Ghetto Schooling: A Political Economy of Urban Educational Reform [Hardcover]

 

 

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Since as far back as formal education existed, Newark NJ school district has suffered from numerous problems. In the book Ghetto Schooling - A Political Economy of Urban Educational Reform, Jean Anyon deals with the topic of the Newark school district and what has been done and what should be done in the future. The book begins with her experience of being in the Newark School system (Marcy School) as a member of a group trying to restructure eight schools in this school district. Then she follows up with a chronological break down by era of what went on in the Newark district and around the country. The book begins in the present, goes to the past, and finishes up with how we are supposed to learn from our past.
In the present time, we see schools that are ill equipped, dirty, having unqualified staff, and chaos. These children come from poor homes (if they have a home), with chaotic lives, neglect, abuse, histories of poor helth and chronic health problems, emotional stress, anxiety and anger (Anyon, 1997). If the children are coming from home environments like this, it does not seem that it would take much to make them want to come to school. However, quite a few students that were interviewed did not want to be there. Why? They did not respect the teachers. They thought the teachers were only there for the money or could not find a job anywhere else. One student did not like the abuse inflicted upon the students by the teachers. This section of the book is the one that stands out above all else. The reason being, I cannot believe how these students are handled. What these teachers say and do is uncalled for. This stems from the fact that these teachers do not have the proper training to be a teacher. We are not going to stop this vicious cycle if we do not train these teachers. We learn how to parent from our parents, and how to teach from past teachers, unless otherwise trained. If I did not get anything else out of this book, I do know how not to teach.
I am sure the information presented in this book is all true. It is just hard for me to fathom that a school district was ran this way without little interference from the outside. I know if this were the education my children were getting, I would definitely have something to say about it. I would be at every board meeting, every PTO and PTA meeting, be up at the school during class time, and hold these people accountable as well as my child. I have never been to or worked in a school of this nature. I also hope I never will. If I did though, I would pray that I would be a better, more caring, understanding teacher than the ones presented.
I found this book to be a hard read. It included entirely too many statistics. If I had to come up with my favorite part of the book, it would be part 1. It was real and easier to read. My least favorite part was Chapter 7 - Class, Race, Taxes, and State Educational Reform: 1970-1997. It was cumbersome to say the least. It seemed to have more statistics than any other chapter. If I could change one thing about this book it would be to reduce the amount of numbers included and include more real life situations.
Revisiting Marcy School got my attention again. It almost felt like I was there. I am not sure it is a place I would want to be. I know I would not go at this time in my life. I am not equipped to teach these kids. I sub in a small school district in Illinois and experience none of this. I probably would do more harm to these children than good. On the other hand, it sounds like they just need someone to care for them and let them know they are cared for. It broke my heart to hear what the white teacher had to say. She said,
" These kids have major problems! Incest, drugs, the girls to from boyfriend to boyfriend. You look at them and say 'what's the matter,' and they cannot tell you. I have a little boy [in first grade] who's wondering where his mother went. No one knows. No wonder things go in one ear and out the other [when you're trying to teach them]."
Another teacher said,
"We think, 'they're only going to sweep floors' - why teach them science?"
And another added,
"When you realize who they [the students] are, you laugh, and you can't take it [teaching] seriously."(Anyon, 1997)
These statements made me want to help these boys and girls. Saying they were only going to sweep floors is such a self-fulfilling prophecy. Even if that is what they are going to do, science may help them someday. If these teachers cannot take teaching seriously, who could? These students need more teaching and caring than the average student does.
Jean Anyon appears to have all the qualifications needed to write a book of this nature. As the books states she has her Ph.D., and is an Associate Professor at Rutgers University. She taught elementary grades in inner city schools in Bedford-Stuyvesant, NY; Philadelphia; and Washington D.C. She is Director of the Institute for Research in Urban Education on the Rutgers-Newark Campus. She has published widely on the relation of social class and race to issues of curriculum, equity, classroom practice, and school reform. This is her first book (Anyon, 1997).
If I were asked if I would recommend this book to someone else, I would definitely respond with a hearty NO! If you are interested in research for this subject, you might find some useful information, with some careful reading. This just was not a book I could not put down. Usually I want to read a book from cover to cover in one sitting. This book seemed to be never ending.

Anyon gives us a glimpse into the world of inner city schooling and everything that goes with it. This is an eye opening journey for educators that do not teach in the inner city schools. I do feel that she is way off and don't believe that some of her suggestions would actually work to improve the schools. She has not herself worked as an educator in the inner city schools. So how does she know that what she is reccommending will work?
She does make a good point and that new funding is needed in the schools. It is just a matter of where to get those funds. I do believe that educationing our young children is a responsiblity for all of America, therefore everyone should help in the funding process. I do not think that one soul contributor should be used.

Jean Anyon's book, Ghetto Schooling: A Political Economy of Urban Educational Reform paints a harrowing portrait of the struggles of those who have a role in inner-city schools. It is written in three parts that address the present situation, reflect upon the past, and look to the future, respectively. The book took several years to write due to the level of research involved for the historical content, but the personal account was based on four years of the author's participation in the reform effort in Newark, New Jersey, beginning in 1992. The reform efforts targeted eight schools in the central section of the city. (On a broader note, the historical text of the book points out that the decline of the schools really began in the 1930s.) The book begins by showing the present state of education within the reform district, but then postulates the reasons for this status by looking at the historical foundations of the problems. In the first chapter of part two, Anyon begins the historical breakdown by looking at early situation with educating the children of the many immigrants who came to Newark beginning in the 1860s. Despite early attempts at reform, the seeds had already been planted for the disenfranchisement seen today. The historical context of Anyon's research design shows decade by decade the continual decay of the Newark schools. Reform efforts were suggested, but never truly implemented. After the period of organized crime and municipal scandals had arrived, Anyon notes that:
"Because there was no rescue of the Newark educational system in 1968, it would continue to limp along, and further generations of Newark children-the grandchildren, the grandchildren, the great-grandchildren and great-great-grandchildren of the southern rural immigrants-would
join their parents in the ranks of the uneducated and the undereducated. Many would therefore be unable to participate in the economic and political institutions of U.S. society" (p. 127).

This generational cycle of poverty and hopelessness is at the heart of Anyon's determination that changes can only be effective if they consider the sociocultural status and economic plight of those involved. I found the accounts in the book to be a revelation to say the least. I think people like myself who are born and raised outside urban areas live in blissful ignorance as to the true state of education for the thousands trapped in a cycle of poverty and despair. I like that Anyon takes such an honest approach to her research, realizing that to be effective she must be disclose everything she witnessed. The only change I would like to see is the statistical information presented in some type of graph form so that it would be easier to read and interpret. Otherwise, I found the book to be an invaluable read as a future educator. In fact, it has made me think beyond the world of education and to ponder my place among the human race and the responsibility I must take for needs of my fellow man and the generations to come.

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3.0 out of 5 stars Review of Ghetto Schooling
Ghetto Schooling: A Political Economy of Urban Education Reform, is an interesting explanation of the case study done by the author, Jean Anyon. Read more

Published on Nov 11 2002 by nieccole

4.0 out of 5 stars Ghetto Schooling Review
Jean Anyon studies school reform in the failing Newark School system, focusing on her case study of Marcy School. Read more

Published on Nov 10 2002 by Marlaina Thomas

4.0 out of 5 stars Awakening
It is easy in this day of age to forget about the troubling aspects that are still facing public schools in our large cities. Read more

Published on Nov 4 2002 by jda80

4.0 out of 5 stars Review of Ghetto Schooling
The book, Ghetto Schooling A Political Economy of Urban Educational Reform, written by Jean Anyon, is an informative book concerning the issues surrounding urban education,... Read more

Published on Nov 2 2002 by Chris Clemons

4.0 out of 5 stars Insightful and compelling book
Anyon writes a provocative study of the school system in Newark and how the children of the area have been affected by local and state trends in funding, politics and economics... Read more

Published on Sep 19 2002 by A grad student

1.0 out of 5 stars troubling turn for Anyon
Anyon wrote a provocative article a number of years ago which I still use in my teacher education classes. But this new book is troubling to me. Read more

Published on Aug 20 2000

1.0 out of 5 stars troubling turn for Anyon
Anyon wrote a provocative article a number of years ago which I still use in my teacher education classes. But this new book is troubling to me. Read more

Published on Aug 20 2000

5.0 out of 5 stars Read this book.
I stumbled across this book while working on my thesis. This book really didn't relate to my area of inquiry but I felt compelled to pull it off the shelf. Read more

Published on Jan 18 2000 by D Lysne

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