Posts Tagged ‘education’
In a post perhaps better entitled “Official makes offensive, ludicrous claim,” but actually entitled Batts: Crime dropped for “everyday citizens” in 2013, Justin Fenton points us to this statement by Baltimore top cop.
With murders, non-fatal shootings and street robberies up in 2013, Police Commissioner Anthony W. Batts emphasized in television interviews Monday that crime affecting “everyday citizens” was moving in the right direction.
“It’s not throughout the city as a whole,” Batts told WBAL-TV of the violence. “It’s very localized and unfortunately, it’s with African American men who are involved in the drug trade and 80 to 85 percent of the victims are involved in the drug trade going back and forth.”
As Fenton points out, “Batts also said that ’80 to 85 percent’ of victims of violence were African-American men involved in the drug trade. But overall, only 84 percent of city homicide victims are black men” and “police determined a drug motive in just 3 of 224.” Three.
The Birmingham superintendent puts it this way. “The Detroit schools need more money. The solution is not to take it from Birmingham and Bloomfield Hills.” And, again, one wonders where else one would take it from if not from where it is.
The Ann Arbor superintendent ridicules what he describes as “simple-minded solutions [that attempt] to make things equal.”
But of course, the need is not “to make things equal.” He would be correct to call this “simple-minded.” Funding and resources should be equal to the needs that children face. The children of Detroit have greater needs than those of children in Ann Arbor. They should get more than children in Ann Arbor, more than kids in Bloomfield Hills or Birmingham. Calling ethics “simple-minded” is consistent with the tendency to label obvious solutions, that might cost us something, unsophisticated and to favor more diffuse solutions that will cost us nothing and, in any case, will not be implemented….More spending on public education, said [President George H. W. Bush] isn’t “the best answer.” Mr. Bush went on to caution parents of poor children who see money “as a cure” for education problems. “A society that worships money…” said the president, “is a society in peril.”
Jonathan Kozol, Savage Inequalities
This morning there was a great segment on the Melissa Harris Perry Show where she interviewed Diane Ravitch about her new book, Reign of Error: The Hoax of Privatization Movement and the Danger to America’s Public Schools. I’ve had my disagreements with Harris Perry over education in the past. But it’s obvious that she cares deeply about public education. And it’s been clear to me that, even when her guests have largely accepted the frames of choice and accountability and crisis, she has remained skeptical. Given the dominance of the position Ravitch criticizes, it was nice to have a segment where she, later joined by Pedro Noguera and Trymaine Lee, could lay out the critique of the corporate education reform movement and discuss some of the impacts on students.
That said, there was one question posed by Harris Perry that didn’t get addressed, that I wanted to offer my own answer. Read the rest of this entry »
Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms….
We conclude that in the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal.
Here are your top five posts from the last year, based solely on page views. The biggest thing driving traffic – one or two people who have a bigger megaphone than me passing it along. (My thanks to those people). Was there anything else they shared in common? Let’s take a look.
Also, don’t miss Top Five Posts that No One Read: 2012.
Ari Melber owes Marshall Ganz an apology.
Last week the Huffington Post broke a story about changes at Change.org based on leaked internal documents, because the company apparently was not going to make these changes public. As Melber notes, the changes include “ accept[ing] ‘corporate advertising, Republican Party solicitations, astroturf campaigns’ and conservative political sponsorships.” He suggests this is framed by critics as a betrayal of the sites founding mission (it’s quite clear it’s a pretty radical shift). In the abstract, I can see the point (although I disagree) of suggesting that providing access without respect to political orientation has value, although even if I concede that the secrecy cannot be defended. Yet even so, that change is only one part. But Melber’s not offering a ‘here’s what the two sides said’ story here.
If you apply a traditional coalition paradigm, the story is that Change.org began by teaming up with a loose coalition of liberal groups, found success, and then left them behind as it grew into a something that looks more like a self-sustaining global technology company than a progressive meetup. That is the story of betrayal and “selling out.
But you can also apply an open-source paradigm, where the value of the system is defined by who it empowers and how it works, rather than any pre-set ideological objectives. Think of Wikipedia, or the bottom-up organizing models of Saul Alinsky and Marshall Ganz. Under this view, Change.org is simply expanding its civic services, and the more open, the better. While the open source view has loyal adherents, it is not a conventional ideology. It is a belief in a system.
Navigating a battle between partisan, progressive organizing and decentralized petition drives is, at bottom, like trying to choose between the Democratic Party and democracy.
Did you catch that? What on earth does any of that have to do with “corporate advertising, Republican Party solicitations, astroturf campaigns”? Isn’t that the complete opposite of the “open-source paradigm” or of “small d democracy” or “bottom-up organizing”? And how does progressive values equate with Democratic Party?
The original HuffPo story argued that this move was in response to the controversy over Michele Rhee and Students First, although Melber doesn’t mention it.
Change.org leadership met in San Francisco this summer to hash out its new advertising policy following a public uproar in July over the site’s partnership with Michelle Rhee, whose organization works in opposition to labor unions. “[W]e looked long and hard at our client policy in the context of our vision. This was the most difficult part of the weekend, but after many hours of discussion and edge cases we ultimately agreed that the current closed approach is simply not feasible,” Change.org’s founder and CEO Ben Rattray wrote in an email to staff, which was also leaked to HuffPost by [Campaign for America's Future's Jeff] Bryant.
Labor and progressive organizations, which make up a sizable base of Change.org’s client list, threatened to pull out over the Rhee situation. After reports that Change.org was dropping Rhee and another controversial anti-union group as clients, the site continues to run her petitions.
What better illustration of the problem. Rhee’s astroturf group uses progressive rhetoric to attack public schools and teachers’ unions, with massive corporate backing. Change.org made promises to it users about its relationship with the group, which it failed to make good on, presumably because the relationship was lucrative and was valued above progressive principles.
All this makes a mockery of the sort of organizing the Ganz has championed – and of small-d democracy.
h/t Mike Conrad.
Melissa Harris Perry has a new piece reflecting on the recently concluded successful Chicago Teachers Union strike. Her point – the battle between “reformers” and “teachers” was harming the school children caught in the middle. (This despite the rather substantial student-centered reforms* teachers were calling for – she adopts a standard conceit of corporate ed reformers that they seek reform while everyone else supports the status quo).
I couldn’t help but be reminded of Martin Luther King‘s words.
You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to express a similar concern for the conditions that brought about the demonstrations. I am sure that none of you would want to rest content with the superficial kind of social analysis that deals merely with effects and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in Birmingham, but it is even more unfortunate that the city’s white power structure left the Negro community with no alternative.
The reality is, whether intended or not, when liberals decry conflict, which is standard rhetorical position, they are supporting the position of the powerful. Rahm Emanuel, backed by billionaires (including Donald Trump) is powerful, and the status quo is for him and the other corporate reformers to get their way despite the opposition of teachers, parents, and students without significant resistance. Without resistance, they simply get their way to push their neoliberal reforms.
Those reforms are hurting children, hurting communities, undermining public sector unions, and they don’t work. Children aren’t served by a lack of air conditioning, music and art instruction, or libraries. Children don’t benefit from waiting for textbooks to arrive long after the semester begins. Children don’t benefit from increasing hours spent devoted to high stakes testing and preparing for these tests. Hopefully, we’re beginning to see real organized resistance based on the idea that teachers are valued professionals and that every child deserves the opportunity for a quality public education.
I don’t know if Karen Lewis or other key figures from the CTU will get a chance to be heard on MSNBC in the coming days. So I’ll close with Lewis’ words.
I do not understand why people think what we did was special. I do not understand why people think I’m a leader. I am a teacher who hates what’s happening to our children. We cannot go along with harm. Plain and simple. Sometimes I feel like we’re in that bad psych experiment where people give folks electric shocks because they were told to do so. I am embarrassed by all the attention and I would like to go somewhere and be quiet. I didn’t realize my life would be this nuts.
Respectfully, I understand why people know what they did was so special.
Thanks CTU. In solidarity.
* Seriously, if you haven’t yet, you should read what the teachers are still fighting for: The Schools Chicago’s Students Deserve.
[Update] Corey Robin gives a quick break down of some of the things the union won that supposedly hurt the kids.
[Update 7-3-13 Steve Hinnefeld addresses Albert Hirschman vs. Milton Friedman and education reform. "Here’s another way of saying it: The contempt that school choice advocates commonly express for public schools is, at its root, contempt for democracy itself."]
At the GOP convention, Jeb Bush argued in favor of voucher and school choice using the frame of civil rights. Bush, brother of failed president and education reformer George W. Bush, went further, offering an even more inapt metaphor.
“Everywhere in our lives, we get the chance to choose,” he said in a prepared version of his remarks sent to reporters. “Go down any supermarket aisle – you’ll find an incredible selection of milk. You can get whole milk, 2% milk, low-fat milk or skim milk. Organic milk, and milk with extra Vitamin D. There’s flavored milk— chocolate, strawberry or vanilla – and it doesn’t even taste like milk. They even make milk for people who can’t drink milk.”
“Shouldn’t parents have that kind of choice in schools?” Bush said.
This perfectly encapsulates what’s wrong with the corporate ed position. It conflates something as important, complex and far reaching in its consequences as an education with milk, a simple consumer good. That frame justifies turning public education into a profit making opportunity. It supports the deprofessionalization of teachers. It focuses our attention on individuals instead of the ways we systematically provide a different quality to education based on class and race. Choosing 2% one week and whole milk the next is no problem, but shifting your child between schools even once is a huge decision. The choice of milk depends purely on taste while education is a skilled profession. While the analogy has surface appeal, its implication are gross and most people would recoil from them it they were made explicit. Most people, that is, who believe that providing a quality education to all is a basic requirement in a democratic society that is committed to the idea that all people are equal.
How can you say on the one hand that education is a civil right and at the same time it’s like shopping for groceries? Read the rest of this entry »