+promising to safeguard hospitals, schools and other public projects \n is the s\n@@ -500,16 +500,18 @@\n d other \n+**\n private \n@@ -512,24 +512,26 @@\n ivate sector\n+**\n  contracts, \n@@ -543,16 +543,23 @@\n hat the \n+paltry \n %5B48 hour\n@@ -954,16 +954,799 @@\n ound**: \n+Carillion is a business behemoth, formed out of the acquisition of many of the oldest established construction firms in the UK. Buying the companies helped eliminate competition, making it easier for the remaining oligarchs to win business. Rather than expressing alarm, the civil service chose instead to award them extra points for experience, making it still easier for them to win contracts. Their dominant position meant that, when they began facing serious cash flow problems they were awarded even more work in order to keep the business afloat. It has subsequently emerged that part of the problem was deliberate under-pricing when putting together bids - but the civil service failed to exclude them from consideration even when the work was flagged as financially risky. %0A%0A\n In 2016,\n",
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      "body": "@@ -69,16 +69,17 @@\n 5_ft.jpg\n+ \n If you l\n@@ -320,13 +320,19 @@\n ers \n-)(and\n+(comprising\n  per\n@@ -344,29 +344,24 @@\n 150,000 \n-subcontractor\n+employee\n s) worki\n",
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      "body": "If you're interested, I've just published my own analysis of the collapse of Carillion and its impact on subcontractors here: https://steemit.com/news/@seanmcd/carillion-s-billions-and-the-suffering-minions",
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      "author": "seanmcd",
      "body": "Very prescient! I've just published my own analysis of the collapse of Carillion and its impact on subcontractors here: https://steemit.com/news/@seanmcd/carillion-s-billions-and-the-suffering-minions",
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      "body": "(https://ichef.bbci.co.uk/news/660/cpsprodpb/DFCA/production/_99609275_ft.jpg)If you live in the UK, you’ve probably noticed in passing that our second biggest construction firm – Carillion – has gone into liquidation. Behind the headlines is the story that I want to tell here – of what will happen to the 30,000 suppliers )(and perhaps 150,000 subcontractors) working for Carillion on hotels, train stations, football stadiums and other private sector contracts, now that the [48 hours of support](http://www.bbc.co.uk/news/business-42695661) they were offered on Monday has come to an end. \n\nThis is the story of an incompetent, emotionally anaesthetised government, comprised of people who were born rich, have never run companies and who are permanently insulated from loss. It is the story of neo-liberalism applied only to the weak, by political weaklings. \n\n**Background**: In 2016, Carillion employed 43,000 people, had sales of £5.2bn in 2016 and was valued at just under £1bn. Last week it was worth £61m. Today it is worth nothing. (http://www.bbc.co.uk/news/business-42666275) \n \nhttps://ichef.bbci.co.uk/news/624/cpsprodpb/B1C6/production/_99601554_carillion_share_price_640-nc.png \n\n**Analysis**: Let’s take the example of a new build retirement village. Working on it, you will find self-employed painters, carpentry crews, small building firms, supported by small companies manufacturing timber frames or party walls, and carpet suppliers, double-glazing firms, vehicle rental companies, architects and electricians. \n\nSome will have had a long relationship with Carillion, travelling round the country on jobs and returning home every few weeks to see their wives and children. Others, suppliers of manufactured goods, will have seen them as a tight-fisted but essential part of their business. Some, new to the game, will have been proud to have won their first supplier contract and amazed to think they were now able to take on their first employees.\n\nToday, the owners of those firms are taking whatever remains of their personal savings and credit cards to pay whatever redundancy they can. I’m able to explain what it is like because it happened to me.\n\n**Personal experience** Some years ago, I too was part of a supply chain supporting a company that had won public funds for a construction project. At first, everything was wonderful – I had just set up my company and it was clear that my work was deeply appreciated by the client. However, in this case, the company then decided to relocate to more expensive offices in order to pitch for work in the City. When it turned out that they had overreached themselves, they found themselves locked into a contract that was costing more than they could earn.\n\nAs a subcontractor, I didn’t notice at first. Payments sometimes arrived a few days late but I was very keen to make a good impression and didn’t want to complain. When one payment was delayed significantly, I spoke to my contact who said it was just a temporary problem. Later, I tried the finance office, who confirmed that payment was imminent. After that, finance stopped answering the phone and ignoring our increasingly assertive emails.\n\nThen came the fateful day when the company went into Administration. It turned out that they had been waiting for our final payment from the government and that they had used the funds (illegally, in my view) to pay larger creditors rather than the people it was meant for. They closed the same day.\n\nAs an unsecured creditor, I was able to see the list of people who were owed. One of them, a former employee, had accepted redundancy on the grounds that they would use him as a consultant. He had then worked for nine months without payment before the company shut.\n\nOthers, who were employing staff on the contract, had paid tens of thousands in wages in the expectation that they would be reimbursed. We just had to go without an income. Of course, we did not go without expenditure, the consequences of which we felt for several years to follow.\n\nIn the end, the Administrator’s fees used up all the remaining funds in the company and we, like our fellow creditors, received nothing.\n\n**Late and failed payment**: So, today, I feel for all the people who have worked their socks off to please Carillion. They will have become used to receiving payment late (£26bn is being withheld from companies today by big business, according to Mark Hooper of [Indycube](https://www.thenews.coop/121247/sector/indycube-co-op-joins-forces-community-union-boost-self-employment-rights/)). They know that some construction companies have a policy of automatically disputing all contracts as they know subcontractors will agree a reduction in order to secure final payment. Perhaps, like me, they will eventually have received a cheque signed in person by the wife of the owner of a multi-billion pound company. They will sigh and accept that no deal with the devil ever pays as you thought it would.\n\nIn all likelihood, there will have been a period of at least six months in which Carillion will have been insisting that the work be done, while withholding payments and refusing calls. Having paid the wages and in many cases installed the goods, their chances of being paid are now zero, thanks to a government that has opted only to protect public sector contracts. Nervous breakdowns, strokes and divorce will now follow. \n\n**Conclusion**: At the heart of this are the highly ideological, inexperienced neo-liberals who attended the government's emergency COBRA meeting (Cabinet Office Briefing Room A, in case you are wondering). These people truly are a riddle wrapped in a mystery inside an enigma, to quote Churchill. It seems they rejected the idea of allowing Carillion to collapse because of the message it would send out about capitalism and Conservative attitudes to the public services. At the same time, they could not save Carillion in its entirety as it might remind people of the ‘too big to fail’ banks. So they took the decision to save the bit that the public cares about and hope they don't notice the widespread bankruptcy and unemployment that will follow as hotel and care home projects come to a juddering halt.\n\nAs ever, this government has attempted to solve the problem by passing the burden onto those who are too weak to fight back. They have allowed the remaining shareholders to fall into the abyss, but at £61m it is a cheap way to prove a principle. Small companies in every county in the land will collapse, but there will be no organised voice to represent them and the government will huff about the need to be choosy about who you work with, even though they helped create the oligarchy. \n\nWhat they’ve done today is no different to the decision to double tax small companies while letting large ones negotiate what they want to pay. It is the same as blaming immigrants for the failings of the NHS while relying on them to staff it. And it comes from a government that appoints companies to rail contracts without even checking whether they have [enough drivers to run the trains](http://www.bbc.co.uk/news/uk-england-42626615). It is a shameful episode that is being felt, in the most painful way, in tens of thousands of homes right now.",
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      "body": "Hi, I'm Sean McDougall, a self-employed design and innovation consultant based in the English Midlands but working all over the world. \n\nThe short story of who I am looks a bit like this:\n- Grew up on a council estate in Belfast during the period known as \"The Troubles\"\n- Went to university in England, where I studied political propaganda\n- Used my new-found skills to campaign for social change ([foster care](http://www.stakeholderdesign.com/effective-communication-rebranding-a-charity/), urban regeneration, [peace in Northern Ireland](https://www.dropbox.com/s/5nmnvp6qkwn4u08/Peace%20in%20NI.pdf?dl=0))\n- Got a job at the Design Council, where I learned the trade and ran their campaigns on [future learning](https://www.youtube.com/watch?v=8Mxrq1z1l-M)\n- Set up as a consultant, working around the world and using design as a tool to reduce social disadvantage (education, long term care, people who fall through the safety net)\n- Established and chaired [Pain UK](https://www.painuk.org), an alliance of 27 pain charities (also advised on formation of [Pain Alliance Europe](https://www.pae-eu.eu/))\n- Began advising Innovate UK on various aspects of R&D and innovation\n- Was awarded a Fellowship of the Royal Society of Arts for my contribution to the field of inclusive design\n- Joined the [Centre for Personalised Education as a Trustee](http://www.personalisededucationnow.org.uk/)\n- Formed a technology company called Touchable Universe, creating \"virtual worlds that feel as good as they look.\" You can see it (and me!) in action in this 60 second video: \n\nhttps://www.youtube.com/watch?v=_HfgvXqjrEc \n\nThe long version can be read [here](http://www.stakeholderdesign.com/interview-on-promethean-planet) but, in essence: \n\n- 80% of middle class girls go to university, while a similar number of working class boys do not. This is nothing to do with intelligence. \n- _Half_ of all prostitutes, _half_ of all prisoners and _80%_ of Big Issue sellers were placed in care as children. \n- For the elderly, we need to build one new care home a fortnight for the next 20 years _just to meet demand in Scotland_.  \n- Our political system encourages postponement and worsening of problems: paying off UK debt, measured as existing loans plus existing commitments (pensions etc) would require every member of the workforce to go _unpaid for nine years._ \n- There is enormous potential for a new type of politics, based on mutualism, for public services designed around end-user need, and for technology to transform our society for the better.\n\nI hope you'll enjoy reading my occasional posts and I look forward to building up networks for change.\n \n\n![IMG_20180104_160741.jpg](https://steemitimages.com/DQmS4uhN6CNXqVboxVBizwh9MpDQDGy76c4f5TcwHMhQLcv/IMG_20180104_160741.jpg)",
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