A number of people claim to have methods for making the school system more
likely to work along the lines requested by Angel and Steve. E.D. Hirsch,
for instance, offers a curriculum based on knowledge of Western culture (or
at least his version of it) as the great equilizer. Linda Darling-Hammond
and colleagues offer what they call "authentic assessment." Hirsch's model
is deficit-oriented, claiming that what's needed is to fill gaps in
students' knowledge so that they will have building blocks for new
knowledge; Darling-Hammond's is predicated on the belief that all students
already have knowledge that schools can productively help them build on.
There's much in between, but these two extremes illustrate how difficult
the question is to answer.
Peter
At 11:47 AM 11/17/98 +0800, you wrote:
>Dear xmca-ers,
>
>A colleague of mine passed this request of refs. to me. Could you suggest
>something? Thanks.
>
>Angel
>
>------------------------------------------------------------------
>
>Do you know of any sources that describe attempts in egalitarian
>societies/institutions to create systems through which academically able
>children can excel regardless of their social class/home situation?
>
>Steve
>
>
>
>
>
>At 12:25 PM 11/16/98 -0300, you wrote:
>>Thanks for reply
>>
>>Ken Goodman wrote:
>>>
>>> My experience throught Latin American is that dogs act intimidated when
>>> a human passaes and get out of the way fast. But then I only see them on
>>> the streets. Maybe house dogs are different.
>>> Ken Goodman
>>> --
>>> Kenneth S. Goodman, Professor, Language, Reading & Culture
>>> 504 College of Education, University of Arizona, Tucson, AZ
>>> fax 520 7456895 phone 520 6217868
>>>
>>> These are mean times- and in the mean time
>>> We need to Learn to Live Under Water
>>
>>
>>
>
>