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Is wealth better than education
Relationship between teacher and student
Relationship between teacher and student
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Everyone is entitled to their own opinions but should it be broadcast for everyone to see? In David Sirota’s article “Kenneth Cole Gets Schooled”, Sirota highly criticizes Kenneth Cole’s controversial billboard ad about teacher’s unions. Kenneth Cole, a high end clothing company, placed an ad that pits the idea of teacher’s rights against student’s rights; Sirota explains that Kenneth Cole’s advertisement created the idea that corrupt teachers are safe under teacher unions but doesn’t expand on the true purpose of a teacher’s union or talk about the struggles of not being wealthy. In Sirota’s view, Kenneth Cole’s ad symbolizes the power of the wealthy and their political opinions which can cause people to overlook actual issues in the schools. Sirota exposes Cole’s bias by examining the truth about unions, the effect of poverty on education, and the complexity of accountability. Kenneth Cole’s advertisement depicts that teacher unions are defending underachieving teachers by having teachers’ rights vs. students’ rights on the billboard. Teacher unions main focus is …show more content…
Kenneth Cole’s clothing company is a large well known brand, so if Cole lost a few buyers it would not affect him, rather Cole believed that he would potentially gain more customers. Sirota explains that the thought of putting a political opinion out for everyone to see is a risky chance to take, “he probably believes he will gain customers if he ties his company to anti-teacher, anti-union themes” because it is possible that a majority of the parent population do not have an anti-teacher outlook (Sirota 762). Cole took a huge risk by having teachers’ rights vs. students’ rights on the billboard, but that risk was not in Cole’s favor. Cole later retracted the advertisement after a considerable amount of outcry from
A 1970 advertisement for Grove Press’s Diary of a Harlem Schoolteacher features language that Coca-Cola had used in previous advertising campaigns: “It’s the real thing.” In a letter to Grove Press executive Richard Seaver, Ira C. Herbert of Coca-Cola urges Grove to discontinue the use of the phrase. Herbert employs a formal but assertive tone, a rather simplistic essay structure, and a single appeal to logic. In retort, Seaver writes a ridiculing letter which claims that there is no reason to discontinue stop the use of the slogan. The letter refutes each of Herbert’s points, while degrading his position with sarcastic attacks and effectively employing multiple appeals. Thus, Seaver’s letter is the more persuasive of the two.
Some people love controversy; some despise it. Regardless of how one views a controversial topic, odds are he is fascinated by it and has his own thoughts on the matter. Journalist Leonard Pitts, Jr., who authors editorial articles for the Miami Herald, writes extremely opinionated pieces on current controversial topics targeting those who are not minorities. He writes with the goal of bringing to light issues that people would rather not discuss. Pitts’ style can be seen through pieces such as “Don’t Lower the Bar on Education Standards;” “Torture Might Work, but That’s Not the Issue;” and “If the Gunman is White, We’re OK With Mass Murder. No, Really, We Are.” In “Don’t Lower the Bar,” Pitts addresses the standards gap in the education system
Guggenheim uses those and other devices to inspire action within the masses, and highlight a topic that has been recently shrouded by other problems our nation faces today. He also places blame upon the ‘system’ itself, many reasons add to this conclusion such as refusal to make change, with tenure being the central idea that cripples education.
“‘Look inside a high school, and you are looking in a mirror, under bright lights. How we treat our children, what they see and learn from us, tell us what is healthy and what is sick and more about who we are than we may want to know (Gibbs, 1999).’”(Beger 119). Essayist and managing editor of Time Magazine, Nancy Gibbs tells the public of how unappealing public schools have become due to their carelessness and negligence. Consequently, schools have become power crazed institutions that punish students in the place of a parent. Thus, schools that operate in this manner have begun to scare the public, and it has brought forth court cases because schools searched students unconstitutionally. The Supreme Court of the United State should revise
In the landmark case Tinker v. Des Moines Independent Community School District (1969), John Tinker and his siblings decided to openly protest the Vietnam War by wearing black armbands to school (Goldman 1). The school felt that their efforts to protest the war disrupted the school environment. “The Supreme Court said that ‘in our system, undifferentiated fear or apprehension of disturbance is not enough to overcome the right to freedom of expression.’ School officials cannot silence student speech simply because they dislike it or it is controversial or unpopular” (FAQs 2). What about theatrical performance? Should certain plays not be performed at school because of inflammatory content? Theatrical performance plays a significant role during various years of a child’s youth, but, alone, has one central aim that allows for tolerance and multifariousness within the “salad bowl” United States. High school theatre arts curriculum’s purpose is to develop appreciation of the doctrines, perspectives, principles, and consciousness of diversified individuals in distinctive epochs throughout history as conveyed through literary works and theatre. If theatre has this sort of impact, why does the school administration, teachers, parents, even the state government, infringe upon the student body’s First Amendment rights? Schools should make no policy that would chastise a student for speaking their mind or expressing oneself, unless the process by which they are expressing themselves meddles with the educational methods and the claims of others. If a student threatens another student under “the right” of being able to speak freely, one would hope a school would take immediate action before potential harm occurs. The First Amendment clearly states that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” In reference to students and a school environment, the definition of freedom of speech and expression becomes very unclear as to what they can and cannot say.
In his argument, “Kenneth Cole Gets Schooled,” David Sirota’s thesis is that Kenneth Cole’s crusade against public schools, teachers, and unions is wrongheaded and ideologically extreme. Supposedly, Cole’s campaign portrays the debate of “Teacher’s Rights vs. Students’ Rights.” However, there are many flaws in the campaign. Sirota states, “[The campaign] is the mirror opposite of how things actually work. Without extending teachers’ rights … it would be difficult … for public schools to recruit the best teacher to the specific at-risk schools that need them the most,” (para. 11.).
In the essay Idiot nation, Mr. Moore uses humor anecdotes and some solid numbers as to how governments spending is not adequate for schools in these modern times, he contrasts that amount to the billions spent on the military, jails, and other programs that would better be spent as the schools. And how schools are being incentivized by corporations such as soft drink manufacturers putting the donations and sponsorship above the health of the students. Mr. Guggenheim has us follow several students in their quest to leave the tainted teacher’s union schools for the private or charter schools that are unencumbered by teachers with tenure, and with the ability to pay more to the better teaches for the above par performance, and that have a vested interest in the students succeeding and going on to
Even at the most prestigious American Universities, a war currently wages. Around Halloween each year, there is often a debate on college campuses across the United States as to whether students should be allowed to wear costumes that could be deemed stereotypical or offensive. Just this past month a prestigious Yale lecturer, Erika Christakis, found herself at the center of a campuswide upheaval after she sent an email urging a dialogue on the controversy. Instead of inspiring that dialogue, Christakis found herself the target of an endless barrage of protests and backlash that eventually ended in her resignation from the college. The following is an excerpt from the email Christakis sent to the students of Yale’s Silliman:
Davis Guggenheim, director of the controversial documentary Waiting for “Superman”, brings to light the flaws of the American education system, and more eagerly the practice of tenure. Guggenheim’s purpose is to inform of these flaws and instigate a reform. He creates a pitiful tone in order to denounce tenure and spread this opinion to the viewers of his documentary. These rhetorical appeals work to create a compelling argument on the issue of tenure.
Something I have always known since I was a little kid is that the educational system in this country is a complete fraud. American schools claim to live by the ideal of No Child Left Behind, but millions of students get cast aside each and every year. In schools these days, it is obvious which students are the elite—those that are raised up and motivated to go to college—and the ordinary student— those that are somewhat ignored throughout their schooling and are lucky if they even earn a GED. As a recent graduate of high school, and a product of this country’s educational system, I have had the opportunity to develop my own opinions regarding the myth of education in our society. Based upon my observations going through the school system, and the various arguments posed by several authors in “Rereading America”, I strongly believe that schooling in this society caters solely to students in the elite category while ostracizing students that do not live up to the elitist ideal.
“Waiting for Superman” and “The Hobart Shakespearians”, Tow great eye-opening documentaries of the American public school system and the struggles in the lives of the students and their families. “Waiting for Superman” Featured students from America that have been negatively affected by the public school system. Each of these students and their families have great hardships to overcome yet have a strong will to succeed and a never give up attitude. It shows what they parents go through in making sure that their child has a good educations, from constantly trying to communicate with teachers and school officials that have no interest in helping them, entering Chartered School Lotteries, and actually paying for private school while being low income. “The Hobart Shakespearian” is an inspirational film about Rafe Esquith, one of those rare teachers who extend his time, and energy above and beyond what is required of him. He sets an example of how a teacher with a great amount of drive and dedication to students can help turn their students’ lives around. I realize once again that teaching is so much more than getting students to understand course material. These documentaries lay out the truth about our public school system, socioeconomic status relation to public education, and how much impact the teachers have in the lives of our children.
One of the main court cases that have dealt with teachers’ first amendment rights is the case of Evans-Marshall v. Board of Education of Tipp City Exempted Village School District. This case first began in Ohio, when English teacher Shelley Evans-Marshall asked her class to select a book off of the list “One Hundred Most Frequently Challenged Books”(Lampe, 2010). The students were then asked to debate in class why they believed that the book had been challenged by other school districts. After this assignment was given, several parents “complained about the curricular choices”(Lampe, 2010: pg.1). Eventually a petition was signed by over 500 parents of the school, saying they wanted “decency and excellence” in the classroom. With this, the school board unanimously voted to terminate Evans-Marshall’s contract. Evans-Marshall filed against the school board saying that they interfered with her First Amendment rights (Lampe, 2010: Pg.1).
In December 1965, an issue was caused by teachers’ in violating students’ freedom of speech. In December some students from Des Moines Independent Community School District, in Iowa were suspended for wearing black armbands to protest against the American Government’s war policy in support Vietnam (Richard, Clayton, and Patrick).The school district pressed a complaint about it, although the students caused no harm to anyone. Students should be able to voice their opinions without the consequences of the school district.
I was struck by a few interesting points while reading the article Educational Demographics: What Teacher Should Know by Harold Hodgkinson. I found it true and interesting how the author mentions that teachers are often not involved in policy decisions and discussions that affect the schools. I know it’s true in my district. State and federal policy makers are often not teachers, and don’t always promote what is actually best for schools. The people making the decisions are often more business orientated, and don’t take the recommendations of the teachers. It is often hard to get teachers involved in policymaking or even local union decisions. My district is approaching a negations year, and the leaders of the Union are having a hard time recurring members to speak up, and fight for the teachers in the district. I am often a teacher who does not participate for a variety of reasons. FIrst, I don’t think I’d be very good at representing the teachers, as I don’t like to be confrontational. Secondly, I sometimes feel like my voice is not heard, and that the older more experienced teachers know what is best for us. This article made be realize that times are changing, and in these changing times, all opinions, especially those of the teachers need to be voiced and heard.
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