Original language | English (US) |
---|---|
Pages (from-to) | 183-221 |
Number of pages | 39 |
Journal | Journal of the Midwest Modern Language Association |
Volume | 51 |
Issue number | 2 |
DOIs | |
State | Published - Sep 2018 |
ASJC Scopus subject areas
- Literature and Literary Theory
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In: Journal of the Midwest Modern Language Association, Vol. 51, No. 2, 09.2018, p. 183-221.
Research output: Contribution to journal › Article › peer-review
}
TY - JOUR
T1 - Systems in Need of Activism
T2 - Considering the Effects of Segregation and Policy on French and US Primary and Secondary Education
AU - Gorham, Julia A.
AU - Knisely, Kris Aric
N1 - Funding Information: Such a notion of education as a panacea for societal ills may seem upheld by the importance of equality as both a philosophical and an official mission in Western national education systems. Moreover, Ottaway emphasizes that because educational institutions are the product of the society in which they operate, they are considered to be founded upon and intended to reinforce the fundamental values of that particular culture (10; Carr and Landon 21). Such a statement suggests that the educational models of the United States and France—as Western democracies rooted in the principles of “life, liberty, and the pursuit of happiness” and “liberty, equality, fraternity” respectively— would support these core tenets. This hypothesis is supported by the Funding Information: In particular, residential segregation engenders geographic disparities in population distribution based on socioeconomic status, race, and ethnicity (Squires and Kubrin 348). This uneven repartition of residents is observed in both nations and is aggravated by local procedures dictating school funding and the geographic distribution of qualified teachers. Because schools in the US receive as much as 92% of their total funding from local sources, consisting primarily of tax revenues, institutions located in areas of reduced average income are underfunded and thus provide students with fewer educational materials and supplemental opportunities (US Department of Education; Semuels). A similar funding imbalance is observed in the French system despite increased financial support of académies by the Ministry of Education. Considerable inequalities in funds provided by regional communes offset the government’s uniform allocations, contributing to a paucity of resources and extracurricular activities supplied to students in the poorest areas (Zymelman 22).
PY - 2018/9
Y1 - 2018/9
UR - http://www.scopus.com/inward/record.url?scp=85088983169&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85088983169&partnerID=8YFLogxK
U2 - 10.1353/mml.2018.0019
DO - 10.1353/mml.2018.0019
M3 - Article
AN - SCOPUS:85088983169
SN - 0742-5562
VL - 51
SP - 183
EP - 221
JO - Journal of the Midwest Modern Language Association
JF - Journal of the Midwest Modern Language Association
IS - 2
ER -