A Spider’s Web

Summary

The article reflects on the disparities within the public education system, likening it to a spider's web that can either support or ensnare students, particularly in terms of social justice and equity.

Abstract

The author, reflecting on their peaceful retirement in a rural setting, draws a parallel between the entrapment of an insect in a spider's web and the potential for public education to either nurture or hinder a student's development. The piece highlights systemic issues, such as the disproportionate placement of students of color in lower-performing or special education classes and the correlation between affluence and educational resources, which lead to disparities in higher education success and career opportunities. It criticizes the perpetuation of harmful societal values through education and calls for a reform that promotes sacred values like honesty, trustworthiness, and social responsibility, suggesting that such a shift could lead to legislation and public policies that ensure a just and equitable education system.

Opinions

The author believes that education should be a deliberate choice, considering its profound impact on a child's future.
There is a critical view of the current education system, which is seen as perpetuating societal issues like greed and excessive individualism.
The article points out that schools in affluent areas benefit from larger budgets, leading to better educational outcomes and opportunities.
It is suggested that many educators are aware of the system's flaws but are constrained by a scripted approach to education that limits their ability to effect change.
The author advocates for an education system that reinforces positive, sacred values and is sensitive to the needs of all students.
The piece expresses hope that with new legislation and public policy, an equitable education system that benefits all youngsters can be achieved.

Creating schools for social justice

Photo by Jack van der Spoel on Unsplas

After growing up in the hustle and bustle of a big city, I have learned to appreciate a quiet retirement life on our family farm. With more free time, I can contemplate the wonders of creation and their thought-provoking power.

One day, while sitting on my porch listening to the grass grow, I started thinking of the role of public education as I observed a spider approach an insect that was trapped in its web. As I watched, I recalled that the role of education was to transfer the belief, values, norms, and ways of understanding from the elders of a society to its youth. Just as this insect was caught, so too, could youngsters become caught in an education web that has the ability to produce a result that is beneficial or detrimental to the child’s development.

Many families cling to a metaphorical spider’s house and send their children to schools without thoughtful consideration of the consequences. In some cases this choice proves fruitful: youngsters thrive and grow to become contributors to society. In other cases, the result is problematic.

Education research reveals a plethora of inconsistencies in the education of white and non-white students. For example, people of color are disproportionately more likely to be placed in lower-performing or special education classes. They are more likely to drop out of school before graduation and more likely never to complete a college degree program.

Typically, schools in affluent neighborhoods have larger budgets resulting in more dollars per student to spend on pedagogical and human resources. These additional funds predictably lead to greater success in institutions of higher education, frequently leading to a more lucrative career and standard of living.

Historically, being caught in an education web may provide opportunities for some families, but surely it is a trap for others.

Unfortunately, many families are unaware of the subtle negative influences in their child’s education experience. At some schools, students spend twelve years absorbing notions and concepts that perpetuate greed, excessive individualism, selfish self-interest, sexual promiscuity, and religious skepticism through its overt and hidden curriculum. Some schools perpetuate these ideals without the conscious knowledge and awareness of administrators and teachers.

These characteristics result in student underachievement, which then leads to racial, social, economic, and political partitioning in our nation. Some schools and classroom teachers, however, have helped students develop an internal strength to overcome these negative, subtle influences. Yet, since most school divisions follow a scripted approach to education, well-meaning educators are unable to affect change internally.

So, what needs to be done? Our success as a nation requires us to answer to a Higher Calling than our own self-interest. Most people are honest, trustworthy, respectful, and socially responsible. Societal problems manifest themselves when persons are not in possession of these basic sacred values and are in positions to influence legislation and public policy.

Our future education efforts should reinforce the sacred norms and values mentioned above. Once this is achieved, and legislators are sensitive to the needs of all students, America will be at the dawn of a new day. New legislation and public policy will produce an effective approach to schooling that benefits all youngsters. When students enter the metaphorical spider’s web at that time, they will be on a path to freedom and justice for all.