Often when students return from breaks I ask them to share with us how ideas that they bave Jearned or worked on in the classroom impacted on their experience out-side.
This sentence explains how important the combination between knowledge and physical experience is. Here clarify that learning in the class is not just listen what teacher tells, experiencing by yourself is also important. This will help students understand more things outside of the classroom.
'1 thought this was supposed to be an English class, why are we talking so much about feminism?" (Or, they might add, race or class.) In the transformed classroom there is often a much greater need to explain philosophy, strategy, intent than in the "norm" set-ting. I have found through the years that many of my students who bitch endlessly while they are taking my classes contact me ata later date to talk about how much that experience meant to them, how much they Jearned.
Here tells that students expected the english class to be normal English class, not including races or feminism. This will make the teachers spend more time on explaining their strategies. This kind of education would not change anything in a short time, but will have some change later.
All too often we found a will to include those considered "marginal" without a willingness to accord their work the same respect and consideration given other work. In Women's Stud-ies, for example, individuals will often focus on women of color at the very end of the semester or lump everything about race and difference together in on e section.
This part presents how the educational environment hears the voices on the surface but does not do anything to help other groups. For example, groups', like women or non-whites, voices seen like got heard, but the truth is they did not get treated equally.
In the informal session, a few white male professors were courageously outspoken in their efforts to say that they could accept the need for change, but were uncertain about the implications o f the changes.
In this sentence, it tells even the people who are in a better status can still support the reformation, but this kind of support has to be more careful. We can know that people with different identities would get impacted by the reformation in different ways, which shows how complex it is.
Arnong educators there has to be an acknowledgment that any effort to transform institutions so that they reflect a multi-cultural standpoint must take inta consideration the t'cars teachers have when asked to shift their paradigms.
This part emphasizes that the reform of education should include multiculturalism, which means it should not only make changes on the surface, instead, deeper reform, like including different cultures and values into the system. The challenge of the reformation is teachers, which means they have to adapt and accept the new way to teach.
The question we must ask of children reared in poverty is, When they set foot in kindergarten, how many years "behind" are they in learning opportunities, literacy and numeracy development, reading and writ-ing "behaviors," and the many benefits of quality early care? Although the nosy neighbor in our favorite film highlighted the disgustingly expensive extremes to which the wealthy will go to start their children's educational careers off right, the n~tion ~f needing to start every child's education with the highest quality expenences is spot on.
This part made a judgement on the poor situation that becomes the factor of educational gap. Through comparing rich and poor family's situations, it underlines this society's need to ensure every child has the same education with good quality early in their life, which makes it more equal and can let everyone have a similar starting point.
I often share with students that my sister's employer worked her 39 hours per week for years to avoid providing health insurance. She had no access to pap smears, annual "well woman" breast exams, birth control, or a regular physician when she took ill. My mother recently ended a one-year stint at Walmart, where she was daily promised full-time employment.
This part makes a judgement that the labor market in America has a problem with structure, especially part time jobs. The promises that the business gives to the workers are false, which makes the workers get into a horrible situation, like wasting time on waiting for a chance that they would never get.
The surest way to build wealth-as indicated by the real in real estate-is to own a home. Both Katznelson (2005) and Wise (2005) mapped, in bril-liantly unconsidered ways, how "affirm~tive action" in the United States has always benefited Whites and most significantly in the building of White wealth. From establishing the country's earliest legislation restricting the landed gen-try to White males, to offering mortgage loans to Whites only via the Federal Housing Authority and the GI Bill, to excluding Blacks and people of color from home loans and subdivisions by way of redlining and restrictive covenants, both scholars illuminate the long-standing and state-sponsored wealth gaps (ravines) between Whites and all others.
In this paragraph, it tells the affirmative actions, such as the Federal Housing Authority and the GI Bill, are not fair and its usually beneficial for the white, especially on the buying houses. Based on those unfair actions, it increases the gap between rich and poor between whites and other races. This clarifies that at the time when the government supports whites, it takes the opportunities away from other races.
My new tradition is to begin each foundational course in my program by con-textualizing and historicizing public education. To assist me, I use the diagram shown in Figure 16.1. The topics I address and the stories I tell within each rung of the ladder of structured inequality are candid, personal, and decidedly pointed in order to stimulate discussion.
This sentence describes a type of education strategy. This strategy is through history background analysis and individual's stories to reinforce the unfairness in education, and through honest and straightforward ways to have conversation, which helps students to do deeper thinking.
Whether inspired by Mann's plea to elevate the masses to higher moral and financial ground via schooling, or other notions of social justice, even now Europeans refer to publicly funded education as "the social elevator" (Lopez-Fogues, 2011). As Mann originally conceived the function of public education, there was overt recognition that something in society was amiss, and that "something" could be effectively redressed by offering public education to all-not just some.
In this part, it emphasizes public education as the key belief and power of social justice. Furthermore, it also makes the connection between Mann's vision with the point of view from modern Europe, which presents how education achieves unfairness from the past to this contemporary day.
Democratic control, therefore, not only provides support for public education but also creates a forum for the occa-sional exercise of bigotry and xenophobia; localism not only accommodates community idiosyncrasies but also serves as a barrier to changes in the distri-bution of students and resources.
Here shows the positive and negative impacts on Democratic control and localism in education. It encourages the support of investing in public education in the community, but raises unfairness and bias, like rejecting the outsiders.
Irrational policymaking can be explained by the fact that public official have made their choices at least partly on the basis of claims that pursuing col~ lective goals of the American dream could endanger or has endangered the in-dividual achievement of privileged children. Under pressure they have been willing to sacrifice the wider objectives or put them at risk for the sake of the narrower ones, whether or not there was good evidence that the objectives re-ally were in conflict.
This paragraph focus on telling the determination of policies usually got affected by the pressure from government and the benefit from higher classes, which sacrifice the group benefit by individual's benefit.
Yet this progress has met limits. Hispanics and inner city residents still drop out much more frequently than others, the gap between black and white achievement rose during the 1990s after declining in the previous decade, the achievement gap between students from lower-and higher-class families has barely budged, and poor students in poor urban schools have dramatically lower rates of literacy and arithmetic or scientific competence.
Here shows that although the education is already better than the pass, the system still has unfairness due to race, class, etc. The change for the education system did not completely solve the inequality, moreover, some parts even became worse.
Despite this consensus Americans disagree intensely about the education policies that will best help us achieve this dual goal. In recent years disputes over educational issues have involved all the branches and levels of government and have affected millions of students.
Here underlines the separate fact that Americans have the same goal, but the methods they use to achieve are very different. Furthermore, the debate spread widely and it affected the government to make the policies, which directly impacts student's education.
From the perspective of the individual, the ideology is as compelling as it is simple. "I am an American, so I have the freedom and opportunity to make whatever I want of my life
Here point out the ideology of the American dream, which underlines people's freedom and independence. Moreover, the words "I am an American" make the direct connection with "freedom and opportunity," which present a deeper idea of success that depend on how hard you work, not background or social level.