Class Dismissed

Class Dismissed In Class Dismissed, John Marsh Debunks A Myth Cherished By Journalists, Politicians, And Economists That Growing Poverty And Inequality In The United States Can Be Solved Through Education Using Sophisticated Analysis Combined With Personal Experience In The Classroom, Marsh Not Only Shows That Education Has Little Impact On Poverty And Inequality, But That Our Mistaken Beliefs Actively Shape The Way We Structure Our Schools And What We Teach In ThemRather Than Focus Attention On The Hierarchy Of Jobs And Power Where Most Jobs Require Relatively Little Education, And The Poor Enjoy Very Little Political Power Money Is Funneled Into Educational Endeavors That Ultimately Do Nothing To Challenge Established Social Structures, And In Fact Reinforce Them And When Educational Programs Prove Ineffective At Reducing Inequality, The Ones Whom These Programs Were Intended To Help End Up Blaming Themselves Marsh S Struggle To Grasp The Connection Between Education, Poverty, And Inequality Is Both Powerful And Poignant

Librarian Note There is than one author by this name in the Goodreads database.John Marsh is assistant professor of English at Penn State University In addition to many articles and reviews, he is the author of You Work Tomorrow An Anthology of American Labor Poetry, 1929 1941, which won the Tillie Olsen Award for Creative Writing.

[BOOKS] ✴ Class Dismissed  ✻ John    Marsh – Webcambestmilf.info
  • Paperback
  • 255 pages
  • Class Dismissed
  • John Marsh
  • English
  • 05 September 2019
  • 9781583672433

10 thoughts on “Class Dismissed

  1. says:

    Overall a valid point, but a bit disorganized and confusing to read.

  2. says:

    This is a disquieting read, especially for those who staunchly believe that and better education is the best way to reduce poverty and inequality in this country Poverty and inequality are high in this country, especially the latter, as Marsh illustrates through several charts Marsh illustrates the importance of reducing inequality in a country not just for the poor, but the community as a whole Marsh is college educated, and teaches at the University of Illinois Education has an important place, but it s place as an equalizer has been grossly exaggerated Indeed, Marsh illustrates through examples and charts that the connection between greater education and greater equality is tenuous at best The far bigger predictor of a child s success How much money is in the parent s bank account Money, especially in the country, matters Another reason is that the largest growth sectors also pay low wages I think one of the best sentences that sums this up A Waitress with a B.A still hustles for tips Marsh paints a convincing argument about education only having a marginal impact on inequality and poverty, through several charts and citations The book, despite a lot of math, is pretty easy to follow but the message is only now beginning to catch on this was published in 2011, and knowing what I do about publishing, was probably compiled at least two years before that But it s not going to sit well with many, who, as marsh points out, want to see justice anyone can succeed if they try hard enough Unfortunately, in this day and age that is simply not true Cynically and the author brings this up as well , the converse argument is that if someone is poor, they must not have taken advantages of their opportunities, or had enough schooling, or didn t try hard enough In other words, blame the victim The solution to inequality and poverty are the same that increased equality and reduced unemployment and poverty in the late 1940s to early 1970s unionized labor that could leverage the worker interest with employers, and higher wages Again, education has a place but using education rather than raising incomes as an equalizer is, at best, putting the cart before the horse This will be an interesting challenge, given the general anti union sentiments and technological advances which are replacing a lot of jobs, shrinking the number of jobs available while the labor pool increases.

  3. says:

    Too many students going Charles MurrayUS has overinvested in higher education Richard VedderMore young people should enter trades rather than go to college Murray, Vedder, and Crawford Since college teaches few useful job skills, signals to employers that graduates are hard working and conformist all of the above The advice we offer every halfway intelligent young person with a pulse go to college is not, I argue, counsel we can offer a whole generation of people An is education pays is an ought everyone ought to get an education Some people may escape poverty wage incomes through education, but a problem arises when education becomes the only escape route from tehse conditions because the road will very quickly become bottlenecked 19.The economy will continue to produce jobs that do not require a college degree than jobs that do 20 Education will not make those jobs pay than they do, a PhD working as a bartender earns bartender wages, not a professor s salary What will make those bartending and other unskilled jobs pay something closer to a living wage if not a living wage itself constitutes, to my mind, one of the major public policy challenges of the twenty first century Education, however, is not the answer 20.History of how education came to dominate conversations about opportunity involves the eclipse, by education, of other ways Americans once imagined they might get ahead The history also involves the eclipse, by economics, of other purposes Americans once imagined for education 21.Americans believe we can teach and learn our way out of inquality because of our primal and somewhat na ve desire to believe in a just world, to believe that people get what they deserve also suffer from an inability to imagine or recognize any other way into the middle class than they one they took, college 21 A good deal of evidence suggests that only by first decreasing inequality and poverty might we then improve educational outcomes 22.Some argue that US poverty is not that bad, but in 2003 someone in 12.9 percent of US households needed to go to a doctor but could not 7 x % of these households reported not having enough food 13 percent could not pay their rent or mortgage on time And 21.5 percent failed to pay utility bills on time 41.Impacts of poverty

  4. says:

    Marsh believes and dutifully backs his thing up that there is no silver bullet to alleviating poverty No one movement can restructure a person s economic class, but the popularity of the education movement among the white and the wealthy undeniable Marsh answers important questions like Is the goal of education to alleviate poverty If not, is this how we should be focusing public money Does higher quality education help alleviate poverty If not, what does The fact is that education does not help to alleviate poverty John Marsh cites that economic inequality in the United States does not come from a lack of education but from dozens of economic and political factors that are structured to keep the poor in the lowest classes despite what education they receive European countries achieve their famously lower poverty rates not because they practice a gentler kind of capitalism, but because they offer far generous and in some cases, simply numerous social programs aimed at the poor and unemployed In addition to worker friendly labor market policies European countries devote nearly twice as much of the GDP to social spending than the United States The key is to give someone who is hungry a sandwich, not a protractor Give someone who is sick a doctor, not a textbook Seems logical enough.In short, this book argues that it is critical to increase social spending, provide tax incentives to the private sector to increase worker pay and assist in establishing unions in order to alleviate poverty There will always be work for the unskilled workforce but that work needs to be dignified and fairly compensated Marsh doesn t let us believe that this is a raceless struggle, either anyone versed in American inequality knows the impoverished are far likely to be minorities than whites And the idea that a poor person ought to learn or earn their way out of poverty is addressed as a deeply classist notion of the privileged, with which I couldn t agree .James Agee calls the fictional silver bullet of education dangerous talk which is dangerous because by wrong assignment of causes it persuades that the cure is possible through means which in fact would have little effect save to delude the saviors into the comfortable idea that nothing needed doing, or even looking into.

  5. says:

    The American view of higher education as a panacea for poverty and social inequality is nothing new, but as Marsh demonstrates using history and economic research, it does not turn out that way and he demonstrates effectively, without getting bogged down in technical jargon, that it does not even work in theory In fact, the gospel of education is an example of supply side economics that even took in some liberals such as Robert Reich in the 1990s, though his views appear to have evolved This view of education is not only a symptom of popular supply side economic theory, but also a psychological desire to believe that the world is just and the playing field or less level, so that people s fates are entirely the result of their personal choices Thus, access to higher ed is preferable than other policies that would provide tangible economic benefits, such as direct job creation or support for those unable to find work No doles, as LBJ said With evident sadness, rooted in his academic career and aspirations, Marsh takes apart the notion that higher education alone will lift than a few out of poverty or reduce social stratification He then addresses the systemic causes of inequality and the political obstacles to making them happen.

  6. says:

    The only feasible poverty ending solution in the USA is to redistribute wealth from the wealthy to the poor Phew Spoiler alert How does the USA achieve that Well, labour organization is a good place to start But before the States can successfully organize labour, lobbying anti union business owners need to butt out and allow employees the freedom to form and or join unions to fight for greater pay and benefits Not only that, but greater labour representation can tear the government away from indirect solutions to economic inequality, such as increasing access to higher education, but actually enacting plans that will redistribute wealth, such as a progressive taxation Importantly, education should be viewed as an end in itself and not as a means of greater economic attainment.

  7. says:

    This was an interesting book, takes a different look at the educational establishment Not as hard hitting as I wanted it to be, after all, this book was written by an academic His major point to me, is simply that education can t do what it s being sold to us as doing, which is alleviating poverty and serving as a great equalizer That s not true from what the author writes and he even goes a step further fostering the notion that maybe education is being used as a smoke screen to shift attention away from the real reason of poverty, that being poor and stagnant wages Makes sense to me, I ve always viewed our economic problems as labor and redistribution of wealth issues and he seems to agree in the end Education is yet another siren song.

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