Get Corporations Out of Education: An Open Letter to Arne Duncan February 16, 2013Posted by rogerhollander in Barack Obama, Education.
Tags: arne duncan, chicago teachers, education, educational policy, john dewey, roger hollander, standarized testing, testing companies
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Following abysmal failure of Bush’s ‘No Child Left Behind,’ teachers say Obama’s education policy follows same flawed thinking
(Note from the Answer Sheet’s Valerie Strauss: A coalition of teachers from public and private schools — including the school that Education Secretary Arne Duncan attended as a child and where President Obama’s daughters were enrolled before they moved to Washington — are releasing an open letter to Duncan expressing concerns about department policies that they say promote the overuse of standardized tests. Among the signees are teachers from the Ariel Community Academy, a public school that was founded by a team of people that included Duncan.)
Secretary of Education Arne Duncan. (AP file)
Dear Mr. Duncan,
As primary, secondary, and university educators who are passionate about the importance of a liberal arts education in building and maintaining a democratic society, we are very concerned with the impact of standardized testing on humanities curricula. The widespread trend of teaching to the test is undermining primary and secondary education. Social studies, history, the fine arts, the study of literatures and languages, drama and music; these and other subjects not assessed in the standardized tests of “No Child Left Behind” are subjects that are themselves being left behind as administrators pressure teachers to raise narrowly conceived test scores in a few core areas.
We seek to build respect for the democratic process, critical thinking skills, writing skills, and understanding that is not accurately measured in multiple-choice tests. (see the Fair Test website for a review of the literature: http://www.fairtest.org/k-12/high%20stakes). While we see the Common Core Curriculum as a step in the right direction, we steadfastly reject attempts pushed by testing companies to devise standardized assessments to measure progress in reading, writing, and speaking. Nor do we believe that computer programs currently being developed by major assessment corporations, or any form of outsourcing of essay assessments, are viable solutions.
Put your faith in teachers rather than corporate interests to assess reading, writing, and speaking. Do not allow corporations to control American education.
Instead of relying on standardized tests, we believe that the best way to pursue higher standards in reading, writing, and speaking skills is to develop standardized and widely accepted rubrics for assessment and allow teachers to assess their students with these rubrics.
We are very concerned with the extent to which current educational policies have embraced what John Dewey would call “instrumental rationality” in seeking solutions that can be statistically measured. We are currently seeing a national backlash against such measurements from parents, teachers, and administrators. These statistical measures merely confirm the very real social gaps between the haves and the have-nots in American education. (For a review of the literature see http://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%20chapter%205.pdf).
University administrators have known for some time that high SAT scores correlate closely with socioeconomic class. Students who do well on them may succeed more frequently in college than those who do not, but this correlation may be telling us more about the test than about the students. Secondary teachers often see students who are terrific at taking tests, but who choose to avoid tasks requiring difficult thinking.
University educators want students who can write, research, and think: students who are open minded, passionate, and curious. These qualities are snuffed out under the drive for high scores on standardized multiple-choice tests under “No Child Left Behind.”
Secondary educators want to prepare students for the challenges that they will face at colleges and universities. This is difficult to do when an overemphasis on discrete item standardized testing prevents them from engaging their students in the meaningful work that best prepares them for the next level.
We know that your office is bombarded with lobbyists from major testing companies, textbook companies, and big donors with big money who seek to shape education reform. State Boards of Education are faced with similar pressures. We feel strongly that big money is far too invested in the current debate, and we are concerned that their influence is determining much of what passes for “reform.” Put your faith in teachers rather than corporate interests to assess reading, writing, and speaking. Do not allow corporations to control American education.
We invite further discussion at your convenience. A delegation from among the signees below will be happy to meet you for hoops and a discussion.
New Trier High School:
Northern Illinois University:
Jerome D. Bowers, History Dept.
University of Illinois-Chicago:
Robert Johnston, History Dept.
Will Fitzhugh, Editor and Publisher
The Report Card:
William Korach, Editor and Publisher
University of Chicago Laboratory Schools:
Diane Puklin, Emeritus
Ariel Community Academy
Chicago Teachers Union
Duncan (and Obama) will likely be more intrigued by your invitation to shoot baskets than a thoughtful discussion about removing corporate interests in the “reform” of our education system. The Manufactured Crisis (Berliner and Biddle, 1995) was an early warning about the influences threatening American education at that time, and we are seeing how its thesis is playing out in the administration’s misguided current education policies. It is essential to return the task of designing our system of education to educators.
Should Taxpayers Be Funding Private Schools That Teach Creationism? February 1, 2013Posted by rogerhollander in Education, Religion, Right Wing, Science and Technology.
Tags: Arizona, bobby jindal, Christianity, colorado, cory booker, creationism, education, evolution, louisiana, natural selection, privitization, public education, religion, religious right, roger hollander, school vouchers, science, texas, zack kopplin
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Roger’s note: What is at issue here is not only the question of publicly funding the idiotic notion of creationism, but the very substance of public education. Public education (advocated by Karl Marx in the Communist Manifesto) is a sine qua non of democracy. The massive effort by the extreme right to privatize public education, aided and abetted by Obama and his Education Secretary Arne Duncan, is aimed at replacing what is left of democracy in the United States with theocratic tinged militarized corporatism.
|John Scalzi (CC BY 2.0)|
|Part of an exhibit at the Creation Museum in Petersburg, Ky.|
By Zack Kopplin
According to so-called education reform advocates like former Florida Gov. Jeb Bush and his Foundation for Excellence in Education, school vouchers, which allow parents to direct state money to private schools of their choice, are essential because “families need the financial freedom to attend schools that meet their needs.” From Louisiana Gov. Bobby Jindal, a Republican, to Newark, N.J.’s Democratic Mayor Cory Booker, these programs are backed by politicians on both sides of the aisle, and they enjoy the support of powerful interest groups such as the Friedman Foundation for Educational Choice and the American Federation for Children.
Voucher programs have been established in 12 states and the District of Columbia, and they are spreading as Texas and Tennessee attempt to create ones of their own. As the use of vouchers has expanded across the country in recent years, new questions have arisen that extend beyond concerns about their appropriateness and legality. We’ve pushed standards, testing and accountability for public schools, so why shouldn’t private institutions receiving vouchers have to meet those same requirements? Should private institutions be allowed to ignore state science standards and teach their students creationism while receiving taxpayer money? Does learning about biblical creation, rather than evolution, really help to meet students’ needs?
I first investigated the relationship between creationism and voucher programs after reading an AlterNet article in June about Eternity Christian Academy in Louisiana. Now removed from the state’s voucher program, the school was using the Accelerated Christian Education curriculum to teach students that the mythical Loch Ness Monster existed and somehow disproved evolution. As I looked further into Louisiana’s program, I found that there wasn’t just one school but at least 20 private ones getting vouchers and thus receiving millions of taxpayer dollars. After reviewing my research, New Orleans Times-Picayune columnist James Gill wrote that “vouchers have turned out to be the answer to a creationist’s prayer.”
This isn’t just a Louisiana problem. It seems clear that the U.S. is facing a national creationism epidemic. In an exposé I wrote posted by MSNBC host Melissa Harris-Perry, I identified hundreds of additional voucher schools in nine states and the District of Columbia using dozens of different creationist curriculums. These schools are receiving tens of millions of dollars, and maybe even hundreds of millions, to teach religious beliefs in violation of state science standards. With 164 such campuses, Florida’s John M. McKay Scholarships for Students With Disabilities Program contained the highest concentration of creationist voucher schools I was able to uncover. Indiana, which has been marketed as the “gold standard” for voucher accountability, has at least 37 such schools teaching creationism. A couple of its campuses proudly advertise that their students are taken to the Creation Museum on field trips. So far, I’ve discovered 311 creationist voucher schools across the country.
Those 311 schools are not the only taxpayer funded institutions teaching creationism. There are likely hundreds more. Although many are difficult to find, either because they don’t have websites or don’t advertise their creationist curriculum, lots of voucher schools fit the profile of creationist campuses that are already known. On top of this, two states, Arizona and Mississippi, have voucher programs but don’t release the names of participating schools. Officials with the Arizona Department of Education confirmed to me that every private school in the state is eligible to participate in the program, and since I’ve identified private creationist schools there that could be involved, there is little doubt that Arizona is funding some of them. I believe it’s a safe bet that every school voucher program in the country is financing creationism.
These campuses would be shut if they were subject to the same standards as public institutions. The courts have shot down the teaching of creationism and intelligent design with public money over and over again, so why are we letting taxpayer funded private voucher schools teach them? The scientists and educators who devised both state science standards and the national common core standards knew creationism was pseudo-science that would not help American students get the education they need to succeed in a global, 21st century economy. That’s why we don’t teach creationism in public schools. Taxpayers should be outraged that their hard-earned dollars are enabling the mis-education of private school students.
Aside from not meeting these basic academic standards, many voucher schools suffer from other significant problems. Louisiana bloggers have exposed profiteering prophets who sought to capitalize on taxpayer funding for private schools. The Miami New Times reports that voucher schools in Florida are being run by administrators who “include criminals convicted of cocaine dealing, kidnapping, witness tampering, and burglary.” A school in Louisiana’s program was slated to receive millions of dollars from vouchers but lacked the facilities needed to house new students.
Proponents of vouchers argue that diverting money from public to private schools will help students learn by increasing inter-campus competition. But when voucher programs contain institutions that teach creationism instead of science, it’s easy to see that damage is being done to students whose futures are jeopardized by poor education.
Although a judge recently ruled that the way Louisiana funds its school voucher program is unconstitutional, it continues to operate as the state appeals the decision. Similarly, the voucher program in Colorado has been halted by a court injunction. But given the aggressive activity of taxpayer funded voucher programs across the country, we need to fight to make sure that no additional ones are created. And we need to stop politicians in states such as Indiana and Wisconsin from following through on plans to expand already existing programs. Today’s students and our nation’s future demand it.
Zack Kopplin is a science education advocate and winner of the Hugh M. Hefner First Amendment Award in Education and the National Center for Science Education’s Friend of Darwin Award.
Boycott of Standardized Tests Spreads as Seattle Teachers Revolt January 14, 2013Posted by rogerhollander in Education, Labor.
Tags: academic progress, arne duncan, ballard high, education, garfield high, map, public education, roger hollander, school boycott, school reform, seattle schools, standardized tests
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Teachers in Seattle schools refuse to administer ‘specious’ standardized tests. Will others follow their lead?
Opponents of the nation’s relentless push for standardized testing in public schools have new champions in Seattle this week as teachers at one high school and now another have refused to issue such exams to their students, calling them a waste of “time and money” amid “dwindling school resources.”
The entire teaching faculty at Garfield High School (with only three abstentions) voted to support a boycott against administering the Measures of Academic Progress (MAP) this week or ever again. Garfield is the largest of thirteen high schools in the Seattle Public School (SPS) system.
In a press release, Kris McBride, Garfield’s academic dean and testing coordinator, said the test “produces specious results, and wreaks havoc on limited school resources” during the weeks the test is administered.
On Friday, teachers at Ballard High School said they would join the boycott as well. National support for the teachers was also growing online, as a petition circulated and a facebook page for the teachers materialized.
Following some fear that the Garfield teachers could face disciplinary action, well-known education policy expert Diane Ravitch was among those using social media to garner additional support for their cause on Saturday:
In an interview with Seattle’s KUOW Radio, Ravitch said, “This is the first time, to my knowledge, that the entire staff of a school has said ‘no, we will not do this. It’s not good for the students, and it’s a waste of time and money.’”
A letter issued by the Garfield teachers said they would all “respectfully decline to give the MAP test” to any of their students this year.
“I’m teaching by example. If I don’t step up now, who will?” –Mario Shauvette, Garfield High math teacher
“We have had different levels of experiences with MAP in our varied careers, have read about it, and discussed it with our colleagues,” they said. “After this thorough review, we have all come to the conclusion that we cannot in good conscience subject our students to this test again.”
The Christian Science Monitor recounts the teachers’ press event in dramatic fashion:
Forty-five minutes after school let out Thursday afternoon, 19 teachers… at Seattle’s Garfield High School worked their way to the front of an already-crowded classroom, then turned, leaned their backs against the wall of whiteboards, and fired the first salvo of open defiance against high-stakes standardized testing in America’s public schools.
To a room full of TV cameras, reporters, students, and colleagues, the teachers announced their refusal to administer a standardized test that ninth-graders across the district are mandated to take in the first part of January. Known as the MAP test – for Measures of Academic Progress – it is intended to evaluate student progress and skill in reading and math.
First one teacher, then another, and then more stepped forward to charge that the test wastes time, money, and dwindling school resources.
“Our teachers have come together and agreed that the MAP test is not good for our students, nor is it an appropriate or useful tool in measuring progress,” McBride told the crowded room. “Additionally, students don’t take it seriously. It produces specious results and wreaks havoc on limited school resources during the weeks and weeks the test is administered.”History teacher Jesse Hagopian discusses Garfield High School teachers’ decision to refuse to the give the MAP test to their students during a press conference in Seattle on Thursday. (Photo by Erika Schultz / The Seattle Times)
In addition to the detrimental impact on students, teachers also pushed back against the test as a way to evaluate teacher performance.
“To use this (MAP) as a tool to evaluate our teaching makes no sense,” said Jesse Hagopian, a history teacher at Garfield High. “They’re setting us up for failure. And Garfield High School is not a failure. We’re the home of (former students) Jimi Hendrix, Bruce Lee and Quincy Jones.”
Hagopian told Common Dreams that Garfield has a proud tradition of teaching to the “whole student” and that its faculty came together because they understand that test results do no adequately tell the story of who students are or will go on to be. “No one cares how Jimi Hendrix scored on a high school math test,” he said. “And no one should.”
“We really think our teachers are making the right decision,” said Garfield student body president Obadiah Stephens-Terry. “I know when I took the test, it didn’t seem relevant to what we were studying in class – and we have great classes here at Garfield. I know students who just go through the motions when taking the test, just did it as quickly as possible so they could do something more useful with their time.”
Asked if teachers were worried about what lessons students might take away from their defiant boycott chairman of the math department Mario Shauvette, stepped forward and said: “I’m teaching by example. If I don’t step up now, who will? I’m taking charge of what I do here.”
For his part, Wayne Au, former Garfield student and now assistant professor of education at the University of Washington, says teachers at his alma mater are offering their students—and others involved in the fight against corporate school reform—many valuable lessons.
Writing at ReThinking Schools, where he is assistant editor, Au explains:
At the most basic level, the national corporate school reform agenda requires teachers’ compliance. So regardless of individual motives, when a group of teachers collectively and publicly says NO, that represents a fundamental challenge to those pushing that elite agenda. The growing support for Garfield teachers’ resistance to the MAP test is a testament to just how much the collective action of teachers at one school means to the rest of the world.
Having all of the teachers at a school decide to support a boycott of a high-stakes, standardized test is a rare and beautiful thing, one that hasn’t happened since some Chicago teachers did it over a decade ago. That is powerful and inspirational stuff, and as far as I’m concerned, because we don’t yet know the district’s response, the teachers at Garfield are showing a level courage and heroism that I love and admire.
When nearby Ballard High School joined the boycott, teachers there cited numerous and various reasons for aligning with their colleagues at Garfield.
The test—teachers at Ballard said in a letter explaining their decision—has “been re-purposed by district administration to form part of a teacher’s evaluation, which is contrary to the purposes it was designed for, as stated by its purveyor, making it part of junk science.”
The Ballard High teachers, who spoke as one unit, said they were in full agreement with and would stand in support of those at Garfield. “Specifically,” they said, “the MAP test program throughout Seattle Public Schools ought to be shut down immediately. It has been and continues to be an embarrassing mistake. Continuing it even another day, let alone another month or year or decade, will not turn this sow’s ear into a silk purse.”
As Reuters points out: “The revolt… comes at a time of fierce political battles over teacher evaluations that has played out in cities from Chicago to Los Angeles.” And continues:
The MAP test that has become a point of contention at Garfield is given at schools around the country but is not required by Washington state.
Unlike the tests required by the state, which are the High School Proficiency Exam and the End-of-Course exams, it has no bearing on students’ grades or their ability to graduate.
Education journalist Valerie Strauss, writing at her Answer Sheet blog, adds:
The boycotts are part of a growing grass-roots revolt against the excessive use of standardized tests to evaluate students, teachers, schools, districts and states. The high-stakes testing era began a decade under No Child Left Behind, and critics say that the exams are being inappropriately used and don’t measure a big part of what students learn.
Parents have started to opt out of having their children take the exams; school boards have approved resolutions calling for an end to test-based accountability systems; thousands of people have signed a national resolution protesting high-stakes tests; superintendents have spoken out, and so have teachers. It has been building momentum in the last year, since Robert Scott, then the commissioner of education in Texas, said publicly that the mentality that standardized testing is the “end-all, be-all” is a “perversion” of what a quality education should be.
The Worst Teacher in Chicago September 12, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: arne duncan, benno schmidt, charter schools, chicago, chicago strike, edison schools, education, Greg Palast, public educatiion, Rahm Emanuel, roger hollander, standardized tests, teacher's strike, teachers
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Greg Palast is the author of the new Book Billionalres and Ballot Bandits: How to Steal an Election in 9 Easy Steps. For two decades, Palast was an investigator for Chicago-area unions, including the Chicago Teachers Union.
They’ve almost stopped pretending, too. Both the Right Wing-nuts and the Obama Administration laud the “progress” of New Orleans’ schools–a deeply sick joke. The poorest students, that struggle most with standardized tests, were drowned or washed away.
One thing Democrat Emanuel and Republican Romney both demand of Chicago teachers is that their pay, their jobs, depend on “standardized tests.” Yes, but whose standard?
But Rahm, after all, is just imposing Bush education law which should be called, No Child’s Behind Left.
Mayor’s Kids Private School is What Public Schools Should Be September 12, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: arne duncan, chicago, chicago strike, ctu, education, karen lewis, labor, labour, mike elk, private schools, public education, Rahm Emanuel, roger hollander, standarized tests, teacher evaluations, teacher's strike, unions
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Director of Private School Where Rahm Sends His Kids Opposes Using Testing for Teacher Evaluations
CTU President Karen Lewis says she would love to use University of Chicago Lab School as model for public schools
Unlike occasional teacher union opponent Secretary of Education Arne Duncan, Chicago Mayor Rahm Emanuel does not send his kids to public schools. Instead, Emanuel’s children attend one of the most elite prep schools in Chicago, the University of Chicago Lab School, where the annual tuition is more than $20,000. (Emanuel has repeatedly refused to answer questions about why he eschews public schools for his children, telling reporters that it is a private family decision.)
Chicago Mayor Rahm Emanuel eschews the city’s public schools in favor of the University of Chicago Lab School, who director eschews Emanuel’s idea of “reform.” (Zol87/Flickr/Creative Commons)
The conditions at the University of Chicago Lab Schools are dramatically different than those at Chicago Public Schools, which are currently closed with teachers engaged in a high-profile strike. The Lab School has seven full-time art teachers to serve a student population of 1,700. By contrast, only 25% of Chicago’s “neighborhood elementary schools” have both a full-time art and music instructor. The Lab School has three different libraries, while 160 Chicago public elementary schools do not have a library.
“Physical education, world languages, libraries and the arts are not frills. They are an essential piece of a well-rounded education,” wrote University of Chicago Lab School Director David Magill on the school’s website in February 2009.
Chicago Teachers Union (CTU) President Karen Lewis agrees with Magill, and believes what works for Mayor Emanuel’s kids should be a prescription for the rest of the city.
“I’m actually glad that he did [send his kids to Lab School] because it gave me an opportunity to look at how the Lab school functions,” Lewis told Chicago magazine in November 2011. “I thought he gave us a wonderful pathway to seeing what a good education looks like, and I think he’s absolutely right, and so we love that model. We would love to see that model throughout.”
One of the key sticking points in union negotiations is that Emanuel wants to use standardized tests scores to count for 40 percent of the basis of teacher evaluations. Earlier this year, more than 80 researchers from 16 Chicago-area universities signed an open letter to Emanuel, criticizing the use of standardized test scores for this purpose. “The new evaluation system for teachers and principals centers on misconceptions about student growth, with potentially negative impact on the education of Chicago’s children,” they wrote.
CTU claims that nearly 30% of its members could be dismissed within one to two years if the proposed evaluation process is put into effect and has opposed using tests scores as the basis of evaluation. They’re joined in their opposition to using testing in evaulations by Magill.
Writing on the University of Chicago’s Lab School website two years ago, Magill noted, “Measuring outcomes through standardized testing and referring to those results as the evidence of learning and the bottom line is, in my opinion, misguided and, unfortunately, continues to be advocated under a new name and supported by the current [Obama] administration.”
While Magill could not be reached for direct comment on the specifics of the Chicago Teachers’ strike, his past writings on the school’s site suggest he might be supportive.
“I shudder to think of who would be attracted to teach in our public schools without unions,” Magill wrote on the school’s website in February 2009, adding that, even with unions, many teachers “have had no choice but to take on second jobs to make ends meet.“
But Magill’s writings also note just how fine a line CTU will have to walk to keep public sentiment, which currently supports the strike 47% to 39%, on its side according to one recent poll. Acknowledging the “distressing…generational change in the public’s attitude toward teachers,” Magill writes, “Some would say that teachers are responsible for this change by publicly participating in actions designed to bring attention to sub-standard working conditions and compensation. These actions often cause unintended collateral damage to students. Parents and the public at large have long memories when the education of their children is interrupted. We must find a way to conclude collective bargaining without raising doubts about the professionalism of those whose work should be valued the most.”
Why We’re Striking in Chicago September 10, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: chicago, corporate education, ctu, education, karen lewis, labor, labour, teacher strike
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‘Join Our Fight for Education Justice,’ says CTU President Karen Lewis
Teachers, paraprofessionals and school clinicians in Chicago have been without a labor agreement since June of this year. Following the inability of the Chicago Teachers Union (CTU) and the Chicago Public Schools (CPS) to reach an agreement over benefits, the role of standardized tests in teacher evaluations, and physical improvements to schools that teachers say are harming both teacher and student performance, the CTU has announced that a city-wide stirke will begin today — the first teachers strike in 25 years. Pickets are expected at 675 schools and the Board of Education. The following are remarks from CTU
Negotiations have been intense but productive, however we have failed to reach an agreement that will prevent a labor strike. This is a difficult decision and one we hoped we could avoid. Throughout these negotiations have I remained hopeful but determined. We must do things differently in this city if we are to provide our students with the education they so rightfully deserve.
Talks have been productive in many areas. We have successfully won concessions for nursing mothers and have put more than 500 of our members back to work. We have restored some of the art, music, world language, technology and physical education classes to many of our students. The Board also agreed that we will now have textbooks on the first day of school rather than have our students and teachers wait up to six weeks before receiving instructional materials.
Recognizing the Board’s fiscal woes, we are not far apart on compensation. However, we are apart on benefits. We want to maintain the existing health benefits.
Another concern is evaluation procedures. After the initial phase-in of the new evaluation system it could result in 6,000 teachers (or nearly 30 percent of our members) being discharged within one or two years. This is unacceptable. We are also concerned that too much of the new evaluations will be based on students’ standardized test scores. This is no way to measure the effectiveness of an educator. Further there are too many factors beyond our control which impact how well some students perform on standardized tests such as poverty, exposure to violence, homelessness, hunger and other social issues beyond our control.
We want job security. Despite a new curriculum and new, stringent evaluation system, CPS proposes no increase (or even decreases) in teacher training. This is notable because our Union through our Quest Center is at the forefront teacher professional development in Illinois. We have been lauded by the District and our colleagues across the country for our extensive teacher training programs that helped emerging teachers strengthen their craft and increased the number of nationally board certified educators.
We are demanding a reasonable timetable for the installation of air-conditioning in student classrooms–a sweltering, 98-degree classroom is not a productive learning environment for children. This type of environment is unacceptable for our members and all school personnel. A lack of climate control is unacceptable to our parents.
As we continue to bargain in good faith, we stand in solidarity with parents, clergy and community-based organizations who are advocating for smaller class sizes, a better school day and an elected school board. Class size matters. It matters to parents. In the third largest school district in Illinois there are only 350 social workers—putting their caseloads at nearly 1,000 students each. We join them in their call for more social workers, counselors, audio/visual and hearing technicians and school nurses. Our children are exposed to unprecedented levels of neighborhood violence and other social issues, so the fight for wraparound services is critically important to all of us. Our members will continue to support this ground swell of parent activism and grassroots engagement on these issues. And we hope the Board will not shut these voices out.
While new Illinois law prohibits us from striking over the recall of laid-off teachers and compensation for a longer school year, we do not intend to sign an agreement until these matters are addressed.
Again, we are committed to staying at the table until a contract is place. However, in the morning no CTU member will be inside our schools. We will walk the picket lines. We will talk to parents. We will talk to clergy. We will talk to the community. We will talk to anyone who will listen—we demand a fair contract today, we demand a fair contract now. And, until there is one in place that our members accept, we will on the line.
We stand in solidarity with our brothers and sisters throughout the state and country who are currently bargaining for their own fair contracts. We stand with those who have already declared they too are prepared to strike, in the best interests of their students.
This announcement is made now so our parents and community are empowered with this knowledge and will know that schools will not open on tomorrow. Please seek alternative care for your children. And, we ask all of you to join us in our education justice fight—for a fair contract—and call on the mayor and CEO Brizard to settle this matter now. Thank you.
“Shocks the Conscience” August 15, 2012Posted by rogerhollander in Criminal Justice, Education.
Tags: abby zimet, Civil Rights, Criminal Justice, education, juveniles, mississippi, private prisons, roger hollander
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08.15.12 – www.commondreams.org
by Abby Zimet
A horrific story out of Meridian, Miss. – and evidently a lot of other places – where police act as a “taxi service” for a school-to-prison pipeline that shuttles mostly black kids to jail for “offenses” like dress code violations, flatulence, profanity, and disrespect. After months of investigation, the Justice Department’s Civil Rights Division found the police, Youth Court and Youth Services systematically violated the rights of mostly black and disabled children by arresting them without probable cause and sending them into a juvenile justice system where “existing due process protections are illusory and inadequate.”
“The systematic disregard for children’s basic constitutional rights by agencies with a duty to protect and serve these children betrays the public trust.“
Tags: Canada, charest, education, jean charest, montrea; demonstration, montreal protest, quebec, quebec government, quebec police, quebec students, roger hollander, student arrests, student protest, student strike, student tuition
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Published on Thursday, May 17, 2012 by Common Dreams
Thousands of student protesters flooded the streets in Montreal last night after Quebec Premier Jean Charest announced a proposal for a new ‘emergency law’ in a bid to end the ongoing 14 week old student uprising and strike.
Students protest in the downtown streets of Montreal against tuition hikes on May 17, 2012 (Photo: Rogerio Barbosa/AFP/GettyImages)
The proposed legislation would halt the spring semester, push up the summer holidays, and restart classes in August. The move would maneuver around the current student strike and walkouts, moving classes to later in the year, in an effort to ‘restore calm’.
The government also hinted at severe penalties for anyone who tries to picket or prevent students from entering classrooms; further details about the extent of the law and its penalties will be released today.
The demonstrations on Wednesday night followed this announcement, as several thousand students met with police, who have started cracking down on the protests across Quebec. Up to 122 students were arrested, as “the acrid scent of police crowd-control chemicals billowed in the cool nocturnal air,” National Post/CA reports. “This on a night when Charest shared plans to clean things up.”
* * *
* * *
The unrest on Wednesday night followed the Quebec government’s announcement it would suspend the current academic session for striking students in an effort to calm things down.
It also hinted at more punitive measures, without sharing details. [...]
In that charged atmosphere, thousands of chanting students spilled into the streets of Montreal, marching straight to the city’s main commercial district. Their demonstration was peaceful until some rocks apparently thrown at police resulted in riot squad charges to clear Ste-Catherine Street. [...]
Authorities reported 122 arrests, three injured police officers and also some injured protesters.
Charest’s legislation would temporarily halt the spring semester for the minority of faculties paralyzed by the walkouts; push up the summer holidays; and reconvene students in August so they can complete their session before starting the fall one in October.
The government also hinted at severe penalties for anyone who tries to picket or otherwise prevent students from entering classrooms.
Charest did not answer when asked about reports of stiff fines. He simply said those details would be revealed when the legislation is tabled — perhaps as early as Thursday.
He did make it clear the legislation will target the crowds of protesters who have blocked access to schools and even stormed into classrooms in an attempt to enforce what they call a legal strike.
* * *
Associated Press: Emergency law considered in Quebec student protest
Quebec was set to consider emergency legislation Thursday aimed at calming weeks of student protests over rising tuition costs, after thousands took to the streets once again and more than 100 were arrested.
Authorities said 122 were arrested late Wednesday as thousands of demonstrators spilled into the streets of Montreal, with some smashing bank windows and hurling objects at police.
Legislation could be introduced as early as Thursday amid student strikes. Dozens of protesters on Wednesday stormed into one Montreal university for the first time, breaking up classes.
Premier Jean Charest said he would table emergency legislation aimed at ending the disorder, while sticking to the planned tuition hikes.
In appreciation of the Quebec student strike May 8, 2012Posted by rogerhollander in Canada, Education, Quebec.
Tags: anne lagace-dowson, Canada, education, elise moser, quebec, quebec government, quebec strike, roger hollander, student protest, student strike, student tuition, students, tuition hikes, youth unemployment
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| May 8, 2012
Like sap rising in spring, the printemps érable showcases the talents and humour of Quebec students. Here are some examples:
Red-clad students board subway cars during the morning rush hour on the orange line of the metro. One per car, they stand silently looking straight ahead. When the car stops they get out, position themselves at equal intervals along the platform so that when the metro pulls out of the station passengers see a blur of red.
Red, the colour of radical movements, has been taken over by the students, who wear red knitted or crocheted squares, or squares of red felt, attached with a safety pin. Or just a plain old square of red duct tape.
Music students perform a professional calibre “Sacre du printemps” by Igor Stravinsky to cheer the protesters, a piece that sent the Paris establishment into paroxysms of rage when it was first played in the spring of 1913.
Students build red cubes, using them as part of a piece of street theatre at the Earth Day demonstration, the biggest demonstration in the history of Canada and Quebec.
Videos, installation art, signs brandished by philosophy students in Latin and Greek. Fine arts students make picket signs with wonderfully detailed portraits of Quebec politicians.
Poems, songs, videos and music clips. If the purpose of an education is to learn how to think creatively, then the education system is working.
For 40 years, older people have lamented self-absorbed, apolitical youth. Now that so many have taken their ideas to the streets, many of those same observers are outraged, calling them spoiled, pointing to their iPads and Starbucks coffees as evidence.
The unemployment rate for young people is at 14 percent and most of them end up burdened with huge debt when they graduate. Many students work while studying — 20 or more hours per week. They may have a Starbucks coffee from time to time. So what?
Supporters of the Occupy movement in New York speak admiringly of the Quebec student mobilization.
The Occupied Wall Street Journal, the newspaper of the movement, writes: “A deep democratic movement, something most of us have never seen and scarcely imagined, turned a small park near Wall Street into the centre of a global storm. Everybody knows the deck is stacked. But it turns out not everyone is willing to put up with it.”
Beautifully written, and who would have thought that the Quebec branch of this worldwide mobilization, with 300,000 people in the streets, would have become the most stupendous of all? Quebecers in the streets are united, with the world marching. Everyone knows something is profoundly wrong — with the economy, with the environment, with the political system, corrupted with cash.
André Pratte, chief editorialist of La Presse, who is in favour of the tuition fee increase, compares the upheaval to May 1968. Students around the world protested against the war in Vietnam and demanded a voice in their education. In 1970, four students were shot down and killed at Kent State University in Ohio. You have probably heard the song by Canadian Neil Young that starts with the line, “Tin soldiers and Nixon’s coming…”
When it was all over, students had a say in the running of educational institutions.
Quebec’s student strike perplexes, annoys, thrills. Montreal writer Elise Moser says she supports it for three reasons:
a) The more accessible education is, the fairer, more stable and richer a society is, because we can develop the resources of all our people, not just the thin layer of entitled wealthy who can pay for education. That seems obvious, doesn’t it?
b) The strike is not just against a tuition hike, it’s for a much broader vision of an equitable society.
c) The investment in an undergrad degree produces much higher economic returns to the state than an equal amount in subsidies to industry.
On March 22, at least 100,000 people protested peacefully in the streets of Montreal against the tuition fee hike. That was the first sign that something really big was underway. In another song of the 60s, Bob Dylan sang, “Something is happening here, and you don’t know what it is, do you, Mister Jones?”
The tuition fee hike amounts to a 75 per cent increase over five years – $325 per year for five years. About $325-million in all. The cost of the fiasco of a new building constructed by the Université du Québec à Montréal called L’Îlot Voyageur: $500-million. So why the insistence on the fee hike?
Ideology. An election promise. The need to be seen to be fiscally responsible.
After the World Trade Center attacks, social activism declined. The gap between the 1 per cent and the 99 per cent grew. Now over ten years later a new generation of activists is looking around and saying, ‘Wait a minute, this system is not so great. The neo-liberal model led to a worldwide financial crisis that brought the world economy almost to its knees. Just what is so great about the status quo?’
It has always been easier to stand back, cross your arms and do nothing. To go along with things as they are. But the reason we have public education, votes for women, public healthcare, libraries and paved roads is because people who didn’t just go along with the status quo built systems that defended the interests of the people.
They were called names too — “communists,” “anarchists,” “agitators.”
I was struck by an interview I saw with a government minister who said she doesn’t like demonstrations. No one likes demonstrations, Minister. It’s just that sometimes demonstrations are the only tool people have to make themselves heard.
Let the last word go to filmmaker Hugo Latulippe, excerpted from the poem he wrote called Nous sommes des millions, published in Voir:
“Puis, raillé nos enfants insurgés.
Minimisé l’envergure du geste, la largeur des idées.
Minimisé les milliers d’entre eux dans la rue.
“Nous sommes arrivés à ce qui commence.
Le feu a pris pour de bon.
Nous sommes des millions.”
Anne Lagacé-Dowson is director general of the anti-bullying Tolerance Foundation. She is an award winning broadcast journalist and political analyst.
This article was originally published in The Hour and is reprinted here with permission.