Personalization Only for the Privileged?
On a panel about nonconformity, the conversation mentioned the need for people to not be cogs in the wheel. Of course I shared what we were doing at CMASAS to help with that.
Two fellow panelists were ready to remind me that schools like ours only worked for the privileged elite.
This is a common perception. Why? Because it is mostly true. Programs perceived to be similar to ours often fail to serve students outside of a particular set of demographics.
So how can I be so sure that our model can work outside of those demographics? Because it already has.
From students in rural communities of 1500, to cities of over 18 million, it has worked. For students who were homeless, or living in a meth house, or in a mansion, or on a boat for months at a time, it has worked. For students who had cancer, who were recovering from trauma, or who were healthy professional athletes with a demanding schedule, it has worked. For students who needed to move slowly through their studies, or those who needed to accelerate learning, it has worked.
The whole point of personalized education is to personalize for each individual student based on the current scenario of that student’s life in that moment. It requires providing levels of support with instructors, coaches, counselors, and other team members there to serve. It also requires tossing out the original rulebook most schools follow.
CMASAS is one version of the model — just one manifestation of the Personalized Education Philosophy. We serve a broad range of students, and the model could be used to serve even more (e.g. create a school in a language other than English).
Okay fine. It could be seen that we we’re different. But my fellow panelist Joyce accurately pointed out, “Yes, we have the positive things that people like you are doing, but that is not the majority trend as of yet in education.”
My response: “So my question is, how do we make it the majority?”
Of course, I couldn’t just leave it at that, especially since we have been actively encouraging partnerships this past year to bring what we do to serve more students. Learning centers, sports academies, and even public schools have integrated CMASAS into their programs. I am still waiting for somebody to create a performing arts academy with us.
I put out this call to the audience: “We’re looking for more Rangers,” I motioned to Joyce, “like you, who will come on board so we can actually make the changes in this country, and the rest of the world – I mean, because why not the rest of the world?”
And why not? As Christa McAuliffe said, “May your future be limited only by your dreams!”