In my first post on “Fake Education”, I defined it as:
Any activity done in schools that is primarily carried out to create the appearance of having done it, rather than to achieve the benefits of actually doing it.
In that post, I described how fakery is commonplace throughout the activities of schools. Examples I gave were in CPD, assessment, marking and feedback, homework monitoring, wellbeing and SEND interventions, and behaviour policy.
In this post, I will look at what it is about schools that gives classroom teachers good reason to merely pretend to be doing some elements of their job.1
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