by Dr. R. Lemoyne Robinson, City University Schools Chancellor
In its current state, education may be the problem, not necessarily the solution. Whether in large urban schools or within the subset of the urban populace within charter schools, the priority of work over education; the lack of critical dialogue;and corporate responsibility for educational reform have all plagued education’s ability to transform.
Until educators realize their active role in the development and acceptance of mediocrity for the overall society, communities of children throughout America will never be afforded the luxury of real independence or true liberty. Although such a realization will come at a cost, educators and others must realize no individual gain is greater than the lost suffered by the masses.
Cogs have helped this machine to run successfully in mediocrity. Unfortunately the key cogs are the educators who believe that they are doing a service to communities of urban schools throughout the country. If asked, those same cogs would respond that they are independent of the problem and are doing their best to break the residual cycle. In fact, the majority of today’s educators are a reincarnation of a lingering presence for which they speak against but skillfully work to repeat. Due to this reoccurring phenomenon, America continues to exist in a liberal hypocrisy no matter who is at the helm of its leadership, because an undereducated body of students produces an uneducated society of workers.
Educators must find a way to serve as leaders of change in the face of mediocrity. Individual educators and schools should find ways to collectively gather in order to mutually collaborate on measures that will turn the cogs of lingering injustices in a direction that will support a quality of education for all (and not just the middle class). In doing so, there must be a realization that although individuals may suffer initial losses, the masses will be able to have real gains—independent of the capitalist superiority that forced the majority to become passive and ignorant.
Such a shift must take place in order for the face of education to change. As education has become the new civil right, the citizenry (educators, students and parents) must learn their voice in order to compete with the corporate forces that have impugned the nation’s once competitive educational system. Until that voice is heard, America is destined to be led by the prominence of a few, while providing poor education to many.
This shift has to come from the masses, as there is no rational dialogue that can take place between the machine and quality teachers. The dialogue has to be one way—one classroom, one school, one district and one system at a time.
This change will only come through a radical approach to education and the reevaluation of the values for which many teachers were taught to deliver in their respective educational programs of study. Such an approach jeopardizes individual comforts while developing opportunities for a larger population, possibly the masses. It is believed that only at that time of sacrifice will true change come.
True educators must prepare for such a day—the day of realization and reckoning. At some point students will also stand up and want to be heard, taught, and observed—that will be the long awaited educational revolution.
There must be a query for when such a revolution Cheap Doxycycline online will take place, as national reform seems to roll generationally—every thirty years. As posed in the 1930’s through child labor reform, 1960’s through civil rights reform and the 1990’s through education reform. If the true educational revolution does not take place soon, then what reform will the American citizens experience in 2020’s?