I find Gatto’s description of the effect of public schooling strikingly similar to Lisa Wedeen’s assessment of the effects forced complicity has on a population. Public schooling subjects students to perform countless mundane, menial tasks that students have trouble relating to. Students who obey and complete assignments efficiently and on-time are rewarded and those who don’t are punished. As Wedeen sees it “By complying, each soldier demonstrates the regime’s power to dominate him,” and creates a person who “is capable of inventing and avowing dreams that are unbelievable and not, in fact, his own” (Wedeen 516). Gatto’s assessment of American public schooling aligns with Wedeen’s. In a students struggle to reach the top of the class they must give up essential functions of being a human being. Our options for professional careers are very much limited by the subjects offered at our high schools. Any rejection or disinterest of the mandated public schooling is met with punishment. All the while believing in the system results in reward, but seem to cost students’ individuality. The public school system seems to only promote schooling for occupations essential to the the country’s functioning. If you aren’t looking to become a doctor, researcher, lawyer, educator, engineer or business administrator you will be hard pressed to find support from your public school. Overall, I agree with Gatto in the sense that schooling limits childrens’ belief in what they can become by not providing them the support to reach their individual dreams.<\/p>\n","protected":false},"excerpt":{"rendered":"
I find Gatto’s description of the effect of public schooling strikingly similar to Lisa Wedeen’s assessment of the effects forced complicity has on a population. Public schooling subjects students to perform countless mundane, menial tasks that students have trouble relating … Continue reading