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How does critical pedagogy reveal and confront the role that schooling…
How does critical pedagogy reveal and confront the role that schooling plays throughout history in the United States?
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Illusions
Fairness, equality, equity, truth, opportunity
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Superiority, "better", "what works", "for their own good", "to protect them"
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Planned, maintained, and ultimately unchanged,
Inherent Inequity
How does critical pedagogy reveal and confront the role that schooling plays throughout history in the United States?
Language
Superiority, "better", "what works", "for their own good", "to protect them"
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Values
Fairness, equality, equity, truth, opportuntiy
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- I started with thinking about the first portion of the essential question - what are the ways that critical pedagogy reveals and confronts... within the context of education and the role that it plays....
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The "evolutions" that we see are less progress and more the death roll of those who wish to keep things the same. We are pacified with the thought that we are moving in the right direction, that things are getting better, but in reality - we are simply succumbing to the spin
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The status quo is maintained by maintaining the gaps and disparity, and the people are made to believe that if they don't succeed in crossing those gaps, it is simply because of their own failings
WASP is meant to address the fact that voices and experiences of races, ethnicities, cultures, and religions outside of the White Anglo Saxon Protestant realm are not only treated with bias, but usually either excluded or convoluted in propagation of that singular geopolitical position
Language is used to manipulate both sides: Progressives believe there is progress being made and Conservatives believe they are doing "what's best" for everyone
In order to maintain there has to also be a belief in division - not in the wealth or power divisions that are real, but in divisions between the rest of us that are manufactured as a means of maintaining control
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1776 A “shift” from British rule and perhaps toward universal education - but also the formalization of the proliferation of aforementioned prevailing ideologies and groups - a reinvention of both what education looks like and the language used to describe the citizens of the country - “Americans” -- the “citizens” of the larger towns perhaps seeing less of a change than those who live outside of the centralized Protestant populace found in larger New England towns.
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Schooling Just Enough to do taxes, read the newspaper and the bible
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Schools eliminate British texts, instead “National History” taught, built on legends of Founding Fathers. Creating National Ideals-- “Webster Speller” reinforced American ideals/language
African Americans - South = ed.illegal, North = ed. Segregated (and deficient in every sense - facilities, resources, etc)
1855 - law passed abolishing segregation in Mass., 1896 “separate but equal”
-1823 - Catherine Beecher founds Hartford Female Seminary - private school for girls - begins movement for feminization of teaching - trains teachers - creates career path - seen as dignified, 1837 - Mt Holyoke - 1st US female college, 1839 - Oberlin College- first co-educational, 1855 - University of Iowa - first State Uni - men/women equally
1873 - Society to Encourage Studies at Home - Allow women [much larger access than previous incarnations] opportunity for study
From 1890 - 1930 22 million people / almost 3 million children came to America... In1910 2 Million children working
1917 - America @ war - English language became only option in most curriculums, German textbooks destroyed (1918), language and history restricted to English/American,
bible frequently recited, only Christian holidays celebrated (as well as secular) in schools
-1920s - revamped education approach -college bound curriculum only for “smart” kids
-School became way of getting a job - tracking
1930s - The Great Depression - Federal Law regulating child labor - resulted in more students attending school and increase in the use of IQ tests to track/sort/control student populations IQ tests - social efficiency
creators believed “ethnicity affected intelligence” - tests asked questions using mostly antonyms, synonyms, analogies - which are completely subjective/culturally variant and obviously favored anglo children from particular backgrounds
-⅔ Mexican American students in L.A. classified as slow learners “mentally retarded” by kindergarten
Native American Boarding Schools = industrial curriculum + a taking away/remove of culture, language, etc
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--”Guise” of differentiated curriculum - really a way of reinforcing class/gender/race prejudices in society [paraphrased Anderson]
13 Colonies:Only larger towns in NE were required by law to build schools. Elsewhere was neither free nor public
Brown v BOE, -African American teachers and principals displaced after integration - A decade after Brown 98% of black kids were still in all black schools and almost no white kids where found in black schools - there was no integration of faculty/admin
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1950
- ”technological future”
- ⅗ graduated HS and 50% college
- segregated schools
- women excluded
- avg Mexican American yrs of schooling 5.4 yrs
- Disabled children not enrolled in school = 72%
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-1964 -Civil Rights Act - Banned Discrimination in Public Schools - 1965 -Elementary and Secondary Education Act. 8 Years after Civil Rights Act 91% of southern Af. Am. students attend integrated schools
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1968 - Texas - Mexican Americans dropping out by 8th grade - 75% -- Crystal City, T - Whites controlled curriculum and school activities, textbooks biased, children not allowed to speak Spanish,
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African Americans with HS diplomas - 1950 -13.7%, 1980 - 51.4%, Medical and law degrees awarded to women - 1950 -.095%, 1980 30%, Avg School attendance 1950-9yrs, 1980 12.5yrs
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product = test scores, increase in scores was “profit margin”
They wanted to create “competition” using “choice” - said that federal govt had created a Monopoly and there was no intrinsic motivation for things to change or improve
“Market Place Model” drove reforms in the 80s and 90s
School of “Choice” - if students left schools they would be prompted to improve ...so the regular schools started developing better schools as well.
There were few alternative schools - and most students/parents didn’t have the means or ability to choice into another school.
Magnet schools - designed to combat segregation - “High Caliber students of Diverse Backgrounds” really a “life boat” mentality - majority of children left behind and do not indicate what is happening for most students in the city.
1971 - bussing children to remedy segregation - used successfully in many cities - white flight left Detroit Schools 70% minority and school systems under funded….suburbs of Detroit highly affluent - judge ruled for bussing in both directions, but in 1974 Supreme Court struck down judge ruling & Nixon attacks bussing
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students organized and made list of demands- school board walked out - so students responded by walking out of school. Protestors shifted attention to upcoming school board election - Mexican Americans gained 4/6 slots. Most white teachers/students left - Many Mexican American students who had dropped out, returned.
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The Education system is systematically stripped of funding in the early 2000s and the NCLB act formalizes High Stakes Testing and creates penalties for schools that do not achieve the NCLB “markers” of growth
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The Improving America's Schools Act (IASA) is signed into law by President Bill Clinton on January 25th. It. reauthorizes the ESEA of 1965 and includes reforms for Title I; increased funding for bilingual and immigrant education; and provisions for public charter schools, drop-out prevention, and educational technology.
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