According to Ozmon (2012) many educators see themselves as reconstructionists. In fact, reconstructionists might argue that in order to stay up-to-date with current educational trends, teachers should seek to view education as being in a constant state of change. Educators who seek to preserve society or maintain the current state with very little change could prove to be detrimental to the future of our society as a whole.
Obviously that is a very dramatic interpretation of reconstructionism in education; however, it can be argued that in order to personalize education for each student, as educators are asked to do, teachers must adopt a sense of reconstructionism within their classrooms, viewing each child’s situation as an opportunity to make that child’s life better. In fact, many would argue that education’s purpose is to create change, and that unfortunately, in today’s society, education in utilized merely to maintain status quo, not to perpetuate change.
According to Barnett (2013) President Obama’s most recent State of the Union address identified the dire need for stabilizing access to quality pre-k education in the United States. Barnett cited that “It is well established that the first five years are a time of rapid development that is especially sensitive to a child’s experiences” (p. 3). Therefore, the need to reform and identify ways to provide information and access to all children, especially disadvantaged children, is key in this reform effort.
When examining the state of pre-K education in the United States, the previous reconstructionist argument that education tends to maintain status-quo seems to be very valid. Currently, parents who are “in-the-know” or have the financial capabilities are able to provide adequate pre-k opportunities for their children. However, parents who struggle financially, or do not have equal access to information, may or may not provide publicly (state of federally) funded pre-k opportunities such as “Head Start” to their children. While this and other programs provide wonderful opportunities for disadvantaged families, many families are not able to take advantage of them due to lack of knowledge of their existence, or inability to transport their children to and from the program. This creates a system of inequality within pre-k education in our country that is in dire need of change.
Reconstructionists would argue that this is an area in need of social justice, and educators and policy makers should dedicate themselves to reforming efforts in order to emancipate the underprivileged to provide equal access and opportunity to pre-k education opportunities. The reconstructionist viewpoint emphasizes the fact that there may not be a specific endpoint in mind; however, the fact that change is necessary is obvious and key to the reform effort.
Therefore, due to the obvious evidence that a strong pre-k educational environment predicts future success in school, as well as the evidence that the current system is not working to ensure that all children receive these opportunities, reconstructionists would argue that it is the duty of educators and policy makes to be socially and politically aware. Additionally, reconstructionists would argue that in order to influence our country’s future, school and governmental leaders must maintain current in the programs being developed by President Obama’s “Strong Start for America’s Children Act”. Maintaining political activism and continually searching for social justice for ALL children, will ultimately lead to a better educational system and future for all.
References
Ozmon, H. A. (2012). Philosophical foundations of education (9th ed.). Boston: Pearson.
Barnett, W. S. (2013). Expanding access to quality pre-k is sound public policy. National Institute for Early Education Research, 1-18.
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