Rouge Forum Update: An Injury to One is an Injury to All: Detroit and Much More!

http://www.richgibson.com/blog/

Dear Friends,

Check the link above but note that Detroit may be the next centerpiece for education struggles soon. The Detroit Federation of Teachers bosses signed a tentative agreement (TA) with the Broad Foundation’s Detroit Financial Manager, Bob Bobb who now runs the system, that offers DPS $500 a month from each teacher’s check, or $10,000 a year, to be paid back as a no-interest loan when the teacher quits the system.

With about 7000 school workers in DPS (not all classroom teachers), paying the dun for 2 1/2 years of the 3 year contract, that’s a $105 million no-interest loan to a school system that claimed it needed about $40 million in concessions from the school workers. More, DPS claims its on the brink of bankruptcy, which would likely dissolve the debt to educators.

The TA also includes huge give-backs in insurances (eliminating Blue Cross), merit pay, teachers evaluating teachers, and worse.

The contract language is murky on what looks like a union bracero program, selling the labor of members to DPS with a specious promise of repayment on the “loan,” (blackmail for a job). The TA is here: http://mi.aft.org/dft231/ although in the past members have complained about not being told of the full measure of TA’s.

In a meeting of about 2500 of the DFT members at Cobo Hall on Sunday, most rank and filers agreed that 90% plus rose to oppose the TA that was bargained behind their backs, involving the top national leadership of the AFT, like President Randi Weingarten.

No group of organized educators has been on strike in the last decade more than DFT rank and filers who led a huge wildcat strike, against their union, against the law, and against the employer—and they made gains.

But today the DFT is relatively isolated. The union leadership stayed silent in the face of massive corruption and incompetence that infected nearly every aspect of Detroit school life. Citizens turned against the system as a whole.

When Broad’s Bobb arrived, citizens applauded as he rooted out the more obvious small time crooks in the system, but he left aside the contractors who looted the public by stealing millions in no-bid contract during the five year period of the Takeover Board, when the governor wiped out the elected board and replaced them with, mostly, suburban auto execs from the failing Big Three. The Takeover Board left DPS at least $40 million in debt.

Now, there are at least 10 newly built schools that sit empty and stripped of everything of value, schools that were built in the Takeover period–in a system that loses 12,000 students a year.

Bobb “won” a new $500 million bond issue to build more new schools by a 2/3 majority this fall, indicating his newly won clout, and his ability to syphon off more money from a system that claims it will build new schools, but demands blackmail payments from teachers. Bobb has already pulled out millions on no-bid offers to cronies in Broad related companies.

The DFT’s sellout Tentative Agreement will appear in urban bargaining tables everywhere next year, if DPS gets away with this. An injury to one really will go before an injury to all.

Every expression of solidarity in opposition to this TA will matter. More, suburban MEA members need to unite with the DFT rank and file, join with parents and kids to create enough educational civil strife that drives the DFT bosses back to the bargaining table, forces them to report out a TA that makes gains, not concessions.

No union is ideologically or structurally prepared to take on the battles ahead–why we formed the Rouge Forum a decade ago. When they say “Cutback,” We say “Fight Back!”

There is MUCH MORE on the blog linked here.

Good luck to us, every one.

r

Racial Gaps in Bowl Teams’ Academic Performance

The Institute for Diversity and Ethics in Sport at the University of Central Florida reports that large racial gaps remain in the academic performance of football players who will appear in bowl games this year. Among the findings on 67 teams (with one still to be determined):

  • 57 colleges (up from 56 in 2008‐9) or 85 percent had graduation success rates of 66 percent or higher for white football players, which was more than 2.8 times the number of colleges with equivalent rates for African‐American football athletes.
  • 21 colleges (up from 19 in 2008‐9) or 31 percent graduated less than 50 percent of their African‐American football athletes, while only two colleges graduated less than 50 percent of their white players.
  • Seven colleges (up from five in 2008‐9) or 10 percent graduated less than 40 percent of their African‐American football student‐athletes, while no college graduated less than 40 percent of their white football players.
  • 14 schools (up from 12 schools in 2008‐09) or 21 percent had graduation success rates for African‐American football student‐athletes that were at least 30 percent lower than their rates for white football student‐athletes.
  • 35 schools (up from 29 schools in 2008‐09) or 52 percent had graduation success rates for African‐American football student‐athletes that were at least 20 percent lower than their rates for white football student‐athletes.

Four schools had graduation success rates for African‐American football student‐athletes that exceeded their rates for white football student‐athletes: Connecticut (five percent higher), Troy (seven percent higher), Southern Miss (eight percent higher), and Rutgers (four percent higher). That was down from five schools in the 2008‐09 study.

Only Texas Tech and Troy had overall graduation success rates for football players that were better than the overall student‐athletes’ GSR. Only Cincinnati and Connecticut had equivalent graduation success rates between the football players and overall student‐athletes.

TIDES Director Richard Lapchick highlighted that, “If there were a national championship based on graduation success rates among bowl teams, Navy and Northwestern would have played for the National Championship. Both teams graduated at least 92 percent of all football student‐athletes and at least 83 percent of African‐American football student‐athletes. If there were a national championship based on APR [NCAA’s Academic Progress Rate] scores, Stanford and Air Force would battle each other with APR scores of 984 and 983, respectively.”

Why liberals kill and other links to articles recommended by Historians Against the War

Links to Recent Articles of Interest

“Obama’s Folly”
By Andrew Bacevich, War in Context website, from the Los Angeles Times, December 3

“The President Has Drawn the Wrong Lessons From His Understanding of the History of War”
Interview with Andrew Bacevich on Democracy Now, posted December 2

“Obama’s Surge: Has the President Been Misled by the Iraq Analogy?”
By Juan Cole, Salon.com. posted December 1
A detailed analysis of circumstances that gave the Iraq “surge” the appearance of success, and of how circumstances in Afghanistan are different.

“Afghanistan: The Roach Motel of Empires”
By Zoltan Grossman, AfterDowningStreet.com, posted December 2

“Afghanistan Fact Sheet: The Numbers Behind the Troop Increase”
By the National Priorities Project, posted December 1

“A Better Way to Kill? Human Terrain Systems, Anthropologists and the War in Afghanistan”
By David Price, CounterPunch.org, posted December 1

“It’s Obama’s War Now”
By Gary Leupp, CounterPunch.org, posted November 30
The author teaches history at Tufts University; despite its title, the article is mainly historical.

“The Soviet Occupation of Afghanistan Through CIA Eyes: Lessons for the United States Today”
By Bennett Ramberg, Huffington Post, posted November 24

Bill Moyers’ Journal, November 20 – on escalation in Vietnam
Public Broadcasting System, November 20
On Lyndon Johnson’s decision making on Vietnam in the mid-1960s, using excerpts from President Johnson’s taped phone conversations with top advisors. The video of this program can be accessed here.

“Why Liberals Kill”
By Thad Russell, The Daily Beast, posted October 17
a broad-brush analysis of the liberal foreign policy tradition from a libertarian conservative perspective

Suggestions for inclusion in these lists are welcome: they can be sent to jimobrien48@gmail.com. Members of the working group for this project are Matt Bokovoy, Carolyn (Rusti) Eisenberg, Jim O’Brien, Maia Ramnath, and Sarah Shields

Rouge Forum Update: Sky Falling Fast; Resistance Rising Too!

Obama-the-warrior

Full update here: Rouge Forum Update: Sky Falling Fast; Resistance Rising Too!

Dear Friends,

There have been at least 16 occupations seeking to rescue education from the ruling classes in California this month, and more to come. UC Irvine next. Germany, Austria, and France also witnessed fight-backs coming from united students and workers.

To date, the only organized school voice in the US that recognizes the current crises as class war is the Rouge Forum–which may speak well for us, or not so well for others who, so far, hold onto wisps of unfounded hope made up of the shreds of democracy and citizenship in the USA.

The direct action occupations and the defenders outside the buildings up the ante for thought and action in schools and in the streets, demonstrating the violence behind capitalist democracy; overcoming the alienated notion that people other than us will save us.

See the Rouge Forum blog linked above for a more complete update.

Good luck to us, every one,
r

Lastest article links from Historians Against the War

Links to Recent Articles of Interest from HAW.

“History Promises Disaster in Afghanistan for Blind America”
By John R. MacArthur, Providence Journal, posted November 18
(by the publisher of Harper’s Magazine)

“Washington’s Welcome Indecision”
By Mahir Ali, Znet, posted November 18

“Who’s Afraid of World Government?”
By Lawrence Wittner, History News Network, posted November 16
(The author teaches history at SUNY Albany,)

“Haunted by Gorbachev’s Ghost”
By James Fergusson, truthdig.org, posted November 15 (from The Independent)
(on parallels with the Soviet experience in Afghanistan)

“Obama, Learn the Lessons of Vietnam – from JFK, not LBJ”
By Larry Berman and Edward Miller, New York Daily News, posted November 13
(Miller teaches history at Dartmouth College)

“Why the Afghan Surge Will Fail”
By Conn Hallinan, Foreign Policy in Focus, posted November 12

“The Fifty-Year War”
By Jonathan Schell, The Nation (November 30 issue), posted November 11
(on domestic politics as the link between US decision-making in Vietnam and Afghanistan)

“Cold War Without End: America Never Had a Post-Communist Revolution”
By David Brown, Antiwar.com, posted November 10

“Drone Race to a Known Future: Why Military Dreams Fail – and Why It Doesn’t Matter”
By Tom Engelhardt, TomDispatch.com, posted November 10

“Sen. George McGovern on the Presidency from Lincoln to Obama”
Interviewed by Robert Scheer, Truthdig.com, posted November 6

Suggestions for inclusion in these lists are welcome: they can be sent to jimobrien48@gmail.com. Members of the working group for this project are Matt Bokovoy, Carolyn (Rusti) Eisenberg, Jim O’Brien, Maia Ramnath, Sarah Shields

Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Call for Manuscripts: Special Section of Critical Education

The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Special Section Guest Editor:
Abraham P. DeLeon
University of Texas at San Antonio

Critical Education is seeking manuscripts that address the question of the nonhuman animal in educational research, theory and praxis. Examining the representations of nonhuman animals provides opportunities to explore ideology, discourse, and the ways in which the construction of nonhumans mirrors the representation of the human Other in contemporary and historical contexts. Schools are filled with social practices concerning nonhuman animals, whether that is the food served in the cafeteria, dissection in Science classrooms, or representations in textbooks. Linked to an agenda of social justice that has emerged in the educational literature over the past decade, the treatment of nonhuman animals needs to be addressed by critical theorists in education that seek to change structures of oppression for all of life on this planet. Traditional representations of the animal persist (unfettered desire, wild, barbaric, brutish, and savage), despite the fact that we know little outside of Western empirical science. To be animal then is to be wild and something apart from supposedly human traits of rationality, language, and logic. In turn, this allows highly exploitive and torturous industries to emerge and flourish that exploit nonhumans. However, ruptures existed that threw into question what it meant to be human, such as the case of wild people and feral children. As the category of human is often reified in educational scholarship unquestioningly, this provides a unique opportunity to deconstruct these categories and their exclusionary functions.

The recent literature surrounding eco-pedagogy and critical animal studies (Andrzejewski, et. al., 2009; Best, 2009; Bowers, 2001; Kahn, 2008; Martusewicz & Edmundson, 2005; Riley-Taylor, 2002) and the cultural politics of nature (Shukin, 2009) begs us to examine how the question of the animal is tied to the larger project of educational theory and practice. Published over a series of issues, this section will allow scholars to explore what this means for education. Some possible topics can include:

  1. Have schools largely ignored nonhuman animals in historical and contemporary contexts? If so, why and in what specific ways?
  2. How is the cafeteria implicated in relationships of domination over the nonhuman body?
  3. What do intersecting oppressions (racism, speciesism, classism, sexism) mean for educational theory and practice?
  4. Do anthropocentric ideologies emerge in educational, theory, practice, or policy? How does anthropomorphism emerge in traditional forms of curriculum or textbooks?
  5. What have been the roles of nonhuman animals in schools historically?
  6. How can critical educational theory respond to the paradox of the “animal”?

The guest editor seeks theoretical, conceptual, and qualitative papers addressing the central theme and any work submitted will be peer-reviewed.

Nonhuman animals need to be accounted for within the broader educational literature and this special section allows scholars to explore this important and timely topic.

Any questions can be directed to Dr. Abraham DeLeon, University of Texas at San Antonio, abraham.deleon@utsa.edu.

_________________________________

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices.

Please see, http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/index for more information and submission information.

Workplace #16 Academic Knowledge, Labor, and Neoliberalism

The Editors of Workplace: A Journal for Academic Labor are pleased to announce the release of Workplace #16—”Academic Knowledge, Labor, and Neoliberalism.”

Check it out at: http://www.workplace-gsc.com

Table of Contents

Articles
Knowledge Production and the Superexploitation of Contingent Academic Labor
Bruno Gulli

The Education Agenda is a War Agenda: Connecting Reason to Power and Power to Resistance
Rich Gibson, E. Wayne Ross

The Rise of Venture Philanthropy and the Ongoing Neoliberal Assault on Public Education: The Eli and Edith Broad Foundation
Kenneth Saltman

Feature Articles
Theses on College and University Administration: A Critical Perspective
John F. Welsh

The Status Degradation Ceremony: The Phenomenology of Social Control in Higher Education
John F. Welsh

Book Reviews
Review of The Last Professors: The Corporate University and the Fate of the Humanities
Desi Bradley

Authentic Bona fide Democrats Must Go Beyond Liberalism, Capitalism, and Imperialism: A Review of Dewey’s Dream: Universities and Democracies in an Age of Education Reform
Richard A. Brosio

Review of Capitalizing on Disaster: Taking and Breaking Public Schools
Prentice Chandler

Review of Pedagogy and Praxis in the Age of Empire: Towards a New Humanism
Abraham P. Deleon

Review of Cary Nelson and the Struggle for the University: Poetry, Politics, and the Profession
Leah Schweitzer

Review of Rhetoric and Resistance in the Corporate Academy
Lisa Tremain

Read the Workplace Blog: https://blogs.ubc.ca/workplace/
Join us on Facebook: http://www.facebook.com/group.php?gid=24374363807&ref=ts

A Call for Copyright Rebellion

Today’s Inside Higher Ed reports on Lawrence Lessig‘s call for copyright rebellion at the Educause Conference in Denver. Lessig is an open access advocate and law professor at Harvard University.

Lessig basic argument is that “the manner in which copyright law is being applied to academe in the digital age is destructive to the advancement of human knowledge and culture, and higher education is doing nothing about it.”

Academics — presumably stakeholders in the effort to advance knowledge — have been uncharacteristically and disturbingly silent on the copyright “insanity” that has befallen the information trade, Lessig said.

“We should see a resistance to imposing the Britney Spears model of copyright upon the scientist or the educator,” he said. “…But if you would expect that, you would be very disappointed by what we see out there in the scientific and and education communities.” Scholars, he said, have allowed the copyright conversation to be steered by lawyers and businesses who are not first and foremost to intellectual discovery.

To them, Lessig delivered a simple message: “Stop it.”

See this, for example.