It is in conformity with the theory of equality. Denial of "the means of competition" is perhaps the single most consistent outcome of the education offered to poor children in the schools of our large cities; and nowhere is this pattern of denial more explicit or more absolute than in the public schools of New York City.
Between andKozol visited schools in approximately 30 neighborhoods and found that there was a wide disparity in the conditions between the schools in the poorest inner-city communities and schools in the wealthier suburban communities. How can there be such huge differences within the public school system of a country which claims to provide equal opportunity for all?
It becomes obvious to Kozol that many poor children begin their young lives with an education that is far inferior to that of the children who grow up in wealthier communities.
They are not given an equal opportunity from the start. He writes, "Denial of 'the means of competition' is perhaps the single most consistent outcome of the education offered to poor children in the schools of our large cities.
Although all children are required to attend school until age 16, there are major differences in schools and they appear to be drawn along lines of race and social class. Kozol examines how the unequal funding of schools relates to social class divisions, institutional and environmental racism, isolation and alienation of students and staff within poor schools, the physical decay of buildings, and the health conditions of students.
All of these contribute to a psychological disarray of the young people who recognize that the ruling class views them as expendable and not worth investing its money or resources.
Kozol's focus of this book is to examine urban school districts, which are severely segregated by race and class. They are overwhelmingly nonwhite and very poor, which contrasts sharply with the wealthy overwhelmingly white suburban schools right next to them p.
He limits his selections to poor inner-city schools rather than include examples of all poor schools because he feels that they best exhibit racial segregation and social class divisions.
He notes that even when schools have a "diverse" student population, segregation occurs within the school through special education programs or vocational tracking. Although Kozol does not directly address it, the center of the problems that affect these schools is a capitalist system that requires the reproduction of the divisions of labor Bowles.
Schools provide the training to meet this requirement through the tracking of students into the roles that they will fulfill in our economic system. The ruling class attempts to make sure that there are an appropriate number of people to fit these jobs.
They will seek out and encourage programs that train people for such jobs. Who should be assigned each role?
Kozol does point out that wealthy white people want to make sure their children get the "good" jobs and live in the "good" less polluted areas. They benefit from the divisions of labor and will use their influence to maintain government policies that ensure their positions.
When Kozol discussed funding inequities among school districts with a group of affluent students in Rye, New York, one student exhibited these beliefs when she said she had no reason to care about fixing the problems of school funding because she failed to see how it could benefit her p.
She indeed recognized how the class divisions were to her advantage. Why would she want to change that? The policies that the ruling class creates to maintain their place on the social class ladder inherently lead to the continuation of the cycle of poverty, social class divisions, and environmental and institutional racism.
Kozol provides examples of this, which range from the location of nonwhite, poor people on and near toxic waste sites p. Funding based upon property taxes and property values discriminates against lower social classes, and this unequal funding leads to inferior schools and creates a wide disparity between schools in the poorest and wealthiest communities.
Isolation of students, staff, and the community is a direct result of the inequities in funding. People who have poor schooling are funneled into jobs which are poorly paid and so the people not only have less knowledge, but have less money and influence with which to change the system p. Because they don't know how, nor have the tools necessary to break the cycle of poverty, they continue to reproduce the class divisions and schooling that supports it.
This in turn allows their children to be continually tracked and fed into the lower skilled jobs and schooling, which is a necessary component of the capitalist system. Kozol vividly illustrates the deplorable conditions of the poorest schools. In contrast, he provides colorful descriptions of the wealthiest suburban schools that neighbor them.
He effectively demonstrates the racist conditions and social class discrimination that lead to the variations within the public school system as well as discusses the funding formula for America's public schools.
His writing is exaggerated, I am sure, in order to make his point. He had an abundance of information and had to be selective as anyone would and when choosing what to include, he used the extreme examples to make his points clear. He may not have included schools because they did not exemplify his point, which is that there is a huge discrepancy in the quality of public schools depending on where one lives.
Yet it still seems that he could have included more. What Kozol should have included was more information on his "research" methods. Perhaps this could be added as an appendix.
How many schools did he visit in all? How many were elementary schools, middle schools, and high schools? How would he classify the schools he did visit? How many of the total would he say were very wealthy, awful, or a varying degree in between? Kozol provides descriptions of the worst of the worst, but his research only extends to a limited number of urban schools.
He asks if what he sees is atypical of inner city schools p.Savage Inequalities: Children in America's Schools- Jonathan Kozol study guide by madison_fisher includes 21 questions covering vocabulary, terms and more.
Quizlet flashcards, activities and games help you improve your grades. Savage Inequalities: Children in America's Schools [Jonathan Kozol] on r-bridal.com *FREE* shipping on qualifying offers. For two years, beginning in , Jonathan Kozol visited schools in neighborhoods across the country/5().
So will Jonathan Kozol, former teacher, civil rights activist, and author of Savage Inequalities and other influential books on economic and racial inequities in American schools. Savage Inequalities By Jonathan Kozol In , the author, Jonathan Kozol, is a young man who works as a teacher.
Like many others at the time, the grade school where he teaches is of inferior quality, segregated, understaffed, and in poor physical condition. "Savage Inequalities: Children in America's Schools" is a book written by Jonathan Kozol that examines inequalities in the American educational system.
Jonathan Kozol is author of Savage Inequalities: Children In America's Schools (Crown Publishers, Inc. ). He can be reached at P.O.
Box , Byfield, MA He can be reached at P.O. Box , Byfield, MA