Life On A Mediaeval Barony: Urban Education

One of the major causes of underachievement is the lack of economic capital, proposed by Pierre Bourdieu (1984), that a working class family possess. As item A states, ‘sociologists claim that factors outside the school, such as parental attitudes and parental income, are the main causes of working class underachievement.’ Children who belong to a working class background may not be able to afford the necessary equipment or meet the

The book Unequal Childhoods describes observations made by Annette Lareau to shed light on the significance of social class and how it affects student’s learning. Lareau presents her observations by highlighting the two dominant ways of parenting that ultimately affect how successful students become as they transition into adulthood. These styles of parenting consist of Concerted Cultivation where parents put through kids through structured activities, and Accomplishment of Natural Growth where unrestrictive freedom and directives are exercised (20-22).

Lubrano explains how middle-class children understand the importance of receiving higher education, while working-class children fail to see the purpose of preparing for a higher level in the short term. According to Lubrano, “Middle-class kids are groomed for another life” (534). Author Patrick Finn states, “Working-class kids see no such connection, understand no future life for which digesting Shakespeare might be of value” (534). In answering this question, Lubrano must look at the various circumstances that account for the poor performances among working-class individuals, the supportive relationships middle-class students have with their parents and teachers, and how children of working-class parents struggle when preparing for later life. In the address, Alfred Lubrano must address the difference in treatment between working-class and middle-class children attending

In the 1997 article, “Public Goods, Private Goods: The American Struggle over Educational Goals” by David Labaree, Labaree describes three goals that have been at the core of educational conflicts over the years. The first goal mentioned is democratic equality, which is meant to create good citizens and enable educational access to all. The second goal is social efficiency, which creates workers and is viewed by taxpayers and employers as a goal to prepare students for market roles. Lastly is the third goal of social mobility, where individual success for attractive market roles is the main purpose. This primary goal of education has been ever fluctuating. The argument of this essay is that social mobility has now triumphed over democratic equality and social efficiency as the primary goal of education due to parents. This view of social mobility by parents is negative to due its numerous consequences, significantly the growing disparity between the wealthy and the underprivileged, and additionally, the health of children, their behavior, and the degree to which they learn educational material are all affected.

The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. We do not even have to step further than our own city and its public school system, which many media outlets have labeled “dysfunctional” and “in shambles.” At the same time, Montgomery County, located just northwest of the District in suburban Maryland, stands as one of the top school systems in the country. Within each of these systems, there are schools that excel and there are schools that consistently measure below average. Money alone can not erase this gap. While

How far a student can go in life is already pre-determined by the generation before him. Success is no longer made up of solely intellectual ability, but rather if the streets the student walks through is gang-ridden or not, if their parents are absentees, and other conditions in which the child grows up in. Valerie Strauss expresses these concerns in her article, “What the Numbers Really Tell Us About America’s Public Schools” in which she discusses how income levels correlate with students’ success rate which is further accentuated through Kamiak and Mariner High School’s Standardized Test Results. “Motivation, a Major Factor in U.S. Student Test Performance” by Dian Schaffhauser continues this idea of external problems affecting low scores

Many raised in urban less affluent areas can quickly become dissolution with the education system being offered to them. Ultimately, resulting in dropping out of High School and continuing in the vicious cycle of poverty. However, “Prosperoman” knew that escaping the harsh living conditions from the inner city would require him to worship and put all his faith and desires into education, books and knowledge as he knew that religion alone would not be sufficient. He was raised by an illiterate single parent but would not allow his circumstances to define his future. Therefore, “Prosperoman” dedicated himself to graduate high school and continue to higher education at a prestigious University where he majored

The movement for public education in the 1800s served as a strong basis for the arguments builds by great scholars of later period. Characterized by reforms such as push for compulsory, free, public education, great scholars such as Emerson and Charles Eliot borrowed a great deal of the ideas found therein to develop their work.

I believe that Payne’s idea about the expectations that schools have for students from low-wealth homes is more than accurate. Students’ that come from homes where they have to know how to survive on the streets do not know how to associate or behave in a school setting, they know survival and how to stay alive.

Access to education continued to be problematic even in the colonial time. Individuals with more resources were able to access different books, journals and magazines. Should this really be the case in America today? It is my hope the education continues to transform from the colonial times, with growth in awareness of social economy statuses and awareness of the concerns of everyday citizens. Even though, education reform as continue to change with new leadership on the federal, state and local levels some social and political injustices to access continue. It is vital that individuals in power make changes by creating conditions and spaces where everyone has fair and equal opportunity to access all books and other educational material.

All things considered, gentrification creates classism. Although gentrification may turn a falling neighborhood into a neighborhood into a luxurious one. The displacement of lower-income population is becoming a larger issue in trendy cities, where the pressure of urban living is surging. These particular cities attract new businesses, highly skilled workers, major developers, and large corporations, all of which drive up both the demand and cost of living. In this case, the only way to combat gentrification would be to give the youth from low-income families opportunities like a top-notch education. Just because a family's income in lower does not mean they should be turned away from education. Overall gentrification is accommodating for the

Before its unification in 1870, the country now known as Italy was comprised of cities. These cities were controlled and protected by the Holy Roman Empire until they won the right to govern themselves in the 12th century. The foreign emperor’s lack of attention allowed the cities to slowly transform into city-states and begin to build their own culture. The 1200’s became a time of many changes for Italy. The promotion of the arts and education flourished throughout the city-states.

Reading the Dante Alighieri case, I was struck with the similarities between these parents and the mother in the case who did not want her daughter’s education sacrificed for the sake of someone else’s social values. But I sympathised with the parents’ concerns about losing out because both within the microcosm of Vance as well as within Charlotte at large you find “education that is highly stratified and unequally distributed.”

Education, as we know it today, did not exist in the Middle Ages. Illiteracy was dominant among the population. Scribes were the exception to the rule. Churches were the main source of knowledge and schooling. Real interest in learning grew along with the development of towns. The towns' officials needed to be educated. At the same time a need for legal institutions was created and so started the university phenomenon. Modern education was on its way.

Like their working-class counterparts, members of the upper middle-class share a commitment to hard work that deemphasize economic rewards and focuses on character and ability. Shamus Rahman Khan’s book, Privilege: The Making of an Adolescent Elite at St. Paul’s School, interviewed students who, though economic success seems certain, remain acutely aware of the need to work hard. Students believe hard work won them entry to