The Prelusion

So, I’ve been awarded a credit for research and I chose to research a alternative way to reform public education instead of the public school. But, I’m required to write a prelusion before I can get the green light to move forward and it’s been beyond difficult to write a prelusion that attempts to separate the public school and the system and the problems each face. But I came up with this tonight and hopefully it’s accepted:

Each prospective to public education must be given respect in the move to reform, restructure, and re-stabilize public education. This is because each prospective holds unique qualities that can prove to be greatly beneficial to the ultimate goal of educating children who with each generation come into the classroom with more and more problems. The problems that present challenges for public education often cause children to come to school and not be prepared and it has become the responsibility of the educators and professionals of the system to address these problems and the subsequent issues they raise. However, the public educational infrastructure that public schools depend on across the nation is unprepared and unequipped to deal with the ever-growing list of problems that children bring into the school and into the classroom.

The issue with the inability for the public education infrastructure to provide services and support that are unique to each external environment is that they allow for the creation for a counterculture that strides off undermining the premise of quality public education. This issue further extends into the importance of providing safe environments in public education because it allows for academic environments across the nation to allow for the environmental subscription to intolerant and bigoted themes that promote repressiveness and misunderstanding.

However, the bulk of the problems that the public education infrastructure in America has are that its inability to address with swift action these issues and give respect to the calls for distress from teachers and students alike. The infrastructure has become one built on the principal of dictatorship that has formed intolerance for disagreement, which has come to affect students, teachers, administrators, and community officials who have come to understand some of the inequalities and injustices that exist within the system. It is this stance to be intolerant that who call for action and those who offer viable suggestions that help not just a few but all that has further disallowed greater academic success beyond the classroom. Moreover, this stance has allowed for the intrusion of public education by those who harness motives that are far beyond ulterior who only seek to profit and indoctrinate children with political and religious propaganda and misinformation.

Nevertheless, the public school is an institution that is strong, capable, and prepared to teach children who walk into the building each morning. However, it’s the infrastructure that those schools are reliant upon that is not prepared and is not capable and because of this public schools across the nation are home to a host of inequalities and social injustices that we have come to blame educators for. This incapability and unpreparedness that exist within the infrastructure must not have their seriousness doubted. If these problems continue to be taken without candid seriousness by those who they affect the most they will be responsible for the ending of public education by corporate forces that seek to profit and indoctrinate. Therefore, it is the responsibility of this generation and its predecessors to create an infrastructure. One that is free from external forces and is capable of ensuring safe, supportive, strong academic environments across the nation for the next generation of schoolchildren that are free from regressive and repressive themes that hinder academic success.