Equity is seen as dispossession. Kozol is very critical of the de facto racial segregation in the school system, which is a betrayal of Brown v. How can this be happening? I learned that without realizing it my tax money is going to creating a segregated system of schooling with unrealistic standards applied to all people's, and held especially high for those who have the least help. Alexander then begins an explanation of the way that inequality becomes ensconced. This is sadly not true at all.
The goal, it said, was 75 percent equality--meaning that the poorest districts should be granted no less than three quarters of the funds at the disposal of the average district. The unequal 25 percent assures that they will sail in opposite directions. If someone grows up in the South Bronx, he's not going to be prone to learn. Female students tell me that they shower after school to wash the plaster for their hair. So, was it fine that mom forbade us from hanging out with our lower-middle-class neighbors? Any suggestion that poor people in New York will get the same good health care as the rich or middle class, says Dr.
It's hard to see how that is undeserved. It tears this argument into scraps. You can feel his indignation at in justices he encounters as well as his sense of joy in meeting such courageous people. 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. It is at least two nations, quite methodically divided, with a fair amount of liberty for some, no liberty that justifies the word for many others, and justice--in the sense of playing on a nearly even field--only for the kids whose parents can afford to purchase it. I read the book a long time ago, but it still resonates, and i st A college professor of mine who i greatly admire once labeled Jonathan Kozol as a modern day prophet.
The opposition to desegregation in the South, for instance, was portrayed as local states' rights as a sacred principle infringed upon by federal court decisions. Local taxes on the value of homes and businesses in the district form the base of per-student funding. Jonathan Kozol wrote Savage Inequalities twenty years ago, but obviously its lessons haven't taken hold. Or attend a school where 11 classes are crowded into the falling down gymnasium? Ree is now under something of a cloud for unsubstantiated claims on her resume and for a D. Having grown up in India, I have to admit, I didn't know this side of America, and I was struck deep in the gut by the stark description of the realities in the housing pr I picked this book up while researching for my book, since my protagonist grew up in the Bronx housing projects. It offers more in the way of information and observation than in fresh thought, but still is an important voice in the conversation.
These behaviors, in turn, function to reinstate white racial equilibrium and prevent meaningful cross-racial dialogue. Virtually everywhere, he finds that conditions have grown worse for inner-city children in the 15 years since federal courts began dismantling the landmark ruling in Brown v. It was just hard to read the realities of the poor in America and not feeling like anything had changed in 25 years. The schools he describes are disturbing. 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. This gulf, this dissonance, is frightening.
The conditions that Kozol documented, in which children were expected to learn, and teachers were expected to teach despite the depravity, enraged me. When she refused, she was indicted. It tears this argument into scraps. If there's a war, we have to fight. As it did for some other folks who have posted reviews, this book cemented my desire to go into sociology. It informs current debates about education reform; it ought to inform our opinions about the Michelle Rees and Wendy Kopps of the world.
Handcuffs draw the attention of the press because they are a graphic symbol of so many other problems. As a result, they can be given no electives, nothing wonderful or fanciful or beautiful, nothing that touches the spirit or the soul. But the answers that are given to that question, as we know, will be determined by class expectations. So this is more a class issue not necessarily a race issue. He did indeed take the exam to get into Walnut Hills at his mother's insistence, even missing a beloved baseball game in order to ride the bus to Walnut Hills on a Saturday morning to take the exam. That was about 10 years ago--and Kozol's book was written 10 years before that.
The descriptions of the conditions under which these schools are asked to function and educate are atrocious. What is consistent is that all of them are serving children who are viewed as having little value to America. It is a book that needs to be read, though, for an understanding of the disparity that exists in the quality of education provided to children in America. However, it is inescapable that these. Even the most thorough exposition of the facts within the major organs of the press is neutralized too frequently by context and a predilection for the type of grayish language that denies the possibilities for indignation. Should be required reading for libertarians and all those who wonder why ghetto kids don't just pull themselves up their own bootstraps. The urban schools he visited were overcrowded and understaffed, and lacked the basic elements of learning—including books and, all too often, classrooms for the students.