Commentary Collection
\nIn this special collection of Commentary
\nessays, Frederick M. Hess and four
\neducation scholars discuss the pros and
\ncons for academics who want to wade into
\npublic debate.
\nRead more from the collection.
\nCOMMENTARY
\nHow (and When) Researchers Should Speak Truth to Power
\nFour guidelines for academics who want to participate in heated education debates
\nBy Pedro A. Noguera
\nJanuary 16, 2018
\nIn many respects, the polarization that characterizes the national political climate
\nhas long been present in the debates over the direction of public education,
\nwhich took a particularly rancorous turn with the enactment of No Child Left Behind 16 years
\nago. Fierce conflicts over the expansion of charter schools, school closures, high-stakes testing,
\nteacher Assessment, and the merits of the common core have been common in communities
\nacross the country. Unlike the current political debates over immigration, taxes, and healthcare,
\nwhich typically pit Republicans against Democrats, the fault lines in these long-running conflicts
\nover education have frequently put leaders in the Democratic Party against constituencies that
\nare typically regarded as a stable part of their base, namely teachers’ unions and parents and
\nactivists in low-income communities of color.
\nNot surprisingly, some academics (myself included) have chosen to weigh in on these education
\nconflicts. Some have participated actively out of a sense of moral obligation because the
\nresearch they have done has a direct bearing on the issues under debate. Others have done so
\nbecause of their close political or ideological alignment to one side or the other. Most do quickly
\nlearn that becoming embroiled in such heated debates, especially when the stakes are high,
\nalways comes with risks to reputation, and in some cases, even job security.
\nHaving participated in some of these battles over the
\nyears, I have arrived at an understanding about how
\nand when to intervene in the debate through our
\nscholarship and writing. Here are criteria that I have
\nfound helpful:
\n1) Avoid calling upon others to take stands that
\nyou are not taking yourself. For example,
\nalthough I have been critical of high-stakes testing
\nfor many years, I have never encouraged parents to
\n“opt out.” I feel that this is a decision that each
\nparent must make on their own, and while I feel it is
\nappropriate to explain the merits and drawbacks
\nassociated with high-stakes testing, I draw the line
\nat telling parents what to do with their children.
\n2) Only enter conflicts in which you have a
\nknowledgeable position that can be supported by research. This may seem like an
\nobvious rule of thumb, but I have seen many scholars drawn into debates where they lack the
\nexpertise to offer well-reasoned positions. Invariably, their reputations are sullied when it turns
\nout they can’t effectively defend a position they have taken.
\nHow (and When) Researchers Should Speak Truth to Power – E… https:\/\/www.edweek.org\/ew\/articles\/2018\/01\/17\/how-and-when-…
\n1 of 2 1\/19\/18, 12:08 PM
\nMORE OPINION
\nFollow Commentary here.
\n3) Don’t be afraid to acknowledge the
\ncomplexity of an issue even if it angers some
\npeople who want you to declare your allegiance
\nto their position. For example, I have been asked
\nrepeatedly to weigh-in on the debate over charters
\nand single-gender schools. My answer has
\nconsistently been that some are good, some are not,
\nand there’s no evidence to suggest that expanding
\neither will lead to significant improvements in
\neducational outcomes.
\n4) Don’t be afraid of speaking truth to power. If you are confident about your position on
\nan issue, don’t be afraid of speaking out or writing on the issue. Even if your position may be
\nat odds with the position of powerful political or economic interest groups, you shouldn’t
\nhesitate to speak for the interests of vulnerable and disadvantaged children. Sometimes, silence
\nis a form of complicity.
\nPedro A. Noguera is a professor of education at the Graduate School of Education & Information
\nStudies at the University of California, Los Angeles.
\nFollow the Education Week Commentary section on Facebook and Twitter. Sign up to get the
\nlatest Education Week Commentaries in your email inbox.
\nVol. 37, Issue 17, Page 26
\nPublished in Print: January 17, 2018, as How to Decide When Your Voice Is Necessary
\nHow (and When) Researchers Should Speak Truth to Power – E… https:\/\/www.edweek.org\/ew\/articles\/2018\/01\/17\/how-and-when-…
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