![]() ![]() ![]() As a result of many of the poor conditions Kozol discusses, his students were operating below their necessary reading/writing/math levels. The classrooms were overcrowded and the teaching positions were revolving doors, with substitute teachers sometimes teaching courses for an entire year. Kozol begins the book by describing his experience as a schoolteacher in a segregated Boston school in 1964. By highlighting the experiences of students in low socio-economic situations and contrasting it with the experiences of students in upper/middle class socio-economic situations, Kozol aims to awaken the reader and stun them into action. Issues of overcrowding, understaffing and underfunding were present throughout the schools Kozol visited in the 1980s and 1990s, and is still relevant to inner-city and rural schools in America today. While the book was written more than a decade ago, it is still applicable to the challenges the American school system faces today. Kozol takes a qualitative, ethnographic approach in his study and speaks directly to students, teachers, principals, superintendents and parents about their experiences with education. ![]() By visiting schools across America between 19, Kozol delves into inequity students, parents and staff in low socio-economic neighborhoods face as compared to those from more affluent neighborhoods. Review by: Harman Singh, Wayne State University, Kozol’s Savage Inequalities explores the inequalities that exist within the American public school system. Savage inequalities: children in America's schools. ![]()
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