From Publishers Weekly
Despite the social and economic despair that pervades many U.S. public schools, meaningful learning and teaching are nevertheless possible, declares famed educator Kohl. To overcome the "massive rejection of schooling by students from poor and oppressed communities," Kohl ( 36 Chil dren ), in these five inspirational, optimistic essays, outlines teaching strategies designed to unlock students' energy, intelligence and drive by encouraging them to envision ways to improve their world. He believes that both teachers and students should cultivate "creative maladjustment," channeling personal discontent into moral or political action. Kohl defends multiculturalist curricula as central to the struggle for fairness. Turning to higher education, he argues that issues of academic freedom and "political correctness" are used by neoconservatives to mask their desire to control ideas in the university and to push out ethnic and women's studies.
Copyright 1994 Reed Business Information, Inc. --Ce texte fait référence à une édition épuisée ou non disponible de ce titre.
Copyright 1994 Reed Business Information, Inc. --Ce texte fait référence à une édition épuisée ou non disponible de ce titre.
Kirkus Reviews
The five essays in this book are powerful reminders that currently popular ideas of school choice may be only another trendy veneer disguising the deeply rooted problems of public education. Teacher Kohl (From Archetype to Zeitgeist, 1992, etc.) is an ardent spokesman on behalf of students, the people most neglected in debates about failures in the classrooms. The title essay explores the provocative idea that ``not-learning'' is a conscious choice made by children who observe, sometimes very early, that the school system is trying to impose on them values and behavior that are foreign and sometimes repugnant to them. Diagnosed as learning- disabled, stupid, or disciplinary problems, children who appear not to be able to learn to read or do math may simply have opted out of the system, choosing instead to put their intelligence and creativity to work outside school. In ``The Tattooed Man,'' he asserts that, before anything else can be accomplished, teachers must challenge the hopelessness felt by students. The ``norming of excellence'' and political correctness are the subjects of two other essays, accompanied by a devastating critique of E.D. Hirsch, Jr.'s Cultural Literacy and Core Knowledge series. Kohl attacks Hirsch's material as not only racist and sexist, but ``pernicious, stupid, and dangerous.'' Martin Luther King, Jr.'s call to be ``maladjusted'' to injustice and inequity is the theme of the last essay. ``Creative maladjustment'' consists of ``learning to survive with minimal moral and personal compromise in a thoroughly compromised world,'' says Kohl. In such a world, he argues, the failure of schools and teachers is often pinned on children--by diagnosing them with Attention Deficit Disorder, for example. He challenges teachers to take action by, for instance, refusing to turn such children over to special education classes. Some anecdotes and examples are repeated from earlier works, but this is must reading for Kohl fanciers and anyone looking for the humanity buried in the long debate about why Johnny can't read. -- Copyright ©1994, Kirkus Associates, LP. All rights reserved.
--Ce texte fait référence à une édition épuisée ou non disponible de ce titre.
