Schooling the Poor: A Social Inquiry into the American Educational Experience

By Stanley William Rothstein | Go to book overview

The need to assure homogeneous and orthodox schoolwork forces educational systems to move toward standardized training for both teachers and their students. Standardized curriculums, pedagogic methods, and tests are used to measure students against one another. The tools of teaching that the educational system uses are not only aids in the performance of pedagogic action but also ways of limiting the goals, perspectives, and content of classroom work. Textbooks, syllabuses, manuals all have the effect of unifying what is taught in different classrooms by different teachers. The need to codify and systematize the pedagogic communication and urban school culture is conditioned by the demands for homogeneity and orthodoxy in increasingly strained, mass societies. All learning in urban educational systems is done within the framework of an essentially apprenticeship system in which the student is socialized out of his/her ignorant condition over a period of many years. This binds the graduates, teachers, and students to the educational system and to the economic and social system.

The institutionalization of modern pedagogic action is characterized by obsessive concern with reproduction. 29 There is an inadequacy of research training and inquiry methods up and down the grade system. There is a programming of the norms of research and the objects of inquiry is that the interests of the status quo are served. Modern educational systems are relatively autonomous institutions, monopolizing the legitimate use of symbolic violence and serving groups or classes whose cultural arbitrariness they reproduce.


NOTES
1.
Pierre Bourdieu and Jean-Claude Passeron, Reproduction in Education, Society and Culture ( London: Sage Publications, 1977), pp. 31-35.
2.
Stanley W. Rothstein, "Symbolic Violence: The Disappearance of the Individual in Marxist Thought," Interchange: A Quarterly Review of Education 22 ( 1991):28-42.
3.
Alfred Schutz, Collected Papers: Volume 1 ( The Hague: Martinus Nijhoff, 1962), pp. 45-49; Alexandre Kojeve, "Lacan and the Discourse of the Other," in Speech and Language in Psychoanalysis, trans. Anthony Wilden. ( Baltimore and London: Johns Hopkins University Press, 1989), pp. 192-96.
4.
Steven Smith, Reading Althusser: An Essay on Structural Marxism ( Ithaca, N.Y.: Cornell University Press, 1984), pp. 106-8; Lacan, Speech and Language in Psychoanalysis, pp. 290-91.
5.
Pierre Bourdieu, The Inheritors: French Students and Their Relation to Culture ( Chicago, Ill.: University of Chicago Press, 1979), pp. 1-28.
6.
Herbert Gintis and Samuel Bowles, Schooling in Capitalist America ( New York: Basic Books, 1976), pp. 53-55; Ira Katznelson and Margaret Weir, Schoolingfor All: Class, Race, and the Decline of the Democratic Ideal

-139-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Schooling the Poor: A Social Inquiry into the American Educational Experience
Table of contents

Table of contents

  • Critical Studies in Education and Culture Series ii
  • Title Page iii
  • Contents vii
  • Series Foreword ix
  • Preface xiii
  • 1 - Pauper Schools 1
  • Notes 24
  • 2 - Houses of Confinement 27
  • Notes 42
  • 3 - Schooling the Poor 45
  • 4 - Organizational Perspectives 61
  • Notes 76
  • 5 - The Birth of Modern Schools 79
  • Notes 95
  • 6 - New Divisions: The Emergence of the High School 97
  • Notes 115
  • 7 - Agents of the State: Ambivalence in the Teacher's Position 117
  • Notes 139
  • 8 - The Other Side of Segregation: Ethnographic Glimpses of an Inner City Junior High School 143
  • Notes 166
  • 9 - Language and Pedagogy 169
  • Notes 183
  • Selected Bibliography 185
  • Index 187
  • About the Author 191
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 194

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.