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Democratic Limits of "Customized"
The multi-tiered and modular have certainly long been the American educational way. The new instructional models simply extend older beliefs in natural distributions of talent and diligence, in inborn differentials of cognition and character. Calling such schooling “diverse,” “flexible,” or “customer focused” will not make it democratic.
In outcomes-focused education, I see strong support for the idea that each individual who enters the classroom, aged 5, 15 or 25, is one with predetermined potential, with an identifiable niche on the ladder of aptitude that will match with a certain amount and kind of instruction. High or low, that ascription of talent is more than merely a subjective judgment, it is an iniquitous one: The customized learning experiences currently being praised proceed from the idea that an individual can be known by such categories and then placed in an appropriate position in a classroom or curriculum. Ultimately, that will also continue with the employment ladder. These so-called innovations don’t promise enriched learning and expanded opportunity, but outward rippling discrimination.
https://www.insidehighered.com/views/2013/08/08/competency-based-education-puts-efficiency-learning-essay