tag:theconversation.com,2011:/us/topics/education-cuts-40116/articleseducation cuts – The Conversation2020-09-03T19:01:06Ztag:theconversation.com,2011:article/1408182020-09-03T19:01:06Z2020-09-03T19:01:06ZSchool funding is needed for student well-being, not only coronavirus safety rules<figure><img src="https://images.theconversation.com/files/356395/original/file-20200903-24-1rtf0iw.jpg?ixlib=rb-1.1.0&rect=0%2C59%2C4385%2C2906&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">A physical distancing sign is seen at Hastings Elementary school in Vancouver, Sept. 2, 2020. </span> <span class="attribution"><span class="source">THE CANADIAN PRESS/Jonathan Hayward</span></span></figcaption></figure><p>As the first yellow buses filled <a href="https://www.cbc.ca/news/canada/edmonton/what-you-need-to-know-as-edmonton-area-schools-resume-this-week-1.5703976">with students pull up to schools this September</a>, a critical window for planning to manage the COVID-19 pandemic in schools has closed. With an eye on the whole school year, and children’s long-term social and academic development, teachers and school administrators continue to <a href="https://www.ctf-fce.ca/a-safe-and-sustainable-return-to-publicly-funded-public-schools">advocate for long-term planning that goes beyond this month</a>.</p>
<p>Some may be glad to know that in Alberta, districts will receive a “<a href="https://calgaryherald.com/news/local-news/school-districts-to-get-share-of-262-million-in-federal-funds-this-month/wcm/92542252-f415-4acc-b1d5-e1ee1168af12">a portion of $262 million in federal funds … to be allocated toward staffing, cleaning and personal protective equipment to reduce the risk of spreading COVID-19</a>.” But educators also know that <a href="https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/News%20and%20Info/Issues/COVID-19/Print%20on%20Demand%20-%20ATA%20Pandemic%20Research%20Study%20Higlights.pdf">student wellness is about more than limiting viral spread</a>.</p>
<p>Educators are concerned about how <a href="https://theconversation.com/how-to-prevent-teacher-burnout-during-the-coronavirus-pandemic-139353">school closures have influenced their students’ academic progress and well-being</a>. They are worried about the academic and wellness consequences for students who did not receive adequate special needs supports or did not flourish during emergency remote instruction. </p>
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<a href="https://theconversation.com/coronavirus-school-closures-could-widen-inequities-for-our-youngest-students-136669">Coronavirus school closures could widen inequities for our youngest students</a>
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<p>They want help to care for students <a href="https://discoveries.childrenshospital.org/grief-coronavirus/">who are experiencing grief</a> as a result of losses during the pandemic, and to provide support for other children and youth who experienced instability, adversity <a href="http://doi.org/10.1001/jamapediatrics.2020.1459">or abuse</a> at home. </p>
<p>Far beyond September, vulnerable students in particular, such as <a href="https://www.cbc.ca/news/canada/calgary/covid-pandemic-children-mental-health-physical-poverty-calgary-study-canada-1.5707493">those
facing hunger, food insecurity or abuse</a>, will <a href="https://theconversation.com/4-strategies-to-support-vulnerable-students-when-schools-reopen-after-coronavirus-136201">require significant support</a> to cope with the impact of their lost time from school. </p>
<h2>Social, academic needs</h2>
<p>Teachers and school administrators know that they will spend <a href="https://calgaryherald.com/news/local-news/facing-unprecedented-protocols-public-school-students-head-back-to-class">much of the first week back at school focusing on safety practices</a>. But they’ll also need the time and resources to observe and assess their students, keeping a close eye on the needs they are presenting both socially and academically. </p>
<p>They also know that without adequate school staff support, such as <a href="https://calgaryherald.com/news/local-news/this-was-a-lifeline-for-kids-cbe-lays-off-entire-psychology-department/">school psychologists</a> or <a href="https://files.eric.ed.gov/fulltext/EJ967108.pdf">educational assistants</a>, both children and teachers <a href="https://theconversation.com/to-help-students-overcome-setbacks-they-need-to-develop-academic-buoyancy-113469">may struggle to bounce back from adversity</a> and thrive this year.</p>
<p>Addressing children and youth’s return-to-school needs requires more than enforcing basic health practices to minimize the spread of COVID-19, and the efforts of one caring teacher. </p>
<figure class="align-center ">
<img alt="Teachers wearing face masks greet students in a school yard." src="https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&rect=23%2C146%2C5128%2C2996&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=418&fit=crop&dpr=1 600w, https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=418&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=418&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=526&fit=crop&dpr=1 754w, https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=526&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/355433/original/file-20200830-18-166do0g.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=526&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Teachers greet students in the school yard at the Philippe-Labarre Elementary School in Montréal, Aug. 27, 2020.</span>
<span class="attribution"><span class="source">(THE CANADIAN PRESS/Paul Chiasson)</span></span>
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<h2>Strong systems</h2>
<p>Teachers <a href="https://cepa.stanford.edu/content/teacher-turnover-teacher-quality-and-student-achievement-dcps">have an undeniable influence on student achievement</a>, but from many years working in schools, I know that student achievement also depends on the undervalued, but enormously critical, work of educational assistants, bus drivers, custodians, support staff, librarians and counsellors. <a href="https://www.csmh.uwo.ca/docs/Research_Snapshot_Role_of_Schools.pdf">A strong educational system is held together by multiple people</a>. </p>
<p>Teachers and administrators without adequate supports can become tired, burned out and overwhelmed by the effort of providing <a href="https://theconversation.com/let-go-of-toxic-workplace-emotional-labour-in-2019-108245">emotional labour</a> to the many children and youth in their care. </p>
<p>Reductions in investments in public education have meant that teachers have become <a href="https://www.theguardian.com/education/2016/may/31/teachers-natasha-devon-childrens-mental-health-tsar-schools">untrained social workers</a>, <a href="https://www.nbcnews.com/nightly-news/video/school-districts-facing-bus-driver-shortage-turn-to-teachers-72112709839">bus drivers</a> and <a href="https://www.bloomberg.com/news/articles/2019-09-04/school-librarian-jobs-face-an-uncertain-future">librarians</a>, while school administrators have stepped into the role of novice <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12275">therapists</a>, <a href="https://www.edcan.ca/articles/principals-work/">support staff</a> and <a href="https://thetyee.ca/News/2018/10/23/Custodian-Cuts-Add-Dirty-Schools/">custodians</a>. </p>
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<img alt="A teacher washes desks." src="https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=362&fit=crop&dpr=1 600w, https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=362&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=362&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=455&fit=crop&dpr=1 754w, https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=455&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/355436/original/file-20200830-16-1buulj3.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=455&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Grade 2 teacher Nancy Poirier washes the desks in her classroom in preparation for the new school year at the Willingdon Elementary School in Montréal on Aug. 26, 2020.</span>
<span class="attribution"><span class="source">THE CANADIAN PRESS/Paul Chiasson</span></span>
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<h2>Team support</h2>
<p>Children and youth lack the life experience to see that daily stress is temporary, so in times of mental or emotional distress, they demand immediate support and attention. Having a team to provide support can ensure that students facing adversity <a href="https://cpa.ca/docs/File/Position/PracticingToScopePaper_June30_FINAL.pdf">do not have to wait days, weeks or even months for the help they need</a>. </p>
<p>For 10 years, I taught at a school for <a href="http://school.cbe.ab.ca/school/louisedean/pages/default.aspx">pregnant and parenting teen-aged girls</a> that followed what’s known as a <a href="https://academic.oup.com/cs/article-abstract/40/1/59/4637617">wraparound model</a>. </p>
<p>When the students came to school, they could access their social worker for social and emotional support, a dedicated nurse for pre- and post-natal care, an on-site infant learning centre and nutritious food from a low-cost cafeteria. As a result of these investments, these students had a <a href="https://www.slideread.com/slide/community-action-program-for-children-ten-year-longitudinal-og0equ">higher rate of high school completion</a> and their children have better health and educational outcomes than similar populations without these supports. The teachers could focus on teaching, not meeting all the social and emotional needs of the students.</p>
<h2>Needed: Community of heroes</h2>
<p>Investing in on-site supports in all public education schools is a proactive measure that can build resilience and have a positive impact on <a href="https://doi.org/10.1080/19345747.2017.1413691">students’ academic and nonacademic success</a>.</p>
<p>Unfortunately, the <a href="https://theconversation.com/why-jason-kenneys-common-sense-education-platform-gets-it-wrong-119069">funding trend</a> in several provinces has been in the opposite direction, <a href="https://www150.statcan.gc.ca/n1/daily-quotidien/190912/dq190912f-eng.htm">with fewer resources being allocated to schools</a> and more expectations laid on exhausted teachers and administrators. </p>
<p>Right now, crucial mental health and learning support professionals are shared between many different schools or are <a href="https://globalnews.ca/news/7127049/cbe-calgary-speech-language-pathologists-layoffs/">entering private practice</a>. Educational assistants are often <a href="https://edmontonjournal.com/news/politics/covid-19-alberta-to-temporarily-reduce-education-funding-amid-covid-19">treated as disposable labour</a>, rather than <a href="https://doi.org/10.1080/00228958.2018.1515542">key caregivers for students needing targeted learning interventions</a>. </p>
<p>To maintain Canada’s reputation <a href="https://www.investinontario.com/spotlights/canada-ranked-oecds-most-educated-country">for excellence in education</a>, let’s support our over-extended teachers and school leaders by investing in a community of heroes to support children and youth in schools.</p><img src="https://counter.theconversation.com/content/140818/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Astrid Helene Kendrick receives funding for research only from the Alberta Teachers Association and Alberta School Employee Benefits Plan. She is the volunteer editor of the Runner, a yearly journal for the Health and Physical Education Council and the Co-Chair of the Health Promoting Schools Collaborative.</span></em></p>Addressing children’s and youth’s needs requires the expertise and support of educational assistants, school psychologists and all workers who collaborate to build caring school communities.Astrid H. Kendrick, Instructor, Werklund School of Education, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1133482019-04-15T20:44:42Z2019-04-15T20:44:42ZWelcome to the latest wave of ‘modernizing,’ ‘progressive’ school reforms in Ontario<figure><img src="https://images.theconversation.com/files/268903/original/file-20190412-44805-yulxfa.jpg?ixlib=rb-1.1.0&rect=0%2C882%2C4328%2C2085&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Over the last hundred years, there have been at least three major waves of 'progressive' education in Ontario. Here, Premier Doug Ford with Finance Minister Vic Fedeli after presenting the 2019 budget at the legislature on April 11, 2019. </span> <span class="attribution"><span class="source">THE CANADIAN PRESS/Frank Gunn</span></span></figcaption></figure><p>In Ontario’s recent 2019 budget, the minister of finance says because the previous government failed at teaching the basics, a “<a href="http://budget.ontario.ca/pdf/2019/2019-ontario-budget-en.pdf">lack of foundational knowledge has left too many of our kids ill‐prepared for the challenges of the modern world</a>.” </p>
<p>The budget pledges $1.4 billion in school renewal for the 2019 – 20 school year. The plan for education involves <a href="https://www.cbc.ca/news/canada/toronto/ontario-education-system-changes-1.5057122">implementing recommendations based on</a> <a href="https://www.ontario.ca/page/for-the-parents">consultations</a> to “<a href="https://news.ontario.ca/edu/en/2019/03/education-that-works-for-you-2.html?fbclid=IwAR0ww2-08W-8Du2QoSSE8MN6-Axno8ZEmcBQ7LaKfrvVaRIrn3vlOU8BpJI">modernize classrooms</a>.” The province’s website shares consultation results based on <a href="http://www.edu.gov.on.ca/eng/parents/OnlineSurveyReport.html">online</a> and <a href="http://www.edu.gov.on.ca/eng/parents/TelephoneTownHallSessions.html">telephone</a> responses, but not a comprehensive list of which employers and organizations or researchers participated, and when. </p>
<p>The budget says consultations helped shape decisions to change the health and physical education curriculum — a second change from the government’s first <a href="https://www.cbc.ca/news/canada/toronto/sex-ed-ontario-constitution-1.4969088">rollback of contemporary health and physical education curriculum soon after being elected</a> — and improving how math is taught, among other changes. Ontarians have also heard that <a href="https://www.thespec.com/news-story/9223691-ford-government-announces-hikes-to-high-school-class-sizes-but-no-changes-to-kindergarten/">larger class sizes are coming for some grades</a>, and <a href="https://ottawacitizen.com/news/local-news/ontario-is-poised-to-require-every-high-school-student-take-four-online-courses-what-does-it-mean">high school students will be required to take at least four courses online</a> to graduate.</p>
<p>The budget also says no teacher will be fired and sidesteps <a href="https://www.flare.com/news/doug-ford-changes-for-ontario/">anticipated teaching job losses</a> based on plans to <a href="https://www.thestar.com/politics/provincial/2019/04/11/education-funding-rises-to-meet-growing-enrolment-daycare-costs.html">phase out almost 3,500 teacher jobs in the next four years</a>. </p>
<p>The aforementioned plans are justified under an overall goal of “<a href="http://budget.ontario.ca/2019/statement.html">making progress and seeing results</a>.” Like “modernizing,” “progress” too is a slogan, a catchy phrase. As a researcher who studies the history of educational reform in Ontario — particularly related <a href="https://www.routledge.com/Progressive-Rhetoric-and-Curriculum-Contested-Visions-of-Public-Education/Christou/p/book/9781138558175">to rhetoric about progress</a> — I can’t help but be struck by how political language masks complexity.</p>
<h2>Individual vs. collective</h2>
<p>In the case of the current Ontario government, the paradoxical use of the rhetoric of reform is particularly fascinating. </p>
<p>Firstly, historically, rhetoric about progress in education concentrates on the individual student standing out from the collective. Right now, instead, the view of <a href="https://www.cbc.ca/news/canada/toronto/ontario-education-minister-lisa-thompson-increases-class-sizes-high-school-benefits-1.5064285">“modernizing” makes the implausible claim that individuals will build resilience when educated en mass</a> in larger classes. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1106629031724830726"}"></div></p>
<p>A mass has, indeed, emerged: <a href="https://www.cbc.ca/news/canada/toronto/ontario-student-walkout-protest-education-1.5084024">students and teachers</a> have collectively demonstrated their <a href="https://www.cbc.ca/news/canada/toronto/teacher-unions-education-protest-queens-park-1.5087734">rejection of the province’s plans</a>. </p>
<p>Secondly, a “progressive” in education throughout Ontario’s history has rejected the curriculum of the past. Indeed, with an emphasis on preparing students for what the budget calls “the modern economy,” this government rejects past understandings of teaching itself as being integral to learning curriculum. Online learning will be mandatory <a href="https://www.cbc.ca/news/canada/windsor/education-changes-windsor-reaction-1.5061208">despite expert opinions warning of potential risks</a>. </p>
<p>Yet in other areas — in literal curriculum reforms — this government <a href="https://www.cambridge.org/core/journals/history-of-education-quarterly/article/we-find-ourselves-preoccupied-with-the-world-of-the-present-humanist-resistance-to-progressive-education-in-ontario/5E5711BE03B1B8497834A7F3BF1C208D">is embracing the past and rejecting the present</a>. Eliminating <a href="https://news.ontario.ca/edu/en/2019/03/back-to-basics-math-curriculum-renewed-focus-on-skilled-trades-and-cellphone-ban-in-the-classroom-co.html">the “new math” implies the “old math” was better</a>. Turning <a href="https://www.theglobeandmail.com/canada/article-the-differences-between-ontarios-interim-sex-ed-curriculum-and-2015s/">back the clock on a systematic review and rollout of health and physical education curriculum</a> and, earlier, rejecting <a href="https://theconversation.com/nixing-plans-to-add-indigenous-content-to-ontario-curriculum-is-a-travesty-99886">curriculum developments to respond to the Truth and Reconciliation Commission</a> also denies today — and, implicitly, harkens to <a href="https://theconversation.com/in-the-post-truth-era-documentary-theatre-searches-for-common-ground-104445">to an idealized version of the past</a>. </p>
<p>It is a curious manifestation of the same paradox that this party’s name reveals: Progressive Conservative. </p>
<h2>No party is immune</h2>
<p>No political party is immune to using slogans and other rallying cries. Before we were “modernizing classrooms” in Ontario, <a href="https://www.ontario.ca/page/published-plans-and-annual-reports-2016-2017-ministry-education">the former Liberal government was “enhancing public confidence</a>.” History tells us that each government has its own brand and that its slogans override or replace those of previous governments. Brands <a href="https://globalnews.ca/news/5157537/ontario-budget-licence-plate-yours-to-grow/">extend beyond educational slogans to the marketing of all things within the state’s influence, including, it would appear, license plates</a>. </p>
<p>Over the last 100 years, there have been at least three major waves of “progressive” education in Ontario. Ontario’s educational reformers have always associated their ideas with what’s “progressive.” Who can be against progress? One disagrees at their peril. No one wants to be a regressive educator. </p>
<p>The first <a href="https://utorontopress.com/us/progressive-education-3">progressivist wave flooded the province’s educational landscape after the First World War</a>, intensifying in the years following the Great Depression. Progressives demanded school life adjust to meet the needs of a modern world. This world was altered by social and technological changes, including industrialization, urbanization, cars, trains and war machines. The world had changed, but schools seemed to be stuck in the past.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=485&fit=crop&dpr=1 600w, https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=485&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=485&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=610&fit=crop&dpr=1 754w, https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=610&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/265194/original/file-20190321-93054-saobpg.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=610&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">The Father of New Cheap School Books and His Family, by political cartoonist Newton McConnell, dated 1905 — 1914.</span>
<span class="attribution"><span class="source">(Archives of Ontario)</span></span>
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</figure>
<p>Reformers wrapped themselves in the cloak of progress, introducing subjects such as health and social studies, changing classroom organization, testing strategies and curriculum. In 1937, Ontario’s Liberal government <a href="https://www.thecanadianencyclopedia.ca/en/article/mitchell-hepburn">under Premier Mitchell Hepburn</a> introduced social studies and health as subjects in public schools, all under a thoroughly progressivist reform platform. </p>
<h2>‘Indefinite progress’</h2>
<p>The second wave of “progressive education” made huge waves in the 1960s and 1970s, characterized <a href="http://www.connexions.org/CxLibrary/Docs/CX5636-HallDennis.htm">by what was known as the 1968 Hall-Dennis Report</a>, <em>Living and Learning: Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario</em>. </p>
<p>In the name of progress, Ontario’s educators were challenged to focus on self-discovery and exploration, to re-vision classroom spaces and to make sense of new technologies in the classroom such as television programming.</p>
<figure class="align-left ">
<img alt="" src="https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=557&fit=crop&dpr=1 600w, https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=557&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=557&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=700&fit=crop&dpr=1 754w, https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=700&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/269137/original/file-20190414-76834-1aqb883.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=700&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Living and Learning: Report of the Provincial Committee on Aims and Objectives of Education in the Schools of Ontario, from 1968.</span>
<span class="attribution"><span class="source">(Theodore Christou)</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>The report found inspiration in the United Nations’ Universal Declaration of Human Rights, <a href="http://www.claiminghumanrights.org/udhr_article_26.html">Article 26</a>, regarding education. This speaks of the universal right to education and that education shall be “directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” </p>
<p>The report also implored readers not to “condemn the younger generation as hedonistic, anti-institutional and desacralizing,” but rather to take up <a href="https://books.wwnorton.com/books/detail.aspx?id=12890&LangType=1033">psychologist Erik Erikson’s observation</a> that masses of young people feel attuned to “indefinite progress.”</p>
<p>The third wave of progressivist thinking is recognizable by its use of <a href="http://journals.sfu.ca/tlpd/index.php/tlpd/article/view/10">slogans such as “21st century learning,”</a> seen echoed in <a href="http://www.edu.gov.on.ca/eng/policyfunding/memos/feb2014/WhatWeHeard.pdf">reports published under the Liberal Party</a>, and the more recent rhetoric of modernization. Slogans surrounding <a href="https://ocea.on.ca/resource/towards-defining-21st-century-competencies-for-ontario/">21st century learning, competencies and skills have been all the rage for years now</a>. </p>
<p>No wonder the public appears to be so exhausted by the waves of political change that surge to power and sweep children, parents, teachers, administrators and the public along in their currents. We have been swept hither and thither for a century or more.</p>
<p><em>This is a corrected version of a story originally published on April 15, 2019. The earlier story said there would be a purported $1 billion increase to education over the next three years, instead of $1.4 billion in school renewal for 2019 – 20.</em></p><img src="https://counter.theconversation.com/content/113348/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Theodore Christou receives funding from the Social Sciences and Humanities Research Council of Canada.. </span></em></p>The Progressive Conservative government’s call to modernize education invokes long-standing rhetoric about progressive education in paradoxical ways.Theodore Christou, Associate Professor, Social Studies and History Education, Queen's University, OntarioLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1111482019-02-07T22:22:14Z2019-02-07T22:22:14ZHeartbreak becomes burnout for teachers when work is turbulent<figure><img src="https://images.theconversation.com/files/257536/original/file-20190206-174864-1gucgni.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">We talk about exhaustion and burnout, but not heartbreak.</span> </figcaption></figure><p>Teaching is often known as a <a href="https://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/People/Faculty/Kutsyuruba%20-%20Pan-Canadian%20Document%20Analysis.pdf">“trial by fire” profession.</a> </p>
<p>In many countries, <a href="https://doi.org/10.1080/08878730.2016.1152852">well-prepared teachers leave the profession at alarming rates, including in Canada, Australia</a>, <a href="https://www.nfer.ac.uk/news-events/nfer-blogs/latest-teacher-retention-statistics-paint-a-bleak-picture-for-teacher-supply-in-england/">the United Kingdom</a> and <a href="https://www.gse.upenn.edu/news/press-releases/richard-ingersoll-updates-landmark-study-american-teaching-force-now-covering-3">the United States</a>. </p>
<p>School and educational system leaders have to invest significant time considering how to retain teachers
<a href="https://www.edu.uwo.ca/faculty-profiles/docs/other/pollock/Hiring-Supporting-Retaining-New-Teachers-Across-Canada-8.pdf">because keeping them is necessary to provide stability to the system</a>. </p>
<p>What’s happening in schools that is causing educational professionals to leave a dream job with seemingly great perks such as summers off, good pay and a short work day? </p>
<p>Many factors influence teacher exhaustion and burnout, but I’d like to discuss a more personal reason: heartbreak. Stressful environments, <a href="https://thetyee.ca/Opinion/2016/11/02/What-Keeps-Teachers-On-The-Job/">where teachers’ agency is highly restricted</a> and their resources and supports are strapped can create crushing heartache. This distress can influence educators’ well-being, willingness to innovate and the formation of warm relationships with other people.</p>
<h2>Occupational heartbreak</h2>
<p>People <a href="https://biochem.wisc.edu/sites/default/files/labs/attie/publications/Heart_of_a_Teacher.pdf">decide to become teachers because of love</a> – love for subject matter or love for children. </p>
<p>For the past four years, I have worked with young people studying to become teachers. In our class discussions about why they chose the teaching profession, two reasons have consistently emerged: students either love a subject area (such as physical education, biology, math or English) or they love working with children and youth. </p>
<p>Some of my students have even spoken eloquently of feeling a calling to be a teacher, and have expressed their eagerness to join the profession. They cannot wait to finish their education degree and get into their own classrooms.</p>
<p>Sometimes with my students, I think of myself at 17. The final scene of <em><a href="https://www.telegraph.co.uk/culture/film/filmreviews/11287287/Dead-Poets-Society-review.html">Dead Poet’s Society</a></em> inspired me to follow my dream of becoming a teacher. </p>
<p>I wanted to be as engaging as the teacher, William Keating, and <a href="https://www.independent.co.uk/arts-entertainment/books/features/dead-poets-society-poems-robin-williams-walt-whitman-a8542921.html">bring the beauty of literature</a> to my adoring yet slightly troubled students.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/ovcmhDwkANo?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Students make their stand.</span></figcaption>
</figure>
<p>Flash forward three university degrees and 20 years of classroom instruction later and the wiser, slightly more cynical me thinks:</p>
<blockquote>
<p>“Mr. Keating really pushed the boundaries of professional teaching relationships. I’m not surprised that he lost his job after he destroyed school materials and convinced impressionable young men to make a secret society.”</p>
</blockquote>
<p>Today, I understand that growing as a professional requires acknowledging that the everyday job of teaching entails embracing the mundane duties of grading papers, attending curriculum meetings and supervising recess. </p>
<p>I also understand that inspiring young poets, and seeing them thrive in the world, requires more than simply reading them works by Thoreau and <a href="https://www.independent.co.uk/arts-entertainment/films/news/robin-williams-best-dead-poets-society-quotes-carpe-hear-it-carpe-carpe-diem-seize-the-day-boys-9663800.html">urging them to <em>carpe diem</em> (seize the day)</a>. But I still cry during the last scene of this movie when the students “make their stand” on desks for Mr. Keating, embodying their willingness to embrace a new perspective on life and remain loyal to his lessons. </p>
<p>Experienced teacher educators hope that when new teachers arrive in classrooms and face the system’s complexities, <a href="https://journals.sagepub.com/doi/abs/10.1177/0143034312472759?journalCode=spia">they will become buoyant educators</a> who have the <a href="https://theconversation.com/what-into-the-spider-verse-can-teach-us-about-resilience-110752">resilience to rebound from challenges</a>. </p>
<p>But what if those challenges are regularly overwhelming teachers’ capacities to respond and rebound? </p>
<h2>Educational turbulence</h2>
<p>Educational leaders need to watch out for job-induced heartbreak when teachers are forced <a href="https://www.researchgate.net/publication/257613986_Educational_Turbulence_The_Influence_of_Macro_and_Micro-Policy_on_Science_Education_Reform">to navigate educational turbulence</a> — the destabilizing of professional practice by policies or reform outside the educators’ control. </p>
<p>Some turbulence can be positive, as it can shake up people or practices that are no longer useful or productive. But successive changes to curriculum, financing or workload can cause ongoing turbulence to everyday work. </p>
<p>This disruption can create frustration, confusion or stress for the educator, but these emotions are <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4598951/">generally repressed in school settings</a>. These situations create emotional labour — <a href="https://theconversation.com/let-go-of-toxic-workplace-emotional-labour-in-2019-108245">that means people have to regulate their emotional expressions in a way that is considered acceptable at work</a>.</p>
<p>In my own study of six <a href="https://prism.ucalgary.ca/handle/1880/107128">educators’ experiences of emotional labour</a>, my participants reflected on why they stayed passionate about their work.</p>
<p>They all inadvertently placed their hands on or near their hearts when discussing their passion for health promotion in schools. One participant stated that teaching was her <em>heartwork</em>, a pun on “hard work,” as she described how she felt while doing her dream job.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/257770/original/file-20190207-174851-of9ldh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Every interviewee placed a hand or hands on or near her heart.</span>
<span class="attribution"><span class="source">www.shutterstock.com</span></span>
</figcaption>
</figure>
<p>She explained this commitment drove her to implement positive change to improve the school culture. But when educational system priorities shifted, and financial cutbacks erased her job and projects, she felt personally devastated her “heartwork” was no longer required.</p>
<p>Teachers highly value building healthy relationships with their students and when educational turbulence undermines this process, the educators can feel frustration, stress or anger.
The management of these emotions in defense of the teacher-student relationship can create a toxic level of emotional labour for educators. </p>
<h2>At risk for heartbreak</h2>
<p>Here are a few ways I believe educators can find themselves experiencing occupational heartbreak:</p>
<ol>
<li><p>If authorities create new curricula without providing educators the necessary time and tools to implement it, teachers’ love for subject matter could be disrupted. </p></li>
<li><p>If systems don’t <a href="https://theconversation.com/with-larger-classes-teachers-cant-attend-to-childrens-needs-110556">prioritize class-size limits</a>, the classroom teacher’s ability to respond quickly to emerging mental-health concerns is compromised. </p></li>
<li><p>When funding decreases interfere with connecting students to necessary services, committed educators might sacrifice their own well-being to fill the gap.</p></li>
<li><p>When new teachers realize that the system that they are entering does not value their <a href="https://www.ctf-fce.ca/Research-Library/Work-LifeBalanceandtheCanadianTeachingProfession.pdf">emotional or financial investment</a>, they might choose a new profession. </p></li>
</ol>
<h2>Preserving the love</h2>
<p>Keeping competent and passionate people in education should be a societal goal. This requires understanding that for many educators teaching is their dream job. Preserving the love in educators’ hearts is a necessary part of keeping educators in schools.</p>
<p>True connection between students, teachers, and content happens during the daily grind of the school year. </p>
<p>Somewhere between grading assignments, extra supervision during freezing days, cleaning up art project bits from the floors, inputting student data into reports and blogging about curricular progress, most educators still long to inspire students to pursue a lifetime of learning.</p>
<p>And some teachers, even old cynics like myself, still await <a href="https://www.huffingtonpost.ca/entry/robin-williams-o-captain_n_5670177?ec_carp=9015275651454414887">the day they hear “O Captain, my Captain.”</a></p><img src="https://counter.theconversation.com/content/111148/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Astrid Helene Kendrick is affiliated with the Health and Physical Education Council (a specialist council of the Alberta Teachers Association).</span></em></p>A dream teaching job with seemingly great perks may not be worth it when turbulence creates crushing heartache for educators.Astrid H. Kendrick, Contract Instructor/Literacy Teacher, University of CalgaryLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/799522017-06-26T14:57:30Z2017-06-26T14:57:30ZFinland’s brain drain: what happens to small countries when the talent leaves?<p>Young Finnish professionals are <a href="http://www.migrationinstitute.fi/fi/web/finns-abroad-new-forms-mobility-and-migration">attracted to</a> major European capitals. They move to Stockholm, Berlin and Amsterdam, as well as farther away. The sun shines in Dubai; the world’s top organisations and institutes are in New York and Washington. The occupations of these migrants are manifold: bankers, graphic designers, computer engineers, photographers and researchers, to name only a few. </p>
<p>They leave Finland <a href="http://www.migrationinstitute.fi/fi/web/finns-abroad-new-forms-mobility-and-migration">because of</a> poor employment opportunities and future prospects. This has been happening for a long time. Finns were moving to North America 100 years ago and to Sweden after World War II – in both cases because growing economies needed factory workers. </p>
<p>The difference with today’s migrants is <a href="http://www.migrationinstitute.fi/fi/web/finns-abroad-new-forms-mobility-and-migration">they are</a> better <a href="http://www.migrationinstitute.fi/files/pdf/artikkelit/suomalaiset_maailmalla_-_katsaus_suomen_siirtolaisuuteen_kautta_aikain.pdf">educated</a> and leaving a welfare state that <a href="http://stat.fi/ajk/satavuotiassuomi/suomimaailmankarjessa_en.html">ranks as</a> one of the best places to live in the world according to most indices. The likelihood of them returning has nevertheless fallen sharply. Why?</p>
<p>I conducted <a href="http://www.migrationinstitute.fi/files/pdf/siirtolaisuus-migration/sm_2_2017_nettiin.pdf">a survey</a> of Finns living abroad aged 20 to 40 along with the Helsinki-based journalist Johannes Niemeläinen. Of 799 survey respondents, only 19% saw returning as a likely option. This was down more than 20 percentage points on a <a href="http://www.migrationinstitute.fi/files/siirtolaisuustutkimuksia_a30_esr_1.pdf">2006 survey</a>, which had also included retirees who had settled abroad. When we compared only 20 to 40-year-olds, the decline was even sharper.</p>
<p>This comes at a time when working-age emigration from Finland has steadily increased. The net loss of about 2,000 citizens in 2015 <a href="http://www.stat.fi/index_en.html">was almost</a> four times that of 2009, and over half were university educated. Interestingly, the majority of leavers were women. Put together, we are talking about a case of brain drain that could have severe consequences.</p>
<h2>The broken circle</h2>
<p>A <a href="https://core.ac.uk/download/pdf/30083992.pdf">recent study</a> of international perceptions of Finns working abroad found them to be highly adaptable, linguistically talented and sought after. The Finnish welfare state clearly provides its citizens with the skills and education to make it in the world. </p>
<p>The government’s logic has long been that a well-trained, healthy workforce will return the favour later in life. Emigrants are supposed to come home with broader minds and international experience and contacts, to the benefit of the economy as a whole. All countries become embedded in the global economy one citizen at a time, goes the thinking. </p>
<p>But why would they go back? The cracks in Finland’s supposed virtuous circle are all too apparent. The country <a href="http://ec.europa.eu/eurostat/statistics-explained/index.php/Migration_and_migrant_population_statistics">attracts fewer</a> immigrants from elsewhere in the EU than its Scandinavian peers. Even Helsinki does not keep up with the competition, with the number of highly educated 30 to 34-year-olds in decline. In other northerly capitals such as Copenhagen, Stockholm and London, the opposite <a href="http://ec.europa.eu/eurostat/statistics-explained/index.php/Migration_and_migrant_population_statistics">is the case</a>. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=377&fit=crop&dpr=1 600w, https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=377&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=377&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=473&fit=crop&dpr=1 754w, https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=473&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/175578/original/file-20170626-7749-1vdfnxr.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=473&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Copenhagen: brain gain.</span>
<span class="attribution"><a class="source" href="https://www.goodfreephotos.com/denmark/copenhagen/rooftop-view-of-copenhagen.jpg.php">Jens Peter</a></span>
</figcaption>
</figure>
<p>Finland’s problem is not directly comparable to the mass migrations of workers in the past, driven by vast demographic, political and economic upheaval from the likes of the world wars. It is also not the same as the ongoing worldwide migration that we see from poorer to better off countries – which sadly now includes the likes of Spain and Greece. </p>
<p>Instead, it speaks to larger structural changes in the postwar welfare state. Everything from retiring baby boomers to the rising cost of healthcare to the economic crisis have forced the Finnish state to cut back. The damage to the <a href="http://www.bbc.co.uk/news/business-35656150">economy</a> and the <a href="http://vm.fi/valtion-budjetti">education system</a> has encouraged young people to move abroad. </p>
<p>Several high-profile academics have left Finland in protest at the <a href="https://www.helsinki.fi/en/news/new-government-tripping-up-higher-education-in-finland">circa €500m (£439m)</a> cuts to higher education. Echoing this, we found that the likelihood of emigrants returning is down most sharply among PhD holders – a decrease of 36 percentage points since 2006. These academics tended to point to a direct correlation between cuts to education and their attitude to working in Finland. With other sectors, we found the same kind of attitudes. </p>
<p>This illustrates that in the end, the question of returning home boils down to employment. And as Finland celebrates 100 years of independence, most respondents felt that the experience they have acquired abroad won’t translate into better employment back home.</p>
<h2>The greater threat</h2>
<p>Small welfare states like Finland are more dependent on their educated workforce than more market-driven countries. If they don’t educate enough new people or recruit them from elsewhere, it will create structural problems for the welfare economy <a href="http://www.emeraldinsight.com/doi/abs/10.1108/IJSE-05-2014-0092">such as</a> the <a href="http://onlinelibrary.wiley.com/doi/10.1002/tie.20439/abstract;jsessionid=F439D9A85F6335E1FB9FCC082F631B01.f04t04?wol1URL=/doi/10.1002/tie.20439/abstract&regionCode=GB-EN&identityKey=50959745-9e94-4e62-8fef-a764812cce8b">loss of</a> foreign investment. </p>
<p>And in a system that is heavily funded by the central government, cutbacks affect everyone much more than in a country where government spending is more concentrated on the poorest. This increases the chances of the most talented people leaving, which in turn risks undermining the country’s networks of knowledge and productive social relationships – often described as <a href="https://www.oecd.org/insights/37966934.pdf">social capital</a>. This forms the foundation of the whole welfare regime and acts as a buffer against external shocks, so there is a risk of system-wide effects. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=697&fit=crop&dpr=1 600w, https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=697&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=697&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=876&fit=crop&dpr=1 754w, https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=876&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/175259/original/file-20170622-16449-1w3gliu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=876&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Living in Finn.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/finland-map-3d-illustration-548537263?src=X9k5icPdFfcEJ1XlxS3ItQ-1-56">Yodchai Promduang</a></span>
</figcaption>
</figure>
<p>Coupled with further pressure on the welfare state from the ageing population, these developments have the potential to spiral irreversibly. We can liken this to oil leaking from an engine: it does not affect the machinery immediately, but over time it could damage it beyond repair. </p>
<p>What then is the solution? In 16 follow-up interviews, we found our young professional respondents remained tremendously proud of the Finnish welfare regime and worried about it. They might have been drawn overseas, but they still very much believed in the system from which they had come. </p>
<p>This points to the possibility of new forms of solidarity and welfarism that might yet somehow benefit countries like Finland. Tapping into this requires thinking beyond the nation state, create new transnational welfare regimes either by reaching out to emigrants or by cooperating with similar countries. This would of course be a radical shift. It may be necessary to prevent this brain drain problem from turning into a full-blown catastrophe. </p>
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<p><em>This article is part of a series on sustainability and transformation in today’s Europe, published in collaboration with <a href="http://www.europenowjournal.org">EuropeNow Journal</a> and the <a href="https://councilforeuropeanstudies.org">Council for European Studies (CES)</a> at Columbia University. Each article is based on a paper presented at the <a href="https://councilforeuropeanstudies.org/conferences/upcoming-conferences/2017-ces-conference">24th International Conference of Europeanists</a> in Glasgow.</em></p><img src="https://counter.theconversation.com/content/79952/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Juho Korhonen does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>This problem masks a greater threat to the welfare state than it first appears.Juho Korhonen, PhD Researcher, Brown UniversityLicensed as Creative Commons – attribution, no derivatives.