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The Bottom Line

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We watched the video The Lottery in Part IV. which highlights the tragic fact that getting a good education frequently depends on luck. I examined the documentary's main points and spoke about what it showed about structural injustices in public education, particularly for low income families and communities of color, using the Agree, Argue, Assume, Aspire reflection approach. The documentary's focus on the moral and emotional significance of this issue was what I agreed with the most. It brought to light the tragic fact that a child's education is frequently based on their zip code. I was really struck by how unjust it is when I saw the scenes where parents wait in the hopes that their child's name will be picked in the school lottery. The future of a family shouldn't depend on luck. It's clear how important this injustice is. The documentary, in my opinion, made clear how severely low income families and communities of color are impacted. It also goes past the...
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Separate and Unequal

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After seeing Kandice Sumner's TED Talk, I feel a range of feelings. The significant inequalities in the American public education system are made clear by her speech. especially the systematic underfunding and undeserving of schools in urban, mainly Black and Brown neighborhoods. It's not just about some schools performing better than others. It's about a system that has historically supported inequity. One of the most significant points in the talk was Sumner's difference between the "achievement gap" and what she refers to as the "education debt." If on purpose or not. The term "achievement gap" attaches blame to failing children. It implies that they are either incapable or not making an effort. However, by rephrasing it as "education debt," people see that the issue is not one of students' lack of effort but instead of society's lack of investment.  Her experiences clearly supported this problem. She experienced firsth...
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As American As Public School

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  In Part II of reading on public schools and immigration (1900-1950), I was surprised by the way that education was tied to national identity. The readings made it clear that for most of the early twentieth century, schools were more than just places to learn. They were systems meant to transform immigrant children into "100% Americans." This made me think about what was going on between people's culture and social acceptance. I agree with this statement: "Most immigrant parents encouraged their children to become acculturated Americans…" This really got to me.  because I have lived through this with my family when we first came to the US. Immigrant families love their culture. Immigrant families valued their culture, but they also knew that learning English, practicing in American traditions, and excelling in school were necessary for a better life. They had to constantly find a balance between keeping their traditions and teaching their children how to succee...
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The Common school - Gellian Fernandez Disla

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As we read through the Story of American Public Education's "Common School" section, I was surprised by how much the early American education system was shaped by the idea of who should go to school and what type of education they got and how that idea changed over time. There were words and ideas that helped me understand the way that the idea of school changed. One word that stuck out to me was charity. The word charity showed how schools back then worked for those who were considered "poor" These schools were viewed not as a right, but they were looked at as help. The term "charity schools" meant that getting working-class kids an education wasn't yet something that everyone in the community cared about. People treated these schools like it was something given away to the less fortunate, like it was food or clothing. Like getting to go to school was a handout. This made it seem like there was unfairness and division with the students based on th...
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