Category Archives: Labor

Workplace #15 (New Issue Announcement)

The editors of *Workplace: A Journal for Academic Labor* are proud to announce our latest issue, which is now available online at http://www.cust.educ.ubc.ca/workplace/. The issue begins with a special “Mental Labor” section, which was generously compiled and guest edited by Steven Wexler. We express our heartiest gratitude to him, as well as to web designers Stephen Petrina and Franc Feng.

The lead section includes:

(I’m)Material Labor in the Digital Age
by Steven Wexler

Autonomy vs. Insecurity: The (Mis)Fortunes of Mental Labor in a Global Network
by David B. Downing

Extreme Work-Study, or, The Real “Kid Nation”
by Marc Bousquet

From the *Grundrisse* to *Capital* and Beyond: Then and Now
by George Caffentzis

Ideology and the Crisis of Capitalism
by Thomas A. Hirschl, Daniel B. Ahlquist and Leland L. Glenna

Gender, Contingent Labor, and Our Virtual Bodies
by Desi Bradley

Our regular segment of “Feature Articles” contains the following:

Capitalism, Audit, and the Demise of the Humanistic Academy
by Charles Thorpe

Troubling Data: A Foucauldian Perspective of “a Multiple Data Source Approach” to Professional Learning and Evaluation
by Mark C. Baildon

And our “Book Reviews” section, edited for the final time by William Vaughn, features four new entries:

*Pedagogy and Praxis in the Age of Empire: Towards a New Humanism*
Reviewed by Dana Carluccio

*Taking Back the Workers’ Law: How to Fight the Assault on Labor Rights*
Reviewed by William Vaughn

*Three Strikes: Labor’s Heartland Losses and What They Mean for Working Americans*
Reviewed by Philip Eubanks

*Teachers as Owners: A Key to Revitalizing Public Education*
Reviewed by William Vaughn

The editors are extremely thankful to William Vaughn for years of fine work with the Book Reviews, and we are sorry to see him go. We are pleased to report, however, that Steven Wexler will take on the role of reviews editor in the coming issues.

Thank you for your continuing support of the journal, and please keep *Workplace* in mind as a venue for your future scholarship. Send submissions to cscarter@ou.edu or wayne.ross@ubc.ca.

Solidarity,

Chris Carter
Wayne Ross
Stephen Petrina
Co-editors, *Workplace: A Journal for Academic Labor*

FOURTH INTERNATIONAL CONFERENCE ON EDUCATION, LABOR AND EMANCIPATION

ltbirdtree%20%28Small%29.jpg

MANIFESTO FOR NEW SOCIAL MOVEMENTS: EQUITY, ACCESS, & EMPOWERMENT

The Conferences on Education, Labor and Emancipation are always exciting, one of the best conference experiences you’ll ever have, I highly recommend you check out the 2009 conference, which will be held in Salvadore, Brazil.

June 16-19, 2009
Hotel Othon, Salvador, Bahia (Brazil)

We are currently witnessing the emergence of a new context for education, labor, and emancipatory social movements. Global flows of people, capital, and energy increasingly define the world we live in. The multinational corporation, with its pursuit of ever-cheaper sources of labor and materials and its disregard for human life, is replacing the nation-state as the dominant form of economic organization. Faced with intensifying environmental pressures and depletion of essential resources, economic elites have responded with increased militarism and restriction of civil liberties.

At the same time, masses of displaced workers, peasants, and indigenous peoples are situating their struggles in a global context. Labor activists can no longer ignore the concomitant struggles of Indigenous peoples, African diasporic populations, other marginalized ethnic groups, immigrants, women, GLBT people, children and youth. Concern for democracy and human rights is moving in from the margins to challenge capitalist priorities of “efficiency” and exploitation. In some places, the representatives of popular movements are actually taking the reins of state power. Everywhere we look, new progressive movements are emerging to bridge national identities and boundaries, in solidarity with transnational class, gender, and ethnic struggles.

At this juncture, educators have a key role to play. The ideology of market competition has become more entrenched in schools, even as opportunities for skilled employment diminish. We must rethink the relationship between schooling and the labor market, developing transnational pedagogies that draw upon the myriad social struggles shaping students’ lives and communities. Critical educators need to connect with other social movements to put a radically democratic agenda, based on principles of equity, access, and emancipation, at the center of a transnational pedagogical praxis.

Distinguished scholars from numerous fields and various countries will convene in Salvador, Bahia (Brazil) to compare and contribute to theoretical perspectives, share pedagogical experiences, and work toward developing a global movement of enlightning activism. Issues related to education, labor, and emancipation will be addressed from a range of theoretical perspectives, including but not limited to the following:

* Critical Pedagogy

* Critical Race Theory

* Postcolonial Studies

* Marxist and Neo-Marxist Perspectives

* Social Constructivism

* Comparative/International Education

* Postmodernism

* Indigenous Perspectives

* Feminist Theory

* Queer Theory

* Poststructuralism

* Critical Environmental Studies

* Critiques of Globalization and Neoliberalism

* Liberation Theology

CALL FOR PROPOSALS

Proposals may be offered as panel presentations or individual papers. Please indicate type of proposal with the submission.

Individual paper proposals should contain a cover sheet with the paper title, contact information (e-mail, address, telephone number, and affiliation), a brief bio, for each presenter, and an abstract of no more than 250 words (not including references). Please indicate whether you will present in Portuguese, Spanish or English. Presenters who wish to present in Portuguese should nevertheless include an English or Spanish translation of the abstract with their submission.

Panel proposals must include a cover sheet with the panel title and organizers’ contact information (e-mail, address, telephone number, affiliation), as well as an abstract of the overall panel theme (no more than 400 words, not including references) and abstracts/bios for each paper included in the panel. Please indicate whether panel members will present in Portuguese, Spanish or English. Proposals submitted in Portuguese should include translations (either English or Spanish) of the panel theme with each individual abstract.

Please submit proposals by E-mail only to: confele@utep.edu. THE DEADLINE FOR PROPOSALS IS March 1st, 2009.

Following the tradition of the last three conferences, a book will be produced comprising the most engaging papers from CONFELE 2009, as selected by an editorial board. Presenters wishing to be considered for this volume should submit full papers (in APA style) for review by August 1st, 2009.

Workplace: A Journal for Academic Labor (Issue 14): Beyond the Picket Line: Academic Organizing after the Long NYU Strike

The fourteenth issue of *Workplace: A Journal for Academic Labor* is now available online at http://cust.educ.ubc.ca/workplace/

“Beyond the Picket Line: Academic Organizing after the Long NYU Strike” features essays gathered by Michael Palm (Chair of the Graduate Student Organizing Committee at New York University), all of which address the implications of graduate worker activism for the future of higher education. The graduate union at NYU has the distinction of being the first to bargain a contract at a private university, and the first to see negotiations terminated by a private university administration. *Workplace 14* provides various critical accounts of the administration’s renunciation of the union, and a series of in-depth analyses of the strike that followed. Written by the strikers themselves—with one important contribution by a unionist at the City University of New York—these articles comprise one of our most urgent releases to date.

Contents include:

“Introduction to the Special Issue”
by Michael Palm

“The Future of Academia is On the Line: Protest, Pedagogy, Picketing, Performativity”
by Emily Wilbourne

“The Professionalizing of Graduate ‘Students’”
by Michael Gallope

“Making It Work: Audre Lorde’s “The Master’s Tools” and the Unbearable Difference of GSOC”
by Elizabeth Loeb

“The NYU Strike as Case Study”
by David Schleifer

“Armbands, Arguments, Op-Eds, and Banner-Drops: Undergraduate Participation in a Graduate Employee Strike”
by Andrew Cornell

“Another University is Possible: Academic Labor, the Ideology of Scarcity, and the Fight for Workplace Democracy”
by Ashley Dawson

The issue also contains six new book reviews (edited by William Vaughn) as well as Wayne Ross’s *Workplace Blog.*

We are pleased to announce that Stephen Petrina (http://cust.educ.ubc.ca/faculty/petrina.html) has joined *Workplace* as a general editor. Stephen is an Associate Professor in the Department of Curriculum Studies at the University of British Columbia where he teaches courses in research methodology, curriculum theory, cultural studies, new media, and technology. His research explores the interconnections among cognition, emotion(s), and technology, concentrating especially on how we learn (technology) across the lifespan. Stephen was co-editor of *Workplace* 7.1, “Academic Freedom and IP Rights in an Era of the Automation and Commercialization of Higher Education” (http://www.cust.educ.ubc.ca/workplace/issue7p1/), and his recent articles have also appeared in *Technology & Culture*, *History of Psychology*, *History of Education Quarterly* and the *International Journal of Technology and Design Education*. Welcome Stephen!

Special thanks go to Stephen and to Franc Feng for their tremendous design work on the current issue. We welcome Franc as a member of the Workplace Collective.

We also want to express our gratitude to Julie Schmid for her continued editorial assistance.

Look for issues on “Mental Labor” (headed up by Steven Wexler) and “Academic Labor and the Law” (edited by Jennifer Wingard) in 2008.

(Please note that from this release forward, the journal will forgo the point system [1.1, 1.2, 2.1, etc.] and number according to our total collection of issues thus far. Although the last issue was 7.1 [the thirteenth release], we number this issue 14.)

Thanks for your continued support.

Solidarity,

Christopher Carter
Assistant Professor
Department of English
University of Oklahoma
Co-editor, *Workplace: A Journal for Academic Labor*

E. Wayne Ross
Professor
Department of Curriculum Studies
University of British Columbia
http://web.mac.com/wayne.ross
Co-Editor, *Workplace: A Journal for Academic Labor*

Oaxaca update: Protest Reaches Mexican Capital (2 stories)

El Universal: Protest Reaches Mexican Capital

Protest Reaches Mexican Capital
By John Gilber/Special to The Herald Mexico

El Universal – October 10, 2006

Juan Pérez, a thin, 25 year-old teacher from Jocotepec, Oaxaca, has been walking for the past 19 days. He wears rough leather sandals, jeans, a hand-woven straw hat, and a shirt with “APPO: a dream in construction” painted in orange letters across the front.

“No revolution is going to come from behind a desk,” he says as he swings his small backpack over his shoulders and sets out from Nezahualc’yotl on the final 8 miles of his journey.

“For the government, the voices of the people don’t count,” he says, “that is why we have to take to the
streets, to do something with the impotence we feel.”

Pérez and several thousand of his colleagues from the Oaxaca Peoples Popular Assembly (APPO) have walked from Oaxaca City over 250 miles and through four states to bring their demand that Gov. Ulises Ruiz Ortiz be ousted.

The march, which left Oaxaca City on Sept. 21 and arrived in Mexico City on Monday, comes on the heels of a four-month struggle to force the Ruiz Ortiz out in response to a failed attempt on June 14 to violently break up a teachers strike in Oaxaca´s central plaza.”This is an example of people’s having reached the
limit of patience with decades of neglect,” says César
Mateos, one of the march’s organizers.

“The movement in Oaxaca seeks deep structural changes,
and the first step in these changes is the exit of
Ulises,” he says. “But we want to achieve these changes
through a peaceful movement, which is why we have done
this march. This is the true face of the APPO.”

The march began with over 4,000 people, dipped to
around 1,000 on the last few days, but then swelled to
at least 10,000 as it entered Mexico City.

The APPO protesters walked an average of 8 hours a day,
through both rainstorms and blistering heat, over
mountains and through valleys, enduring chilly nights
of mosquito bites and scorpion stings.

They were often met with support along the way,
including much needed nourishment from sympathetic food
and juice vendors along the highway.

“The support kept me motivated even though my feet
hurt,” said Betty, a 40 year-old preschool teacher from
San Mateo on the Oaxaca coast. “I cried twice, not from
the pain, but because there was so much support from
people.”

The marchers, carrying handmade signs, puppets mocking
Vicente Fox, and cardboard coffins for Ulises Ruiz,
walked down busy avenues leading to the Z’calo,
blocking traffic and enduring the full force of the
late-summer sun. Hundreds of people from nearby
neighborhoods and street-side markets lined the streets
to hand out water and sandwiches along the way.

They plan to set up a protest camp in front of the
Senate and have vowed to stay in Mexico City until
Ulises Ruiz is forced from office.

==========

Oaxaca, Mexico Overcoming Crisis

Prensa Latina – October 10, 2006

http://www.plenglish.com/article.asp?ID=D54D366B-AC36-4652-A306-015DEE52F221)&language=EN

Mexico

Following eight hours of talks, the teachers’ union,
the Assembly of the People of Oaxaca (APPO) and the
Mexican Secretariat of Government finally agreed to
solve the ongoing conflict in that Mexican state via
legal procedures.

They decided to put public security in the hands of the
municipal and state police, led by a federal level
undersecretary.

Until Friday, APPO will hold consultation sessions on
handing over the capital of Oaxaca while teachers
promised to put the question of returning to classes to
the rank and file.

Removal of Governor Ulises Ruiz, the main demand of the
social movement, will be processed by the Senate, also
in charge of ruling on elimination of powers.

Meanwhile, a caravan of Oaxaca teachers and grassroots
activists arrived Monday evening in the Federal
District to stage a sit-in in front of the Senate to
demand the removal of Ruiz, which they consider the
only possible out of the conflict.

==========

Indigenous Teachers Defend ´A Just Cause´

76996.jpgNYC Indymedia.org: Indigenous Teachers Defend ´A Just Cause´

Teachers build and defend thousands of makeshift barricades throughout Oaxaca City

By John Gibler The Herald Mexico/El Universal
 October 07, 2006

OAXACA CITY – Every night streets here become battlefields in waiting. But behind the commandeered city buses, burned trucks, and coils of barbed wire, a group of atypical urban rebels stands guard.

Watching over a barricade where a small altar to the Virgin of Guadalupe rests between tangled wire and sand bags, six women ranging from their early 30s to their late 60s, none taller than 5 feet, huddle around a small fire in the street, wrapped in blankets and without so much as a club in sight.

For over a month these six women, teachers from the southern mountainous region of Oaxaca, have been poised on the front lines of a conflict that has seized this colonial city, paralyzed the state government, and come to dominate national headlines. And while they may not be threatening to a casual passerby, these women’s resolve to defend their barricade is implacable.

“If they kill us, then we were born to die,” says María, a Mixteca indigenous woman who teaches in Mixteco and Spanish in a rural elementary school, a five-hour walk from the nearest road.
“We are not afraid,” she adds, “because we are here defending a just cause.”

RAID BACKFIRES

The conflict in Oaxaca began on May 22 as a teachers strike for better wages and a higher budget to provide impoverished school children with uniforms, breakfasts, and basic school supplies. After refusing to negotiate with the teachers union, Gov. Ulises Ruiz sent the state police into Oaxaca City’s central plaza on June 14 to remove the teachers´ protest camp with tear gas and police batons.

Hundreds were injured in the pitched battle that resulted, and after a few hours the teachers, supported by outraged local residents, forced the police out of town. They have not been back since.

The teachers and members of the Oaxaca People’s Assembly (APPO) that formed after the failed police raid decided to suspend the teachers´ original list of demands and focus all their efforts on forcing the removal of Gov. Ruiz.

Since June 14, they have subjected Oaxaca City to increasingly radical civil disobedience tactics, such as surrounding state government buildings with protest camps, covering the city´s walls with political graffiti, and taking over public and private radio stations.

Their struggle has led to a severe drop in tourism and the economic impact of the empty restaurants and sidewalk cafes has polarized the community, leading many who are sympathetic to the teachers´ cause to clamor for an end to the movement’s grip on the city.

“We do agree with some things the teachers demand, but this is affecting too many people, ” says Mercedes Velasco, a 30-year-old resident who sells banana leaves in the Mercado de Abastos in the southern reaches of the capital.

TENSION INCREASES

The tension shot up in late August when a convoy of armed gunmen opened fire on the protesters´ camp outside Radio Ley, killing 52-year-old Lorenzo Cervantes. From that night on, striking teachers and members of the APPO, have built massive barricades across all the streets surrounding the radio station and other strategic points near protest camps around the city.

Shortly thereafter, the U.S. State Department issued a warning to U.S. citizens considering Oaxaca as a potential vacation spot.

“U.S. citizens traveling to Oaxaca City should consider carefully the risk of travel at this time due to the recent increase in violence there,” states the announcement, which was extended to expire on Oct. 30.

Despite the announcement, there have been no reported incidents of violence against tourists during the conflict.

Since the shooting on Aug. 22, teachers and local citizens take to the streets every night between 10 and 11 p.m. to reinforce their barricades.

Walking the desolate streets at night, fires are visible at every intersection, as figures gather around holding vigil.

The visual impact is alarming: at many barricades men with clubs and Molotov cocktails stand in the shadows with their faces covered by bandanas or cheap surgical masks.

As rumors of a federal police or military intervention intensified this week, teachers and APPO protesters extended their barricades throughout the city, making it impossible to navigate the streets of Oaxaca by automobile at night.

But this is no ordinary battlefront. Rather than tanks making rounds, in this labyrinthine conflict zone one finds instead families winding through the predawn streets, carrying large stew pots filled with steaming coffee and hot chocolate for the night guards.

The barricade guards are at times skittish, but not hostile. They ask pedestrians where they are going, and then tell people walking alone to be careful and not to walk down dark streets.

A well-dressed couple returning home in the middle-class Colonia Reforma gave the barricade guards near their house directions to their back door saying: “if anything happens, our house will be open.”

At the barricade near Niños Héroes Avenue, the six Mixteca and Zapotec women stay up all night discussing their favorite topic: education.

“I have to walk six hours to get to my school,” says Estela, a Mixteca woman who has been teaching in mountainside communities for 30 years, “And then when I get there, I find that half the kids have not had breakfast and the other half don’t have pencils or notebooks. I use my salary to buy these supplies, to prepare bread and tortillas. How do you expect children to learn if they have not had breakfast?”

OFFENDED BY REPRESSION

Estela and the other women expressed outrage and offense at Ruiz´s use of violence to answer their call for a greater education budget, and that outrage fuels their long nights at the barricades.

“Ulises made a mistake when he attacked us on June 14,” says María as she leans away from the smoke of the street fire where she warms her hands. “He thought that he was going to repress a small organization, but the teachers union is large, and resilient.”

“Our commodity is these children…”

Teachers at a Sacremento elementary school have voted to work 3 extra weeks this year for free (25 minutes extra per day), in an effort to raise test scores.

Rich Gibson explains why this is a wrong-headed idea:

“Our commodity is these children, and it’s every day and right now and every moment counts,”she said.

In pacified areas, people become instruments of their own oppression.

So, test scores, which measure parental income, race, subservience, and to a limited extent, nationality, measure the worth of the commodity, a child, in which the teacher invests time, and hence to be a more valuable commodity as a teacher, the logic would be that more time would mean more value, by its very nature. So, we shall see what kind of human value this piece-work investment yields. Maybe they will get a raise.

It is an interesting play on the creation of surplus value, which, at base, is this (from Ollman):

The capitalist buys the worker’s labor power, as any other commodity, and puts it to work for eight or more hours a day. However, workers can make in, say, five hours products which are the equivalent of their wages. In the remaining three or more hours an amount of wealth is produced which remains in the hands of the capitalist. The capitalists’ control over this surplus is the basis of their power over the workers and the rest of society. Marx’s labor theory of value also provides a detailed account of the struggle between capitalists and workers over the size of the surplus value, with the capitalists trying to extend the length of the working day, speed up the pace of work, etc., while the workers organize to protect themselves. Because of the competition among capitalists, workers are constantly being replaced by machinery, enabling and requiring capitalists to extract ever greater amounts of surplus value from the workers who remain.

Paradoxically, the amount of surplus value is also the source of capitalism’s greatest weakness. Because only part of their product is returned to them as wages, the workers cannot buy a large portion of the consumables that they produce. Under pressure from the constant growth of the total product, the capitalists periodically fail to find new markets to take up the slack. This leads to crises of “overproduction”, capitalism’s classic contradiction, in which people are forced to live on too little because they produce too much.

Here’s a more complete explanation from Ollman, along with a nice cartoon that sums it up.

When teachers adopt the language of the market, children as commodities, and students as they grow begin to see themselves as shoppers, not students, only those who have an interest in unreason, and inhumanity will make gains. Well, those people, and union bosses…..

The myth of capital is that the worker shows up on a job, and makes a fair exchange, money for labor. What lies behind that myth is that most people are born with no capital, while a relative few own and hold power, so the exchange is not fair at all, in that the worker will starve without work, on the one hand, and the worker will never get paid the full value of his or her labor, on the other hand. Moreover, force and violence in the form of the state will be used against workers who resist—all in the name of democracy.

The above was, after all, a democratic process, was it not? The union approved it, the teachers begged for it. The bosses and press love it.

I wonder if the kids–the commodity– got to vote on this……

best r

Detroit: Monstrous Sellout in the Works Tomorrow

Rich Gibson on the Detroit teachers strike:

Dear Friends and Colleagues,

The leadership of the Detroit Federation of Teachers (AFT) engaged in a systematic effort to demolish the strike which the DFT rank and file made possible.

Now, after two and one half weeks of heroic efforts by school workers who defied court orders, the Governor and Mayor, and attacks from the city’s mainstream press, the union bureaucrats announced a tentative agreement (TA) with “Non-wage concessions.” There is no such thing as a non-wage concession, that’s a terrible lie; all things are interrelated in a contract, but read the Detroit News report (below) for yourself.

The package the DFT bosses have accepted, and hope to ram down the throats of the teachers, is in essence the same package that could have easily been accepted before the strike began. It is very close to the sellout that I predicted in Counterpunch two weeks ago.

Just as the AFT has worked hard with the Business Roundtable and the US Chambers of Commerce to organize the racist decay of urban education all over the US, and has backed the high-stakes standardized tests that now propel that wreckage, so the DFT is working closely with Detroit Democratic party elites, who have controlled the city for decades, and economic powers in the Detroit City Club, to systematically ruin kids’ education in a city where much of schooling is simply pre-prison and pre-military training. Once, Detroit was the finest education system in the US.

What did the DFT do to prepare for this strike, which was easy to foresee? Nothing, but they did buy a $5 million building, in 2006, while thousands of their members were being laid off.

This has been a vicious struggle, though the battle is veiled by (probably true) claims of civility between the DFT bosses and the Administration.

Principals were instructed to make enemies lists of activist teachers, and have done so. The press threatened teachers with bad MEAP scores (the state test that measures race and parental income) as MEAP time is soon. DFT supports high-stakes testing, and says nothing about the layoffs that are attached to the scores. Honest and brave educators were urged to picket empty buildings, wearing them down, while they could have been walking door to door with talking points about the strike. The vaunted power of the Michigan AFL-CIO, the UAW, and the Michigan Education Association (which represents the suburbs) did nothing at all when, with a single stroke, they could have shut down “Union Town” for a day, and won the strike.

At base, elites from all sides, the Democrats (Granholm, Levin, Kilpatrick, etc), the rich, and the DFT, conspired to deal a near death blow to educators, parents and kids. Every branch of government operated as a weapon of wealth.

Public education in Detroit is truly balancing on a tight-rope. Yet the DFT is going to try to mislead school workers to focus on an upcoming vote to make change in their lives. The educators have already shown that the center of their power is at work, taking control of their workplaces, proving that the value in school is created collectively by the rank and file. The Democratic party has already shown their loyalties.

The DFT has a meeting scheduled tomorrow. One can only hope it gets out of hand, that the DFT bosses are thrown from the platform and the TA with them. That, however, requires organization and a system of communications, which only exists in fledgling form. The 1999 wildcat, though, was inspired by a similar move.

An injury to one really does just precede an injury to all. If this contract is ratified in Detroit, not only are other urban educators going to see it on their bargaining tables; it will become a model for the suburbs as well. If health benefits are eroded in Detroit, everyone else is sure to follow.

There are many lessons to be learned from the Detroit strike, particularly that the law pales in the face of direct action from masses of people who withdraw their labor and, on the other hand, that the leadership of the unions is simply another tier of opposition to the interests of not only kids, and parents, and all school workers, but reason itself.

And we can learn that justice demands organization, which is why the Rouge Forum was organized.

However, right now, it is critical that this criminal sellout not be allowed to stand, nor the people who created it.

Spread the word, please.

best r

Why ARE Students Fleeing the Detroit Public Schools?

Published in Detroit Free Press on September 13, 2006
Why ARE Students Fleeing the Detroit Public Schools?
Judge Borman Made A Grevious Error

By: Michael Peterson, PhD, Director
Whole Schooling Consortium
Division of Teacher Education
College of Education
Wayne State University
September 9, 2006

Judge Borman made a great mistake in this decision. She should have continued to insist that the district negotiate and reach a settlement. Now they have little incentive to do so. It also appears clear that they have not been negotiating in good faith all along (note Brian Dickerson’s quote by Jerome Watson of DPS that “There’s no substantial progress,” he scoffed. “There’s not going to be a deal today”). This should have been cause for a ruling of contempt of court. Both the action of the judge and that of DPS administration will serve in the fairly short run to make worse what they say they want to avoid increasing the number of students leaving Detroit Public Schools.

With all the discussion of ‘great harm’ to the school district caused by the strike which, it is said will cause the district to lose more students, it’s interesting that I’ve seen literally no discussion regarding this question: “Why ARE parents and students leaving the Detroit Public Schools?” You’d think, with the loss of tens of thousands of students over the last ten years that the DPS administration would have sought to ask parents and students who have left why they did so and use this information to make changes in the district. I know of no effort to do this. One must wonder: “Why?”.

Over the last 15 years, as a faculty member at Wayne State University and Director of it’s Whole Schooling Consortium, I worked with a dozen elementary and high schools to help facilitate school improvement and have taught some 1,200 Detroit teachers in my classes at the University. These experiences have led me to some tentative conclusions regarding why students and parents seek to leave Detroit schools. Let me share those and suggest actions that may make a difference in the medium to long run. Please note that the statements below are certainly not true of every school and teacher in Detroit. I know some amazing, competent, courageous, caring teachers, among the best anywhere, who work in the City. But a culture and way of being has been built that provides a heavy tide against which these wonderful people must swim to help their students survive. It is that culture that must change.

Most fundamental, neither parents nor students feel respected in too many schools and classrooms. Neither do teachers feel respected and supported by the administration. The present conflict is typical and expected in virtually every school in Detroit the administration treating teachers with disrespect, making commands rather than engaging teachers in collaborative decision-making. Go to a gathering of parents in virtually any school in Detroit and listen and you’ll hear an amazing string of stories of contempt and disregard that often border on psychological abuse. The request by the Detroit Federation of Teachers itself for automatic transfer of students with substantial behavioral problems illustrates the problem. Anyone familiar with the district knows of these ‘administrative transfers’ that do nothing but ship kids with problems from place to place without attempting to deal with their needs and problems.
This fundamental issue of lack of respect and collaborative engagement among adults leads to many other problems. Detroit tests students with standardized tests many times per year using valuable resources of time and money on testing rather than teaching. It has invested in quick-fix attempts at teaching by installing programs such as Open Court that literally tell teachers what to say and do. Creative teachers are not able to pull on their student’s interest and use their own judgment to deal with needs of children. The system literally punishes teachers for engaging students in thoughtful learning and inquiry outside the established rigid system, thus seeking to create both teachers and students who don’t think but simply regurgitate what has been presented to them. Students in such classes lose interest, become angry, bored. Students who have special learning needs, from gifted to students with disabilities, fall through the cracks since they don’t respond well to a one size fits all process of teaching. Detroit’s solution to this is to segregate such students in special programs, a practice that produces poor learning outcomes.

It’s a bit like upper administration in Detroit for the last 20 years has sat in offices and asked: “How can we create schools that will insure that students and parents will leave?” As we are seeing, their plan is working quite well.

Which brings us back to teachers and the present strike. If anything is clear about good schooling it is this: it is about having good teachers who are treated with respect who can, in return, treat students and parents with respect and create classrooms and schools where a sense of care and community are fundamental, where students of great differences learn together about subjects that interest them and connect to their lives.

If Detroit is to survive as a school system it MUST seek to create such schools. And the first step is to create a working partnership with teachers, to recruit a cadre of truly quality teachers, to create a new culture of care and learning in schools.

In the short run, we can expect the number of students leaving Detroit Public Schools to substantially increase unless different directions are taken by the administration. Given how teachers are being treated, who would want to teach there? Who would go to work in a district where they freeze pay for 3 years, ‘borrow’ part of your salary to meet a budget deficit and then give administrators a large salary increase, threaten to fine and put you in jail if you protest? Who would do this? They include: a number of wonderful, committed people who believe they have a calling to urban children; teachers who have so many years in the system that they would lose much money by changing districts; and a growing cadre of individuals who can’t get work elsewhere. Given this reality, who would want to send their children to Detroit schools?

What’s needed? A long-term effort to build classrooms and schools based on practices and a culture of respect and engagement described above that engage teachers in an ongoing partnership with administrative leaders, parents, and the community.

However, if the administration continues to ram concessions down the throat of teachers they will create their worst nightmare.

Note: The website of the Whole Schooling Consortium has much information regarding what such classrooms and schools look like and how to go about creating them. Go to: www.wholeschooling.net

Detroit and Oaxaca Battles Continue, What Can We Do?

fist.gif
From Rich Gibson:

Dear Friends,

The massive social uprising in Oaxaca demonstrates the Rouge Forum thesis that struggles initiated in schools can become uprisings that begin real social change. It proves the centripetal role of schooling in today’s society. That fight is best documented on NarcoNews.

The Detroit school workers, on strike for 12 days, were enjoined from continuing the strike on Friday afternoon, and the union was ordered to hold a mass meeting to tell the teachers to return to work. That meeting will be on Sunday at 4 pm at Cobo Hall, the same place where the spontaneous 1999 vote was taken to start a wildcat strike, opposed by the union, declared illegal by the government, fought by business. The wildcat was a success in proving that workers who create political reality can defy unjust laws.

The Detroit Federation of Teachers is on strike because rank and file educators are in a position similar to the California grocery strikers. They must fight back because they have little choice. Educators have made more than $65 million in concessions in the last five years. Conditions in schools are often deplorable. Respect from top administrators, clearly absent. Shortly after teachers made concessions last year, the administrators took 10% pay raises.

In the wildcat, Detroit educators learned they could strike, violate the law, and do it without their union leaders, a fact the leaders probably heard more clearly than the teachers. Irrelevance is a big fear of union bureaucrats.

Many forces collide in Detroit. The local Detroit ruling classes believe they are completely cornered. If the schools are constantly in crisis, no one is going to gentrify Detroit. So they must fight. The union leaders are trapped between a habit of selling out, concessions, and a rank and file that cannot take more sellouts. The judge is trapped by an electorate which might be sympathetic to the strike, and higher-ups who are certainly not. The Mayor and others argue the strike could demolish what is left of the city.

What settles this is connecting reason to power, the task of every educator every day. Power, for school workers, lies in the ability to build close ties with kids, parents, community people, on a rank and file basis, and to take independent direct action, as the AFL-CIO is going to fight against this strike just as it ruined the grocery strike, and the Detroit Newspaper strike, where union goons attacked rank and filers on picket lines, turning people in to the police, to protect social peace for the Clinton vote.

The DFT leadership did all it could to prevent another mass meeting of teachers, like the one ordered for Sunday. The DFT leadership changed the ratification process for contracts, so teachers would not have a chance to see each other in a mass meeting and vote thumbs up or down in a public vote, but that they would vote back in the schools, or by mail—probably meaning that they would return to work before a vote was finished.

Detroit teachers should tell the judge the same thing that John L. Lewis said about the Taft-Hartley injunction that was handed to his coal miners’ union, “Let Taft mine it, and Hartley haul it.”

A court order cannot teach kids, nor even warehouse them. 9000 teachers are not going to be fired and jailed. Detroit is not Crestwood, where the Michigan Education Association betrayed a militant strike in a tiny district, all the teachers fired and permanently replaced. Detroit educators can defend this strike.

It would have been much easier to defend if the DFT had planned freedom schools for Detroit kids and parents during the strike, schools that taught outside the bounds of scripted curricula, and if the DFT had demanded an end to racist, high-stakes testing which is pivotal in the wreckage of schooling today.

But the DFT cannot do that since the DFT opposes free schooling and the examination of why things are as they are, because the DFT leadership is part of the problem, and, moreover, it was the DFT-AFT that initiated the high stakes tests along with the US Chambers of Commerce, and others. So, the ties in the community that could win this strike are not yet there, but it is not impossible for rank and filers to forge them.

Many possibilities exist. The strike could collapse under the injunction, and a real sellout come out later, but Rouge Forum members say that it may well not. A deal could be cut between this writing and the Sunday meeting, but if it is a concession contract, the educators will be in an uproar. It might be that the DFT leadership would look back to the corrupt legacy of Al Shanker and realize that they themselves could make careers of a judge’s jail sentence for continuing the strike, and in jail they could get some rest.

But the key to the strike is whether or not the rank and file teachers, perhaps walking door to door, can build solidarity with their communities.

In any case, Detroit and Oaxaca school workers have offered working people many invaluable lessons. Their courage and perseverance is to be applauded, right now. An injury to one really does just go before an injury to all. Tell the DPS bosses to give they will lose, that we will never forget.

Why Are The Detroit Teachers Striking?

{For news updates on the Detroit teachers’ strike see The Workplace Blog

From the “Push Back the MEAP, Bring Forward Real Learning” listserv:

Why Are The Teachers Striking? A Letter to Our Parents

Don’t think for a moment that it doesn’t hurt us when we see your children clean and pressed and ready for the first day of school, only to find none of us inside the school building. We want to be in our classrooms ready to begin the new year. But this year, we cannot. We want you to know this strike is about more than raises in teacher salaries and benefits (although that is part of it). It is about standing up for your children’s rights to a free and appropriate education. It is about drawing a line in the sand and telling the district that we won’t stand for substandard school conditions that don’t afford our urban children the same opportunities as children who attend public school in other school districts.

We are standing behind this line because we believe in your children, and we are committed to providing a quality education with the tools they need to grow into successful adults. To do our jobs well, we need certain things that the district is not providing. The district is making poor choices about how to spend the $7,600 per child that the State gives each year. The district has been making poor choices for a long time, and that is why we are in the situation we are in The district should change the way they manage the money, rethink their spending priorities and not ask the teachers or students to make any more sacrifices to cover their negligent spending.

The teachers’ issues are:

  • Money being spent on high-priced leased office buildings with high-priced, fancy furniture and computers for administrators.
  • Spending thousands per student on five standardized tests. If one could be eliminated, much money and time could be spent more wisely to help our neighborhood school have the basics.
  • A drinking fountain that works on each floor, repaired ceilings, clean and painted walls, lights that work in each classroom and hallways, clean bathrooms with doors, toilets and sinks working. Floors that are not buckled from water, a school library for the students and staff, classrooms wired for the internet, a computer that works in each classroom, a computer lab, a safe and clean playground, safe sidewalks with curbs—not cracks and holes, and adequate cleaning staff to meet the demands of the overcrowded classrooms.
  • Forty students in a classroom is unacceptable. Uncertified substitutes being placed in classrooms to fill teacher vacancies is inexcusable. Our classroom aides and noon hour aides are being cut. They are greatly needed to support the staff and students.

We are standing for your children and hope that you will stand with us too. Other cities are looking at how this will turn out, and we are standing for those children and those teachers, too. We think there is enough money to teach our children well, if it is spent wisely in the school and not in the administration building. When we say no contract; no work we are asking for conditions that are equitable for children and teachers alike. If you have ANY QUESTIONS, please don’t hesitate to ask. We want you to understand the reasons we are standing outside the school, away from our classrooms because of the problems we are faced with and we hope you will stand with us for the children because NO CHILD SHOULD BE LEFT BEHIND.

Respectfully yours,

The teachers at Neinas Elementary School, September 5, 2006