Literacy with an Attitude Argument

 this reading  Literacy with an Attitude, Patrick J. Finn highlights the differences between schools where the student population is predominantly “executive elite,” “wealthy professionals,” “middle class,” or “working class.” He explains how, despite being subject to the same state requirements, there were still stark differences that separated the schools. 

Finn explains how experience and knowledge were kept apart in the working-class school. He continues, "Teachers hardly ever gave an explanation for the assignment's purpose or its relationship to previous tasks. Instead of judging work on its correctness or incorrectness, it was frequently judged on whether the steps were followed (Finn 10). In many cases, regulations were introduced without any justification for their original implementation. Teachers rated their students as lethargic, uninterested in the material, and lacking the ability to express themselves creatively.

The middle-class school depended more on textbooks than the working-class school did. It was more important to "gain knowledge" than to comprehend it completely. Though it was believed that following instructions would result in the right solution, creativity was nevertheless relegated to the back burner, much like in working-class schools. "Lessons that explicitly called for creativity and self expression were 'enrichment' and 'for fun.' They did not count toward grades" (Finn fourteen). In these schools, the concept of possibility was essential.

 the executive elite school placed a high value on logic and problem-solving. Children were also given the chance to create lessons and present them to their peers, which was different from the other three schools. In general, the kids were granted more liberties than those from the other three schools. For example, they were allowed to leave the classroom without permission, were in charge of the school office during lunch, and were permitted to remove supplies from the teacher's desk and closets as needed. Phrases like "It's up to you" were used to remind children of the importance of giving them choices.