“Today many schools have been dedicating vast amounts of time and effort to create an architecture of adaptive strategies that promise incremental gains with the limits inequality allow” (63). Kozol examines the strategy of “one size fits all” within urban public schools. Scripted programs such as ‘Success for All’ drive curriculum changes, using models adapted from industrial efficiency and Taylorism. He also discusses the naming ritual that permeates the formality of each course taught by the school. Such as “Authentic Writing,” “Active Listening,” and so forth. “Teachers also tell me that these numbering and naming rituals are forcing them to sacrifice a huge proportion of their time to what are basically promotional, not educational activities” (77). I think that every teacher no matter where they teach should always break out of the bubble and bring their own uniqueness to the curriculum. However many times school boards emphasis too much how their should only be one which is the way set decades ago. It is crucial that are school systems adapt to these fast changing times otherwise our younger generations will get left behind. “Justified suspicion that the promises we hear today of new and even better ways to guarantee successful outcomes in our nation’s segregated and unequal public schools will one day be reviewed with the same sense of disappointment, if not irony” (192). Kozol describes his experience working as a teacher in New York during the implementation of Higher Horizons in the 1960’s. This program was designed to increase spending per child in segregated schools while also training teachers to increase their expectations. The program claimed to improve reading and math skills, lower suspension rates, and improve relations with parents. As the program began to work, money was reduced, and this quick reduction resulted in the abandonment of Higher Horizons after 7 years. While briefly successful, the promises of the program fell through. The high expectations we place on new superintendents and personnel bring false hope. The pressures of the cities they are placed in and the low achievement of the students make it impossible to achieve the long-term goals we set out for. “These are the schools I call “the treasured places.” They remind us always of the possible” (300). “Teachers and principals should not permit the beautiful profession they have chosen to be redefined by those who know far less than they about the hearts of children” (299). Kozol is devoted to showcase examples of excellence that he witnessed in his visits to schools in America’s most segregated schools. Such as certain staff members from an elementary in one of New York’s most segregated schools and demonstrate that even in the worst of situations there is still hope.
Educating the “Good” Citizen: Political Choices and Pedagogical Goals
“Students are no more in agreement on what good citizenship means than are teachers, policy makers, or politicians” This spoke to me because sometimes we can fully comprehend something better whenever we do not have an emotional feeling or bias towards the subject. Otherwise when someone does not closely follow something such as American politics we do not accuse the opposing side instead we examine the root of the problem and search to discover an honest solution. “There are three different types of US citizens; personally responsible, participatory, and the justice-oriented.” This is true I see the differences everyone and it can become evident when the topic of politics is brought up in a friendly discussion. I would like to believe that most college students are touching the identity of a justice-oriented citizen. This citizen is described as someone who, “Critically assesses social, political, and economic structures to see beyond surface causes, seeks out and addresses areas of injustice, and knows about social movements and how to effect systemic change.” For my response to all of this evidence and to both articles, I think that a good citizen is made through inspiration and self-interest. Keeping this in mind growing up we are always taught little things to help us become responsible individuals, which essentially means citizens of the United States of America. At the end of the day we are only as good as our last action of service for the betterment of our community or for our country. Unless we actually go out and act upon our beliefs towards the government and the current education system in place we have no reason to sit back and only criticize. If I were a teacher I would stress to my students that these sorts of issues come into our lives once we accept them because they are always going to be around us it is just up to the individual whether he or she wants to fully embrace and understand their meaning and how it affects their daily life. In correlation I think that young people like myself should just stay true to their own morality and by doing this they should be able to decide for themselves what makes a good citizen in today’s democracy.
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