A valuable compendium of responses to the shallow, classist hostility to public education.
A methodical dismantling of the coordinated tenets of the free market assault on public education.
Education professors William Ayers (Univ. of Illinois, Chicago; To Teach: The Journey of a Teacher, 2010, etc.), Laura (Chicago State Univ.; Being Bad: My Baby Brother and the School-to-Prison Pipeline, 2014), and Rick Ayers (Univ. of San Francisco; An Empty Seat in Class: Teaching and Learning after the Death of a Student, 2014, etc.) bring formidable progressive rhetoric to the reform debate. They argue against the conservative refrain that "unruly students, lazy and incompetent teachers, and apathetic administrators together destroy an adequate academic environment." They view this outlook as specious and so multilayered that it demands a fully structured response. Consequently, they debunk 19 "myths" contributing to this free-wheeling scorn toward public education. The authors touch on many aspects of this discussion, including controversies around charter schools, privatization initiatives, and inequitable allocation of resources. In each chapter, the authors point out the slick bombast of figures like Michelle Rhee and Donald Trump—e.g., the assertion of “the disastrous consequences of allowing the teachers’ unions and their special interest bosses to hold sway over future generations.” They rebut these conceits with a “Reality Check,” evidence-based narratives contradicting each purported reactionary viewpoint. It’s an effective approach, as when they argue that high-pressure standardized testing does not give education a high-priced corporatized sheen but confers advantages to the privileged and amplifies stress for all students. Furthermore, the myth that “Good Teaching is Entirely Color-Blind” is alluring because it “fails to take aim at the institutional and societal structures of privilege and oppression based on race.” The authors also attack the pernicious idea that “Teachers Have It Easy” by explaining how experienced, compassionate instructors “are being driven out of the profession in record numbers.” The authors render their arguments with strong rhetoric, but in emphasizing multicultural awareness and unorthodox teaching methods as solutions, they may not sway the mainstream conservatives whose views they ably counter.
A valuable compendium of responses to the shallow, classist hostility to public education.Pub Date: Jan. 16, 2018
ISBN: 978-0-8070-3666-2
Page Count: 256
Publisher: Beacon Press
Review Posted Online: Dec. 3, 2017
Kirkus Reviews Issue: Dec. 15, 2017
BOOK REVIEW
BOOK REVIEW
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.
Pub Date: April 8, 1947
ISBN: 1609421477
Page Count: -
Publisher: Macmillan
Review Posted Online: Oct. 17, 2011
Kirkus Reviews Issue: April 1, 1947
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