ERIC Number: EJ953887
Record Type: Journal
Publication Date: 2012
Comments on Mike Rose's Essay "Rethinking Remedial Education and the Academic-Vocational Divide"
Mind, Culture, and Activity, v19 n1 p26-28 2012
The struggle over whether all students have a right to a high-quality, affordable college education, or whether it is a privilege they must "earn" through high test scores and parental savings for tuition, plays out daily in the so-called "remedial" or "developmental" classes. This article presents the author's comments on Mike Rose's essay "Rethinking Remedial Education and the Academic-Vocational Divide." For as Rose so clearly describes in the article, practitioners have deep and valid knowledge of what they must do. Executing the work as they describe it is another matter entirely. Many remedial approaches assume a one-way street--teacher teaches student--that alienates learners with real experience from the start. Rose's research and writing over many decades shows that students teach teachers as well--and in doing so, teach themselves. It is the belief in human capacity that "creates both instructional responses and institutional structures that limit human development for people already behind the economic eight ball." As hard as it is to admit that the problems people face are even bigger than they appear, policy makers and researchers need to attend to Rose's conception of the struggle.
Descriptors: Remedial Instruction, Community Colleges, Educational Change, Adult Education, Low Income Groups, Access to Education, Educational Practices
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Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education; Higher Education; Postsecondary Education; Two Year Colleges
Authoring Institution: N/A