We are thrilled to launch this Special Issue of Workplace: A Journal for Academic Labour:
Special Issue of Workplace
Mark Stern, Amy E. Brown & Khuram Hussain
Table of Contents
- Forward: The Systemic Cycle of Brokenness
- Introduction to the Special Issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements
- Mark Stern, Amy E. Brown, Khuram Hussain
- Principles to Practice: Philadelphia Educators Putting Social Movement Unionism into Action
- Teaching amidst Precarity: Philadelphia’s Teachers, Neighborhood Schools and the Public Education Crisis
- Inquiry, Policy, and Teacher Communities: Counter Mandates and Teacher Resistance in an Urban School District
- Katherine Crawford-Garrett, Kathleen Riley
- More than a Score: Neoliberalism, Testing & Teacher Evaluations
- Resistance to Indiana’s Neoliberal Education Policies: How Glenda Ritz Won
- Jose Ivan Martinez, Jeffery L. Cantrell, Jayne Beilke
- “We Need to Grab Power Where We Can”: Teacher Activists’ Responses to Policies of Privatization and the Assault on Teachers in Chicago
- The Paradoxes, Perils, and Possibilities of Teacher Resistance in a Right-to-Work State
- Place-Based Education in Detroit: A Critical History of The James & Grace Lee Boggs School
- Voices from the Ground
- Feeling Like a Movement: Visual Cultures of Educational Resistance
- Erica R. Meiners, Therese Quinn
- Construir Y No Destruir (Build and Do Not Destroy): Tucson Resisting
- Existential Philosophy as Attitude and Pedagogy for Self and Student Liberation
- No Sermons in Stone (Bernstein) + Left Behind (Austinxc04)
- Richard Bernstein, Austinxc04
Thanks for the continued interest in and support of our journals, Critical Education and Workplace, and our ICES and Workplace blogs. And please keep the manuscripts and ideas rolling in!
Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors
Institute for Critical Education Studies
Posted in Academic freedom, Academic Labor, BC Education, Children & Youth, Critical Education, Government, Strikes & Labor, Students, Teacher Education, Teachers, Testing, Unions, Working condition
Tagged BCTF, Critical Education, Government, K-12 issues, Students, Teachers, unions
Henry A. Giroux, Truthout, December 30, 2014– As public schools are privatized, succumbing to corporate interests, critical thought and agency are erased, and education emphasizes market values rather than democratic ideals. The emergence of larger radical social movements depends on public education maintaining its role as a democratic sphere.
Once 2015 begins both the US Senate and House of Representatives will be controlled by the Republican Party, one of the most extremist political parties in US history. (1)Coupled with the empty centrism of the Democratic Party, their ascendency does not bode well for public education or a host of other important social issues. Nor does it bode well for democracy. If we conjured up George Orwell and his fear of state surveillance, Hannah Arendt and her claim that thoughtlessness was the foundation of totalitarianism, and Franz Kafka whose characters embodied the death of agency and the “helplessness of the living,” (2) it would be difficult for these dystopian works of literary and philosophical imagination to compete with the material realization of the assault on public education and public values in the United States at the beginning of the 21st century.
These are dangerous times. Compromise and compassion are now viewed as a pathology, a blight on the very meaning of politics. Moreover, in a society controlled by financial monsters, the political order is no longer sustained by a faith in reason, critical thought and care for the other. As any vestige of critical education, thought and dissent are disparaged, the assault on reason gives way to both a crisis in agency and politics. The right-wing Republican Party and their Democratic Party counterparts, along with their corporate supporters, despise public schools as much as they disdain taxation, institutions that enable critical thinking, and any call for providing social provisions that would benefit the public good. Not only are both parties attempting to privatize much of public education in order to make schools vehicles for increasing the profits of investors, they are also destroying the critical infrastructures that sustain schools as democratic public spheres.
Teachers have been deskilled. Losing much of their autonomy to be creative in the classroom, they have been relegated to technicians whose sole objective appears to be enforcing a deadening instrumental rationality in which teaching to the test becomes the primary model of teaching and learning. Moreover, they are being demonized by the claim that the major problem with public education is lack of teacher accountability. The hidden order of politics here is that larger political and economic considerations such as crushing poverty, mammoth inequality, a brutalizing racism and iniquitous modes of financing public education all disappear from the problems facing schooling in the United States. Teachers also serve as an easy target for the (un)reformers to weaken unions, bash organized labor, discredit public servants, and “argue that education can be improved if taxpayer money is funneled away from the public school system’s priorities (hiring teachers, training teachers, reducing class size etc.) and into the private sector (replacing teachers with computers, replacing public schools with privately run charter schools etc.).” (3)
Read More: Truthout
Héctor Gómez Universidad Católica Silva Henríquez (Santiago, Chile)
Fernando Murillo Universidad Alberto Hurtado and Universidad Católica Silva Henríquez (Santiago, Chile) UBC PhD Student
Tuesday October 14, 2015 Noon – 1:00pm UBC Scarfe 1209
[See link to presentation slides below]
Gómez and Murillo will discuss their new book Formacion docente: demandas desde la frontera [Teacher Education: Demands from the Boundaries], a collection of essays that gives voice to perspectives and approaches frequently absent from traditional practices, but are fundamental to the transformative possibilities of teacher education.
The essays are situated within a postcolonial perspective in dialogue with queer theory, inviting a rethinking of current discursive practices around the curriculum of teacher education, asking – among other things – Where do these discourses and practices come from? What gives them legitimacy?, What effects do they have? as a way to problematize the ways in which the curriculum of teacher education is responsible of signifying, appropriating and reproducing identitarian configurations, as well as problematize ways of thinking that discipline and configure certain modalities of life projects through their formative action.
About the speakers
Héctor Gómez: Bachelor in Education – Teacher of History and Social Sciences, Master of Arts in Education and Curriculum. Professor and researcher at the Faculty of Education of Universidad Católica Silva Henríquez. Head of the Curriculum Unit at Universidad Católica Silva Henríquez in Santiago, Chile.
Fernando Murillo: Bachelor in Education – Teacher of English as a Foreign Language, Master of Arts in Education and Curriculum, UBC PhD student. Former curriculum advisor and policy maker for the Ministry of Interior, Government of Chile. Professor and curriculum advisor at Faculty of Philosophy and Humanities, Universidad Alberto Hurtado and Universidad Católica Silva Henríquez in Santiago, Chile.
Gomez & Murillo PPT