Social Mobility? Who’s choice and Who’s Command

Social Mobility? Who’s choice and Who’s Command…

Recently I read an article in the AERA’s Educational Researcher entitled Living Contradictions and Working for Change: Towards a theory of social class-sensitive pedagogy by Stephanie Jones and Mark Vagle.

Their main point is that our school systems often tell the child of a waitress or field worker that they can do better than their parents if they work hard, get good grades, get good test scores, go to college, and use their minds to work rather than their backs or hands.

The article covers much more ground than this but I think this is its essential message along with advise that teachers should learn to be reflective about these messages and class contexts.

I have pondered this the last few days.

For me, as an educator, I have always focused on empowering the learner to develop life long learning practices, to seek knowledge of self, of context, of family, of culture, and of their own interests.

I have focused on helping learners consider the dialogic, in a Bakhtinian sense, by exploring what people say and don’t say, why, and the contexts of texts….including those found and created in schools and otherwise.

Ultimately, I still think the American Equation is a worth concept for considering….hard work + public education + the American dream….in view of this article’s ideas…its key to focus on individuals and families constructing their own idea of the American dream and valuing the diversity of possible constructions…

Questions come to mind….

Is all honest work, good work?

What is the purpose of work?

Who should define what you do for work? or play for that matter…

How does your work contribute to you as an individual, to your family, your community, the nation and the planet?