Blog # 9 - Class Based Systems

Finn - Literacy With Attitude 

This reading was one of my favorites of the semester. I recall reading "Savage Inequalities" by Jonathan Kozol and feeling the same way during my undergraduate studies. 

When I say "favorite" I do not mean that I like what I have learned from these readings. I mean that the information in powerful and resonates with me as a so-called lower class woman in an in-person service field. A lower class woman who attended public school and a state college. 

                              How America's Public Schools Keep Kids in Poverty~ TED Talk

The video above is an example of this saddening system that ourselves and our children are a victim of. The education we receive is dependent on the zip code we live in. The playing field is really never equal. Children who have affluent families or live in affluent areas are given learning opportunities and skills needed to join those same affluent careers. The quality of the education received is largely effected by class and privilege. 

Children in middle - upper class are taught the rules and the codes of power, while children in lower class areas are taught to follow directions and complete routine activities. Judgements are made about their abilities and they are limited by these judgments. Children as young as elementary school age are met with low expectations and limited resources. 

Finn argues that the work and education provided in lower class schools prepares children to complete labor jobs (follow directions, finish tasks, not question). There are no real-world connections or discussions. They are not taught about their power or influence. Controversial topics are avoided. Work rarely calls for creativity. 

The dominant theme in these schools is resistance. Children are resisting the control and limitations being put on them. They are controlled and monitored heavily. Children are punished and their time is not respected or valued. 

In middle-class school, children begin to be taught what the rules and regulations are. Their time is respected at a higher level (class ends when the bell rings). Children are given small choices. The dominant theme is possibility. The thought is that if you follow directions, work hard, and are obedient, you can succeed. 

In the affluent/executive school the focus is on excellence. The focus is on creativity, negotiating, expression, thought processes, current events, and making connections that are meaningful. 

The pace of these executive schools is much faster and the focus shifts to each child's personal responsibility to keep up. Children are given the opportunity to learn, synthesize, and teach out lessons to their peers. They check each others work and have less restrictions on movements throughout their schools. They are respected and trusted. They are given jobs and responsibility. Giving them the autonomous preparedness for corporate work. 

At the end of this chapter, Finn discusses that the research on this was done over a decade ago, but is still relevant today. Our middle class is shrinking. The upper class and lower class is growing. The stark difference in opportunity is becoming more apparent. This reminds me of the phrase "the rich get richer and the poor get poorer". Our children who are born into lower class families are not given the same opportunities, tools, or education to compete with other children who are born in affluent areas. This makes access to higher education and job opportunities challenging. Resulting in these children always being a few steps behind, no matter how hard they may try. Knowing this can be devastating and can cause a "why bother" affect. Finn concludes the chapter by sharing a quote that basically states - "a child's fate is determined on the day they enter Kindergarten". As leaders in our communities and education in general, it is critical to talk about these discrepencies so that we can advocate and try to provide better learning experiences for our children.