This Michigan sociology instructor is up in arms because the governor is proposing a law that requires all high school graduates to pass four years of English, three years of math, three years of science, and two years of foreign language. According to him, this amounts to "demonising" teenagers, and will result in far fewer of them being able to obtain high school diplomas.
The latter may be true, but if the law passes, a high school diploma may, for the first time since the 1950s, actually have some value. Granted, there are many teenagers (this teenager would have been among them) who would insist that any forced study of English, science, or (especially) math constitutes a form of satanic ritual abuse, but teenagers have seldom been the best judges of what they should learn (or eat, or drink, or wear, among other things), which is why, presumably, we have parents and adults.
I didn't always enjoy my school days - in fact, I spent most of them complaining - but I can't honestly think of any ways in which being required to study English, math, science and foreign languages did me the slightest bit of harm. Yes, it did cut into my beer drinking and hanging around on street corners time, but I was able to more than make up for that in my post-graduation years.
The protesting sociologist reasons that studying such highbrow concepts as the three Rs is an attempt to "force" all students into a college-bound track, and is especially concerned that "urban youth," specifically those from Detroit, will be harmed. By "Detroit," of course, he means "black," since there can't be more than a handful of white students left in Detroit's public education system. Apart from his (presumably unconscious) racism in assuming that black children are incapable of mastering English and math, he fulminates against educating students for jobs that don't exist because of "our corporate-profit dominated economy." Um, hello, Mr Teacher, but isn't it just possible that any kind of economy, corporate-profit dominated or not, is more likely to thrive with a literate and numerate population?
He's also worried that teachers will be blamed should they fail to motivate students to "care about their least favourite courses." As they should be; it is, after all, their job. And a big improvement over handing out meaningless feel-good diplomas to generation after generation of dysfunctional illiterates.
The latter may be true, but if the law passes, a high school diploma may, for the first time since the 1950s, actually have some value. Granted, there are many teenagers (this teenager would have been among them) who would insist that any forced study of English, science, or (especially) math constitutes a form of satanic ritual abuse, but teenagers have seldom been the best judges of what they should learn (or eat, or drink, or wear, among other things), which is why, presumably, we have parents and adults.
I didn't always enjoy my school days - in fact, I spent most of them complaining - but I can't honestly think of any ways in which being required to study English, math, science and foreign languages did me the slightest bit of harm. Yes, it did cut into my beer drinking and hanging around on street corners time, but I was able to more than make up for that in my post-graduation years.
The protesting sociologist reasons that studying such highbrow concepts as the three Rs is an attempt to "force" all students into a college-bound track, and is especially concerned that "urban youth," specifically those from Detroit, will be harmed. By "Detroit," of course, he means "black," since there can't be more than a handful of white students left in Detroit's public education system. Apart from his (presumably unconscious) racism in assuming that black children are incapable of mastering English and math, he fulminates against educating students for jobs that don't exist because of "our corporate-profit dominated economy." Um, hello, Mr Teacher, but isn't it just possible that any kind of economy, corporate-profit dominated or not, is more likely to thrive with a literate and numerate population?
He's also worried that teachers will be blamed should they fail to motivate students to "care about their least favourite courses." As they should be; it is, after all, their job. And a big improvement over handing out meaningless feel-good diplomas to generation after generation of dysfunctional illiterates.