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• W146854585 abstract "Before urban educators can teach genuine work values to their students, Mr. Haberman argues, they must first stop reinforcing the anti-work values that currently pervade urban schools. For many urban young people living in poverty, moving from school to work seems about as likely as having a career in the National Basketball Association. Urban schools struggle and fail at teaching basic skills, but they are extremely effective at teaching skills that predispose young people to fail in the world of work. The urban school environment fosters a set of behaviors and beliefs that enables youngsters to slip and slide through middle school and high school but that also becomes the source of their subsequent failure. It is an ideology that is easily learned, readily implemented, rewarded by teachers and principals, and supported by school policies. Schools promulgate the ideology because it is easier to accede to students' street values than it is to try to change them. The dropout problem among urban - as catastrophic as it is - is less detrimental than the active training that urban receive for unemployment. Urban youths are not just poorly prepared for work but systematically and carefully trained to be quitters and failures. And the youngsters who graduate from urban schools are the ones who have been the most seriously infected. They have been exposed to the ideology and have practiced the anti-work behaviors for the longest period of time; they have also been rewarded the most for these efforts. The fact that the ideology of unemployment is not a part of the formal curriculum does not make urban schools less culpable for its transmission. The behaviors and beliefs of which it is composed permeate the urban school environment. Let's take a closer look at them. Nowness. In urban schools, learning is offered in discrete jolts. The work of a given day is unconnected to the work of preceding days or subsequent ones. Life in urban schools is composed of periods and days that stand on their own. If textbooks are never taken home and homework is never completed (behaviors that are universal for urban males and almost universal for urban females by the time they have finished the upper elementary grades), everything that are taught must be compressed into those isolated periods during stand-alone days. And like their students, principals and teachers survive one day at a time. By focusing on what can be learned in one period or during one activity, urban educators claim to be meeting the needs of students who are frequently absent and would otherwise always be playing catch-up. (In some classes in some urban schools, student turnover between September and June reaches 100%.) Another rationale for the disjointed curriculum is the large number of pull-out and special programs that cause youngsters to miss classes. But the most common reason offered for nowness is the claim that seldom remember anything they have been taught before. Thus the introduction of any new concept or skill inevitably requires an extensive review of everything that preceded it. For example, an eighth-grade teacher might try to present a lesson on election results. But he or she would quickly discover that most members of the class cannot explain the differences between city, county, state, and federal levels of government. The teacher would then have two options: to back up and spend the period trying to teach those distinctions or to go ahead with the lesson for the few who might understand it. Some youngsters have learned to play dumb to keep teachers from teaching the lessons they have planned. In most cases, however, are genuinely ignorant of the most elementary concepts - things that teachers must assume that know if teachers are to stick to the required curriculum. Nowness is the operating norm of the urban school. A successful period or activity is one in which are expected neither to prepare anything nor to follow up in any way. …" @default.
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• W146854585 date "1997-03-01" @default.
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• W146854585 title "Unemployment Training The Ideology of Nonwork Learned in Urban Schools" @default.
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