Tag Archives: Critical Education

CFP: Academic Mobbing (Special Issue of Workplace) #education #criticaled #ubc

LAST Call for Papers

Academic Mobbing
Special Issue
Workplace: A Journal for Academic Labor

Editors: Stephen Petrina & E. Wayne Ross

Editors of Workplace are accepting manuscripts for a theme issue on Academic Mobbing.  Academic mobbing is defined by the Chronicle of Higher Education (11 June 2009) as: “a form of bullying in which members of a department gang up to isolate or humiliate a colleague.” The Chronicle continues:

If rumors are circulating about the target’s supposed misdeeds, if the target is excluded from meetings or not named to committees, or if people are saying the target needs to be punished formally “to be taught a lesson,” it’s likely that mobbing is under way.

As Joan Friedenberg eloquently notes in The Anatomy of an Academic Mobbing, the toll taken is excessive.  Building on a long history of both analysis and neglect in academia, Workplace is interested in a range of scholarship on this practice, including theoretical frameworks, legal analyses, resistance narratives, reports from the trenches, and labor policy reviews.  We invite manuscripts that address, among other foci:

  • Effects of academic mobbing
  • History of academic mobbing
  • Sociology and ethnography of the practices of an academic mob
  • Social psychology of the academic mob leader or boss
  • Academic mobbing factions (facts & fictions) or short stories
  • Legal defense for academic mob victims and threats (e.g., Protectable political affiliation, race, religion)
  • Gender norms of an academic mob
  • Neo-McCarthyism and academic mobbing
  • Your story…

Contributions for Workplace should be 4000-6000 words in length and should conform to APA, Chicago, or MLA style.

FINAL Date for Papers: May 30, 2014

CFP: Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms (Special Issue of Workplace)

Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms

Call for Papers

Special Issue
Workplace: A Journal for Academic Labor

Guest Editors:
Mark Stern, Colgate University
Amy Brown, University of Pennsylvania
Khuram Hussain, Hobart and William Smith Colleges

I can tell you with confidence, one year later [from the Measure of Progress test boycott in Seattle schools], I know where our actions will lead: to the formation of a truly mass civil rights movement composed of parents, teachers, educational support staff, students, administrators, and community members who want to end high-stakes standardized testing and reclaim public education from corporate reformers.—Jesse Hagopian, History Teacher and Black Student Union Adviser at Garfield High School, Seattle

As many of us have documented in our scholarly work, the past five years have witnessed a full-fledged attack on public school teachers and their unions. With backing from Wall Street and venture philanthropists, the public imaginary has been saturated with images and rhetoric decrying teachers as the impediments to ‘real’ change in K-12 education. Docu-dramas like Waiting For ‘Superman,’ news stories like Steve Brill’s, “The Teachers’ Unions’ Last Stand,” in The New York Times Magazineand high profile rhetoric like Michelle Rhee’s mantra that students, not adults, need to be “put first” in education reform, all point to this reality: teachers face an orchestrated, billion dollar assault on their professional status, their knowledge, and their abilities to facilitate dialogical spaces in classrooms. This assault has materialized and been compounded by an austerity environment that is characterized by waning federal support and a narrow corporate agenda. Tens of thousands of teachers have suffered job loss, while thousands more fear the same.

Far from being silent, teachers are putting up a fight. From the strike in Chicago, to grassroots mobilizing to wrest control of the United Federation of Teachers in New York, to public messaging campaigns in Philadelphia, from boycotts in Seattle to job action and strikes in British Columbia, teachers and their local allies are organizing, agitating and confronting school reform in the name of saving public education. In collaboration with parents, community activists, school staff, students, and administrators, teacher are naming various structures of oppression and working to reclaim the conversation and restore a sense of self-determination to their personal, professional, and civic lives.

This special issue of Workplace calls for proposals to document the resistance of teachers in the United States, Canada, and globally. Though much has been written about the plight of teachers under neoliberal draconianism, the reparative scholarship on teachers’ educating, organizing, and agitating is less abundant. This special issue is solely dedicated to mapping instances of resistance in hopes of serving as both resource and inspiration for the growing movement.

This issue will have three sections, with three different formats for scholarship/media. Examples might include:

I. Critical Research Papers (4000-6000 words)

  • Qualitative/ethnographic work documenting the process of teachers coming to critical consciousness.
  • Critical historiographies linking trajectories of political activism of teachers/unions across time and place.
  • Documenting and theorizing teacher praxis—protests, community education campaigns, critical agency in the classroom.
  • Critical examinations of how teachers, in specific locales, are drawing on and enacting critical theories of resistance (Feminist, Politics of Love/Caring/Cariño, Black Radical Traditions, Mother’s Movements, and so on).

II. Portraits of Resistance

  • Autobiographical sketches from the ground. (~2000 words)
  • Alternative/Artistic representations/Documentations of Refusal (poetry, visual art, photography, soundscapes)

III. Analysis and Synthesis of Various Media

  • Critical book, blog, art, periodical, music, movie reviews. (1500-2000 words)

400-word abstracts should be sent to Mark Stern (mstern@colgate.edu) by May 15, 2014. Please include name, affiliation, and a very brief (3-4 sentences) professional biography.

Notifications of acceptance will be sent out by June 15. Final drafts will be due October 1, 2014. Please note that having your proposal accepted does not guarantee publication. All final drafts will go through peer-review process. Authors will be notified of acceptance for publication by November 1.

Please direct all questions to Mark Stern (mstern@colgate.edu).

Want (to not) Teach for Canada? #yteubc #bced #ubc #ubced #highered #tfc #tfa

Want (to not) Teach for Canada?

Teaching should be an Olympic Event–
There are 82 countries in the Winter Olympics and many could be in the Teach for competition…

Learn a bit more:
@SandraMathison
@eWayneRoss
@icesubc
@TobeySteeves
Tobey’s blog for critical analyses of TFC

Critical Education recently published a three part series of articles focused on Teach for America and the Future of Education in the United States

Critical Education is published by the Institute for Critical Education Studies

Academic job market decimated, crashing #highered #edstudies #criticaled #caut #aaup #bced #bcpoli

Oftentimes, the academic job market for full-time (FT) faculty is inversely related to economic recessions. Not anymore. In this prolonged Great Recession, turned Great Depression II in parts of North America and across the world, youth have been particularly hard hit, more pronounced by race. The most common description for this current economy for youth is “a precipitous decline in employment and a corresponding increase in unemployment.” In Canada and the US, unemployment rates for the 16-19 year olds exceed 25%. At the same time, one of the most common descriptions for postsecondary enrollment and participation in Canada and the US is “tremendous growth at the undergraduate level… the number of graduate students has grown significantly faster than the number of undergraduate students over the last 30 years.” With “school-to-work” and “youth employment” oxymoronic, corporate academia and the education industry are capitalizing on masses of students returning to desperately secure advanced credentials in hard times, but no longer does this matter to the professoriate.

If higher education enrollment has been significant, increases in online or e-learning enrollment have been phenomenal. Postsecondary institutions in North America commonly realized 100% increases in online course enrollment from the early 2000s to the present with the percentage of total registrations increasing to 25% for some universities. In Canada, this translates to about 250,000 postsecondary students currently taking online courses but has not translated into FT faculty appointments. More pointedly, it has eroded the FT faculty job market and fueled the part-time (PT) job economy of higher education. About 50% of all faculty in North America are PT but this seems to jump to about 85%-90% for those teaching online courses. For example, in the University of British Columbia’s (UBC) Master of Educational Technology (MET), where there are nearly 1,000 registrations per year, 85% of all sections are taught by PT faculty. In its decade of existence, not a single FT faculty member has been hired for this revenue generating program. Mirroring trends across North America, support staff doubling as adjunct or sessional teach about 45% of MET courses in addition to their 8:30-4:30 job functions in the service units. These indicators are of a larger scope of trends in the automation of intellectual work.

Given these practices across Canada, in the field of Education for example, there has been a precipitous decline in employment of FT faculty, which corresponds with the precipitous decline in employment of youth (Figure 1). Education is fairly reflective of the overall academic job market for doctorates in Canada. Except for short-term trends in certain disciplines, the market for PhDs is bleak. Trends and an expansion of the Great Recession predict that the market will worsen for graduates looking for FT academic jobs in all disciplines. A postdoctoral appointment market is very unlikely to materialize at any scale to offset trends. For instance, Education at UBC currently employs just a handful (i.e., 4-5) of postdocs.

To put it in mild, simple terms: Universities changed their priorities and values by devaluing academic budget lines. Now in inverse relationship to the increases in revenue realized by universities through the 2000s, academic budgets were progressively reduced from 40% or more to just around 20% for many of these institutions. One indicator of this trend is the expansion of adjunct labor or PT academics. In some colleges or faculties, such as Education at UBC, the number of PT faculty, which approached twice that of FT in 2008, teach from 33% to 85% of all sections, depending on the program.

Another indicator is the displacement of tenure track research faculty by non-tenure track, teaching-intensive positions. For example, in Education at UBC, about 18 of the last 25 FT faculty hires were for non-tenure track teaching-intensive positions (i.e., 10 courses per year for Instructor, Lecturer, etc.). This was partially to offset a trend of PT faculty hires pushing Education well over its faculty salary budget (e.g., 240 PT appointments in 2008). Measures in North America have been so draconian that the American Association of University Professors (AAUP) was compelled to report in 2010 that “the tenure system has all but collapsed…. the proportion of teaching-intensive to research-intensive appointments has risen sharply. However, the majority of teaching-intensive positions have been shunted outside of the tenure system.” What is faculty governance, other than an oligarchy, with a handful of faculty governing or to govern?

Read More: Petrina, S. & Ross, E. W. (2014). Critical University Studies: Workplace, Milestones, Crossroads, Respect, TruthWorkplace, 23, 62-71.

Equity, Governance, Economics and Critical University Studies #criticaled #edstudies #ubc #ubced #bced #yteubc

Workplace: A Journal for Academic Labor
Equity, Governance, Economics and Critical University Studies
No 23 (2014)

As we state in our Commentary, “This Issue marks a couple of milestones and crossroads for Workplace. We are celebrating fifteen years of dynamic, insightful, if not inciting, critical university studies (CUS). Perhaps more than anything, and perhaps closer to the ground than any CUS publication of this era, Workplace documents changes, crossroads, and the hard won struggles to maintain academic dignity, freedom, justice, and integrity in this volatile occupation we call higher education.” Workplace and Critical Education are published by the Institute for Critical Education Studies (ICES).

Commentary

  • Critical University Studies: Workplace, Milestones, Crossroads, Respect, Truth
    • Stephen Petrina & E. Wayne Ross

Articles

  • Differences in Black Faculty Rank in 4-Year Texas Public Universities: A Multi-Year Analysis
    • Brandolyn E Jones & John R Slate
  • Academic Work Revised: From Dichotomies to a Typology
    • Elias Pekkola
  • No Free Set of Steak Knives: One Long, Unfinished Struggle to Build Education College Faculty Governance
    • Ishmael Munene & Guy B Senese
  • Year One as an Education Activist
    • Shaun Johnson
  • Rethinking Economics Education: Challenges and Opportunities
    • Sandra Ximena Delgado-Betancourth
  • Review of Abundance: The Future is Better Than You Think
    • C. A. Bowers

Nelson Mandela | Pete Seeger | champions and guardians of education

Nelson Mandela 1918-2013 | 1919-2014 Pete Seeger

Champions and Guardians of Education

Thank you

Generation of BC students short-changed by government #bced #bcpoli #ubc #yteubc #edstudies

BCTF News Release, January 27, 2014– Marking the 12th anniversary of Bill 28, the unconstitutional legislation that stripped teachers’ collective agreements, BCTF President Jim Iker said the result is that a generation of students in BC have been short-changed.

“Children who were in Kindergarten in 2002 when government illegally stripped class-size and class-composition language from our collective agreements are now in Grade 12,” said Iker. “The result is those students, an entire generation of BC kids, have spent their whole K–12 education in larger classes with less one-on-one-time and less support from specialist teachers like counsellors and special education teachers.”

Iker explained that stripping teachers’ working conditions from collective agreements actually enabled the government to underfund education, which has led to the deterioration of students’ learning conditions.

“It is because of the support of parents and the hard work of teachers, who are doing more with less, that BC’s public education system is still as strong as it is,” said Iker. “But more and more teachers are telling me that further cutbacks, or even the status quo, are unsustainable.”

Due to the government’s illegal actions in 2002 and subsequent underfunding, BC has fallen behind the rest of Canada in support for public education.

  • BC is last on seven key measures of education funding in Canada.
  • BC is second worst in terms of per-student funding at $1,000 less than the national average. Only PEI is doing worse.
  • BC has the country’s worst student-educator ratio. That means there are more students per educator than anywhere else in Canada.
  • There are over 16,000 classes, 25% of BC’s total, with four or more children with special needs in them. That is a staggering 70% since 2006. It means all kids are getting less one-on-one time with their teachers. And, it means kids who need extra help aren’t getting it.
  • BC has lost 1,400 specialist teachers since 2002 even as the need for their services has gone up significantly. Close to 700 special education teachers, over 100 counsellors, and 300 teacher-librarians have all been cut from the system.

“After 12 years, with 2002’s Kindergarten class now graduating, it’s time to recognize that government has not lived up to British Columbians’ expectations,” said Iker. “It’s unacceptable that BC is the second worst in Canada on per-student funding and has the worst student-educator ratio. It’s time to end the cuts and begin to bring BC’s education funding up to at least the national average. That will give teachers and students the resources they need to make our public education system even better.”

 Background

BC Teachers win collective bargaining rights case, $2 million in damages #bced #bcpoli #ubcte #yteubc #criticaled

British Columbia Teachers’ Federation, January 27, 2014– Teachers across BC are celebrating today’s ruling by the BC Supreme Court, reaffirming that provincial legislation limiting teachers’ bargaining rights is unconstitutional, restoring collective agreement provisions stripped in 2002, and ordering the province to pay $2 million in damages plus court costs.

“I’m very happy today,” said BCTF President Jim Iker. “This is the end of a long and costly legal battle for the teachers of BC. It’s a great day for democracy, and for all working people across BC and Canada.”

Iker noted that the legislation was already declared unconstitutional in 2011, and the judge gave government one year to rectify the situation. However, government simply reintroduced the same unconstitutional provisions.

By removing class-size limits and class-composition guarantees, the government did significant damage to learning conditions in schools across the province.

“Children who were in Kindergarten when those bills were passed are now in Grade 12, and have spent their entire school careers in larger classes with fewer resources,” he said.  “For the past 12 years, thousands of children couldn’t get the services they needed because government broke the law.”

The legislation removed provisions that guaranteed smaller classes, support for students with special needs, and services from teacher-librarians, counsellors, and other specialists. Government then cut hundreds of millions of dollars a year from public education budgets, forcing school boards to cut programs and close more than 200 public schools. More than 3,500 teaching positions, including 1,500 specialist teachers, were also cut.

“If government had respected the Charter, teachers would not have had to spend the past dozen years fighting for our rights,” Iker said. “Now we expect that government will do everything necessary to demonstrate respect for the court’s ruling and make the situation right. Restore our smaller classes, rehire our specialist colleagues, and help us rebuild the excellent public education system that British Columbians expect for their children.”

Download full BC Supreme Court

Background

January 28 National Day of Teach-ins focused on First Nations Education Act #idlenomore #ubc #bced #bcploi #occupyeducation #edstudies

Idle No More + Defenders of the Land
Teach-ins
January 28, 2014

Idle No More— As we begin a new year, we invite Idle No More groups to organize local teach-ins on January 28th based around the First Nation Education Act and the broader Termination Plan that it represents.  We recognize that every Nation and community has their own unique stories, struggles, and practices and we hope that every teach-in is rooted in the on-the-ground realities that are the heart of the movement. When we include our local allies and supporters to attend, help, and promote local teach-ins we believe this adds strength to the bundle of arrows we continue to build through education.

As a support to teach-in organizers we are developing educational tools to use at local teach-ins that will focus on the  First Nation Education Act and the broader Termination Plan of the Canadian government.  Please feel free to use these tools, or to develop your own!  We are also hoping that each teach-in will create a quick list of local struggles or issues and that we can share these lists to help guide the Idle No More movement.

We need to support one another as we continue to fight for our lands, water, sovereignty, and our future generations.  We hope that these teach-ins help to deepen and strengthen our roots and prepare us for the work that lies ahead.

Read More: Idle No More

‘Got Land?’ #IdleNoMore Day Of Action January 28 #bced #bcpoli #occupyeducation

Staff, Indian Country Media Network, Popular Resistance, January 26, 2014– Above photo: Courtesy Tenelle Starr/Via Metronews.ca, Tenelle Starr, a Grade 8 student at Balcarres Community School, wears her, “Got Land? Thank an Indian,” sweatshirt. Starr and other students wearing sweaters bearing that slogan were initially instructed to wear them inside-out due to complaints.

The grassroots Idle No More movement was already planning a national day of action across Canada for January 28 to teach people about the First Nations Education Act, which most Indigenous Peoples oppose. Now the organizers are exhorting everyone to dress for the occasion—in a “Got Land? Thank an Indian” t-shirt or sweatshirt.

Idle No More has scooped up 13-year-old Tenelle Starr, the eighth-grade student from Star Blanket First Nation who persuaded school officials to let her wear a hoodie with the words “Got Land?” on the front and “Thank an Indian” on the back.

Since that day, the shirt’s maker in Canada, Jeff Menard, has been swamped with orders. But now he might want to add another phone line. Idle No More is calling on everyone across Canada to don the slogan, which Menard sells on t-shirts and bibs in all sizes, in addition to hooded and non-hooded sweatshirts.

Menard has set up a website,Thank An Indian, to field and fulfill orders. The shirts, bibs and other items that he said are forthcoming are also showcased on his Facebook page of the same name. A portion of the proceeds will go to help the homeless.

Those wishing to buy the slogan south of the 49th Parallel can order at its U.S. source. The White Earth Land Recovery Project, part of the Native Harvest product line that is run by Ojibwe activist and author Winona LaDuke, has sold hoodies and t-shirts bearing the slogan for years. Menard has said he got the idea after seeing friends from the U.S. wearing similar shirts.

The message and the lesson have taken on new urgency as racist comments proliferated on Tenelle’s Facebook page to such a degree that it had to be taken down. But that has only solidified the teen’s determination to make a difference and to educate Canadians, which she said was her intial goal in wearing the shirt to school.

She received support, too, from Athabasca Chipewyan First Nation in Alberta, which invited her to the Neil Young concert in support of its efforts to quell development in the oil sands of the province. She attended the Saturday January 18 performance as an honorary guest, according to Idle No More’s website. Young is doing a series of concerts to raise funds for the Athabasca Chipewyan’s legal fight against industrial activity in the sands.

Tenelle “is now calling, along with the Idle No More movement, for people everywhere to don the shirt as an act of truth-telling and protest,”Idle No More said in a statement on January 17. “Now and up to a January 28 Day of Action, Tenelle and Idle No More and Defenders of the Land are encouraging people across the country to make the shirt and wear them to their schools, workplaces, or neighborhoods to spark conversations about Canada’s true record on Indigenous rights.”

CBC News reported that Tenelle’s Facebook page was shut down at the suggestion of the Royal Canadian Mounted Police (RCMP), which briefly investigated some intensely negative and racist comments that were posted on the girl’s page after the school ruling.

“It was racist remarks with attempts to shadow it in opinion, but they were pretty forceful, pretty racist,” Sheldon Poitras, a member of the band council for the Star Blanket First Nation, and a friend of the family, said to CBC News. “The family was concerned about Tenelle’s safety.”

The family deactivated Tenelle’s Facebook account “on advice from RCMP,” CBC News reported, and the RCMP confirmed that it was investigating.

The message is a quip laden with historical accuracy that refers to the 1874 document known as Treaty 4, which Star Blanket First Nation is part of, in which 13 signatory nations of Saulteaux and Cree deeded the land to the settlers of what would become modern-day Canada.

Nevertheless, many continue to view the message as racist. Idle No More aims to debunk that notion as well as clarify the historical record. Tenelle has participated in Idle No More rallies with her mother as well, the group said.

“Everyone can wear the shirt,” said Tenelle in the Idle No More statement. “I think of it as a teaching tool that can help bring awareness to our treaty and land rights. The truth about Canada’s bad treatment of First Nations may make some people uncomfortable, but understanding it is the only way Canada will change and start respecting First Nations.”

Although Menard said that support has been streaming in from chiefs and others throughout Canada for both him and Tenelle, there has been negative feedback that shows there’s still a lot of misinformation to be dispelled, he told ICTMN.

“I’ve been getting hate messages, Tenelle has been getting hate messages,” Menard said in a phone interview on January 21, but reiterated that the slogan merely reflects historical fact. “If anybody learns their history they see that the Indians were here first.”

Read More: Popular Resistance

BC govt driving more into debt and poverty #bced #bcpoli #idlenomore #yteubc #ubc

As if two recent reports that the government of British Columbia was failing aboriginal and poor children weren’t bad enough, this week’s Housing Trends and Affordability report from the RBC confirms that the Liberals are driving more and more into debt and poverty.

In bankster speak, BC offers “two-tiered affordability.” In everyday speak, it’s a province divided: rich versus poor. And guess which ones the Liberals are backing and picking to reach the finish line?

First Call and Campaign 2000’s British Columbia: 2013 Child Poverty Report Card tells it like it is:

the BC government cites the importance of capitalism and free markets to poverty reduction… But the child poverty statistics in this report tell another story — even a growing economy can leave many people behind when we allow inequality to grow. BC has seen growing wealth for a few, while more middle and low income families struggle to make ends meet on poverty level wages.

The BC government has managed to remake and maintain the Province as the most unaffordable in the nation. The RBC Report goes on to say

Across the country, housing affordability continues to be the poorest, by far, in the Vancouver area, where the latest RBC measures are significantly above their long-term average.

And the link between unaffordability and child poverty?

In 2013, the BC government cannot claim to be ignorant of the abundant evidence of the harm done to children’s health and development by growing up in poverty, nor of the huge additional costs in health care, education, the justice system and lost productivity we are already paying by keeping poverty rates so high (2013 Child Poverty Report Card).

It is enough to generate a recall vote for a government seized by power. If you feel and think things are bad, they are.

BC school district adopts anti-homophobia policy #bcpoli #bced #yteubc #ubced

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.

Surrey school board trustees have voted unanimously to embrace the new anti-discrimination code.

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.

Some still consider social justice in schools to be “indoctrination” #bced #yteubc #occupyeducation

Perhaps not too surprising all things considered in BC, the Social Justice 12 course continues to be dismissed as indoctrination. One one hand, it’s not surprising given the swing right over the past dozen years in the province. On the other, any subject or course that is not one of the official nine (i.e., art, careers, applied skills, language, math, music, physical education, science, socials) is nearly doomed to skepticism or marginalization. In the Surrey Leader, Tom Fletcher belittles the course as  “student indoctrination” and curriculum activities endorsed by the BCTF as “one-sided caricatures:”

Their buzzword is “social justice,” which is portrayed by leftists as superior to plain old justice, in ways that are seldom defined. So what exactly are the goals of this “social change”? Here’s some of what I’ve gleaned.

Parents may recall the 2008 introduction of an elective high school course called Social Justice 12. This was mainly the result of intense protest by a couple of gay activist teachers, and the ministry curriculum describes its emphasis on inclusion of racial, cultural and sexual differences…. BCTF bosses love to talk about the importance of “critical thinking.” These one-sided caricatures of Nike, Enbridge and other familiar villains seem designed to produce the opposite.

Today’s follow-up response to the column reiterates the conservative, anti-union politics at hand:

Great column. I consider this one as one of the most important ones that Tom Fletcher has written, alongside the one about “science gives way to superstition”.

If the B.C. Teachers’ Federation advocates a collectivist ideology such as socialism, the chances of saving our children from the influence of dangerous, very militant, egalitarian philosophy are slim.

Like it or not, the BCTF is one of the most astute, successful labor unions in the country and Social Justice 12 stands as the single-most progressive curriculum innovation in BC over the past 25 years. Given its origins in the passionate commitments to education by a courageous, gay couple, tenuous existence and tests in and out of courts for almost a decade, conservative challenges to deny enrolment in certain districts, and a challenge to the official curriculum, the course triumphed. This was against nearly all odds. Social Justice 12 is that important– not as content per se but as an example and precedent that curriculum can be transformative and transformed.

And the lesson is this simple: Through its professionalism, insights, and yes, politics, BCTF finds the way, opens the doors, and welcomes these necessary additions to an overly officious curriculum. In that way, the BCTF’s social justice politics and the course are refreshing for a change in this province.

Teach for America and the Future of Education in the US (Critical Education special series)

Critical Education
Special Series
“Teach for America and the Future of Education in the US”

Founded in 1990 by Princeton graduate Wendy Kopp, Teach for America (TFA) has grown from a tiny organization with limited impact to what some supporters call the most significant force in educational reform today. Indeed the organization has recently been embraced by both the president of the National Educational Association and U.S. Secretary of Education Arnie Duncan as a force for tremendous good.

Critics argue otherwise, pointing to data that is mixed at best while questioning the almost $500 million annual operating budget of the non-profit, a significant portion of which comes from U.S. taxpayers. In light of questionable results and practices (such as using non-certified TFA recruits to work with special education students in direct violation of the Individuals with Disabilities Education Act) organizations are working to end TFA’s “highly qualified teacher” provision in 2013, an effort TFA is aggressively trying to thwart.

In an effort to provide assistance to those organizations working to maintain the integrity of the teaching profession, Critical Education is publishing a series of articles on TFA’s practices, procedures, outcomes, and impacts.

Articles in the series will be published across three issues of the journal:

  • “Problematizing Teach for America” (October, 2013)
  • “Life as a Corps Member” (November, 2013)
  • “Altering TFA’s Trajectory” (December 2013)

Guest Editors of the special series are Philip E. Kovacs, (University of Alabama, Huntsville) and Kathleen deMarrais, (The University of Georgia).

1. Problematizing Teach for America
Bringing Teach for America into the Forefront of Teacher Education: Philanthropy Meets Spin
Kathleen P. deMarrais, The University of Georgia
Julianne Wenner, University of Connecticut
Jamie B. Lewis, Georgia Gwinnett College

Teach for America and the Dangers of Deficit Thinking
Ashlee Anderson, University of Tennessee

Teach For America and the Political Spectacle of Recruiting the “Best and the Brightest”
Kara M. Kavanagh, Georgia State University
Alyssa Hadley Dunn, Georgia State University

An Analysis of Teach for America’s Research Page
Philip E. Kovacs, University of Alabama, Huntsville
Erica Slate-Young, University of Alabama, Huntsville

2. Life as A Corps Member
From the Trenches: A Teach For America Corps Member’s Perspective
T. Jameson Brewer, University of Illinois at Urbana-Champaign

Are Teach For America Corps Members Highly Qualified to Teach English Learners?: An Analysis of Teacher Preparation for Culturally and Linguistically Diverse Populations
Megan Hopkins, Northwestern University
Amy J. Heineke, Loyola University Chicago

Infinite Jurisdiction: Managing Student Achievement In and Out of School
Katherine Crawford-Garrett, University of New Mexico

Personal Responsibility: The Effects of Becoming a Teach For America Teacher
Patricia Maloney, Texas Tech University

3. Altering TFA’s Trajectory
“I want to do Teach For America, not become a teacher.”
Mark Stern, Colgate University
D. Kay Johnston, Colgate University

An Issue of Equity: Assessing the Cultural Knowledge of Preservice Teachers in Teach for America
Eric Ruiz Bybee, The University of Texas at Austin

The Outsized Effects of Equating Teaching with Leadership: Implications of Teach for America’s Vision for Engaging Teachers in Reform
Laura Gutmann, University of North Carolina at Chapel Hill

Refashioning the Master’s Tools: Imagining a Teach for America that Really is for America
Erinn Brooks, North Carolina State University
Kathleen Greene, Beloit College

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

Articles:

  • 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.

Our blogs and links to our Facebook timelines and Twitter stream can be found at http://blogs.ubc.ca/workplace/ and http://blogs.ubc.ca/ices/

Thank you for your ongoing support of Workplace,

Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors
Institute for Critical Education Studies
Critical Education

The final “Year of Teacher Education” in BC as we know it #bced #bcpoli #bced #education #yteubc

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 blogModernizing 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.

Teach for America Apostates: A Primer of Alumni Resistance

Owen Davis, Truthout, August 2, 2013– Brianna stands beside the conductor’s podium in the band hall of Chicago’s Uplift High School. An engrossed audience is packed on the risers. Mirrored sunglasses obscure her expression, and her only sign of nervousness is in the movement of her hands, clasping and unclasping before her.

Brianna was a public school student in New Orleans when Hurricane Katrina hit. In the wake of the flood, whole neighborhoods were destroyed. Approximately 1,300 people had died and hundreds of thousands were yet to return. Amid all this, she had faith her schools would weather the storm.

Instead, she found that her school was one of the many consolidated into charter schools, which draw public funds but are privately managed. Thousands of school employees had been fired (a move later ruled illegal), and many of the replacements were young, lightly trained recruits from Teach for America. By 2007, nearly half of the city’s teachers were in their first three years of teaching. TFA became embedded in the fabric of the district, and one in three New Orleans students can now call a TFA recruit their teacher.

Brianna was vexed by her young new teachers, who were adversarial and fixated on data. “Everything was taken away,” Brianna said. “And then the teachers don’t even care about you.”

Complicating matters, many of the new teachers in the majority-black district were white and unfamiliar with the community. Indeed, the replacement of veteran teachers has decreased by one-third the percentage of black teachers in the district. In the novice classrooms, Brianna saw “a power dynamic type of thing,” in which bald racial hierarchies arose where classroom management failed. The teachers focused less on building relationships, more on “numbers, numbers, numbers.”

The students returned the teachers’ animus. Disciplinary actions spiked. Brianna tells of students being cuffed by police and pulled from classrooms, of classes dwindling and incarceration rising. Today, the Recovery School District boasts an out-of-school suspension rate that’s four times the national average.

Who was this corps of new teachers, so combative in their approach? Why their obsession with numbers? Whence the startling admission, “I’m here for two years, then I’m out”?

Only later would Brianna learn that they were recruited through Teach for America, a nonprofit that places thousands of new teachers in high-needs schools every year. They come armed with five weeks of summer training, committed to two years in the classroom. Founded by Princeton graduate Wendy Kopp in 1989, TFA now has some 28,000 alumni throughout the country.

“Organizing Resistance to Teach for America and its Role in Privatization”
Now, some of those alumni are denouncing the organization. They make up part of the group squeezed into a high school band hall to hear Brianna denounce their ilk. It’s the first time many of them have heard this perspective.

The event, called “Organizing Resistance to Teach for America and its Role in Privatization,” took place during the Free Minds, Free People conference from July 11-14, in Chicago. It aimed “to help attendees identify the resources they have as activists and educators to advocate for real, just reform in their communities.” Namely, resisting TFA.

The summit didn’t drop from the sky fully formed. A group of New Orleans-based parent-activists, former students, non-TFA teachers and TFA alumni collaborated for months to arrange it.

Complementing their critique is a small but growing group of TFA dissidents and apostates who’ve taken their concerns to the press. Even as TFA marches into more and more classrooms throughout the country and world, a burgeoning group of heretics is nailing its theses to the door. But why are they speaking up just now?

Altruist-Turned-Skeptic Gary Rubenstein
When Gary Rubinstein joined TFA in 1991, he was motivated largely by the fact that it was “a big thing to do.” Altruism played a part – “I’m a nice person, I do care,” he says – but the novelty of it enthralled him. It was “partly like going to another country.”
In his case, that great unknown was Houston. At the time, there existed a genuine teacher shortage in Houston, as in other cities. Class sizes were enormous, and students saw strings of long-term substitutes instead of full-time teachers. TFA’s foot soldiers were greeted warmly.

A wry double-major in math and philosophy with a predilection for “David Sedaris-style” writing, Rubinstein assumed his enthusiasm and subject knowledge would translate to successful teaching. Instead, his classes were unruly and his teaching haphazard. He recalls a particular lesson in which he gave students measuring tape and told them “go measure stuff,” only to find them measuring, “let’s just say, parts of their own anatomy.”

Rubinstein found that without classroom management, it didn’t matter “how much you knew or how much you cared about the kids.” So he became a martinet. He considers himself one of the first “no excuses” teachers, subscribing to a brand of unwavering discipline many charter schools now espouse.

He recorded his observations on classroom management (now a book), and decided to put together a guide for incoming corps members he considered underprepared. He asked Wendy Kopp in an elevator for her blessing, which she granted. (They’re no longer on such amicable terms.)

Rubinstein has questioned TFA’s training model, a five-week training course called Institute, for two decades. In 1995, by then a veteran teacher by TFA standards, he began leading a workshop on classroom management, partly an excuse to splash cold water on the faces of the dewy-eyed idealists. “TFA is not giving you the real story,” he’d tell the recruits. “They’re trying to shield you from reality.” He delivered that pep talk for 11 years.

Until relatively recently, Rubinstein’s criticisms were relegated to the training he considers so inadequate, “it’s offensive.” Otherwise, he admired the thrust of TFA’s mission. He even recruited for TFA at his alma mater, Tufts. But after attending the 20-year TFA anniversary summit in 2010, his critique deepened. It wasn’t long before he wrote the blog post that made his name and initiated a genre: “Why I Did TFA, and why you shouldn’t.”

“Scrap the Map” Teacher Activist Jesse Hagopian “Did” Teach for America
It’s not common knowledge that Jesse Hagopian “did” Teach for America. “I don’t always divulge that,” he admits. The TFA badge is notoriously useful in landing jobs at McKinsey and Goldman Sachs, but it lends little cred among activists. Hagopian is of the latter camp.

He’s better known for helping to organize the successful “Scrap the MAP” campaign at Garfield High School, in Seattle, where he teaches history and advises the Black Student Union. With the support of students and parents, the teachers there boycotted the state standardized test, faced down sanctions and eventually secured the right to forgo the test. Hagopian still glows when he talks about it.

He graduated from Macalester College in 2001 after studying radical antiracist theory. “I just spent the last years analyzing these problems,” he remembers thinking. “What do I do with this?”
Hagopian, admittedly “politically unsophisticated” at the time, was attracted by TFA’s social justice language. During his five-week training in the Bronx, though, he quickly surmised that it “wasn’t the emancipatory project” that he’d hoped.

His friend and dorm-mate was a fellow black radical who “began raising all kinds of questions” about race within TFA’s pedagogy. TFA put him on an “improvement plan,” a set of sanctions that requires corps members to complete supplemental work on top of grueling Institute assignments. According to TFA:

In certain instances, a corps member may act in ways that interfere with the learning and progress of students, behaving in such a way as to give rise to concerns that s/he is not demonstrating our core values….

“We saw him as being targeted,” Hagopian says. The plan was “almost impossible to fulfill.” His friend was soon dismissed.
Hagopian soldiered on. “The bigger conversations about the purpose of it get lost,” he said, “because you’re trying to become a teacher in five weeks.”

When he entered a high-poverty school in Washington, D.C., he realized how truly unprepared he was. An innocuous show-and-tell turned into a litany of tragedies as students presented their mementos of male family members who were dead or in jail. Hagopian felt “overwhelming sorrow and panic,” unequipped to heal that grief or to help students grasp “why this happened to their families.”

At the same time, the passage of No Child Left Behind (NCLB) illuminated TFA’s politics. He saw TFA “fall in lockstep” with NCLB, especially its reliance on standardized testing and the sanctions it forced on “failing schools.” Hagopian taught in a school reconstituted under NCLB guidelines. Its staff had been laid off and replaced. The new faculty might have been fresh-faced, but they were dreadfully unfamiliar with the community and its needs. TFA provided no means to address this gap; it had far more to say about data and assessments than race and inequality.

Hagopian puts it in stark terms: “there was nothing on standardized tests about how to end mass incarceration.”

Over the years, he cultivated a full critique of TFA, conveyed in part in his 2010 Seattle Times op-ed agitating against bringing TFA to Seattle. He feels that TFA “fits very nicely into an overall strategy” of privatizing education and diminishing critical thinking. Meanwhile, the organization glosses over intractable issues of race and inequality at the heart of American educational system.

Read More: Truthout

Enid Lee and First Nations Youth in Winnipeg, Manitoba #IdleNoMore

Teaching for Change, Shelly Wen–  Teaching for Change adviser Enid Lee described her recent experience in an elementary school classroom with Cree and Ojibwe First Nations students in Winnipeg, Manitoba. She was asked to address controversial issues, and selected the contemporary Canadian-based grassroots movement Idle No More that “calls on all people to join in a revolution which honors and fulfills Indigenous sovereignty which protects the land and water.”  Founded in 2012, Idle No More directly responds to centuries of treaty violations and has spread from Canada to California, Wisconsin, Tennessee, and beyond.

Enid soon realized that the students “had no idea what I was talking about. I learned a lot from their response. When I asked them what Idle No More meant, they asked me if I meant American Idol… I had to stop and think about it, the word ‘Idle,’ is not used if you’re 12 years old… So we can name things, we can do things, and it can completely go over the heads of young people.”

From this conversation with the students, Lee “learned how language needs to be broken down and broken up, and also how creating audiences for students is important.”

Lee left them with an assignment to be “members of a worldwide research team” on Idle No More. When she came back in two weeks, the students had taken the task to heart. Not only did they conduct interviews with elders, but they also found ways to share what they learned through power point presentations. While Lee introduced Idle No More to the students, they became her teachers about the movement when she returned.

Lee concludes, “It’s those daily surprises that hit me [and remind me] of the potential that we have in our work [to] broaden communities. The hope that I have for young people is just unlimited.”

Enid Lee

Audio_IconListen to Enid Lee

Read More: Teaching for Change

Healthy Systems: Literature, Nature, and Integrity (new issue of Critical Education)

Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled. We invite you to review the
Table of Contents here and then visit our web site to review articles and items of interest.

Thanks for the continuing interest in our work,

Stephen Petrina
Sandra Mathison
E. Wayne Ross
Institute for Critical Education Studies
University of British Columbia
http://blogs.ubc.ca/ices/

Critical Education
Vol 4, No 7 (2013)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182445

Articles
——–

Healthy Systems: Literature, Nature, and Integrity
Rachel A Wilkinson

Abstract
Our interactions with everyday objects inform our understanding of the world; yet today much of what we use is tossed immediately. Items made in haste, used in haste, and made into waste belie the values that, for centuries, humans have taken for granted. What do our consumption practices teach our students today? I suggest that apathy, loss of agency, lack of integrity, and disconnection is often a result of our incomplete understanding of what lasts and where things go when we’re finished with them. Fortunately, the literature classroom, which can introduce students to texts such as “God’s Grandeur,” Grapes of Wrath, and Frankenstein, among others, offers educators an opportunity to challenge our throwaway society and reverence what lasts.