Deck 9: Liberty and Literacy Today: Contemporary Perspectives

Question 1

Clearly summarize and then evaluate Walter Karp's position in "Why Johnny Can't Think." To what degree is Karp's indictment more true for some segments of our school population than for others?

Answer 1

Walter Karp's position in "Why Johnny Can't Think" revolves around the idea that the American education system fails to teach critical thinking skills and instead focuses on rote memorization and obedience. Karp argues that this approach to education produces graduates who are ill-equipped to think independently and critically, resulting in a population that is easily manipulated by political and corporate interests.

Karp's indictment is more true for some segments of our school population than for others. Students from marginalized communities and low-income backgrounds often attend schools with fewer resources and less experienced teachers, which can lead to a more limited education. These students may not receive the same level of encouragement and support for critical thinking as their more privileged peers. Additionally, students who do not conform to traditional education standards, such as those with learning disabilities or behavioral issues, may also be left behind in terms of developing critical thinking skills.

Overall, Karp's argument holds some truth, particularly for those who face systemic barriers to receiving a quality education. It highlights the need for a more equitable and inclusive approach to education that prioritizes critical thinking skills for all students, regardless of their background or circumstances.

Question 2

In your own words, explain cultural or ideological hegemony. How does cultural hegemony affect what happens in public school classrooms? Give examples from your own experiences, as appropriate.

Answer 2

Cultural or ideological hegemony refers to the dominance of a particular culture or set of beliefs over others, often to the point where it becomes normalized and unquestioned within a society. This can manifest through the control of institutions, media, and other forms of social influence, leading to the marginalization of alternative perspectives and the reinforcement of a singular worldview.

In public school classrooms, cultural hegemony can affect what happens in a variety of ways. For example, the curriculum and textbooks used in schools often reflect the dominant culture's history, literature, and scientific knowledge, while marginalizing or ignoring the contributions and experiences of minority groups. This can perpetuate stereotypes and biases, and limit students' exposure to diverse perspectives.

In my own experience, I have seen cultural hegemony play out in the classroom through the representation of history and literature. For example, the focus on European history and literature in English classes, while neglecting the rich traditions and contributions of non-Western cultures, can reinforce the idea that the dominant culture is superior. Additionally, the lack of diversity in the teaching staff and leadership positions can also perpetuate cultural hegemony, as it limits the representation and validation of diverse perspectives within the school environment.

Overall, cultural hegemony in public school classrooms can lead to the exclusion and marginalization of certain groups, and limit students' ability to critically engage with and understand the complexities of the world around them. It is important for educators to actively work against cultural hegemony by incorporating diverse perspectives into the curriculum and creating inclusive learning environments.

Question 3

Explain the differences among functional, cultural, and critical literacy. Which kind of literacy should teachers aim for in public schools? Why? What kinds of factors might work against the achievement of any of these? How might a teacher approach the teaching of critical literacy? What groups might disapprove of such teaching, and how should a teacher respond?

Answer 3

Functional literacy refers to the basic reading and writing skills needed for everyday life, such as reading street signs, filling out forms, and writing emails. Cultural literacy involves understanding and interpreting different cultural texts, symbols, and practices. Critical literacy, on the other hand, involves analyzing and evaluating texts and understanding how power dynamics and social issues are reflected and constructed in written and visual communication.

In public schools, teachers should aim for a combination of all three literacies. Functional literacy is essential for students to navigate the world, while cultural literacy helps them understand and appreciate diverse perspectives. Critical literacy is important for students to develop the skills to question and challenge societal norms and power structures.

Factors that might work against the achievement of any of these literacies include lack of resources, standardized testing pressures, and societal biases. Additionally, some communities may resist critical literacy education due to fear of challenging traditional power structures or beliefs.

When approaching the teaching of critical literacy, a teacher can start by incorporating diverse texts and perspectives into the curriculum, encouraging discussions about social issues, and teaching students to analyze media and literature critically. It is important for teachers to create a safe and inclusive classroom environment where students feel comfortable expressing their thoughts and questioning societal norms.

Some groups might disapprove of such teaching, including parents, administrators, or community members who may feel threatened by discussions that challenge the status quo. In response, teachers should communicate the educational value of critical literacy and emphasize the importance of fostering critical thinking skills in students. They can also involve parents and community members in the learning process to address concerns and build understanding. Ultimately, it is important for teachers to advocate for the value of critical literacy in empowering students to become informed and active citizens in a diverse and complex world.

Question 4

Discuss the notion that literacy has the power to both liberate and oppress. Give examples and explain your rationale.

Question 5

Explain the concept of "miseducation." How do you see this concept playing out in schools and classrooms today? What can you as a teacher do to counteract these forces?

Question 6

In order to understand the use of the term "literacy rate," it is important to know

A) the political nature of the agency doing the survey.
B) the methods and definitions used to identify people as literate.
C) the literacy rates of other countries.
D) both the political nature of the agency doing the survey and the methods and definitions used to identify people as literate.

Question 7

Perhaps surprisingly, President Eisenhower's evaluation of the "military-industrial complex" might imply his concerns were related to

A) Conant's recommendations for more emphasis on science and math.
B) Freire's critique of the relation of power and knowledge.
C) Hirsch's emphasis on culture.
D) All these answers are correct.

Question 8

The increased concentration of newspaper ownership in the hands of a few is ideologically significant because

A) the fewer owners of newspapers there are, the less likely it is that a diversity of viewpoints will be expressed in them, especially if those few owners are similar to one another in economic class status.
B) print media are already at risk because of the rise of electronic media.
C) less competition among papers will drive their cost up beyond what consumers can afford.
D) most newspapers are owned by Republicans.

Question 9

The critical literacy perspective is aimed at

A) strengthening public support for existing institutional arrangements.
B) overthrowing capitalism.
C) increasing public critique of social "givens."
D) All these answers are correct.

Question 10

According to hegemony theory,

A) we have reason to doubt the effectiveness of the news media in preserving democratic understanding And lifestyles.
B) institutional elites who share common economic and political interests control the dominant political and economic institutions.
C) we have reason to doubt the effectiveness of schools in preserving democratic understandings and lifestyles.
D) All these answers are correct.

Question 11

The main point of comparing Jefferson's "free marketplace of ideas" to the "information marketplace" is

A) to show how the marketplace is an essential element of democratic thought.
B) to show the essential difference between ideas and information.
C) to question whether current developments in communications technology are likely to strengthen or weaken democratic practices in the United States.
D) to show how far information technology has come since Jefferson's time.

Question 12

According to the critical literacy perspective,

A) other forms of literacy "miss" the essential value of literacy.
B) literacy has the potential for human liberation.
C) literacy as a construct can empower or disempower people.
D) All these answers are correct.

Question 13

Walter Karp argues that

A) the mission of education is to prepare children for citizenship and self-government.
B) education has subtly succeeded at its fundamental purpose.
C) the goal of education is to empower all students to succeed equally.
D) None of these answers is correct.

Question 14

If Apple is correct that computers are used differently in economically advantaged versus economically disadvantaged schools, this may be because

A) better computer equipment is usually available in wealthier school districts.
B) poorer school districts are less likely to have teachers who are familiar with computer technology.
C) professional development for teachers is more available in wealthier school districts.
D) educators often assume that lower-SES students are not ready for higher-order thinking skills and problem-solving opportunities, so computers will be used for these students mostly in lower-order learning activities.

Question 15

Karp claims the "true spirit of American education" is

A) to stifle democratic citizenship.
B) to cherish the privileged over the masses.
C) to condone and support differentiated educational opportunities.
D) All these answers are correct.