Jonathan Kozol Quotes
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Our nation's oldest sin and deepest crime is the isolation of minority children - black children, in particular - in schools that are not only segregated but shamefully unequal.
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No Child Left Behind widens the gap between the races more than any piece of educational legislation I've seen in 40 years. It denies inner-city kids the critical-thinking skills to interrogate reality.
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Racial segregation has come back to public education with a vengeance.
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I emphasize teachers because they are largely left out of the debate. None of the bombastic reports that come from Washington and think tanks telling us what needs to be 'fixed' - I hate such a mechanistic word, as if our schools were automobile engines - ever asks the opinions of teachers.
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When I was young, I was religious.
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The first ten, twelve or fifteen years of life are excavated of inherent moral worth in order to accommodate a regimen of basic training for the adult years that many of the poorest children may not even live to know.
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But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child.
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I think a lot of people don't have any idea of how deeply segregated our schools have become all over again. Most textbooks are not honest in what they teach our high school students.
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If we allow public funds to be used to support our relatively benign, morally grounded schools, we will have to allow those public funds to be used for any type of private school.
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Hypersegregated inner-city schools - in which one finds no more than five or ten white children, at the very most, within a student population of as many as 3,000 - are the norm, not the exception, in most northern urban areas today.
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At present, black children are more segregated in their public schools than at any time since 1968. In the inner-city schools I visit, minority children typically represent 95 percent to 99 percent of class enrollment.
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I feel, in the end, as if everything I've done has been a failure.
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What I tell these young people is, the world is not as dangerous as the older generation would like you to believe. Anyone I know who has ever taken a risk and lost a job has ended up getting a better one two years later.
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The ones I pity are the ones who never stick out their neck for something they believe, never know the taste of moral struggle, and never have the thrill of victory.
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Children are not simply commodities to be herded into line and trained for the jobs that white people who live in segregated neighborhoods have available.
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I tell young teachers who are determined to dissent from some of the Draconian aspects of the current orthodoxy that the best form of protection is to be incredibly good at what you do and keep good discipline in class.
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No human being who wants to read and own a book should ever have to go on a bended knee to get it.
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I believe we need a national amendment which will guarantee every child in America the promise of not just an equal education but a high-quality equal education.
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In many of the high schools in the South Bronx, more children will end up in prison than will go to college.
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'Savage Inequalities' was about school finance, and 'Amazing Grace' primarily dealt with medical and social injustices in New York. But with 'Ordinary Resurrections,' I had no predetermined agenda. When I met with the children, I was not in pursuit of any line of thinking. In our conversations, I let them lead me where they wanted to go.
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Schooling should not be left to the whim or wealth of village elders. I believe that we should fund all schools in the U.S. with our national resources. All these kids are being educated to be Americans, not citizens of Minneapolis or San Francisco.
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I have always felt my role was to do anything I could to enable the powerless to speak. I want America to hear these voices because they are beautiful voices.
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It is a commonplace by now to say that the urban school systems of America contain a higher percentage of Negro children each year.
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Our political establishment refuses to use the word 'segregated.' They call the schools diverse, which means half black, half Hispanic, and maybe two white kids and three Asians. 'Diverse' has become a synonym for 'segregated.'