The class on Wednesday posed several good questions with many varied answers. I came into the discussion with a preconceived notion as to what unequal resources were. I think my first reaction was that it was the unbalance in schools of the necessary educational tools, books, computers, teachers, administration, etc. As we talked however I came to realize that while these are certainly part of what unequal resources are, they are only a small drop of what students are missing. I did not immediately think about Pre-K classes and the absence of such programs as an resource that children should at least have the right to. While for some Pre-K may not be a necessity, I do see it as a head start for those that do have access to it. In addition we had a rather lengthy discussion on the role and ability of families to participate in their child's education. Undoubtedly, every parent wants to see their child succeed. Unfortunately some are not able to participate in that as much as possible. My mother raised me and my three siblings by herself, while working two jobs. We were all involved in sports and other after school activities. While she made every effort to encourage and support us she had to depend on others to help us in many of our activities simply because she did not have the time. The situation is different for everyone, some parents are able to participate more, some are limited in that ability. It is these different situations that make things unequal. Some are able to overcome these inequalities while others struggle.
The final question asked what the solution is to this problem. As was said in class, acknowledgement is the first step. That acknowledgement must come from those who have the ability to make change. The working class are well aware of the differences, as we read in Kozol, even the children know there is something wrong. However, the people who have acknowledged there is a problem may not and likely do not have the power or the resources to make a change. Kozol points out the vast disparity in how much money is spent on the children in each district. He points out that public school funding in New York City per pupil is $11,700 while Manhasset's per student level is $22,000. While money is not the only solution it is an important part of any solution. I pointed out in class the example of Seattle spending 50 million dollars on a trolley system.
http://www.cnn.com/2007/TRAVEL/09/19/seattle.train.ap/index.html#cnnSTCVideo (I suggest opening up the link in a new tab or window)
What I find most interesting is that while the news organizations pick up on the unfortunate acronym, they merely glance over the real problem of the government not putting funds were they are needed most, in low income areas. I do believe that investing in these communities needs to be a part of any solution. There needs to be a sense of pride instilled in these areas and belief that not only do they deserve better treatment, but should expect it as well. As Kerri-Ann pointed out however, simply putting money in these areas may lead to more affluent people moving in and the impoverished either moving or being forced out. So ultimately this would need to bring about the political part of politics in education for a solution. Whether this is placing regulations on who can have access to the areas or some other solution I am not sure. This of course brings us back to the need for those have the power to make these decisions to first acknowledge there is a problem and being willing to make a change for the better. I think this brings up the other problem with this news report in that they barely acknowledge the obvious debate as to where the money should go. While the media may not completely ignore the vast differences in now income areas and schools, they certainly do not go make it as obvious as perhaps they should. If there is to be political change it will only come with pressure. If the news organizations will only speak briefly about the disparity in our schools, then who will be the voice for people who often to not have one. Susan Eaton is a Journalist who has taken up this cause and is making an effort to expose the differences between the wealthy and the poor schools. In this audio clip from public radio, she discusses the causes as well as the political issues causing this problems. She has found that race and segregation is greatly connected to the resources that schools and students have. The audio is long, about 35 minutes, but if you have time, have a listen.
http://www.wnyc.org/flashpop.html?playlist=/stream/xspf/72594
The final question asked what the solution is to this problem. As was said in class, acknowledgement is the first step. That acknowledgement must come from those who have the ability to make change. The working class are well aware of the differences, as we read in Kozol, even the children know there is something wrong. However, the people who have acknowledged there is a problem may not and likely do not have the power or the resources to make a change. Kozol points out the vast disparity in how much money is spent on the children in each district. He points out that public school funding in New York City per pupil is $11,700 while Manhasset's per student level is $22,000. While money is not the only solution it is an important part of any solution. I pointed out in class the example of Seattle spending 50 million dollars on a trolley system.
http://www.cnn.com/2007/TRAVEL/09/19/seattle.train.ap/index.html#cnnSTCVideo (I suggest opening up the link in a new tab or window)
What I find most interesting is that while the news organizations pick up on the unfortunate acronym, they merely glance over the real problem of the government not putting funds were they are needed most, in low income areas. I do believe that investing in these communities needs to be a part of any solution. There needs to be a sense of pride instilled in these areas and belief that not only do they deserve better treatment, but should expect it as well. As Kerri-Ann pointed out however, simply putting money in these areas may lead to more affluent people moving in and the impoverished either moving or being forced out. So ultimately this would need to bring about the political part of politics in education for a solution. Whether this is placing regulations on who can have access to the areas or some other solution I am not sure. This of course brings us back to the need for those have the power to make these decisions to first acknowledge there is a problem and being willing to make a change for the better. I think this brings up the other problem with this news report in that they barely acknowledge the obvious debate as to where the money should go. While the media may not completely ignore the vast differences in now income areas and schools, they certainly do not go make it as obvious as perhaps they should. If there is to be political change it will only come with pressure. If the news organizations will only speak briefly about the disparity in our schools, then who will be the voice for people who often to not have one. Susan Eaton is a Journalist who has taken up this cause and is making an effort to expose the differences between the wealthy and the poor schools. In this audio clip from public radio, she discusses the causes as well as the political issues causing this problems. She has found that race and segregation is greatly connected to the resources that schools and students have. The audio is long, about 35 minutes, but if you have time, have a listen.
http://www.wnyc.org/flashpop.html?playlist=/stream/xspf/72594
8 comments:
There were three points you mentioned that I totally agree with. The first being when you said you never realized how many components were involved that made resources unequal. I also only thought of material and immediate financial components. Like I mentioned in class before things like pre school education and diversity never crossed my kind at all.
The second comment you made that I love is when you said "every parent wants to see their child succeed". I think too often people make it seem like parents who are not physically there at PTA meetings and fundraisers do not care for their child's education. You can set the time aside from your already unstable, no benefits and low paying job to be "there for your kids". Well no parent says to themselves I want my children to have the most underproductive education ever. I want them to have the minimum skills necessary to survive. I don't care whether they learn. What parent who sends their kids to school doesn't care if they succeed or not? We need to get that way of thinking out of our heads. We are conditioned to look down on people who can't physically be there as much as they want. We are trained to blame and look down upon the defenseless! And that is a sad reality of this country!!!
The last thing you said that I loved is when you said "The people who have acknowledged there is a problem may not and likely do not have the power or the resources to make a change". Ain't that the freaking truth! So my question in general (not to you persay) would be how can we get people like me and you to matter in this situation? How can we work at getting the power and the resources to make a difference? or do we not give a damn enough to do so?!!!
It's nice to be a part of a class environment where I think we are all so passionate about certain topics, especially that of education. Though our opinions on schooling all vary as a circumstance of the differences in our own personal lives, we are the ones who need to make the change. Because we all come from such different backgrounds, where priorites are various among parents and their children, we may not understand why some parents are able to make the 5:00 pm PTA meeting, or why one student is placed in a private school over another. Though the parent that goes to the meeting, can be more informed on the issues of education in their child's life, this does not mean the child of the parent who must stay at work past five to make sure there is food on the table does not care about the education of their child. This right here could be an example of unequal resources in the personal life of the child. There is no black or white solution to this problem. However, that is not the answer either. I do agree with both of you, in terms that there are so many components that are involved in making resources unequal, and I think that one of them is the power of what we as students do as well. We need to express the personal circumstances in our lives, so we as differing students coming together, understand why such distinctions in priorites might exist. We are first hand resources, and if we do not make powerful actions to education facilitators to make sure that a general acknowledgement of segregation and an imbalance exists, than I can only say we are the ones to blame.
I agree with almost everything you had to say, Mike. The only thing I disagree with is that we can not wait for those who have the power to make the necessary changes. I believe it is up to us to make the changes. Perhaps it means lobbying or petitioning to get legislators to pass and enforce the laws we need to achieve our goals. Maybe it means electing new officials. It might even mean running for office ourselves. I just think that waiting for someone else to change the problem is the reason that nothing has changed. We have to do it. We have the power.
"However, the people who have acknowledged there is a problem may not and likely do not have the power or the resources to make a change"
---MIKE! That's what it's all about! THAT, my friend, is the source of the problem! Those who have the power don't want change. THey love the status quo. DING DING DING!
As you have stated part of the problem lies in the fact that those who need the change do not have the power to change it but I also believe that those who have the power to, sort of see in "tunnel vision" and do not neccesarily realize the problems.
I also agree with SO much that you said! The number on thing i agree with, is that parents really do want to see their children succeed. My parents were never able to make it to a PTA meeting, but they were at every single game i ever cheered at since 5th grade, they made time on their own to meet with my teachers and coaches if they needed to. Whether they can make a PTA meeting or not there are plenty of ways to make sure that your kids are trying to do good in school and making sure that they are getting some sort of decent education in order to succeed later in life. And what you said about the people who know about the problems not usually being able to fix them, hit the nail on the head! I'm sure so many teachers realize that there school is in need of help, but so many are not getting the help that they need, becasue the money and "help" is going elsewhere.
I think that money is so important in this society. Like you stated in your blog..at the the end of the day it is all about how much money you have. Money buys resources! Unfortunately, not to sound hopeless, but I think that this will forever be a problem. because no matter what you do..some schools will just not get as much financial backing as others. The people that live in a poor area will not be able to have the same things as those in a rich area. It just won't happen. again, I don't mean to sound hopeless..but I think that is the truth.
The part of your blog that I found most interesting was the part about pre-K. Yes, there are several advantages to children who receive this kind of education. But what about those students that do not? In our day and age, many toys for children have been geared towards teaching then various skills. Children can learn to count and spell before they even reach pre-K. Maybe we should encourage parents to purchase educational toys instead of video games where the object is to steal cars or blow up building.
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