Kimberly Hitchcox

What was, is, and should be the purpose of schooling in the United States?


Schooling in the United States has evolved both positively and negatively over
the past years. Prior to taking this class, my opinion of early education was to
teach young children basic tasks such as reading, writing and arithmetic, as
well as life lessons that could be used in and around the home, farm and
ranch. I now see how schooling has evolved from processing cookie-cutter
children to having more caring teachers that incorporate the students needs
and wants into their education. Though we cannot force others to become
warmhearted, we can teach them, help them discover the value of being
warmhearted for themselves (Dalai Lama). Over the years, teachers have
become mentors and friends, rather than just adults preaching information.
There has also been an evolution within classes. While advanced courses have
been introduced, there is still need for more incorporation of diversity within
classes and teaching styles. With the U.S. population being more diverse than
ever, schooling now needs to provide students with the knowledge of different
ethnicities, as well as how to be open and accepting of others. Overall,
schooling has moved from vocational type learning for the privileged, to being
accessible to all races and ethnicities with focus more on each student as an
individual.


What is your role as a future teacher in fulfilling the purpose?

While I am still excited to be a role model that introduces students to methods
that we used years ago, and how they can, and are, still used today; I have
added many more goals for myself as a teacher. Learning about the different
learning styles within a classroom has opened my mind and caused me to
begin thinking about how I want to teach. A democratic view of education
demands a relationship between teachers and students in which dialogue is a
crucial means for learning (Balboa,Marshal). Understanding the importance
of dialogue allows me to now know I need and want to incorporate it into my
daily classes. I also have new ideas for making my classroom a welcoming
environment for all races, ethnicities and genders. After observing Mrs. Franks
classroom, I witnessed the importance of treating each child fairly and as a
young adult, rather than just a student. She not only expected respect but
showed that to each child as she gave them guidance with their lessons. Mrs.
Frank is a teacher I hope to model myself and my classroom after. Being able
to help prepare children to be well rounded community members has become
an objective to meet with each student that leaves my class.





How does schooling continue existing orders?

While schooling continues to provide young adults necessary tools to use through
their lives, it also presents preconceived notions that will stay with a person
forever. Keeping most people unaware that freedom of confident action is there
for just a small number of people props up those in power and serves to keep
power in the hands of the same groups that have most of it already (McIntosh).
Minorities continue to struggle within education. A vast majority of schools in the
U.S. continue to classify student in many areas based on race, gender and
religion. Low-income minority students are effectively segregated from high-
income students, particularly whites (Spring). Multiple advanced programs are
introduced within schools, but very few are seen for the average or failing
students. There is a lack of teaching about different cultures within education,
and while the Christian holidays have been removed or limited, many students
still feel they are different and do not fit in. Education still passes on ideals of
what is acceptable within our society, and teaches that these ideals should be
met and not challenged. Culture-biased itemsoccur in all tests. When one
considers that standardized tests are designed for the use by many regions of the
country, it becomes almost impossible for items to not be biased (Huerta). Yet
standardized testing continues to decipher the good vs poor students,
showing no consideration for their overall skills and knowledge outside of a
written test.

How can schooling transform existing orders?

Schools have the potential to provide young minds with knowledge that is not
swayed in any direction. We must begin with ourselves in unlearning the
myths we have about others. All of us, depending on culture, background,
values, and experience are in a different place in terms of cultural competence
(Lantieri,Patti). By teaching children multiple different cultures, religions and
practices in depth, it allows students to make their own judgments to rely on
through life. Rather than waiting until the college level to introduce detailed
topics, secondary schools could bring them into their curriculum. If we take
difference and diversity as reasons for fear and occasions for trouble, its
because weve learned to think about them in ways that make for fear and
trouble (Johnson). By giving students knowledge about their own peers
culture and background, students will feel less threatened or afraid of the
unknown, as well as more equal. Education also needs to put more focus on
each childs individual needs. Using portfolios, rather than standardized
testing, teachers and parents will be able to see where the child is exceling, as
well as where they need to focus more time. By permitting students to make
their own judgments and decisions, they are able to become well rounded
community members that are comfortable making choices throughout life,
rather than simply conforming to what happens around them.


Bibliography

Ferniandez-Balboa, J.-M., and J. P. Marshall. "Dialogical Pedagogy in Teacher
Education: Toward an Education for Democracy." Journal of Teacher
Education 45.3 (1994): 172-82. Print

Frank, Lauri. "Inquiry Project." Personal interview. 5 Nov. 2013.

Glazer, Steven, and Huston Smith. "Education and The Human Heart by His
Holiness the Dalai Lama." The Heart of Learning: Spirituality in Education.
New York: J.P. Tarcher/Putnam, 1999. N. pag. Print.

Huerta, G. (2009). Educational Foundations: Diverse Histories, Diverse
Perspectives. Boston: Houghton Mifflin Company.

Johnson, Allan G. Privilege, Power, and Difference. Boston, MA: McGraw-Hill,
2006. Print.

Lantieri, Linda, and Janet Patti. Waging Peace in Our Schools. Boston: Beacon,
1996. Print.

McIntosh, Peggy. White Privilege: Unpacking the Invisible Knapsack. Winter
1990 Issue of Independent School. N.p., Winter 1990. Web. Oct.-Nov.
2013.

Spring, Joel H. Deculturalization and the Struggle for Equality: A Brief History of
the Education of Dominated Cultures in the United States. Boston:
McGraw-Hill, 2001. Print.