Savage Inequalities By George Orwell Analysis

Jonathan writes this book showing how bad different places around the world are financially and educationally. In East St. Louis there is the financial and community/environmental problems like not having garbage collection transporting hazardous waste, how useless the government body, or more importantly how there is not a good, sufficient amount of qualified teachers. The reason he talks about this is because although every city has there problems there is an absurd amount of problems

The book, Inequality in the Promised Land: Race, Resources, and Suburban Schooling, tells us about the problems that inner-city students face in schools across America. There is an apparent problem with discrimination towards black and poorer families within some suburban districts. The effect of this is a vicious cycle of limited/ scare resources of educational opportunities for students. Author, Lewis-McCoy examines a suburban area in which a “promised land” of educational opportunities and beneficial resources has failed to live up to it’s name. America’s suburbs are seeing an increase in diverse families, yet there is still a challenge of giving equal and high quality educational opportunities to them.

The victims are the burmese people and not orwell because while orwell was indeed “hated...jeered at…” and also “targeted.. as a police officer” (page1), the burmese people faced even harsher treatment than just being hated. The burmese people faced physical punishment and were even treated badly. They were “huddled in stinking cages” and even “flogged with bamboos” (page 1) which obviously shows them to be treated worse than how they treated orwell since the most they could do to him was trip him.

     In Savage Inequalities, Jonathan Kozol documents the devastating inequalities in American schools, focusing on public education’s “savage inequalities” between affluent districts and poor districts. From 1988 till 1990, Kozol visited schools in over thirty neighborhoods, including East St. Louis, the Bronx, Chicago, Harlem, Jersey City, and San Antonio. Kozol describes horrifying conditions in these schools. He spends a chapter on each area, and provides a description of the city and a historical basis for the impoverished state of its school. These schools, usually in high crime areas, lack the most basic needs. Kozol creates a scene of rooms without heat, few supplies or text, labs with no

In Jonathan Kozol’s essay, “Savage Inequalities” Kozol explains what he has learned from visiting three different district ten schools in New York. Kozol ultimately argues that students from low economic classes are being pushed aside and not given an equal education like the kids from high economic class schools. Looking at Kozol’s essay through a postcolonial scope the low class students can easily be seen as the subaltern and the high class students can be seen as the fortunate who benefit from the hegemonic power. Kozol describes the lower class school situation as if it weren't even school. Public School 261 is at a roller rink not even a formal built school. Some rhetoric devices that Kozol employs in his essay are artistic along with

This demonstrates that if Sam’s school had got more funding then Sam may have received a proper education, and would have learned the intellectual skills that could help him to obtain a high paying job. Unlike many other people in richer parts of America who are able to achieve a lot in life due to their education, Sam’s lack of wealth ruins his future. Another example is one that hits closer to home- in terms of educational funding, the Illinois system is corrupt, and one of the districts that suffers most is that of Chicago Public Schools. In an interview with Ryan Young from CNN and an anonymous Chicago Public School teacher over the recent strike over budget cuts and the overall lack in school funding, the teacher states, “We care about the students. We want funding for our schools so our children can have supplies… gym, art, and PE., just like the kids in the suburbs do.” This is a direct representation of what is occurring in the Chicago Public School system today as a consequence of budget cuts and unequal funding. In general, the lack of school funding gives poorer children disadvantages when it comes to supplies that can help them to thrive. Also, budget cuts weaken the capacity of schools’ to develop the intelligence and creativity of the next generation of workers. In fact,, funding cuts lessen the ability of the schools to help prepare children better for their future, such as improving teacher

Jonathan Kozol, in the chapter entitled “Other People’s Children, discusses and justifies the kinds of limitations placed on children who must attend poorly funded, educationally inferior school. Kozol argues that children in the inner-city schools are not fit to go to college and that they should be trained in schools for the jobs they will eventually hold, even though these jobs are less prestigious, lowest-level jobs in society. Kozol’s argument is based on the fact that students from the inner-city or rather from the societies that do not have enough job opportunities are not supposed to learn much because their society cannot accommodate most of the courses that are often found in the urban settings. For example, there is a point where Kozol cites one of the businessman’s statement which says, ‘It doesn’t make sense to offer something that most of these urban kids will never use.’ The businessman continues to argue, ‘no one expects these ghetto kids to go to college. Most of them are lucky if they are literate. If we can teach some useful skills, get them to stay in school and graduate, and maybe into jobs, we’re giving them the most that they can hope for’ (Kozol 376). This statement clearly indicate that the society should accept the inequalities and exercise the same inequalities even in education.

My life is propelled from my education. While the daily facades of school walls try their best to dilute the distractions of reality, in my community, I see families sorting through clothing donation boxes and teenagers hanging around gas stations instead of school. Along with the wastes I see accumulate on the street sides, I see a more disturbing waste: the opportunities begotten from poverty that perpetuates my community's hardships.

Savage Inequalities by Jonathan Kozol explains the inequalities of school systems in different poor neighborhoods. Kozol was originally a teacher in a public school in Boston. This school didn’t have very many resources and was unable to keep teachers for very long. After pursuing other interests, Kozol took the time from 1988-1990 to meet with children and teachers in several different neighborhoods to better understand issues relating to the inequality and segregation in the school systems. Kozol writes from his own perspective as he visits six different cities and the poorest schools in those cities. These cities consist of East St. Louis in Illinois, the South Side of Chicago in Illinois, New York City, Camden in New Jersey, Washington

However, Wacquant brings the term “inner city” to light, breaking down its meaning: “black and poor.” Living in Chicago gives one an exemplary example of the term “inner city” meaning “poor, black ghettos.” The references to “inner city” schools being synonymous with “poor quality” and “mostly African American” are damaging to urban terminology and creating a predetermined perspective of those who call the “inner city” home. The “hypersegregation” of the city of Chicago is a topic within itself, but the institution of segregation is, without question, existent here. In addition, “inner city” is becoming a label which implies unavoidable incarceration.

But Coffeyville finds itself in a particularly precarious position as it’s median income that is roughly 40% less than the state median. 26.2% live below the poverty line. And while my parents did fine to provide us with a happy life, I grew up in a community where this was the exception, not the norm. But even I could not escape the effects on a community that suffers from the triple-homicide

William Wilson’s thesis, The Truly Disadvantage, explained how social conditions led to the urban underclass. He enlightened the readers on how social isolation and concentration effects affected the inner-city neighborhoods. He reasoned that there were more jobs available in the suburbs than in inner-city neighborhoods. The jobs that were available required formal education and credentials, something the inner-city residents lacked. The lack of education made it harder for them to get jobs. Therefore, the joblessness forced inner-city neighborhoods to start merging with lower, working, and middle-class black families. By the 1980’s the middle-class and the working-class had moved out the inner- city neighborhoods. Those who were left behind, Wilson referred to them as the urban underclass. The isolation between the groups left the underclass vulnerable (p. 98).

Abuses of power include “withholding foreign aid or debt relief,” unequal trade agreements, and structural adjustment policies, and because “corruption affects the poorest the most” (Shah), approximately “37 million Americans live below the poverty level set by the US government” (Azelrod-Contrada 20). Most social programs do not aim at reducing the causes of poverty in spite of the fact that they have specific objectives such as improving diet, giving basic medical care, and enhancing housing conditions (Danziger, Snadefur, and Weinberg 51). A lack of education is one of the inequalities that prevents growing young children from obtaining reliable jobs to earn suitable incomes (“A Dollar a Day”). “Nearly a billion people entered the 21st century unable to read a book or sign their names,” according to the State of the World’s Children report of UNICEF (Shah), emphasizing the issue’s severity. It is also considered the “crippling effect of residential segregation” (Page and Simmons 161) because any educational system that singles out students by any factor correlated with academic ability is bound to restrict those who fall below average, creating “inequalities in self-esteem, access to interpersonal networks, and job prospects” (181). The poor’s inability to provide themselves with adequate medical care also drives them deeper

Both suffering from anxieties and prejudicial dominance Capitol, which were the very type of people who would suffering and kill each other in the game, and uphold the social inequality that is found in this novel. Both suffering from anxieties and prejudicial dominance Capitol, which were the very type of people who would suffering and kill each other in the game, and uphold the social inequality that is found in this novel.

Unlike the conservative school, the liberal schools sees the cause of poverty resulting from loss of jobs, super ghettos, poor education (Wacquant, L., Wilson J. 1989). Essentially poverty to the liberal occurs naturally resulting from the relationship an individual has with his or her geographical space. The liberal school also postulates their policy research as independent and unbiased (Schram, 1995). Wilson (1996) shows how the above liberal assumptions result in research whose methods focus more on the impoverished individual relationship as being formed by the space the individual lives in (Schram, 1995). Space impacts upon the individual and the liberal school avoids any suggestion of wider mutually constituted relationships. Like the conservative school, the impartial supposition from the liberal view results in bias that avoids bringing in individual interpretation in research (Schram, 1995). As a result, the liberal ideology results in oppressive policies imposed upon the poor from outside sources and fail to address the wider jointly comprised spatial arrangements.