(p. 174) Interestingly, the union members in some of the schools run by Green Dot Public Schools, a charter school group with a solid educational track record, did not boycott the benchmark tests. The reason that they refused is revealing. Green Dot’s exams are created by a panel of teachers from its schools and are regularly reviewed for effectiveness and modified by the teachers. The tests have more credibility with the teachers than the tests for the rest of the district’s schools, which are written by an outside company, imposed from above, and don’t mesh with year-round schedules.
The quiet resistance of canny outlaws and the vocal protests of others are signs that teachers dedicated to preserving and encouraging discretion and wise judgment are not going quietly into the night. These teachers are not people who simply rebel at rules or who are just committed to their own ways of doing things. They are committed to the aims of teaching, a practice whose purpose is to educate students to be knowledgeable, thoughtful, reasonable, reflective, and humane. And they are brave enough to act on these commitments, taking the risks necessary to find ways around the rules. We suspect that many of our readers are canny outlaws themselves or know people who are: practitioners who have the know-how and courage to bend or sidestep for-(p. 175)mulaic procedures or rigid scripts or bureaucratic requirements in order to accomplish the aims of their practice. We admire canny outlaws in the stories we tell ourselves about such people and even in some of our children’s stories. We read the Harry Potter tales to them because Harry, Ron, and Hermione are canny outlaws who gain the guts and skill to break school rules and stand up to illegitimate power in order to do the right thing to achieve the aims of wizardry, indeed to save the practice itself.
Schwartz, Barry, and Kenneth Sharpe. Practical Wisdom: The Right Way to Do the Right Thing. New York: Riverhead Books, 2010.