Savage Inequalities
605 course
After reading the excerpt on page 189, which was a response to Savage Inequalities… Answer the following questions asked in the paragraph that follows the excerpt: 1. But what else is required? (after the conditions are improved) 2. After facilities have been repaired and adequate supplies distributed, what else must be done?
The first student discussion
I thought Chapter 10 was an interesting portrayal of where the rubber meets the road, so to speak. Educational reform and equality, in one form or another, work their way into every political platform. Yet, how often does the allocation of resources match those promises made during the campaign trail? Noddings suggests that “all children must have adequate and attractive school facilities” (p. 189). I agree with this statement, in part. I believe that our respect for children and teachers as human beings dictates that there are minimum standards (adequate) for physical and environmental conditions. But how often do the politicians advocate for schools that are safe and sanitary? Are they more concerned about getting additional technology into the elite classrooms or ensuring that all students are treated with respect? I think the idea of “attractive,” however, is too subjective and probably not as necessary.
The physical surroundings, however, are only a part of the picture. To me, they represent the first impression for each day, but do not dictate what can and cannot happen. Within the chapter, Rawls is quoted as saying the “value of education should not be assessed solely in terms of economic efficiency and social welfare” (p. 187). As such, Noddings then questions what the next step is and what else needs to be done, assuming that we can create an adequate environment for each student.
I think the next step is to focus on the inside. Relationships and attitudes will go a long way, in both ideal and less than ideal school settings. Teachers who care about their students and have those personal connections can make a huge difference. Given this influence, what would happen if we were to elevate the status of teachers? That is, what if we viewed teachers in the same level of importance as we do doctors and lawyers? What if we paid teachers a salary more in line with other professions? I realize this goes back to the money issue, but perhaps as a nation we should be more cognizant of the Biblical verse “where your treasure is, there your heart will be also” (Matthew 6:21).
Aside from the money, unfortunately too many people equate adequate teaching and learning with increased test scores. They are too consumed by a single test score than teaching the whole child and ensuring growth as an individual. I do not think it is a coincidence that the questions of who should be taught and should the education be the same are also addressed in the chapter. I am not sure I buy into the Common Core initiative; however, I do think having standards through an accreditation-like process could work wonders. In higher education we have to demonstrate our continuous improvement. Our regional accreditors do not dictate how we do that. Rather, as an institution we determine how we are going to improve our teaching and campus services in order to increase student learning and success. We are held accountable for what we say and do. I think public schools need to be accountable, but they should be more accountable to their students, rather than elected officials who, to be honest, do not really have that big of a stake in the situation.
The second student
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This chapter continues to focus on the value of building and re-building ‘community’ within the educational policies, systems and fundamental framework. This text suggests that Dewey would have advocated for the movements within the Civil Rights Movement – as equality for all is a step toward building the community outward.
The excerpt that was written in resonse to Savage Inequalities provides the reader with the opportunity to reflect on one’s personal beliefs and greater school wide practices. As a parent, it makes sense that we provide equally (or at least fairly) for each of our children. Why then, would we not provide equally, or at least fairly, for all of our nation’s school children ??
When we apply this concept to public school settings, most of us agree that the facility itself is no ‘magic bullet’ that will change the lives of school children. In addition to providing quailty environments (buildings, desks, cleanliness, materials), children must have access to a safe and nurturing environment that provides high quality instruction.
We are painfully aware that our schools that typically struggle the most have difficulty with longevity of highly effective teaching staff. In my opinion, in order to make a meaningful and lasting impact on these children, our resources (dollars) are better spent in obtaining highly effective teachers….than in building a pretty cafeteria/gymnasium.
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