“the government did not define indians as indians in order to give them indian ‘status.’ it defined them as indians as a legal tool, in order to take measures against them. instead of wanting to be enfranchised, instead of lining up to apply to gain canadian citizenship, in one of the great unwritten episodes of canadian history, the vast majority of indians voted with their feet on whether they wanted rights as canadian citizens or rights as indians: they were massively in favour of remaining indian.” (p 64)
“Public schools exist, in part, for the political purpose of instilling the principal values of a democratic republic, training students in the skills and knowledge requisite to healthy democratic life. In a time when a major political candidate threatens the fundamental values of the nation, educators are called to explain the nature of the present threat, that is, to explain one of the oldest problems in Western philosophy, the problem of demagoguery.” (p 38)
The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).
“What people do quite naturally is, if it’s work, they try to figure out how to do less. And if it’s art, we try to figure out how to do more. And when we put kids in the factory we call school, the thing we built to indoctrinate them into compliance, why are we surprised that the question is ‘Will this be on the test?’ Someone who is making art doesn’t say, ‘Can I do one less canvas this month?’ They don’t say, ‘Can I write one less song this month?’ They don’t say, ‘Can I touch one fewer person this month?’ It’s art. They want to do more of it.” [0:08:10]