One of the most gratifying things about keeping this blog is that, in hashing out things that bug me about the school experience in Buenos Aires – things that are lacking, broken, perplexing – I often end up discovering the flip side of those concerns in the US system. This gives me a deeper understanding of where my own fears are rooted and often leads me to the realization that, actually, this “otherness” that my kids are immersed in is not nearly as scary to me as the opposite end of the spectrum. And I end up learning something about myself. The subtitle in my header, cultural bone-baring, has to do with this – laying bare my own cultural moorings as well as those I begin to uncover in Argentine culture.
Case in point: The length of the school day/year, or in other words, net time spent in educational institution. I have mentioned the short school day here several times in previous posts. If we add to that the increasingly long list of feriados (thank you, Cristina), missed days due to strikes, and whopping summer vacation (3 ½ months for my kids!) – well, you can see where I’m going with this. It is a major red flag when I plug it all into the ‘net time’ formula. Will it all add up to them being something like a year behind by the time they finish high school? And that’s only compared to the 180-day US school year; god forbid I should start comparing it to the Chinese!
Well, now that I’ve brought the Chinese into it, as a matter of fact that is exactly what has been going on in the States in recent years. Comparisons to the Chinese, I mean. And apparently the quantity over quality approach is at the forefront of current proposals to lengthen the US school year to 12 months. Because we must keep up with the Chinese. However, more disturbing to me than the idea of no proper summer vacation are the reasons given by US high school students in opposition to the 12-month school year in this telling example in Teen Ink magazine. The essay focuses on summer internships and jobs in its argument, as do many of the follow-up comments (except for the one from China, ironically.)
Even though the teenage author and responses are obviously opposed to 12 months of school, their arguments seem to echo the same culture of work, work, work that’s behind the 12-month proposal in the first place. Not that I have a problem with summer internships and jobs (I would actually love for my kids to have those opportunities), but what I found oddly missing in the essay or follow-up were any protests about having to forego the social aspects of free time in summer, travel or just having time to read for pleasure and hang out with friends. For me, the kind of emotional and social maturity and self-exploration that comes with having the time to enjoy these things is right up there with more math. And the long break is good for the soul. (Ok, maybe not 3 ½ months worth, but still…) There is something sad in the fact that those teenagers don’t lobby for their right to sleep late in summer. And what this implies is that American teenagers – at least the ones who participated in this debate – are well on their way to having acquired the uber work ethic in their already jam-packed year-round schedules, so much so that the ‘sleeping late’ argument doesn’t even cross their minds.
Well. My Argentine teenagers are masters of the ‘sleeping late’ argument. They seem to think it’s some kind of divine right, becoming truly flummoxed and offended at the mere suggestion of getting up early to take advantage of their summer days. In fact, Argentina is really just one giant lounge-fest for most middle-class teenagers when they’re not in school. They hang out in parks, play their guitars, sing, drink mate, stay out all night – in other words, they’ve got their priorities straight. They truly take their leisure seriously and would no doubt take to the streets to defend their right to it if faced with the threat of 12 months of school. Like I said, I’d love it if my kids would do something a little more productive with all that free time in summer – get a part-time job or volunteer — but deep down, I actually kind of like that they so militantly defend their right to just hang out. I guess because if I dig way back to my own adolescence, I can relate. And honestly, I find it hard to relate to this generation of teenagers in the US who clamor for their right to spend the summer working. So there it is: perhaps I’m more Argentine than I think.
Of course, none of this really does anything to resolve my inner debate about the short schoolday in Buenos Aires and what sort of long-term consequences it will have. However, it does ease my mind a little about the intrinsic value of what teenagers do with the rest of their time here, either in summer or in after-school hours and the cultural relevance it has for me personally. They definitely have plenty of time to explore music, art, sports, whatever, without the stress of so many hours of school and homework. Who knows; perhaps the freedom to have a good time and lack of pressure in high school actually leads to more mature college students. This is certainly the assessment offered by the guys at BA Cast podcast in their education series, when they claim that university in Argentina is about serious study after all the partying in high school is over, whereas it is often just the opposite in the US.
I was recently watching a documentary about the history of jazz. There’s a part where Wynton Marsalis talks about how jazz is so fundamentally American that it could never have emerged anywhere but the US. He attributes this to the unique ethnic and cultural diversity of late 19th-century New Orleans and how this bred the ability to improvise, both in everyday life as well as in music. The Argentines know something about this as well. Thinking about that and the current trend in the US toward getting students to perform like the Chinese, I wonder if great jazz could ever have come out of a country like China?