chapter 9 and 12 Jonathan Kozol The Shame of THe Nation

2nd 5-4-3-2-1 paper on Jonathan Kozol The Shame of The Nation

After reading these two chapters, I think Jonathan Kozol wants readers and future teachers to understand the struggles that many high schools go through and how we can make a difference for the struggling schools around the nation. Is a student worth or what is a student worth is question asked, but I think I questioned that should be asked to teachers do you have passion for education or is this just another job. As teachers we need to make sure every student is getting the same education no matter what high school he/she attends.
But something good will have been lost. It will be lost not for a brief time, but enduringly. Once these things are set in stone and pedagogic malformation of the wish creations, preference holdings, concept-makings of a generation of young people is as hard as stone can be they may prove impervious to change for decades yet to come.
“It is a hard thing,” wrote W. E. B. Dubois more than a century ago, “to live haunted by the ghost of an untrue dream,” to know that “something was vanquished that deserved to live……All this is bitter hard.” He spoke of his people as “the children of disappointment” and, exception being made for children of black and Hispanic people who have had the means to exit from the segregated schooling systems altogether and who often send their children to the schools attended by the children of their white co-workers and acquaintances, the masses of children of the black and brown within our urban schools are disappointed still.
He didn’t seem embarrassed to have been corrected. This was the way the children worked with one another. They were obviously very interested in their classroom worms. They also had to learn their vowel sounds. Worms and phonics coexisted with each other nicely in this classroom, it appeared. Chapter 12 pg.298
At one moment in the morning, two of the children got into a quarrel with each other. The teacher had a quick solution to this problem. She had reserved a special place, a carpeted section of the room approximately three or four feet square, where children who had disagreements were allowed a time-out to sit down and “talk and think it out” with one another.
Autonomy- independence or freedom, as of the will or one's actions: the autonomy of the individual
Commemorate-to honor the memory of by some observance
Compel-to drive together; unites by force;
After reading these chapters I haven’t came across anything that relates to me. The thing continues to standout to me is, are every student getting the same education, is every student worth the same. I believe that all children are getting the same education but the suburban schools are getting the more educated teachers.
Is every teacher in education for the students or the money?