g to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives"(Kozol, p. 56, 1991). A key technique for the state and other such powers to maintain inequalities that exist outside of school inside the classroom, is to exclude those with the least power and privilege in society from making decisions about their own children's education. Decisions are made for, rather than with people (Freire, p. 30, 1970). Without representation and power, only the needs of the privileged are met because only theirs will be voiced and deemed important and representative of all races and classes.An intense and deeply rooted problem as an unequal education system cannot be solved though a handful of well-intentioned, small-scale programs (Montag, p. 4, 1991). Rather than searching for one solution, the reality is that we need many solutions. In this search, we must acknowledge and accommodate the reality that not all solutions will work for every child in every school. Simply, the problem must be approached from the point of view that untangling it, just like democracy, is a process, and not an end in itself. In my view, system-wide, large-scale reform is needed to achieve the goal of "getting all young people as close as possible to their upper limits of learning potentialities" (Perrone, p. 15, 1991). This is crucial to ensure change because "trying to transform schools within the existing structure is a contradictory process" (Murphy, p. 38, 1991). The first step is to involve the traditionally voiceless at all decision-making levels to best determine what the needs of the least privileged are, if we are truly committed to providing opportunities that respond to children's needs. I specify, "opportunities" through funding based on my assumption and belief that money can improve education through attracting and keeping good teachers, reducing class sizes...
