"So long as these kinds of inequalities persist, all of us who are given expensive educations have to live with the knowledge that our victories are contaminated because the game has been rigged to our advantage." -- Jonathan Kozol
Jonathan Kozol (born September 5, 1936 in Boston, Massachusetts) is a non-fiction writer, educator, and activist, best known for his books on public education in the United States. Kozol graduated from Noble and Greenough School in 1954, and Harvard University summa cum laude in 1958 with a degree in English Literature. He was awarded a Rhodes Scholarship to Magdalen College, Oxford. He did not, however, complete his Rhodes, deciding instead to go to Paris to learn to write fiction and nonfiction from experienced authors such as William Styron, Richard Wright, and others who were living in Paris at the time. It was upon his return that he began to tutor children in Roxbury, MA, and soon became a teacher in the Boston Public Schools. He was fired for teaching a Langston Hughes poem, as described in Death at an Early Age, and then became deeply involved in the civil rights movement. After being fired from BPS he was offered a job to teach for Newton Public Schools, the school district that he had attended as a child, and taught there for several years before becoming more deeply involved in social justice work and dedicating more time to writing.
Kozol has since held two Guggenheim Fellowships, has twice been a fellow of the Rockefeller Foundation, and has also received fellowships from the Field and Ford Foundations.
Kozol also has worked in the field of social psychology. Kozol is currently on the Editorial Board of Greater Good Magazine, published by the Greater Good Science Center of the University of California, Berkeley. Kozol's contributions include the interpretation of scientific research into the roots of compassion, altruism, and peaceful human relationships.
"An awful lot of people come to college with this strange idea that there's no longer segregation in America's schools, that our schools are basically equal; neither of these things is true.""Apartheid does not happen spontaneously, like bad weather conditions.""At that time, I had recently finished a book called Amazing Grace, which many people tell me is a very painful book to read. Well, if it was painful to read, it was also painful to write. I had pains in my chest for two years while I was writing that book.""But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child.""Children are not simply commodities to be herded into line and trained for the jobs that white people who live in segregated neighborhoods have available.""During the decades after Brown v. Board of Education there was terrific progress. Tens of thousands of public schools were integrated racially. During that time the gap between black and white achievement narrowed.""Even if you never do anything about this, you've benefited from an unjust system. You're already the winner in a game that was rigged to your advantage from the start.""I am opposed to the use of public funds for private education.""I think a lot of people don't have any idea of how deeply segregated our schools have become all over again. Most textbooks are not honest in what they teach our high school students.""I'd love to go back and teach primary school. I used to teach fourth grade and fifth grade. I'd love to spend several years teaching kindergarten or maybe third grade.""If we allow public funds to be used to support our relatively benign, morally grounded schools, we will have to allow those public funds to be used for any type of private school.""If you grow up in the South Bronx today or in south-central Los Angeles or Pittsburgh or Philadelphia, you quickly come to understand that you have been set apart and that there's no will in this society to bring you back into the mainstream.""In the book, I write about children in first grade who were taught to read by reading want ads. They learned to write by writing job applications. Imagine what would happen if anyone tried to do that to children in a predominantly white suburban school.""Instead of seeing these children for the blessings that they are, we are measuring them only by the standard of whether they will be future deficits or assets for our nation's competitive needs.""Many of those who argue for vouchers say that they simply want to use competition to improve public education. I don't think it works that way, and I've been watching this for a longtime.""Nationally, overwhelmingly non-white schools receive $1,000 less per pupil than overwhelmingly white schools.""Pick battles big enough to matter, small enough to win.""The greatest difference between now and 1964, when I began teaching, is that public policy has pretty much eradicated the dream of Martin Luther King.""The ones I pity are the ones who never stick out their neck for something they believe, never know the taste of moral struggle, and never have the thrill of victory.""The primary victims of Katrina, those who were given the least help by the government, those rescued last or not at all, were overwhelmingly people of color largely hidden from the mainstream of society.""What I tell these young people is, the world is not as dangerous as the older generation would like you to believe. Anyone I know who has ever taken a risk and lost a job has ended up getting a better one two years later.""When I was teaching in the 1960s in Boston, there was a great deal of hope in the air. Martin Luther King Jr. was alive, Malcolm X was alive; great, great leaders were emerging from the southern freedom movement.""You need massive recruitment to tell the poorest of the poor what is possible."
Death at an Early Age, his first non-fiction book, is a description of his first year as a teacher in the Boston Public Schools. It was published in 1967 and received the 1968 National Book Award in Science, Philosophy, and Religion. It has sold more than two million copies in the United States and Europe.
Among the other books by Kozol are Rachel and Her Children: Homeless Families in America, which received the Robert F. Kennedy Book award for 1989 and the Conscience-in-Media Award of the American Society of Journalists and Authors, and Children in America's Schools, which won the New England Book Award and was a finalist for the National Book Critics Circle Award in 1992.
His 1995 book, The Lives of Children and the Conscience of a Nation, described his visits to the South Bronx of New York, the poorest congressional district in the United States. It received the Anisfield-Wolf Book Award in 1996, an honor previously granted to the works of Langston Hughes and Martin Luther King, Jr..
He published Ordinary Resurrections: Children in the Years of Hope in 2000 and The Shame of the Nation: The Restoration of Apartheid Schooling in America was released September 13, 2005. Kozol documents the continuing and often worsening segregation in public schools in the United States, and the increasing influence of neoconservative ideology on the way children, particularly children of color and poor children of urban areas, are educated.
Kozol is still active in advocating for integrated public education in the United States and is an outspoken critic of the voucher movement. He continues to condemn the inequalities of education and speaks unrelentingly of the apparently worsening segregation of black and Hispanic children from white children in the segregated public schools of almost every major city of the nation.
Kozol's ethical argument relies heavily on comparisons between rich and poor school districts. In particular, he analyzes the amount of money spent per child. He finds that in school districts whose taxpayers and property-owners are relatively wealthy, the per-child annual spending is much higher (for example, over $20,000 per year per child in one district) than in school districts where poor people live (for example, $11,000 per year per child in one district)[1]. He asks rhetorically whether it is right that the place of one's birth should determine the quality of one's education.
Kozol has founded and is running a non-profit called Cambridge Institute for Public Education. The group is dedicated to grassroots organizing of teachers across the country who wish to push back against NCLB and the most recent Supreme Court decision on desegregation, and to help create an equitable and enlightened model of public education for a democratic nation.
Death at an Early Age: The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools. First published in 1967, it won the National Book Award and sold more than two million copies. It describes his year of teaching in the Boston Public School System. Reissue ISBN 0-452-26292-5
Free Schools (1972) ISBN 0-395-13606-7
The Night is Dark and I am Far From Home (1975)
Prisoners of Silence: Breaking the Bonds of Adult Illiteracy in the United States (1980) ISBN 0-8164-9004-X
Alternative Schools: A Guide for Educators and Parents (1982) ISBN 0-8264-0226-7
Illiterate America (1986) ISBN 0-452-25807-3 History of Education website by Daniel Schugurensky discusses the importance of this book.
Rachel and Her Children: Homeless Families in America (1988) Awarded the Robert F. Kennedy Book Award for 1989 and The Conscience in Media Award of the American Society of Journalists and Authors, and the Christopher Award, 1988. Reprint ISBN 0-449-90339-7
Savage Inequalities: Children in America's Schools (1991) A finalist for the 1992 National Book Critics Circle Award and awarded The New England Book Award. Reprint ISBN 0-06-097499-0 Bookfinder collected reviews.
Amazing Grace: The Lives of Children and the Conscience of a Nation (1995) Reprint ISBN 0-06-097697-7 Review and appreciation by Mary Leue.
Ordinary Resurrections: Children in the Years of Hope (2000) Reprint ISBN 0-06-095645-3. Review by Jana Siciliano at BookReporter.com.
The Shame of the Nation: The Restoration of Apartheid Schooling in America (2005) 1400052440
Letters to a Young Teacher (2007) ISBN 978-0-307-39371-5
