Drawing on an interdisciplinary selection of theoretical frameworks and disciplines ranging from critical studies to education, we will explore the social, cultural, political, and spiritual implications of poverty, wealth, and inequality in the United States. In a fully experiential manner we will examine, for example, the ways in which class identity informs one’s views of the world and its politics; how socioeconomic status affects one’s access to education and other social goods; and how dominant discourses and stereotypes related to poverty influence mass perception regarding a range of social issues, from educational policy to welfare. Dr. Paul C. Gorski George Mason University Syllabus
Reposted from The American Prospect Twenty-four years running, the rap on Teach for America (TFA) is a sampled, re-sampled, burned-out record: The organization’s five-week training program is too short to prepare its recruits to teach, especially in chronically under-served urban and rural districts; corps members only have to commit to teach for two years, which destabilizes schools, undermines the teaching profession, and undercuts teachers unions; and TFA, with the help of its 501(c)4 spin-off, Leadership for Educational Equity, is a leading force in the movement to close “failing” schools, expand charter schools, and tie teachers’ job security to their students’ standardized test scores. Continue reading this article in The American Prospect.