Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom

Another means, outside the classroom, to address the issue of class status marginalization is political action. Berliner (2006), in response to the theories surrounding the correlation between poor socio-economic class and low academic achievement, asserts that an increase in the incomes of our poorest citizens might spur an increase in student achievement scores. His assertion is based on the fact that health issues, poor housing and other factors negatively impact the economically challenged student and family. Berliner suggests that school reform is not enough to improve the situation.

The issue of marginalization along socio-economic and racial lines is a complicated one. Even after addressing many of the complex challenges faced by students, teachers, families, and communities, there remain many questions yet to answer and many issues to explore in greater depth. With a spectrum of contributing factors ranging from pre-judging a student’s academic ability to discrepancies in per pupil spending, there are nevertheless a number of areas in which a teacher can have a positive impact. The first step is to assist the student in breaking away from the “matrix” by seeing him or her as a unique individual with his or her own knowledge, abilities and experiences. The tradition of oppression and marginalization can be, and often is self-perpetuating if careful attention and intervention by those with the ability to do so is not duly paid.

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