36 children

By:

Kohl, Herbert

Contributor(s):

Jackson, Robert George (ill.)

Material type: Text

TextPublication details: Middlesex; Penguin Books; 1968Description: 232: illSubject(s):

Fiction

DDC classification:

305.2 Koh

Summary: Herbert Kohl's 36 children were black twelve-year-olds in New York's Harlem. From their standpoint school was an irrelevance, to be treated sometimes with humour, sometimes with lethargy, sometimes with dull, impotent, insolent anger. From the standpoint of the educationa! establishment they were 'the unteachable'. Herbert Kohl was their teacher. His achievement was to gain the confidence of his children and to demonstrate that the world was more open to them than their ghetto surroundings might suggest. Their innate exuberance and liveliness come through in the series of writings and drawings which form a major par of this book. As Herbert Kohl makes clear, the process of educating nécessitated profound changes in his own sense of himself as a teacher and a person. Few books on education give such an inward view of what it is like to face an impossible teaching situation and, in some measure, to come through.

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode	Item holds
Books	Gandhi Smriti Library	305.2 Koh (Browse shelf(Opens below))	Available		7658

Total holds: 0

Herbert Kohl's 36 children were black twelve-year-olds in New York's Harlem. From their standpoint school was an irrelevance, to be treated sometimes with humour, sometimes with lethargy, sometimes with dull, impotent, insolent anger. From the standpoint of the educationa! establishment they were 'the unteachable'. Herbert Kohl was their teacher.

His achievement was to gain the confidence of his children and to demonstrate that the world was more open to them than their ghetto surroundings might suggest. Their innate exuberance and liveliness come through in the series of writings and drawings which form a major par of this book. As Herbert Kohl makes clear, the process of educating nécessitated profound changes in his own sense of himself as a teacher and a person. Few books on education give such an inward view of what it is like to face an impossible teaching situation and, in some measure, to come through.

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