Many of them will join the military. So the children Kozol writes about are a bit older and a bit younger than me. Even fewer will compete for more exclusive Ivy League ad missions. While local control may be defended and supported on a number of important grounds, it is unmistakable that it has been historically advanced to counter equity demands; this is no less the case today. Through Kozol's lens I would say the ultimate goal would be to reform the public school system using lessons learned from charter schools.
Savage Inequalities is pretty depressing and requires a tough stomach from the reader. When a task force set up by the governor offered its suggestions five years later, it argued that 100 percent equality was too expensive. Indeed, it forces us to go them. Officials manage, in effect, to broadcast a dual message. Most shameful is the fact that no such outrage can be stirred in New York City. What is most striking about this book is what it suggests about American values.
Many of these problems, says the press again, may be, attributed to inefficiency and certain very special bureaucratic difficulties in the New York City system. Keep them in confinement so they can't subvert the education of the suburbs. I'm curious to know what if anything has changed in the past 25 years. This journey through East St. Kozol wants out of the system completely, and understandably so. Kozol quotes President George H. It offers enforcement, since a black official is expected to be even more severe in putting down unrest than white officials.
This was so frustrating to read! The point is not to convince the people who are already convinced: the point is to convince those who are not in favor of his views. I am not criticizing his rage, I am not disparaging his cause, but, I do think that there are portions of the book that are sheer emotional manipulation and, frankly, drivel. The unequal 25 percent assures that they will sail in opposite directions. The opposition to the drive for equal funding in a given state is now portrayed as local district rights in opposition to the powers of the state. As a result, they can be given no electives, nothing wonderful or fanciful or beautiful, nothing that touches the spirit or the soul. Then you come back home and see that these are things you do not have. It is a disgusting fact in a nation as rich as ours, and it is an entrenched inequality that is enshrined in our laws, and the ways in which the American system finances education.
I wish that Kozol had a follow-up chapter in this later edition of the book: I'd like to know how we're doing now: 20 years later, is anything any better? But Savage Inequalities ended up meaning so much more, and led to a big Jonathan Kozol reading spree. The book was written 20 years ago, but from everything that I see and know to be Savage Inequalities is not a book that you read for pleasure. Schools need resources like buildings and classroom materials. Then, after a while, they begin to say, 'Well, I have this. This extraordinarily thorough and compelling book goes far beyond suggesting that there is a problem with America's schooling and priorities; it delves deeply into statistics, causes, and, most powerfully, reasons why we have allowed the problem to persist. An apparent obligation of officials in these situations is to shelter the recipients of privilege from the potential wrath of those who are less favored.
Also, he points out several legal victories which have resulted in agonizingly slow feet dragging to enact the necessary changes. . It may be due to the changes in standardized testing over the twenty-four years since this was published that Kozol's obloquy against that particular hazard seemed less convincing to me than any of his other points. Five years later, the same facts are cited once again. I do however think that quality education is foundational to meaningful progress. This gulf, this dissonance, is frightening. The former are given the imaginative range to mobilize ideas for economic growth; the latter are provided with the discipline to do the narrow tasks the first group will prescribe.
The other section, to the south and east, is poor and heavily nonwhite. Kozol reminds me of in the way he sees neutrality on an issue as pointless, even detrimental. For all the rhetoric of school reform that we have heard in recent years, there are no indications that this is about to change. I think this book is probably an important read for any education--one who is called to inner-city school education, or not. Upon graduating from Harvard, he received a Rhodes scholarship.
Teachers just need to be not evil before anything el Everyone knows that this is a masterpiece. If you ever found yourself trying to argue with someone who believes that money does not matter in schools and that urban schools need tough leaders to getthemselves together, then read this book. I think the minimum foundation should be determined by tests that equate what a normal student of that age should adequately know. Overall, a good worth it read and eye opening. Schools need resources like buildings and classroom materials. I first read Kozol's Savage Inequalities in a college education course, and I remember that what I read left me confused, sickened, and hoping for change.