I agree with many of you that concern about access to education for
economically and politically powerless communities and families is very
important. But it should not be confused with "saving" existing "public"
schools.
I was thinking about what is public education in its deep sense. I think it
is about redistribution of resources for educational needs of local
communities and families. I do not think it is about using public (tax)
money for building faceless "homogenizing" institutions by mainstream middle
class communities (and IMF in developing countries).
Diversification and localization of public school is scary -- what if
"conservative neo-nazi creationists" (sorry if I offended somebody) take
over a public school? I know that my proposal is not without problems. But
I think that giving people voice and educational institutions is necessary
for freedom as well as public discourse about it and public/government
regulations to avoid abuse and extremes. But concerns about extremes and
abuses should not drive public educational policies and institutions --
there are better priorities.
It is not surprising and diversification and localization of educational
institutions have been reached by rich first -- rich always get benefits
first. I think it is important ensure that these benefits spread to
economically and politically less powerful communities and families.
Political and educational tactics of some liberals of not giving
conservative communities a piece from public educational funds reminds me
the recent decision of a Salt Lake City (conservative) school board to ban
all students' associations to avoid gay and lesbian clubs for high school
children. In both cases, the idea is to prioritize making damage to enemy
as much as possible rather than care for freedom, diversity, and respect.
Another point. I think we should not kid ourselves about rhetoric about
equality for education in a capitalist society -- it is impossible. School
can't resolve societal problems (it can contribute to solving although).
What, I think, we can do is to argue for improving the worse cases (and
increasing resources).
What do you think?
Eugene
> -----Original Message-----
> From: Victoria Yew [mailto:v.yew@edfac.usyd.edu.au]
> Sent: Friday, May 14, 1999 10:22 PM
> To: ematusov who-is-at UDel.Edu; xmca@weber.ucsd.edu
> Subject: RE: Campaign Against Public Schools
>
>
> In response to Eugene's comments about ...
>
> >I personally do not support the notion of public schools as having
> >"homogenizing function of knitting together the diverse constituencies of
> >the nation" (thanks for such precise wording, although!).
>
> I share similar sentiments ... somehow institutions, especially long
> standing ones, such as Educations systems, or even the Church,
> has an agenda
> of homogenizing individuals as soon as any participant walks into specific
> community of practice. This seems to be the hidden, though often
> even overt,
> agenda. The question therefore seems to be "Is there proper functions for
> homogenising diverse constituencies". It is a fair game of equal
> stakeholders ... does such "ideal" functions exist.
>
> The other questions is will the homogenising functions go down the same
> track of "brain washing", so as to foster production of the enculturated
> mind. And of what enculturation can a community provides, other than
> homogenizing individuals into their goals, agenda, objectives ... and more
> so, playing the rules impose by the activity system within the community.
>
> Eugene, your joke/analogy of Soviet Union is thought provoking
> and strika a
> chord of familiarity.
>
> And David
> >> I think it is these sorts of ideals that underlie the
> >> anxieties of those, like myself, who oppose vouchers.
>
> Me thinks that this will be an ongoing anxiety for a very long while
> ... but neither am I suggesting that public school systems should be done
> away with. And moreover, vouchers represents only one form of mediation,
> there are many other similar mediating forms, which appear entirely
> different from vouchers, but exhibiting the same functions .
>
> Victoria M. L. Yew
> School of Educational Psychology, Literacies and Learning
> Faculty of Education
> Education Building (A35)
> The University of Sydney
> NSW 2006, Australia
>
> Office:(02) 9351 6326
> Fax: (02) 9351 2606
>