Hypersegregated inner-city schools - in which one finds no more than five or ten white children, at the very most, within a student population of as many as 3,000 - are the norm, not the exception, in most northern urban areas today.
Interpretation
The quote highlights the severe racial segregation in urban schools, emphasizing that it is a widespread issue rather than an anomaly.
Jonathan Kozol's statement draws attention to the alarming reality of hypersegregated schools in northern urban areas, where the racial makeup of student populations drastically lacks diversity. By noting the extremely low presence of white children in predominantly minority schools, he underscores the systemic inequalities in education and raises questions about the societal structures that perpetuate such segregation.
In practice
This quote can be used in a presentation discussing the challenges of urban education.
A great deal has been written in recent years about the purported lack of motivation in the children of the Negro ghettos. Little in my experience supports this, yet the phrase has been repeated endlessly, and the blame in almost all cases is placed somewhere outside the classroom.
Schooling should not be left to the whim or wealth of village elders. I believe that we should fund all schools in the U.S. with our national resources. All these kids are being educated to be Americans, not citizens of Minneapolis or San Francisco.
An awful lot of people come to college with this strange idea that there's no longer segregation in America's schools, that our schools are basically equal; neither of these things is true.
I wrote the first book, and I thought people would say: 'Separate and unequal schools in the City of Boston? I didn't know that. Let's go out and fix it.'
The trouble is not that schools don't work; they do. They're excellent machines for achieving historically accepted purposes. In suburban schools are children of the rich, who grow up to privilege and anesthetic oblivion to pain - and who then use the servants produced by ghetto schools.
Children are not simply commodities to be herded into line and trained for the jobs that white people who live in segregated neighborhoods have available.
Never give children a chance of imagining that anything exists in isolation. Make it plain from the very beginning that all living is relationship. Show them relationships in the woods, in the fields, in the ponds and streams, in the village and in the country around it. Rub it in.
The true business of people should be to go back to school and think about whatever it was they were thinking about before somebody came along and told them they had to earn a living.
I've said so often to pastors, if your sermon can't get out of your zip code throw it away. It has to be transcendent. If it can't be translated into another language then it's not a right reflection of the word of God.
One's life is more formed, I sometimes think, by books than by human beings: it is out of books one learns about love and pain at second hand. Even if we have the happy chance to fall in love, it is because we have been conditioned by what we have read, and if I had never known love at all, perhaps it was because my father's library had not contained the right books.
The best time to plan a book is while you're doing the dishes.
I loved teaching, but every day that I went to work, I carried the worry that I was hurting my kids because I wasn't at home with them.
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