who and what is free?

Kozol’s attack of isolated, private, and white free schools illuminated a few of the concerns I had with free schools in general. Although I had never thought that such free schools could be labeled as “a sandbox for the children of the S.S. guards at Auschwitz” (Kozol 11), Kozol’s argument does maintain some weight, especially after reading excerpts from The Pursuit of Happiness. To counter Kozol’s argument that free schools for wealthy whites provide an environment that neglects a sense of social justice, we should be able to find that which expresses the opposite in the statements and occupations of the alumni.

I can’t seem to find more than two statements that the writers have presented in their book (within the excerpts Slim Spady chose) that show a live awareness of society (p.334) or the importance of a community (p.340). The way happiness is defined (by the Oxford dictionary) and is implied through the responses involves personal accomplishment and personal pursuit. On the contrary, the largest occupation category that alumni are found in is the field of Arts and Design. Naturally, the arts is a personal expression given to one’s perception and interpretation of both their environment, self and the medium in which they choose to express themselves. There is some broader awareness of the globe that makes an artist relevant.

On the first page of the Introduction of this book, the writers state “that children are constantly working to understand the world they are in.” Kozol might argue that this is part of the problem of neglect. The world that they are in, their local environment, the people who shape their experiences in their formative years are embedded in a moral vacuum. Later on this same page, it states that when the students “internalize the fact that they are free, all human beings endeavor to function at their highest levels.” Again, Kozol might argue that the students are free as they are the class and dominant race of power. It’s easy to feel free when you are in control. Additionally, since in Sudbury schools there is a judicial system run by both students and teachers equally, one might argue that the students will never feel the empathy of not being in control or in a oppressive structure that their counterparts in urban areas may commonly feel.

There is a lot that could be said between the battle of urban free schools and isolated private ones. I would like to read more of Kozol to see if he really explains how free schools in urban areas provide the training for political rebellion. What does research on his alumni show? I think Kozol does provide an argument to the ongoing discussion in class over DI and progressive pedagogies. Are free schools actually better in an area of the country like City Springs? Are these urban free schools still around or have they been seen as too big of threat?