Johnson argues that those who are aware of the inequalities, oppression, and privilege in America, but do not speak up and take action to help are more assistance to the problem rather than the solution. Both those with and without privilege in America need to actually do somehting to start making a change and begin working towards the solution.
1. "Very often those with privilege dont know it, which is a key aspect of privilege."
Johnson argues that we must first acknowledge that privilege exists. Some dont ackowledge it becuase they dont know they have it, but another point of hers is that we have to make these individuals who are oblvious aware to the fact that they are contributing to systems of power.
2. "Privilege exists when one group has something that is systematically denied to others not because of who they are or what they’ve done or not done, but because of the social category they belong to"
Privilege discriminates on the basis of what social group people are part of. People can not help what class system they fall into, so many are innevitably placed into systems of power that are below another group. The group in power attains and holds this power ov privilege over the other group as a means of controlling them, and keeping them below.
3. "Don't let other people set the standard for you."
Johonson argues that we must fight to eliminate privilege, oppression, and systems of power regardless of what others may say or do to stop you. Also, do not let the contributions of others make your contributions feel any more/less important, becasue every little bit matters.
Tuesday, December 2, 2008
Talking Points # 8 - Kliewer
Kliewer argues that students with disabilites or considered "special education" should not be seperated from those students without disabilities. When students with disabilities are seperated they are labeled less valued by the rest of the student body, and less valuable by society also. By integrating both students with and without disabilities, it would create a sense of community within the student body which would create a better learning environment for all students, and at the same time, valuing every student equally.
1. "Community requires a willingness to see people as they are -- different perhaps in their minds and bodies, but different in their spirits or in their willingness and ability to contribute to the mosiac of society. It requires the 'helper' to have the humility to listen for what the person says he or she needs. Also, the 'helper' mus see that the interaction helps both ways."
This quote shows that Kliewer argues that a sense of community within the classroom creats a special learning environment where every student is equally important.Every student contributes to each class. Some students help those who need it, and very student plays their part. Everyone wins, and learns more. Their overall willingness to learn and help brings the class together in a small community.
2. "Menocino is what John needed -- it's what he never had in North Hollywood. It's safe -- what he calls a 'safe space.' Like a lot of people in Mendocino, he's accepted for what he is, not what he isn't. And he can concentrate on what he can do, instead of being shown or being told what he can't do."
An accepting environment, which would be created by having both integrating disabled students into the classroom, enables those with disabilities rather than holding them back. Disabled students can realize their potential and maximize their learning abilities when being embraced by society. With help from others, they can be as productive, if not more, than those around them without disabilities. In short, when given the chance, students with disabilities are part of everyday society when not threatened by feeling different.
3. "John's dramatic shift in persona is an example of altered social place -- from a location of hopelessness to one filled with possibility. Both his social network and role within the web of relationships from which community is formed were fundamentally transformed on his move to Mendocino. He left behind his community status of disconnected alien for a location of value and community membership. His experience demonstrates the power of context in recognition of individual uniqueness and, in turn, how such recognition further recontextualizes one's social place."
I want to address another quote about John because the story about his move is the perfect example of why students with disabilities should not be seperated from mainstream classrooms. When given a role in the community, or for the sake of my arguement, in the classroom, their actions have more meaning. The sense of feeling and belonging exemplifies their abilities rather than focusing on their disabilities. This, in turn, creates a more accepting and productive learning environment for the student body as a whole.
1. "Community requires a willingness to see people as they are -- different perhaps in their minds and bodies, but different in their spirits or in their willingness and ability to contribute to the mosiac of society. It requires the 'helper' to have the humility to listen for what the person says he or she needs. Also, the 'helper' mus see that the interaction helps both ways."
This quote shows that Kliewer argues that a sense of community within the classroom creats a special learning environment where every student is equally important.Every student contributes to each class. Some students help those who need it, and very student plays their part. Everyone wins, and learns more. Their overall willingness to learn and help brings the class together in a small community.
2. "Menocino is what John needed -- it's what he never had in North Hollywood. It's safe -- what he calls a 'safe space.' Like a lot of people in Mendocino, he's accepted for what he is, not what he isn't. And he can concentrate on what he can do, instead of being shown or being told what he can't do."
An accepting environment, which would be created by having both integrating disabled students into the classroom, enables those with disabilities rather than holding them back. Disabled students can realize their potential and maximize their learning abilities when being embraced by society. With help from others, they can be as productive, if not more, than those around them without disabilities. In short, when given the chance, students with disabilities are part of everyday society when not threatened by feeling different.
3. "John's dramatic shift in persona is an example of altered social place -- from a location of hopelessness to one filled with possibility. Both his social network and role within the web of relationships from which community is formed were fundamentally transformed on his move to Mendocino. He left behind his community status of disconnected alien for a location of value and community membership. His experience demonstrates the power of context in recognition of individual uniqueness and, in turn, how such recognition further recontextualizes one's social place."
I want to address another quote about John because the story about his move is the perfect example of why students with disabilities should not be seperated from mainstream classrooms. When given a role in the community, or for the sake of my arguement, in the classroom, their actions have more meaning. The sense of feeling and belonging exemplifies their abilities rather than focusing on their disabilities. This, in turn, creates a more accepting and productive learning environment for the student body as a whole.
Monday, December 1, 2008
Talking points #7 Lawrence
Lawrence argues that the desegregation of schools set forth by Brown vs Board of Education was not as much of a success as it seems to be, and that blacks are still labeled as inferior to the rest of society. Segregation left African American with less educational opportunities than white students and has scarred them although the schools have been integrated. Segregation created a system of power that shows that blacks will always be seen as inferior to some white Americans, even in its absence in present time.
1. "It is the thesis of this paper that the Brown decision fostered a way of thinking about segregation that has allowed both the judiciary and society at large to deny the reality of race in America, that the recognition of that reality is critical to the framing of any meaningful remedy -- judicial or political-- and that Brown may ultimately be labeled a success only insofar as we are able to make it stand for what it should have stood foor in 1954."
This excerpt states Lawrences arguement that the Brown decision may be a failure in the long run. ALthough it gives "equal" opportunities to both black and white students, the decision may not be as successful as it was meant to be. Although this decision sparked many of the actions of the Civil Rights Movement that followed, those events can not be what is used to measure the successfulness of court's decision to desegregate schools.
2. "Many black school that existed within the segregated school systems of the South were in fact superior to their white counterparts. It is ironic that most of these schools achieved thier excellence as a direct result of the discrimination inherent in a segregated society, in that the best black professionals were forced into teaching by their virtual exclusion from other feilds."
I am not sure that this excerpt helps/hinders my arguement, espcially becuase it seems to be pro-segretation in some aspects which I am not. but this excerpt shows that some blacks students were given better education opportunities than their white counterparts, and these opportunities were taken away by the Brown decision. Althouh it was not very common that the seperate but equal facilities favored African Americans, this quote proves that in some cases they were in fact better than equal to those of white students.
3. " Followeing the rule that the remedy must match the injury, judges have ordered that schools be desegregated if there is evidence of school segregation, that Blacks be given access to housing if there has been proof of discriminatory real estate practice, that Blacks be given jobs if there is sufficient evicence of discriminatory real estate practices, and that states that have engaged in practices denying Blacks the vote cease and desis from engaging in those practices."
The Brown decision addressed merely only seperation in school systems, but sparked the equal rights in those other areas too. Students who were denied housing in certain areas were indirectly denied better schooling. It is the remedy that segregation be destroyed in every aspect of life, not just schooling, to help address the overall problem.
This was a very hard read for me.....so i am not sure if this arguement is even in the ballpark but i think i made somewhat of a arguement.
1. "It is the thesis of this paper that the Brown decision fostered a way of thinking about segregation that has allowed both the judiciary and society at large to deny the reality of race in America, that the recognition of that reality is critical to the framing of any meaningful remedy -- judicial or political-- and that Brown may ultimately be labeled a success only insofar as we are able to make it stand for what it should have stood foor in 1954."
This excerpt states Lawrences arguement that the Brown decision may be a failure in the long run. ALthough it gives "equal" opportunities to both black and white students, the decision may not be as successful as it was meant to be. Although this decision sparked many of the actions of the Civil Rights Movement that followed, those events can not be what is used to measure the successfulness of court's decision to desegregate schools.
2. "Many black school that existed within the segregated school systems of the South were in fact superior to their white counterparts. It is ironic that most of these schools achieved thier excellence as a direct result of the discrimination inherent in a segregated society, in that the best black professionals were forced into teaching by their virtual exclusion from other feilds."
I am not sure that this excerpt helps/hinders my arguement, espcially becuase it seems to be pro-segretation in some aspects which I am not. but this excerpt shows that some blacks students were given better education opportunities than their white counterparts, and these opportunities were taken away by the Brown decision. Althouh it was not very common that the seperate but equal facilities favored African Americans, this quote proves that in some cases they were in fact better than equal to those of white students.
3. " Followeing the rule that the remedy must match the injury, judges have ordered that schools be desegregated if there is evidence of school segregation, that Blacks be given access to housing if there has been proof of discriminatory real estate practice, that Blacks be given jobs if there is sufficient evicence of discriminatory real estate practices, and that states that have engaged in practices denying Blacks the vote cease and desis from engaging in those practices."
The Brown decision addressed merely only seperation in school systems, but sparked the equal rights in those other areas too. Students who were denied housing in certain areas were indirectly denied better schooling. It is the remedy that segregation be destroyed in every aspect of life, not just schooling, to help address the overall problem.
This was a very hard read for me.....so i am not sure if this arguement is even in the ballpark but i think i made somewhat of a arguement.
Sunday, November 30, 2008
Group Update - talking points 9
Forgot to do this before i went home, i was kinda just realy siked to head back to jersey and left. but on Tuesday morning i met up with Jordan and Kayla and we basically layed out how we are going to do our project, what anecdotes we are going to use, and how we are going to integrate all of our experiences into the theories we touched upon in class. We figured that we would give google.docs a try, so we agreed to type up our personal experiences and work on the theories together over break and also when we return back to school.....pretty simple plan.
Thursday, November 13, 2008
Remember the Titans speech.
we mentioned remember the titans in class which is one of my favorite movies so i decided to just add a clip from the imfamous speech at Gettysburg by Denzel Washington to the team.
Tuesday, November 11, 2008
Talking Points # 6- Oakes, "Tracking: Why Schools Need to Take Another Route."
Oakes argues that when students are grouped, their are large gaps created between high and low-level students. These gaps heavily favor and aid the high-level students while keeping low-level students in a propetual cycle of failure/ lack of success.
1. "The teachers seem to be more enthusiastic, to make instructions clearer, and to use strong criticism or ridicule less frequently than teachers of low-ability classes. Classroom tasks are often better organized, and students are given a greater variety of things to do. These differneces in learning opporunities point to fundemental and ironic school inequities. Students who need more time to learn appear to get less; those who have the most difficulty learning seem to have fewer of the best teachers."
This excerpt from the article illustrates the huge differences between the learning environments created through tracking. The best students get the best teachers, and the less successful students get the less successful teachers. The classrooms environment created by teachers for the higher level students are more comfortable places to learn rather than the environments given to low-level students.
2. "In fact, studies that control for instructional differences-- providing identical curriculum and instruction to both tracked and mixed groups of studnets -- typically find that high-ability students to equally well in either setting. The fact that students are tracked seems less important than that they have other instructional advantages that seem to come along with classes that are highly able."
Studies show that students who are highly-able excell in either environment, regardless of whether the class is tracked or not. These stats show that seperating the classes has no clear benefit for the higher level students, but at the same time has detremental affects on the lower level students. Right after this excerpt, the author quotes that the rich get richer and the poor get poorer. This is a very good example of that, since that it has minimal benefits to the students are more trophied, but has many negative affects to the students who need the most help.
1. "The teachers seem to be more enthusiastic, to make instructions clearer, and to use strong criticism or ridicule less frequently than teachers of low-ability classes. Classroom tasks are often better organized, and students are given a greater variety of things to do. These differneces in learning opporunities point to fundemental and ironic school inequities. Students who need more time to learn appear to get less; those who have the most difficulty learning seem to have fewer of the best teachers."
This excerpt from the article illustrates the huge differences between the learning environments created through tracking. The best students get the best teachers, and the less successful students get the less successful teachers. The classrooms environment created by teachers for the higher level students are more comfortable places to learn rather than the environments given to low-level students.
2. "In fact, studies that control for instructional differences-- providing identical curriculum and instruction to both tracked and mixed groups of studnets -- typically find that high-ability students to equally well in either setting. The fact that students are tracked seems less important than that they have other instructional advantages that seem to come along with classes that are highly able."
Studies show that students who are highly-able excell in either environment, regardless of whether the class is tracked or not. These stats show that seperating the classes has no clear benefit for the higher level students, but at the same time has detremental affects on the lower level students. Right after this excerpt, the author quotes that the rich get richer and the poor get poorer. This is a very good example of that, since that it has minimal benefits to the students are more trophied, but has many negative affects to the students who need the most help.
Talking Points #5 - Kahne and Westheimer
The authors of this article seem to argue that students often use their service learning projects to collectively help others, but at the same time, only scratch the surface of the problems in which they are helping with. This simple civic duty is indeed a help, but they feel that service learners should approach the problems at the source and create "change" as the authors would say, for long-term beneficial transformations for the less fortunate. The issue of support civic duty but focusing more on change is something that should be addressed by the teachers leading the service learning experiences. With the help of the teachers, both the students and the community alike can get more out of their service learning experiences.
1. "Mr. Johnson's curriculum included only minimal attention to any systematic analysis of the ill his students were helping to alleviate. Instead, his class focused on incalculating a sense of civic duty. His high school seniors were not asked to articulate an understand of the conditions and contexts that might have contributed to the loss of a family's home or to a pregnant mother's decision to turn to crack cocaine."
This excerpt from the article is the first evidence that I encountered which supports my understand of the authors' point of the article. The analysis of Mr. Johnson's curriculum shows that his class was helping the less fortunate in various ways, but this kind of assistance to the less fortunate would be considered what Kozol would call "a band-aid" on the wound. This sort of service learning aids the less fortunate after the fact, but neglects an in depth look about how to help these problems in the long run.
2. "These two orientations (and they are by no meants neatly distinct from on another) have a long history in debates over curriculum. The "project method" and related approaches often included a service component that emphasizes change. For past reformers, such as John Dewey, William Kilpatrick, George Counts, and Paul Hanna, the transformative potential of this approach was of prime importance."
This is what i believe the whole focus of the article is. The people listed seem to be the pioneers of the service learning, and their goals, motifs, and approaches were slightly different than those of today's service learning projects. Their focus was on the problems that they addressed as a whole. Later in the article Dewey was said to focused on changing his students thinking towards the problem, and while still emphasizing charity (civic duty), he still focused on major changes. His students analyzed the problems to completely change their thinking towards it, and then the students would use their new mindsets and experience to address the whole issue.
3. " Educators who emphasize change would clearly also value the educational benefits of this approach. to tap into the full power of the service activites, these practicioners would want to combine critical inquiry with action. this process can transform students' understandings of both disciplinary knowledge and the particular social issues with which they engage."
This excerpt explains that it is the resposibility of the educators to create a curriculum that focuses more on change rather than civic duty. If these educators and practicioners can advocate change, they will be able to utilize a service learning project's full potential. The curriculum should help students understand the issues in which they are addressing in their service learning activities to give them better ideas on how to help the issues they are going to face.
1. "Mr. Johnson's curriculum included only minimal attention to any systematic analysis of the ill his students were helping to alleviate. Instead, his class focused on incalculating a sense of civic duty. His high school seniors were not asked to articulate an understand of the conditions and contexts that might have contributed to the loss of a family's home or to a pregnant mother's decision to turn to crack cocaine."
This excerpt from the article is the first evidence that I encountered which supports my understand of the authors' point of the article. The analysis of Mr. Johnson's curriculum shows that his class was helping the less fortunate in various ways, but this kind of assistance to the less fortunate would be considered what Kozol would call "a band-aid" on the wound. This sort of service learning aids the less fortunate after the fact, but neglects an in depth look about how to help these problems in the long run.
2. "These two orientations (and they are by no meants neatly distinct from on another) have a long history in debates over curriculum. The "project method" and related approaches often included a service component that emphasizes change. For past reformers, such as John Dewey, William Kilpatrick, George Counts, and Paul Hanna, the transformative potential of this approach was of prime importance."
This is what i believe the whole focus of the article is. The people listed seem to be the pioneers of the service learning, and their goals, motifs, and approaches were slightly different than those of today's service learning projects. Their focus was on the problems that they addressed as a whole. Later in the article Dewey was said to focused on changing his students thinking towards the problem, and while still emphasizing charity (civic duty), he still focused on major changes. His students analyzed the problems to completely change their thinking towards it, and then the students would use their new mindsets and experience to address the whole issue.
3. " Educators who emphasize change would clearly also value the educational benefits of this approach. to tap into the full power of the service activites, these practicioners would want to combine critical inquiry with action. this process can transform students' understandings of both disciplinary knowledge and the particular social issues with which they engage."
This excerpt explains that it is the resposibility of the educators to create a curriculum that focuses more on change rather than civic duty. If these educators and practicioners can advocate change, they will be able to utilize a service learning project's full potential. The curriculum should help students understand the issues in which they are addressing in their service learning activities to give them better ideas on how to help the issues they are going to face.
Finally got internet.
i finally got internet installed in my place and im going to catch up on my blogs which i am a tad bit behind in. ill put up a new talking points in a little bit when i finish reading.
Tuesday, October 14, 2008
Talking Points 4 - Linda Christensen
Christensen says that there is a "secret education" in our country, which would be the passing of racial and stereotypical values to adolecent American children through movies, cartoons, and other forms of media.
1. "First I want students to critique portrayals of hierarchy and inequality in children's movies and cartoons"
This line shows that the differences between the classes are portrayed to children at a very young age. The white culture is predominately the ones being shown in these movies as those in power or control.
2. "As they view each episode, they fill in a chart answering these questions. Students Immediately start yelling out the stereotypes because they are so obvious."
This excerpt is about her students who are now much older and can recognize stereotypes, which they very easily do. The stereotypes were not only obvious but also abundant.
1. "First I want students to critique portrayals of hierarchy and inequality in children's movies and cartoons"
This line shows that the differences between the classes are portrayed to children at a very young age. The white culture is predominately the ones being shown in these movies as those in power or control.
2. "As they view each episode, they fill in a chart answering these questions. Students Immediately start yelling out the stereotypes because they are so obvious."
This excerpt is about her students who are now much older and can recognize stereotypes, which they very easily do. The stereotypes were not only obvious but also abundant.
Tuesday, October 7, 2008
Talking Points 3 - Carlson
I believe that Carlson is trying to say that the "normalization" or seperation and oppression of gays from the "normal" straight community begins in our own school systems in America, and has throughout the past century. (I had trouble understanding some of his terminology, so this was my best interpretation of this article)
1. "Since all normalizing communities maintain a center and margin in the face of opposition and resistnace from those being marginalized, analysis needs to proceed through an account of specific techniques and apparatuses of power that have been employed in schools to keep gayness "in its place" as an invisible precence."
In this excerpt i think that Carlson is trying to say all of the "normal" community or straight have some sort of common ground or as he says center/margin ,in which they use the techniques listed following this quote, to keep gays seperated from the "norm" of society. The listed techniques such as keeping gayness out of the cirriculum are the ways that schools oppress the gay community, such as gay students or teachers.
2. "Throughout this century, one of the primary means of ensuring that gayness was an invisible precense in schools was through the dismissal of teachers who were found out to be homosexual."
I believe that the author said this to show the fact that it is not only in modern day society where normalizing the school community took place. There is a history of this forming a "normal" straight culture that is still evident in existance today. Although there have been laws passed and it is more evident in the cirriculum today, there is still a vivid history of oppresion towards gays in our school systmes.
3. "Given the realities of being "out" in high school, this strategic closeting of ones gay identity unfortunately continues to be a safe response, even if it comes at the cost of lying about one's life."
In this quote, the author is referring to the treatment of openly gay students in high school. Many of the students hide their gay identity and stay "in the closet" at the cost of sacrificing who they really are. This closeting is due to the ever present threat from the straight community which can lead to psychological or even physical damage to the "out" individual(s). This is another was in which gays are literally oppressed in our schooling systems.
1. "Since all normalizing communities maintain a center and margin in the face of opposition and resistnace from those being marginalized, analysis needs to proceed through an account of specific techniques and apparatuses of power that have been employed in schools to keep gayness "in its place" as an invisible precence."
In this excerpt i think that Carlson is trying to say all of the "normal" community or straight have some sort of common ground or as he says center/margin ,in which they use the techniques listed following this quote, to keep gays seperated from the "norm" of society. The listed techniques such as keeping gayness out of the cirriculum are the ways that schools oppress the gay community, such as gay students or teachers.
2. "Throughout this century, one of the primary means of ensuring that gayness was an invisible precense in schools was through the dismissal of teachers who were found out to be homosexual."
I believe that the author said this to show the fact that it is not only in modern day society where normalizing the school community took place. There is a history of this forming a "normal" straight culture that is still evident in existance today. Although there have been laws passed and it is more evident in the cirriculum today, there is still a vivid history of oppresion towards gays in our school systmes.
3. "Given the realities of being "out" in high school, this strategic closeting of ones gay identity unfortunately continues to be a safe response, even if it comes at the cost of lying about one's life."
In this quote, the author is referring to the treatment of openly gay students in high school. Many of the students hide their gay identity and stay "in the closet" at the cost of sacrificing who they really are. This closeting is due to the ever present threat from the straight community which can lead to psychological or even physical damage to the "out" individual(s). This is another was in which gays are literally oppressed in our schooling systems.
Monday, October 6, 2008
Talking Points 2 - Aria
Rodriguez's arguement in this article is that although it is hard for one to do, they must leave behind their private language, and learn to speak the language of those in power around them to be successful in society, which in this case would be the English language here in America.
1. "What they seem not to recognize is that, as a socially disadvantaged chil, i consider Spanish to be a private language. What i needed to learn in school was that i had the right- the obligation - to speak the public language of los gringos."
In this quote, he is letting the readers know right off the bat what he is talking about. I feel like he is just laying it out there to give an overview of what he considers to be a private language and a public language. I feel as if he opened like this not only to inform readers like myself, who have never heard a language be compared to private or public, but also he basically said what I think the article is about, just in different words than I used.
2. "At last, seven years old, I came to believe what had been technically true since my birth: I was an American citizen."
This quote shows Rodriguez's understanding of being part of American society. Although he was already technically a citizen since birth, he did not feel that he was truly a citizen until he assimilated vocally to American culture, and spoke the public language of white people.
3. "So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such as assimilation makes possible the achievement of public individuality."
This quote further proves the point that the author was trying to get across about learning the public language to gain power. This ties into the readings last week about the culture of power. In order for one who does not speak English to be successful in America they must begin to be like those in powers. Once one starts to assimilate they can begin to gain power themselves. Rodriguez claims that the way for one to start to become successful and gain power themselves is learn the public language.
1. "What they seem not to recognize is that, as a socially disadvantaged chil, i consider Spanish to be a private language. What i needed to learn in school was that i had the right- the obligation - to speak the public language of los gringos."
In this quote, he is letting the readers know right off the bat what he is talking about. I feel like he is just laying it out there to give an overview of what he considers to be a private language and a public language. I feel as if he opened like this not only to inform readers like myself, who have never heard a language be compared to private or public, but also he basically said what I think the article is about, just in different words than I used.
2. "At last, seven years old, I came to believe what had been technically true since my birth: I was an American citizen."
This quote shows Rodriguez's understanding of being part of American society. Although he was already technically a citizen since birth, he did not feel that he was truly a citizen until he assimilated vocally to American culture, and spoke the public language of white people.
3. "So they do not realize that while one suffers a diminished sense of private individuality by becoming assimilated into public society, such as assimilation makes possible the achievement of public individuality."
This quote further proves the point that the author was trying to get across about learning the public language to gain power. This ties into the readings last week about the culture of power. In order for one who does not speak English to be successful in America they must begin to be like those in powers. Once one starts to assimilate they can begin to gain power themselves. Rodriguez claims that the way for one to start to become successful and gain power themselves is learn the public language.
Tuesday, September 23, 2008
I did the talking points wrong
So after looking at everyone elses blogs, and the notes from the other day I realized that i completely did the talking points wrong. Sorry its really too early for me. I'll re-do it today
Kozol and Goldberg
I am not exactly sure what i am supposed to say about these articles. First, I am really in awe about how bad the conditions were in and around Mott Haven. It is amazing how that little boy just casually talks about the horrible habbits and activities that he sees all over the area. That just shows us how used to the impoverished lifestyle those people are, where even murder is just normal to them. It seems to be a cycle that no one can break, and they need more help rather than just welfare to save an area like that. In such poor neighborhood, they feel trapped, and their only escapism from that reality could be drugs and/or crime, especially because that is all they grew up around.
I am pretty politically oblivious, so I have almost no idea what Goldberg's peice was trying to say. So hopefully we talk about this in class becuase I am not sure who he says Kozol was trying to blame for the problems in our educational system. The only thing i understand is Kozol disagreed with the structure of our educational systems.
I am pretty politically oblivious, so I have almost no idea what Goldberg's peice was trying to say. So hopefully we talk about this in class becuase I am not sure who he says Kozol was trying to blame for the problems in our educational system. The only thing i understand is Kozol disagreed with the structure of our educational systems.
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