new version

This paper needs fixing. The notes and comments are on the side to guide you towards correction.

Running head:

DRESS CODE

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DRESS CODE

Dress code

Touchstone 3.1

Mandatory Uniforms in School: School Dress Codes and Uniform policies

A policy report from Los Angeles states: “The Los Angeles Unified School region believes that appropriate student dress has a positive impact on a productive learning environment.”

While the policy from Pitt County states: “The implementation of school uniforms will help reduce disruptive behavior, promote self-esteem and others, build a school/community atmosphere, and, most importantly, help maintain high academic standards.” Many school uniform policies agree with these sentiments. They seem to stem from a genuine desire for students to succeed in their studies, and/or the need to improve safety and security. However, the history of soliciting students in some way is a matter of mixed concern about academic achievement, child abuse, sexual orientation, racial relationships, and gang-related rivalry. Comment by Eric R Wellington: Decent start, but make sure you cite your sources properly

Ines Dussel has historically placed this concern on a comprehensive system of institutional organization and human resource management around the axis of difference. According to Dussel, “such policies were bound to the penalties of ‘uncontrolled’, ‘cruel’, ‘uncontrolled’, that is, the corpses of those who could not control or govern themselves: women, 12 Blacks, Indians, the poor, immigrants, children or infants. “In Young’s language, the victims of cultural imperialism are frozen” made as marked as the other, while the ruling party takes the” unmarked “space of the universe. The pressure to wear a uniform is tied at the same time to the project of marking or wearing the 14th difference and extending the “universal” position to “another.” The policy practice with regard to institutional governance through school uniform policies is rooted in the desire for the definition and control of the personal bodies of students and is a means of controlling and defining children’s interactions with each other. School uniform policies not only affect what a person wears, but they also form part of how we organize the schools and students in them. These policies are efforts to make schools safer and better, to control what happens, and who to contact. Comment by Eric R Wellington: What concern? Comment by Eric R Wellington: Ned to properly cite. Comment by Eric R Wellington: Not cited properly Comment by Eric R Wellington: Need to cite sources.

Columbia Regional uniform policy reflects this disagreement by taking steps to define what “uniform” means within the policy: “The term ‘uniform,’ for the purpose of a compulsory uniform policy, is defined as uniform style and/or color, school dress codes and uniform policies have been the subject of much discussion for years. There are many positive arguments both against and against the wearing of uniforms. The purpose of this paper is to address the need for compulsory school uniforms: whether or not they are allowed. The debate over the need for compulsory uniforms in schools has been heated by various reasons and opinions as to whether uniforms help or prevent children. Some believe that the need for uniforms in school improves student behavior, reduces social and economic differences, and improves self-esteem (Anderson, 2002, p. 3). Some believe that dress codes undermine students’ “right” to express themselves, teach them to ignore conflicts, and blind students to social injustice (Deane, 2015, p. 117). Although the law allows for the production and enforcement of dress codes/requirements, I mean that although in some cases strict dress and grooming policies may be required, such as the sixth law should not be applied instead of choosing a different option. The article “Dress in Diversity: Politics of Differences and the Case of the School Uniform” by Samantha Deane, provides support for the view that uniforms and dress codes should not be used. Published in 2015 in the philosophical Studies In Education Journal (Volume46), the author discusses how the same dress code can harm children. Comment by Eric R Wellington: Where is the end quotation, take a bit more time reviewing you paper. Comment by Eric R Wellington: Not cited clearly. Comment by Eric R Wellington: These are the two article to be review and introduced, but it is not done clearly. Comment by Eric R Wellington: better

Dressing Diversity: Politics of Difference and case studies of schools

In the New York Times parent blog, Motherlode, Debra Monroe addresses “the power that makes public schools democratic” because she is concerned about what School educates children about diversity. This paper begins with the same thoughts and concerns; I also think schools should be places where children learn to deal with personality and diversity, and I am concerned about how children are educated to do that. With the examination of principles of social justice and school uniform policies, I do not mean that children feel the same school uniform, but that school uniforms and their above policies think that dealing with strangers – mandatory to live in a democracy – is about seeing similarities instead of seeing differences. Schooling with the discipline that schools should be places where children learn to deal with the personality of others requires us to ask questions about how education policies teach children how to deal with diversity. In general, similar policies support the notion that a child’s ability to cope with 2 differences is not important. Considering the ways in which school uniforms policies incorrectly teach children to ignore differences in order to participate in public and school life. Basically, social justice is about seeing great injustice between individuals and groups of people living in or being barred from living on earth. The works of John Rawls, Iris Marion Young, and Nancy Fraser represent the construction of three common elements of dealing with social justice. Rawls emerges from the realm of social contracting and forms a floating theory of justice based on the Canadian man who ultimately deals with injustice through the 3rd redistribution system. Young joins himself in critical thinking, gets his scrutiny of the evils of the “real world,” and fights injustice Policymakers set school uniform policies that eliminate socio-economic tensions and maintain higher education standards to reduce disruptive behavior. There is nothing unfair about wanting to reduce socio-economic disparity or evaluating higher education standards. What is unfair is that these policies do not eliminate socio-economic disparity or cure disruptive behavior. School uniform policies adorn differently; they do not discuss it. Accordingly, schools should be places where children confront the humanity of others in an effort to “unravel” the difference and “redress” the injustice of school uniform policies. The argument is that the removal of uniforms should not be mere garments that allow children to cope with discrimination and humiliation on their own, but that we should philosophically correct an injustice by restructuring the school. Comment by Eric R Wellington: not cited. Comment by Eric R Wellington: Not citaitons

Rogerian Model Comment by Eric R Wellington: Not sure why thisis here.

1.The argumentation method is a conflict-resolution technique to establish natural ground while still stating your position. It’s a less offensive mode of argumentation hence creates a vivid image of the topic in the context.

2.I would definitely use this approach since Rogerian persuasion is more efficient with hostile or biased audiences, especially when the situation is sensitive.

Conclusion

A school is an institution owned by every child; This is the place to give strangers the opportunity to come together as a common people to solve the problems of life in relation to them. By appealing to the logic of the “veil of ignorance” or impartial school uniform policies, unjustly teaches children to free themselves from emotion, race, and gender. The logic is that when you are emotional you cannot justify, that race and reason cannot be expressed together, and that gender is rational, and lasts forever when it affects. In my view, we need to facilitate “different politics” for social justice and develop a “two-pronged approach” to the axes of injustice in order to support children in their development. “School democratization only works when we trust children with differences, diversity, and alienation” at least to the extent that we trust the members of a city.

References

Anderson, W .(2002). School dress codes and uniform policies. Comment by Eric R Wellington: Missing all the other citations made here.

Deane, S .(2015). Philosophical Studies in Education.

1.
Touchstone 3.1 Rubric and Feedback

Rubric Category

Feedback

Score (acceptable, needs improvement etc.)

Summary of Positions

Introduces both authors, but does not provide a complete summary of positions presented in the articles.

3/10

Thesis/Claim

Provides a thesis, but it is unclear and/or does not advocate for a solution to satisfy both sides of the argument.

5/20

Organization

Includes nearly all of the required components of a Rogerian argument paper; however, one component is missing.

3/5

Style

demonstrates thoughtful and effective word choices, avoids redundancy and imprecise language, and uses a wide variety of sentence structures.

3
/5

Conventions

There are only a few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.

3/5

Reflection

Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples, following response length guidelines.

4/5

Overall Score and Feedback:21/50

This needed to be much more clear. Please go back and review the instruction clearly.
ASSIGNMENT: As you learned in this unit, a Rogerian argument is one that presents two sides of a debate and argues for a solution that will satisfy both sides. Given two articles presenting opposing sides of an issue (mandatory uniforms in schools), construct your own 2-3 page Rogerian argument essay in which you attempt to arrive at a workable solution or “middle ground.”

Article 1: “School Dress Codes and Uniform Policies”

Article 2: “Dressing Diversity: Politics of Difference and the Case of School Uniforms”

Sample Touchstone

A. Assignment Guidelines
DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. Summary of Positions
❒ Have you briefly introduced the author and publication context (year, journal, etc.) of Article 1?
❒ Have you included a summary of the stance presented in Article 1?
❒ Have you briefly introduced the author and publication context (year, journal, etc.) of Article 2?
❒ Have you included a summary of the stance presented Article 2?

2. Thesis/Claim
❒ Does you claim address both sides of the issue, including specific points raised in the articles?
❒ Does your claim present a clear, workable solution that could be viewed as a “middle ground” between the two sides?

3. Analysis
❒ Have you backed up your claim using facts from both sides of the argument?
❒ When using direct quotations, have you supplemented them with your own explanation of their relevance?