Students: Advanteged vs. Disadvantaged

After having read the Finn book and the article on literacy worldviews, many ideas, questions and concerns about the advantages and disadvantages imposed on students (and children) by family, society, and the educational system continue to “run around” in my thoughts.
As partners and members in the education business, we know the cultural background of our students and perhaps even the traditions of their upbringing within the given culture. If we dig a little deeper, we can usually (although not always easily or even welcome) discover some facts about the economic status of the family. With this information, we often tend to quickly make some assumptions and conclusions about the child’s academic abilities without even giving them a fair chance to prove themselves. Just as we often do with the behavior child-they were bad last year, so they will be bad this year too.
With years of experience within the field of education, I have come to see that these stereotypes and bias notions (if you will) definitely put some students (maybe most) at an advantage or disadvantage over their peers. Add to this their actual family make-up (number of moms versus number of dads) and it only serves to complicate their “fate” even more.
Within a city, communities and schools are compared and judged based on standardized test results. The school in turn attempts to justify its ranking by often referring to the “cunumber of moms versus number of dads) and it only serves to complicate their “fate” even more.
Within a city, communities and schools are compared and judged based on standardized test results. The school in turn attempts to justify its ranking by often referring to the “culture” of their school population. Why not think about the “culture” of the actual school environment? Are students being “taught” differently in different parts of the city or even with the school itself? Is teaching based on ability or cultural and socio-economic background? Is there ample teacher support in place so as to provide the best “teaching” possible?
Another point of interest is that which involves creating a learning environment which is welcoming, positive, free of bias and stereotype, constantly changing, as well as one where students are free to inquire, problem solve, challenge and drive the topics and lessons. Is there wrong in students questioning and/or challenging the teacher’s perspective? Or even the government’s curriculum?
From my personal experiences as a student, teacher and even a parent, there seems to exist an hierarchy within the system (be it society, home or school), with no room for “movement”. We expect students to be interested, motivated and dedicated, but often ignore their interests, motives and background knowledge, and ultimately render them powerless. I have recently truly come to believe that a student who is “connected” to the topics as well as the methods can’t help but be interested, motivated and ultimately dedicated. As adults, do we immerse ourselves in “things” that aren’t of interest or interesting to us? Not usually. Yet we do it to our children and students all the time.
Then there’s this whole issue of literacy: what it is and isn’t and what the true contributing factors are that shape an individual’s literacy success (or failures). We seem to require and even welcome training to do so much in life (drive, work, fix and build things, even deliver a baby), yet no training required for parenting. And even if we examine our teacher training, is it too, yet no training required for parenting. And even if we examine our teacher training, is it, too, not full of bias depending on where we do and even more so where we conduct our practicum placements? How, too, not full of bias depending on where we do and even more so where we conduct our practicum placements? How can one’s upbringing not affect one’s own parenting some day? How can one’s upbringing not affect one’s own parenting some day? Once again, advantages and disadvantages to the innocent newcomer.
We seem to know and understand that literacy has changed and will continue to do so in an ever-changing world, yet we assume we all have the knowledge and experiences not only to accept and deal with the changes, but also to cope and survive with them. Many believe it should be back to the basics (the old ones I guess) because “look at us, we didn’t turn out so bad”; while still others find validity in all the other worldviews on literacy. I have always been able to relate to and accept the expression – a lot of any one thing can’t be good; everything in moderation.
So, is the answer to a neutral and fair educational system one that involves a bit of “everything”? Maybe. Probably. Can we help students so that they are not disadvantaged because of their cultural and socio-economic backgrounds? Yes. Definitely. First, we must examine and accept our failures and successes within the business of education (and society for that matter). Next, implement changes to the “system” so as to inspire, interest, motivate and empower all of our students. We need also to identify where the students are at as individuals when they come to us each year. Forget the blame and reasons for failures and successes and start “teaching”. Teach with passion, with variety of resources and methods, with the student as priority.