Ghetto Schooling: A Political Economy of Urban Educational Reform by Jean Anyon, William Julius Wilson (Foreword by)

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Textbook (Paperback - New Edition)

  • 217pp
  • Sales Rank: 124,638

Textbook Information

  • ISBN-13: 9780807736623
  • Edition Description: New Edition
  • Edition Number: 1
  • Pub. Date: October 1997
  • Publisher: Teachers College Press

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Product Details

  • Pub. Date: October 1997
  • Publisher: Teachers College Press
  • Format: Textbook Paperback, 217pp
  • Sales Rank: 124,638

Synopsis

Jean Anyon argues that without fundamental change in government and business policies and the redirection of major resources back into the schools and the communities they serve, urban schools are consigned to failure, and no effort at raising standards, improving teaching, or boosting achievement can occur.

Library Journal

Writing passionately from her experience of working for reform in the inner-city schools of Newark, New Jersey, Anyon (dean, education, Rutgers Univ.) argues that reform must include efforts to restore the political power and economic opportunities that have been lost to inner-city residents over the past 80 years. A sense of hope and the chance for a semblance of the lifestyle enjoyed by those in the surrounding suburbs is a requisite, according to Anyon, for allowing children in minority-dominated inner-city schools to succeed. Anyon shows the effects of decisions based on social class and race while providing a historical study of government actions related to education in Newark that can be extrapolated to other poor areas. This important book is recommended for educators, sociologists, city planners, and public policy decisionmakers.Scott Johnson, Meridian Community Coll. Lib., Miss.

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Ghetto Schooling: A Political Economy of Urban Educational Reformby Anonymous

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December 05, 2002: Jean Anyon?s portrayal of educational reform in Ghetto Schooling: A Political Economy of Urban Education Reform could be paralleled to the sinking of the Titanic. Educational reform could be represented by the Titanic and Marcy School would take on the role of the tip of the iceberg. Marcy school on a surface level might not appear a serious obstacle to being ?reformed?. The surface level of the iceberg is the reform environment of Marcy School in the present(Part I). The tip of the Marcy iceberg is made up dysfunctional teachers and principals, anger and anguish of students and teachers, systemized abuse of students by teachers, the social gulf between parents and reformers as wells as other manifestations of class and poverty. Anyon, however, does not spend the entire text recounting present conditions at Marcy and their subsequent effects on educational reform efforts. Instead, using historical analysis, she looks below the surface and unveils through one hundred years of political, economic, social and educational policy history, the complexity of the submerged mass of conditions of Marcy School(Part II). She ends the voyage with her visions of rescue for the ill-fated reform ship(Part III). Anyon begins with a narrow focus of the question---Why have federal, state and local school reform efforts failed to raise student achievement at Marcy School? Using a case study, Anyon?s observations of Marcy School are documented over a one year period(Feb. 92 ? Feb. 93) while she served as a ?staff developer providing coaching in the methods of cooperative teaching and learning?. She was part of an unsuccessful four-year reform effort which began in Newark in 1989. The reform targeted eight Newark schools but Anyon?s study focuses on only one, Marcy School. The school (K-8), included 25 classrooms occupied by 500 students---71% black, 27% Hispanic and all but three students were on public assistance and free lunch. Using her obtained data, Anyon assesses ?the impact of class and race on school reform by describing how three factors---sociocultural differences among participants in reform, an abusive school environment and educator expectations of failed reform---occurring in a minority ghetto, ?constitute some the powerful and devastating ways in which the concomitants of race and social class can intervene to determine what happens in inner city schools, and in attempts to improve them? (p. 17). She also cites other prevailing attitudes for reform failures as hostilities between groups involved, lack of assistance from the board of education, frustration, and student opposition to teachers and academic demands.

Ghetto Schooling: A Political Economy of Urban Educational Reformby Anonymous

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November 24, 2002: Ghetto Schooling Reflection Paper and Book Review By: Elizabeth Baumgartner Time-line 1860-1929: Ghetto Schooling took a culturally historical look at the plight of inner city schools in the United States. Jean Anyon examines the connections between politics, schooling and the inherent racism that pervades our society. The solutions to these problems are evident but very difficult to enact. We will start by looking at the system of schooling in Newark, New Jersey as a case study in a historical perspective. In the 1860?s Newark was the `crown jewel? of the industrialized United States. The school system at this time featured a relatively homogenous population in that the students were white immigrants from Ireland and Germany. The students of the school system at this time seem to represent all social classes. By the 1920 many new immigrants had descended on Newark and its school system. Most of these immigrants were the poorest of the poor, they came in such large numbers the school system did not have an adequate infrastructure to accommodate this swell of non-English speaking immigrants. Not only was the infrastructure a problem, a pervading attitude of racism denied many of these children a chance of a good education. The schools were overcrowded and teachers who were not equipped to teach them often taught the children or worse yet they were forced to be in classrooms with teachers who despised them because of their `otherness?. As the children were in a school system that failed them there was also the pull of industrial jobs that could simultaneously remove them from the oppression of poor school while providing a much-needed additional income to help their struggling families make ends meet. The political structure of Newark and other large cities were so designed to keep any political power from poor inner-city immigrants. Because of the disconnected nature of the political system, the issues of the poor were ignored. Across the nation the political power was unconcerned with the plight of the poor immigrant worker. By failing to see the connection between their own future and the future of the poor the political powers had further isolated a large population of undereducated workers. The effect of this unequal distribution of political power was to have small pockets of political power within the city organized by the immigrants who couldn?t get power any other way. This caused widespread abuses of power within an already beleaguered population. The commission form of city politics was rife with corruption that profoundly affected a school system that was already failing children of `foreign races?. Furthermore, the corporations that provided the `pull? for these poor immigrants to come in the first place showed no responsibility towards the betterment of the failing Newark school system. The final blow to the early school system in Newark came in the form of the Great Depression?. Time-Line 1930-1960: As we have seen in this book the economic winds of a city is closely paralleled to the quality of its public schools. During the 1930?s American cities suffered from the tenuous economy caused by the `Great Depression?. During this era there was an increase in corruption and patronage as there wasn?t enough money and power to go around in the poor areas of the cities. Redlining became prevalent at this time also which led to dwindling property values and marked decreases in educational funding in the city. The...


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