Urban Educational Reform Education and Research Proposal

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Indeed, the structure of this particularly program will allow me to explore and refine some of my own ideas concerning educational equality through both theoretical and research-based modes of investigation. This is an exciting prospect as I have yet to truly test in a scholarly or empirical way many of the assumptions and concerns which have inclined me to take this path. Even as I seek admission into the program, I am inclined to consider the spectrum of possible avenues through which to validate, disprove or expand my existing knowledge of the subject.

This would, of course, be supplemented by the urban development, community and organization discussions which are a key component of the program. I consider these aspects essential to developing the tools necessary to actually apply to a resolution of the concerns cited at the outset of this essay. Particularly, much of my own experience and personal research suggests that educational reform is beset by all manner of practical and bureaucratic obstacle. Accordingly, I anticipate no small amount of difficulty in weathering the political entrenchment of school orientation, the racial discord in which inequality is often rooted, the recursive nature of certain academic and institutional practices, and the resistance of different sectors from teachers and administrators to parents and students. The education that Brown's program offers in the area of organizational management and its specific contextualization of this subject in the distinctly urban environment promises a framework through which I might better be able to navigate what will most assuredly be the trials of achieving my ambition.

This practical concern should also help to build a firm basis for the development of the skills, knowledge and insight to propose progressive and feasible solutions for the problems facing urban schools and students.

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Indeed, the opportunity to do so is one of the most imposing motives for my decision to apply for admission to the Brown program. Though I am already possessed in no small some of passion for the idea of promoting social justice through education, and though I do consider myself already to have a small wealth of personal experience as an energetic and innovative educator, my admission to Brown would place me midstream in a current of evolving knowledge.

As researchers, educators and sociologists weigh ideas concerning human development in the urban setting and ways to improve the conditions surrounding it, communities such as those which thrive at Brown become an open forum for discussion on the merits of said ideas as well as for scientific examination of questions related to these findings. It is thus that I can simultaneously gain access to crucial and emergent insights in the field of urban educational reform while actually contributing my own growing body of knowledge to the discourse.

Ultimately, I believe that as an educator, it is my duty to promote the goals of social justice through my chosen medium. And in the lives of the individuals with whom I will interact as an educator or as an educational reformer, I expect to experience first-hand that reciprocal relationship aforementioned in the present account. Namely, with the knowledge and access provided by my experiences at Brown, I anticipate directly illuminating the social opportunities before my students by giving them the educational tools to overcome their surroundings. Though we may not necessarily be able to change the world for this generation of urban students, we may be able to give them the means to change their own world for succeeding generations......

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