One Must Read: Savage Inequalities by Jonathan Kozol by Donna

One Must Read: Savage Inequalities by Jonathan Kozol by Donna - July 2013 Scholarship Essay

Quote #1 from Savage Inequalities by Jonathan Kozol
“Dutiful references to ‘The Dream’ were often seen in school brochures an on wall posters during February, when ‘Black History’ was celebrated in the public schools, but the content of the dream was treated as a closed box that could not be opened without ruining the celebration” (Kozol, p. 3).
Jonathan Kozol makes several references to Dr. Martin Luther King in the beginning of this book.  It is evident that Dr. King is held in high regard.  Kozol sees the same injustices that King exposed regarding black children and white children being educated together.  Many black officials, supported by many black parents were in favor of segregated education during the civil rights era.  This philosophy was in direct conflict of King’s dream of all children being educated together. 
This quote sums up Kozol’s feelings regarding the idea of segregation in today’s society.  He sadly realized that instead of upholding a unified education, black students were still not being treated equal.  This notion becomes clear, according to Kozol, during February when schools are celebrating black history.  He explains that King’s dream is referred to on posters, in pictures, and in brochures, however, within our own schools; this is not a dream being put into action.  There are still schools in our country that are very separate and unequal. 
This quote makes me very upset.  I do not see color in people and would assume that all professionals would feel the same way.  After reading the chapter that this quote was in, I realized that there are kids, today, receiving a sub par education based solely on their skin color.  It is obvious that these ‘black’ schools are not receiving the funding necessary to reach and teach the children.  It appears that many so-called officials set the kids up for failure by not giving them schools that are conducive to learning.  Schools surrounded by fences, making it look like a prison, and armed guards at door posts, must make students feel more like prisoners than students.  I would have had a hard time completing my education under these circumstances, too.
 
Quote #2 from Savage Inequalities by Jonathan Kozol
“Even if the destitution and the racial segregation and the toxic dangers of the air and soil cannot be immediately addressed, why is it that we can’t at least pour vast amounts of money, ingenuity and talent into public education for these children?” (Kozol, p. 40).
Jonathan Kozol spent a great deal of time visiting schools in East St. Louis revealing a lack of separate and equal education. He makes is clear that the children in these schools are innocent and deserve better than the squalor in which they are forced to learn.  It is an area of numerous problems, both environmental and societal.  The soil in the region has a high content of lead.  The neighborhoods run rampant with unemployment.  None of the problems can be solved by the school board officials. 
Kozol’s quote is literally asking these same officials to do something.  While the problems aren’t caused by the schools, they could be addressed by the school board officials.  Why can’t money be used to increase the quality of facilities and education given to these children?  The school board could possibly address the environmental issues by getting the areas around the schools cleaned up.  Maybe they could initial a program for the unemployed parents in the district.  At the very least, Kozol would like to see teachers of quality in the classrooms with these students.  In the chapter with this quote, he describes a very boring classroom of kindergarten students and their very uninterested teacher.  While he was visiting, she read a book of nursery rhymes to the kids.  It was a book of classic rhymes with all the people in the stories portrayed as white.  The teacher didn’t even try to find a book in which her students could relate.
The idea that a teacher refused to plan activities that her students would enjoy makes me angry.  I agree wholeheartedly with Kozol’s opinion that even though the schools do not have to tackle environmental and societal problems, but they should definitely do something to guarantee the students they serve an education that they can relate to and in essence, learn something from. 
 
Quote #3 from Savage Inequalities by Jonathan Kozol
“’In a country where there is no distinction of class,’ Lord Acton wrote of the United   States 130 years ago, ‘a child is not born to the station of its parents, but with an indefinite claim to all the prizes that can be won by thought and labor.  It is in conformity with the theory of equality…to give as near as possible to every youth an equal state in life.’ Americans, he said, ‘are unwilling that any should be deprived in childhood of the means of competition.’  It is hard to read these words today without a sense of irony and sadness” (Kozol, p. 83).
Kozol opens his chapter entitled, “The Savage Inequalities of Public Education in New   York,” with the above mentioned quote.  There isn’t another sentence in the chapter that sums up the original intent of education in the United States.  This entire chapter discusses several different districts within New York   City.  Schools are described in Harlem and the Bronx in such disrepair, it is difficult to comprehend that students and teachers actually go there each day and expect learning to take place.  I don’t believe that students born and raised in VolusiaCounty have ever seen buildings that look like the ones described in the city.  A clear picture is painted of schools in the poor and black neighborhoods in desperate need of rebuilding, let alone repairs.  The children in those schools are valued by the school board as far less than those students at the richer, whiter schools.  Within the New York City district, the average dollar amount spent per pupil was $5,500.  However, in the more affluent neighborhoods spent upwards of $11,000 and $15,000.
This quote expresses the belief that all students should have an equal education, that their parents socio-economic standing should have no standing.  The irony of that quote is sad and fair-reaching.  As a society we have done everything regarding education except equalized education.  Socio-economics plays solely in school funding.  This is a sad testament to American education. 
 
Quote #4 from Savage Inequalities by Jonathan Kozol
“The differences are justified by telling us that equity must always be ‘approximate’ and cannot possibly be perfect.  But the imperfection falls in almost every case to the advantage of the privileged” (Kozol, p. 175).
        In this quote, Jonathan Kozol discusses the inequity in school funding.  He theorizes that most academic studies of school finance will question equity of American education.  Kozol points out that many of these same powers probably do not really mean true equitable education, but instead, something more that resembles equity enough to keep its critics silenced.  America, no matter the intent, continues to fund schools separately and unequally. 
        It is accurate to say that people in general believe all schools in a district should have the same funding.  However, much like Animal Farm, some people and districts are just more equal than others.  Later in the chapter that this quote is from, Kozol likens this idea to the example of looking at society as generals and soldiers.  He contends that everyone wants to be a general, however, the children of the generals have first dibs on that position, and likewise, the children of the soldiers are expected to be soldiers.  This mirrors society directly.  All children would like to be rich and have the advantage of a great education in a beautiful facility, but only the children of the rich get this benefit.  The children of the poor parents are stuck in the poor neighborhoods and thus, they receive poor educations in decrepit facilities.  Of course, that is assuming that they continue attending school, believing it has to get better.
        The scenarios that Kozol illustrates make me want to be the kind of teacher that poor children want to have.  I would never give a mediocre lesson because the school in which I worked was located in a poor neighborhood.  It insults me to know that there are professionals in the world that collect a paycheck without teaching their students.  Funding is a huge part of education, but I still believe teachers can make a difference in the lives of all kids, no matter what neighborhood they live in.
 
Quote #5 from Savage Inequalities by Jonathan Kozol
“All our children ought to be allowed a stake in the enormous richness of America” (Kozol, p. 233).
Jonathan Kozol writes this quote toward the end of the last paragraph of the book.  It is a strong statement that sounds so simple, yet the complications of the words leave people’s heads spinning.  One would think that because they live in a free nation and they are entitled to a free education, that they would receive the same as everyone else.  Unfortunately, our country was set up with a tax-based formula for school funding.  Kozol maintains that it is a complicated formula and most people never think to scrutinize it.  Basically, taxes based on the values of homes are levied.  It is an equal tax in all districts so it is equitable.  Ironically, because the properties in poor areas are worth far less than in affluent areas, there is always a shortage.  Kozol says that it is the responsibility of the state to even out the differences.  However, the states just do not operate that way.  Many officials maintain that taxes are an equitable system for funding, therefore that is the way it is and the way it stays.  Some officials have requested the richer districts to donate aid to the poorer districts; they have even offered something they call “sweeteners,” and still the problems persist.
Kozol contends that politicians undermine local control by doing things on a state-wide basis.  For instance, whenever a textbook is adopted, many states adopt for the whole state without regard for individual schools.  Obviously, one book that is right for one school does not have to be right for another school.  Another example is the curriculum used in a state.  Many times states hand down curriculum guides to districts, and no matter what the funding status is, the schools are expected to comply.
I personally have learned a great deal from this book.  I am beginning to look a little closer at funding choices my district makes.  I have always been happy with my own children’s’ education, and I hope I can make a difference in the education of someone else’s children.