Keith Benson

Urban Education
4.16.2007
Dr. Beth Rubin

Response to “In Defense of Public Education”, “Securing the Right to Learn”, and “Is All
Black and All Male All Right?”

After reading the above articles, a common theme appeared: Meier, Darling-

Hammond, and Karp each wrote of methods to improve education for all students,

specifically the historically marginalized. As we can agree, there is no population more

marginalized than the poor; especially if the poor are black or Latino. Each of the authors,

through personal narrative or third person narrative describe techniques they employed

firsthand or witnessed, that improved education within their immediate environment.

In “In Defense of Public Education”, Meier describes her days as director-teacher

in her Central Park East school. This school, accepting of all applicants, having no

entrance requirements, and possessing a student-body in direct proportion with

surrounding area, by comparison, is by leaps and bounds more successful then their other

neighborhood public high schools. Meier explains how her school is more progressive

and Dewey-esque in that the school environment is more controlled by teachers with their

students in mind. Also explained was that Central Park East school incorporates parents

and the community in their decisions. Finally, Meier describes how the CPE School starts

at the elementary level and progresses up to 12th grade. Meier argues that quality,

equitable education can be had by every student so long as we, teachers, want to give it

bad enough. And that ensuring quality education can be had by all is the cornerstone of

our democracy, and only hope for preserving it.

 Darling-Hammond, in “Securing the Right to Learn” gives an updated version of

Kozol’s Savage Inequalities. Darling-Hammond focuses on every aspect of inequality

from lack of equitable student funding between suburban and urban schools, to lack of

qualified teachers in urban areas. Further, analysis is contributed citing the results of the

unequal, fragmented education in urban areas. Darling-Hammond also points out how the

lack of viable employment will affect many minority drop-outs. “Securing the Right to

Learn” argues that learning and obtaining a quality education should be “an inalienable

right” for every American, regardless of race or class.

“Is All Black and All Male All Right” describes the current perils that exist

specifically for black males; and in response, a wave during the early 1990’s to establish

all black, all male schools. While the response is mixed, some viewing this as re-

segregation and others suggesting this is a necessary step to urban black males,

preliminary and anecdotal results suggests these schools could be beneficial in addressing

drop-out rates, poor self-esteem, and absentee civic engagement. Even still, these schools

persist to have their critics. Personally, I am whole heartedly against these kinds of

school. As our nation becomes more diverse, everyone needs to hear and be exposed to

various perceptions and points of view. This could have been beneficial in years past, but

in days where more minorities are being consolidated in urban environments, its

important that we all learn to live, learn, and work together. The benefits touted in the

article can be secured simply by ensuring students have positive male guidance nearby;

whether it be a coach, family member, or school teacher.

All of these articles advocate the need for “student centered education” which in

itself can be a positive approach. But, returning to a question asked earlier in the course,
“Should we educate students to change the world, or to survive in it?” This is a question

whose answer, perhaps, changes day to day for most teachers. I teach from the

perspective of the latter. I truly believe that even if a student was the center of their own

education, they still won’t be the focus in their occupation or career; especially if they’re

black or Latino. The sad reality is that the working world does not care about differences,

difficulties, or inequality. “Can you perform” or “Can you abide by these guidelines” is

what employers and the law cares about – and I try to teach in that fashion. Caring for

students is fine in discussions among soon-to-be teachers and teachers, but isn’t it

responsible to prepare out students for the world they will be living?