Summary "Fremont High School" by Jonathan Kozol, originally appeared in 2005 as part of "The Shame of the Nation: The Restoration of Apartheid Schooling in America". Kozol is an educator and social activist. His interest includes education reform, theories of learning, and social justice. The main issue discussed in this book is the inequality in public schools. Kozol's expresses how there are many social and racial inequalities in American public schools.
We have segregation still and it hasn’t stopped such as school segregation from housing, Hispanics and African Americans test scores influenced to school choice, white people going to schools with low percentage on black students. Everything is influenced by how we act and how we adjust, segregation will continue past history if we don’t stop doing these continuous mistakes from past history. Even like individuals Elizabeth suffered through discrimination to aid the process of desegregation in US schools and colleges over half a century ago, there is still effectively segregation in much of America’s schools now. Segregation has impacted many individuals in today’s society and this is a major issue that many don’t see the problem and America’s schools continue to be segregated and accounted for
HFD 110 November 18th, 2015 60 schools, 30 districts, and 11 states that’s how many Jonathan Kozol visited after several years of watching and experiencing inner city children school districts. Back in the 1960s Jonathan Kozol was working with segregation schools in New York where Kozel was able to observe the students and the programs and was able to soon enough find out the problems that these schools were having. Kozel gives a lot of statistic through out to help the readers see how bad inner city schools have been over the years and still to this day the issues that they are having. One being while walking through the halls of one inner city school out of 2,000 children he did not see one white child. Usually these schools are made up of Blacks, Hispanics and even sometimes Asians barely ever you will see a white child.
In Savage Inequalities: Children in America’s Schools, Jonathan Kozol exploits extreme inequalities between the schools in East St. Louis and Morris High in Rye, New York in the 1990s. The living conditions in East St. Louis were deplorable. There was no trash collection service, the sewage system was dysfunctional, and crime, illness, poverty, and pollution ran rampant. The schools in East St. Louis had a predominately black student population, and the buildings were extremely obsolete, with lab equipment that was outdated by thirty to fifty years, a football field without goalposts, sports uniforms held together by patches, and a plumbing system that repeatedly spewed sewage. In addition, there was a substantial lack of funds that prevented
As Kozol writes in Savage Inequalities. “The difference in spending between very wealthy suburbs and poor cities is not always as extreme as this in Illinois”(66). Throughout the years there has been an extreme problem with poverty in East St. Louis especially in the lower part where proximately african american people live. In East St.Louis there is a fine that separates the poor and the wealthy and each stay in there own lane. In north of East St Louis where predominately white people there no problem.
Education Reality in America “All systems of the society are meant to serve the mind, not the mind to serve the systems,” by Abhijit Naskar. The Rhetorical situation in the essay “Still Separate, Still Unequal: America’s Educational Apartheid” by Jonathan Kozol happens to be the differences in school systems by ethnicity rates. It is interpreted by the speaker that minority races are shown by the government they are not equally important because they have a lack of funding, old school buildings, and only are introduced to the races they see every day unlike the white schools who are introduced to various ethnic groups. The readers would refer to the speaker as passionate about the government making an effort to fix the school
In James W. Loewen’s “The Land of Opportunity,” he states that social class affects the way children are raised. He discusses the inequality in today’s society and how the textbooks in high school do not give any social class information. The students in today’s time are not taught everything they should be taught. He states that your family’s wealth is what makes up your future. Loewen discusses that people with more money can study for the SATs more productively and get a better score than someone who has less money.
Within his essay, “Still Separate, Still Unequal”, Jonathan Kozol details the methodical resurgence of segregation amongst the inner-city school districts from civilization. Further, extending the definition passed its racial limitations by observing a diverse faction of both students and school officials. Therefore, engulfing him in a world filled with dilapidated facilities and scripted vocabularies that are designed to manage how teachers develop students into profitable citizens. Subsequently, navigating Kozol to conclude that if the nation’s inequalities are still gradually dictating the value of an individual’s education. Then that said person within the new interpretation of segregation has lost something more than education, they have lost their childhood.
As far as segregation in the school system I believe that is a thing of the past. I know there is racism ( a
Kozol, Jonathan. 2007. "Savage Inequalities." Pp. 341-347 in Sociological Odyssey: Contemporary Readings in Introductory Sociology, edited by Patricia A. Adler and Peter Adler. Belmont: Thompson.
I was amazed to read that in the affluent school, some of the children mention they will rather not be rich. Rich meant that they could not work and they will rather work since they liked working. In the executive school, I was bothered by the comment that a teacher stated. A teacher associated low-income children with discipline problems. I think that teacher generalized an observation he
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
Tracking is the norm in our nation’s schools. People expect it, welcome it, and rarely question it. Tracking is supposed to benefit students by having them work with other students of a similar ability level, rather than a mixed group of students all with different ability levels, that way content and pacing does not leave some students far behind while other students are miles ahead. And this system works, doesn’t it? Actually
Indeed, research nationally finds that increasing economic segregation increases the performance of children from high-income families and reduces the educational attainment of students from low-income
Jonathan Kozol author of Savage Inequalities: Children in America 's Schools and recipient of two Guggenheim Fellowships explains that the educational system in America is not equal: School are encompassed by two very different kinds of institutions that serve entirely different roles. Children in one set of schools are educated to be governors; children in the other set of schools are trained for being governed. The former are given the imaginative range to mobilize ideas; the latter are provided with the discipline to do the narrow tasks the first group will prescribe. (212) Kozol’s research supports the idea that if students are taught the value of hard work, problem solving, and determination they will be
