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For two years, beginning in 1988, Jonathan Kozol visited schools in neighborhoods across the country, from Illinois to Washington D.C., and from New York to San Antonio. He spoke with teachers, principals, superintendents, and, most important, children. What he found was devastating. Not only were schools for rich and poor blatantly unequal, the gulf between the two extremes was widening—and it has widened since. The urban schools he visited were overcrowded and understaffed, and lacked the basic elements of learning—including books and, all too often, classrooms for the students.
In Savage Inequalities, Kozol delivers a searing examination of the extremes of wealth and poverty and calls into question the reality of equal opportunity in our nation’s schools.
- Sales Rank: #9371 in Books
- Published on: 2012-07-24
- Released on: 2012-07-24
- Original language: English
- Number of items: 1
- Dimensions: 8.00" h x .70" w x 5.20" l, .56 pounds
- Binding: Paperback
- 336 pages
From Publishers Weekly
Kozol believes that children from poor families are cheated out of a future by grossly underequipped, understaffed and underfunded schools in U.S. inner cities and less affluent suburbs. The schools he visited between 1988 and 1990--in burnt-out Camden, N.J., Washington, D.C., New York's South Bronx, Chicago's South Side, San Antonio, Tex., and East St. Louis, Mo., awash in toxic fumes--were "95 to 99 percent nonwhite." Kozol ( Death at an Early Age ) found that racial segregation has intensified since 1954. Even in the suburbs, he charges, the slotting of minority children into lower "tracks" sets up a differential, two-tier system that diminishes poor children's horizons and aspirations. He lets the pupils and teachers speak for themselves, uncovering "little islands of . . . energy and hope." This important, eye-opening report is a ringing indictment of the shameful neglect that has fostered a ghetto school system in America. 50,000 first printing; BOMC and QPB selections; author tour.
Copyright 1991 Reed Business Information, Inc.
From Library Journal
In 1988, Kozol, author of Death at an Early Age ( LJ 7/67) and the more recent Rachel and Her Children ( LJ 3/15/88), visited schools in over 30 neighborhoods, including East St. Louis, Harlem, the Bronx, Chicago, Jersey City, and San Antonio. In this account, he concludes that real integration has seriously declined and education for minorities and the poor has moved backwards by at least several decades. Shocked by the persistent segregation and bias in poorer neighborhoods, Kozol describes the garrison-like campuses located in high-crime areas, which often lack the most basic needs. Rooms with no heat, few supplies or texts, labs with no equipment or running water, sewer backups, fumes, and overwhelming fiscal shortages combine to create an appalling scene. This is raw stuff. Recommended for all libraries. Previewed in Prepub Alert, LJ 6/1/91 under the title These Young Lives: Still Separate, Still Unequal; Children in America's Schools .
- Annette V. Janes, Hamilton P.L., Mass.
Copyright 1991 Reed Business Information, Inc.
From Kirkus Reviews
Kozol again turns a floodlight on a dark corner of the nation's soul, the classrooms of the minority poor. Here, Kozol returns to the public schools where he began a career as spokesman for the powerless and conscience of the privileged 25 years ago (Death at an Early Age). Reports of schools in black and Hispanic communities from New York to California-- where not only books, crayons, and lab equipment but also toilet paper are rationed--are painful to read. School buildings turn into swamps when it rains or must be closed (or, worse yet, are kept open) when sewage backs up into kitchens and cafeterias. A school in the South Bronx is set up in a windowless skating rink next to a mortuary, with class sizes up to 35, lunch in three shifts, a library of 700 books, and no playground. The school population is 90-percent black and Hispanic. Yet it is only a few minutes north to a more affluent part of the Bronx and a public school surrounded by flowering trees, two playing fields, and a playground, with a planetarium and an 8,000-book library. There, the population is overwhelmingly white and Asian. More horrifying stories follow--but it's Kozol's intention to horrify, in order to make the point that these vast disparities in quality of education are caused by racism. Nearly 40 years after Brown v. Board of Education, many US schools are still separate but no longer even remotely equal. Critics will argue that these sad case histories are isolated or rare and are situated in communities whose economies have collapsed. Partly true, but Kozol's point is that justice and decency call for sharing resources in times of trouble, not abandoning children (and their teachers) to degradation and ignorance. A powerful appeal to save children by redistributing the wealth. It will cause angry, but perhaps fruitful, debate. -- Copyright ©1991, Kirkus Associates, LP. All rights reserved.
Most helpful customer reviews
50 of 57 people found the following review helpful.
Wake Up America
By Kathleen A. Bates
Anyone believing that America is the land of opportunity for our young people should read this book. Anyone convinced that America is not the land of opportunity for our young people, but wants statistics to back this belief, should read this book too. In chapter after chapter Kozol dispels the myth that all children in this country are provided with an equal opportunity for education. The stark contrast he provides between neighboring schools in some of our countries major cities is haunting and unbelievable. The conditions that some of our children face day after day, and year after year would break the spirits of even the strongest adults. For example: The children of Martin Luther King Junior High in East St. Louis have experienced repeated school closing due to sewage back-ups. Students in DuSable High School's auto mechanics class have waited 16 weeks before learning something so basic as changing a tire because of no instruction. "On an average morning in Chicago, 5,700 children in 190 classrooms come to school to find they have no teacher."(p. 52) At Goudy Elementary, in Chicago, there are two working bathrooms for 700 children and toilet paper and paper towels are rationed. In New York City's Morris High the black boards are so badly cracked that teachers are afraid to let students write on them, there are holes in the floors of classrooms, plaster falls from the walls, and when it rains waterfalls make their way down six flights of stairs. In Public School 261 in District 10 in New York 1300 elementary students attend school in a converted roller skating rink. The school's capacity is 900 and there are no windows, which Kozol describes as creating feelings of asphyxiation. In Camden, New Jersey, at Pyne Point Junior High, students in typing class learn on old typewriters not computers. The science lab has no workstations and the ceiling is plagued with falling tiles. At Camden High only half the students in 12th grade English have textbooks. Kozol's book is filled with statistics of this nature. Repeatedly there are inadequate supplies, untrained personnel, dilapidated facilities, and impoverished conditions.
As alarming as these conditions are, so too are the attitudes of those who are on the other side. Kozol shared conversation wtih senior high students in suburban Rye, New York. When asked if they thought "it fair to pay more taxes so that this was possible" (i.e., opportunities for other children to have the same opportunities they had)(p.128) one student expressed the lack of personal benefit this would provide. An attitude like this wouldn't have surfaced even in the wealthiest schools in 1968, according to Kozol. Implying we have passed on the self-seeking attutitudes so prevalent among the upwardly mobile in this country. The Supreme Court cases that have addressed this notion of equal opportunity have consistently supported the system of separate but "unequal."
What Kozol demonstrates so profoundly is what little progress has been made toward providing equal educational opportunities for all children since Brown vs. the Board of Ed. This book is a must read for anyone in local, state or national politics, administrators of all schools, teachers, and teachers in training, education professors, and any citizen wanting to understand one of the profound causes of what's wrong with schooling in America. I don't know what it will take or when we will share the idea that "All our children ought to be allowed a stake in the enormous richness of America." (p.233)
50 of 60 people found the following review helpful.
eye opening
By L. Rephann
i couldn't put this book down when i started reading it. each essay, which covers a particular city and school system, points out things wrong with public education in the USA, and who's getting the shaft: KIDS. some of the essays are jaw-dropping. i would've never believed it was so bad out there, but moreso, i didn't understand or even begin to see the politics involved in public education at each and every level. education may be a major political issue at the national level, but as it seeps down into district, local politics, that's where the mismanagement, corruption, bloat, and simple lack of care become most astonishing. as a teacher in the NYC public school system, most of what i read in kozol's book, i have come to see (i read the book before i started teaching) in real life: 30 books for 180+ students; roaches and rats in the classrooms; inept and careless administrators; rampant truancy and disaffection (but can you blame the kids? they are often left at home while the parent--usually one--works two or more jobs). the problems are severe and the solutions, you'd think, would be just as severe. but nothing changes and teachers are left in the middle, blamed by both administrators and parents. public education in this country needs to be seriouly revamped, but according to Kozol, and my own views and what i've seen, it's unlikely anything will change for URBAN education until racism and inequality are also addressed.
9 of 9 people found the following review helpful.
Hard-hitting but soft when it comes to real solutions
By Andrew Asensio
Jonathan Kozol's Savage Inequalities is heavy on details of the tragic conditions existing in our cities' public schools these days, but it is light in terms of tangible solutions to the crisis. For this and other reasons, Kozol's effort, while it packs a breathtaking punch, nonetheless fails to live up to its potential as a force that can be expected to make an impact in society. A decade after the book's publication, things have gotten no better, and while we can in no way attribute the blame for that to Kozol himself, we nevertheless can try to find ways in which the book may have been able to make a larger impact.
The most obvious problem with the book is its lack of solutions to the crisis. Kozol's main offering is simply to say, "give these schools more money." But since he can fall back on money and the lack of it as the root cause of the entire problem, Kozol largely ignores attempting to provide any type of suggestions for how individuals can make the system better. Instead of offering suggestions for what school administrators can do in terms of, say, curriculum reform, Kozol's biggest word of caution relating to school administrators is that some black school administrators should be ashamed of themselves for allowing people to put a black face in the public eye to deflect criticism. Instead of offering legitimate criticisms of how teachers in urban public schools should try to better relate to their poor young children, Kozol simply decries the fact that many of these teachers are ill-suited for their roles. And, Kozol continues, those teachers that are able to succeed in this environment, like Chicago's Corla Hawkins, are essentially nothing more than an inexplicable phenomenon: "But what is unique in Mrs. Hawkins's classroom is not what she does but who she is. Warmth and humor and contagious energy cannot be replicated and cannot be written into any standardized curriculum. If they could, it would have happened long ago" (51). Kozol provides no suggestions on how to apply the best practices of successful teachers like Corla Hawkins, but instead only treats them as merely a minor inconsistency that doesn't follow the remainder of his argument.
Kozol's transcripts of the discussions he holds with young students raises some caution flags. Some of the dialogue does not seem like it realistically could have come from the mouths of children, both in the cases of students at a well-off school or a poor school. Take some of the words of wisdom espoused by several students in Rye, New York: "... you cannot give an equal chance to every single person. If you did it, you'd be changing the whole economic system ... I can be as open-minded and unrealistic as I want to be. You can be a liberal until you have a mortgage ... Charity will not instill the poor with self-respect" (128-129). Are these really the words of sixteen-year-olds? Although it is impossible for us to substantiate the criticism, my intuition is that Kozol is editing these students words to make them look smarter than they are, to make the reader believe that they must be more privileged than they are. Likewise, the poor students seem to have an unrealistic level of self-consciousness, as when two Camden children are in discussion, and one's announcement that "I have problems with my self-esteem" is followed by the retort, "Don't let him shake your confidence" (156). These just don't seem like the words of children, and there's a significant question as a result as to whether or not we can really rely on Kozol the narrator.
In summation, Kozol's book is a disappointment if the reader entered with the expectation, as I did, of finding a treatise offering answers as to how we can really improve our public schools in the twenty-first century. This isn't to say that Kozol's research hasn't provided us with a lot of value. Instead, at the end of everything I was left with the impression of Savage Inequalities being a great research composition, best used for others who want to take these case studies as a starting point for moving the discussion of how to improve schools forward. In other words, this is the book that sociologists or public policy-makers will use as background when they are putting together their own books on improving public education. This isn't the final product; rather, these are the research notes, and we are left now to figure out how to use them.
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