Invitations to Resistance

The following quotes are from The Shame of the Nation, by Jonathan Kozol.

“We need our teachers marching in the streets. She had been listening with me to the statements of her students for the previous two hours. She had heard Mireya’s disappointment about having been obligated to take a sewing class when she had hoped to take an AP class instead. She had heard Fortino’s swift reply: You are ghetto-so you sew! She had been listening to students like Mireya and Fortino now for many years.” Chapter 9, Page 215.

It is about time that we have read about teachers becoming angry and frustrated with problems in the school systems. This teacher wants to protest the district and the government for more equality in education. Why should students have to think they do not deserve equal opportunities just because they live in the “ghetto” It is not right for anyone to think that. I can see why this teacher is becoming angry, because it her job to inspire students to try hard and become anything they want. However segregated schools do not allow for this opportunity happen so I can see why she gets angry. 

“America has never made progress on racial issues unless there was enough agitation to force society to take action. Honor among privileged blacks and whites alike, he said, depends on rediscovering our commitment to treating all children fairly. If it takes new turmoil to bring about, that is a price we should be willing to pay.” Chapter 9, Pages 216-217.

I agree, people really need to start protesting or finding some way to stand up against the government. American society should not put up with inequality any longer in school systems. I think it is only a matter of time before we start having another movement. Perhaps an equality for all in education movement? Teachers, students, parents, administrators need to start taking action for movement to occur.

“He said he recognized that his decision would not counteract the ruling of the court but that he wanted to inspire students to take action on their own convictions and to understand the moral, political, and symbolic landscape of our city.” Chapter 9, Page 219.

I admire this teacher for making a difference. He wants his students to understand that they deserve better. Students should not just sit back and deal with what they have been given, but to stand up for what they believe in. Because the principal took action he is hoping that others will follow in his footsteps. Why should they have to suffer academically when schools around them have more funding? This principal is really teaching his students to look at the inequality in education and wants them to do something about it like he did.

“He went on to speak of an approach, known as the Gautreaux Remedy, which has been implemented in Chicago now for many years and has enabled inner-city families to find housing in more than 100 smaller cities, towns, and villages in the Chicago area. As limited as the program is in context of the population size and demographics of Chicago, Orfield nonetheless insisted it had been successful and is still successful.” Chapter 9, Pages 223-224.

This housing program seemed to work in Chicago and I think that it should be implemented in other urban cities. Families that find housing in smaller districts might be able to send their children to better schools. Academics might be higher in smaller districts because the school is outside the in inner city providing for more opportunity and diversity between whites and blacks. I wonder if other cities like New York, Los Angeles, and Detroit have taken on any programs like this. What makes this program so successful and continue to grow over the years?

“Linehan also notes that starting integration in the elementary grades made it much easier for children, simply to be children with each other. Stereotypes fall away, he adds-it’s more difficult to conjure up “the other”-when you’re building sand castles together.” Chapter 9, Page 227.

I agree starting integration early is best for all students and parents. Students will grow and experience things together in classrooms, leaving any racial tension aside. I think it is important to start integration early because it lets children have a better education experience as well. Children do not look at color as an issue at young ages, they do not see privilege and non-privilege, however they may realize people are different and come from different families. If we expand this to earlier ages I really think it could benefit all children. More privilege children will hopefully learn from the less and vice versa.

“The interdistrict program in St. Louis is facing the risk of termination on the next three years. A court-supervised phase-out of state funding for the program, while it does not prohibit integration, significantly discourages suburban districts from accepting students from St. Louis after the 2008-2009 academic year. The suburbs for the most part have wanted to continue; and, indeed students in the affluent community of Clayton walked out of classes in 2004 to protest a possible withdrawal from the programs.” Chapter 9, Page 232.

I am glad to see that people do care about these interdistrict programs. After reading about students walking out of their classes to protest what something they strongly believe in is a big sign to the government that students want these programs around. Why do students have to suffer and go back to a school that is not high in academics just because the district does not encourage integration? It is not fair, especially because there is a clear want for these students to be at this school. I really admire these students and parents who protested against their district, it is very inspiring after reading all discouraging stories in the beginning of Kozol’s book.