You've probably heard a lot of things concerning Social Issues. Which profs to take, which ones to avoid like the plague. What you'll be learning, whether or not you have to buy an overpriced textbook. Or maybe you know nothing other than the fact that you either take Social Issues or Western Educational Thought and the second one sounded a little scary.
Either way, Social Issues is going to be different than what you originally thought it was going to be. First and foremost you're not going to have to defend your views, debate or feel attacked at any point. You won't be belittled for what you think, believe or hold dear. In fact if anything you'll be encouraged to share. But after the first day of reading Shame of the Nation, you're going to begin to think a little differently. Perhaps not change your mind, but have a better understanding of a different point of view. All in all you're going to leave at the end of the semester being solidified in one view you hold, and completely changed in another.
You'll leave understanding how you, as a teacher are on the forefront of social change and that you in fact wield more power than people want you to realize. You'll be asked some questions that make you uncomfortable, find out that you hold some prejudice views you never knew about and you will in fact see things in everyday life that you now count as an injustice.
Of course, all of this depends on whether or not you let yourself be open and ready for all of this. You could go through the semester not caring, just wanting to make your grade and be finished. But you would be missing out on some incredible revelations the Lord has in store to make you not only a better teacher, but a more educated and aware person.
It's your call, but I personally, encourage you to enter the class each time you meet with an open mind, a willing spirit and a heart ready to be changed. Hold fast to what you believe and value, but don't be so stuck in your ways you fail to see what else the Lord has in store for you this semester.
Wednesday, May 5, 2010
Thursday, February 25, 2010
Exam One
Dear Mr. President,
Upon your request I have compiled a short report on the book, Shame of the Nation as well as my recommendations for a truly equal school system. Jonathan Kozol’s Shame of the Nation does a wonderful job of exposing the dark side of education. His main theses are best grouped into two categories: the lacks of equality in education as well as the curriculum and tests schools are forced to partake in. While I agree with the majority of Kozol’s claims I disagree with some as well. Based off of Kozol’s novel, I personally have recommendations concerning America’s lax schooling of minority children.
Kozol’s first category of thesis is the belief that schools are not equal across the United States and that the equality, or lack thereof, is based off of race. In order to be “politically correct” most Americans would claim that school districts are segregated based on socioeconomic status. However we as Americans desperately need to take off our politically correct lenses and truly look at the issues. Socioeconomic status IS race in today’s society. Buildings in a white, suburban school district are newer, certainly up to code. Prompt attention would be given to any maintenance request and exterminators come regularly to keep the schools free of insects and rodents. Across town however, minority or students from a lower socioeconomic strata attend school in building where plastic trash bags hang to cover gaping holes in the ceiling. Rats race across the floors and very desks where students sit working and children breathe contaminated air from the building that was built during the roaring twenties. Another issue is raised when we look at the difference between teacher salaries in school districts catering to the suburban are significantly higher the salaries paid to teachers within inner-city schools or schools serving children of a different race. As a teacher, I must ask myself, if I am given the opportunity to teach in School A. a place where buildings are up to code, supplies are readily available and my paycheck is far greater than School B where am I more likely to sign a contract? The major issue here is the idea that bright; on-fire teachers are unable to stay at schools serving the marginalized because they are unable to make ends meet off of the meager salary. If the teachers that are teaching in schools such as School B, they are often alternatively certified, inexperienced and under-trained. These alternatively certified teachers, while perhaps quite willing to make a difference or not skilled enough to do truly impact the students they are teaching. These conditions described does not even have a whisper of equality in its midst.
The second category concerning Kozol’s theses claims the title curriculum and testing. In schools of marginalized and minority children curriculum is being instilled that not only teaches for a particular test but also trains students for low end jobs instead of a college career. This demeaning and ethically wrong practice would certainly not be tolerated in a middle class suburban elementary, middle or high school. Students are being trained in an almost Hitler Nazi youth fashion as described on page 66 of Kozol’s book, “His arm shot out and up in a diagnol in front of him, his hand straight up, his fingers flat…all the children in the classroom did it too.” Classroom jobs have been manipulated into “positions” with legitimate titles. Instead of Susie having the privilege of line leader this week, she must apply, interview and receive the position of “line manager” (page 90). Most funding for public schools today is based off of test results. Schools find themselves teaching specifically for the test, which does not prepare their students for life past the test in general. The Hitler-like curriculum does not to prepare students for real life and the testing puts so much pressure on teachers they are in fear of their students not succeeding.
Personally I support Kozol’s claim that education is not equal, the curriculum and present state of teachers are an embarrassment to America. I do not however believe that nothing can be done to change the face of public education in the United States today.
The federal and state governments must form a feasible plan to bring all schools onto the same playing field across the board.
First and foremost teachers themselves must change. Emergency certifications must end. Alternative certified teachers bring amazing things to education. They are able to show and give living proof that education is important in life. However, until these individuals complete time in the classroom under supervision they should not be given their own classroom. Secondly the government must change how it views teachers. Qualified and experienced teachers within marginalized schools need to have a higher salary. This money difference needs not to come from the school district but the government itself. Thirdly class size must be regulated and altered with a very knowing eye. No more than 20 students should be assigned to a single classroom. Smaller classes improve quality learning and allow teachers to spend time with each child, giving them a mentor that can help instill reliance, quality students from schools such as these needs desperately (page 27). The learning should take place in a functioning building not a building condemned and duct-taped together. Throughout a school district all schools should be uniform in order to avoid haves and have-nots in society.
I understand that individuals who believe separate but equal is a feasible and socially justifiable remedy truly are ignorant. However, in order for truly integrated schools the “heart” of individual American people must change. Until the majority of the white population can agree that segregation occurs in numerous forms and simply cannot be tolerate we must deal with what we are given. To see this day come we as a government and teachers must educate America on the current difference in education through various outlets.
Mr. President this is not an overnight change but rather a slow process. This process is not an inexpensive process either. However if your administration is serious about truly bringing American education to equality you must spend money, wisely and judiciously in a way that will benefit the future generations of America.
Upon your request I have compiled a short report on the book, Shame of the Nation as well as my recommendations for a truly equal school system. Jonathan Kozol’s Shame of the Nation does a wonderful job of exposing the dark side of education. His main theses are best grouped into two categories: the lacks of equality in education as well as the curriculum and tests schools are forced to partake in. While I agree with the majority of Kozol’s claims I disagree with some as well. Based off of Kozol’s novel, I personally have recommendations concerning America’s lax schooling of minority children.
Kozol’s first category of thesis is the belief that schools are not equal across the United States and that the equality, or lack thereof, is based off of race. In order to be “politically correct” most Americans would claim that school districts are segregated based on socioeconomic status. However we as Americans desperately need to take off our politically correct lenses and truly look at the issues. Socioeconomic status IS race in today’s society. Buildings in a white, suburban school district are newer, certainly up to code. Prompt attention would be given to any maintenance request and exterminators come regularly to keep the schools free of insects and rodents. Across town however, minority or students from a lower socioeconomic strata attend school in building where plastic trash bags hang to cover gaping holes in the ceiling. Rats race across the floors and very desks where students sit working and children breathe contaminated air from the building that was built during the roaring twenties. Another issue is raised when we look at the difference between teacher salaries in school districts catering to the suburban are significantly higher the salaries paid to teachers within inner-city schools or schools serving children of a different race. As a teacher, I must ask myself, if I am given the opportunity to teach in School A. a place where buildings are up to code, supplies are readily available and my paycheck is far greater than School B where am I more likely to sign a contract? The major issue here is the idea that bright; on-fire teachers are unable to stay at schools serving the marginalized because they are unable to make ends meet off of the meager salary. If the teachers that are teaching in schools such as School B, they are often alternatively certified, inexperienced and under-trained. These alternatively certified teachers, while perhaps quite willing to make a difference or not skilled enough to do truly impact the students they are teaching. These conditions described does not even have a whisper of equality in its midst.
The second category concerning Kozol’s theses claims the title curriculum and testing. In schools of marginalized and minority children curriculum is being instilled that not only teaches for a particular test but also trains students for low end jobs instead of a college career. This demeaning and ethically wrong practice would certainly not be tolerated in a middle class suburban elementary, middle or high school. Students are being trained in an almost Hitler Nazi youth fashion as described on page 66 of Kozol’s book, “His arm shot out and up in a diagnol in front of him, his hand straight up, his fingers flat…all the children in the classroom did it too.” Classroom jobs have been manipulated into “positions” with legitimate titles. Instead of Susie having the privilege of line leader this week, she must apply, interview and receive the position of “line manager” (page 90). Most funding for public schools today is based off of test results. Schools find themselves teaching specifically for the test, which does not prepare their students for life past the test in general. The Hitler-like curriculum does not to prepare students for real life and the testing puts so much pressure on teachers they are in fear of their students not succeeding.
Personally I support Kozol’s claim that education is not equal, the curriculum and present state of teachers are an embarrassment to America. I do not however believe that nothing can be done to change the face of public education in the United States today.
The federal and state governments must form a feasible plan to bring all schools onto the same playing field across the board.
First and foremost teachers themselves must change. Emergency certifications must end. Alternative certified teachers bring amazing things to education. They are able to show and give living proof that education is important in life. However, until these individuals complete time in the classroom under supervision they should not be given their own classroom. Secondly the government must change how it views teachers. Qualified and experienced teachers within marginalized schools need to have a higher salary. This money difference needs not to come from the school district but the government itself. Thirdly class size must be regulated and altered with a very knowing eye. No more than 20 students should be assigned to a single classroom. Smaller classes improve quality learning and allow teachers to spend time with each child, giving them a mentor that can help instill reliance, quality students from schools such as these needs desperately (page 27). The learning should take place in a functioning building not a building condemned and duct-taped together. Throughout a school district all schools should be uniform in order to avoid haves and have-nots in society.
I understand that individuals who believe separate but equal is a feasible and socially justifiable remedy truly are ignorant. However, in order for truly integrated schools the “heart” of individual American people must change. Until the majority of the white population can agree that segregation occurs in numerous forms and simply cannot be tolerate we must deal with what we are given. To see this day come we as a government and teachers must educate America on the current difference in education through various outlets.
Mr. President this is not an overnight change but rather a slow process. This process is not an inexpensive process either. However if your administration is serious about truly bringing American education to equality you must spend money, wisely and judiciously in a way that will benefit the future generations of America.
Sunday, February 14, 2010
Race Matters: Chapter 5-8
5 Sentences
West's main focus in chapters five through eight is to address the issues of Black and Jewish tensions, African American sexuality in today's world, affirmative action and Malcolm X's impact and views on black society. Cornell West speaks of how affirmative action is necessary in order for America not to step backward in it's fight against racism yet how it is not propelling the black society forward in a concrete way. A history of Black and Jewish animosity as well as the reasons each side has issues is addressed. The issue of black sexuality and its place in today's society is discussed in one chapter while Malcolm X's views on how the African American culture should fight against a racist society are also included in the reading. Cornell brings to light numerous issues in the black culture of today.
4 Passages
"There is Jezebel (the seductive temptress), Sapphire (the evil, manipulative bitch), or Aunt Jemima (the sexless, long0suffering nurturer). There is Bigger Thomas (the mad and mean predatory craver of white woman), Jack Johnson (the super performer--be it in athletics, entertainment, or sex--who excels others naturally and prefers women of a lighter hue), or Uncle Tom (the spineless, sexless00or is it impotent?--sidekick of white)s)." page 120
"My thesis is that black sexuality is a taboo subject in white and black America and that a candid dialogue about black sexuality between and within these communities is requisite for healthy race relations in America." Page 120.
"The demythologizing of black sexuality is crucial for black America because much of black self-hatred and self-contempt has to do with the refusal of many black Americans to love their own bodies--especially their black noses, hips, lips and hair." page 122
"How does on come to accept and affirm a body so despised by one's fellow citizens? What are the ways in which one can rejoice in the intimate moments of black sexuality in a culture that questions the aesthetic beauty of one's body?" page 123
"My thesis is that black sexuality is a taboo subject in white and black America and that a candid dialogue about black sexuality between and within these communities is requisite for healthy race relations in America." Page 120.
"The demythologizing of black sexuality is crucial for black America because much of black self-hatred and self-contempt has to do with the refusal of many black Americans to love their own bodies--especially their black noses, hips, lips and hair." page 122
"How does on come to accept and affirm a body so despised by one's fellow citizens? What are the ways in which one can rejoice in the intimate moments of black sexuality in a culture that questions the aesthetic beauty of one's body?" page 123
3 Terms
- Affirmative action: A policy or a program that seeks to redress past discrimination through active measures to ensure equal opportunity, as in education and employment. Cornell West uses the term the same way as the dictionary definition. (page 96)
- bourgeois:belonging to, characteristic of, or consisting of the middle class. Cornell West uses the term the same way as the dictionary definition. (page 98)
- Xenophobia:an unreasonable fear or hatred of foreigners or strangers or of that which is foreign or strange. Cornell West uses the term the same way as the dictionary definition. (page 109)
2 Connections
On page 121 Cornell West writes of entertainers helping to bridge the gap between white and black youth and encouraging the acceptance of black sexuality. Today I do not believe that is true. Rappers now, more often than not are selling albums with lyrics full of sex, the majority of times degrading women in the process to being toys rather than an active and valued member of the relationship. This is not helping black sexuality become accepted and valued but rather giving individuals fuel for the fire.
On page 122 Cornell West discusses the issue of black self-hatred regarding their bodies and sexuality. This is an issue not just in the African American culture but rather across America. The media and entertainment world of today has done an incredible job of hindering both men and women of all cultures from embracing the way the Lord created them.
On page 122 Cornell West discusses the issue of black self-hatred regarding their bodies and sexuality. This is an issue not just in the African American culture but rather across America. The media and entertainment world of today has done an incredible job of hindering both men and women of all cultures from embracing the way the Lord created them.
1 Question
What is evidence of Jewish and black tension, I have never heard or seen any issues to my knowledge.
Sunday, February 7, 2010
Race Matters Preface-Chapter 4
5 Sentences on the Big Picture
Race Matters seems to be an incredibly provocative book about how race, in particular the African-American people in America have various obstacles to overcome. The first five sections of the book focus on how the African American culture is perceived and the lack of black politicians and leaders today. Besides presenting these conflicts, history and difficulties that black people have and still do face, Race Matters also brings the attitude that African Americans hold toward themselves as well as the attitude America has concerning African Americans to the forefront of the discussion. The text is both unsettling and interesting. Cornel West continues to challenge all people's views and opinions.
4 Key Passages
"This turning is done through one's own affirmation of one's worth-an affirmation fueled by the concern of others. A love ethics must be at the center of a politics of conversion." (page 29)
"For example, well-to-do black parents no longer send their children to Howard, Morehouse, and Fisk "to serve the race" (though often for indirect self-serving ends), but rather to Harvard, Yale, and Princeton "to get a high-paying job" (for direct selfish reasons). (page 55)
"First, blackness has no meaning outside of a system of race-conscious people and practices...In short, blackness is a political and ethical construct." (page 39)
"Yet this leap in quantity has not been accompanied by a leap in quality. The present day black middle class is not simply different than its predecessors--it is more deficient and, to put it strongly, more decadent. For the most part, the dominate outlooks and life-styles of today's black middle class discourage the development of high quality political and intellectual leaders." (page 54)
"For example, well-to-do black parents no longer send their children to Howard, Morehouse, and Fisk "to serve the race" (though often for indirect self-serving ends), but rather to Harvard, Yale, and Princeton "to get a high-paying job" (for direct selfish reasons). (page 55)
"First, blackness has no meaning outside of a system of race-conscious people and practices...In short, blackness is a political and ethical construct." (page 39)
"Yet this leap in quantity has not been accompanied by a leap in quality. The present day black middle class is not simply different than its predecessors--it is more deficient and, to put it strongly, more decadent. For the most part, the dominate outlooks and life-styles of today's black middle class discourage the development of high quality political and intellectual leaders." (page 54)
3 Terms
Nihilistic: total and absolute destructiveness
Angst: a feeling of dread, anxiety or anguish
Afrocentrism: Centered or focused on Africa or African peoples, especially in relation to historical or cultural influence
Angst: a feeling of dread, anxiety or anguish
Afrocentrism: Centered or focused on Africa or African peoples, especially in relation to historical or cultural influence
2 Connections
West talks about the nihilistic threat as being a cause of the criminal activity involving African American people today. West does acknowledge that people are responsible for their own actions but also places part of the blame on the American culture. I disagree. Each person knows within them right and wrong. And we are each responsible for the decisions we make, and those consequences cannot be blamed on anything other than our own choices.
West also talks about the "conservative idea" that black men need to stay married and support their children. In my American Educational Thought class we talked of the achievement gap. A study done just last year (2008) found that the achievement gap is related to an intact family and religious commitment. In today's world 3/4 of African American babies are born out of wedlock. By not staying married to and supporting their children, these men are only allowing the vicious cycle to continue.
West also talks about the "conservative idea" that black men need to stay married and support their children. In my American Educational Thought class we talked of the achievement gap. A study done just last year (2008) found that the achievement gap is related to an intact family and religious commitment. In today's world 3/4 of African American babies are born out of wedlock. By not staying married to and supporting their children, these men are only allowing the vicious cycle to continue.
1 Question
Cornel West discusses the effect the European ideal of beauty on young black girls in today's world; my question is what can be changed in today's world to fix not only the image on black women but women of all ages and races.
Wednesday, January 27, 2010
Shame of the Nation-Chapter 7 & 12
5 Sentences
In chapters seven and twelve Kozol made it very clear using direct quotes from students in urban schools that they are keenly aware of the differences in their education and the education of more affluent individuals in immediate vicinity. Many of these urban students aspire to be more than what the government thinks they can be, do more than the government thinks the can do and become more than the government believes they can become. Apart from the students, the parents see and are frustrated with the fact that they have no known resources to fight and take a stand against the injustice; only one politically active group was mentioned in the text, something that is incredibly upsetting. However there is a small ray of sunshine when Kozol portrays the schools that while not given the funding and needed supplies to teach to the best of their abilities they are doing something right, making school a place students desire to be and making differences in the immediate community surrounding them.
4 Passages
"Students in these schools still have to take the standardized tests...but nobody tells the children that their rest results define their worthiness or that these numbers measure their identities..." page 287
"There is a healthy feeling in this classroom; the children try to behave themselves not because they're scared of Mr. Bedrock but because they like him and don't want to make things hard for him." page 294
"I expect you to do yourself proud" page 299
"Teachers and principals should not permit the beautiful profession they have chosen to be redefined by those who know far less than they about the hearts of children." page 299
"There is a healthy feeling in this classroom; the children try to behave themselves not because they're scared of Mr. Bedrock but because they like him and don't want to make things hard for him." page 294
"I expect you to do yourself proud" page 299
"Teachers and principals should not permit the beautiful profession they have chosen to be redefined by those who know far less than they about the hearts of children." page 299
3 Key Terms
Apartheid: a system that seperates individuals based on certain characteristics. In the case of The Shame of the Nation, those characteristics would be of class, race and socioeconomic standards.
Compensatory: to make up for their "lack" of education, as determined by test scores, many urban schools use a curriculum that focuses on labor instead of the academic education.
Pride: Kozol uses this term with both postivie and negative connotation. Positively he refers to the schools that while not perfect or by any means equal, take responsibility and our proud of their accomplishments. Negatively Kozol employs the word pride when talking about how students are "pumped up" and told to be proud of their test scores, not their own accomplishments.
Compensatory: to make up for their "lack" of education, as determined by test scores, many urban schools use a curriculum that focuses on labor instead of the academic education.
Pride: Kozol uses this term with both postivie and negative connotation. Positively he refers to the schools that while not perfect or by any means equal, take responsibility and our proud of their accomplishments. Negatively Kozol employs the word pride when talking about how students are "pumped up" and told to be proud of their test scores, not their own accomplishments.
2 Connections
In the e1800's Horace Mann made several trips, visiting over 6000 schools in his lifetime and reporting the condition the schools were in. He made very unique discoveries. The poor had run-down shacks that were dangerous for students to be housed in. While those that could afford to, sent their children to private schools or lived in communities were schooling was a priority, therefore buildings and teachers were held to higher standards. Much like in today's world there was and is not an equality of schools, those who can afford schools are sent to the best and those that cannot afford schools are sent to the dismal schools.
DuBois in the 1900's argued vehemently against the implantation of a manual labor curriculum for African American students. He believed that allowing students to be taught trades they were not being allowed to advance in the world beyond positions they had already held. Today we see the exact nightmare of DuBois being lived out in front of us. Minority students are being taught curriculum based on jobs they can secure as soon as they complete college. While knowing how to balance your checkbook and properly fill out your taxes is an incredible tool that more affluent schools should begin teaching their students, DuBois was correct that it isn't all you should teach your students. These children are not being given the opportunity to try and move past job and positions their grandparents held, their great-grandparents held.
DuBois in the 1900's argued vehemently against the implantation of a manual labor curriculum for African American students. He believed that allowing students to be taught trades they were not being allowed to advance in the world beyond positions they had already held. Today we see the exact nightmare of DuBois being lived out in front of us. Minority students are being taught curriculum based on jobs they can secure as soon as they complete college. While knowing how to balance your checkbook and properly fill out your taxes is an incredible tool that more affluent schools should begin teaching their students, DuBois was correct that it isn't all you should teach your students. These children are not being given the opportunity to try and move past job and positions their grandparents held, their great-grandparents held.
1 Question
What resources are available that I, as an educator can pass on to parents in order to equip them to help fight?
Thursday, January 21, 2010
Shame of the Nation Intro-Chapter 6 Countdown
5 Sentences on the Big Picture
After reading Jonathan Kozol's Shame of the Nation the idea that sticks out most in my mind is the conditions the majority that inner-city schools are in. Kozol's thesis of how unfair the government and citizens of these cities treat the poorer, inner-city schools makes me shudder. I completely agree that the current state in which these schools' are forced to operate should be considered wrong and great strides should be taken to rectify the situations; however I do not agree that the "affluent" parents in the vicinity should be blamed. Each person, including children are responsible for their own decisions and actions; personally I would not want to attend or send my own children to low performing schools regardless of the ethnicity makeup of the school. Instead I believe the government should change the way they spend the tax dollars and the way they judge performance, as well as outlaw the underhanded contributions that parents are now able to make to already high performance schools.
4 Key Passages
"Which of these children will receive the highest test scores-- those who spent the years from two to four in lovely little Montessori schools or other pastel painted settings in which tender and attentive grown-ups read to them from storybooks and introduced them for the first time to the world of numbers, the shapes of letters, and the sizes and varieties of solid objects and perhaps taught them to sort things into groups or to arrange them in a sequence, or to do those many other interesting things that early childhood specialists refer to as prenumeracy skills, or the ones who spent those years at home in front of the TV or sitting by the window of a slum apartment gazing down into the street?...but does not hold the government officials of our government of robbing her of what they gave their own children six or seven years ago." (page 53-54)
"Now with the non promotion rules mandates by a number of our cities and states, many experts are convinced the nongraudation rates among black and Hispanic students will increase." (page 118)
"...banishment of recess from the normal school day...recess has been systematically abandoned to secure more time for test-related programs." (page 120)
"I left with confused emotions that I often feel after a visit to a school or district in which academic levels are disturbing and and the physical conditions of the buildings are degrading to the children but where most of the people teaching in these buildings seem devoted and hard-working, and as best as one can discern from a day's visit, seem to be doing everything within their power and experience to cope with the calamity that has been handed them. The tortured dignity in the eyes of many who welcomed me remained as one of the most stirring memories of the experience." (page 157)
"Now with the non promotion rules mandates by a number of our cities and states, many experts are convinced the nongraudation rates among black and Hispanic students will increase." (page 118)
"...banishment of recess from the normal school day...recess has been systematically abandoned to secure more time for test-related programs." (page 120)
"I left with confused emotions that I often feel after a visit to a school or district in which academic levels are disturbing and and the physical conditions of the buildings are degrading to the children but where most of the people teaching in these buildings seem devoted and hard-working, and as best as one can discern from a day's visit, seem to be doing everything within their power and experience to cope with the calamity that has been handed them. The tortured dignity in the eyes of many who welcomed me remained as one of the most stirring memories of the experience." (page 157)
3 Key Terms
1) segregated: separate schools, based mainly on race and socioeconomic status most self-inflicted by the residents living in a specified area.
2) racial: uses to describe the negative feelings most individuals in the school districts towards people of different ethnicity or races.
3) affluent: anyone above the poverty line
2) racial: uses to describe the negative feelings most individuals in the school districts towards people of different ethnicity or races.
3) affluent: anyone above the poverty line
2 Connections
The No Child Left Behind Act cause for schools to meet standards the government sets. While I do not believe standardized tests should be what teachers teach for I do believe they are necessary. If the government and citizens of America could trust teachers across the country to perform their job to the best of their ability consistently standardized testing would not be needed. I also see what Kozol means by school districts being so close geographically but far apart academically. After being employed for Waco ISD for the past year I have seen firsthand the conditions and abilities students at all three levels work in. Being involved in Midway ISD as well I see the differences. However, just because the Midway ISD parents choose to live there and send their children to Midway schools does not make them wrong.
1 Question
Kozol has a problem with the non promotion rules. My question is, should we as educators then, promote just for the sake of promoting?
Tuesday, January 19, 2010
The Good & Bad in Education Today
Education today has pros and cons. While reading Shame of the Nation I feel as if suburban schools are being criticized for being the "haves". While I completely agree the urban school in America are in a sorry state I do not believe that suburban schools should be criticized for the way they operate and what the have. The students that attend the schools have no control over how much money their parents make or where there parents live. Just as the students that live in the urban ghettos have no control over their parents incomes. What both sets of students DO have control over is what they decide to do with the education they are receiving. In the end, each individual is responsible for their decisions, their attitudes and the consequences that couple these items.
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