The major thesis of this book is that all children are educable, or at least more so than they have been considered by the public educational system. Evidence of this is presented in a concise, though almost too brief, survey of the history of Western education and a review of studies of noneducable children, ie, black children, American Indians, Appalachian whites, Mexican migrants, and Puerto Ricans. Schwebel argues strongly and convincingly that noneducability represents the failure of universal education in America, and not that of the children.
The presentation of this thesis by an educator of the author's stature is an important contribution. It helps to validate the increasing demands of protesting parents by providing professional confirmation of their position. Further, it prods the profession to reexamine its theories and practices, and thus offers hope for future change.
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