Ability-group tracking reproduces banking education’s harm for language-minority students.

Evidence

I attended a segregated elementary school where we were divided into the “smart” class and the “other” class. As a Native Spanish speaker and a Latina, I was in the “other class” all through elementary school. When I completed high school and began college, I struggled to make sense of my course work and found myself in academic turmoil. My school experience since childhood had been banking education (Freire, 1970), and as a result I had not developed the skill set or motivation to do well in my college courses—especially math and history. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 1221

Categorization

• XREF: Extends ch4’s claim that school curricula encode racial hierarchies; a concrete personal instance. — connects to: University administration messages mirror banking education in K-12 settings — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 1186; Adopting a new language evidences dislocation and the inferiority complex among the educated.; Banking education deliberately produces students adapted to the oppressor’s world — Paulo Freire, Pedagogy of the Oppressed, 218 (+1 more)

Broader Connections

• Banking education deliberately produces students adapted to the oppressor’s world #expands (0.85) — Paulo Freire, Pedagogy of the Oppressed, 218
• Everyday teacher bias and structural school resourcing interact to accumulate racial disadvantage. #exemplifies (0.80) — David Theo Goldberg, The Threat of Race, 423
• Adopting a new language evidences dislocation and the inferiority complex among the educated. #exemplifies (0.75)