A Quote by Henry Giroux

The loan crisis and the increasing slashing of funds for students, coupled with the astronomical rise in tuition, represent an unparalleled attack on the social state. The hidden agenda here is that when students graduate with such high debts, they rarely choose a career in public service; instead, they are forced to go into the corporate sector, and I see these conditions, in some ways, as being very calculated and as part of a larger political strategy to disempower students.
Increasing education options will give students greater opportunities to succeed in the classroom and allow students to graduate with skill sets necessary to go to college or into a career.
Public education for some time has been heavily focused on what curricula we believe will be helpful to students. Life-Enriching Education is based on the premise that the relationship between teachers and students, the relationships of students with one another, and the relationships of students to what they are learning are equally important in preparing students for the future.
With nearly all students leaving public high school having taken some vocational education, this bill continues to provide communities with the funding necessary to give students an edge on career training.
Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt, they can't afford the time to think. Tuition fee increases are a disciplinary technique, and by the time students graduate, they are not only loaded with debt, but have also internalized the disciplinarian culture. This makes them efficient components of the consumer economy.
Students follow rules. Students complete assignments. The job of students - in part, at least - is to please their teachers. Now, I realize I may be exaggerating a little here, but basically I think I'm right: students do what they're told.
I strongly support extending current student loan interest rates and increasing the college tuition tax credit for students and their families.
Students are suffering under incredibly high tuitions and high student loan interest rates. They graduate from school, and they're having a very difficult time finding a job. They don't feel as though there are honest leaders who are listening to them, and who will be a part of the solution.
Increasing postsecondary enrollment and success, particularly among first-generation, low-income, and minority students, is good for students and our state's economy.
For some students, especially in the sciences, the knowledge gained in college may be directly relevant to graduate study. For almost all students, a liberal arts education works in subtle ways to create a web of knowledge that will illumine problems and enlighten judgment on innumerable occasions in later life.
Today, the Americans have developed a new culture in science based on the slavery of graduate students. Now, graduate students of American institutions are afraid... He's got to perform. The post-doc is an indentured labourer.
Currently, only 70 percent of our high school students earn diplomas with their peers, and less than one-third of our high school students graduate prepared for success in a four-year college.
My attitude toward graduate students was different, I must say. I used graduate students as colleagues: I gave them the best problems to work on, and I encouraged them.
I favor a system where students in publicly funded institutions make a commitment: if they do well in the private sector, they will revert a certain percentage of their income to the education sector; and if they devote some years to public service, their debt will be forgiven.
That generation really has to fight for a new political language, social movements, and alliances with students from other countries. They have to convince labor, parents, and the general public that the fight over higher education is a fight that benefits everyone in a sustainable democracy and not just faculty and students.
Many students learn best by doing. But because classrooms force the same pace on all students, they limit the degree to which students can truly learn through trial and error. Instead, lectures still force many students to follow material passively and in lockstep pace.
Most teachers of self-discovery have two types of students. They have students they deal with in a more exoteric way than the esoteric students. Esoteric truths are presented to usually a smaller group of students.
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