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Summary of project classroom makeover by cathy davidson
Summary of project classroom makeover by cathy davidson
Project classroom makeover summary
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Elitism and Smartness In “Project Classroom Makeover,” Cathy Davidson gives the reader a taste of the first few tiers of the educational hierarchy in the United States while, in “Biographies of Hegemony,” Karen Ho’s shows the later tiers, ones regarding higher education and elite jobs. Since a young age, children have been instilled with the desire to be the best and impress. They are taught always aim for the highest version of themselves and to pride themselves on “smartness.” (Ho 167) But how can American student be the best version of themselves, if they aren’t all receiving, as Davidson shows us, the best education they could from the school system? Immediately in Davidson’s writing, she points out the fact that the top-down teaching style,
Mike Rose's I Just Wanna Be Average essay sheds light on troubled youth within the public school system. It makes you long for the days of American pride and service. Students placed in “tracks'; to utilize overcrowded and faulty test systems. Identity lost due to poor instruction and lack of motivation. The influx of shattered images brought forth by the “Report of the French Commission on American Education, 1879'; reminds us of a time long ago when education was for every child, not select few. Stoic instructors molding young minds in the quest to advance America as a whole. Civic pride and duty were influencing every aspect of American education.
Each and every person has their own thoughts and opinions throughout life, no matter how alike or different two individuals can be. In this generation, anyone can speak freely and debate as they please. Two very important individuals Carol Dweck whom is a professor of psychology at Stanford University, and Malcolm Gladwell whom is a Canadian journalist and speaker created two inciting pieces. “Mind-Sets and Equitable Education” by Dweck, and “The Matthew Effect” by Gladwell, are very similar as well as different pieces of writing. Dweck and Gladwell’s arguments appear different’ in reality due to education and sports, mindsets, and achieving success.
School is a frightening place. It is broken down into multiple social ranks, and many children find themselves at the bottom. With children trying to work their way to the top of the food chain, the actual learning portion is either set aside or forgotten altogether. In Grant Penrod’s essay, Anti-Intellectualism: Why We Hate the Smart Kids, he explains how modern children are growing to dislike intellectual children. The varying social ranks teach children to ignore low grades and try to be popular in school. Anti-Intellectualism is a trend which is becoming increasingly popular throughout the world. People who only strive to be popular tend to tease intellectuals, but this is not half of the story. If the only goal children have in school
In the article “Against School”, John Taylor Gatto urges Americans to see the school system as it really is: testing facilities for young minds, with teachers who are pounding into student 's brains what society wants. Gatto first explains that he taught for 30 years at the best and worst schools in Manhattan. He claims to have firsthand experience of the boredom that students and teachers struggle with. Gatto believes that schooling is not necessary, and there are many successful people that were self-educated. He then explains the history and importance of mandatory schooling.
John Taylor Gatto, who was a teacher at the public school for twenty-six years, and the writer of the essay “Against School” that first appeared in Harper’s magazine in 2001, censures and blames the American public school’s educational system in his argumentative essay with various convincible supporting ideas. Gatto argues that the demands of public education system’s schooling are essential problems in “Against School”. Gatto shows some positive examples of the educating without forced schooling and shows models of the ‘success without forced modern schooling’. Indeed, the writer insists that historically forced schooling is not related to intellectual and financial success in American history. James Bryant Conant, who was the twenty-third
Could you ever imagine what it would be liked to be taken from the once place you are supposed to feel the safest and then being held captive under excruciating fear? More people than anyone would care to think about know exactly what it's like, one of those many being Elizabeth Smart. Elizabeth Smart had to overcome many obstacles throughout the entire ordeal, the main portion of the hard times lasting nine months. Elizabeth went through many emotional high points; fear, the pure will to survive, and her quest for freedom and putting it all behind her.
Returning to his old high school after having had graduate ten years ago, Shamus Rahman Khan came in with one goal: to study the inequality of a school that claims to be more “diverse.” St. Paul’s School located in Concord, New Hampshire claims to have become more diverse over the years, accepting people of different racial backgrounds and social classes to their prestigious boarding school. However, as described in his book, Khan found that this claim made by the school is false. He also found out that the elite that used to attend his school is not the same as the elite attending it now. Nonetheless, it was the elite that were succeeding because they were the ones who could afford the school, had family linages that already attended the school, and mastered “ease” which made them privileged in society. Separating his book into five different chapters, each focusing on a different topic that helps support his claim, Khan describes this change in elite and the inequality that still accompanies St. Paul’s. In the introduction to Privilege: The Making of an Adolescent Elite at St. Paul’s School, Khan states the three most important points he will refer to during the rest of the book: hierarchies are natural and can be used to one’s advantage, experiences matter more than inherited qualities, and the elite signal their status through ease and openness. These are discussed thoroughly in throughout Privilege.
Our experiences with social class help define and shape our expectations for education, it’s potential and its power. How is it fair that education is provided for all different economic backgrounds and financial circumstances, but yet not everyone is able to use the education system to its full advantage? For instance, in Mike Rose’s “Blue Collar Brilliance”, his mother to quit school to provide for her family, due to their financial circumstance. Most students choose to go off to the military or workforce because they understand that continuing their education is extremely expensive. Gerald Graff, author of “Hidden Intellectualism”, discusses the difference between “book smarts” and “street smarts”. Graff focuses on how smarts can take countless forms and even be hidden. Take the case of, the gap between the upper-class, and the middle and working class. There are far more obstacles facing the lower classes, such as financial worry, compared to the upper-class.
In both “Hungry” and “On Being Educated,” Joy Castro uses “academic” prose through her use of emotional, descriptive, and explanatory words and sentences. It is through her experience and lense that she is able to connect such little things to such major historical occurrences and creations. When telling a story, Castro does not leave it at one short explanation, but she furthers the conversation. Instead of simply stating that when she moved in with her birth father she ate lots of food and bought lots of clothes, Castro chooses to say that she was “devouring tuna, wheat bread, peanut butter, putting on weight, putting on the clothes [her father and his wife] bought for [her] in bulk at the outlet store, since [she’d] run away with nothing”
Horace Mann is a graduate of Brown University in 1819, where he pursued a career in law and politics, and eventually became president of the Massachusetts State Senate. But, he left the senate and became secretary of the Massachusetts Board of Education due to his despise for the condition the state’s public schools were in. Mann responds to the question, does education empower us? Or does it stifle personal growth? by stating that education empowers us and creates equal opportunity amongst the social classes. Conversely, John Taylor Gatto replies by saying that the schooling people receive hurts a person’s success, and not necessarily education. Gatto’s credibility derives from his experience as an award-winning educator, teaching in New York public schools for more than 20 years. Jean Anyon is a professor
In earlier times, the acquisition and spreading of knowledge was not used to improve society. Instead it was used to have control and to exclude certain groups. As one could imagine, there needed to be a change in the way that the education system was set up. In her essay, “Project Classroom Makeover”, Cathy Davidson discusses how the “one size fits all” model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more inclusive and creative. The “democratization of knowledge” is the improvement and modernization of how information is taught and learned. Having a modernized and advanced learning system is a vital point for students because they gain insight and experience with what is considered a society dominated by advanced technology. Technology has become a dominant resource in the 21st century which makes it a relevant and essential factor needed to succeed in the world of education and
In Louis Menand’s “Live and Learn: Why We Have College” he discusses his three theories about the purpose of higher education. The first theory says “college is, essentially, a four-year intelligence test”(57). This meritocratic theory is saying that “society wants to identify intelligent people early on … to get the most of its human resources” and college is the machine that does the sorting (57). The second theory, the democratic one, claims the point of college is not to pick out the elite. Rather, the point is to “expose future citizens to material that enlightens and empowers them” (58). The third theory explains how “advanced economies demand specialized knowledge and skills, and, since high school is aimed at the general learner, college is where people can be taught what they need in order to enter a vocation” (62). All three theories have their
In Anti-Intellectusim: Why We Hate the Smart Kids by Grant Penrod he argues that intellectual kids are looked down on in today’s society and not respected. He makes a valid argument with good points, but he bases his opinions off of his high school experiences and the world is much different after high school. His idea of intellectual kids not being praised in society is false. This can be compared to the idea of social classes in society. The intellectual kids would be at the top of the social class ladder with the access to all the privileges.
The persistent problem is that our industrial society continues to marginalize the system of education, placing focus not on intellectual growth, individual thought or intellectual stimulation but quantifiable results. A mold has been cast whereby “success” in terms of an individual’s education is measured not by knowledge attained but by the calculable results. Without the humanities, students are taught to simply task instead of analyze; to ask how and to never question why. The American education syste...
The Quality of a child’s education often either limits or opens up a world of opportunities. Those who study the purpose of public education and the way it is distributed throughout society can often identify clear correlations between social class and the type of education a student receives. It is generally known by society that wealthy families obtain the best opportunities money can buy. Education is a tool of intellectual and economical empowerment and since the quality of education is strongly influenced by social class, a smaller portion of the American population obtains the opportunities acquired from a top notch education. Many people believe that educational inequalities are perpetuated from the interests of specific classes, but some researchers like John Gatto believe that there are even stronger social forces in play. In the essay “Against Schools” the author John Gatto presents three arguments: (1) that are educational system is flawed, (2) that the American educational system is purposely designed to create a massive working class that is easy to manipulate, and (3) alternative teaching methods should be applied to teach children to think for themselves. In this essay I will be summarizing and relating each of these arguments to other educational essays. Also, I will be discussing the strengths and weaknesses of the author’s argument.