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Shame of the Nation: The Restoration of Apartheid Schooling in America Edwin D. Bell.

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Presentation on theme: "Shame of the Nation: The Restoration of Apartheid Schooling in America Edwin D. Bell."— Presentation transcript:

1 Shame of the Nation: The Restoration of Apartheid Schooling in America Edwin D. Bell

2 Introduction My name is Edwin D. Bell, I am a professor of Education at WSSU. I grew up in Roxbury, Massachusetts a few blocks from Father Breeden’s church where Jonathan Kozol started teaching. I have very clear understanding of the type of urban segregation that Kozol describes. My name is Edwin D. Bell, I am a professor of Education at WSSU. I grew up in Roxbury, Massachusetts a few blocks from Father Breeden’s church where Jonathan Kozol started teaching. I have very clear understanding of the type of urban segregation that Kozol describes.

3 Key Points American Public Schools are resegregating (Harvard Civil Rights Project) American Public Schools are resegregating (Harvard Civil Rights Project)Harvard Civil Rights Project)Harvard Civil Rights Project)

4 Key Points (continued) Politically “separate but equal” has been accepted as government policy, but the separate schools are not actually equal (Kozol, 2005). Politically “separate but equal” has been accepted as government policy, but the separate schools are not actually equal (Kozol, 2005). The physical facilities are different (Kozol, 2005) The physical facilities are different (Kozol, 2005) The teaching staffs are different (Kozol, 2005). The teaching staffs are different (Kozol, 2005). The funding is different (See Leandro case) The funding is different (See Leandro case)Leandro caseLeandro case The instructional strategies are different (Kozol, 2005). The instructional strategies are different (Kozol, 2005).

5 Key Points (continued) “Education, of course, is not among the rights afforded explicit protection under our Federal Constitution. Nor do we find any basis for saying it is implicitly so protected.” U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973) “Education, of course, is not among the rights afforded explicit protection under our Federal Constitution. Nor do we find any basis for saying it is implicitly so protected.” U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973)U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973

6 Key Points (continued) Children of color and poor children are taught differently (Kozol, 2005) Children of color and poor children are taught differently (Kozol, 2005) Success for all Success for all Success for all Success for all

7 Key Points (Continued) Educational Organizations are loosely-coupled systems (Weick, 1976) Educational Organizations are loosely-coupled systems (Weick, 1976)Weick, 1976)Weick, 1976)

8 Key Points (continued) We have the knowledge to educate all children that we choose to educate (Edmonds, 1979, Kozol, 2005) We have the knowledge to educate all children that we choose to educate (Edmonds, 1979, Kozol, 2005)

9 What difference does it make? If we have agreed to live with this reality essentially unaltered for another generation or for several generations yet to come, I think we need to honestly say so. I also think we need to recognize that our acceptance of a dual education system will have consequences that may be no less destructive than those we have seen the past century. (Kozol, 2005, p. 11) If we have agreed to live with this reality essentially unaltered for another generation or for several generations yet to come, I think we need to honestly say so. I also think we need to recognize that our acceptance of a dual education system will have consequences that may be no less destructive than those we have seen the past century. (Kozol, 2005, p. 11)

10 Consequences What are those consequences? What are those consequences? What difference, if any, will it make to the future of this nation, this state, this city? What difference, if any, will it make to the future of this nation, this state, this city? What difference, if any, will it make to you? What difference, if any, will it make to you?

11 What if can you do? Social Movement (Kozol, 2005) Social Movement (Kozol, 2005) Create a “Treasured Place” (Kozol, 2005, Sanders, 1998, Wang, Haertel, and Walberg, 1993) Create a “Treasured Place” (Kozol, 2005, Sanders, 1998, Wang, Haertel, and Walberg, 1993)Sanders, Maintain a “…Sense of Joy inside yourself. If not, you can’t create it for students” (Kozol, 2005, p. 299) Maintain a “…Sense of Joy inside yourself. If not, you can’t create it for students” (Kozol, 2005, p. 299)

12 Resources Balanced Literacy retrieved from /balanced.htm Balanced Literacy retrieved from /balanced.htm /balanced.htm /balanced.htm Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), Harvard University Civil Rights Project retrieved from /Scott_articles/weick_lcs.html Harvard University Civil Rights Project retrieved from /Scott_articles/weick_lcs.html /Scott_articles/weick_lcs.html /Scott_articles/weick_lcs.html Kozol, J. (2005). Shame of the Nation: The Restoration of Apartheid in America. New York, NY: Crown Publishing. Kozol, J. (2005). Shame of the Nation: The Restoration of Apartheid in America. New York, NY: Crown Publishing. Leandro et al v. State of North Carolina; State Board of Education retrieved from /1996/ html Leandro et al v. State of North Carolina; State Board of Education retrieved from /1996/ html /1996/ html /1996/ html

13 Resources (Continued) Literature Circles retrieved from world.com/a_curr/curr259.shtml Literature Circles retrieved from world.com/a_curr/curr259.shtmlhttp://www.education- world.com/a_curr/curr259.shtmlhttp://www.education- world.com/a_curr/curr259.shtml Literature Circles retrieved from Literature Circles retrieved from NC Justice Center retrieved from NC Justice Center retrieved from U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973) U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973) U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973 U.S. Supreme Court, San Antonio School District v. Rodriquez, 411 U.S. 1 (1973 Sanders, W.L. (1998). Value-Added Assessment. School Administrator, 11(55), Retreived from nItemNumber=950&tnItemNumber=951 Sanders, W.L. (1998). Value-Added Assessment. School Administrator, 11(55), Retreived from nItemNumber=950&tnItemNumber=951 nItemNumber=950&tnItemNumber=951 nItemNumber=950&tnItemNumber=951 Sheltered Instruction Model retrieved from Sheltered Instruction Model retrieved from Success for All Retrieved from 3/success.htm Success for All Retrieved from 3/success.htmhttp://www.ericdigests.org/ /success.htmhttp://www.ericdigests.org/ /success.htm Wang, M.C.; Haertel, G. D.; and Walberg, H. J.(1993/1994). What helps students learn? Educational Leadership, 51(4), Wang, M.C.; Haertel, G. D.; and Walberg, H. J.(1993/1994). What helps students learn? Educational Leadership, 51(4), Weick, K. (1976) Educational organizations as loosely coupled systems, Administrative Science Quarterly, 21, 1-9. retrieved from cs.html Weick, K. (1976) Educational organizations as loosely coupled systems, Administrative Science Quarterly, 21, 1-9. retrieved from cs.html cs.html cs.html


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