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murder of Jonathan Kosol vocational interests and activism was replaced by three young civil rights activists in Mississippi in June 1964, while he worked as a grade four teacher trainee public school, Boston: The Shame of the Nation Massachusetts. His experience as a teacher, where one of Boston’s urban segregated schools will look into the plight of children of minorities, which motivated him to address the segregation and inequalities that exist in public schools that continue to plague the nation as the nowadays.
segregation in schools was about 60 to 30 school districts in 11 different states, according to
to him. Most of the visits were in the South Bronx in New York, Los Angeles – California, Chicago, Detroit – Michigan, Ohio, Seattle – Washington, Boston – Massachusetts and Milwaukee. In the schools visited, he observes that conditions have grown worse inner-city kids began in federal court to 15 years since the demolition of the landmark ruling Brown v. Board of Education. It notes that the number of white students in urban schools dropped more variable pattern of white middle-class families in urban and peri-urban communities since the 1960s (white flight). He speaks to the irony of the school population in terms of executive integration, which bear the names of the schools, such as Thurgood Marshall Elementary School in Seattle Washington 95% minority students. According to him, the vast majority of students in the city schools in the United States, students of color. In Detroit, for example, 95% of students in the public schools of black or Hispanic. In Chicago, this ratio is 87%, Washington 94% and 75% in New York. He pointed, cynicism, the “small schools initiative” as the Center School in Seattle, he perceived as a “tie-breaker” school segregation “attracted 83% white, 6% black enrollment was opened in 2001 in the city, where only 40% of white high school students district-wide. ” (P 277). Comparing the Center School of African / American Academy in another part of the city, where black students make up 93% and whites make up 3% of the entry, the location of the middle school curriculum and offers many opportunities for students. “The center school, which is positioned as a cultural complex at the Seattle Center, an impressive academic program to prepare graduates to college at the same time a wide range of opportunities for students to participate in scientific projects, theater, music, dance and other cultural activities” (p. 278), while such facilities are lacking in the African-American Academy. “The school is in a sense a local version of the” self Liberia “… the African-American Academy method of teaching is a highly directive that applies the approach is similar, in some respects Success for All” (p. 279). He claims that after decades of sustained combat school segregation in education and civil right activists, social and economic policies continue to help the growing trend of segregation in schools.
inequalities
Kozol laments lack of basic resources and private schools in the city – restrooms, clean classrooms, hallways; appropriate laboratory equipment, up-to-date books are in good condition and classroom equipment and materials. According to him, this lack of resources to move some teachers to spend between $ 500 – $ 1,000 of their own money each school year to buy supplies and materials for the elementary school Winton Place Ohio. He claims the overcrowding of students in a class. For example, in Chicago, it’s not uncommon to see as many classrooms 54 students aware of the fact that most of the untrained teachers.
Kozol points out, the issue is the lack of pre-school opportunities for many students because of federally funded benefits programs denied them. It also shows the difference between the money spent on the students, and their impact on the state tests. In the case of New York state, the average spending $ 8,000 a student in the city, while the suburbs $ 18,000. Also in New York, the inequalities in spending between 2002 and 2003 are as follows: $ 11,627 in NYC, Nassau County $ 22,311, $ 19.705 Great Neck. Teachers’ salaries in poor and wealthy school districts follow the same pattern. While the average salary teachers poor communities $ 43.00, the salary of teachers in the suburbs, such as Rye, Scarsdale and New York Manhurst from $ 74.00 to $ 81,000. Even the issue of fundraising is a factor in the differences among schools in rich and poor communities. Since the schools to raise the rich neighborhoods up to $ 200,000, schools in poor districts to raise only $ 4,000.
Adaptive Curriculum Strategy
Displays questioning the logic of scripted programs have been adjusted for minority school system. “Authentic Writing” active listening “,” Rubric to the announcement “,” Responsible Talk “,” Zero Noise “, etc. According to the teachers is done, it is meant to follow the scripted lesson to the form and structure of the learning environment that raises the . anxiety levels of students and teachers in high-quality language and have higher expectations some support, took the moral and ethical values, use should be an integral part of the curriculum in accordance to inform you of. “auto – hypnotic slogans”, which is part of most schools become daily rituals and practices fashioned to increase the students moral. students in low-performing schools are encouraged to memorize phrases like “I’m smart,” “I’m sure” to raise self-confidence and academic performance. This according to him has already formed the reasons used to frame the underperformance of students of color. claims that the teachers treat the “efficiency technicians” who are encouraged to treat the “strict Skinnerian control” and to teach students in the classroom, and whose task is to pump some “value added” in the undervalued children. (P. 285)
a close semblance to the list of “issues related to work to” business-like outlook will be created in these schools “market-based classroom”, “sign a contract”, “take ownership of learning”, “pencil manager”, “Classroom Management”, “building manager”, “learning managers”, etc. This kind of corporate prospects depicts the students’ tools’ ‘ Kozol investment “,” productive unit “or” team player “, according to. The knowledge and skills that students acquire not considered “goods” and “products” should be used for “educational market.” Kozol argues that the education administration in no way be compared to a factory production line, and hints that “the teachers and not allow the beauty profession have chosen to be reformulated those who know much less than they children’s hearts . “(P. 299)
High stakes testing
the issue of education triggered testing the essence of the teachings of learning in public schools. According to Kozol “There are schools, standardized testing begins in kindergarten. Courses that are not in the high-stakes testing is often not taught anymore or they are completely removed from the curriculum such as art and music. In some schools naptime and / or depression reduced or completely removed to have more time to prepare for the state standardized tests. Even the teachers meetings aimed at discussion of effective strategies for students in the quarterly assessment studies or review of state and district standards. teachers are encouraged to attend workshops and conferences with regard to the test acquire more knowledge to integrate the teachings of the state testing standards.
students on the offer all educational superficiality, they can be tracked and tagged Labelling. the child’s level (lowest) to level five (highest) place them into categories supposed to be for further instructions. Instead of being given adequate attention in terms of labels to use the description of the scientific point of view. “He went down two levels,” “He’s a level.” The question of scientific monitoring and labeling of these schools is a major obstacle to the establishment of equity and democracy in the learning environment. According to communicate, learning to teach as a “possession” is not something a “snaps” of. Students are encouraged to first-year course of “a career” to tailor course work. However, few incentives for career college education. For example, in the case Mireya taking part in the Fremont High in Los Angeles, while seeking a college education, he would rather put the professional classes – sewing and hairdressing. Kozol He explains, “I was hoping to do something else.” “Why is it that students who do not have what we need to be much more? And we, who need to be so much more so much less?” He questioned.
Considering all of these strategies on a structured education in urban schools of public administration, both teachers and students to show a robot behavior to the objectives set designers. Teachers who are inclined direction from those clauses may face disciplinary action and lose their jobs. Students who do not comply with the rules and follow the specified danger threatening the sample does not pass the tests. Overall, there is a loss of creativity and ingenuity in the classroom. Kozol points out that increasingly assume the Reformation, like a miracle to set schools on the right path again. He argues that schools do not despair turned to the arrival of a charismatic, hard-talking people. “There are hundreds of elements, urban schools who are authentic heroes … But there is a difference in performance is able to recognize school leaders and saviors of marketing to individuals permanently unequal system.”
Ray of Hope
After questioning and critiquing the re-segregation of urban schools in America Kozol pointed out some schools, teachers, principals, administrators, and human rights activists met during the study, it gives hope to have the opportunity for school integration. According to him, “Virtually every truly human elements of teacher motivation have been locked out of the market misperceptions to control as much education policy today. But when we go to the schools in which these market ideology has courageously resisted, we get a set of satisfactions and devotion, which are very different the ones that dominate the current discourse in urban education. “(P. 297) …” These schools call it “a treasured place. “They always remind us of the possible.” (P. 300).
recognizes the change in the majority of school districts because visitors after more than three years. The PS 65, a new curriculum that focuses on children in need was introduced. The hand-written lesson plans and timing were taken out and the children’s writings displayed on the walls. It also reminds the individual school districts and Milwaukee Louisville where the school leaders to support desegregation throughout the district lines.
Kozol sees all hope teachers and administrators, like Louis Bedrock (who dedicates this book), Miss Rosa retired principal of PS 30, Fern Cruz new manager their determination for PS 65 and others and perseverance in the fight for better education the minority. It also acknowledges the contributions of black activists as representing Lewis, who is voiced by publicly and in writing books that make up the permanent segregation in America.
The epilogue he wrote: “The segregated education in America is unacceptable.” “Integration is still a goal worth fighting for” (p. 316).
The Shame of the Nation: An Analysis
I find this book very informative, interesting, insightful, and also one-sided and opinionated, but summary, it is very instructive. This book is an outcome of good ethnographic researcher who not only brings the power of passion in his work but also the subjects of his work – the students. The empirical analysis in this book is based on the striking inequality in American society. Race, class, culture, gender and economic situation, which has developed a measuring tape worth individuals in American society have become the bedrock of public administrations, policy formulation. Policies such as education, housing, income and property taxes, shipping, etc. has been so carefully worded to include and some members of the society. These policies naturally favors the dominant group, which is white and disgrace to the target group, which is predominantly black and Hispanic.
takes critical thinking to understand the game of politics. Taking the example of financing urban community school property taxes in the community, one that is the first to think of the nature of these communities who owns what form and what properties are worth. If the majority of these properties are individually owned and in good shape and value, the assumption that they are well-tax for the community. On the other hand, if the government owns these properties, low property taxes can be realized such a community, and this in turn affects the purchasing of school. This game is the policy of perpetuating inequality as we have seen in this book.
Who would expect the administration to be more of a hands on equal education is unequal? Promulgations that the “No Child Left Behind” and “Equal Opportunities for All” is only frivolities? Who can imagine that some teachers and school administrators can be a robot that challenge the ingenuity and creativity in the face of manipulation, except for a revealing book like this? In addition, how can one understand the damage that has been done in this administrative inconsistencies over the years?
There is an insight into the social, economic and cultural power of social capital in this book. Parents who are better informed, educated, good jobs and better tools have more say in support of children’s education, such as little or no education and tools. Surf a good school for children to organize themselves as a parent organization of the school, and in issues to interfere, which is not beneficial to children, for example, that money to employ more teachers and the number of advocate for smaller children in the class. They come up with a sound of others excluded from integrated schools and children sometimes take a child out of school, more and more minority enrollment, as the case may be. They are less dependent and more challenging by the school administration and the government, as fewer parents capitals. A minority of parents who have less in capital letters, complaining, and always the first line of the school management and the government to make the necessary adjustments to their children in schools. The system supports the posterity of marital status.
In this atmosphere of layering, while the dominant group work or qualification preserve and targeted subordinate poor group mixes the view of children They suffer from a fight. The greater distance is created by the rich and the poor. While the children of the dominant group consider themselves lucky to be less “educated” than poor children who have seen it all. They face a lower chance of integrating and facing real multiethnic society and so are less likely to avoid differences in the future. On the other hand, the minority poor children are more skeptical and cynical equity issues arise. In the case of a small Bronx boy who wrote to communicate, “you need things and they do not all things,” and the high school in California, who said his classmate, “You ghetto, so you sew.” the differences in the educational experience for many questions in their heads, the government would be able to understand that while parents may be “guilty” does not have the where-in addition to the innocent students. Kozol study by going to predict that this rate will go to the US strategy of education, inequalities persist; integration is reduced to a minimum, and the abolition of segregation in schools is not just a nightmare, but it would be nipped in the bud society in the future if not addressed now. It goes to say, “This nation needs a family, and the family sits down to dinner table, and we all deserve a place at the table.”
Having listed the classic work Kozol diagnosis blatant, ugly passionate inequalities in urban public schools that plagues America today, we must point out the one-sided, opinionated view of the issue. In a situation like this, no one person can be all right, all the other bad, there must be a balance between “a little to the right and to the left a little bit.” Throughout the book, you tell a structural approach to dealing with the educational inequality that sees the school and the state administration is the factor that is perpetuating the problem, little suspecting a possible approach to the cultural discourse parents and students contributions. Although there was some mention all-white public schools, with little emphasis on the interactions, but they can not argue that, compared with all necessary amenities available to them in minority schools that are little equipped.
I have this one-sided and opinionated in the sense that the subjects of the case visa vie poor minority parents and their children, did not address the possible input of the problem, and as such, the potential factors contributing to the solution. If a capitalist society like America, where you have the option set everyone up for grabs, the “majority” of minority groups continue to complain of marginalization sources, there is a problem somewhere, despite the restrictions introduced. The problem may be attributable to the comfort of your addiction or the reliability of the false sense of security. The seed is the word for it. As for the parents, many of whom depend on the system and can not walk on their way out independence and instill that value the independence of the children. The culture of poverty has emerged, including minority groups, and they seem very comfortable in such a zone. So who has the extra money to children for comfort?
children, as well as due to lack of role models from their parents, they do not see fit strive and conquer the inevitable, they embrace violence and continuous finger pointing as recognizing the place of the parents that education can not be stirring only access to the high status in society. I believe that the focus on re-orienting the children of the minority group to explore educational opportunities no matter the constraints they face would help to get back on the right track. On the other hand, it should be satisfied, respectful, curtail violence and love themselves, which is more empathy for them in any administration that is in place, and they can, at his school, white and feel good, just the same. It is understandable that the structural approach is often shaped by cultural, economic resources, which is based on the yields unstable self-sufficiency and autonomy.
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Source by Catherine Ohanele