Week 6 - Kozol 9&10, Spring 3 &10, Folder 6
Quote #1
"There is no question integrated education has been a benefit to our community," said Pritchett. "...I remember the initial fears that people of both races felt, because they had no understanding of each other." Overtime, he said, "the fear dissolved. The kids did it. They worked it out much faster than the grown-ups...." (Kozol 220)
There are many examples of the success of integration in Chapter 9. Where are these reports? Can't someone do a documentary on this topic, go into the schools and show it on T.V. Put it on YouTube. Get it out there, because I feel that fear is what holds us all back more than anything. Whites having misconceptions that schools in poor neighborhoods are trashed and failing because "those people"don't care about their schools. I have heard that comment made. This should have been on Oprah.... they would have listened then, you know because she is acceptable and non-threatening to the majority.
Quote #2
"Often, the family income of students parallels the levels of ability grouping and tracking. That is, the higher the family income of the students, the more likely it is that they will be in the higher-ability groups or a college-preparatory curriculum. Conversely, the lower the family income of the students, the more likely it is that they will be in the lower-ability groups or the vocational curriculum." (Spring 75)
That sounds like a clear case for discrimination or inequity in educational opportunity. If the economic status of the family or their race has a direct correlation to the track that the student is on, then it would seem to be an unfair advantage or disadvantage to pursue that system of education. When these tracks determine the future of the student, college bound for the upper track and school to work for the lower track, it just continues to perpetuate a multi-generational system of oppression. The students on the lower track move on, have kids who are poor and still minority, who are in-turn on a lower track.... you can see where this is going.
Quote #3
"The unfortunate thing is that there is nothing in standard talk about schooling - and this has been true for decades - that leads us to consider how school is perceived by those who attend it." (Rose 32, Folder 6)
First, let me say that I really liked this article. I, like the author, feel that a few good teachers saved me as well. I feel that those teachers really changed the way I could have looked at education and life in general. That being said, I think there is not enough importance placed on the experience of the student. If, like the writer talks about in his personal experience, he had not been engaged by those teachers, the trajectory of his life would have been completely different and quite possibly less successful. Kozol talks a bit about his conversations with the children he encounters and the fact that they can, in many cases, vocalize what would make their education better. If we really believed that the experience of the child is not important, then why are "saavy" parents doing whatever they can to position their children in schools known for their free thinking and creative curriculum's?
Saturday, December 24, 2011
Thursday, December 22, 2011
Week 5
Week 5 - Kozol - Chap. 6&7, Spring - Chap. 1&2, Folder 5
Quote #1
"There is a new emboldenment among the relatively privileged to isolate their children as completely as they can from more than token numbers of the children of minorities." (Kozol, p. 135)
I find this statement to be a bit simplistic. I do think that there are definitely those who are covered by this statement... but I wonder if there are more out there like me. I switched my daughter's school to give her the chance at a better education than what was being offered at her local elementary school. She was bored and losing interest at school, this was leading to what her teacher believed was a "behavior" problem. I know it was a typical little girl getting chatty when she wasn't kept busy. I wanted her to be challenged. The fact that she moved to a school that was predominately rich and white, that was the drawback - she is first generation Mexican on her Dad's side. I was not thrilled with the idea that she was the only fairly poor & minority child in her class. I supported her by keeping an open dialogue with her and allowing her the ultimate choice on where she went to school. We kept her there until she reached a grade where the public school had classes that were more challenging. I can see the need to fight for the school in your district and to join the PTA and try to be an agent of change. What do you do as a parent when change is happening too slowly? I am a parent first, always. I am not offended by the comment and am not wishing to appear defensive, I just think this statement is simplistic because it counts out all of us out there that just want a balanced experience - fair, integrated, nurturing and challenging. In the absence of that... what do you choose for your child if you know you have a choice?
Quote #2
"Worried about conflicts between the rich and the poor, education was believed to be the key in giving everyone an equal opportunity to gain wealth. Equality of opportunity refers to everyone having the same chance to pursue wealth. It does not mean that everyone will have equal status or income, but just an equal chance to economically succeed." (Spring, p. 6)
Oh, if this were reality! However, we would have had very little to talk about in class had this dream been realized. Like our government, it was a good idea in concept - a bit harder to pull off in practice. I feel that we have done things to fix our schools and they are sometimes well-intentioned, but often disastrous. Also, this quote is from Horace Mann. At the time this was said, I can assume that he is referring to rich & poor white males. Sort of like the "all men are created equal" dilemma. Men - not being man, but human is our assumption and not just meaning of European descent. We have to come further to address racism in our country before we can attack classism and really make progress fixing the schools.
Quote #3
"The practice of tracking in secondary schools illustrates this possibility and provides evidence of how schools, even as they voice commitment to equality and excellence, organize and deliver curriculum in ways that advance neither." (Folder 5, Oakes, p. 421)
The belief that tracking students is beneficial to all children is sad. The belief is that it frees up the "smart" kids to learn and it relaxes the lower level kids so that they don't feel inferior to the "smart" kids. The fact that the upper track is typically white and the lower tracks are typically minority, makes this an even more disgusting supposition. Segregating the kids in this way provide neither equality or excellence as the article says. Past that, I am not sure why it is legal currently under NCLB. In our Special Education class, At-Risk youth is considered to need supports (as they should be supported) and segregating children away from the others is against the inclusion policies in-place, no? It feels like tracking bears little difference from having a "Special Ed. Room," like they did when I was a kid. Students of all backgrounds and abilities can learn together and learn from each other. I was happy to read in the other article in Folder 5 that CT had officially discouraged tracking. Good for us! I wonder how many schools are still doing it in CT, though.
Quote #1
"There is a new emboldenment among the relatively privileged to isolate their children as completely as they can from more than token numbers of the children of minorities." (Kozol, p. 135)
I find this statement to be a bit simplistic. I do think that there are definitely those who are covered by this statement... but I wonder if there are more out there like me. I switched my daughter's school to give her the chance at a better education than what was being offered at her local elementary school. She was bored and losing interest at school, this was leading to what her teacher believed was a "behavior" problem. I know it was a typical little girl getting chatty when she wasn't kept busy. I wanted her to be challenged. The fact that she moved to a school that was predominately rich and white, that was the drawback - she is first generation Mexican on her Dad's side. I was not thrilled with the idea that she was the only fairly poor & minority child in her class. I supported her by keeping an open dialogue with her and allowing her the ultimate choice on where she went to school. We kept her there until she reached a grade where the public school had classes that were more challenging. I can see the need to fight for the school in your district and to join the PTA and try to be an agent of change. What do you do as a parent when change is happening too slowly? I am a parent first, always. I am not offended by the comment and am not wishing to appear defensive, I just think this statement is simplistic because it counts out all of us out there that just want a balanced experience - fair, integrated, nurturing and challenging. In the absence of that... what do you choose for your child if you know you have a choice?
Quote #2
"Worried about conflicts between the rich and the poor, education was believed to be the key in giving everyone an equal opportunity to gain wealth. Equality of opportunity refers to everyone having the same chance to pursue wealth. It does not mean that everyone will have equal status or income, but just an equal chance to economically succeed." (Spring, p. 6)
Oh, if this were reality! However, we would have had very little to talk about in class had this dream been realized. Like our government, it was a good idea in concept - a bit harder to pull off in practice. I feel that we have done things to fix our schools and they are sometimes well-intentioned, but often disastrous. Also, this quote is from Horace Mann. At the time this was said, I can assume that he is referring to rich & poor white males. Sort of like the "all men are created equal" dilemma. Men - not being man, but human is our assumption and not just meaning of European descent. We have to come further to address racism in our country before we can attack classism and really make progress fixing the schools.
Quote #3
"The practice of tracking in secondary schools illustrates this possibility and provides evidence of how schools, even as they voice commitment to equality and excellence, organize and deliver curriculum in ways that advance neither." (Folder 5, Oakes, p. 421)
The belief that tracking students is beneficial to all children is sad. The belief is that it frees up the "smart" kids to learn and it relaxes the lower level kids so that they don't feel inferior to the "smart" kids. The fact that the upper track is typically white and the lower tracks are typically minority, makes this an even more disgusting supposition. Segregating the kids in this way provide neither equality or excellence as the article says. Past that, I am not sure why it is legal currently under NCLB. In our Special Education class, At-Risk youth is considered to need supports (as they should be supported) and segregating children away from the others is against the inclusion policies in-place, no? It feels like tracking bears little difference from having a "Special Ed. Room," like they did when I was a kid. Students of all backgrounds and abilities can learn together and learn from each other. I was happy to read in the other article in Folder 5 that CT had officially discouraged tracking. Good for us! I wonder how many schools are still doing it in CT, though.
Sunday, December 11, 2011
Week 4
Week 4 - Kozol 5, Spring 5
Quote #1
"...complex industrial societies make available different types of educational experiences and curriculum knowledge to students in different social class." (Anyon, Folder 4)
This passage goes on to say that the "working class is for docility & obedience" and the middle-upper class is a "managerial class for initiative & personal assertiveness." I am outraged by this pattern but I see it happening. I am not sure what the answer is and how to get our system to buy into the potential of every child and not just the ones from the top economic backgrounds. I would have to guess that the drop-out rate and low test scores have a lot to do with not being engaged. These students must be bored out of their minds. This is outright discrimination and I don't understand how it is legal and can be considered equal opportunity to education.
Quote #2
"....Principals are not building managers. They are an educational leader... for teaching staff, faculty, parents and the community." (Gloria Ladson-Billings, Folder 4, Video on Educational Debt)
Why this statement was a revelation to me, I could not tell you. I have obviously never given this topic any thought. Imagine if this were true at every school. Imagine if the Principal was more active in making sure his staff and community were educated on the topics that matter to their school. I have seen Principals that are like this, but never realized that it was what made the difference. I believe that this type of principal could generate a lot of community support. I don't believe that people don't care, I believe that they are unaware at times of what is going on around them and how they can help. I think that if a Principal took the role as an active advocate and educator for their school, people would be willing to listen.
Quote #3
"Not the place but the path, not the goal but the way." (Kozol, p130)
I love this story about the young man named Anthony and his escape from a system where he really had no future. This revelation of his, specifically, is great. In my work with at-risk youth in the youth theater I managed, this was our basic credo. "It's the process that is important, not the product." Of course, we love a good product, but it is simply not the point. This touches on the Anyon article referenced in Quote #1. The kids at the upper class schools were being taught in this manner. If we teach kids to feel confident in figuring out the process - to anything - rather than focusing on the "right answer," they could tackle any obstacle. The hardest part is learning how to learn and learning to trust yourself to try. These are the tools that kids need to face the world, not the right answer to a question on a test. I speak from experience that these lessons are much more difficult to incorporate as adults rather than learning them as a child.
Quote #1
"...complex industrial societies make available different types of educational experiences and curriculum knowledge to students in different social class." (Anyon, Folder 4)
This passage goes on to say that the "working class is for docility & obedience" and the middle-upper class is a "managerial class for initiative & personal assertiveness." I am outraged by this pattern but I see it happening. I am not sure what the answer is and how to get our system to buy into the potential of every child and not just the ones from the top economic backgrounds. I would have to guess that the drop-out rate and low test scores have a lot to do with not being engaged. These students must be bored out of their minds. This is outright discrimination and I don't understand how it is legal and can be considered equal opportunity to education.
Quote #2
"....Principals are not building managers. They are an educational leader... for teaching staff, faculty, parents and the community." (Gloria Ladson-Billings, Folder 4, Video on Educational Debt)
Why this statement was a revelation to me, I could not tell you. I have obviously never given this topic any thought. Imagine if this were true at every school. Imagine if the Principal was more active in making sure his staff and community were educated on the topics that matter to their school. I have seen Principals that are like this, but never realized that it was what made the difference. I believe that this type of principal could generate a lot of community support. I don't believe that people don't care, I believe that they are unaware at times of what is going on around them and how they can help. I think that if a Principal took the role as an active advocate and educator for their school, people would be willing to listen.
Quote #3
"Not the place but the path, not the goal but the way." (Kozol, p130)
I love this story about the young man named Anthony and his escape from a system where he really had no future. This revelation of his, specifically, is great. In my work with at-risk youth in the youth theater I managed, this was our basic credo. "It's the process that is important, not the product." Of course, we love a good product, but it is simply not the point. This touches on the Anyon article referenced in Quote #1. The kids at the upper class schools were being taught in this manner. If we teach kids to feel confident in figuring out the process - to anything - rather than focusing on the "right answer," they could tackle any obstacle. The hardest part is learning how to learn and learning to trust yourself to try. These are the tools that kids need to face the world, not the right answer to a question on a test. I speak from experience that these lessons are much more difficult to incorporate as adults rather than learning them as a child.
Monday, September 26, 2011
Week 3 - Kozol Ch 3 & 4, Spring Ch 4
Quote #1
"The introduction of Skinnerian approaches, which are commonly employed in penal institutions and drug-rehabilitation programs, as a way of altering the attitudes and learning styles of black and Hispanic children is provocative and it has stirred some outcries from respected scholars. To actually go into a school in which you know some of the children very, very well.... is even more provocative." (Kozol, p. 64-65)
After this selection, Kozol goes on to talk about some schools instituting silent lunches or recesses. It is this practice that I saw when my daughter started Kindergarten in my hometown of Middletown. You hear about these practices and it is chilling. Maybe you can shake your head and think it sad that they treat these children like mindless pets. It is hard to stop at shaking your head when your child is the recipient of these practices. I had heard rumors the year before my daughter started school that the new principal had instituted silent lunches. On my daughter's first "bring a friend" to lunch day, I saw the table tents on a side table that had the picture of a stop sign and said, "No Talking!" I asked my daughter and her friends about it, they said that the teachers don't put the signs out when visitors are there. That is fishy to begin with. Lunch and recess are times where the kids should be able to be themselves. To relax, enjoy their peers and be a child. I really wonder how much school is altered when visitors are present. I wonder what these schools are like when CMT's are coming up.
Quote #2
"Did you ever stop to thing that these robots will never burglarize your home? ... Will never snatch your pocket books... These robots are going to be producing taxes..." (Kozol, p. 97-98)
I don't find this supposition to be accurate. It seems to me that teaching kids in such a cold, generic manner - devoid of creativity or imagination - is going to have the opposite effect. How will these kids ever learn to think for themselves if they are just taught programmed responses. How are they going to flourish in life and have opportunities if they are, at best, learning to be qualified to be a shift manager at a McDonald's? Not to mention the obvious, degrading language used to describe someone's son, daughter...etc. in this quote. How much more productive will a child be that grew up feeling valued?
Quote #3
"...the United States may be spending too much on students given the current organization of educational production." (Spring, p. 90)
I think this is a true statement. I think that we need to re-examine how we are spending the money and how we are set up. I think it lends to the conversation we had in class one day about giving money to a community in Sudan and giving the same amount per child to a community in France... will it produce the same outcome? I don't believe that more money would fix the issues. We have to examine the methods in which we educate and the communities where the students are from.
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