Can a student’s class, race determine if he or she will receive a liberating or oppressive education? It is generally seen that students from poor backgrounds are not able to receive a liberating education and are also not able to provide it to their future children. While on the contrary students from rich backgrounds receive liberating education and are able to provide so to their future children. So, there is certainly a trend going on in our society that forces a student from lower class to receive oppressive education. A parent sends their child to a school which he can afford to pay for and the school provides the education to a child according to the money it receives from parents. So, the Schools only prepare their students to follow in their parents footsteps, and not to become better than them. Even though we are living in the twenty-first century but there is still discrimination regarding the quality of education provided to students from different races and classes.
Liberatory education is the best solution to the problem of oppression. Liberatory education frees us from excessive internal and external control. The teachers who teach this kind of education are aware that knowledge received from this education can be used to control others and also to prevent us from being controlled. This is stated in the line “Liberatory education is also concerned with freeing oneself and others from excessive internal/external control or determination. Liberatory educators are aware that although knowledge itself is frequently used as an instrument of control or personal determination, it is also used to free us from such influences” (Rodes). Liberatory education gives us the knowledge we need to explore our true selves. Someone wh...
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Works Cited
Rhodes, William C. "Liberatory Pedagogy and Special Education." Journal of Learning Disabilities 28.8 (1995): 458. Academic Search Complete. Web. 22 Mar. 2014.
Field, John, and Natalie Morgan-Klein. "Reappraising the Importance of Class in Higher Education Entry and Persistence." Studies in the Education of Adults 45.2 (2013): 162-176. Academic Search Complete. Web. 22 Mar. 2014.
Lichtenwalter, Sara and Parris Baker. "Teaching Note Teaching About Oppression through Jenga: A Game-Based Learning Example for Social Work Educators." Journal of Social Work Education 46.2 (2010): 305-313. Academic Search Complete. Web. 22 Mar. 2014.
Anyon, Jean. “From Social Class and the Hidden Curriculum of Work.” Rereading America. Eighth Edition. Ed. Gary Colombo, Robert Cullen and Bonnie Lisle. Boston, New York: Bedford/St. Martin's: 20 April 2010. 169-185. Print.
We, as a society, feel the need to draw imaginary lines to separate ourselves whether it’s the line between color of our skin, our religion differences, our political beliefs, or the status of our class. As much as I wish there wasn’t a defining line between high class and the educated vs. low class and uneducated, there is. In Mike Rose’s narrative essay “Blue-Collar Brilliance,” he describes his mother’s lack of education and her hard labor work which is the quote on quote the blue collar working class.
Hehir, T. (2009). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
“Social Class and the Hidden Curriculum of Work Reading;” Tue 5 Feb. 2013. Web. 24 Mar. 2016.
Anoyn, J. (n.d.). From social class and the hidden curriculum of work In EDUC 160 Urban Education (Spring 2014, pp. 127-136).
Education holds power over determining one’s class. Knowledge and refinement can set one individual apart from another who lacks the qualities of successful individuals. Finances and opportunities distinguish class meaning the lower class has difficulty in obtaining the same conditions of the upper class. Education ultimately dictates success and power in society. Education is taken for granted and should be recognized for the significance it possesses.
Success. Society tends to correlate “success” with the obtainment of a higher education. But what leads to a higher education? What many are reluctant to admit is that the American dream has fallen. Class division has become nearly impossible to repair. From educations such as Stanford, Harvard, and UCLA to vocational, adult programs, and community, pertaining to one education solely relies on one’s social class. Social class surreptitiously defines your “success”, the hidden curriculum of what your socioeconomic education teaches you to stay with in that social class.
In Tokarczyk’s essay, “Promises to Keep: Working Class Students and Higher Education,” she claims that working class students face both academic and institutional barriers in getting college degrees. According to Tokarczyk, working class students usually lack preparation for post-secondary education, which she categorizes as an “academic barrier” (85). Problems such as school policies that are not designed for working class students, peers who are not able to understand the situations that they have, and faculty m...
...er how hard teachers try to make students learn, if the students don’t want to, then they won’t. The only sure fire way to decrease the so-called discrimination is to make students dedicated to learning and thus make it one of their top priorities. If not, then there will continue to be many problems and an increasing number of cases concerning discrimination within the education system.
Social and economic class is something we as Americans like to push into the back of our minds. Sometimes recognizing our class either socially or economically can almost be crippling. When individuals recognize class, limitations and judgment confront us. Instead, we should know it is important to recognize our class, but not let it define and limit us. In the essay, “Class in America”, Gregory Mantsios, founder and director of the Joseph S. Murphy Institute for Worker Education at the School of Professional Studies, brings to light the fact that Americans don’t talk about class and class mobility. He describes the classes in extremes, mainly focusing on the very sharp divide between the extremely wealthy and extremely poor. In contrast, George
Hooks, Bell. "Chapter 1 Engaged Pedagogy." Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994. N. pag. Print.
How well do you know today’s school system? Maybe you did not know they have a hidden curriculum. What would you think if I told you that from the very beginning you are being categorized to fit in a special position to either be the future working class or the new CEO of some corporation?. Jean Anyon, chairperson of the Department of Education at Rutgers University (Social Class and The Hidden Curriculum of Work), describes the different teaching methods, philosophies of education, and how we all being prepared to occupy a particular spot in the society. She does this by observing five schools from different social classes in New Jersey. The hidden curriculum is a school system based on social class. Education is
Anyon, Jean. “Social Class and the Hidden Curriculum of Work.” Journal of Education 162.1 (1980): 67-92. Web. 1 Oct. 2011.
The Relationship Between Social Class and Educational Achievement Many sociologists have tried to explore the link between social class and educational achievement, measuring the effects of one element upon the other. In order to maintain a definite correlation between the two, there are a number of views, explanations, social statistics and perspectives which must be taken into account. The initial idea would be to define the key terms which are associated with how "social class" affects "educational achievement." "Social class" is the identity of people, according to the work they do and the community in which they live in. "Educational achievement" is the tendency for some groups to do better or worse in terms of educational success.
Jean Anyon. “Social Class and the Hidden Curriculum of Work”. “Rereading America”. Bedfords/St.Martin. Boston, New York, 2010. 169-186
Social class has a major influence over the success and experience of young people in education; evidence suggests social class affects educational achievement, treatment by teachers and whether a young person is accepted into higher education. “34.6 per cent of pupils eligible for free school meals (FSM) achieved five or more A*-C grades at GCSE or equivalent including English and mathematics GCSEs, compared to 62.0 per cent of all other pupils” (Attew, 2012). Pupils eligible for FSM are those whose families earn less than £16,000 a year (Shepherd, J. Sedghi, A. and Evans, L. 2012). Thus working-class young people are less likely to obtain good GCSE grades than middle-class and upper-class young people.