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Anyon, Rose and Oppressive Expectations

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Carleton D.
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  1. Introduction
  2. Jean Anyon and Mike Rose
  3. The observations of Jean Anyon
  4. The effects of classifying a student
  5. Classification of schools
  6. The power of cultural expression in the education system
  7. Conclusion

A comprehensive understanding of ?Social Class and Hidden Curriculum of Work? by Jean Anyon and Mike Rose's ?I Just Wanna Be Average? will inevitably lead one to realize just how overwhelmingly significant an impact society's expectations have on developing young minds. Whether or not a young student is aware that he or she is the subject of targeted curriculum with a hidden agenda, the effects will still quite often be a permanent manipulation of the way in which that child will integrate knowledge for the rest of their life. This can be positive or negative for the child, depending on the type of school in which the child was taught. However, regardless of the eventual result, it can be theorized that categorizing children at such an early age may leave them feeling trapped. Whether it be in overwhelming pressure to succeed or uninspiring lack of faith in their academic abilities, it just does not seem a very fair practice.

Both Jean Anyon and Mike Rose bring to a light very enlightening points about rather questionable, widespread educational practices that need to be exposed. In particular, Anyon's break down of four distinct types of schools - working class, middle class, affluent professional and executive elite ? brings awareness to what could be perceived as a fatal flaw in the conventional school system. Anyon is strictly objective, analytical and unemotional in her observations of the different ways in which the varieties of school systems either nurture and encourage or oppress and de-motivate the malleable young minds that pass through their institutions. Nonetheless, she is extremely informative. Meanwhile, Rose offers a much more personal and expressive glimpse into the significant and lasting impact underestimating the students has, as told from the student's perspective.

[...] With all this in mind, it is abundantly clear that cultural expression does indeed hold a distinct power in the education system as a whole. Rose points out one other less obvious way this happens as well. He states that students in what Anyon would consider working and middle class schools are generally motivated to succeed by the promise of ?extrinsic rewards? such as good grades and star stickers. While this may produce the desired short-term result, Rose speculates that this may have an unintended negative impact in the child's future. [...]


[...] Both Rose and Anyon's essays are empowering and informative works that should be read by all students, parents and teachers. Awareness is the first step to recovery, and as these enlightened writers have clearly pointed out, the educational system is in dire need of reform. A future where all students are given equal chances to succeed is in our imminent future, if we but remain vigilant. References Anyon, Jean. ?Social Class and Hidden Curriculum of Work.? [INSERT TEXTBOOK CITATION] Bajic, Jack. ?Note On Social Class and the Hidden Curriculum of Work.? 2013. Web. [...]

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