He argues that these proposals are based on the idea that predominantly-minority children of impoverished communities and distressed schools are intrinsically less capable, and therefore don’t deserve as much money. In chapter 4, the plight of children's education in Camden, New Jersey, the nation's fourth-poorest city, is described. The lead content in the soil is abnormally high because there are frequent sewage spills; this also contributes to the poor health conditions for residents. Since then, its population has shrunk to fewer than 30 000 people with almost no new jobs being created. These problems stem from inequality instead of ineffective administration which is what’s being blamed by the government. In closing, Kozol points out how “liberty” is often used as an argument by those who have more resources and can take advantage of school choice policies while others are left behind with little hope for success. In addition to this, wealthy communities found ways to fund their own schools through tax breaks or donations. Word Count: 390. However, many people who work at those companies send their children to school in Cherry Hill rather than sending them to school in Camden where the schools are much worse off. The author uses this to make a larger point about how “culture” and “values” are defined by people who support segregation. The winners believe that they have mastered their circumstances, while for those who are losers, this injustice is a reality that they internalize to understand that they are worth less than other children. Chapter 6 Summary: "The Dream Deferred, Again, in San Antonio" The sixth and final chapter of Savage Inequalities spends less attention on the material causes and aspects of inequality in education, and more energy discussing the legal battles surrounding it.This is in line with a theme developed in the previous two chapters, but with two new arguments added thereto. In short, these arguments excuse segregation because they create divisions between races and classes that don’t actually exist in reality. The New York City Board of Education says that there aren’t any individual acts of discrimination but rather a systemic bias. Shortform: The World's Best Book Summaries, Shortform Blog: Free Guides and Excerpts of Books, Chapter 1: “Life on the Mississippi: East, St. Louis, Illinois”, Chapter 2: “Other People’s Children: North Lawndale and the South Side of Chicago”, Chapter 3: “The Savage Inequalities of Public Education in New York”, Chapter 4: “Children of the City Invincible: Camden, New Jersey”, Chapter 5: “The Equality of Innocence: Washington, D.C.”, Chapter 6: “The Dream Deferred, Again, in San Antonio”, Savage Inequalities Book Summary, by Jonathan Kozol. Download "Savage Inequalities Book Summary, by Jonathan Kozol" as PDF. Chapter 1 Summary: "Life on the Mississippi: East, St. Louis, Illinois" Chapter 1 of Savage Inequalities begins with snapshot of East St. Louis, Illinois, focusing first on the city, before discussing its educational challenges. Specifically, he takes issue with the idea of defining culture as something that is static and unchanging, especially when it comes to poor minorities. It is a critique of the injustice of. There isn’t enough money for science equipment or computers at schools either. At one point, it was a major railroad hub for the country but soon after black people started moving there from the south, race riots broke out and many of them were slaughtered by white mobs. The author believes that competition has failed because resources are not distributed equally among students and schools. Although Kozol’s analysis is difficult to prove, it’s clear that segregation still exists in the modern day. The first issue is job training. The affluent neighborhood is Winnetka, north of Chicago; the impoverished neighborhood is North Lawndale, west on the Eisenhower Expressway. Kozol thinks this isn’t an accident; he believes it’s because we implicitly believe that white children have greater economic potential than minority children. In his view, “States’ rights” are often regarded as synonymous with “local control,” but this characterization is inaccurate. Speaking over a hundred years ago, a social critic named Lord Acton said that Americans allow all of their children the things they need to compete at the highest levels of success. Topics CHILDREN IN AMERICA'S SCHOOLS, EDUCATION Collection ArvindGupta; JaiGyan Language English. Savage Inequalities By Gene Lyons Updated October 18, 1991 at 04:00 AM EDT 98 Black (Kozol p. 7) 1/3 of families earn less than 7500 per year (Kozol p. 7) 75 are on welfare (Kozol p. 7) 5 East St. Louis Toxic Dumping Ground? The “excellence” these people trumpeted was only meant for their children, not others’. The streets cave in from disrepair, so there aren’t funds for permanent fixes. The author believes that this failure speaks to how Americans think about schools—they believe there’s a divide between governors and governed, with race being the primary factor for division. However, Kozol’s rebuttal to this argument is not that money isn’t important but rather that both are relevant to students’ success. 5 by eheiner37 10 years ago 4 minutes, 27 seconds 4,231 views Washington D.C. - Anacostia. Kozol provides historical and structural backdrops for the socioeconomic aspects of inequality in this community. Many people opposed any kind of redistribution for fear it would harm them economically. Chapter 3, "The Savage Inequalities of Public Education in New York," Summary and Analysis. The Wall Street Journal argues that money doesn’t buy better education because culture is more important than material things. Previously, Kozol described the controversy in school equity as a battle between conservatives who favor local control and liberals who have federal government intervention. The resulting portrait is bleak because of the crisis in education. Furthermore, this rhetoric focuses on intangible issues such as culture or values rather than concrete ones such as segregation. Most jobs are held by people who don’t live in Camden; there are only 2,200 public housing units for the city’s residents. In 1964, the author, Jonathan Kozol, is a young man who works as a teacher. Kozol’s rebuttal focuses on school systems because they’re one place where we see evidence of this kind of division playing out: white students have better teachers than black students do; schools for rich kids have more resources than schools for poor kids do; etc. This implicit enforcement of class is illustrated by resistance to early-education programs and overall increased funding, and reliance upon private companies (which he believes perpetuate economic isolation). Jonathan Kozol - Letters to a Young Teacher Jonathan Kozol - Letters to a Young Teacher by pdxjustice Media Productions 13 years He argues that American schools suffer because of their location in impoverished neighborhoods such as East St. Louis—crowded and polluted with no hope for improvement. Even better, it helps you remember what you read, so you can make your life better. Word Count: 230. This is because there are few employment opportunities for anyone except Campbell’s Soup Company, RCA Victor Records, and two prisons. Unfortunately, people living in those places started fighting against such measures; voters rejected tax increases which would’ve fixed problems like this across states like California and Texas. That was about 10 years ago--and Kozol's book was written 10 years before that. Chapter 4 compares the town of Camden, New Jersey and its neighbor Cherry Hill. This conservative newspaper says that average achievement scores in New Jersey haven't gone up even though spending has. Want to get the main points of Savage Inequalities in 20 minutes or less? Subscribe to get summaries of the best books I'm reading. We’ve scoured the Internet for the very best videos on Savage Inequalities, from high-quality videos summaries to interviews or commentary by Jonathan Kozol. This conservative newspaper says that average achievement scores in New Jersey haven't gone up even though spending has. Kozol begins by looking at a lawsuit that was filed in 1978, which looked into equity in Maryland schools. However, the paper doesn't admit that the money was funneled at a faster rate to the schools where kids do perform better. Although he won his suit in 1971, this decision would be reversed in 1973 by Justice Powell citing that equal education was not a right itself nor necessary to practice other rights. … He argues that “coded” racial bias allows people to accept this injustice. Savage Inequalities: Children in America's Schools - Chapter 6, "The dream deferred, Again, in San Antonio," Summary & Analysis Jonathan Kozol This Study Guide consists of approximately 44 pages of chapter summaries, quotes, character analysis, themes, and more - everything you need to sharpen your knowledge of Savage Inequalities. Read Savage Inequalities by Jonathan Kozol. After reading the first chapter of Savage inequalities what stood out to me the most was East St. Louis was “the most distressed small city in America.” I saw this at the end of the first paragraph on page 7. Savage Inequalities: Children in America's Schools. He talks about a lawsuit that was brought against the state to try and fix this problem. It also argues that state and federal governments are responsible for these inequalities as much as local municipalities and school districts. Drugs and crime shift from being a symptom to a stigma; this stigma reinforces more affluent communities’ collective desire to separate themselves because these communities feel threatened by these changes in culture.

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