A combative tone informs a forthright argument for the importance of sparking students’ motivation.
An educator recalls his struggle to define true learning.
In a candid, often bitter memoir, Wagner (Creating Innovators: The Making of Young People Who Will Change the World, 2012, etc.), a senior research fellow at the Learning Policy Institute and former high school teacher, principal, and professor of teacher education, offers a harsh critique of schooling—traditional and nontraditional—that he claims quashes students’ love of learning. Most of his schooling was stultifying: He felt like an “outlier” at the small, coeducational, private elementary school that he attended; an all-boys middle school was worse. Disaffected and defiant, he earned such bad grades that he was not invited back for high school. Instead, his parents sent him to a boarding school where one frustrated teacher shouted at him, “you’re always gonna be a fuckup,” an admonition that haunted him throughout his life. Wagner’s demanding, unsympathetic parents tried yet another school—“a ‘last chance’ school,” he soon discovered—where a kind English teacher encouraged his creative writing ability. Overall, though, his teachers were unable “to help me make sense of myself and the world around me.” After dropping out of two colleges, Wagner found the Friends World Institute, which allowed students to travel the world to study social issues. That pedagogy reminded him of Summerhill, an experimental learning environment where children followed their interests without restrictive requirements or formal classes. Friends World endorsed Wagner’s independent program to examine education that “supported individual’s strivings for growth and self-development.” The author reached the epiphany that “having an interest wasn’t enough. You also have to develop the muscles of self-discipline and concentration needed to pursue your interest and deepen your knowledge and understanding.” Graduate study proved as disappointing as earlier educational experiences, and he deems the classes he took at the Harvard Graduate School of Education “a complete waste of time.” As a teacher and administrator, despite his good intentions, Wagner suffered failures, which he blames on overconfidence and teacher resistance; eventually, he joined and led several educational reform projects.
A combative tone informs a forthright argument for the importance of sparking students’ motivation.Pub Date: April 7, 2020
ISBN: 978-0-525-56187-3
Page Count: 352
Publisher: Viking
Review Posted Online: Nov. 25, 2019
Kirkus Reviews Issue: Jan. 1, 2020
The author's youthfulness helps to assure the inevitable comparison with the Anne Frank diary although over and above the...
Elie Wiesel spent his early years in a small Transylvanian town as one of four children.
He was the only one of the family to survive what Francois Maurois, in his introduction, calls the "human holocaust" of the persecution of the Jews, which began with the restrictions, the singularization of the yellow star, the enclosure within the ghetto, and went on to the mass deportations to the ovens of Auschwitz and Buchenwald. There are unforgettable and horrifying scenes here in this spare and sombre memoir of this experience of the hanging of a child, of his first farewell with his father who leaves him an inheritance of a knife and a spoon, and of his last goodbye at Buchenwald his father's corpse is already cold let alone the long months of survival under unconscionable conditions.
Pub Date: Jan. 16, 2006
ISBN: 0374500010
Page Count: 120
Publisher: Hill & Wang
Review Posted Online: Oct. 7, 2011
Kirkus Reviews Issue: Jan. 15, 2006
A standout immigrant coming-of-age story.
In her first nonfiction book, novelist Grande (Dancing with Butterflies, 2009, etc.) delves into her family’s cycle of separation and reunification.
Raised in poverty so severe that spaghetti reminded her of the tapeworms endemic to children in her Mexican hometown, the author is her family’s only college graduate and writer, whose honors include an American Book Award and International Latino Book Award. Though she was too young to remember her father when he entered the United States illegally seeking money to improve life for his family, she idolized him from afar. However, she also blamed him for taking away her mother after he sent for her when the author was not yet 5 years old. Though she emulated her sister, she ultimately answered to herself, and both siblings constantly sought affirmation of their parents’ love, whether they were present or not. When one caused disappointment, the siblings focused their hopes on the other. These contradictions prove to be the narrator’s hallmarks, as she consistently displays a fierce willingness to ask tough questions, accept startling answers, and candidly render emotional and physical violence. Even as a girl, Grande understood the redemptive power of language to define—in the U.S., her name’s literal translation, “big queen,” led to ridicule from other children—and to complicate. In spelling class, when a teacher used the sentence “my mamá loves me” (mi mamá me ama), Grande decided to “rearrange the words so that they formed a question: ¿Me ama mi mamá? Does my mama love me?”
A standout immigrant coming-of-age story.Pub Date: Aug. 28, 2012
ISBN: 978-1-4516-6177-4
Page Count: 320
Publisher: Atria
Review Posted Online: June 11, 2012
Kirkus Reviews Issue: July 1, 2012
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