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首页> 外文期刊>Michigan Academician >Working-Class Students in Higher Education: Playing on an Uneven Field
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Working-Class Students in Higher Education: Playing on an Uneven Field

机译：高等教育中的工人阶级学生：在崎even不平的球场上比赛

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Perhaps we as educators could use this information to foster increased understanding by students of what education is and what it is not, that is to impress upon working-class students that education is more than agreeing with those in charge. We might encourage students to develop both critical thinking and cultural literacy skills so that they might locate themselves in relation to our cultural myths and take active part in creating new ones that reflect the students' own knowledge and evolving positions in society. We also need to see beyond our own ideological blinders and begin to realize that the inequalities inherent in our education system are not local, nor are they issues of standards. The issues we face as educators in the academy have to do with systemic inequity and cultural bias, problems that cannot be solved simply by pedagogical shifts and theoretical treatises; we need instead to engage in sustained discussions within the mainstream political arena wherein the consequences of current policy might be examined and changed. The solutions to the problems faced by working-class students who aspire to higher education lie in correcting inequity by providing educational opportunity to all students at all levels and by insisting that elite culture is not the only culture that should he taught and should perhaps not be seen as the "centerpiece" of culture as it currently is. Instead, we need to present the issues of culture and the results of what is at stake in the creation of it, including the struggles through which we decide what knowledge is. And perhaps we need to ask our students to participate in that discussion by including the voices that speak to and of them and represent their points of view, including minority and women's voices, but also including voices from the working classes which have been excluded for the most part.
机译：也许我们作为教育者可以利用这些信息来增进学生对什么是教育和什么不是教育的理解，这就是给工薪阶层的学生留下深刻的印象，即教育远胜于负责人。我们可能会鼓励学生发展批判性思维和文化素养技能，以便他们可以与我们的文化神话相关联地定位自己，并积极参与创造反映学生自身知识和社会地位的新思想。我们还需要超越我们自己的意识形态盲者，并开始认识到我们教育体系内在的不平等不是地方性的，也不是标准问题。作为学校教育者，我们所面临的问题与系统性的不平等和文化偏见有关，这些问题不能仅通过教学上的转变和理论论文就可以解决；相反，我们需要在主流政治领域内进行持续的讨论，在其中可以研究和改变当前政策的后果。渴望接受高等教育的工人阶级学生面临的问题的解决办法是纠正不平等现象，方法是为所有各级学生提供教育机会，并坚持认为精英文化不是他应该教导的唯一文化，也许不应该成为精英文化。被视为当前文化的“中心”。取而代之的是，我们需要提出文化问题以及文化创造所涉风险的结果，包括我们用来决定知识是什么的斗争。也许我们需要让我们的学生参与讨论，包括与他们交谈并代表他们的观点的声音，包括少数民族和妇女的声音，还包括工人阶级的声音，这些声音被排除在外。大部分。

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