The confines of what is measured in attaining a “good student” is influenced by their ability to assimilate into the mainstream ideologies of a eurocentric centered core. Basic skills and knowledge, defined by westernized standards, construct the “framework” of what skills and knowledge should already be present once a student enters the classroom. Focus is often placed on anyone who does not have a “white” or seemingly white demeanor to assume a place lower on the scale of what a “good” assessment of an individual might be. It is assumed that if an individual is not of European descent they will have certain problems related to learning, understanding, and achieving the levels of “commonsense” that relate to the dominant culture in North American Society. As stated, “Here the great problems of religions, science, government, and education will probably receive their final solution.” (Painter, 4). What does this really mean? It is observed that the goals of education are designed to create a final product from an individual without consideration of the significant factors that belong to and shape a person’s true identity. This means in order to be “good”, students must be able to conform to the ways in which society expects them to.

 

The students who receive the most significant advantages are the ones who come from already educated families, those who come from lots of money, and those who possess many of the European style ways of knowing and being prior to entering the education system. This creates unequal barriers in the way educators assess those who do not fit the narrative of what society expects, confining learning styles to a traditionalist education method that does not meet the needs of a very diverse population. It is observed, “I thought that being a good student would require behaving and thinking in certain ways, I felt pressured by society to produce this type of student” (Kumashiro, 21). This deconstructs the ability for a teacher to provide education to fit the needs of the students and places emphasis on what society expects in a uniformed style of education. 

 

History has defined the ideal student as someone who can assimilate into the dominant culture of society, focusing on a Eurocentric belief system and its epistemology. It can be observed that historically there was no other way to function successfully in society, often isolating those who do not fit into this dominant model as ones who are not “good” or able to succeed in society. It is crucial that we as a whole begin to unlearn this one size fits all approach in our educational approaches.

 

Painter, F. V. N. (1886). A History of Education. New York : D. Appleton.

Kumashiro, K. K. (2010). Against Common Sense. Teaching and Learning Toward Social Justice.