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To understand Henry Giroux’s view on the intense colonization of childhood through massive corporations; readers must first understand how humans are socialized. Every social experience that an individual has holds special importance in the socialization process. Mass media are forms of communication aimed at a large audience. Such media has the potential to be influential forces on shaping people's opinions and ways of life. These same corporations also help in shaping the beliefs and ethics of individuals.
America is portrayed as a child-friendly society, but in actually, Americans are on the contrary to this notion. Henry Giroux explores the way that American culture shifts issues of capitalism onto children, confusing the separation between child and adult. In his argument Giroux points out three myths that contribute to corporate culture’s war on children. The first is the “the end of history,” (Giroux P.2). Under this myth citizens are thought to have no individual freedoms from norms, (P.2). The second myth is “childhood innocence,” under this myth children are in the purist form without much knowledge of the world, and in need of extreme protection from adults of said knowledge, (P.2). This essentially leaves children powerless and incapable of making their own discoveries. The final myth is “disinterested scholarship,” according to this myth; commercial culture is becoming the main targets of education instead of the dynamics of academics, (pg. 3).
In narrative context, Giroux contends the politics of innocence is racialized, sexualized, and gendered through the perspectives of white, middle-class, and privileged children. However, different children experience childhood in different ways. Politicians shed little lig...
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...is model of teaching leaves out the students from poor economic and social disadvantages. Failing to take into account that even if they receive the same education as someone from a middle-class background; these students still have to go home and deal with unfortunate circumstances.
The realm of education tends to shine a negative light on younger generations labeling them as menace to society and ultimately excluding them without fair opportunity. Every child is different; some may require more attention from teachers than others. Schools tend to forget this unique characteristic of human life once standardized testing and grading comes into the equation. Politicians are now placing the blame on the downfall of the economy on poor education techniques. Educational institutions in American have become so morph into the concept of standardized methods of learning
Today’s schools are classified according to which social class the children’s parents come from. The American education system teaches students to make decisions on aptitude. Harder standards are implemented with the idea that schools will output better students who know more, or who are more inclined to achieve things. Unfortunately, the exact opposite is the reality. Students are being taught to follow methods and instructions rather than making decisions based on experience.
For example, Students with high performing teachers progress three times as fast as those with low performing teachers. Yet they cost the same to the school. A bad teacher only covers 50% of the required curriculum. A good teacher can cover 150%. (34:48) The following triggered a memory to me. I had a teacher my freshmen year of high school who honestly I never learned a thing from. She let the class basically do what they want and just handed us worksheets. I could agree with the satistics of how we have good and bad teachers. How one person with a good teacher can receive a better knowledge than one who had a poor teacher. This concept could lead into how students who don 't receive the proper teaching could affect their home life. To exemplify, These 97 blocks are the highest rate of foster care and twice the unemployment rate of the rest of the city. Many experts believe that motivated educators cannot overcome the problems that these children brought from home. (48:18) Since the teachers cannot assist with the proper teaching, students have to settle into the likely hood of their neighborhood. Specifically, I had a friend who experienced a similar matter. The neighborhood the child grew up in decided how their schools were. How the education was at the school and how the children acted in the school, it reflected of how many kids would drop out of school in high school. The education reflects on how a student will reflect on the outside world of school. Students were not less motivated with school before in America. For instance, In the 1970s, America 's public schools were the best in the world. The image of public schools in our films and tv reflects an ideal that even if your unlucky enough to be born in the wrong neighborhood, education can be a ticket out. (58:35) Moreover, this statement made me questioned what happened in that gap from the 1970s for
We live in a society where we are surrounded by people telling us that school/education and being educated is the only way to succeed. However, the school system is not up to the standards we want it to uphold. There are three issues we discuss the most which are the government, the student, and the teacher. In John Taylor Gatto 's essay “Against School”, we see the inside perspective of the educational system from the view of a teacher. In “I Just Wanna Be Average”, an essay written by Mike Rose, we hear a student 's experience of being in a vocational class in the lower level class in the educational system when he was supposed to be in the higher class. Both Gatto and Rose give their opinions on how the educational system is falling apart. Today the government is only trying to get students to pass, making it hard for teachers to teach what they want. Students are affected everyday by the school system. They sit there - bored - and do not think that the teachers care, making the
Childhood is the period of being a child which is from birth up until when the child reaches puberty (adolescence). A myriad people perceive childhood as being fun and joyful but many would disagree and would now begin to consider it as being problematic. This essay will be impartial and promiscuous by discussing supporting arguments that childhood is and is not considered as being in crisis. Part of this essay will be looking at different authors or journalists who believe childhood is in crisis due to many factors such as; children not spending time outdoors, them being allowed to used electronics too much etc. While other authors and journalists will be looking at the opposite side as to children only being innocent or that parents are to blame and the media due to confusion over whether childhood is in crisis.
Steven Mintz, author of “Huck’s Raft: A History of American Childhood” (2004), writes about the conceptualization of childhood in America. He views the history of childhood in this country as having three overlapping phases. Phase one he terms as premodern childhood. This phase took place in the colonial era and in this period of time adults viewed children as adults in training. Mintz suggests that in the premodern phase the parental responsibility was to hurry children toward their adult role and status (Mintz, 2004). Phase two for Mintz was about the middle of the 18th century when children were regarded as innocent, malleable and fragile. Adults viewed the young as needing to be sheltered from contamination. However, childhood was more
School is the training ground for molding students to know their place in society and prepare them for the role they will play as adults in the disunited world. These standards are very stringent and enforced heavily by teachers and sometimes the students themselves. Lower class students have a very low bar set and usually do not have any intentions on surpassing that bar as they are unaware that socially there is not much expected out of them. According to Rose “Students will float to the mark you set. I and others in the vocational classes were bobbing in pretty shallow water" (126). Students are categorized into social class groups that restricts the level of education they will reach in their academic career. This is not because the students are not knowledgeable or willing to learn, but because of the standard, the norm, ‘what they’re supposed to do’ and no matter how high or low, the students will follow suit. Despite how elementary it seems, the hidden intentions that remain in education to this day, seem to be the blueprint to our future. Mantsios discusses a reality "From cradle to grave, class position has a significant impact on our well-being. Class accurately predicts chances for survival, educational achievement, and economic success"(391) We as Americans are naturally born into a social class and whatever that class may be, it poses as a barrier for some or an opportunity for others. Depending on the social class one obtains, success may be a struggle and being mediocre is common. Education is a common comparison when social class is discussed. As Americans, we are to believe that to be successful, we must have a good education and in most cases that means reaching a higher level of education. Students in the lower-class tend to have a standard and that is based off of their social status and barricades them in the mediocre learning curriculum. With having
In many low income communities, there are teachers that are careless and provide their students with poor quality education. These teachers are there just to make sure that they keep receiving their monthly paychecks and act in this way because they believe that low income students do not have the drive, the passion, or the potential to be able to make something of themselves and one day be in a better place than they are now. Anyon reveals that in working class schools student’s “Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.” (3). This is important because it demonstrates that low income students are being taught in a very basic way. These children are being negatively affected by this because if they are always being taught in this way then they will never be challenged academically, which can play a huge role in their futures. This argument can also be seen in other articles. In the New York Times
Case Hirsch’s quote: “Children from poor and illiterate homes tend to remain poor and illiterate is an unacceptable failure of our schools, one which has occurred not because of our teachers are inept but chiefly because they are compelled to teach a fragmented curriculum based on faulty educational theories” (Hirsch 33).
Every single child of the world has rights that protect and guarantee a peaceful childhood full of education, love, health and care. Nevertheless, the children were not always treated as boys or girls. The idea of children and childhood is not natural; conceptions of childhood have changed over the centuries. These historical changes depend on the modes of socioeconomic organization, forms of parenting, and socio-political organization in different places and times in the history of mankind. For all that childhood is a social creation.
The growth of sociological interest in children and childhood has coincided widely with the development of the modern children's rights movement. The two disciplines share some communalities such as the emphasis given to children's agenc...
113-115; Foley, 2013, p. 153-154).The teachers may have a non biased approach towards these students at the start but it tends to wear away as their individual teaching styles are tested and challenged by the failure of these students. They are influenced or discouraged by the biased / racist subjectivities of their experienced cohorts. Saltmarsh and Youdell (2004, p. 361) cites how teachers can justify and influence the success or failure of existing teaching practices. Students are blamed for their contrary or alternative beliefs. Eventually teachers give heed to these underlying beliefs / stereotypes and lose hope for students of ethnic, Indigenous or disadvantaged communities. Students of disadvantaged communities are deemed as ‘hopeless’. Hewitt (2000) cites how the ‘blame the victim’ (p. 114) approach prevalent in the current education system has made it easier for most of the teachers to escape from their responsibility of providing for a culturally rich pedagogy. This approach leads to low expectations which in turn limit students’ academic ability. O’Flynn and Petersen (2007, p. 461, 465-466, 471) suggest in their research that teachers’ perception about students’ ability can have a considerable
One of the biggest systems that must be devised is one that transfers knowledge across generations, therefore it comes to no surprise that we have an established public school system whose intent is to educate every child without extra price, even going so far as to cover transportation and food for those who're unable to cover it. Yet the state has set the program in such a way where students are treated more like machines in an assembly line being injected with facts and tests. Students run through different courses with the same systematic approach found in the 1920's factory lines. Every child is for the most part treated as if they were different bodies with the same mental intellect. There is little room for creativity, petty tolerance for individualism, and zero understanding of how the world is changing around us.
Historically speaking, prior to the industrial revolution and urbanisation of modern societies children were seen as another part of the family unit, an economic resource and a support for domestic chores. Whereas, in current western neoliberal culture, the child’s economic value has been replaced with an anxiety manifestly around children’s vulnerability. Correspondingly, this vulnerability has given rise to a social responsibility to protect the child from the risks of moral corruption, realised in the form of legislation (Foucault 1978). Similarly to Foucault, Meyers draws attention to historian Philippe Aries notion that ‘the child is a legally constructed identity, historically and politically contingent’ (2007, p. 52), and in this way
A abundant amount of high school students in the world don’t completely remember what they’re taught or how it’s being taught to them before they leave for college or begin their career. One of the reasons why students don’t understand is because they think they’ll obtain humiliation for not being strong or as intelligent in that class. Multiple students misconstrue in school because of embarrassment. Another reason why students might not get the education they need is due to the families financial status in their country. Not all countries are as rich as the U.S., so it makes it not as affordable for them to even have one school. Students not getting an education can be caused by them misunderstanding what they’re being taught. The way that the teacher explains it might not be enough for the students to understand what they’re being taught.
Children that are in school that deal with low income have been stereotyped to be unqualified to get a proper education; are presumably unable to get the necessary tools that are needed to learn. For instance Ashly Garris said that, “poor children are automatically at a disadvantage when they enter schools because of this lack of resources” (Garris). Therefore it can be agreed that low-income students are unprepared to learn; falling behind from having insufficient supplies to study. Apart from that some people woul...