I think it is fairly obvious that I haven't posted anything here in some time. Some have probably thought I dropped off this earth, and there are perhaps those, because of my sometimes irritatingly political posts, who hoped that such had happened. The truth is, so much of my time is consumed with working on my dissertation that blogging has taken backseat. The constant reading, writing, and journaling takes just about every spare moment I have, and when there is a moment I am not working in my role as principal of a small high school, and working on this infernal degree, I am sometimes too tired to even look at a computer screen. In spite of all these travails though, I would gladly engage in this pursuit of a doctoral degree and would encourage others to do so too. Here's why.
This scholarly endeavor has changed me in dramatic ways. I don't look at education, my job, or even leadership in the same way any more. I now find myself entangled with the Postmodernists, Poststructuralists, and Deconstructionists. Now, I won't subject anyone to any attempt to explain those terms. If you're an English teacher, you probably encountered these schools of thought (if that is what they are) in your literary criticism classes as I did. To be honest, I didn't pay much attention to them then. But what's different for me now, is that here toward the latter years of my career as an educator, the likes of Foucault, Derrida, and Deleuze once again haunt both my work, my thoughts, and even my writing. They have unsettled everything I once believed to be "education science."
Once again, I won't subject you to a biography or description of the contributions of these individuals to literary or cultural studies; I simply say that these Postmodernists-Poststructuralists-Deconstructionists have disturbed me as a practicing educator and educational leader. How can that be? Through them, I've learned that I don't really know as much as I thought I did, and many of those things I took for granted as "truth" are not the truth. Even my daily actions and thoughts about what it means to be an "effective educator" is not as simple as it once was. The intellectual challenge that these thinkers have wrought has made me more inquisitive, and even more skeptical it that was possible, of this thing we call education and all the "science" in which we wrap it.
In effect, I've actually come home, because in these thinkers, I've found the permission and means to continue to be skeptical, which I've always been when it comes to those promising "educational elixirs" and promises of quick cures. It's as if I've been given free reign to question and examine relentlessly all these things about education that we take for granted and take as a given. As the intellectual leader of my school, I have come to understand that "experts" in education are sometimes better at selling their wares than actually improving our field, but that is another blog post altogether.
All these years I've talked about leadership practices, teaching practices, and practices of engaging in using technology. Now, due to my explorations and doctoral readings and studies, I walk around each day on my job with each of these enclosed in quotation marks. In fact, every time I hear another educator or education consultant use the word "research-based," I see the quotation marks there too. Why is that? It is because these postmodernists-poststructuralists-deconstructionists have disturbed what I took for granted as the boundaries of our field of education. My dissertation experience has fostered a new habit of mind that demands that I be both inquisitive and question relentlessly.
Some would see no practical value in being this way. I disagree. This "ethos of critique" I live in now has freed me to think even more outside the box than ever. If we want to innovate and be creative, we have to suspend the rules and think in ways that are out of bounds. Besides, who was it that got to decide what is "out-of-bounds?" There's a long list of individuals whose thought was initially out-of-bounds. Now, I am not so Trump-like to say that "only I can solve the problems of education," but I enjoy thinking beyond the boundaries now more than ever.
So, what has this dissertation journey done for me so far? It is teaching me to think "out-of-bounds" and not worry whether some other educator-referee is going to call me on it. After all, who made them referee?
