In Jonathan Kozol’s “Still Separate, Still Unequal: America’s Educational Apartheid” he explains that the difference between the low class schools and the urban class schools inequality by the lack of importance, the low funds, and the segregation. Kozol admits that no effort is put into the minority public schools that are isolated and deeply segregated. “At a middle school named for Dr. King in Boston, black and Hispanic children make up 98 percent of the enrollment”(Kozol 349). The schools that are named after Civil Rights leaders shows no proof of what these people were trying to succeed. Kozol comments on the extremely low funds in these minority schools.
Typically, the instructors and staff of the schools and centers are also people who have grown up in underprivileged neighborhoods and have a genuine understanding of the needs of these children and are willing to put in the extra time it takes to prevent failure. In both his autobiography and the docudrama, Waiting for Superman (2010), Canada’s Harlem Children’s
At the start of the novel, Lutie Johnson is portrayed as a hard working women who is looking to turn her life around to improve her current situation. She buys this house on the street as a step in an upward movement for a place for her and her son Bub to live. From there she has a bright plan to find a job and earn enough money to eventually find a nicer and more permanent house. At this point she has the ambition and will, but unfortunately from here on out the racism and sexism gets to her head and we only see a downward trend. Throughout Luties experiences on the street we see her initial motivation begin to deteriorate; the incidents with Jones and Bub quickly build up and eventually force her to make poor decisions.
The contrasts of physical surroundings and learning environment, bring me a realization of how schools can be so different between the poor, minority-race children and wealthy, white children. In one of Kozol’s interview, he points out that unjust property tax is the primary means of funding public education. “It is a betrayal of democracy” (Scherer, 1993). Public schools should be a foundation government program for every child access to. They have the right to get the equal quality of school system and nutrition meals.
When taking a look into Jean Anyon’s “Social Class and the Hidden Curriculum of Work”, readers are apprised of the hidden agendas many schools have. In this article, Anyon focuses on the curriculum and student-teacher interaction from five New Jersey elementary schools located in different communities with different levels of socioeconomic status. Anyon attempts to find evidence of the differences in student work in schools in wealthy communities versus those in poor communities, in an effort to bolster the argument that public schools in society provide different forms of knowledge. Through her researcher, she was able to determine that working class schools limited students; the students were given steps to follow and they were graded based on how well they followed directions—this level of education was preparing students for the labor force as blue collar workers. In addition, the affluent professional school and the middle-class school focused on attaining the correct answer, but allowed individuals to have a choice of appropriate method and material.
Schools servicing low income students are being shortchanged districts disproportionately distribute funds. According to a report from the U.S. Department of Education, “The analysis of new data on 2008-09 school level expenditures show that many high-poverty schools receive less than their fair share of state and local funding, leaving students in high-poverty schools with fewer resources than schools attended by their wealthier peers.” Providing more resources and a better education for students in wealthier areas not only increases the achievement gap, but it increases the social status gap in America. While the nation acknowledges that inequality is an issue, proper action is not being taken. Until this issue is seriously addressed and action is taken, and poorer schools are provided the necessary tools to succeed, the public school system in America will not have the opportunity to produced skilled
Fighting power in Antigone and A Raisin In The Sun “Power concedes nothing without demand. ”- Frederick Douglass. Meaning the people in power will never pay attention to anything that isn’t pushed upon and demanded by the people. Throughout history people have fought for their beliefs and even have given up their lives for their beliefs.
That is not how education is supposed to be implemented. I also see education as both a residual as well as institutional for the children in this community. To really understand this we have to define residual welfare. Residual welfare is only put in place purely for the poorer in society, it essentially provides a safety net for those otherwise unable to cope financially. One of the residual programs that the community created was an after school program at St. Ann’s in the Bronx.
Witnessing my father chasing down my mother because of a pointless argument of my parents not caring about my siblings and I where abouts would be devastating to say the least. In The Glass Castle Jeannette and her siblings chose to appreciate the small things as they got older because they were not given materialistic items or a hot meal when they could afford it. Their mother made poor financial decisions and hardly ever put the kids first. For example, the mom chose to rent a piano over buying Brian a pair of male jeans. He had to suffer wearing girl clothes that did not even fit.
Everyone is born into their own lifestyle. From the place you live in and the people that surround you, it makes you into who you are and impacts how your life will be. In A Raisin in the Sun by Lorraine Hansberry, The Youngers’ grew up on the poor side of town in Chicago during the 1950’s. Whites had it better than blacks at the time. Blacks would be discouraged while trying to achieve a goal or dream because they felt like they would not qualify as much as a white person would.
Reform is a way to change something in order to improve it. The Reform movement of the 1800s changed the United States of America in education, alcohol use, prison conditions and treatment of the mentally ill. The elementary education reform movement particularly was successful in advancing children’s education through strict laws, individual reform leaders and advancing subject material or the environment in which they were taught. Before men and women really focused on reforming elementary school education, the subjects taught, environment and focus on schooling was poor. There was a big focus on religion, solely learning for religious purposes.
In the novel, The Street, the author harnesses the use of multiple literary tools in order to convey the theme throughout the entirety of the story. Ann Petry makes proper use of setting and characterization in The Street, which illustrate how a person cannot always control what happens in their life despite the efforts they put into doing so. The main character of the book, Lutie Johnson, serves as a prime example of how one’s life can change because of the environment that a person is in. No matter how hard she works, the things around her seem to take over her life.
The street affected every African American in Harlem. • Further, to what extent are African American children’s life chances today, especially in urban areas, better than Bub’s? According to Joanna Penn, Journalists Resource- Harvard Study Resource, “children from high-and low-income families tended to be worse growing up in urban areas, particularly those with concentrated poverty, compared with those in suburban or rural areas.
In the book Life on the Color Line is about a boy that live both the white life and the black life. Greg, a young boy, that had a half black father and a white mother grew up in the 1950’s. When he was eight years old his parent’s business failed and then his mother and father got a divorce and the mother left with his two younger brothers and left Greg and his younger brother, Mike, with their alcoholic father. When Greg’s father went broke they moved to their aunt and uncles home in Muncie, Indiana. Being in a new school Greg faced racism from his classmates and teachers because of his black relatives.
Castro government nationalized private institutions at all levels in 1961 and the state has been running the educational system since then. It is not that different of our system, but it has some curious and impressive aspects such as: their record of high educational standards, the uniform colors, the requirements to enter university and the distance education. In this paper you will have the opportunity to know more about the Cuba’s education and the special and unique things that its education system has. According to (Know About Cuba, 2012) the educational system in Cuba is fully subsidized by the government.