Jonathan Kozol - Savage Inequalities
Вставка
- Опубліковано 21 гру 2015
- In the passion of the civil rights campaigns of 1964 and 1965, Jonathan Kozol gave up the prospect of a promising career in the academic world, moved from Harvard Square into a poor black neighborhood of Boston, and became a fourth grade teacher. He has since devoted nearly his entire life to the challenge of providing equal opportunity to every child in our public schools.
Death at an Early Age, a description of his first year as a teacher, received the 1968 National Book Award in Science, Philosophy, and Religion. Among his other major works are Rachel and Her Children, a study of homeless mothers and their children, which received the Robert F. Kennedy Book Award, and Savage Inequalities, which was a finalist for the National Book Critics Circle Award in 1992. His 1995 best-seller, Amazing Grace: The Lives of Children and the Conscience of a Nation, received the Anisfield-Wolf Book Award in 1996, an honor previously granted to the works of Langston Hughes and Dr. Martin Luther King. Nobel Laureate Toni Morrison wrote that Amazing Grace was “good in the old-fashioned sense: beautiful and morally worthy.” Elie Wiesel said, “Jonathan’s struggle is noble. His outcry must shake our nation out of its guilty indifference.”
Ten years later, in The Shame of the Nation, a description of conditions that he found in nearly 60 public schools, Jonathan wrote that inner-city children were more isolated racially than at any time since federal courts began dismantling the landmark ruling in Brown v. Board of Education. The Shame of the Nation appeared on The New York Times bestseller list the week that it was published.
Jonathan’s most recent book on childhood and education is Fire in the Ashes, a sweeping narrative that follows a group of children in a destitute community out of their infancy and elementary grades, through their secondary years, into their late teens, and beyond. Some of their stories are painful and heart-breaking, but others are dramatic tributes to the resilience and audacity of courageous children who refuse to be defeated by the obstacles they face and find their way at last to unexpected and triumphal victories.
Last spring, Jonathan published his most personal book to date, a story of his father’s life as an eminent physician - a specialist in disorders of the brain - and his astonishing ability, at the onset of Alzheimer’s disease, to diagnose himself, explain the causes of his sickness, and then to narrate, step by step, his slow descent into dementia. The title of the book is The Theft of Memory. Reviewers have described it as a poignant and fascinating story of the bond between a father and his son and the way that bond intensifies even as the father’s cogency and verbal gifts progressively abandon him.
To Jonathan’s friends and allies in the world of education: Jonathan wants to make it clear that he does not intend to give up the struggle for our children and the challenges our schools are facing in an era of persistent inequality and obsessive testing. He continues to visit children in their classrooms and to give encouragement to overburdened but devoted principals and teachers. He’s been doing that for over fifty years. He isn’t stopping now.
Please tell Mr. Kozol that I am from Camden, NJ and when I was younger, I read "Savage Inequalities" and besides being excited that SOMEONE wrote about what I experienced in school, it changed my life. After many years of working in the corporate environment, I am currently a doctoral student at Drexel University in the School of Education. I am doing my dissertation on Camden college students. He will be in my acknowledgements and let him know this former Camden kid appreciates his fight!
"I read "Savage Inequalities" and besides being excited that SOMEONE wrote about what I experienced in school, it changed my life."
Too bad. You trusted a liar. Property taxes supply 50% or more of K-12 revenues in seven US States. Property taxes plus other local sources supply 50% or more of K-12 revenues in fourteen US States.
Across the US, across all districts over 15,000 enrollment, the correlation(enrollment, revenue per pupil) is positive.
Across the US, across all districts over 15,000 enrollment, the correlation(%black enrollment, revenue per pupil) is positive.
Across the US, across all districts over 15,000 enrollment, the correlation(%FRL enrollment, revenue per pupil) is positive.
Across the US, across all districts over 15,000 enrollment, the correlation(%5-17poverty, revenue per pupil) is positive.
Across the US, across all districts over 15,000 enrollment, the correlation(%white enrollment, revenue per pupil) is negative.
"%FRL is the fraction of enrollment which qualifies for free or reduced price lunch.
%5-17 poverty" is the fraction of 5 to 17 year-old population in the district's catchment area which lives in households with household incomes below the poverty level.
The myth of the under-funded, inner-city, majority-minority school district is a lie.
When the waffle is that long it's always wrong.
Most High Willing we see the victory. He might have sparked the minds who will change the world. To me that is a legacy to be proud of. Just finished reading Savage Inequalities. His book has inspired my thesis. I went through this failed system as a Black Woman about to graduate college. I'm a member of a very small group of individuals who get this far in their education after going through this system.
I am just learning of Mr. Kozol, he is inspiring. Thank you for your dedication.
mr kozol - thank you for all you have done - and so humbly - your stories are so well written and understood by me - thank you - I read death at an early age around 68 or 69 - and continue to read your works - I am now reading your book about your father - and Alzheimer's - beautiful - I am inspired by the story of you being let go from teaching for asking students to study the Langston hughes poem - yet it did not stop you from contributing so much to humanity - I have faith - in youpeace and all goodvin mitchell
Powerful truth here, anyone who’s witnessed the difference between the inside of an urban city school and elsewhere, undeniable inequality
Transitioning from 15 years in startups into the classroom as a math teacher - thank you for the inspiration and shared experience. Reading Letters to a Young Teacher now and know it is my first read through of what will be many.
Greater than the difference between rich and poor students is the difference between kids taught to read in the first grade and those taught to read later or not it all. Letting the Education Establishment get away with Whole Word and Whole Language is the starting point for most of our K-12 problems.
One of the great heroes of American education, whose message has sadly been pretty much ignored. We have so much more work to do!
This is amazing work I've followed over the years and share with my teacher education students.
dDr. Fox, I have taught for almost 30 years, and towards the beginning of my career, I read Savage Inequalities. In your opinion, are things as bad as when Mr. Kozol wrote that book? What do you tell your students to do about the inequalities that still exist in education?
Thank you, Mr. Kozol. I'm reading your book right now, and recommending it to Antioch for required reading for Diversity, Power & Privilege class. "Theologically Abhorrent ". Yes! Your work is indispensable in exposing the corrupt power structure that literally has gone mad.
I taught at Antioch University Santa Barbara and required this reading with graduate students. GREAT SUGGESTION!
I read this book for a class at Seton Hall University. A lot of descriptions of below par schools, but not much on concrete examples on what to do to improve the situation. I wrote a paper on how parents can do things for themselves, to rebuild the schools. The professor didn't care for it.(He had no ideas himself) There was one part in the book, Where some snotty kid, with an overly-entitled attitude, poited out a wealthier school district (Cherry hill, I think) and claimed that his (or her) school district should be given half of their resources...This kid needs to learn where $ comes from.
livid....
I think you made a lot good observations about the inequities in American education, I know you wish to live enough to see the changes, true you might be hopeless like any one else, because there is no way to achieved perfect education system if there is inperfect government that organazes in the wrong way and usually it's for their own convenience leaving out children's interest. Even though you and many can be hopeless to see a big change in the apartheid school system, there is hope, God's kingdoms is the solution, we will have prefect school system and enough life to enjoy seeing children and adults being educated by God's organization.
While this is true, we should not stop fighting to bring about this justice here on Earth... while we still have the ability to fight and advocate for children in these disadvantaged circumstances, we should. (Proverbs 3:29) Do not tell your neighbor, “Come back tomorrow and I will provide”-when you already have the means.
He sounds so heartbroken and discouraged. It's very disheartening.
I have a cunning plan. The camera on which you are seeing this is the thing!
What ever happened to No Child Left Behind? Public Education has become watered down in inner ring suburbs as well. Just like health care, it's a domestic market and capital is always searching to expand it's markets. Like picking the meat off a juicy chicken bone, all the outsiders have funneled education money into their own pockets. Six figure superintendents, six figure consultants, urban districts top heavy with dead weight and unnecessary administrators. Then there are the high priced guest speakers, the bus companies, computer companies, desk and chair companies, utility companies, phone companies, foundations that have come to dictate policy, and school boards and state legislatures that can be placed in hip pocket. The Supreme Court in Milliken v. Bradley put the kabosh on any type of educational equality via a remedy. So, Professors and all other Geniuses and Politicians: there is a very simple solution to this problem---- the creation of County Wide Public School Districts and the elimination of private K-12 schools.
Yeah in Canada the Indigenous residential school nightmare has birthed the slogan "every child matters" but it's just a slogan still not a reality. There are rich white girls like Paris Hilton talking about abuses too it goes on everywhere she probably did not have rodents and bugs to worry about but was bullied and physically assaulted and degraded just the same.
Mr. Kozol is the author of ILLITERATE AMERICA. (If I'm not mistaken).
The Christopher Gibson School was terrible when I was a student there...they treated the black children horrible👦🏽
Hey there. Considering you are an eduction site it'd be swell if you gave credit to whoever directed and produced this.
Hi Cole. It is I, Bob Greenberg, a retired elementary school teacher in Connecticut. You will see my name in the credits at the end of each video and also in the about section of the main page of the Brainwaves Video Anthology. ua-cam.com/channels/wDSZLwfQvDwmdPbnf30yOw.html
US DOE NCES
Revenue per pupil (2016-17) = $r/e
US average: $r/e = $13,932.
Chicago Public Schools: $r/e = $15,442
Baltimore City: $r/e = $17,189
New York City Public Schools: $r/e = $24,598.
Newark Public School District: $r/e = $29,140
DC Public Schools: $r/e = $31,382
Across the US, across all districts over 15,000 enrollment, the correlation(%black enrollment, revenue per pupil) is positive.
The myth of the under-funded inner-city majority-minority school district (_Savage Inequalities_) is a lie.
Dilapidated buildings and obsolete textbooks are not due to insufficient taxpayer generosity. Bureaucrats steal taxpayers' money and poor kids' life chances.
Your numbers don't indicate whether the dollars are spent equally across schools in those districts, what the dollars are spent on in the districts, nor what other resources the districts have (such as benefits that come from Mello Roos tax districts in California, access to city/county/or private resources such as libraries, lottery funding, or support that comes from parent booster organizations). Also, let's look at rural districts and those in poorer or failing communities. Revenue per pupil doesn't tell a story. What is the instructional spend per pupil? The operational spend per pupil? There's a lot more to the story that what you present here.
@@dalededen Kozol blames the property tax mechanism for the "savage inequality" of US State-monopoly K-12 school system performance. That claim is demonstrably false.
If system administrators shortchange poor minority kids, changing the funding mechanism will not make any difference. Corrupt system insiders will divert any revenue stream, whatever the source.
Beyond a fairly low level, per-pupil revenue does not make much differencee to school system performance, as measured by standardized tests, GPA, graduation rates, college acceptance rates, college completion rates, or post-graduate income.
A policy which mandates that LEA's ("local education authorities", "school districts") --must-- subsidize escape options (e.g., charter schools, tuition vouchers, education savings accounts, education tax credits, homeschooling, etc.) would limit fraud and educational malpractice.
Does he think funding schools in the ghetto the same as suburban schools will produce mote better kids than bad? How many of those kids will skip school? How many will apply themselves vs joining a gang? Funding Charter schools will be a better option. You get kids that want to go to school. Will graduate and find a nice trade.
I mean I am currently FORCED into reading his book Fire in the Ashes and tbh theres nothing much you can do about the skills if it's in a bad part of a neighborhood the kids themselves don't give a shit which is understandable with what they've endured but still the cycle is gonna keep repeating unless the kids miraculously start caring about their educations because if they all worked as hard as they could everyone can get an A and with all A's or mostly A's you are almost guaranteed a job at least at an office somewhere making decent money no matter what schools you give those kids they will just turn it into a bad school this is the struggle not that the school sucks I personally went to a 1.8 star school not gonna give the adress for ovbious reasons but I managed to get good grades in it and today am in a pretty good college with a nice future ahead and my friends who are bitching and complaining about our school being trash thats why they could not do good "none of the teachers did shit" I mean I survived off of Khan Academy and youtube videos teachers are not even needed expect to tell you what you need to do, so in my ears it's all excuses becuase if you do your best in schools you can escape poverty just as I'm doing.
Allow America to deny you resources and tell you to soar like a bird. , then you should open your mouth on a sensitive situation that's affecting our future. You sound like a person who hadn't a clue, unless it were you. Hard for some to place themselves in others shoes. When people feel that the game is fixed so they'll never win, they lose hope. The American game is definitely fixed for people of color. The goal is to keep them down, and their children, and do not let too many of them up. That's the American way, and that is what so many fight for in this country, their privilege.
first of all, what the hell are you talking about. second of all, poverty is systemic, you cannot simply work your way to the top. people are put in disadvantaged positions and are bing oppressed into those places for their entire lives. our country is built on oppression and white supremacy, if you think otherwise read a fucking history book. we cannot have a system of education where all it takes is to work hard to succeed, when so many children cannot read, they only eat 1 meal a day, they don't have transportation or computers, and the list goes on. working hard cant get you anywhere if you are in a place that makes you fend for yourself while others are being handed opportunities. get some perspective baby bc u sound real dumb rn
@@Productions940
1 Across the US, across all school districts over 15,000, the correlation(%black enrollment, revenue per pupil) is positive.
2.Across the US, across all school districts over 15,000, the correlation(%white enrollment, revenue per pupil) is negative.
3. Across the US, across all school districts over 15,000, the correlation(%FRL enrollment, revenue per pupil) is positive, where "%FRL enrollment" is the fraction of enrollment eligible for free or reduced price lunch.
4. Across the US, across all school districts over 15,000, the correlation(%5-17 poverty, revenue per pupil) is positive, where "%5-17 poverty" is the fraction of 5 to 17 year-old population in the district's catchment area which lives in households with incomes below the poverty level.
The myth of the under-funded inner-city majority-minority school district (Kozol, _Savage Inequalities_) is a lie.
"Munchausen Syndrome by Proxy" describes the relation between school district administrators and minority students.
@@Harriet1822 I won’t argue with someone when they refuse to acknowledge the truth. The percentages you speak of do not prove your case. You’re wrong, read the book
(Sophia Mitchell): " The percentages you speak of do not prove your case."
What would?
Black majority districts get more money, per pupil, than white majority districts. Districts with more students from low-income families get more money per pupil than districts with fewer low-income students. Districts with more low-income families in their catchment area get more money per pupil than districts with fewer low-income families in their catchment area.
You can do this yourself.
Go to US DOE NCES website. Download _Digest of Education Statistics_ tables on enrollment, poverty, and revenue of districts over 15,000 enrollment.
Compare Baltimore City school district to Baltimore County school district.
Compare Minneapolis school district to Anoka-Hennepin school district (Minneapolis is the capital of Hennepin County).
(Sophia Mitchell): "You’re wrong(1), read the book.(2)"
1. About what?
2. I have. Kozol blames the property tax funding mechanism for under-resourced schools. Property texes supply 50% or more of school district revenues in seven US States. Local sources of revenue (property taxes plus other local sources) supply 50% or more of school district revenue in fifteen US States.
More racially segregated??? Yeah that's a complete lie, at least from where I'm growing up. My school is very, very mixed.