Education as Enforcement

Routledge has just published the second edition of Education as Enforcement: The Militarization and Corporatization of Schools, edited by Kenneth J. Saltman and David A. Gabbard.

I’m pleased to have contributed co-authored chapters to both editions (with Kevin D. Vinson and John F. Welsh for the second edition).

The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms.

Education as Enforcement, Second Edition elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.

Table of Contents

Foreword

Governing Through Crime and the Pedagogy of Punishment, HENRY A. GIROUX

Introduction to the Second Edition, Kenneth J. Saltman & David A. Gabbard

Introduction to the First Edition, Kenneth J. Saltman

1. The Function of Schools: Subtler and Cruder Methods of Control, NOAM CHOMSKY

2. Rivers of Fire: BPAmaco’s impact on Education, KENNETH J. SALTMAN and ROBIN TRUTH GOODMAN

3. Education IS Enforcement: The Centrality of Compulsory Schooling in Market Societies, DAVID A. GABBARD

4. Cracking Down: Chicago School Policy and the Regulation of Black and Latino Youth, PAULINE LIPMAN

5. Facing Oppression: Youth Voices from the Front, PEPI LEISTYNA

6. Tased and Confused: From Social Exclusion to Shock in the War on Youth, CHRISTOPHER G. ROBBINS

7. Freedom for Some, Discipline for “Others”: The Structure of Inequity in Education, ENORA R. BROWN

8. Forceful Hegemony: A Warning and a Solution for Indian Country, FOUR ARROWS

9. From Abstraction and Militarization of Language Education to Society for Language Education: Lessons from Daisaku Ikeda and Tsunesaburo Makiguchi, JASON GOULAH

10. The Proliferation of JROTC: Educational Reform or Militarization, MARVIN J. BERLOWITZ and NATHAN A. LONG

11. Combat Girls: What Single-Sex Classrooms Have To Do With the Militarization of Women’s Bodies, ROBIN TRUTH GOODMAN

12. Education for War in Israel: Preparing Children to Accept War as a Natural Factor of Life, HAGGITH GOR

13. Post-Columbine Reflections on Youth Violence as a (Trans)National Movement, JULIE WEBBER

14. Imprisoning Minds: The Violence of Neoliberal Education or “I Am Not For Sale”, SHEILA LANDERS MACRINE

15. Taking Command: The Pathology of Identity and Agency in Predatory Culture, RON SCAPP

16. Commentary on the Rhetoric of Reform: A Twenty Year Retrospective, SANDRA JACKSON

17. Securing the Corporate State: Education, Economism, and Crisis in the Age of Obama, ALEX MEANS

18. Controlling Images: Surveillance, Spectacle, and High-Stakes Testing as Social Control, KEVIN D. VINSON, E. WAYNE ROSS, and JOHN F. WELSH

19. The Politics of Compulsory Patriotism: On the Educational Meanings of September 11, MICHAEL APPLE

Latest dispatch from HAW

Here are some notes, followed by our more or less biweekly set of links to recent articles by historians (or at least with substantial historical content) on HAW-relevant topics.

1. Today (October 7) Iraq Veterans Against the War (IVAW) launched its campaign called Operation Recovery: Stop the Deployment of Traumatized Troops. On its website, IVAW explains the background of the campaign and asks for public support.

2. More than 150 scholars, including many historians, signed a September 29 press release calling on Georgetown University to revoke its appointment of former Colombia president Álvaro Uribe as a “Distinguished Scholar in the Practice of Global Leadership.” Uribe’s administration was linked to numerous human rights violations.

3. Frank Brodhead, a history PhD and activist, sends weekly e-mailings under the title of “Afghanistan War Weekly,” summarizing news reports from a range of periodicals. They are archived on the United for Peace and Justice website, and anyone can get on the e-mailing list by writing to the author at fbrodhead@aol.com.

Links to Recent Articles of Interest

“The Long War, Year Ten: Lost in the Desert with the GPS on the Fritz”
By Andrew Bacevich, TomDispatch.com, posted October 7
The author teaches history and international relations at Boston University.

“Scapegoating War Crimes in Af-Pak on Drugs”
By Jeremy Kuzmarov, History News Network, posted October 4
The author teaches history at the University of Tulsa; the article draws parallels with the Vietnam War.

“An American Tradition of War and War Protest”
http://www.huffingtonpost.com/cynthia-wachtell/an-american-tradition-of-_b_749867.html
By Cynthia Wachtell
The author teaches American Studies at Yeshiva University.

“The Tale of Progressivism’s Death Has Been Exaggerated”
http://www.hnn.us/articles/132031.html
By Martin Halpern, History News Network, posted October 4
The author teaches history at Henderson State University in Arkansas

“In Struggle with the American Mind”
By William Blum, CounterPunch.org, posted October 1

“The War Addicts: 2016 and Then Some”
By Tom Englehardt, TomDispatch.com, posted September 30

“Prisoners of War: Bob Woodward and All the President’s Men (2010 Edition)”
By Andrew Bacevich, TomDispatch.com, posted September 27

Public Mobilization for a Nuclear-Free World
By Lawrence S. Wittner, September 23, 2010
The author teaches history at SUNY Albany

Education for Dangerous Citizenship

I’ll be at the University of Texas at San Antonio in November giving a talk as part of the Educational Leadership & Policy Studies Distinguished Lecture Series.

The talk, titled “Education for Dangerous Citizenship”, will draw from some of my recent work with Rich Gibson (e.g., “The Education Agenda is a War Agenda” and “No Child Left Behind and the Imperial Project”) and Kevin D. Vinson (“The Concrete Inversion of Life””: Guy Debord, the Spectacle, and Critical Social Studies Education” [pdf]). The UTSA talk will cover some of the foundational ideas for a book Kevin and I are currently writing titled Dangerous Citizenship: A Theory and Practice of Contemporary Critical Pedagogy.

Thanks to Abraham DeLeon for organizing things at UTSA.

Here’s the blurb:

Education for Dangerous Citizenship: War, Surveillance, Spectacle, and the Education Agenda

We live in an era in which leaders have delivered on the promise of perpetual war and where the primary role of “public” schooling is social control. In the contemporary milieu of advanced capitalism, the fusion of surveillance and spectacle produces, maintains, and propagates controlling images that enforce prevailing societal norms by disciplining the thoughts and behaviors of individuals and groups. How might educators respond to the mechanisms of the state used to ensure direct and ideological social control? How might we resist increasingly color-coded social and economic inequality? And might we subvert an education agenda that is a (class) war agenda?

Labor Beat: Chicago Press Conference Protests Obama’s FBI Raids

FBI Raids Activists’ Homes in Sinister COINTELPRO Replay

In a replay of the Federal Bureau of Investigation’s infamous COINTELPRO operations targeting the left during the 1960s and ’70s, America’s political police launched raids on the homes of antiwar and solidarity activists.

Heavily-armed SWAT teams smashed down doors and agents armed with search warrants carried out simultaneous raids in Minneapolis and Chicago early morning on September 24.

Rummaging through personal belongings, agents carted off boxes of files, documents, books, letters, photographs, computers and cell phones from Minneapolis antiwar activists Mick Kelly, Jessica Sundin, Meredith Aby, two others, as well as the office of that city’s Anti-War Committee.

Meanwhile, as federal snoops seized personal property in Minneapolis, FBI agents raided the Chicago homes of activists Stephanie Weiner and Joseph Iosbaker. According to the Chicago Tribune, “neighbors saw FBI agents carrying boxes from the apartment of community activist Hatem Abudayyeh, executive director of the Arab American Action Network.”

“In addition,” the Tribune reported, “Chicago activist Thomas Burke said he was served a grand jury subpoena that requested records of any payments to Abudayyeh or his group.”

Amongst those targeted by the FBI were individuals who organized peaceful protests against the imperialist invasion and occupation of Iraq and 2008 protests at the far-right Republican National Convention in St. Paul, Minnesota.

As Antifascist Calling reported in 2008 and 2009, citing documents published by the whistleblowing web site WikiLeaks, state and local police, the FBI and agencies such as the Department of Homeland Security, the Pentagon’s Northern Command (NORTHCOM), the United States Secret Service, the National Security Agency and the National Geospatial-Intelligence Agency implemented an action plan designed to monitor and squelch dissent during the convention.

As part of that plan’s execution, activists and journalists were preemptively arrested, and cameras, recording equipment, computers and reporters’ confidential notes were seized. Demonstrations were broken up by riot cops who wielded batons, pepper spray and tasers and attacked peaceful protesters who had gathered to denounce the war criminals’ conclave in St. Paul.

With Friday’s raids, the federal government under “change” huckster Barack Obama, has taken their repressive program to a whole new level, threatening activists with the specter of being charged with providing “material support of terrorism.” A felony conviction under this draconian federal law (Title 18, Part I, Chapter 113B, § 2339B) carries a 15 year prison term… continue reading

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On Saturday, Sept. 25, 2010 a press conference was held to protest the FBI raids the day before on Chicago-area anti-war activists. In an attempt to intimidate and silence activists critical of U.S. foreign policy and militarism. Joe Iosbaker and his activist wife Stephanie Weiner had their home invaded by the FBI and searched for 12 hours. They even put in “evidence” bags drawings that their children made. Includes comments by their attorney Melinda Power. The space at the West Town Community Law Office was packed with about 75 supporters from numerous community and anti-war groups who made enthusiastic chants of solidarity at the end of the press conference. Iosbaker vowed that this McCarthy era-type government intimidation will not deter the anti-war movement from building an upcoming Midwest regional march on Oct. 16. Length – 9:28. Produced by Labor Beat. Labor Beat is a CAN TV Community Partner. Labor Beat is a non-profit 501(c)(3) member of IBEW 1220. Views are those of the producer Labor Beat. For info: mail@laborbeat.org, www.laborbeat.org. 312-226-3330. For other Labor Beat videos, visit Google Video, YouTube, or blip.tv and search “Labor Beat”.

Obama’s FBI raids anti-war activists homes in Minneapolis:

Activist Alert on the FBI Raids: The homes of five Twin Cities activists, including three prominent leaders of the Twin Cities antiwar movement, were raided Friday by the FBI in what an agency spokesman described as an “investigation into activities concerning the material support of terrorism.” The office of an antiwar organization also was reportedly raided.

Rouge Forum Update: Educate Organize Occupy Oct 7th!

Rouge Forum Update: Educate Organize Occupy Oct 7th!

Activist Alert on the FBI Raids: The homes of five Twin Cities activists, including three prominent leaders of the Twin Cities antiwar movement, were raided Friday by the FBI in what an agency spokesman described as an “investigation into activities concerning the material support of terrorism.” The office of an antiwar organization also was reportedly raided.

What to Do if a Cop Knocks (don’t talk, demand a lawyer). Details here:

What is Fascism?

Little Red Schoolhouse

Merit Pay Surge in DC (Rhee or No Rhee): Chancellor Michelle A. Rhee announced earlier this year that she had lined up $31.5 million in private foundation support to help pay for the performance bonuses and base pay increases. Officials said Friday that they expected to spend $6 million on the bonuses in the first year. By fiscal year 2013, D.C.’s government will shoulder the burden….Then there’s teaching in grades four through eight: Students in those grades take the standardized exams in math and reading, and improved scores can earn teachers as much as $10,000 more.

School systems across the country have adopted performance-based bonuses in the past few years, but Washington’s bonuses are among the biggest. Teachers in Prince George’s County can receive as much as $10,000 in annual performance bonuses. Education Secretary Arne Duncan has encouraged school systems and states to adopt performance pay, and he made them a factor in decisions for Race to the Top, a $4 billion competitive grant program.

Will Reason Alone Overcome Merit Pay? Offering teachers incentives of up to $15,000 to improve student test scores produced no discernible difference in academic performance, according to a study released Tuesday, a result likely to reshape the debate about merit pay programs sprouting in D.C. schools and many others nationwide.

PBS On Merit Pay (and BankofAmericaisYourFriendfriendbankfriend):

The Rich Get Richer: The Cranbrook Kingswood class of 2010 has reported awards totaling nearly $6,800,000 in academic scholarships from colleges and universities – one of the largest amounts in Cranbrook Schools’ history. Based on previous years’ trends, additional scholarships are expected to be reported throughout the month of June. Over the past three years, graduating classes have averaged nearly $6.4 million in scholarships.

New Issue of Workplace on Academic Labor Around the World: “Global Perspectives on k12 Unions”:

Plus an Important Review by Steve Strauss: “Dave Hill’s foreword sets the tone, and there is no let-up in the chapters that follow. He initiates the book’s relentless attack on neoliberal education policy. One cannot be any blunter than to charge the criminal with mass murder. “Neoliberal globalizing capital condemns millions … to death” (xv), writes Hill. For the masses still alive, the outlook remains grim since neoliberalism “can cope with, co-exist with, extreme poverty and the existence of billions of humans at the margins of existence” (xv). Neoliberalism, as Hill notes, is “unfettered capitalism.”

Read the full RF Update here.

New book: Critical Theories, Radical Pedagogies, and Social Education

Critical Theories, Radical Pedagogies, and Social Education
New Perspectives for Social Studies Education

Edited by:
Abraham P. DeLeon
University of Texas, San Antonio, USA
and
E. Wayne Ross
University of British Columbia, Canada

Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching.

Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.

This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.

TABLE OF CONTENTS
Acknowledgement: Through Collaboration, All Things are Possible

Introduction: On the Edge of History: Towards a New Vision of Social Studies Education
Abraham P. DeLeon and E. Wayne Ross

1. Anarchism, Sabotage, and the Spirit of Revolt: Injecting the Social Studies with Anarchist Potentialities
Abraham P. DeLeon

2. Embattled Pedagogies: Deconstructing Terror from a Transnational Feminist Disability Studies Perspective
Nirmala Erevelles

3. Ecojustice, Community-based Learning, and Social Studies Education
Rebecca A. Martusewicz and Gary R. Schnakenberg

4. Why have School?: An Inquiry through Dialectical Materialism
Rich Gibson

5. Gumbo and Menudo and the Scraps of Citizenship: Interest Convergence and Citizen-making for African Americans and Mexican Americans in U.S. Education
Anthony Brown and Luis Urrieta, Jr.

6. “The Concrete Inversion of Life”: Guy Debord, the Spectacle, and Critical Social Studies Education
Kevin D. Vinson, E. Wayne Ross and Melissa B. Wilson

7. Critically Examining the Past and the “Society of the Spectacle”: Social Studies Education as a Site of Critique, Resistance, and Transformation
Brad J. Porfilio and Michael Watz

8. The Long Emergency: Educating for Democracy and Sustainability during Our Global Crisis
David Hursh

9. Building Democracy through Education: Human Rights and Civic Engagement
William T. Armaline

10. Critical Reflection in the Classroom: Consciousness, Praxis, and Relative Autonomy in Social Studies Education
Wayne Au

11. The Radical and Theoretical in Social Studies
Stephen C. Fleury

Download PDF of book Introduction, Chapters 1 & 2 here.

Links to Recent Articles of Interest—Historians Against the War

Links to Recent Articles of Interest

“The Tragedy of Obama’s Middle East Policy”
By Ussama Makdisi, Informed Comment blog, posted September 22
The author teaches history at Rice University

“One and a Half Cheers for American Decline”
By Tom Engelhardt, TomDispatch.com, posted September 21

“Bradley Manning: An American Hero”
By Marjorie Cohn, CommonDreams.org, posted September 20
Makes comparison with the Pentagon Papers release

“Historian: U.S. Islamophobia Worse Now”
CNN video interview with Simon Schama, posted on History News Network September 14
Simon Schama teaches history at Columbia University.

“Here Come the True Believers: The Great Muslim Scare”
By Lawrence Davidson, CounterPunch, posted September 16
The author teaches history at West Chester University

“Why Peaceniks Should Care About the Afghanistan Study Group Report”
By Robert Weissman, Z-Net, posted September 11

“Hillary Clinton’s ‘American Moment’ Was Nothing But American Blather”
By Andrew Bacevich, The New Republic, posted September 13
The author teaches history and international relations at Boston University.

“The Great Pakistani Deluge Never Happened: Don’t Tune In, It’s Not Important”
By Juan Cole, TomDispatch.com, posted September 9
The author teaches Middle East history at the University of Michigan.

“The Ghost of Munich: America’s Appeasement Complex”
By Fredrik Logevall and Kenneth Osgood, World Affairs Journal, posted September 9

“They used to Burn Catholic Churches, now they Burn Mosques”
By Juan Cole, Informed Comment blog, posted September 9

Critical Education launches new series: A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation.

Critical Education has just published its latest issue at http://m1.cust.educ.ubc.ca/journal/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.

This issue launches the Critical Education article series “A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation”, edited by Adam Renner and Doug Selwyn.

Thanks for the continuing interest in our work,

Sandra Mathison, Co-Editor
E. Wayne Ross, Co-Editor
Critical Education

Critical Education
Vol 1, No 7 (2010)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/18

Articles
——–
A Return to Educational Apartheid?
Adam Renner, Doug Selwyn

Abstract: Series co-editors Renner and Selwyn introduce a special series of articles focusing on the articulation of race, schools, and segregation. Each of the articles in this series will analyze the extent to which schooling may or may not be returning to a state of educational apartheid.

A Separate Education: The Segregation of American Students and Teachers
Erica Frankenberg, Genevieve Siegel-Hawley

Abstract: Despite the obvious connection between the two, student and teacher segregation are rarely examined together. To help fill that gap, this essay explores what is known about the extent of interracial exposure for students and teachers in U.S. public schools. This article reviews evidence underscoring the paramount importance of school integration. A description of the legal landscape governing desegregation follows, as well as a discussion of why current patterns of racial isolation persist. The essay next describes the demographics and segregation of today’s students and teachers. In particular, the essay focuses on the growing segregation of students of color, the lingering isolation of white students, and the ways in which the overwhelmingly white teaching force reinforces patterns of student segregation. We close with a discussion of the implications of these trends.

Rouge Forum Update: October Special!

Rouge Forum Update: October Special!

Starters–a poem

REAL ESTATE RULES

(Scott Stringer, Manhattan borough president: “The entrance fee to live here is a million-dollar condo.” — The New York Times, July 4)

“Give me your tired, your poor, your huddled masses,”
Said Emma Lazarus — but time passes,
And the poor go back to being wretched refuse
For which the condo captains have no use.
And so the needy are forced again to disperse,
To search for ill-lit tenements, or worse,
From which their outcast children may behold
The soaring towers built of glass and gold.
—Leon Freilich

Little Red Schoolhouse

An Interchange: Why are Today’s Students Apathetic? Young people also know almost nothing about the history of American imperialism, nor do they know about the rich (and bipartisan!) antimilitarist tradition in America. Years of government school has only served to leave Uncle Sam looking strapping in his camouflage. This is probably why inanities like “they hate us for our freedom” have such currency in America…. Finally, most young people are more interested in remaining in the good graces of those around them than learning about the world.

The Idiosyncratic Nature of Teaching and Learning: “The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing,” the researchers concluded. Ditto for teaching styles, researchers say. Some excellent instructors caper in front of the blackboard like summer-theater Falstaffs; others are reserved to the point of shyness. “We have yet to identify the common threads between teachers who create a constructive learning atmosphere,” said Daniel T. Willingham, a psychologist at the University of Virginia and author of the book “Why Don’t Students Like School?”But individual learning is another matter, and psychologists have discovered that some of the most hallowed advice on study habits is flat wrong.

More of Detroit’s School Thieves to the Hoosegow: Detroit — A former payroll manager for Detroit Public Schools was sentenced Thursday to 24 months in prison for defrauding the district of hundreds of thousands of dollars by writing payroll checks to dead employees and another who was receiving disability payments. Toni D. Gilbert, 46, of Detroit was also ordered to pay $672,762 in restitution, according to United States Attorney Barbara L. McQuade.

Can Anything Halt the Tragic Collapse of Detroit and its University? He described as disappointing the university’s low ranking in the latest U.S. News and World Reports annual listing of colleges in the U.S., saying “the view from the basement isn’t good.” He also addressed the university’s low graduation rates, saying the good news is that “the problem was recognized some time ago, and we have a number of creative programs that are working to alleviate this problem.”

Why Have School? We’re teaching kids what it means to be a citizen in our country. And what I fear we’re doing is teaching them that what it means to be an American is that you accept authority without question and that you have absolutely no rights to question punishment. It’s very Big Brother-ish in a way. Kids are being taught that you should expect to be drug tested if you want to participate in an organization, that walking past a police officer every day and being constantly under the gaze of a security camera is normal. And my concern is that these children are going to grow up and be less critical and thoughtful of these sorts of mechanisms. And so the types of political discussions we have now, like for example, whether or not wiretapping is OK, these might not happen in 10 years.

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Michigan and the RaTT Shell Game Saps (wither the vaunted lobbying power of the MEA? You Got the Law, and Zero Dough) Pay for performance as a part of teacher compensation is coming soon to your school district as part of a series of new laws enacted in Michigan’s failed bid to win federal Race to the Top funds.
The new laws were enacted prior to Michigan’s first application for Race to the Top funds. The laws are expected to remain, even though the state did not receive money in the first or second rounds of federal funding.

Time Mag Shills for Comerica Bank’s “Partnership” with Detroit Public Schools (Not a privatization, but a near seamless merger of the corporate world and the government schools) Some background: At Detroit Cristo Rey, the student body is 85 percent Black and 35 percent Hispanic. (sic…Time is numerically challenged). T he training was held as part of the school’s corporate work study program, in which students maintain jobs at local Detroit organizations. The students work to contribute funds to pay for their education, while also gaining valuable experience….

Dueling Documentaries–Against Waiting for Superman

Plus Susan Ohanian on the Six Degrees from Obamagogue to Superman Film: … Davis Guggenheim, who wrote and directed “Waiting for Superman, made a bio of Barack Obama’s mother, which premiered at the 2008 Democratic National Convention before Barack Obama’s speech accepting his party’s nomination. He also directed an Obama infomercial which aired in 2008. Guggenheim is best known as director of the blockbuster “Inconvenient Truth.” (2006)

San Diego State Adds to the Proud Casino Gambling Program, The Sports Management Program, and the Homeland Security Program–Troops to Teachers (will they get attacked like Teach for America?) The California branch of the federal Troops to Teachers program formally opened its new headquarters Thursday on the San Diego State University campus. Jointly funded by the Department of Education and the Department of Defense, the program is designed to recruit veterans into teaching programs and provide them with academic advising, counseling and financial services.

SDSU Profs Resort to FlashMobs To Do Research: … to fill a void that has disadvantaged research on campus through a lack of advocacy and perpetual misunderstanding/misrepresentation of researcher needs…Among possible upcoming efforts planned by the group, a ten-minute “flash mob” demonstration by the professors in front of Manchester Hall, where the administration is housed, and multiple Public Records Act requests to the university regarding its grant-funding practices.

Japan In Crisis–Adds Lots of Pages!

Workplace No 17 (2010): Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

Workplace: A Journal for Academic Labor No 17 (2010):
Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/workplace/issue/view/8

Articles
——–
Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions: Special Issue Introduction
Howard Stevenson

Terminating the Teaching Profession: Neoliberal Reform, Resistance and the Assault on Teachers in Chile
Jill Pinkney Pastrana

Social Justice Teacher Unionism in a Canadian Context: Linking Local and Global efforts
Cindy Rottmann

Australian Education Unionism in the Age of Neoliberalism: Education as a Public Good, Not a Private Benefit
Jeff Garsed, John Williamson

“What’s Best for Kids” vs. Teacher Unions: How Teach For America Blames Teacher Unions for the Problems of Urban Schools
Heidi Katherine Pitzer

Gramsci, Embryonic Organic Intellectuals, and Scottish Teacher Learning Representatives: Alternatives to Neoliberal Approaches to Professional Development in the K-12 Sector
Alex Alexandrou

Pedagogy of Liminality? The Case of Turkish Teachers’ Union Egitim-Sen
Duygun Gokturk

Book Reviews
——–
Review of Industrial Relations in Education: Transforming the School Workforce
Merryn Hutchings

A Portrait of Authenticity: A Review of Carl Mirra’s (2010) The AdmirableRadical: Staughton Lynd and Cold War Dissent, 1945-1970. Kent, OH: Kent University Press
Adam Renner

Review of Union Learning Representatives: Challenges and Opportunities
Becky Wright

Review of How the University Works: Higher Education and the Low-Wage Nation
Marisa Huerta

Review of Academic Repression: Reflections from the Academic-Industrial Complex
Leah Schweitzer

The Sociopathology of Everyday Business: A Review of The University Against Itself: The NYU Strike and the Future of the Academic Workplace
Jim Rovira

Review of The Rich World and the Impoverishment of Education: Diminishing Democracy, Equity and Workers’ Rights
Paul Orlowski

Technology and (Human) Rights: A Review of Human Rights in the Global Information Society
Stephen Petrina

Review of The Developing World and State Education: Neoliberal Depredation and Egalitarian Alternatives
Steven L. Strauss

Miscellany
——–
Connecting Teacher Unions and Teacher Union Research
AERA Teachers’ Work/Teacher Unions SIG