Rouge Forum Update

Dear Friends,

There is still time to submit a proposal for the Rouge Forum Conference. Come enjoy the company of sane people.

Is it trite to say that the class war that we noticed, among a very few others, years ago, rages now, in schools and out?  Surely, elites know it, even if too many on our side don’t.

Bloomberg News group seems to be the only section of the corporate press truly interested in tracking where the $9.7 billion(+) bailout went. They filed suit and came up nearly blank. Secrecy, as we know, is a cornerstone of tyranny.

Here we see Oregon schools gutted by the collapsing economy (better termed as Their Economy)

California is, right now, issuing thousands of layoff notices to school workers.

People will fight back. There is always resistance. Here are two Seattle teachers who retained their integrity by supporting their kids right to opt out of exams that were completely inappropriate for them. The teachers were suspended. You can email your thought to the Seattle Superintendent at andy.dorn@k12.wa.us

After months of secrecy, NEA’s bosses finally advised some members that they have been working behind the scenes, again, to merge NEA’s 3.5 million members with the AFL-CIO and the splinter group, Change to Win. On the face of it, solidarity might be appealing. But neither the AFL-CIO nor the CTW has ever practiced solidarity unionism. To the contrary, the labor bureaucrats have systematically disorganized workers’s job actions, as with the Detroit Teachers Wildcat, and they have used violence against labor reformers, as with the SEIU attack on Labor Notes in 2008. All NEA would get would be a more undemocratic structure, a la the AFT.

Meanwhile, NEA mis-leaders joined AFT, the Business Roundtable, and other employer groups to promote national teaching standards. Why national standards? It is not possible to split foreign policy and domestic policy. The education budget is a war budget. The crux of the US education project is to produce students so witless, docile, loyal, yet useful,  they will support the poor of their home nation going off to fight and die for the rich. Bill Blum noticed this recently when he reminded us of this quote from the song about racism from the Broadway classic show, “South Pacific”  “You’ve got to be taught” …

You’ve got to be taught
from year to year.
It’s got to be drummed
in your dear little ear.
You’ve got to be taught
before it’s too late.
Before you are 6 or 7 or 8.
To hate all the people
your relatives hate.
You’ve got to be carefully taught.

From the NEA press release:

NEA partners to develop standards for measuring 21st century skills.Education collaborative strives to ensure global competitiveness for students:

WASHINGTON – February 23, 2009 – NEA is pleased to announce its partnership with the Council of Chief State School Officers, the National Governors Association, Achieve, Inc., the Alliance for Excellent Education, the Hunt Institute, the National Association of State Boards of Education, and the Business Roundtable, in a new state-led initiative to improve the access of every student to a complete, high-quality education that provides the skills and knowledge needed to thrive in the 21st century. The Common Core State Standards Initiative is working to produce a common core of voluntary state standards across grades. The K-12 standards would cover English/language arts, math, and eventually science. The initiative plans to be an inclusive and transparent process that will include input from education, civil rights and business leaders among others. “NEA welcomes the opportunity to participate in this effort to provide manageable, high-quality standards for adoption by states to guide efforts to improve education,” said NEA President Dennis Van Roekel. “We are pleased that the voices of classroom educators will now be a part of this process…

When the bosses say Cut Back. We must say Fight Back. No Concessions. No Layoffs. No wage or benefits cuts. Cap class size at 20 for everyone. Hire more people to combat unemployment. Go get us the Schools Tarp. Or we will shut your schools down and open freedom schools, teaching things that matter: Class struggle, love, sensuality and reproduction, rational knowledge in an atmosphere that promotes critique and freedom. All of that is illegal in California right now.

Meanwhile, AFL-CIO leaders cavort and bicker at the pricey Miami Fountainbleau Hotel

David Berliner has a new piece out, Poverty and Potential: Out-of-School Factors and School Success,
demonstrating once again Jean Anyon’s thesis: Doing school reform without social and economic reform is like washing the air on one side of a screen door. It won’t work.

For those who enjoy irony, here is General Motors, long the siren of Buy American, demanding a bailout, from Europe.

What happened to the capitalist economy anyway? Here are two quick insights, this one from old Marx himself: For Marx, there was never any doubt about the root cause of capitalist economic crises:

The ultimate reason for all real crises always remains the poverty and restricted consumption of the masses as opposed to the drive of capitalist production to develop the productive forces as though only the absolute consuming power of society constituted their limit.

Here is an extension from John B. Foster, author of the recently released, Great Financial Crisis, responding to an inquiry:

No I am not equating stagnation, stagflation, and overproduction. though they overlap. Stagnation, i.e. slow growth, rising unemployment/underemployment, high excess capacity, etc. reemerged in the 1970s. Initially, there was a period of stagflation (stagnation plus inflation). The inflationary part was brought under control but not the underlying stagnation, which continued. Under monopoly capital (or monopoly-finance capital) actual overproduction is not the dominant tendency since the demand shortfalls show up in overcapacity rather than overproduction. Corporations cut back on output pretty quickly and lower their capacity utilization (fully competitive capitalism didn’t work this way). You could say, though, that it is a case of implicit overproduction, so there is no real contradiction. Of course a build up of productive capacity, which is increasingly underutilized, fits just as well with Marx’s statement, ‘the real barrier of capitalist production is capital itself,’ which you quote.

All of which adds up to why you should book now to join us at the Rouge Forum Conference, May 15 to 17 in Ypsilanti! Keynotes: Staughton Lynd, Greg Queen, Rebecca Martusewicz .

All the best, r

Thanks to Gil, Bob, Susan and Susan, George and fam, Paul and Mary, Cindy, Amber, Della, Evan and Ethel, Tony H, Suber, Beau, Kelly, Jan, Dionne, Sandy and Sally, Shea, Holly, Peter M, Tom H, Cassie, Jean and Ken and fam, Jim the 3rd, Travis, Dan H, Gina, Sharon Ag, Carol Panetta, and Bobby.

The big lie that “progressives” tell themselves about Obama

This issue is been bugging me since the US presidential campaign heated up, oh two years ago.

Why is it that so-called “left-liberals” (including venerable liberal publcations like The Nation) think that Obama and his policies are progressive?

Is it that the notion of progressivism has lost all meaning; has become detached from progressive liberalism of the early 20th century that focused on issues of social justice and social democracy? I think so.

The vague, meaningless slogans of Obama the campaign (“Change” and “Hope”) offered no indication of the actual substance of how societal (or governmental) conditions might be improved. The lack of substance in the campaign allowed, no, encouraged people to project their own meanings onto Obama’s slogans and campaign promises.

But what really amazes me is how so many left-liberals ignored or did not believe Obama meant what he said when it comes to war and Wall Street.

How do peace activists and the anti-war movement in general back Obama when he balances his promise to end the war in Iraq with a promise to intensify the war in Afghanistan? I just don’t get the logic and apparently there is none, these folks are just hoping for Obama to be something different from what he says he is.

But if you take a look at Obama’s team there is really no doubt about where he’s coming from or where he’s headed. His cabinet appointments are—as Alexander Cockburn and Jeffrey St. Clair at CounterPunch put it, “a slap in the face to Obama’s base”—ex-Harvard, pro-business, and pro-war.

Even Karl Rove praised Obama’s economic team in a Wall Street Journal column!

Here are some of the heavy hitters in the Pro-War line up: Rahm Emanuel (the only Illinois Congressman to vote Yes to the war in Iraq); Hillary (another yes vote for the Iraq war); Robert Gates (Bush’s Pentagon chief!)

The Pro-Business line up is populated by Wall Streeters and Clinton-era appointees who help create the current economic crisis: Lawrence Summers (head of the National Economic Council and Clinton’s Treasury Secretary); Treasury Secretary Timothy Geithner (Summers’ former deputy at the Clinton Treasury, who has also worked for Kissinger and Associates and as head of the NY Fed decided to bailout Bear Stearns and AIG and let Lehman Bros go bankrupt); Interior Secretary Ken Salazar has proven his loyalty to ranchers and the coal industry; Ag Secretary Tom Vilsack is a lobbyist for genetically engineered biocrops (“Monsanto pinup boy,” according to Cockburn, who “comes factory guaranteed as a will-do guy for the agro-chemical complex.”)

And perhaps most disappointingly for “progressive” (whatever that means) educators, Obama’s man at the Education Department is the former “CEO” of Chicago Public Schools (and one of Obama’s Hyde Park basketball buddies), Arne Duncan.

Duncan is an “education reformer”, which is today’s media nomenclature means he aims to reshape schools to better serve the interests of capital through privatization and militarization of public schools and the commodification of childhood. See for example Chicago’s Renaissance 2010 project.

I actually harbored some of that Obama hopefulness when Linda Darling-Hammond was advising O’s campaign on education issues and headed the his transition team on education. Darling-Hammond is a Stanford education professor, who is no political radical, but is certainly one of the most highly respected scholars in the world on issues of teacher education; school redesign; educational equity; instruction of diverse learners; and education policy.

Instead of a thoughtful, educational researcher in the ED—who understands much about what’s wrong with No Child Left Behind and has ideas about how to right federal education policy so that works in the interests of student learning—we have a tool of the Business Roundtable who offers no hope for change from Bush’s Education Secretaries Margaret Spellings and Rod Paige (who famously called the National Education Association a “terrorist organization” because it criticized NCLB.)

Over at the huffingtonpost.com, Jerry Bracey describes the “hatchet job” on Darling-Hammond that paved the way for Duncan to be appointed to the ED slot.

If you want to read about the trail of dead that Duncan leaves behind in the public schools of Chicago, check out Substance News, edited by long-time Chicago teacher and journalist George Schmidt. You can start your reading with this article:

“Duncan leaves to continue attacks on public education from Obama cabinet post as U.S. Secretary of Education”

Detroit, America’s Most Epic Urban Failure

[Above image: “Detroit Industry” – Detroit Institute of Arts ( Diego Rivera ) – View 1, from DetroitDerek’s Flickr photostream.]

Over the past decade or so, I’ve visited Detroit many times, so as I read Mark Binelli’s profile of this dying city in the most recent Rolling Stone (#1073) there was a lot of resonance with my Motown experiences.

The article, of course, focuses on the auto industry, the government bailouts and Binelli uses a visit to the Detroit Auto Show to explore the decline of the industry and the city. But the most compelling part of the article describes a tour of the deindustrial wastelands of downtown Detroit that Binelli takes with Detroitblogger John to see abandoned factories, houses, and office buildings; grassy fields, which used to be crowded working and middle class residential neighborhoods and are now homes to coyotes and other wild life.

Check out photos at DetroitBlog.org or KenTakesPictures “Detroit” Flickr photoset or Derek Farr’s “Detroit Ruins” Flickr photoset to get an idea of what Detroit looks like these days. (KenTakesPictures describes the areas around the old GM factories as resembling scenes from 28 Days Later and Mogadishu)

You can also explore disappeared Detroit here and here.

Binelli vaguely hints at but doesn’t explore Detroit’s spirit of resistance, which is too bad because the history of the city is in many ways a history of resistance. There’s no doubt that Detroit is ground zero of the urban crisis in the US, but it is also home to many people who have and continue to work against racism, labor exploitation, and other inequalities.

Detroit’s also the birthplace of The Rouge Forum, which drew inspiration for it’s name from Detroit’s River Rouge and the River Rouge auto factory, which at one time was the largest factory in the world.

“The Rouge is both nature and work. The Rouge has never quit; it moves with the resilience of the necessity for labor to rise out of nature itself. The river and the plant followed the path of industrial life throughout the world. The technological advances created at the Rouge, in some ways, led to better lives. In other ways, technology was used to forge the privilege of the few, at the expense of most–and the ecosystems, which brought it to life, The Rouge is a good place to consider a conversation, education, and social action.”

Join us at the Rouge Forum annual conference this May, we’ll be meeting at Eastern Michigan University in Yspilanti, close enough for a quick trip to Detroit.

[Rich Gibson has a good collection links that explore the urban, and particularly the educational, crises in Detroit at his web site.]

Fourth International Conference on Education, Labor and Emancipation

Fourth International Conference on Education, Labor and Emancipation

This year’s Theme: Manifesto for New Social Movements: Equity, Access, and Empowerment

It will be help in Salvador, Bahia, Brazil on June 16th – 19th 2009.

Scholars, teachers, students and activists from various fields and countries will convene in Salvador, Bahia (Brazil) to compare theoretical perspectives, share pedagogical experiences, and work toward developing a global movement for social justice in and through education. We invite proposals from the following perspectives: indigenous, feminist, postcolonial, Marxist/neomarxist, queer theory, critiques of neoliberalism/globalization, CRT, liberation theology, anthropology, comparative/international education, etc. Visit our website for more information. http://academics.utep.edu/confele

We appreciate if you can forward this invitation to others who may be interested.

Please do send in your proposals, here are the guidelines:

CALL FOR PROPOSALS
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 enlightening 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

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. Proposals must be accompanied by your conference registration in order to be considered.

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.

CFP: Academic Labor and Law

CFP: Academic Labor and Law
Special Section of Workplace: A Journal for Academic Labor

Guest Editor: Jennifer Wingard, University of Houston

The historical connections between legislation, the courts, and the academy have been complex and multi-layered. This has been evident from early federal economic policies, such as the Morell Act and the GI Bill, through national and state legislation that protected student and faculty rights, such as the First Amendment and affirmative action clauses. These connections continue into our current moment of state and national efforts to define the work of the university, such as The Academic Bill of Rights and court cases regarding distance learning. The question, then, becomes whether and to what extent the impact of legislation and litigation reveals or masks the shifting mission of the academy. Have these shifts been primarily economic, with scarcities of funding leading many to want to legislate what is considered a university education, how it should be financed, and who should benefit from it? Are the shifts primarily ideological, with political interests working to change access, funding, and the intellectual project of higher education? Or are the shifts a combination of both political and economic influences? One thing does become clear from these discussions: at their core, the legal battles surrounding higher education are about the changing nature of the university –the use of managerial/corporate language; the desire to professionalize students rather than liberally educate them; the need to create transparent structures of evaluation for both students and faculty; and the attempt to define the types of knowledge produced and disseminated in the classroom. These are changes for which faculty, students, administrators, as well as citizens who feel they have a stake in higher education, seek legal redress. This special section of Workplace aims to explore the ways in which legislation and court cases impact the work of students, professors, contingent faculty, and graduate students in the university. Potential topics include but are not limited to:

  • Academic Freedom for students and/or faculty
    • Horowitz’s Academic Bill of Rights
    • Missouri’s Emily Booker Intellectual Diversity Act
    • First Amendment court cases concerning faculty and student’s rights to freely express themselves in the classroom and on campuses
    • Facebook/Myspace/Blog court cases
    • Current legislative and budgetary “attacks” on area studies (i.e. Queer Studies in Georgia, Women’s Studies in Florida)
  • Affirmative Action
    • The implementation of state and university diversity initiatives in the 1970s
    • The current repeal of affirmative action law across the country
  • Benefits, including Health Benefits, Domestic Partner Benefits
    • How universities in states with same-sex marriage bans deal with domestic partner benefits
  • Collective Bargaining
    • The recent rulings at NYU and Brown about the status of graduate students as employees
    • State anti-unionization measures and how they impact contingent faculty
  • Copyright/Intellectual Property
    • In Distance Learning
    • In corporate sponsored science research
    • In government sponsored research
  • Disability Rights and Higher Education
    • How the ADA impacts the university
  • Sexual Harassment and Consensual Relationships
    • How diversity laws and sexual harassment policies impact the university
  • Tenure
    • The Bennington Case
    • Post 9/11 court cases

Contributions for Workplace should be 4000-6000 words in length and should conform to MLA style. If interested, please send an abstract via word attachment to Jennifer Wingard (jwingard@central.uh.edu) by Friday, May 22, 2009. Completed essays will be due via email by Monday, August 24, 2009.

A message from Staughton Lynd

I encourage you to get your library to purchase the new memoir by Staughton and Alice Lynd. EWR

Friends,
Greetings.  Alice and I have written a joint autobiography entitled Stepping Stones: Memoir of a Life Together.  We need your help in getting the book into the hands of the young people for whom it is most intended.

The book begins with a lovely Foreword by our longtime colleague, Tom Hayden.  Then come chapters, some written by us both, some by one of us, some by the other.  The chapters are grouped in the following sections:

Beginnings (our families, Staughton as a “premature New Leftist” and Alice on “Music and Dance and Discovering Childhood,” how we met and fell in love);

Community (our three years in the Macedonia Cooperative Community in the hills of Georgia);

The Sixties (among other matters, Mississippi Freedom Summer, a trip to Hanoi, Alice’s work in draft counseling and how it planted in our minds the idea of the “two experts” — the professionally trained person and the counselee, client or fellow struggler — who work together);

Accompaniment (how we found our way beyond the Sixties by doing oral history and then law together, with chapters on Nicaragua and Palestine);

The Worst of the Worst (representing and learning from prisoners);

Afterwords (a poem, retrospectives, Alice’s wishes for our daughter Martha’s marriage).

We had some difficulty finding a publisher.  At length we signed a contract with Lexington Books.  Lexington has produced an attractive hardback edition.  On the front cover there is a photograph of the two of us on the day we married (looking very young) and on the back cover a picture taken at our 50th wedding anniversary.

The problem is that this hardback edition is intended for academic libraries and costs $70.  Perhaps in part because of the current recession, we have been told that a paperback edition will be forthcoming only if orders from libraries are substantial.

This is where you can help.  It could make all the difference in getting this book into the hands of those who will carry on from all of us if you could:

* Ask whatever libraries you are connected with — law libraries, college or university libraries, public libraries — to acquire Stepping Stones.  The address of Lexington Books is:

Lexington Books
4501 Forbes Boulevard
Suite 200
Lanham MD 20706, www.lexingtonbooks.com.

There is a customer service number if desired:  800-462-6420.

* If you are told that the library would purchase a paperback edition but cannot afford an expensive hardback copy at this time, we hope you will write to Lexington Books and tell them that.

Let’s look at the bright side.  If your library orders a copy, you can read the durned book for free.  And if enough libraries order copies it will hopefully trigger paperback production, and together we can pass on to our successors what one Zapatista has called the hope of creating “another everything.”

With thanks, love, and comradeship,

Staughton Lynd for S&A

Rouge Forum Update: Staughton Lynd confirmed as Rouge Forum Conference keynoter

Dear Friends,

Great news! Staughton Lynd (http://en.wikipedia.org/wiki/Staughton_Lynd) has agreed to be a keynote speaker at the Rouge Forum Conference in Ypsilanti, Michigan, May 15 to 17:
Next week, more good news on the keynote topic.

Kathy Emery, expert on the Freedom Schools and, with Susan Ohanian, author of Why Is Corporate America Bashing Our Public Schools?, will be presenting in Los Angeles at the UTLA Human Rights Conference, 3303 Wilshire Blvd, March 27 and 28.

You can find a review at Book TV on CSPAN of Jeff Perry’s new book Hubert Harrison, The Voice of Harlem Radicalism.

Ravi Kumar has a fine interview with Peter Mclaren linked to Radical Notes online.

Resistance to inequality and injustice grows each week. From February 18th to 20th, NYU students occupied a building. They were removed and subsequently expelled. Each struggle brings its own lesson on how to better prepare. Details are here.

There is a lengthy struggle, a strike and civil uprising on Martinique.

A bus strike may lead to a general strike in Ireland.

Two big Marches in March. Most of the anti-war movement will be on the streets on March 21 to condemn the invasion of Iraq (next week a report on the decisions made by the Historians Against the War regarding Afghanistan and other imperial adventures). And there is a call nationwide to March Forth on March 4th, against the homophobia inherent in the vote on California’s Prop 8.

Tougher News: George Soros agrees the sky is falling.

While the auto bailout/UAW sellout amounts to what looks to be the coming end of auto-worker health benefits.

Joel Kovel was fired at Bard. You can review the background and offer help here.

Thanks to Bonnie M, Paul, Joe B and C, Adam, Amber, Candace, Sally, Julie, Jill, Sandy, Laurel, EWR, Ravi, Don A, Ginger H, Kim B, Perry and Steve, Shelly, Kelly, Gina, Ludden, Carlson, Riley, Tommie, Bob, Dave and Sharon, Elaine H, Penny Brown, Sue, Greg and Katie, Bill B, Kevin, Paul and Mary.

All the best,
r

Another example of Marx’s relevance today: The real barrier of capitalist production is capital itself

Capital, Volume 3, Chapter 15

“The real barrier of capitalist production is capital itself. It is that capital and its self-expansion appear as the starting and the closing point, the motive and the purpose of production; that production is only production for capital and not vice versa, the means of production are not mere means for a constant expansion of the living process of the society of producers. The limits within which the preservation and self-expansion of the value of capital resting on the expropriation and pauperisation of the great mass of producers can alone move  these limits come continually into conflict with the methods of production employed by capital for its purposes, which drive towards unlimited extension of production, towards production as an end in itself, towards unconditional development of the social productivity of labour. The means  unconditional development of the productive forces of society  comes continually into conflict with the limited purpose, the self-expansion of the existing capital. The capitalist mode of production is, for this reason, a historical means of developing the material forces of production and creating an appropriate world-market and is, at the same time, a continual conflict between this its historical task and its own corresponding relations of social production. “

Rouge Forum Update: Sky Falling and More!

[Illustration from Z Magazine]

Dear Friends,

The sky is falling. The good thing, and the bad thing, is we were right about that.

Below is a short synopsis of our current context and reasons why you should plan to be at the Rouge Forum Conference in Ypsilanti, Michigan, May 15 to 17. Bring friends and submit a proposal.

The core issues remain inequality on the one hand and organized resistance on the other hand.

Inequality booms world-wide. In the US productivity went up on a near 90 degree vertical line. But wages remained stagnant, creating classic forms of overproduction (in sum, workers unable to buy products their class produces). Simultaneously, finance capital came to dominate and almost split away from productive capital, allowing the working class to maintain a standard of living by offering endless debt and falsely inflated home values. This is the video, Capitalism Hits the Fan.

Finance companies began to buy on margin inside a massive Ponzi scheme of mortgage securities. Fraud leaped in: Maddoff. Finance capital, became a barrier to itself, as Marx wrote years ago, and now we have real stagnation, banks awash in capital they will not loan, huge companies unable to sell goods, and workers losing jobs by the hundreds of thousands; a downward spiral that appears to have no bottom. GM just announced another 47,000 layoffs; demanded–with Chrysler–a total of about $39 billion from US taxpayers.

The aged millionaire Lady Astor complained bitterly about how finance capital operated. She commented on her 100th birthday, “Everyone became obsessed with money in the 1990’s and went higgledy-piggledy scampering after their fortunes,” she said. “People with money used to often care about the people who had no money. Not always, but often. Now, it is rare to find people with money who care at all about people with no money” (New York Times, March 30, 2002).

We witness the corporate state coming into being, the merger of government, business, and the military. Nearly $3 trillion will go to the banks, another $1-2 trillion to the military soon.

This is, as Foster and Magdoff make clear in their recent Monthly Review book, the Great Financial Crisis, a predicament that cannot be solved for working people within the system of capital. If reforms are to be won, they can only be won by linking immediate reform to profound social change. Every reform will be unsustainable.

Containing populations suffering from inequality will become the prime project of ruling classes everywhere, in schools and out. We have  seen massive demonstrations and strikes in Europe already, often initiated by students and teachers.

The large existing organizations that claim to defend working people and students, like the unions, are absolutely unprepared and unfit to meet this crisis. The UAW agreed to the 47,000 layoffs (having already lost a million members) and more concessions still–when concessions never save jobs, other than bosses’ jobs.

In schools, we can foresee a sharpened effort to eliminate freedom, to sharpen the regimentation of curricula, to impose more sophisticated testing, and more militarization as well (perpetual war is real).

Here is AFT’s President Randy Weingarten demanding more national education standards which will invariably tied to high-stakes exams and married to the Obama project of privatized charters.

Criticism of the anti- war coalition United For Peace and Justice continues to flash around the net. Here is one of the latest if not the most troubling, attacking UFPJ’s leadership for abandoning the fight to prosecute war crimes:

Here are two pieces from Rouge Forum members regarding UFPJ:

http://www.richgibson.com/wheremovement.htm
http://www.richgibson.com/icing.htm

The latest Obama Bailout remains mostly a mystery, a secret. But here is a the simple rough outline that we have seen so far, though it makes little sense as a jobs or people stimulus.

And the quick upshot: White recession, black depression.

It is no stretch to see that we are watching the emergence of fascism, which has never solved the problems it claims to solve. Here is Chris Hedges on Inverted Totalitarianism.

Only the Rouge Forum in the US has, in organized fashion, taken up these issues for a decade and translated research into action. We also forged a culture of friendship and mutual respect, among many differing viewpoints, that many people see as the highlight of the conference. Join us!

And for a moment’s relief—Calvin and Hobbes got it a long time ago.

Thanks to Faith, Wayne, Amber, Wendy, Victoria, Tommie, Bob, Gina, Adam, Candace, Sharon Ag…., Della, Kathy Young, Bill, Greg, Emily, Don A., Jim B, Dave S, Gil G, Peter M, Vanessa, Molly, Dave S, SL, Bonnie Macintosh, Nancy S, Steve R and Ricky C, Kelly, Beau, and the Old Mole.

All the best and good luck to us, every one.
R