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• W148471809 abstract "If the urban schools are to offer their population of minority children access to the American dream, a powerful political force must move into the educational arena to represent their cause, Mr. Crosby warns. The alternative is complete failure and the destruction of urban schools. IS THERE anyone who doesn't recall the famous opening sentence of A Tale of Two Cities? was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us. . Such a string of seeming contradictions applies to the late-20th-century world, in which more people have more money than ever before, yet there is more grinding poverty than ever before in isolated rural areas and in the slums of our cities. Affluence exists side by side with deprivation. More young people graduate from high school, yet more young people are classified as dropouts. Good education coexists with miseducation. While there is more security, there is more uncertainty. For those of us who work in schools, it is also the best of times and the worst of times. Our urban schools, once the pride of our nation, are now a source of controversy and inequity. We have watched with dismay their descent into confusion and failure. Time and space do not permit a thorough discussion of all the factors that bear down on urban schools. However, in this article I will deal with several of the factors that I believe are forcing urban schools to fail. The Bureaucracy The decision-making in urban schools contributes to their failure. But first let me try to define that broadly. According to many observers, the process by which both government and private corporations are run in America is a group process. It is not individual ability that determines success in our society; it is the efficient operation of the decision-making process, which is the sum of accumulated information and the skills of a group. The only implication we can safely draw from this fact is that the has worked for government, private enterprise, education, unions, medicine. No single person or committee can govern these mammoth domains. The leader depends on the actions of others, and his actions are dictated to some extent by subordinates who are considered specialists. This is how a bureaucracy operates. And that is how things work in America. But making decisions in this way is not always in the best interests of the majority of citizens. The settling of the American colonies offers an early example of the decision-making process. When the oppression of the controlling powers of 17th-century Europe became too burdensome for the powerless colonists, many fled to the colonial suburbs & the new frontiers of America. Flight was their strategy for solving the problems of taxation, inadequate housing, legal injustices, and unemployment. Flight and the displacement of other people became a pattern in America, but it is a pattern that was determined by the decision of the group. For example, the colonial settlers had to displace the Native Americans in order to establish themselves in new territories. The Native Americans were forced to move on to less desirable areas, to what amounted to ghettos created by the people who displaced them. This policy could be carried out with a clear conscience as long as the Native Americans were considered different & barbarians, savages, inferiors, not humans. Of course, no one person made such judgments or decisions. They were made through myriad individual decisions of all members of the group. In this way, everyone and no one was responsible for the outcome. Such a system continues to operate to this day. The decision-making is itself an institution, and urban schools are deeply rooted in the decision-making process. …" @default.
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• W148471809 title "Urban Schools : Forced to Fail" @default.
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