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Schools ought not to be soil upon which is planted the belief that a society structured on the ethics of Capitalism demands certain people—no matter how hardworking, talented, or gifted—wallow at the bottom while a select few breeze through life on top— most without the skill or stridency their bottom-placed “competitors” have to show. For the last four decades debates have raged from conference rooms to White House offices, from market places to TV studios, from public parks to public libraries, from school classrooms to PTA meetings, from halls of Congress to living rooms 33 CHAPTER 5 in middle-class homes, from workplace water coolers to synagogues and mosques and cathedrals.

A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning (p. 106). Granby, CO: Bergin & Garvey Publishers, Inc. Smith, L. P. ). All trivia: Trivia, more Trivia, afterthoughts, last words (p. 191). New York: Harcourt, Brace & Company. Samuel Bois, J. ). The art of awarness: A textbook on general semantics and epistemics (p. 150). Dubuque: W. C. Brown Co. Publishers. , Teachers as intellectuals, p. 31. , Black children, p. 75. , Teachers as intellectuals, p. 125. Hale, J. (2001).

6 As meaning is found, and identities developed, the child increasingly recognizes the authority of teachers. ”7 Students carry loaded baggage—other than book bags. Students bear burdens. Students are filled vessels. Students have stories to tell. These facts, unfortunately, often impress little upon school officials in dealing with students: hubris usually takes over when children and adults converse. Many children can account multiple occasions when reprimanded by an adult for obsessing over a problem, since, they were told, whatever problems could command their solemn attention ranks nothing to what adults have endured, complain-free, for decades.

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