The Precedence of a Nation for Shaping Student Education

As I explored the top ten countries leading in education in the world, I recognized that Scandinavian; Nordic countries like Finland have traditionally led the world in education in the top five percent. This country located in Northern Europe is an educational super-power with policies that truly embrace equality with its principles and philosophy. One's policies cannot just use the words that no child is being left behind resulting in some children as winners, and some losers while the same opportunities are obviously not available to all students.  Curious to explore the people of the Scandinavia countries, I learned that although Finland and Sweden are still leading the world, they have had challenges of losing their competitive edge in education to other East Asian nations where students learn under pressure, cramming learning under long hours, and rote memorization.

 Republicans in America despise that democrats in the present presidential election speak of equality in education, as republicans seek to negatively associate democratic ideas with socialism. The disparity between the rich and the majority of citizens in the United States is obviously shameful, as the egocentric, and self-seeking have run this nation for far too long. To provide tax breaks for the already rich and to ignore citizens leaving inequitable learning conditions leaves a blight on our democracy.  Trickledown economics does not work. Unfortunately, greed, apathy, and reprehensible practices for economics, and caring for the citizens of this nation of the United States have dominated our society. However, fair educational practices can help to equalize many economic issues if opportunity is allotted regardless of race and gender.  So many practices of the United States are intended to perpetuate classes of people, but the leaders must be about equality. None of the reforms have ever been for real equality for all people. Many detest the idea of equality because they want to maintain supremacy but it's time for change.

The Scandinavian country Finland is known as a super-power in education because of an emphasis on equality even over excellence. They engage students in creative play and assign less homework compared to East Asian models. The Finnish have no private schools, or universities, as none are allowed to charge tuition. Finland has no standardized tests except a voluntary test taken in high school. Teachers evaluate students and create their own tests and as for teacher evaluation and accountability, teachers are responsible. Finland ensures that teachers are highly respected, paid well and given lots of responsibility. The impetus of educational policy in schools is not competition but rather cooperation. In regard to school choice, all schools are the same so the choices are not for something better. All students having the same education opportunity promotes social equality and not a star pupil contrary to the approaches in American society.

Curious to know more about the Scandinavian people, I was surprised to learn that among the beautiful Scandinavian people are also found the most dangerous people of the world including Islamic extremist of Isis. Many have been said to travel from Sweden to join Isis. Literally thousands of Scandavian teens have joined Isis and even German teens and thousands of Europeans have become sympathizers to Isis and are joining to help build the Islamic state; ISIS/Islamic State of Iraq and al-Sham.

Overwhelming levels of hate and terrorism occurring in Syria and Iraq with approximately 20 to 25,000 young fighters, are motivated by the belief that they are key agents to the upcoming apocalypse. My questions arise regarding the education the people of Scandinavia receive and the religion of the area. I personally wanted to know what religious beliefs they have, and what they are taught that breeds terroristic behaviors. I found that Lutheran Christianity is the dominant religion in Sweden, having 6.2 million members. Islam is practiced by 5.2% of the people and is the second largest religion in Sweden. Atheism and Agnosticism are also wide spread in Sweden. A poll taken identified only 18% of the people believe that God exist and 45% believe in a kind of spirit or life source. Only 15% of the church believe in Jesus as 15% are atheist. In Finland, three quarters of the people are Evangelical Lutheran; the state religion, and the Finnish Orthodox which one percent of the people belong. Muslim and Judaism are also practiced in Finland.

I conclude by saying that the systems of the United States do not represent the Christian beliefs that we like to claim. The demographic data shows that 70.6 percent of Americans are Christians in the U.S. We are a Christian nation who does not represent Christian values.  Inequality and social justice remain a massive problem in the United States. Many leaders and policy makers do not uphold equality which is why our laws do not represent what we say we believe. Electing people to lead our society because they are rich or hold a high position in their community will not solve problems related to education. We must seek out stakeholder who will uphold human rights, dignity, equality, and social justice. We must seek people who are genuine and not who pretend to care; if we will preserve a humane society. I believe we should consider the values of Finland for equality in education, and see how success has resulted by caring about all of their citizens.

                                                                       Reference

Partanen, A. (2011). What Americans keep ignoring about Finland’s school success.                                              The Atlantic. http://www.theatlantic.com/national/archive/2011/12/what-                                               americans-keep-ignoring-about-finlands-school-success/250564/

My Reflection on Pope Francis and Education in America

Much respect and appreciation is sent out to Pope Francis for his speeches in Washington D.C., and New York; to the United Nations, and his loving words to the people of the United States. At the United Nations, he discussed multiple topics pertaining to the existence of mankind including our common home having a sacredness, the unfortunate uniting of nations from fear and for destruction, and that the primary cell of social development is the family. He expressed a need for social justice, and care for the less fortunate and demonstrated compassion as he chose to feed the homeless instead of dining in a fancy setting. As we have economic groups in America, one can recognize where many misfortunes have been the repercussions of injustices imposed particularly on minorities and through the lack of education for minorities, or those in lower economic social groups.

One must appreciate the lowly estate that Pope Francis took upon himself as he drove in a small Fiat to demonstrate humility. We are reminded that “the first shall be last and the last shall be first.” Jesus also took on a lowly estate, although he was the son of God he was born homeless and humbled himself even as a servant. Reflecting on the pope’s strength through a humble and calm demeanor undoubtedly provided an example for American leaders and policy-makers.

Pope Francis mentioned the need for effective political and economic activity that is conscious of the fact that real men and real women may be being deprived of rights. This is very relevant for education. He also mentions that education is a right for families and the basis for reclaiming the environment. He said that, when economic and social exclusion is apparent, then a denial of the inclusion of fraternity exists. Applications can be made if one believes that inequitable opportunities for education exist in certain communities, and that unfair opportunities are affecting my brothers or my sisters, then the picture is changed. The agenda to help a brother or a sister to achieve to their fullest potential becomes primary. The reciprocal affect will be that the least likely will find a cure for cancer, or be able to excel in the sciences for curing the world’s climate problems.   

The scriptures represents precepts upon precepts and is summarized in loving one another. Defending human rights and social justice would not be a problem if love for one another truly existed. NCLB would not need to be a policy if love for one another existed. As I have said many times, when the appointment of persons into the top legislative positions are made, evidence of God in their lives must be present. If policies are for the common good of all people, then issues of the Common Core Standards would not be such a problem as they are today as competitive kinds of learning and responsible instruction would occur regardless of one’s status or race if leaders applied principles of the scripture.

Racial Privilege or Social Justice

     

As the momentum regarding human rights is currently strong in America, and much is being shaken by intolerance and bigotry, the symbolism of the confederate flag remains a heated discussion. In the midst of radical changes in laws, the very framework of the American society is being recreated under the first African American President of the United States.  The policies of President Barack Obama will undoubtedly change American history. Because of racism, and class-ism, inequitable policies have permeated and dominated American society. However, on the strength of recent changes for human rights in America, I wish to advocate for equitable education for all Americans. Barriers of social justice obviously extend beyond one’s social-economic status, and race; as education is undoubtedly the great divider among many Americans as many poorer districts and schools function on low budgets and limited funding while proving the absence of social justice.

The responsibility of funding American schools are largely in the hands of the states; however, the federal government also provides assistance to the states. The ESEA act authorizes grants for children in low-income families, for instructional materials and library resources. Tax payer's investment in education is a significant part of K-12 school funding and the contribution is said to even exceed the monies for national defense. But 83 cents of every dollar is said to come from the state and the local levels. The federal government’s share is 8.3 percent. K-12 are funded by federal government through NCLB, Title 1, ELA, Reading First, Improving teacher Quality Grants, and other NCLB grants which support charter schools, strengthen high schools, & support the after-school learning programs for American Indians, Alaska Natives, and migrant students (U.S.ed.gov). 

Social justice has remained a problem in America, from matters of the civil rights act of 1964, rights for voting in 1965, housing laws of 1968, and the Alexander v. Holmes County Board of Education of 1969; which ended the racially segregated schools systems of the south (Hanks, 2009). Although the blatant racist practices previously existed toward African Americans, the present day has had challenges of white privilege, more abstract treatments, and institutionalized practices, as these had to be proven over time and are now being exposed. According to Lawrence, 2009, institutionalized racism refers to practices or patterns seemingly neutral but having a different kind of negativity for opportunities toward people with color. During this present era, hundreds of whites are acknowledging their white privilege, as many are also contesting and protesting against the injustices and treatment of blacks who have endured unjust arrests and abuses simply because of their race. The U.S Census shows that 19 million black men under 35 years of age exist in the U.S.. The ratio of black males in prison is approximately 10 percent. People of color make up 30 percent of the population in the United states but make up 60 percent of the imprisoned. Comparisons are outlandish as while 1 of 15 imprisoned are African American men, 1 of 36 are Hispanic men, and 1 of 106 are white men (Kerby, 2012).

As the institutionalized racism is uncovered and despised by many, one cannot ignore the cities of the U.S., as they are dominated by minorities. Consequently, school districts in the cities have suffered, as policies and reforms have not been able to penetrate the walls of racism. One cannot assume that the failing schools are simply because the students are inferior to their suburban counterparts. As, the right to have fully funded schools regardless of one’s race and socio-economic status remains a major problem in many cities of the U.S.  Even the School District Philadelphia still has a significant shortfall, as school funding has suffered due to the cuts in public educational funding of 1 billion dollars. Because Philadelphia is now run by a School Reform Commission (SRC) who were appointed by Governor Corbett, the concept of public education , where community level decisions occur under a locally elected school board, or the direct participation of citizens (Resnick, 2006) is no longer a reality for Philadelphia.

The issues of social justice and racial privilege are finally being acknowledged and we can be hopeful that the United States will live up to its great name as change is occurring. People are beginning to recognize and fight against matters of racial profiling and social injustices. As we are one people and one nation, when one group suffers while another flourishes only because of racial privilege, then the people lose. A nation must recognize that our differences provide benefits of interdependence among multi-cultures and races within society. Racial privilege or social justice? I vote for social justice.

      References

Lawrence, H. J. (2009). The Obama presidency and the question of social justice: a critical analysis of the meaningful milestone. Forum on Public Policy Online. 1(16)

Resnick, M. (2006). Center for Public Education (CPE). http://www.centerforpubliceducation.org/Main-Menu/Public-education/An-American-imperative-Public-education-

Spelling, M. (2005). 10 facts about K-12 funding. U.S. Department of Education. http://www2.ed.gov/about/overview/fed/10facts/index.html?e