Elaina Joseph

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Jonathan Kozol
“People who know but do not act do evil too. I don’t know if I would call them evil but they’re certainly not thinking about heaven.”
Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

Jonathan Kozol
“Still, I think it grieves the heart of God when human beings created in His image treat other human beings like filthy rags.”
Jonathan Kozol, Amazing Grace: The Lives of Children and the Conscience of a Nation

Jonathan Kozol
“I urge you to be teachers so that you can join with children as the co-collaborators in a plot to build a little place of ecstasy and poetry and gentle joy”
Jonathan Kozol

Jonathan Kozol
“Many people, even those who view themselves as liberals on other issues, tend to grow indignant, even rather agitated, if invited to look closely at these inequalities. “Life isn’t fair,” one parent in Winnetka answered flatly when I pressed the matter. “Wealthy children also go to summer camp. All summer. Poor kids maybe not at all. Or maybe, if they’re lucky, for two weeks. Wealthy children have the chance to go to Europe and they have the access to good libraries, encyclopedias, computers, better doctors, nicer homes. Some of my neighbors send their kids to schools like Exeter and Groton. Is government supposed to equalize these things as well?”

But government, of course, does not assign us to our homes, our summer camps, our doctors—or to Exeter. It does assign us to our public schools. Indeed, it forces us to go to them. Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.”
Jonathan Kozol, Savage Inequalities: Children in America's Schools

Jonathan Kozol
“Now and then, in private, affluent suburbanites concede that certain aspects of the game may be a trifle rigged to their advantage. “Sure, it’s a bit unjust,” they may concede, “but that’s reality and that’s the way the game is played.…

“In any case,” they sometimes add in a refrain that we have heard now many times, “there’s no real evidence that spending money makes much difference in the outcome of a child’s education. We have it. So we spend it. But it’s probably a secondary matter. Other factors—family and background—seem to be a great deal more important.”

In these ways they fend off dangers of disturbing introspection; and this, in turn, enables them to give their children something far more precious than the simple gift of pedagogic privilege. They give them uncontaminated satisfaction in their victories.”
Jonathan Kozol, Savage Inequalities: Children in America's Schools

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