Social inequalities in the American school system. An interpretation through the work of Henry Giroux

Journal title CADMO
Author/s Teresa Savoia
Publishing Year 2024 Issue 2023/2 Language Italian
Pages 16 P. 93-108 File size 297 KB
DOI 10.3280/CAD2023-002007
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The contribution aims to reflect on the literacy skills and inequalities that characterize the American school system, through a diachronic perspective. To this end, the data that emerge from the comparison between some statistical surveys and from national and international studies that have been conducted over the last fifty years are reported. Through this analysis, it clearly emerges how racial inequalities, already evident in the past, are persistent almost unchanged over time. After presenting the descriptive data, an interpretation is proposed through the analysis of Henry Giroux’ critical theory. The point of view of the American pedagogist, to whom the author proposed an interview, is therefore presented, and a harsh criticism of the American school system emerges, highlighting the problematic issues. After examining the historical and economic causes of the education crisis, the possibility of a growth of critical consciousness through education and the development of a language of “informed hope” are identified.

Keywords: literacy skills, social inequalities, school dropout, critical function of education, educated hope.

  1. Aronowitz, S. (2008), Against Schooling: For an Education That Matters. London: Routledge.
  2. Bloom, A. (1987), The Closing of the American Mind. New York: Simon & Schuster. Cagliero, R. (2014), “The violence of organized forgetting. Thinking beyond America’s Disimagination Machine di Henry Giroux”, Iperstoria. Testi, letterature, linguaggi, --
  3. Cambi, F. (2009), Pedagogie critiche in Europa: frontiere e modelli. Roma: Carocci. Foucault, M. (1976), Sorvegliare e punire. Nascita della prigione, trad. it. Roma: Einaudi, 2014.
  4. Freire, P. (2002), La pedagogia degli oppressi, trad. it. Torino: Edizioni Gruppo Abele.
  5. Kincheloe, J.L., McLaren, P. (2007), Critical Pedagogy: Where are we now?. New York: Peter Lang.
  6. Giroux, H.A. (2014), “Quando le scuole diventano zone morte dell’immaginazione: un manifesto della Critical Pedagogy”, Formazione e insegnamento, European Journal of Research on Education and Training – Rivista internazionale di Scienze dell’educazione e della formazione, 12 (4), pp. 39-51.
  7. Giroux, H.A. (2022), Pedagogy of Resistance. London: Bloomsbury Publishing. Giroux, H.A. (2023), Pedagogia critica, trad. it. Roma: Anicia.
  8. OMB (Office of Management and Budget) (1997), “Revisions to the Standards for the Classification of Federal Data on Race and Ethnicity”, Federal Register, 62 (210), October 30.
  9. OMB (Office of Management and Budget) (2023), “Initial Proposals For Updating OMB’s Race and Ethnicity Statistical Standards”, Federal Register, 88 (18), January 27, pp. 5375-5376.
  10. US Department of Education (2007), “Final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic Data to the US Department of Education”, Federal Register, 72 (202), October 19, pp. 59266-59268.
  11. Witt, H. (2007), “School Discipline tougher on African Americans”, Chicago Tribune, September 5th, --

Teresa Savoia, Disuguaglianze sociali nel sistema scolastico americano. Un’interpretazione attraverso il confronto con Henry Giroux in "CADMO" 2/2023, pp 93-108, DOI: 10.3280/CAD2023-002007