In the book, Savage Inequalities, author Jonathan Kozol visits various schools across the United States and analyzes the differences between the quality of education provided to the children of the wealthy elite, and the quality of education provided to the children of the poor. Using Molotch and Logan’s Urban Growth Machine theory, one can come to understand how a certain group of people with interests of becoming the ruling class came together to create and maintain a large social structure, as well as explain why there is racial disparity in educational achievement through land commodification. Chicago’s school district serve as the perfect example of that place as a market commodity, with a more inherent value being placed on schools serving
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One can also attribute how resources are allocated through these schools as another indication of the inequality in the school systems. Molotch and Logan’s Urban Growth Machine theory is essential in explaining the fundamental role of place in society. It combines conflict theory, which explains why social constraints lead to large inequalities in society. Conflict theory is the “basic idea of looking at power dynamics and analyzing the ways in which struggles over power drive societal change and how groups of people fight over the control of resources.” As defined by Yung and Chan in their work, Re-Examining the Growth Machine Ideology of Cities, the Urban Growth Machine Theory’s “objective of growth united otherwise pluralistic interests in relation to a City. “ () Place is usually understood to be a socially and economically valued land. In the context of Savage Inequalities, the place is seen as a market commodity because the better schools are found in the wealthier neighborhoods. The location of the school seems to be fundamental to the success rate of the students …show more content…
“It’s all a game… keep them in class for 7 years and give then a diploma if they make it to 8th grade. They can’t read but give them the diploma. The parents don’t know what’s going on. They are satisfied.” (Pg. 57) This teacher is a prime example of an actor who believes that money is not the problem. Which in turn, leaves money out of the equation. The education that is being cheated from them would help improve their social location, because education is known to be a driving factor in social mobility. When students are exposed to teachers such as the one mentioned above at such an early age, they begin to lose hope and accept that they are indeed as worthless as their teachers tell them. However, there are very few teachers at the school that believe in the children’s capabilities, and refuse to let it waste away. “Here are wonderful teachers such as Corla Hawkins almost everywhere in public schools. The rationale behind much of this writing is that pedagogic problems in our cities are not chiefly matters of injustice, inequality, and segregation. What is unique in Mrs. Hawkins classroom is now what she does but who she is.” (62) Mrs. Hawkins is a warm, empathic, and energetic, teacher which is almost uncommon to see
One can also attribute how resources are allocated through these schools as another indication of the inequality in the school systems. Molotch and Logan’s Urban Growth Machine theory is essential in explaining the fundamental role of place in society. It combines conflict theory, which explains why social constraints lead to large inequalities in society. Conflict theory is the “basic idea of looking at power dynamics and analyzing the ways in which struggles over power drive societal change and how groups of people fight over the control of resources.” As defined by Yung and Chan in their work, Re-Examining the Growth Machine Ideology of Cities, the Urban Growth Machine Theory’s “objective of growth united otherwise pluralistic interests in relation to a City. “ () Place is usually understood to be a socially and economically valued land. In the context of Savage Inequalities, the place is seen as a market commodity because the better schools are found in the wealthier neighborhoods. The location of the school seems to be fundamental to the success rate of the students …show more content…
“It’s all a game… keep them in class for 7 years and give then a diploma if they make it to 8th grade. They can’t read but give them the diploma. The parents don’t know what’s going on. They are satisfied.” (Pg. 57) This teacher is a prime example of an actor who believes that money is not the problem. Which in turn, leaves money out of the equation. The education that is being cheated from them would help improve their social location, because education is known to be a driving factor in social mobility. When students are exposed to teachers such as the one mentioned above at such an early age, they begin to lose hope and accept that they are indeed as worthless as their teachers tell them. However, there are very few teachers at the school that believe in the children’s capabilities, and refuse to let it waste away. “Here are wonderful teachers such as Corla Hawkins almost everywhere in public schools. The rationale behind much of this writing is that pedagogic problems in our cities are not chiefly matters of injustice, inequality, and segregation. What is unique in Mrs. Hawkins classroom is now what she does but who she is.” (62) Mrs. Hawkins is a warm, empathic, and energetic, teacher which is almost uncommon to see