Those opposing HB 2281 have a very different perspective on schooling and society. These individuals believe in the social reconstructionist approach to schooling. As Schiro describes, social reconstructionists believe that society, as is, is unhealthy (Schiro 6). In other words, those who endorse ethnic studies programs would believe that society in its current state is detrimental, and that schools should be used to address this issue to provoke social change. This desire for social change stems from underwhelming educational attainment by Hispanic students. According to Dr. Augustine Romero, the Director of Student Equity in TUSD, “Approximately 50% of Hispanics drop out of school year after year, and the numbers are not improving, …show more content…
I believe that schooling should enable its students to identify the flaws in society and seek to take action to address these flaws. While I do not believe that society, as is, is terrible, I do acknowledge that there are clear flaws in many social and political systems in this country. Thus, I believe that schools should serve as the educational means for identifying these issues. I believe that society and schooling depend heavily on each other. Schooling should not serve as a mechanism to maintain the current social order – in fact, it should do the opposite. Society should look to schooling to fix its flaws, and schooling should view society as a permanent work in progress. Schooling cannot act as a politically neutral entity, meaning that school should act to advance the political views of its students. Schooling can interrupt social reproduction by being politically explicit and enabling its students to think about these social systems which may oppress certain groups. As Bourdieu …show more content…
If you live on the rich side of town, you’re gonna go to a well-funded school” (Precious Knowledge, 34:10 – 34:25). Supporting this, an article by business reporter Mike Sunnucks reveals that “In Arizona, incomes for the wealthiest grew by 158 percent from 1979 to 2007 compared with a meager 3 percent for the rest of state’s households” (Sunnucks). These issues of income inequality and unequal school funding are affairs that will not be discussed in a social efficiency-based school. In a school that values social reconstructionism, students have the chance to learn about these controversies and learn how to act. Linda Darling-Hammond reveals that “A number of states that have raised and equalized funding as part of systemic reforms have raised student achievement and reduced the opportunity gap” (Darling-Hammond 95). Social reconstructionism enables these types of learning experiences to be possible, as well as facilitates students to explore injustices in the social
7 May 2014 After the Civil War, the victorious Union enacted a policy of Reconstruction in the former Confederate states. Reconstruction was aimed at creating as smooth a transition as possible for the southern states to re-enter the Union as well as enacting economic and social changes. However, several factors brought about its failure, and as a result the consequences can be seen in the race problems we still have today. In 1862, President Lincoln appointed temporary military governors to re-establish functional governments in occupied southern states. In order for a state to be allowed to re-enter the Union, it had to meet the criteria, which was established to be that at least 10 percent of the voting population polled in 1860 must denounce the Confederacy and swear allegiance to the Union again.
In his book Improbable Scholars, David Kirp examines the steps communities take to make successful education reforms. While describing the particular education initiatives of Union City, New Jersey, Kirp suggests that “[if] we want to improve education, we must first have a vision of what good education is,” (2015). Kirp’s descriptions of Union City certainly support that point, but it’s difficult to claim that that point is generalizable if we do not examine other education initiatives and their approach to reform. In examining how visions of “good education” can guide successful education reforms, one can point to Black communities in Mississippi—whose radical vision of “good education” guided the creation of schools, curricula, and community
The social history regarding reconstruction has been of great controversy for the last two decades in America. Several wars that occurred in America made reconstruction efforts to lag behind. Fundamental shortcomings of the reconstruction were based on racism, politics, capitalism and social relations. The philosophy was dominant by the people of South under the leadership of Lincoln. Lincoln plans were projected towards bringing the states from the South together as one nation. However, the efforts of the Activist were faded by the intrusion of the Republicans from the North. Northerners were capitalists and disapproved the ideas that Lincoln attempted to spread in the South (Foner Par 2).
The Reconstruction was undoubtedly a failure . The political and social aim of Reconstruction was to form national unity as well as create civil rights and equality for African Americans. Even though Reconstruction laid the foundation for equal rights in the United States, it did not achieve its primary goals. In the time of Reconstruction, many African Americans still felt the effects of oppression and many were still trapped in an undesirable social and economic class. The Reconstruction was an overall fail despite the fact that it was the shaky groundwork for a fight for equality in the years to come.
It’s no surprise that there are faults within our schools in today’s society. As both authors’ point out if our educational system is
William Mason Grosvenor believes that Reconstruction should be harsh. Grosvenor has two main arguments to support this belief, manifest destiny and the potential for the reoccurrence of a similar event to the war if Reconstruction was carried out in a lenient manner. Grosvenor argues that the country, pre-Civil War, was never truly a single unified country, but rather a group of peoples with vastly different values held together by a constitution which they had outgrown, saying, “[n]o chemical union had ever taken place; for that the white-hot crucible of civil war was found necessary.” Furthermore, Grosvenor believes that the succession of the South demonstrated this divide while simultaneously violating the doctrine of manifest destiny through
The Americans of African and European Ancestry did not have a very good relationship during the Civil war. They were a major cause of the Civil War. But, did they fix or rebuild that relationship after the war from the years 1865 to 1900? My opinion would be no. I do not believe that the Americans of African and European ancestry successfully rebuilt their relationship right after the Civil war. Even though slavery was finally slowly getting abolished, there was still much discrimination against the African Americans. The Jim Crow laws and the black codes discriminated against black people. The Ku Klux Klan in particular discriminated against black people. Even though the United States government tried to put laws into the Constitution to protect black people, the African Americans were discriminated in every aspect of life from housing, working, educating, and even going to public restrooms!
As a nation, America has faced some troublesome times through her life span. As history goes on, people never forget about the Reconstruction era. Reconstruction was refers to the efforts made in the United State between 1865 and 1877. As the saying goes, ¨All good things must come to an end¨ which is exactly the case. The reputation Reconstruction has is labeled both a success and a failure.
Who do you think was the one to end reconstruction. The south because they did not want blacks to have the same right as black people. Or the north for pushing for many rights for the African Americans? Who was the one to end reconstruction the south or the north, what do you think? In the history of the United States the term reconstruction has two meanings. The first one is the history of the country from 1865 to 1877 then the Civil War was the second one is the transformation of the Southern United States from 1863 to 1877 as directed by Congress with the reconstruction of state and society.Who Killed Reconstruction the north or the south? The south killed reconstruction because The south did not want anything to do with African Americans if they let them have rights reconstruction would not have ended.The south did not want African Americans to be free but the north wanted the blacks to be free.The south also did not want the african americans have the right to vote because the south thought that the African Americans were not important. The problem was that the north did not like how the south thought about African Americans.The south should have had let the African Americans have rights because eventually the African Americans would get their rights. Also if the south did that there would not be a civil war. Both southern resistance and northern neglect contributed to the death of reconstruction. However southern resistance was the greater problem.
Labaree discusses how the United State’s education is in a school syndrome, as people in America want schools to teach society’s ideals as well as let people express their individuality. These two demands are polar opposites that cannot be achieved. As the focus goes towards balancing these in hopes of improving society as a whole, the bettering of actual student learning is put on pause. Labaree talks about the beginning of education reform, in the 19th century, being the most successful in developing society; however, as education reform continued throughout time, its effectiveness wore off. He then addresses how the desire for education reform is more about improving society than it is about learning. He finishes his argument by providing possible solutions to fixing this problem, but states that fixing this problem will never happen because no one is willing to give up both demands. Overall, Labaree goes in wonderful detail explaining the problems of education reform. What made me choose this article was that he addressed the desire that people have on school systems in promoting both society normality and individuality. This correlates well with my topic in whether public school systems promote conformist ideals or individuality.
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
When Adolf Hitler was put in as Chancellor in 1933, he started to begin the program of the NSDAP, the National Socialist German Labor Party. The highest priorities were to put all men back to work and to increase the birthrate. Both were accomplished by re-instituting the traditional roles of men and women. Within the next 10 years, most women were won over to National Socialism, content to do their part in the great national resurgence.
Inequalities in Education Funding inequalities have been an issue from past to present, especially in the low-income communities. In fact, students in urban areas with less funding have low attendance, score lower on standardized testing, and a low graduation rate. Also subjected to outdated textbooks, old dilapidated buildings, students in the inner cities need to compete with their suburban and wealthy counterparts for this reason funding inequalities must end and more money should be directed to these communities from federal, state, and local governments. Frank Johnson, a writer for the National Center for Education Statistics, “Disparities in Public School Spending.”
Civil society is both a way of describing aspects of modern society and an aspiration, an ideal of what a good society should be like. It has recently been revived to emphasize the capacity of societies to organize themselves through the active cooperation of their members. Unfortunately up to today we still don't have a universally recognised definition and the whole concept is still the core of a intense academic debate. That is why it seemed appropriate, for the purpouse of this paper, to analyse the historical evolution of the concept throughout the centuries.
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.