I emphasize teachers because they are largely left out of the debate. None of the bombastic reports that come from Washington and think tanks telling us what needs to be 'fixed' - I hate such a mechanistic word, as if our schools were automobile engines - ever asks the opinions of teachers.
Interpretation
This quote highlights the importance of including teachers' perspectives in discussions about educational reform.
Jonathan Kozol emphasizes that teachers are often overlooked in discussions about how to improve education. He criticizes the mechanistic approach taken by policymakers and think tanks that treat schools like machines needing repairs without consulting those who understand the classroom dynamics the bestβthe teachers themselves.
In practice
In a panel discussion about educational reform, I might use Kozol's quote to advocate for involving teachers in the decision-making process.
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.
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.
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.
I started studying in '85 and got knowledge of self and started spitting. What was going on was taking the understanding of what I was reading and applying it with my life and applying it with my rhymes.
All summer, I read fiction because you must read for the pleasure and beauty of it, and not only for research. I don't read thrillers, romance or mystery, and I don't read self-help books because I don't believe in shortcuts and loopholes.
From my first year on the faculty, there was always so much more I wanted to impart to the students. I decided that, rather than waste the last day of class summarizing the semester, I'd spend my time talking about what I'd learned in life that was useful.
What are called 'public schools' in many of America's wealthy communities aren't really 'public' at all. In effect, they're private schools, whose tuition is hidden away in the purchase price of upscale homes there, and in the corresponding property taxes.
Here's the teaching point, if you're teaching kids about intelligence and policy: Intelligence does not absolve policymakers of responsibility to ask tough questions, and it doesn't absolve them of having curiosity about the consequences of their actions.
We gave you a perfectly good language and you f***ed up.
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