Perspective on the "American Dream"

by Anna Larkin

“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called truth" ~ Dan Rather.

Dictionary.com provides two conflicting characterizations for the meaning of truth: conformity with fact or reality or agreement with a standard; a verified fact of honesty, integrity, truthfulness. Truth is a central component in understanding and advocating for urban school children, curriculums and overcoming the archaic structure of American education. Unfortunately, the truth is that most urban youth are not reaching their full potential because urban school infrastructures for various reasons provide only the basic necessities of education for this majority of minorities.
My exposure to research data, miscellaneous text and personal interaction/discussion regarding poverty and oppression in my sociology classes at TCNJ facilitated personal internalization of certain truths and social inequalities. Further theoretical data and practical experience in this urban teaching seminar placed a face on that oppressed minority: students at Gregory School and a system of equal public education that is anything but equal. What I observed through tutoring in the after school program was primarily school work defined mainly as rote and drill assignments. Students lacked most school supplies down to the simplest items like paper and pencils and I do not recall ever seeing a journal or textbook of any kind.
“Schools have radically transformed over the past century” (Howard, 2003). Tyrone Howard charges colleges with the responsibility of dispelling stereotypes of urban deficit. It is absolutely clear the current problems in education are varied and complex. There is no absolute problem or solution however, it seems fairly obvious that the problems are easily identifiable and solutions plausible. Other scholarly data presented in this class (Kozol, Berliner) points out effectively how multiple elements of run-down urban communities, gang presence and street socialization, overall teaching profession, school district funding, curriculums, segregation, socioeconomic disparities, discrimination, stereotypes, and manipulated social oppression of the poor by powerful decision makers (wealthy and government officials) all contribute to failing schools, neighborhoods and student neglect. Martin Haberman exposes the deliberate practices of direct authoritarian instruction of most urban teachers with the sole purpose and presumption that urban minority students are capable of learning only basic skills. Jean Anyon likewise presents data on five diverse curriculums from authoritative direct instruction in what she labels as working class urban schools to student directed curriculum in affluent suburban schools. The former limits students in a “hidden curriculum” of learned obedience with the projected target of labor.
In the past two years, I evolved from total ignorance that racial prejudice, discrimination and white privilege even existed to acceptance and finally to the frightening reality of what seems like a covert operation to contain social classes and status quo in America. I always knew my compassion and hard work could make a difference in other children’s lives as a teacher and advocate but I question whether I can overcome the multiple obstacles urban schools currently face and still maintain effective quality teaching? Spending three weeks in an urban school setting as we have done is a mere introduction to the reality of teaching in urban schools and student needs. I will continue my teacher preparation during student teaching this fall in the Trenton Public School District.
I believe that all children deserve the challenge of reaching their full potential and education should provide that human right with every citizen sharing responsibility. A successful system of pedagogy needs to be supported by a continuing comprehensive system of reform and unification in all public schools. I cannot predict whether my abilities are sufficient to be an effective urban teacher but I know my desire and will are. Until the dream of equality becomes a reality, dedicated teachers will continue to push students to reach their full potential, fight conformity of stereotypes and promote the truth of integrity and honesty opposed to the standard of cultural majorities that proves to be the bane of urban education. It is a social tragedy educating a majority population to conceivably be “unemployable, unable to think and make moral choices” (Haberman).