Critique On Jonathan Kozol From The Book Savage Inequalitites

Jonathan Kozol has been somewhat for quite near time writing hard-hitting journalism about flaws in this state of matter . His set aside untamed Inequities is to a greater extent of the same with the focus on pedagogy . Kozol s medium as a writer is being able to project a face on his , anywhere from education to photographic platelessness , etc . He makes the issue real and attaches human faces and real people that the proof lector posterior relate toIn to write this book , Kozol played out a lot of time traveling around visiting checks . To report a few , he visited schools in modern York urban center Chicago , St . Louis , Washington D .C . and many parvenu(prenominal)s . During his visits he spent time observing in the classroom as hale as interviewing teachers , students , p atomic number 18nts , and administrators . What Kozol found out was that schools today atomic number 18 as separate and unequal as they were before the landmark closing of Brown vs . the Board of Education in 1954 . he determines that the close for these inequities lies in the way that the Statesn schools ar funded . America bullion its schools with property taxes . The problem with this is that rich suburban argonas pay more than more property taxes , which makes their schools unrivaled . While in intimate urban center schools , the property tax base is more than set about . Therefore , mostly minority kids attend schools without much m angiotensin-converting enzymeyKozol takes the reader into these schools to make his point . In Chicago , there is a school with no library . They are overcrowded understaffed , and pretermit yet the basics of resources and equipments . He takes us to a eminent school in the Bronx where the rain pours in . For example , Kozol states The science labs at East St . Louis High are 30 to 50 years outdated .The six lab stations in the room have empty holes where pipes were once It would be bang-up if we had water says a physics teacher (Kozol 27 . He later hits the reader hard questioning why our country allows this to happenAlmost anyone who visits in the schools of East St . Louis .comes away deeply shaken . These are innocent children , after all .One searches fro some way to understand why a golf-club as rich and frequently , as generous as ours would draw a blank these children in their penury and squalor for so long-and with so piddling public indignation Is this scantily a strange drop away of history .why is it that we can t at least pour ample amounts of money , ingenuity , and talent into public education for these children (140He literally bombards the reader with real horror stories of his visits and travels in to put a face on the poor state of education . It isn t just about education and schools and teachers there are real kids manifold here who are non getting what they needOf Patterson , New jersey , he statesThe city is so short of dummy that cardinal elementary schools now occupy aban founding fathered factories . Children at one wood-frame elementary school which has no cafeteria or indoor space for recreation , eat lunch in a fraction of the boiler room . A bathroom houses training classes (Kozol 106He compares these schools to suburban ones where conditions are much better . Teachers are paid much more , libraries are stocked , and technology abounds . He does a fantastic art at showing the contrasts between the laden schools and the poor schools . With the pictures he paints for the reader , the reader cannot plead with him . He besides makes a plea for America to value par and fix its schools And yet we stop to tell ourselves : These are Americans . why do we reduce them to this beggary - and why , particularly , in public education ? Why not spend on children here at least what we would be investing in their education if they lived within a wealthy district equivalent Winnetka , Illinois , or Cherry Hill , New Jersey , or Manhasset Rye , or Great Neck in New York ? Wouldn t this be natural behavior in an affluent society that seems to value fairness in so many another(prenominal) areas of life ? Is fairness less important to Americans today than in some earlier times ? Is it viewed as slightly ho-hum and incompatible with hardnosed values ? What do Americans believe about equating (Kozol 41Kozol ends the book with a vivid picture of an elementary school in a neighborhood of Cincinnati . He tells the reader that tune was polluted with factories , prostitutes were near , and Bleakness was the of the day Kozol said he rarely saw a child with a nifty big smile (Kozol 230-31 . He leaves the reader with a detrimental taste in his /her mouth at the state of schools . This he does in hopes of spurring his readers to actionHis research methods would be described as in realiseal because his analysis comes from observations and interviews . There is no standard form that he uses , but he gets the material theless . He devotes a chapter to teach area he discusses and gives the reader a of the city as to understand why the schools are the way they areHis keyings are extremely significant to America as he all the way delineates the problems of American schools . With the images he creates no one can argue with him . The pictures of these midland city schools are bleakA criticism for Kozol is that he does not concentrate on any other problems in education besides ine fiber . Not that the inequality of schools is not a huge problem , but there are other problems that lead to poor transaction as well . No Child Left Behind plays a role . If those kids don t do well on the tests , more funding can be cut . Inner city schools do not tend to keep their teachers , With high teacher turnover it is even harder for students to learn , and there may be large gaps in curriculum . There are also many forces at play outside the school , such as the home lives and enatic involvement of these students . Probably the biggest criticism of Kozol is that he offers no solutions he only identifies problems .

He would probably say that solutions aren t his job , and he would leave that to the educational theorists . barely after reading his condemnations , it would be nice to hear some of his ideas for solutionsKozol doesn t tell the reader this , but The relationship between funding and academic achievement is unclear . However , it does not take a angiotensin converting enzyme to figure this out . Will more money just solve the problems in schools ? Of course , it won t . However , more money go away serve well . Money bequeath help schools fix dilapidated buildings , buy equipment and resources hire more teachers and underworld to promote lower class sizes , attract better teachers who are more qualified , and a myriad of other things But throwing money at the problem is only a get down . These schools need help . They need more community and parental involvement . They need after school programs and tutoring programs and teachers with the knowledge and forgiveness to continue in the profession . Kozol doesn t mention other solutions object to give the schools more money , but there are many other things needed . Even money give not solve the problems of segregation . Inner city schools are made up mostly of minority students How is that problem work ? Yes , more whites who fled to the suburbs are finding their way back to the inside city , but this is not always a beloved thing either . They are uprooting established communities in the border of gentrification and displacing people who may have nowhere else to go This is why Kozol focuses on the money , because as difficult as it will be to change the way we fund schools , it will be harder to desegregate communitiesKozol makes good sense when he speaks of getting liberate of the property tax funding for schools and finding a new way to fund them . If education is supposed to be antiauthoritarian , and it is , America cannot continue to fund schools this way . The system America has virtually guarantees that parents who can afford to buy big houses in the suburbs will send their children to better schoolsFor school administrators and all forcefulness in schools , there are many things to be acquire from this book . the most important one is that as educators , we should be chip for democratic schools . Administrators should be out there fighting the property tax system and leading the charge to find other , more equitable ways to fund schools Administrators also ought to be required to take a look around at the world . They should be required to visit inner city schools to truly understand what other educators go through on a daily basis Administrators should value quality teachers all the more after reading this book , and go out of their way to keep their quality teachersTruly , everyone even persuasion about becoming an educator should read a book like this , and visit these schools . Most of us do not even know what a crisis we are in , chastise now in America . And hopefully , future educators will be the ones to fix this crisisWork CitedKozol , Jonathan , Savage Inequities , Harper Perennial , 1992 ...If you unavoidableness to get a full essay, order it on our website: Orderessay

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