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K0/v.é³`Ñ ÛŸ£›Ö_YžÙ/ˆ¨y“ÑçÃÒ!z›Ï‹0\ÛXýbK$"¶øØõ¿×w¸¼ãÙW6d0 0ËŠXØü=ýÕõuÓ€øW/©â®Iª/#É’UN[ %© 0:¯ 0Ué 0Ý> 0¿ 0¹Ú 0³“ 0­F 0§ó 0¡š 0›; 0¿Ö 0Ë• 0­` 0§  0¡´ 0›U 0•ð 0… 0‡ 0¼› 0ÈW 0ª 0¤É 0žm 0˜  0’£ 0Œ5 0„ÁÁÁU@EÀ…^ EwQ4Uix mzN‘‘‘‘U8“˜Dell AIO Printer A920 (Copy 1)PX,..,PX0(ÖÃ9 Z‹6Times New Roman RegularX(üœ$¡¡ÔUSUS.,Ô*+ ÿÿ(_26Ô2ÔÔ3  Ôà..à*D+D ÿÿ(_25Ó ¨ý ÓÓ ° ÓÓ,"Œ Œ ä <”ìDœôL¤,ÓÔ2ÔÔ3  Ôà..àÓ,"Œ Œ ä <”ìDœôL¤,ÓÓ ¨ý ÓÓ ° Ó*5+5 ÿÿ(_24Ó  ÓÓ)ä ä <”ìDœôL¤)ÓÔ2ÔÔ3  Ôà..àÓ)ä ä <”ìDœôL¤)ÓÓ  Ó*2+2 ÿÿ(_23Ó ` ÓÓ&<<”ìDœôL¤&ÓÔ2ÔÔ3  Ôà..àÓ&<<”ìDœôL¤&ÓÓ ` Ó*/+/ ÿÿ(_22Ó ¸ ÓÓ#””ìDœôL¤#ÓÔ2ÔÔ3  Ôà..àÓ#””ìDœôL¤#ÓÓ ¸ Ó*,+, ÿÿ(_21Ó  ÓÓ ììDœôL¤ ÓÔ2ÔÔ3  Ôà..àÓ ììDœôL¤ ÓÓ  Ó*)+) ÿÿ(_20Ó h ÓÓDDœôL¤ÓÔ2ÔÔ3  Ôà..àÓDDœôL¤ÓÓ h Ó*&+& ÿÿ(_19Ó À ÓÓœœôL¤ÓÔ2ÔÔ3  Ôà..àÓœœôL¤ÓÓ À Ó*#+# ÿÿ(_18Ó  ÓÓ ôôL¤ÓÔ2ÔÔ3  Ôà..àÓ ôôL¤ÓÓ  Ó*>> ÿÿ(_17Ó  ÓÓ2(Ü Ü4Œ ä <”ìDœôL¤2ÓÔ2ÔÔ3  Ô€Ó2(Ü Ü4Œ ä <”ìDœôL¤2ÓÓ  Ó*DD ÿÿ(_16Ó ¨ý ÓÓ ° ÓÓ,"Œ Œ ä <”ìDœôL¤,ÓÔ2ÔÔ3  Ô€Ó,"Œ Œ ä <”ìDœôL¤,ÓÓ ¨ý ÓÓ ° Ó*55 ÿÿ(_15Ó  ÓÓ)ä ä <”ìDœôL¤)ÓÔ2ÔÔ3  Ô€Ó)ä ä <”ìDœôL¤)ÓÓ  Ó*22 ÿÿ(_14Ó ` ÓÓ&<<”ìDœôL¤&ÓÔ2ÔÔ3  Ô€Ó&<<”ìDœôL¤&ÓÓ ` Ó*// ÿÿ(_13Ó ¸ ÓÓ#””ìDœôL¤#ÓÔ2ÔÔ3  Ô€Ó#””ìDœôL¤#ÓÓ ¸ Ó*,, ÿÿ(_12Ó  ÓÓ ììDœôL¤ ÓÔ2ÔÔ3  Ô€Ó ììDœôL¤ ÓÓ  Ó*)) ÿÿ(_11Ó h ÓÓDDœôL¤ÓÔ2ÔÔ3  Ô€ÓDDœôL¤ÓÓ h Ó*&& ÿÿ(_10Ó À ÓÓœœôL¤ÓÔ2ÔÔ3  Ô€ÓœœôL¤ÓÓ À Ó(## ÿÿ&_9Ó  ÓÓ ôôL¤ÓÔ2ÔÔ3  Ô€Ó ôôL¤ÓÓ  Ó(>> ÿÿ&_8Ó  ÓÓ2(Ü Ü4Œ ä <”ìDœôL¤2ÓÔ2ÔÔ3  ÔÓ2(Ü Ü4Œ ä <”ìDœôL¤2ÓÓ  Ó(DD ÿÿ&_7Ó ¨ý ÓÓ ° ÓÓ,"Œ Œ ä <”ìDœôL¤,ÓÔ2ÔÔ3  ÔÓ,"Œ Œ ä <”ìDœôL¤,ÓÓ ¨ý ÓÓ ° Ó(55 ÿÿ&_6Ó  ÓÓ)ä ä <”ìDœôL¤)ÓÔ2ÔÔ3  ÔÓ)ä ä <”ìDœôL¤)ÓÓ  Ó(22 ÿÿ&_5Ó ` ÓÓ&<<”ìDœôL¤&ÓÔ2ÔÔ3  ÔÓ&<<”ìDœôL¤&ÓÓ ` Ó(// ÿÿ&_4Ó ¸ ÓÓ#””ìDœôL¤#ÓÔ2ÔÔ3  ÔÓ#””ìDœôL¤#ÓÓ ¸ Ó(,, ÿÿ&_3Ó  ÓÓ ììDœôL¤ ÓÔ2ÔÔ3  ÔÓ ììDœôL¤ ÓÓ  Ó()) ÿÿ&_2Ó h ÓÓDDœôL¤ÓÔ2ÔÔ3  ÔÓDDœôL¤ÓÓ h Ó(&& ÿÿ&_1Ó À ÓÓœœôL¤ÓÔ2ÔÔ3  ÔÓœœôL¤ÓÓ À Ó&## ÿÿ$_Ó  ÓÓ ôôL¤ÓÔ2ÔÔ3  ÔÓ ôôL¤ÓÓ  Ó(ÖÃ9 Z‹(Times New Roman  ChubbuckClassism WirtEllwoodSchugurenskyMaurianne edsRoutledge C.I.MulticulturalHarmerAmerican.Net D.E.Cubberly.fcis.oise.utoronto.ca*daniel_schugurensky0www.usconstitution.com~1é œr1gs3|xÿU‹ÿÀÀÀ<4šÛ 9Z+‹ Courier New Ý ƒüœ!ÝÔUSUS.,ÔÝ  ÝÔ_ÔÓÓÔ‡.X²rXXXÔÔ#†XàhXX.X²rO#ÔÔ‡"XàhXXXàhÔDrew€ThomasÐ ° ÐEducation€048Ð ˆØ ÐChubbuckÐ `° ÐGroup€ReportÐ 8 ˆ ÐOctober€4,€2004Ð  ` ÐÓ  Óð ðClassism€in€EducationððÐ è 8  ÐÓ  Óà  àClassism,€the€practices€and€beliefs€which€assign€different€values€to€people€according€toÐ À  Ðtheir€economic€class,€has€greatly€influenced€public€education€in€America€Ô_Ô(AdamsÔ_Ô€238).€Ð ˜è  ÐIndividuals€such€as€Thomas€Jefferson,€Horace€Mann,€and€John€Dewey€believed€schools€shouldÐ pÀ Ðafford€persons€of€varying€economic€class€the€opportunity€to€receive€a€high€quality€education.€Ð H˜ ÐDisciples€of€Dewey,€most€notably€William€Wirt€and€Ellwood€P.€Cubberly,€implemented€policiesÐ  p Ðwhich€promoted€classism.€€Following€World€War€II,€laws€and€policies€have€attempted€to€makeÐ øH Ðhigher€education€obtainable€to€all€persons.€€Classism€in€our€society€tends€to€target€the€workingÐ Ð  Ðclass;€as€a€result,€persons€of€color€tend€to€be€the€most€adversely€affected.€€The€knowledge€I€haveÐ ¨ø Ðgained€by€researching€classism,€as€well€as€my€personal€lack€of€experience€with€classism,€willÐ €Ð Ðhelp€me€to€become€a€better€educator.Ð X ¨ Ðà  àThomas€Jefferson€was€among€the€earliest€advocates€for€free€public€education€in€America.€Ð 0"€  Ðð ðJefferson€promoted€state€supported€schools€as€an€instrument€for€creating€citizens€who€couldÐ $X" Ðrealize€republican€and€democratic€ideals€(Wolfe,€248).ðð€€From€1779€to€1817€he€thrice€proposedÐ à%0!$ Ðthe€"Bill€for€the€More€General€Diffusion€of€Knowledge"€to€the€Virginia€Assembly€(Mondale,€25).€Ð ¸'#& ÐAlthough€it€failed€each€time,€the€bill€was€nothing€less€than€revolutionary.€€Jefferson's€bill€calledÐ )à$( Ðfor€all€white€children€to€receive€three€years€of€free€education,€with€the€most€intelligent€malesÐ h+¸&* Ðreceiving€more€years€of€free€education.€€Jefferson€hoped€to€find€and€groom€future€leaders,Ð @-(, Ðregardless€of€their€economic€status,€using€public€schools€(Mondale,€23).Ð ° Ðà  àWhere€Thomas€Jefferson€failed,€Horace€Mann€succeeded.€€Mann,€Massachusettsðð€firstÐ ˆØ ÐSecretary€of€Education,€was€alarmed€by€the€educational€discrepancies€he€saw.€€Mann€wasÐ `° Ðdispleased€with€the€differing€body€of€knowledge€taught€at€individual€schools€as€well€as€educationÐ 8 ˆ Ðonly€being€available€to€children€of€privilege€(Mondale,€27).€€Mann€proposed€a€system€of€freeÐ  ` Ðschools,€which€would€teach€a€common€body€of€knowledge€(Wolfe,€249).€€These€common€schoolsÐ è 8  Ðwere€Mann's€attempt€to€afford€every€student€an€equal€opportunity€in€life€(Mondale,€25).€€Mann'sÐ À  Ðcommon€schools€were€adopted€by€Massachusetts€and€soon€became€the€model€of€public€educationÐ ˜è  Ðacross€America.Ð pÀ Ðà  àProgressive€education€was€a€reaction€to€Mann's€common€schools.€€The€Gary€Plan€andÐ H˜ Ðtracking€were€the€two€most€influential€movements€of€the€progressive€era.€€The€success€ofÐ  p Ðprogressive€education€was€its€ability€to€give€every€child€an€education;€the€lasting€consequence€ofÐ øH Ðprogressive€education€was€the€notion€that€where€you€started€in€life,€was€probably€where€youÐ Ð  Ðwould€end€in€life€(Mondale,€70)Ð ¨ø Ðà  àJohn€Dewey,€the€father€of€progressive€education,€ð ðbelieved€education€gave€greaterÐ €Ð Ðopportunity€to€poor€immigrants€(Bennett,€109).ðð€€Dewey€called€for€public€schools€to€becomeÐ X ¨ Ðmore€student€centered€in€order€to€become€more€conducive€to€learning€(Mondale,€76„77).€Ð 0"€  ÐDeweyððs€theories€were€put€into€practice€by€William€Wirt,€superintendent€of€Gary€School.€€TheÐ $X" Ðgoal€of€the€Gary€Schools,€"was€to€'make€every€working€man€a€scholar€and€every€scholar€aÐ à%0!$ Ðworking€man.€(Mondale€89)'"€€Despite€the€intended€goal€of€the€Gary€Plan,€many€working€classÐ ¸'#& Ðparents€fought€against€it€because€they€viewed€it€as€preparing€their€children€for€factory€work,€notÐ )à$( Ðfor€social€advancement.€€Parents€across€the€nation€fought€against€progressive€education€and€theÐ h+¸&* ÐGary€Plan€for€precisely€that€reasons.Ð @-(, Ðà  àEllwood€P.€Cubberly,€a€progressive€educator€at€Stanford€University,€was€an€earlyÐ ° Ðadvocate€of€tracking.€€Cubberly€believed€Americans€should,€"give€up€the€increasingly€democraticÐ ˆØ Ðidea€that€all€are€equal€and€that€our€society€is€devoid€of€classes.€(Mondale,€98)"€Cubberly€alsoÐ `° Ðbelieved€heredity€played€a€role€in€what€economic€class€you€would€enter€into.€€Cubberly€believedÐ 8 ˆ Ðeducation€should€prepare€people€for€their€future€role€in€society;€persons€determined€to€beÐ  ` Ðdestined€for€labor€went€the€vocational€tract,€persons€destined€for€higher€education€went€theÐ è 8  Ðcollege€tract.€€Because€Cubberly€believed€heredity€determined€your€intelligence€level,€persons€ofÐ À  Ðlower€economic€status€tended€to€be€placed€in€the€vocational€tract€while€middle€class€studentsÐ ˜è  Ðtended€to€be€placed€in€the€college€prep€track.€€While€the€belief€that€heredity€determines€yourÐ pÀ Ðeconomic€status€has€subsided,€students€of€working€class€parents€are€still€more€likely€to€be€placedÐ H˜ Ðin€a€vocational€tract€than€in€the€college€prep€tract.Ð  p Ðà  àDespite€the€work€of€the€above€mentioned€individuals,€only€the€most€wealthy€individualsÐ øH Ðcould€afford€higher€education,€until€1944.€€The€Servicemenððs€Readjustment€Act,€more€commonlyÐ Ð  Ðknown€as€the€GI€Bill,€afforded€returning€WWII€veterans,€regardless€of€their€economic€class,€€theÐ ¨ø Ðchance€to€receive€higher€education€free€of€charge.€€Approximately€2.3€million€veterans€attendedÐ €Ð Ðcollege,€with€an€additional€3.5€million€receiving€another€form€of€school€education€as€a€directÐ X ¨ Ðresult€of€the€GI€Bill€(Schugurensky).€€GI€bills€with€similar€educational€benefits€were€passedÐ 0"€  Ðfollowing€the€Korean€and€Vietnam€Wars;€the€present€day€Montgomery€GI€Bill€provides€similarÐ $X" Ðbenefits€of€earlier€GI€Bills(Servicemenððs€Readjustment€Act€of€1944).Ð à%0!$ Ðà  àGI€Bills€only€helped€veterans€receive€higher€education;€many€states€have€implementedÐ ¸'#& Ðpolicies€which€afford€all€students€the€opportunity€receive€higher€education.€€The€University€ofÐ )à$( ÐIowa,€Iowa€State€University,€and€the€University€of€Northern€Iowa€guarantee€admittance€to€IowaÐ h+¸&* Ðhigh€school€students€with€a€3.0€GPA,€an€ACT€score€of€20,€and€who€are€in€the€top€half€of€theirÐ @-(, Ðhigh€school€class.€€In€addition,€Iowa€offers€the€Iowa€Tuition€Grant€to€students€who€choose€toÐ ° Ðattend€a€private€university€in€the€state€of€Iowa.€€Many€states€have€adopted€similar€policies.Ð ˆØ Ðà  àGeorgiaððs€Hope€Scholarship€program€has€profoundly€effected€Georgiaððs€students.€Ð `° ÐGeorgia€residence€graduating€from€high€school€after€1993€with€a€ð ðBðð€average€receive€free€tuitionÐ 8 ˆ Ðat€any€state€university€(Hope€Scholarship€Program€Overview,€2).€€The€program€makes€the€dreamÐ  ` Ðof€higher€education€an€obtainable€goal€to€all€Georgia€residence,€regardless€of€their€class.Ð è 8  Ðà  àClassism€most€adversely€effects€persons€working€or€lower€class,€regardless€of€their€raceÐ À  Ðor€ethnicity.€€ð ðMiddle„class€African€American€students€and€Chicano€students€succeed€remarkablyÐ ˜è  Ðlike€their€middle„class€European€American€peers.€€Meanwhile€poor€and€working€class€EuropeanÐ pÀ ÐAmerican€students€fail€remarkably€like€their€poor€African€American€and€Chicano€peersÐ H˜ Ð(Campbell,€113).ðð€€Immigrants€and€their€decedents€tend€remain€predominantly€working€classÐ  p Ðuntil€their€assimilation€into€American€culture.€€Most€White„European€immigrants€were€able€toÐ øH Ðassimilate€into€mainstream€American€culture;€however,€immigrants€of€color€failed€to€assimilateÐ Ð  Ðbecause€of€racially€recognizable€characteristics€(Bennett,€108).€€Because€of€their€failure€toÐ ¨ø Ðassimilate€into€mainstream€American€culture,€persons€of€color€are€more€susceptible€to€the€effectsÐ €Ð Ðof€classism€in€public€schools.€€Ð X ¨ Ðà  àMy€lack€of€personal€experience€with€the€issue€of€classism€takes€root€in€my€ruralÐ 0"€  Ðeducation.€€I€attended€a€Catholic€high€school,€Beckman,€located€in€rural€Iowa.€€Beckman'sÐ $X" Ðstudent€population€more€resembled€that€of€a€public€school€than€its€metropolitan€counterpart.€Ð à%0!$ ÐBeckman's€low€tuition,€convenience,€and€lack€of€public€school€proximity€made€Beckman€anÐ ¸'#& Ðeconomically€diverse€school.€€The€children€of€farmers,€factory€workers,€doctors,€and€lawyersÐ )à$( Ðmade€Beckman's€students€economically€diverse.€€Students€on€free€or€reduced€lunch€programsÐ h+¸&* Ðwere€afforded€the€same€education€as€the€children€of€upper„middle€class€processionals.Ð @-(, Ðà  àBeckman€was€not€a€college€preparatory€school,€rather€it€focused€on€student€interest.€Ð ° ÐBeckman€was€a€cross€between€Mann's€common€school€and€Cubberlyððs€tracked€schools.€€AllÐ ˆØ Ðstudents€took€classes€such€as€English,€mathematics,€and€physical€science;€however,€all€studentsÐ `° Ðwere€allowed€a€certain€amount€of€elective€classes.€€Freshman€were€allowed€three€electives,Ð 8 ˆ Ðsophomores€four,€and€so€on.€€Before€we€were€allowed€to€sign€up€for€electives,€our€guidanceÐ  ` Ðcounselor€advised€us€of€the€academic€requirements€for€the€regents€universities€in€Iowa.€€StudentsÐ è 8  Ðwishing€to€pursue€higher€education€took€college€prep€classes,€while€students€wishing€to€pursue€aÐ À  Ðtrade€enroled€in€vocational€classes.€€No€student,€regardless€of€class€or€gender€(there€were€noÐ ˜è  Ðpersons€of€color€in€my€school,€or€town€for€that€matter),€was€denied€the€opportunity€to€takeÐ pÀ Ðcollege€prep€courses.€€I€think€this€system€should€be€employed€in€all€schools€because€it€allowsÐ H˜ Ðstudents€to€pursue€their€interests€and€is€void€of€classism.Ð  p Ðà  àThe€knowledge€I€have€gained€studying€classism,€as€well€as€my€experiences€regardingÐ øH Ðclassism,€will€profoundly€effect€on€my€future€as€an€educator.€€As€a€future€middle€school€educator,Ð Ð  ÐI€must€impress€upon€my€students€the€importance€of€working€hard€in€school,€as€well€as€not€buyingÐ ¨ø Ðinto€preconceived€notions€that€they€are€destined€for€the€vocational€tract.€€The€students€I€teach€willÐ €Ð Ðbe€destined€for€varying€career€paths,€but€I€must€try€to,€"make€every€working€man€a€scholar€andÐ X ¨ Ðevery€scholar€a€working€man.€(Mondale,€89)"€€As€a€future€history€teacher,€I€must€place€moreÐ 0"€  Ðfocus€on€the€condition€of€the€working€class€throughout€differing€historical€periods€in€order€forÐ $X" Ðstudents€to€better€understand€the€world€in€which€they€live.Ð à%0!$ ÐÐ  ¸'#& ÐÓ  ÓBIBLIOGRAPHYÐ ° ÐÓ  ÓÓ XÓÓ ¨ýÓAdams,€Maurianne,€and€Lee€Anne€Bell,€and€Pat€Griffin,€eds.€€òòTeaching€for€Diversity€and€SocialÐ ˆØ ÐJusticeóó.€€Routledge:€New€York,€1997.Ð `° ÐBennett,€C.I.€€òòMulticultural€Educationóó.€€Boston:€Allyn€Bacon,€2003.Ð 8 ˆ ÐCampbell,€D.E.€€òòChoosing€Democracy.€€óóColumbus:€Merrill,€2000.Ð  ` ÐHarmer,€David.€€òòSchool€Choiceóó.€€Washington:€Cato€Institute,€1994.Ð è 8  ÐMondale,€Sarah,€and€Sarah€B.€Patton,€eds.€€òòSchoolóó.€€Boston:€Beacon€Press,€2001.Ð À  ÐSchugurensky,€Daniel,€ed.€€òòHistory€of€Education:€Selected€moments€of€the€20òòthóó€Centuryóó.€€Toronto:Ð ˜è  ÐThe€Ontario€Institute€for€Studies€in€Education€of€the€University€of€Toronto.Ð pÀ ÐÐ H˜ Ðð ðServicemenððs€Readjustment€Act€of€1944.ðð€€American.Net:€2002.Ð  p ÐÐ øH ÐState€of€Georgia.€€òò2004„2005€Academic€Year€Hope€Regulationsóó.€Ð Ð  ÐWolfe,€Alan,€ed.€€òòSchool€Choiceóó.€€Princeton:€Princeton€University€Press,€2003.Ð ¨ø ÐÔ#†XàhXX"Xàh‘#Ô