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Education and the Formation of the State

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Title: Education and the Formation of the State


1
  • Education and the Formation of the State

2
Plato (427BCE-347BCE)
  • Disgusted with the state of politics and rulers
  • Wrote Republic to discuss what a true state
    should be
  • Taught by Socrates followed by Aristotle
  • Dialogues are examples of the Socratic method
  • For Plato, private morality and politics were
    intertwined
  • The Matrix and the Cave

3
Revolutionary Era Ideology
  • Faith in reason (growth of science)
  • Natural law (deism)
  • Progress
  • Nationalism/patriotism
  • Natural aristocracy v. artificial aristocracy
  • Jeffersons plan for public education

4
National Education Association Core Values
  • Equal Opportunity We believe public education is
    the gateway to opportunity. All students have
    the human and civil right to a quality public
    education that develops their potential,
    independence, and character.
  • A Just Society We believe public education is
    vital to building respect for the worth, dignity,
    and equality of every individual in our diverse
    society.
  • Democracy We believe public education is the
    cornerstone of our republic. Public education
    provides individuals with the skills to be
    involved, informed, and engaged in our
    representative democracy.

5
American Federation of Teachers Mission Statement
  • The mission of the AFT is to improve the lives of
    our members and their families, to give voice to
    their legitimate professional, economic and
    social aspirations, to strengthen the
    institutions in which we work, to improve the
    quality of the services we provide, to bring
    together all members to assist and support one
    another and to promote democracy, human rights
    and freedom in our union, in our nation, and
    throughout the world.

6
Questions for Discussion
  • Can moral teaching exist without religious
    teaching?
  • Should leaders be educated differently than
    others?
  • What if someone only THINKS he/she is
    enlightened? How do you know the difference?
  • Can you be enlightened and not be good?
  • What do you think about the pace of
    enlightenment? Can it be too slow or fast?

7
  • Morals, Indoctrination and Education

8
Progressive Era (_at_1890-1930)
  • Urbanization
  • Industrialization
  • Immigration
  • Ideology (faith in experts rise of psychology)
  • Education

9
Progressive Education
  • Two wings of it Developmental Democracy and
    Social Efficiency
  • Common critique of schools (learn by doing
    school as reflective of society school should
    help solve societys problems)
  • New educational objectives (social stability,
    employable skills, equal educational opportunity)

10
George Counts (1889-1974)
  • Influenced by John Dewey
  • Accused of being a communist
  • Critical of Progressive Education (said it was
    elitist and without direction)
  • Envisioned a political role for teachers--they
    should lead rather than follow society

11
Toni Morrison (1931-)
  • Nobel Prize-winning author, editor, and professor
  • Morrison and Counts are linked because they agree
    that it is the responsibility of the school and
    the teacher to teach morals and to acknowledge
    that morals/values are present at all times

12
Missions in Action
  • University of Washington Mission Statement
  • Vales and Traits, Washington State Legislature

13
Questions for Discussion
  • Can you think of a situation where you struggled
    with your values while teaching? How did you
    handle it?
  • Should schools and teachers play a role in the
    creation of a new social order?
  • What do you make of Counts definition of
    democracy (p. 41)? How do you think it would
    resonate in todays schools?
  • What do you make of Counts discussion of
    indoctrination and Morrisons admonition that we
    teach morals by having them? Would your answer
    change depending on the age of the students, the
    method of delivery, or other factors?

14
Whats Wrong with Being Colorblind? Liberalism
and Racism
15
Questions for Discussion
  • Identify some of Paleys dilemmas would you have
    dealt with them the same way? Why or why not?
  • Are there situations where doing race (or
    gender or religion, for that matter) is
    appropriate or inappropriate?
  • How does the Paley reading fit with some of the
    other readings youve done?
  • (for next time, think of ONE book you believe
    all high school students should read before
    graduation)

16
I Saw it in Forrest Gump Textbooks, Popular
Culture, and Truth
17
Arthur Schlesinger, Jr.
  • Prof of humanities at CUNY
  • Pulitzer Prize winner for books on the presidency
  • Special assistant and speech writer for Kennedy
  • Considered a lion of liberalism

18
What is Multicultural Education?
  • Multicultural education is designed to help unify
    a deeply divided nation rather than to divide a
    highly cohesive one. Multicultural education
    supports the notion of e pluribus unum... The
    multiculturalists and the Western
    traditionalists, however, often differ about how
    the unum can best be achieved. Traditionally,
    the larger U.S. society as well as the schools
    have tried to create the unum by assimilating
    students from diverse racial and ethnic groups
    into a mythical Anglo American culture that
    required them to experience a process of
    self-alienation and harsh assimilation. However,
    even when students of color became culturally
    assimilated, they were often structurally
    excluded from mainstream institutions.
    Multicultural educators view e pluribus unum as
    the appropriate national goal but believe that
    the unum must be negotiated, discussed, and
    restructured to reflect the nations ethnic and
    cultural diversity. The reformulation of the
    unum must be a process and must involve the
    participation by diverse groups within the
    nation, such as people of color, women,
    straights, gays, the powerful, the powerless, the
    young, and the old. The reformulation of the
    unum must also involve power sharing and
    participation by people from many different
    cultural communities
  • (Banks, 1999, p. 8).

19
Wholeness v. Oneness
  • Wholeness, not oneness, is the master term in
    the history of the production of democratic
    peoples. Indeed, the effort to make the people
    one should be seen as but a single version of
    the more general endeavor, necessitated by the
    more fundamental democratic project, to make
    people whole. The word derives from Old English
    and Germanic forms meaning uninjured, sound,
    healthy, and complete. Now it means rather
    full, total, complete, and all. Neither
    the Oxford English Dictionary nor Merriam
    Websters Collegiate Dictionary treats one as
    its synonym. The reason for this is simple. A
    speaker cannot use the word one to mean
    multiplicity, but the word whole entails just
    that. The effort to make the people one
    cultivates in the citizenry a desire for
    homogeneity, for that is the aspiration taught to
    citizens by the meaning of the word one,
    itself. In contrast, an effort to make people
    whole might cultivate aspiration to the
    coherence and integrity of a consolidated but
    complex, intricate, and differentiated body.
    (Danielle Allen, Talking to Strangers Anxieties
    of Citizenship since Brown v. Board of Education,
    17.)

20
Questions for Discussion
  • What are the morals portrayed in the textbooks?
  • Had you critiqued your textbooks in high school?
    College?

21
Education as a Radical Venture In Theory
22
Paulo Freire (1921-1997)
  • Worked with rural poor adults
  • Professor, government employee, and community
    worker
  • Wanted to extend literacy and democracy

23
bell hooks
  • Writings focus on the intersection of race,
    class, and gender and the role they play in
    oppression and marginalization
  • Books include Aint I a Woman? Black Women and
    Feminism Talking Back Thinking Feminist,
    Thinking Black Killing Rage Ending Racism

24
Questions for Discussion
  • Does liberation demand action or not?
  • Are liberation and self-actualization the same?
    Different? Sequential?
  • Is banking education inherently bad and
    problem-posing education always good?
  • How might you critique Freire (most folks merely
    celebrate each and every word)?
  • What does the type of education proposed by
    Freire and hooks mean for teachers, society,
    conceptions of citizenship, and morals?
  • Are the categories of oppressor and oppressed
    fixed? (also think about the concept of false
    generosity)

25
Education as a Radical Venture In Practice
26
Highlander Folk School, Myles Horton
  • Founded as adult education center aim was to
    build a progressive labor movement
  • Changed focus in 1953 to Civil Rights Movement
    and voting rights

27
Brief Mississippi History
  • Black statistics
  • White reaction to Brown decision
  • (SNCC and sit-ins)
  • Summer 1964 Freedom Summer

28
Questions for Discussion
  • Is working inside the system or outside the
    system better? What does either mean for the
    possibilities of education for liberation?
  • What about the time constraints on freedom? Do
    we have the luxury of time to allow the people
    to come to their own conclusions?
  • What do you make of citizenship schools excluding
    credentialed teachers and whites because
    organizers thought they would discourage the
    adult students from expressing themselves?
  • Where have we seen a SNCC-type educational
    purpose/mission on a school-wide scale?
  • What do you make of the SNCC primary materials?
  • How do you make sense of these readings in light
    of previous readings ranging from Plato to
    Freire?

29
Language Issues Does an American Have to Speak
English?
  • Ingles
  • Englisch
  • ??
  • Inglese
  • ???????

30
Meyer v. Nebraska, 1923
  • Question can a state prohibit teaching in a
    language other than English?
  • Decision No, although court recognizes the
    impetus for it
  • The state may do much, go very far, indeed, in
    order to improve the quality of its citizens,
    physically, mentally and morally, is clear but
    the individual has certain fundamental rights
    which must be respected.

31
Lau v. Nichols, 1974
  • Question Is equal or equitable treatment
    required by schools?
  • Decision equitable treatment (though critical
    mass necessary)
  • Under these state-imposed standards there is no
    equality of treatment merely by providing
    students with the same facilities, textbooks,
    teachers, and curriculum for students who do not
    understand English are effectively foreclosed
    from any meaningful education.

32
Language, Race/Ethnicity, American Identity, and
Citizenship
  • No Official Tongue
  • Germans and bilingual schools (1875)
  • Spanish language rights (1880/1881)
  • Tape v. Hurley (1885)
  • Barbarous Dialects (1887)
  • Teddy Roosevelt speech (1917)
  • Alvarez v. Lemon Grove (1931)/Mendez v.
    Westminster (1946)

33
Recent Developments
  • English Only Movement/US English, 1983
  • Proposes immersion, reduces support for bilingual
    education
  • Proposition 227 (CA), 1998
  • Restricts length of time students can spend in
    bilingual education

34
Questions for Discussion
  • Reflect on the purposes of education as weve
    discussed them how does bilingual education fit?
  • How does bilingual education fit with our
    discussion of integration/assimilation/
    acculturation/separation/segregation?
  • How do we reconcile Americanness with
    diversity? How about the relationship between
    language and citizenship?
  • How do we reconcile Lau with Brown?

35
How Do We Define Social Justice in Education?
36
14th Amendment (1868)
  • No State shall make or enforce any law which
    shall abridge the privileges or immunities of
    citizens of the United States nor shall any
    State deprive any person of life, liberty, or
    property, without due process of law nor deny to
    any person within its jurisdiction the equal
    protection of the laws.

37
Cases that make up Brown
  • Briggs v. Elliott (SC), 1950
  • Belton v. Gebhart Bulah v. Gebhart (DE), 1951
  • Brown v. Board of Education (KS), 1951
  • Davis v. County School Board of Prince Edward
    County (VA), 1951
  • Bowling v. Sharpe (DC), 1952

38
Excerpts from Brown v. Board
  • Today, education is perhaps the most important
    function of state and local governmentsIt is the
    foundation of good citizenshipSuch an
    opportunity, where the state has undertaken to
    provide it, is a right which must be made
    available to all on equal termsDoes segregation
    of children in public schools solely on the basis
    of race, even though the physical facilities and
    other tangible factors may be equal, deprive
    the children of the minority group of equal
    educational opportunities? We believe that it
    does.

39
Pivotal Cases
  • Grutter v. Bollinger (2003)
  • Colleges can use race as a plus factor in
    determining whether a student should be admitted
    while race may not be the only factor, the
    decision allows admissions committees to take
    race into consideration along with other
    individualizing factors says race-conscious
    policies must be limited in time
  • Gratz v. Bollinger (2003)
  • Undergraduate system was ruled unconstitutional
    because it was a rigid point-based admissions
    policy which was considered too much like a quota
    system

40
Parents Involved v. Seattle School District (5-4
decision)
  • Cannot use race as a tie-breaker
  • Use of race is ONLY for racial balance, nothing
    more
  • Seattle schools were never legally segregated or
    under a court order to desegregate
  • The Brown decision prohibits states from
    according differential treatment based on race

41
Justice Anthony Kennedy
  • Concurred but believed decision too dismissive of
    the goals of avoiding racial isolation due to de
    facto segregation
  • Mistaken in saying the constitution required
    state/local authorities to accept status quo
  • Lists possible solutions strategic site
    selection, directing resources to special programs

42
Justice Stephen Breyer
  • Dissents and argues that local communities would
    be stripped of tools necessary to prevent
    re-segregation
  • Their claim to Brown is a cruel irony
  • The difference between de facto and de jure
    segregation is meaningless

43
Personal Reflection
  • To what extent did your K-12 experience give you
    the opportunity to learn and interact with
    classmates that were of a different race,
    nationality, or ethnicity? To what extent has
    this impacted your adult life?
  • In your teaching and learning experiences, how
    does interracial, intercultural, and/or
    interethnic education look? What would you say
    the level of interaction is amongst differently
    identified groups? To what extent is the
    teachers role to assure interracial/intercultural
    /interethnic interaction?

44
Questions to Discuss re Amicus Briefs
  • What are the goals of American education (find
    quotes)? Whose interests do these goals serve?
    Can you see how the goals set forth would be in
    tension with other goals?
  • How is the Brown decision discussed?
  • What are the arguments used to support the
    briefs stance on the pupil assignment plan? Are
    there alternatives offered that would prevent
    re-segregation, and how does the brief argue
    against other alternatives?
  • How do you make sense of the decision and your
    brief in terms of Education as a Moral Endeavor?
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