The commonsense notion of a “good student” comprises several different traits, with a primary goal: a good student is one who succeeds academically and is prepared to transition into the working world as an adult. A good student is one who is prepared for class, studies hard to obtain high grades, and falls in line with the lessons being taught by the teacher; they are on time, they do not question what is being taught to them, and they can reproduce that knowledge, (Kumashiro, 2010). The traits of a good student that are commonsense in Western society are known because of which students we praise and which are disadvantaged, and which students go on to achieve success in the workforce and which are destined for lower-paying jobs. However, as Kumashiro describes, “students were and are learning things that reinforce a status quo,” (2010). That is to say, the status quo preserves the privilege of students who will fall in line with behaviours that are deemed desirable, and disadvantages students who do not and possibly cannot achieve such academic success. Ultimately, the commonsense notion of a good student is oppressive to any student who does not or would not reproduce status quo, and continuing to praise, prefer, and reward this “good student” only continues that oppression through our education system.

How did we come to this commonsense notion of what constitutes the good student? Reviewing some earlier works on education may give us a clue. Painter describes one of the goals of education as preparing students for “various labours and duties” they will perform as adults, (Painter, 1886). He also states that education is, “limited by the pupil’s individuality, which it can ennoble, but not radically change,” (1886), which suggests that those who do not suit his ideal of a good student are destined for failure. He goes on to describe that only White, middle-to-upper class students can achieve success, and describes the limitations of various ethnicities in their learning and reproducing the societal norms that a “good student” can. This is transmissible to today; these ideas are still prevalent in our education system. While it may not be as obvious as it was made in the era that Painter’s novel was written, today’s students who do not uphold the ideals of what is a good student are still oppressed and still conditioned for a life of oppression; one of a lower-quality education, a lower paying job, and ultimately a lower quality of life. 

Cited:
Kumashiro, (2010). Against Common Sense, Chapter 2 (pp. 19 – 33) – “Preparing Teachers for Crisis: What It Means to Be a Student”.

Painter, (1886). A History of Education.