Getting Past the Dudalakas (And the Yeahbuts)

Phyllis Hunter, a gifted educator, writer, and speaker on the teaching of reading, often speaks about the biggest impediments to education improvement, which she calls the dudalakas. These are excuses for why change is impossible.  Examples are:

Dudalaka         Better students

Dudalaka         Money

Dudalaka         Policy support

Dudalaka         Parent support

Dudalaka         Union support

Dudalaka         Time

Dudalaka is just shorthand for “Due to the lack of.” It’s a close cousin of “yeahbut,” another reflexive response to ideas for improving education practices or policy.

Of course, there are real constraints that teachers and education leaders face that genuinely restrict what they can do. The problem with dudalakas and yeahbuts is not that the objections are wrong, but that they are so often thrown up as a reason not to even think about solutions.

I often participate in dudalaka conversations. Here is a composite. I’m speaking with a principal of an elementary school, who is expressing concern about the large number of students in his school who were struggling in reading. Many of these students were headed for special education. “Could you provide them with tutors?” I ask. “Yes, they get tutors, but we use a small group method that emphasizes oral reading (not the phonics skills that the students are actually lacking) (i.e., yeahbut).”

“Could you change the tutoring to focus on the skills you know students need?”

“Yeahbut our education leadership requires we use this system” (dudalaka political support). Besides, we have so many failing students (dudalaka better students) so we have to work with small groups of students (dudalaka tutors).”

“Could you hire and train paraprofessionals or recruit qualified volunteers to provide personalized tutoring?”

“Yeahbut we’d love to, but we can’t afford them (dudalaka money). Besides, we don’t have time for tutoring (dudalaka time).”

“But you have plenty of time in your afternoon schedule.”

“Yeahbut in the afternoon, children are tired. (Dudalaka better students).”

This conversation is not of course a rational discussion of strategies for solving a serious problem. It is instead an attempt by the principal to find excuses to justify his school’s continuing to do what it is doing now. Dudalakas and yeahbuts are merely ways of passing blame to other people (school leaders, teachers, children, parents, unions, and so on) and to shortages of money, time, and other resources that hold back change. Again, these excuses may or may not be valid in a particular situation, but there is a difference between rejecting potential solutions out of hand (using dudalakas and yeahbuts) as opposed to identifying and then carefully and creatively considering potential solutions. Not every solution will be possible or workable, but if the problem is important, some solution must be found. No matter what.

An average American elementary school with 500 students has an annual budget of approximately $6,000,000 ($12,000 per student). Principals and teachers, superintendents, and state superintendents think their hands are tied by limited resources (dudalaka money). But creativity and commitment to core goals can overcome funding limitations if school and district leaders are willing to use resources differently or activate underutilized resources, or ideally, find a way to obtain more funding.

The people who start off with the very human self-protective dudalakas and yeahbuts may, with time, experience, and encouragement, become huge advocates for change. It’s only natural to start with dudalakas and yeahbuts. What is important is that we don’t end with them.

We know that our children are capable of succeeding at much higher rates than they do today. Yet too many are failing, dudalaka quality implementation of proven programs. Let’s clear away the other dudalakas and yeahbuts, and get down to this one.

This blog is sponsored by the Laura and John Arnold Foundation


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