How to Resolve the Inequalities in our Educational System
$19.95 Buy and instantly download this paper now
The paper looks at the works of Langer, Friere, Ochoa & Pineda and Oakes, all of whom look at the inequalities of the "system" that we call education. The paper reviews how Oakes observes inherent inequalities about decision-making in placement as well as in the distribution of knowledge, how Langer addresses the rote and routine found in education that support mindlessness rather than mindfulness, how Freire discusses the manner in which education teaches political perspective of the powerful over the oppressed, and finally, how Ochoa & Pineda address the manner in which education systems discriminate against minorities by allowing the social power structure of the community to pervade the classroom. The paper then shows how these five experts offer individual and societal resolutions that could, if afforded credibility, create a revolution in the way we think about knowledge and the way we support it or characterize it, and most importantly, the way we distribute it.
From the Paper:"Working class and middle class students experience education differently, as the communities in which they live produce the schools where they are taught and support the class system as it is, the status quo, ie if your father is a garbage collector that is like the type of work you will seek, aspire to and emulate through opportunity so that is what you should be educated to perform. Those whose fathers are intellectuals will be offered intellectual pursuits as a matter of interest, even if it does not meet their aptitude, and basically everyone loses something to conform to the hierarchy of knowledge. Though few are quite as brash as the above example, Ochoa & Pineda (2008) and Oakes (2005) both allude to the idea that class race and power structure all determine the educational opportunities children are given in the classroom and in society.
"Langer (1989) demonstrates that the repetition and rote memorization that is so entrenched as and supported as the most valuable knowledge (with few exceptions for freethinking alternatives) supports masses of people willing to wait in line, drive on autopilot and demonstrate actions that are mindless, for the sake of community and order."
Sample of Sources Used:
- Freire, P. (2000) The pedagogy of the oppressed 30th anniversary edition. New York, NY: Continuum.
- Langer, E. (1989) "Mindlessness and mindfulness," in Berkowitz, L. ed. Advances in experimental social psychology. San Diego, CA: Academic Press 22, 138-142.
- Oakes, J. (2005) "The distribution of knowledge in," in Oakes, J. Keeping track how schools structure inequality 2nd edition. New Haven, CT: Yale University Press.
- Ochoa, G.L. & Pineda, D. (2008) Deconstructing power, privilege, and silence in the classroom. Radical History Review (102):45-62; DOI:10.1215/01636545-2008-012.
Cite this Analytical Essay:
How to Resolve the Inequalities in our Educational System (2013, May 22) Retrieved December 16, 2019, from https://www.academon.com/analytical-essay/how-to-resolve-the-inequalities-in-our-educational-system-153334/
"How to Resolve the Inequalities in our Educational System" 22 May 2013. Web. 16 December. 2019. <https://www.academon.com/analytical-essay/how-to-resolve-the-inequalities-in-our-educational-system-153334/>