Tag Archives: educational reform

Public funding of private schools is at odds with democracy

Public funding for private schools is at odds with creating a more equitable, just, and democratic society.

It is a policy that almost always privileges families with more disposable income over the less wealthy and poor and often privileges religious education over secular education.

Moreover, public funding of private schools supports a two-tiered system of education that allows some schools to cherry pick who attends and undermines the concepts of the public good and community in favor of individual gain.

Public school budget cuts result in closed libraries, reduced special education services, and increased class size, while private schools are publicly subsidized to provide the advantaged with more benefits. These include such as smaller class sizes, which allow teachers to be more responsive to student needs and customize learning activities and to provide private school students with enriched curricula in art, sports, and music programs.

For the first one hundred years of its history there was no public funding of private or religious schools in British Columbia. The Social Credit government introduced public funding of private education in 1977 and only then did enrolment in private schools begin to increase, taking a larger share of the provincial education budget.

Since the BC Liberals ascended to power, British Columbians have been subjected to a steady stream of ideologically driven public policy decisions that shift responsibility for providing and financing public services from the public to the private domain. As with other public assets, their aim is to privatize the commonwealth of the province.

Public funding of private schools is a form of privatization consistent with fundamental ideological positions of the BC Liberals and the corporate media in BC, which include reducing taxes on the wealthy and corporations and cutting public spending for social services.

Privatizing public enterprises, goods, and services is usually done in the name of increased efficiency, but mainly has the effect of concentrating wealth in fewer hands (the gap between the wealthiest and the majority of BC families has grown dramatically over the past 30 plus years) and making the public pay more for its needs (see, for example, BC Ferries).

Not unlike academy schools in England or charter schools in the US, public funding of private schools in BC is privatization through the back door.

Elite private schools are subsidized by the public, while public schools are told to look to the market—recruiting tuition paying international students, setting up school district business companies, or opening their doors to corporate programs—or to parent fund raising, to solve a budget crisis imposed by government’s distorted priorities.

In a recent editorial, The Province charged critics of public funding for private schools with being “long on ideology and short on intelligence,” but it seems this paper’s own market ideology has blinded them to some key facts.

The fundamental idea of public funding for private schools is based on the false premise that private schools do a better job. In reality, public school students outperform private school students.

A recent study of first-year physics students at UBC found that those who had graduated from public schools in Metro Vancouver outperformed their private schools peers.

This finding is reiterated in a study just published by the University of Chicago Press, which concludes public schools achieve the same or better mathematics results as private schools with demographically similar students.

In 2006, the Educational Testing Service reached similar conclusions, finding that US public school students outpaced private school students in both reading and math.

Private school enrolment is soaring because it is encouraged by public policies that divert public money to support private interests and by ideologies that promote individualism and private gain over community and shared interests.

[Edited version published as op-ed column, “Private education funding is undemocratic,” in Times Colonist, June 28, 2014: http://www.timescolonist.com/opinion/op-ed/comment-private-education-funding-is-undemocratic-1.1185002]

[Shorten version published as letter, “Education: Privatization through the back door: Responsibility for public services shifting to private domain,” in Vancouver Sun, June 21, 2014: http://www.vancouversun.com/business/Saturday+June+Education+Privatization+through+back+door/9960264/story.html]

Education for Revolution special issue of Works & Days + Cultural Logic launched

Education for Revolution a special issue collaboration of the journals Works & Days and Cultural Logic has just been launched.

Check out the great cover image (Monument to Joe Louis in Detroit) and the equally great stuff on the inside. Hard copies of the issue available from worksanddays.net and Cultural Logic will be publishing and expanded online version of the issue in the coming months.

Rich and I want to thank David B. Downing and his staff at Works & Days for the fabulous work they did on this issue, which is the second collaboration between the two journals. Read Downing’s foreword to the issue here.

Works & Days + Cultural Logic
Special Issue: Education for Revolution
E. Wayne Ross & Rich Gibson (Editors)
Table of Contents

Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
Rich Gibson, San Diego State University

Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship
E. Wayne Ross, University of British Columbia
Kevin D. Vinson, University of The West Indies

Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy
Julie Gorlewski, State University of New York, New Paltz
Brad Porfilio, Lewis University

Learning to be Fast Capitalists on a Flat World
Timothy Patrick Shannon, The Ohio State University
Patrick Shannon, Penn State University

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota

Schooling for Capitalism or Education for Twenty-First Century Socialism?
Mike Cole, University of East London

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
Curry Stephenson Malott, West Chester University of Pennsylvania

The Pedagogy of Excess
Deborah P. Kelsh, The College of Saint Rose

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
John Maerhofer, Roger Williams University

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
Grant Banfield, Flinders University of South Australia

The Illegitimacy of Student Debt
David Blacker, University of Delaware

Hacking Away at the Corporate Octopus
Alan J. Singer, Hofstra University

A Tale of Two Cities ¬– and States
Richard Brosio, University of Wisconsin, Milwaukee

SDS, The 1960s, and Education for Revolution
Alan J. Spector, Purdue University, Calumet

CFP: “Teach for America and the Future of Education in the US”

Call for Submissions
Critical Education Special Series

“Teach for America and the Future of Education in the US”
Guest Editor: Philip E. Kovacs, University of Alabama, Huntsville

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

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

In an effort to provide assistance to those organizations working to maintain the integrity of the teaching profession, the Critical Education seeks research on TFA’s practices, procedures, outcomes, and impacts. We are looking for empirical and theoretical pieces written in a style that congressional staffers can easily access and understand. We are not interested in pieces that sacrifice intellectual rigor for ease of reading, but we are also wary of overly theorized pieces that alienate readers outside of the academy.

In addition to full-length manuscripts (5,000-8,000 words), we are also soliciting short accounts of TFA’s impact in specific cities to be presented as “field reports.”

Proposals of no more than 200 words due by September 15, 2012.

Notice of acceptance of proposal by October 1, 2012

Final Submission due by February 1, 2013.

For more information on submission contact Philip Kovacs at: pk0001@uah.edu

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

Critical Education: How Well Does the Standards Movement Measure Up?

Critical Education has just published its latest issue—the first of a two part examination of No Child Left Behind policies and the standards movement by Lawrence C. Stedman.

We invite you visit our web site to review this and other articles and items of interest.

Critical Education
Vol 1, No 10 (2010)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/21

Articles
——–
How Well Does the Standards Movement Measure Up? An Analysis of
Achievement Trends, Academic Course-taking, Student Learning, NCLB, and
Changes in School Culture and Graduation Rates
Lawrence C. Stedman

Abstract

This is the first of two papers examining the standards movement. In it, I review data from NAEP, the SAT, the international assessments, transcript studies, and NCLB assessments, as well as surveys and case studies of changes in curriculum and pedagogy. The picture is a bleak one. Over the past quarter century, achievement has stagnated, dropouts and aliteracy have grown, and large minority achievement gaps have persisted. The quality of student learning remains poor. School changes, stratified by class and race, have constricted instruction and harmed students and teachers. NCLB has made things worse, not better. Even in the two areas where the movement has achieved some success—lower grade math achievement and high school academic enrollments—the gains were largely superficial, other forces such as teaching-to-the-test and social promotion contributed, and serious deficiencies remain.

In the second paper, “Why the Standards Movement Failed,” I examine the educational and political reasons for the failure—including its misconstruction of pedagogy and links to the neoliberal reform project—and propose a progressive alternative.

Rouge Forum Update: Uprising in France and Victory in Chicago!

The full Rouge Forum Update is here.

Perpetual War

Michel Foucault ( from punishment to surveillance ) + Sarkozy

AlJazeera On the WikiLeaks Release: Working with the Bureau of Investigative Journalism in London for the past 10 weeks, Al Jazeera has analysed tens of thousands of documents, finding facts the US has kept hidden from public scrutiny.

What has been uncovered often contradicts the official narrative of the conflict. For example, the leaked data shows that the US has been keeping records of Iraqi deaths and injuries throughout the war, despite public statements to the contrary.

The latest cache of files pertains to a period of six years – from January 1, 2004, to December 31, 2009 – and shows that 109,000 people died during this time. Of those, a staggering 66,081 – two-thirds of the total – were civilians.

The figures are much higher than previously estimated and they will inevitably lead to an upward revision of the overall death toll of the conflict.

As a result of the information contained in the war logs, the Iraq Body Count (IBC) – an organisation that kept records of the number of people killed – is about to raise its death toll estimates by 15,000: to 122,000 from 107,000.

The new material throws light on the day-to-day horrors of the war. The military calls them SIGACTs – significant action reports – ground-level summaries of the events that punctuated the conflict: raids, searches, roadside bombings, arrests, and more. All of them are classified “secret”.

The reports reveal how torture was rampant and how ordinary civilians bore the brunt of the conflict.

The files record horrifying tales: of pregnant women being shot dead at checkpoints, of priests kidnapped and murdered, of Iraqi prison guards using electric drills to force their prisoners to confess.

Equally disturbing is the response of the military to the civilian deaths caused by its troops. Excessive use of force was routinely not investigated and the guilty were rarely brought to book.

The WikiLeaks Release that the US Did Not Want Seen: At 5pm EST Friday 22nd October 2010 WikiLeaks released the largest classified military leak in history. The 391,832 reports (‘The Iraq War Logs’), document the war and occupation in Iraq, from 1st January 2004 to 31st December 2009 (except for the months of May 2004 and March 2009) as told by soldiers in the United States Army. Each is a ‘SIGACT’ or Significant Action in the war. They detail events as seen and heard by the US military troops on the ground in Iraq and are the first real glimpse into the secret history of the war that the United States government has been privy to throughout.

The reports detail 109,032 deaths in Iraq, comprised of 66,081 ‘civilians’; 23,984 ‘enemy’ (those labeled as insurgents); 15,196 ‘host nation’ (Iraqi government forces) and 3,771 ‘friendly’ (coalition forces). The majority of the deaths (66,000, over 60%) of these are civilian deaths.That is 31 civilians dying every day during the six year period. For comparison, the ‘Afghan War Diaries’, previously released by WikiLeaks, covering the same period, detail the deaths of some 20,000 people. Iraq during the same period, was five times as lethal with equivallent population size.

Linked below a CBS Video on the Pathetic San Diego Homeless Vets’ Stand-down: The VA tells “60 Minutes” that, already, there are more than 9,000 Iraq and Afghanistan vets who’ve been homeless.

Two million troops have already served in Iraq and Afghanistan. The VA believes there could be thousands more homeless in part because of the combat stress and brain injuries that roadside bombs inflict. Already, a quarter of a million troops have asked for mental health treatment.

“The troops that are gonna come back from Afghanistan and from Iraq, is this country prepared for that?” Pelley asked.

“I don’t think so,” Nachison said.

Secret Wars Hidden From Even Corrupt In-bed-with Journalists: A major military operation involving hundreds of American troops, U.S. Special Forces and heavy bombers dropping 2,000-pound bombs on Taliban command and control centers wrapped up last week, concluding a critical phase in the campaign to oust the Taliban from Afghanistan’s southern Kandahar province.

But no journalists were there to witness the operation.

U.S. military officials told journalists who had arrived to Kandahar Airfield for embeds in the Arghandab district between Oct. 1 and Oct. 15 that logistical problems had caused their embeds to be canceled.

US Construction Way Down—US Construction for Afghan Permanent Bases Way Up: analysis of little-noticed U.S. government records and publications, including U.S. Army and Army Corps of Engineers contracting documents and construction-bid solicitations issued over the last five months, fills in the picture. The documents reveal plans for large-scale, expensive Afghan base expansions of every sort and a military that is expecting to pursue its building boom without letup well into the future. These facts-on-the-ground indicate that, whatever timelines for phased withdrawal may be issued in Washington, the U.S. military is focused on building up, not drawing down, in Afghanistan….

Despite a pledge from the Obama administration to begin its troop drawdowns next July, this ongoing base-construction splurge, when put together with recent signals from the White House, civilians at the Pentagon, and top military commanders, including Afghan war chief General David Petraeus, suggests that the process may be drawn out over many years. During a recent interview with ABC News Senior Foreign Affairs Correspondent Martha Raddatz, for instance, Petraeus affirmed the president’s July 2011 timeline, but added a crucial caveat. “It will be a pace that is determined by conditions,” he said.

Who Lost the Sunnis? Members of United States-allied Awakening Councils have quit or been dismissed from their positions in significant numbers in recent months, prey to an intensive recruitment campaign by the Sunni insurgency, according to government officials, current and former members of the Awakening and insurgents.
Although there are no firm figures, security and political officials say hundreds of the well-disciplined fighters — many of whom have gained extensive knowledge about the American military — appear to have rejoined Al Qaeda in Mesopotamia. Beyond that, officials say that even many of the Awakening fighters still on the Iraqi government payroll, possibly thousands of them, covertly aid the insurgency.

War Criminal Rice Lauds Obamagogue’s BiPartisan Wars: Rice said she and Obama “covered the waterfront.” “Despite the fact there are changes and tussles, there is still a foreign policy community that believes that foreign policy ought to be bipartisan,” she said. “It was really great that he reached out in that way.”

The Hitler Exhibit is ONLY ABOUT GERMANS: the show focuses on the society that nurtured and empowered him. It is not the first time historians have argued that Hitler did not corral the Germans as much as the Germans elevated Hitler. But one curator said the message was arguably more vital for Germany now than at any time in the past six decades, as rising nationalism, more open hostility to immigrants and a generational disconnect from the events of the Nazi era have older Germans concerned about repeating the past….

…over and over, the point was spelled out clearly in the exhibit’s plaques like one, near letters written by children who were sent off to concentration camps, that said: “Hitler was able to implement his military and extermination objectives because the military and economic elites were willing to carry out his war.”

The exhibit, with all its photographs of young and old adoring Hitler, also sought to dispel the notion that the Nazi spirit was simply impossible to resist. It held up Johann Georg Elser as proof that “it was possible for an individual to develop into a resistance fighter.”

Mr. Elser was a carpenter who tried to kill Hitler at the outset of the war and was hanged for his actions.

His story, however, left some viewers to wonder why their parents and grandparents had not rejected Hitler. Why everyone went mad.

Tom Brokaw—to the Left of Most Education Reformers: Notice anything missing on the campaign landscape? How about war? The United States is now in its ninth year of fighting in Afghanistan and Iraq, the longest wars in American history. Almost 5,000 men and women have been killed. More than 30,000 have been wounded, some so gravely they’re returning home to become, effectively, wards of their families and communities.