Synopsis. receive superior curriculum to “Working” or

Synopsis. In her essay, Anyon (1980) examines distinct variations in curriculum between five New Jersey elementary schools. Moreover, the essay specifically contrasts how social class is the driving factor in how each school conducts their teachings. Anyon (1980) argues schools whose students belong to a higher ranking social class receive superior curriculum to “Working” or even “Middle Class” neighborhoods. 
Anyon (1980) argues the vast variations in curriculum ultimately creates discrepancies and prepares students for different occupational statuses down the road. Anyon (1980) conducts her studies between five social ranks: Working Class, Middle Class, Affluent and Executive Elite.  Additionally Anyon (1980) focuses on five major disciplines found common in all the schools, these include: Math, Language Arts, Science, Social Studies and overall behavior and structure. Anyon (1980) concludes her essay by arguing that although her research did suggest differing curricular, pedagogical, and pupil evaluation (Anyon, p.13) further research needs to be conducted on a larger scale.
Synopsis. In his essay, Freire (1970) evaluates two approaches of education. Freire (1970) presents the concepts of Banking approach education and Problem-Posing approach. Freire (1970) argues the banking concept is fundamentally flawed. Freire (1970) asserts that with this approach to education students are merely taught information without any cognitive learning. Students are merely just students and have no practice of freedom. However, Freire (1970) argues the Problem-posing approach allows students to engage in creativity and critical thinking and is far superior. Problem-posing approach asserts that knowledge is not merely passed down from teacher to student, but instead, is achieved between critical thinking and discussion between both. Freire (1970) critiques the banking approach and concludes his essay by suggesting problem-posing should be adopted instead.
Reaction/Reflection. I thoroughly enjoyed both Anyon’s and Freire’s works and think their findings have many applications. I found Anyon’s essay particularly interesting as I think social statuses are often over looked when it comes to quality of education. I find it interesting that student’s curriculum somewhat predetermines their future and is completely out of their control. I would like to see more research done to determine if race correlates in any ways to the quality of curriculum the students received. As for Freire’s work I stand with the author in support of the Problem-posing approach over Banking approach. As a college student, I see the adoption of Problem-posing education much more in post secondary educational settings. Instead of traditional classroom norms where information is simply transferred to students through lecture, I see far more knowledge acquired through dialogue and open discussion.
Critical Question: I am curious: has Anyon conducted any research on curriculum in school districts with diverse student bodies? Student bodies containing large numbers of both Working class and Executive Elite? (affluent and working class)
Critical Question: I am curious: if Freire is so opposed to the traditional banking approach of education and wants to usher in the problem-posing because he believes it is far superior, why has the banking method worked well for so long?

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