- ICES Seminar: THE REGIMES OF TRUTH OF (GLOBAL) CITIZENSHIP EDUCATION
- CFM Deadlined Extended: Contemporary Educator Movements: Transforming Unions, Schools, and Society in North America
- Dr. Sebastián Plá | “Curriculum and Structural Violence: Teaching Social Studies in Latin America’s Secondary Schools”
- The Fear Created by Precarious Existence in The Neoliberal World Discourages Critical Thinking / La peur créée par l’existence précaire dans le monde néolibéral décourage la pensée critique
- The New Teachers’ Roundtable: A Case Study of Collective Resistance
- The Courage of Hopelessness: Democratic Education in the Age of Empire [Video] on
- The Courage of Hopelessness: Democratic Education in the Age of Empire [Video] on
- BC elementary school bans touching at recess #NoMoreTag #bced #yteubc #occupyeducation on
- BC schools face total budget shortfall of $130 million #bcpoli on
- BC Teachers Federation scores landmark victory in academic freedom and freedom of expression #bcpoli on
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Category Archives: Protests
Critical Education has just published its latest issue at
This special issue of Critical Education, entitled “The Legacy of
Ferguson: A Referendum on Citizenship Denied,” presents papers about Ferguson, several of which were presented as part of a panel on Ferguson held at the College and University Faculty Assembly (CUFA) conference of the National Council for the Social Studies in 2015. Anthony J. Castro and Alexander Cuenca are the issue editors and have added additional articles to
address issues in Baltimore and to reflect back on Ferguson two years later.
As Castro notes in his introduction to this issue “as we arranged these pieces, we felt struck with an overwhelming sense of purpose. We have to keep this conversation real and alive. So with hope in our hearts and hands ready to toil with patience and persistence, we invite you to join the struggle, because Black Lives Matter.”
Thanks for the continuing interest in our work,
E Wayne Ross
Co-Editors, Critical Education
Institute for Critical Education Studies
University of British Columbia
Vol 8, No 2 (2017)
Table of Contents
The Legacy of Ferguson: A Referendum on Citizenship Denied
Hope and Persistence: The Legacy of Ferguson Introduction to the Special Issue of Critical Education
Anthony J. Castro
Ferguson and the Violence of Indifference in Our Classrooms
Black Lives Matter: Reflections on Ferguson and Creating Safe Spaces for Black Students
Same As It Ever Was: Ferguson, Two Years Later
My Reasonable Response: Activating Research, MeSearch, and WeSearch to Build Systems of Healing
The Media and Black Masculinity: Looking at the Media Through Race[d] Lenses
Turning a Moment into a Movement: Responding to Racism in the Classroom
ABOUT A THIRD OF ALL BC SCHOOL DISTRICTS HAVE A SIMILAR POLICY IN PLACE
Renee Bernard, News1130, November 15, 2013– The largest school district in the province will become the latest to adopt an anti-homophobia policy.
Gioia Breda of the Surrey Teachers Association worked on the document and says it’s an important philosophical statement to support students facing homophobic bullying.
“You can compare students who experience racism, for example. When they go home, those students have parents who are often supportive and sympathize, whereas LGBTQ youth may not have come out to their parents,” she explains.
She calls it a pro-active code.
“It offers a positive and inclusive curriculum, more sexual health education for LGBTQ youth, and education for administrators, staff and counsellors about LGBTQ issues.”
She says the policy is designed to protect both students and staff.
Just over a decade ago, the school board made national headlines in its fight to ban books featuring same-sex couples, a policy it eventually changed.
The board’s anti-bullying code was adopted with relative ease, compared to the situation in Burnaby a few years ago, when that school board encountered protests from parents.
About a third of all BC school districts have anti-homophobic bullying policies in place.
Read More: News1130
Students say “We’re young, not stupid:” Keep big oil out of our schools #bced #yteubc #bcpoli #DavidSuzuki #occupyeducation
pump jack writes curriculum
This is what you call genuine pro-activism. Barely a month into its launch of Energy IQ (yes, “IQ”), Canadian Geographic is sheepishly back-pedalling and having to answer to students. Energy IQ is to be The Energy Curriculum for the entire nation. The first hint that something was suspect about this was the photo gallery in the June Canadian Geographic Magazine that featured and introduced the new Energy IQ curriculum. As if the author of the curriculum, the proud Pump Jack, “iconic symbol of the West,” dominates. Is this is a curriculum about, for, and from BIG power?
That’s the question students in Vancouver are asking as they join forces with Power Shift, a green grass roots environmental movement. “We’re young, not stupid,” they say, “Keep big oil out of our schools.” The students’ Open Letter and petition are generating international interest and momentum. Dear CAPP, the students write: “The Energy IQ program is of serious concern to us as current high school students, specifically because of its inherent corporate bias and the ideals it will promote…. Propaganda has no place in our schools.” The high school activists currently have over 600 supporters signed on to the petition and were featured by the CBC (tv and radio) on 14 November.
The two student-activists at the front of the protest, Sophia and Sydney, note that “We just believe we should not have corporations in our public classrooms” “It’s just not saying the full truth and we really believe that it shouldn’t be used in the classrooms.”
And this pro-activism is excellent timing, as the new Pump Jack curriculum begins to make its way into the schools. Just as oil and gas dominate clean energy in Canada, the students are asking why Pump Jack is behind the Energy IQ Curriculum.
Yes, teachers and students can criticize the curriculum and politically remix it, but prior questions are those the students are asking, whether Pump Jack ought to be authoring and issuing curriculum for the schools. Or why is Canadian Geographic joined with Pump Jack?
Or what in the world is going on with the Geography curriculum? The Pump Jack curriculum is linked to the Canadian National Standards for Geography, but the energy and economics Standards within might as well have been written by Pump Jack itself. The word “capitalism,” Pump Jack’s child and daddy (go figure) economic system for a century, does not appear in the Standards. For the Environment and Society standard, students can “Speculate on the environmental consequences of a major long-lasting energy crisis (e.g., high/low crude oil prices),” and maybe speculating is enough. Surely, documenting and acting on climate change need not be a standard. Of course, “climate change” does not appear in the Standards either.
Invented in Oil City (it’s true) in 1913, Pump Jack is celebrating its 100th birthday this year so maybe it is appropriate that it authors and teaches the global Energy IQ curriculum. Happy Birthday Pump Jack! Remember the combination: 40-31-24-5.
BC gov wasted $66-million over 12 years on failed aboriginal child services #bcpoli #bced #yteubc #idlenomore
Lindsay Kines, Victoria Times Colonist, November 6, 2013– The B.C. government’s failed attempt to reform the aboriginal child welfare system during the past 12 years has wasted nearly $66 million without helping a single child, the province’s child watchdog says in a new report.
Mary Ellen Turpel-Lafond accuses the government and aboriginal organizations of blowing money on consultants, pointless research projects and endless meetings that go nowhere and deliver no tangible results.
“To be blunt, a significant amount of money has gone to people who provide no program or service to directly benefit children,” she writes in her 86-page report, When Talk Trumped Service.
More than half the money was spent on a failed effort to set up Regional Aboriginal Authorities, while the rest went to self-governance initiatives in the Ministry of Children and Family Development that bled money away from front-line services, the report says.
Turpel-Lafond said the “colossal failure of public policy” took place at a time when many aboriginal children have no safe place to live and no help coping with violence, abuse, mental illness and learning disabilities.
“Children and youth deserve better, and the best contrition for this rather shameful debacle would be a real effort to improve the outcomes for those children by actually knowing what they require and what works to support them — to stop directing the money into the big theoretical fixes, and instead shore up the front lines of the system, especially in those places where the paved roads end in B.C.,” the report says.
Turpel-Lafond spares no one in her report, noting that aboriginal organizations — particularly political groups — have been willing participants in the fiasco.
“Whether this is because they have been so overburdened by so many agendas . . . or if they believe that they are actually making progress, the representative is unsure,” the report says.
The report urges the Ministry of Children and Family Development to refocus its energy on delivering front-line services to children and leave discussions about a self-government to the Attorney General.
Turpel-Lafond said Children’s Minister Stephanie Cadieux has indicated that she was unaware of the problems.
Cadieux, who is slated to speak with reporters this afternoon, issued a statement in which she said the ministry agrees with Turpel-Lafond’s findings and recommendations.
“We know our focus needs to be on providing direct services to aboriginal children and families,” the statement said. “That’s why, two years ago, the newly appointed deputy minister began the process of shifting the focus of contracts from governance to service delivery.”
All aboriginal contractors have been told that future contracts will focus on direct services, Cadieux said.
She denied, however, that the money spent over the past decade was wasted. “Our efforts to build relationships with First Nations communities have established a solid foundation for government as it continues to move forward on the development of government structures.”
Read More: Victoria Times Colonist
Over the last decade, the British Columbia Teachers’ Federation has systematically tested the limits of free expression for teachers. Through a series of grievances, arbitrations, and court cases, the BCTF has provided one of the most important legal records for teachers’ freedom of expression. The result is nothing short of a significant precedent for the schools.
Earlier this month, a bit of cleaning up after a court decision in the spring resolved the issue of Yertle the Turtle. The BC Public School Employers’ Association (BCPSEA) finally backed down on the BCTF local’s challenge to the BCPSEA’s ban of certain quotes from the venerable Dr. Seuss book. Finally again, we will see teachers quoting truth to power: “I know up on top you are seeing great sights, but down here on the bottom, we too should have rights.”
This is far from the end, as free expression and academic freedom in the schools require active, living tests of boundaries and lines. The ban lifted on Yertle the Turtle turns a page but does not yet finish the chapter. The quotes from Yertle were spoken for a larger scope of rights, including rights to bargain contracts and define class sizes. For that, the BCTF’s appeal has gone back to the Supreme Court.
Children’s book ‘Yertle the Turtle’ now OK again in unionized B.C. classrooms
Terri Theodore, Globe and Mail, October 11, 2013– “Yertle the Turtle” is no longer under ban.
“Yertle the Turtle” can gather more fans — in school districts around British Columbia.
A freedom of expression grievance has been settled between the BC Teachers’ Federation and the B.C. Public School Employers’ Association based on the Dr. Seuss children’s book about a turtle trying to assert its rights.
The complaint was one of several made by the union when some school districts were banning classroom displays of union posters, buttons and T-shirts in the middle of a teachers’ contract dispute.
In one case, an administrator vetoed a quote for classroom display in Prince Rupert from the book “Yertle the Turtle,” saying it was too political.
Dave Stigant, with the Prince Rupert district, was given about 20 quotes from the book to determine if they would be appropriate to expose to students during an ongoing labour dispute.
He didn’t like this quote: “I know up on top you are seeing great sights, but down here on the bottom, we too should have rights.”
BCTF President Jim Iker said the quote was just a small example of several instances where the union felt it had a claim of unfair labour practices in the province.
“But definitely the ‘Yertle the Turtle’ one out of Prince Rupert highlighted the whole issue of freedom of expression and our constitutional rights.”
Iker said several such claims went to arbitration over the last four or five years before the issue was ironed out.
The complaints were settled based on a previous court case, a key arbitration ruling and an agreement with the employer on freedom of expression rights.
Teachers are now allowed to display or wear union posters, buttons and T-shirts.
“I’m hoping it clears it up. I think it actually gives both sides certainty and we know where the limits are in terms of materials and what we’re able to display or not display, and I think the employer knows what the expectations are,” Iker said.
He said teachers also know that they can’t discuss any kind of political or union messaging with students during instruction time.
Read More: Globe and Mail
The New Academic Labor Market and Graduate Students: new issue of Workplace #occupyeducation #bced #yteubc
The Institute for Critical Education Studies (ICES) is extremely pleased to announce the launch of Workplace Issue #22, “The New Academic Labor Market and Graduate Students” (Guest Editors Bradley J. Porfilio, Julie A. Gorlewski & Shelley Pineo-Jensen).
- The New Academic Labor Market and Graduate Students: Introduction to the Special Issue (Brad Porfilio, Julie Gorlewski, Shelley Pineo-Jensen)
- Dismissing Academic Surplus: How Discursive Support for the Neoliberal Self Silences New Faculty (Julie Gorlewski)
- Academia and the American Worker: Right to Work in an Era of Disaster Capitalism? (Paul Thomas)
- Survival Guide Advice and the Spirit of Academic Entrepreneurship: Why Graduate Students Will Never Just Take Your Word for It (Paul Cook)
- Standing Against Future Contingency: Activist Mentoring in Composition Studies (Casie Fedukovich)
- From the New Deal to the Raw Deal: 21st Century Poetics and Academic Labor (Virginia Konchan)
- How to Survive a Graduate Career (Roger Whitson)
- In Every Way I’m Hustlin’: The Post-Graduate School Intersectional Experiences of Activist-Oriented Adjunct and Independent Scholars (Naomi Reed, Amy Brown)
- Ivory Tower Graduates in the Red: The Role of Debt in Higher Education (Nicholas Hartlep, Lucille T. Eckrich)
- Lines of Flight: the New Ph.D. as Migrant (Alvin Cheng-Hin Lim)
The scope and depth of scholarship within this Special Issue has direct and immediate relevance for graduate students and new and senior scholars alike. We encourage you to review the Table of Contents and articles of interest.
Thank you for your ongoing support of Workplace,
CTVNews, September 4, 2013– An organization of Quebec teachers is calling the Parti Quebecois’ so-called “Quebec Values” charter extremist, warning it could hinder some teachers’ right to work if they aren’t permitted to wear such religious garb as hijabs, kippas, turbans or crosses.
The Federation Autonome de L’Enseignment, or FAE, denounced the proposed charter on Wednesday, saying they support secular values but that individuals have the right to religious expression.
“The right of our members to work is at stake,” FAE president Sylvain Mallette told a news conference.
Quebec has come under fire from a number of rights groups over the proposed charter, which would seek to restrict public employees from wearing religious symbols in the workplace, including in schools, daycares and hospitals.
Premier Pauline Marois is expected to announce the legislation early next week.
Mallette says the FAE — a 32,000-strong organization of eight public teachers’ unions — supports secular values such as removing prayer from schools and regulating religious holidays. But she added the legislation slated to be tabled by the Parti Quebecois is something else altogether.
“It is hypocritical to legislate a charter of secular values beneath a religious icon,” said Mallette, calling on the provincial government to remove the crucifix that has been hanging in National Assembly since 1936.
Mallette also called for the provincial government to remove subsidies for religious schools, which make up half of the private schools in Quebec.
“The right to believe does not translate to unequal treatment and preferential rights,” Mallette said.
The FAE is only the latest group to chime in against the proposed charter.
Calgary Mayor Naheed Nenshi and Ontario Premier Kathleen Wynne both spoke out against the proposal earlier this week.
Nenshi said that residents of all faiths are welcome in his city, while Wynne said that diversity is the key to Ontario’s strength.
Read more: CTVNews
The most recent indicator that this will be the final “Year of Teacher Education” in BC as we know it is of course the news that brought the 2012-13 school year to an end, inaugurated the summer, and launches the new term. The news rocking the education nation is the Ontario Liberal government’s statement on Modernizing Teacher Education, released on June 5, 2013:
The new Ontario government and the Ontario College of Teachers are modernizing teacher education in the province beginning September 2015. In addition to expanding the program to two years, admissions will be reduced by 50 per cent starting in 2015. This will help address an oversupply of graduates, enabling Ontario’s qualified teachers to find jobs in their chosen field. [see Minister of Education Liz Sandals’ remarks]
For all the new teachers-to-be out there, “this will help address an oversupply of graduates” and enable “qualified teachers to find jobs.” Let’s do the math here…
Depending on your politics, Modernizing Teacher Education is either welcome and overdue, or an attack on young teachers. As Andrew Langille countered on the Youth and Work blog, Modernizing Teacher Education amounts to a “massive policy blunder:”
The Government of Ontario cynically decided to let universities peddle the impossible dream of becoming a teacher to thousands of students. This is how we arrived at this morning’s announcement – sustained inaction combined with frankly stupid advice from senior bureaucrats in multiple ministries over a decade – with young workers taking a hit due to the rank incompetence of their elders and leaders.
The same processes have underwritten teacher education in BC for over a decade, with admission totals simply defaulted to a quota for tuition dollars and promises of a job market demand for teachers that never materializes, as more and more graduates queue up for substitute, “teacher on call” (TOC) jobs dependent on 5:30 am phone rings to put a meager amount of bread on the next morning’s table.
The same policy blunders seem to apply in the throes of a tanking economy in BC as well, with recurrent cuts to education funding, incentives to privatize or fuel competition between public and independent or private schools, measures to erode, limit, or cut salaries and wages of public sector employees, disintegration of respect for public sector employee bargaining rights, and a sustained degradation of respect for teachers as professionals and intellectuals and as members of an effective union.
The same reactions among teacher education administrators seem to apply again, but now there is an admission that the era of denial of surplus or glut of teachers in BC is over. Following the Ontario Liberals’ announcement of 5 June, SFU Dean Kris Magnusson acknowledged: “I’d be surprised if there is a specific agenda to make some changes [in BC] but I think there’s a will to explore that supply-demand equation.”
It’s acknowledgments like this and changes like those in Ontario that point to significant changes in teacher education in BC as we know it. Although at UBC, we’ve not yet heard a candid acknowledgement of policy blunders and we are still insistent that this remains the era of “Showcasing the very best of what we do in the Faculty of Education for teacher education!”
Nonetheless, this is Vancouver and time for a little rain on the UBC Faculty of Education’s parade and crashing the party. It is time to acknowledge that the teacher surplus is no longer a conversation piece removed from the Teacher Education Office’s dialogue on what it means to be or become a teacher.
CUPE BC, August 25, 2013– CUPE’s education workers [launched] a radio and television advertising campaign on Monday focused on building support for the union members’ work to keep BC’s schools clean, safe, and inclusive.
“We’ve made every effort to bargain a fair and reasonable settlement with the employers, but their lack of preparation is threatening to disrupt classes this fall,” said Mark Hancock, CUPE-BC President.
CUPE education workers’ collective agreements throughout the province expired over a year ago. Previous negotiations in spring 2013 were derailed when it became clear that government had not given the BC Public School Employers’ Association (BCPSEA) a mandate to reach a settlement.
BCPSEA is now directly controlled by the BC government, but it was not prepared for the latest round of bargaining in August when talks broke off for a third time.
“If the government doesn’t show a commitment to bargaining, our members will take full-scale job action,” said Colin Pawson, Chair of the BC K-12 Presidents’ Council. “They’re frustrated that we’ve had three false starts to negotiating, and the clock is ticking.”
It has been more than four years since the education assistants, clerical staff, trades, custodians, bus drivers and other education workers represented by CUPE have received a wage increase. Virtually all of the 57 CUPE locals representing education workers have had positive strike votes.
The Canadian Union of Public Employees represents more than 27,000 education BC workers in the K-12 system.
See more at: http://www.cupe.bc.ca/news/3148#sthash.Z5mNdsd2.dpuf
CUPE BC, July 10, 2013– After the first week of summer vacation for students, education workers across the province are resolved to make sure BC schools are clean, safe, and inclusive. The 27,000 CUPE education workers have voted to strike in almost all of the 57 K-12 Locals, in 53 school districts.
Going without a wage increase since 2009, CUPE education workers remain hopeful for funded settlements that would see similar agreements as were achieved for other public sector employees.
“CUPE education workers want a fair settlement with the provincial government,” said Colin Pawson, President of CUPE Local 1091 in Delta and Chair of the CUPE BC K-12 Presidents’ Council. “Without any adjustment of wages for more than 4 years, it is time the people who keep our children’s schools working are respected.”
Both CUPE K-12 Locals and school boards agree that needs of students must be at the forefront of negotiations. This sentiment had been clearly expressed by school boards early this year and is now being reaffirmed to the new Minister of Education, Peter Fassbender.
Most recently, School District 33 in Chilliwack expressed “grave concerns” to the Minister that for the BC Government to realize long-term labour peace “the best interest of students and the implementation flexibility of Boards may be marginalized.”
“We further urge your Ministry to provide funding for a reasonable increase for our CUPE staff and any wage changes considered for our teaching staff in this round of bargaining,” said Chilliwack School District Chair Walt Krahn and Vice Chair Silvia Dyck in a letter to the Minister.
“Any agreement is only successful if all sides have been considered and the delivery of public education can continue to meet the needs in the most cost effective manner,” the letter stated.
CUPE education workers include education assistants, clerical staff, trades, aboriginal workers, youth and family workers, custodians, and bus drivers.