Author Archives: E Wayne Ross

COCAL Updates

Updates in Brief and Links
1. Former Obama aide now doing communications for Kaplan U, among other corporations.

2. Debra Leigh Scott on Washington DC radio show about us
Hey everyone —

Just wanted to give you a heads up that I’ve been invited to be on a radio program tomorrow morning at 11:00 am, “Clearing the FOG: Speaking truth to expose the Forces of Greed.” It airs live on 1480 am in Washington, DC, is livestreamed on WeActRadio.com and is archived on our website,ItsOurEconomy.us. Kyle McCarthy is guest hosting (he’s one of the movers and shakers in the student loan debt push back), and I’ll be second on the show, from about 11:15 to 11:30. One of Kyle’s associates from his organization will be first. I’ll be second. Then there’s someone named Steve Horn — does anyone know him? – who will be talking about the privatization push K-16.

I’m not sure if there is a call in part to the show, but if anyone is around and can call in, that would be great.

Best,
D

3. New blog on academic work and us

www.debraleighscott.com
Other Likely Stories by Debra Leigh Scott

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4. Article from America Mag (Catholic) about Duquesne adjuncts fight to unionize

5. Some updated analysis of the Adjunct Project’s accumulated dates by the originator, Josh Boldt

6. Unemployedworkers.org seeking stories about employment and benefits for presentations to Congress regarding renewal of UI extensions for 2013. Se below for details.

7. An interesting update on the fight at City College of SF. and also a letter from the union president, AFT 2121, Alisa Messer. See below.

8. Nippon TV of Japan looking to do a story on people with post-grad degrees who are on public aid or otherwise have trouble economically. See below for details.

9. Campus Equity Week report from U of Colorado. see below

10. Story about Freelancers’ Union Jill Horowitz

11. Draft declaration on student tuition and fees by Higher Ed section of Education International (the international organization of education unions world wide, which unions in the US, Canada and Mexico are part of) issued at the their September Buenos Aires conference

12. American U adjuncts nearing agreement on first contract

13. Results of new faculty study by Higher Ed Research Center at UCLA

14. Global Education Strike called for Nov. 14-22

15. Very good Angry Adjunct comic about austerity on campus

16. U of Phoenix Reloads

17. New blog entry on Adjunct Project, worth looking at

18. More remembrances of labor hero Jerry Tucker, these from Labor Notes.

Updates in full

6.

Dear Joe,

Are you currently unemployed? Have you been unemployed in the last few years and now back at work? Are you engaged in a long, tough job search?

If you answered “Yes” to any of these questions, your stories are needed right now. We are compiling these stories for a campaign we’re ramping up to do two things:

1. Renew the current federal unemployment insurance extensions for 2013, and

2. Expand and strengthen reemployment services for unemployed workers, including those who may have exhausted unemployment benefits as well as current recipients.

Right now, more than 2 million unemployed Americans are facing an abrupt and total cut-off of federal unemployment insurance between Christmas and New Year’s if Congress fails to renew the current Emergency Unemployment Compensation (EUC) benefits program before it expires December 31st. Another 2.8 million currently receiving regular state unemployment benefits will not have access, if needed, to those federal EUC extensions in 2013 — unless Congress acts.

This is a looming disaster we just cannot let happen. Here’s how you can help right now:

There are three specific kinds of stories we are looking for:

• If you among the millions of Americans currently unemployed and receiving either federal EUC or regular state UI benefits, please click here to tell your story. We urgently need these stories from workers who would be cut-off of unemployment insurance if Congress fails to renew the federal extensions for 2013.
• If you were unemployed but are now back at work, and thankful for having had unemployment insurance to help sustain you and your family during your job search, please click here to tell us your story. Some who have opposed benefit extensions have falsely asserted that unemployment insurance discourages people from actively seeking or accepting new work. They say it’s a “disincentive”. We want to counter that false assertion — with stories from people who have found new jobs before their benefits ran out.
• If you are looking for work and experiencing a long, tough job search, please click here to tell us that story. Federal EUC benefit weeks were reduced in many states this year even as unemployment remains high and the average unemployed worker’s job-search still lasts about nine months. Finding new work is so tough for many unemployed workers that millions remain jobless even after unemployment benefits are exhausted. We need to renew federal EUC benefits for 2013, and make effective, expanded reemployment services readily available to more job-seekers, including benefit recipients as well as those who have exhausted benefits.
With your help, we’ll bring as many stories as we can to the halls of Congress over the coming weeks. But please, don’t delay — send us your story today!

And if you know of others who can help with their stories, feel free to forward this email to them.

Many thanks.

The UnemployedWorkers.Org Team

Mitchell, Chris, Maurice, Judy, Mike, Rick, George, Claire and Norman

www.Unemployedworkers.org

This email was sent to: joeberry@igc.org
To unsubscribe, go to: http://www.nelp.org/page/unsubscribe/.
To subscribe, go to: http://www.nelp.org/site/get_updates.
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7. On Oct 21, 2012, at 3:00 PM, steven Miller wrote:

The San Francisco Chronicle continued its role as Patron of Austerity and Popularizer of Privatization on Sunday, October 21, 2012 in their lead front page story. The full story is attached below these comments:

“The Mess at CCSF – how it all began”
Subheadline — “Faculty influence many have gotten too strong”

Strange conclusion, since it states later in the article: that CCSF has lost “$25 million… since 2008”.

The scolding tone of the article is full of similar statements, damning the school for successfully putting the faculty in leadership, actually paying them well, and then blaming them for the collapsing economy:

“The story of what brought a vast college to its knees could fill a business course syllabus or, better, a novel.”

In 1990, Chancellor Evan Dobelle, “rewrote the way the college was going to be governed.” Dobelle had a different vision that the corporate privatizers, their political minions and the corporate press, “There can never be a faculty that is too empowered.”

Dobelle cut back on administrators and gave the faculty lots of power. The Chronicle even states, “ ‘Problems with the system might have emerged sooner if money had been tight. But that wasn’t the case.’ ”

In other words, everything was fine until Wall Street broke the economy in 2008. It really isn’t about a strategy that didn’t work. The problem is with cuts and choices that California state government has made in implementing Austerity. We know these policies all too well as the “slash and burn” policies that government enforces against working people, against the poor, even as they refuse to raise taxes on corporations a single dime!

As with attacks on K12 public schools, the privatizers always go after the governance first. They have to break to control of the public, otherwise they cannot turn public education into private corporate profits.

The article also details significant underassessments of financial issues and the interesting conviction of past-Chancellor Phillip Day in 2011 for “diverting college funds into bond campaigns”. This crime was so severe that “a judge reduced the felonies to misdemeanors”. Wouldn’t it be nice if the criminal system was so kind to protestors who sit down in the street! This is just a diversionary tactic.

Governors Schwarzenegger and Brown both get for the Oscar for handwringing in public, while dispossessing the public in practice. They are unified in the typical Austerity lie, pronouncements that “there’s just no money” and “there’s nothing we can do.”

Well, there actually was a lot that people could have done, there’s a lot they still can do. Instead of protecting corporate loopholes and turning more of the budget over to guarantee corporate profits (high speed rail, cutting pensions, diverting water through the Delta Tunnels, maintaining corporate tax loopholes), either governor could have taken a simple step that would, just by itself, guarantee that budget cuts did not need to happen at all.

Every Californian pays more than 9% in sales taxes. However, corporations in California make vast purchases every day that run to many billions of dollars, and these are not taxed at all. We are talking about the hyper-mega market for speculation, accessed by banks, investors, hedge funds and financiers.

Every day these unsavory elements borrow money to speculate in financial markets. They make billions of dollars in purchases every day. These are computer-driven speculations, bets that can be made over the change of a price by a millisecond, a second, a minute, hour, day, week, month – whathaveyou. They can make money betting that the price will go up or go down.

Either way, none of these purchases are taxed. If they were taxed, say at 4.75% – half of sales tax – there would be billions of dollars in excess revenue for the state. Nothing would have to be cut! This form of tax is currently called the “Robin Hood Tax”, even though it hardly “robs” the rich to help the poor.

Forget the “Millionaires Tax” – this generates incredibly more amounts of money for people. We could easily return to the hallowed days of yore that prevailed in the early 1960s,when there were no tuition or fees at all in the state. This of course is exactly in line with the higher-education Mission Statements that the corporate boys tell us we now have to change.

So it’s a choice. It’s straight up just a choice. There is no getting around it. These are the only conclusions it is possible to draw from the Chronicle article. Of course, we are not supposed to consider what this all means.

Actually though, addressing this question is kind of urgent. As soon as the elections are over, the Democratic and Republican Parties have conjured up the on-going drama of the dreaded “Fiscal Cliff” soap opera. This will hit on January 1 and 2 when the “perfect storm” of federal automatic trigger cuts hits. The Bush tax brakes for the ultra-rich, as well as the so-called “Middle Class Tax Breaks”, will end. At the same time, the federal government will start getting smashed with automatic trigger cuts for every sector of the budget, supposedly even including the hallowed Defense Department.

These triggers are reversible only by legislation, something the new Congress and President might or might not take up. Thank Gawd that “Patriotic Americans” are already working on legislation to exempt the Defense Department from the barrage!

The cuts to social programs will be perhaps the greatest in the history of the United States – all in the name of Austerity! No one has yet calculated the devastation that they will cause across the country to public programs.

Of course, we could tax all the financial transactions in the country and then the only problem is how to keep spending the surplus to benefit people in new and exciting ways.

This option is could be a reality, but it is only a dream since the capitalist system cannot make the choice to reduce private corporate profits by a single penny. This is not “corporate greed” and goes way beyond “corporate personhood”. It is mandated and guaranteed by the Rule of Law: corporations must legally maximize their profit. Period.
Does anyone really think it is possible to reform this???

Since this train wreck is headed right at us, maybe we should consider what we, the public, can do. We can continue the never-ending discussions about quick fixes; we can keep hoping that somehow a new hero will appear; we can exhaust ourselves, running around the endless maze of electoral politics; we can keep hoping that the old days will return.

But when all is said and done, Austerity is a policy, a set of choices that we allow government to make that directly and openly benefit corporations. We can allow that choice to happen; in fact, we can’t stop it – even though it does appear as a set of legislative policies. We can’t stop it because the working class does not yet have the political power to do so.

This “choice” is a concerted part of a strategy of an entire class of capitalists, financiers and corporations that operates consciously and for-itself. This is the class that holds political power in this country. They are using their political power to make Austerity happen. This leads to privatization of every governmental function as a profit-making venture and fuels the Wall Street speculative market.

We can however begin to discuss how to enforce a program that attacks this head on. This program must go in the other direction: in a rich country, when it’s the choice of eliminating a program, make it free to all, with completely equal access, instead. Who cares if the corporations say they will not afford this?

Government in America is still based on the assumption that it’s value is to benefit people, not corporations. That too is still law. We must hold every politician accountable to the public good. They are forcing us to take up the issues of transformation. Let history not say that we were not up to the challenge.

CCSF is the college where the working people of San Francisco send their children for their one chance at education. How dare any politician work against this! Put every politician on the record on this one. That is the strategic direction to break the stasis and hold their feet to the fire.

Steven Miller
October 21, 2012

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SF City College money woes have long history

Nanette Asimov

This originally appeared on the SF Chronicle front page as:
The Mess at CCSF – how it all began

Subheadline — “Faculty influence many have gotten too strong”

Updated 11:11 p.m., Saturday, October 20, 2012
On a brisk November day in 1990, the new chancellor of City College of San Francisco offered a rare gift to employees who had felt ignored or trampled by the previous chief just ousted.
“We stand by like jackasses in a hailstorm, and we take it, and we take it, and we take it. And, by God, we are not going to take it anymore!” ChancellorEvan Dobelle proclaimed in his inaugural address to enthusiastic applause.
With that he announced the promotion of 11 employees, mostly faculty, to administrative posts and told reporters: “You just saw the faculty appointed to run the district.”
Soon he would fire more than a third of the 71 administrators, paring them to 46 at the school of 65,000 students. The number of administrators fell to 39 in 2012, though enrollment neared 90,000.
Dobelle’s topsy-turvy move was the beginning of a transformation at City College, a seed that today’s administrators say helped cultivate, 22 years later, the field of managerial and financial troubles that now threatens California’s largest public school with the loss of accreditation and possible closure.
By the time the Accrediting Commission for Community and Junior Colleges issued its sharply worded report in July giving City College until March 15 to fix its problems – including too few administrators – a psychology professor had risen through the ranks to become chancellor himself, committed to shielding the college from layoffs and course cuts even as the economy and his budget crumbled around him.
Complicated tale
The story of what brought a vast college to its knees could fill a business course syllabus or, better, a novel. It’s a tale of innovation and self-protection, against a backdrop of generosity.
“The college had a very big heart and tried to do a lot for a lot of people,” interim Chancellor Pamila Fisher told the state Board of Governors for the college system recently. But she acknowledged that that was her “elevator speech about how our wonderful college got into this mess.” More to the point, she said, Dobelle “rewrote the way the college was going to be governed,” and a subsequent chancellor, Philip Day, spent money to keep it going.
The system Dobelle started let certain faculty members – department chairs with their own labor union – for the first time make key decisions that had financial implications, such as who would teach what classes and when, and to influence hiring and tenure decisions.
The deans who formerly made those decisions retired and were not always replaced. As their numbers dwindled, they “could no longer make decisions without the approval of people lower in the structure,” said John Rizzo, the current board president.
Dobelle, now president of Westfield State University in Massachusetts, remains committed to the system. “There can never be a faculty that is too empowered,” he said. But he declined to comment on the transformation’s long-term impact on the college.
The trustees accepted the move to faculty-centered governance, said Bob Varni, a trustee until 2001.
“We on the board really didn’t understand the whole concept, so we didn’t do anything to slow it down,” Varni said. “It seemed like a nice family operation. What do they say? Kumbaya.”
By 1998, when Day took the chancellor’s job, the U.S. economy was robust and California was in the midst of the dot-com boom.
“We had a lot of money, and Phil Day used it,” said Natalie Berg, a trustee since 1996. “The department chairs got a big boost in their pay. The unions got raises, too. We had the money to give.”
Problems with the system might have emerged sooner if money had been tight. But that wasn’t the case.
Not only did City College begin paying its faculty more generously than other colleges, including 23 paid holidays, but the college also began accumulating employees. The accreditation team would later marvel that City College employed almost twice the number of tenured faculty for every thousand students as did comparison college districts, with many more part-timers as well.
Costly labor agreements in place since the 1970s also persisted: lifetime health benefits kick in for any 50-year-old hired before 2009 who has worked just five years. And employees still don’t contribute to their retiree health program, a condition that set up the college for what is today an unfunded liability of at least $180 million.
“Our problems started when we started overpaying, which was not sustainable,” Berg said. “We should have been forewarned. It was the staff’s responsibility to tell the board. People did say, ‘This is the budget,’ but not in a way that made the board understand that this was a problem.”
Ambitious plans
Day, meanwhile, had big plans. Voters approved a $195 million school facilities bond in 2001, and another for $246 million in 2005, and Day laid the groundwork for new campuses in Chinatown and the Mission District, as well as a new athletic center and other buildings for the main campus at 50 Phelan Ave.
Those dreams coincided with a harsher reality. In 2006, it was City College’s turn for an accreditation review, which occurs every six years. An accreditation team identified eight major problems, including poor financial planning that kept reserves too low, gobbled too much of the budget on salaries and benefits, and jeopardized the college’s future with the ballooning retiree health obligation.
Although accreditation teams issue recommendations, not requirements, making the fixes are necessary for colleges to stay in business. California does not fund unaccredited institutions.
Had college officials taken the recommendations seriously, it’s unlikely that City College would now be in its desperate race for survival. But in April 2007, the first Chronicle article appeared revealing Day’s involvement in an illegal scheme to divert college funds into the facilities bond campaigns.
Instead of focusing on the problems cited by the accreditation team, Day found himself the subject of an investigation into money laundering by then-District Attorney Kamala Harris.
That wasn’t Day’s only problem. Rizzo, who joined the board in 2007, said he and trustees Julio Ramos and Milton Marks pushed for performance audits that uncovered $40 million of construction expenses unapproved by the board or approved after the money was spent.
“We found unfiled paperwork that filled 64 boxes – unpaid invoices, contracts the board never saw that we didn’t know existed,” Rizzo said. “It was amazing.”
Yet Day still enjoyed support from a majority on the board. He couldn’t be fired, so Rizzo and his allies hounded him out with unusual demands and nitpicking questions.
“We were making his life miserable,” Rizzo recalled.
Day left in 2008. Three years later he pleaded guilty to three felony counts of diverting $100,000 of college funds into the bond campaigns. A judge reduced the felonies to misdemeanors.
Day’s successor was Don Griffin, a veteran psychology professor who had risen through the ranks as department chair, dean of instruction and vice chancellor.
The state’s economic crisis hit just as he took office. Almost immediately, City College learned it would lose about $7 million a year in state funds earmarked for student services – Griffin’s former department – which included counseling and other nonacademic support.
Making one-time cuts
Mark Robinson, the new vice chancellor in charge of student services, presented a budget that proposed layoffs and across-the-board cuts to the many departments in his area. Griffin, however, balanced the budget with one-time cuts from elsewhere, in a move appreciated by faculty.
Robinson wasn’t the only administrator advocating for longer-term budget reductions.
But the short-term cuts continued.
“We cut everyone’s salary for the third year in a row,” said Peter Goldstein, vice chancellor of finance and administration. “We greatly restricted hiring, and we tried to save money through attrition.”
By 2011, that strategy blew up. City College faced a $13.75 million loss in state funding – part of $25 million lost since 2008. Trustees dipped into reserves, reducing the emergency fund to dangerously low levels that brought the college to the brink of bankruptcy.
Griffin, who retired in April to have surgery to remove a brain tumor, did not respond to requests for comment.
Fisher, the interim chancellor, took over in May.
Two months later, the Accrediting Commission for Community and Junior Colleges gave City College just nine months to repair all 14 significant problems that had been years in the making or lose its accreditation.
And because there was no guarantee that could be done, the accrediting team also ordered City College to prepare for closure.
“From the beginning, we’ve had people saying the accreditation report was part of a far-right conspiracy designed to take us down because we’re so liberal,” Fisher told the college system’s Board of Governors.
She said the intentions of those who led the college to this point reflect “San Francisco values of which we’re all very proud – but which sometimes get in the way of making good decisions.
“Yes, our board will have to make very hard, fiscal choices. Just making the fiscal decisions won’t save us. We’ll need the cooperation of all constituency groups.”
Nanette Asimov is a San Francisco Chronicle staff writer. E-mail: nasimov@sfchronicle.com Twitter: @NanetteAsimov

Read more: http://www.sfgate.com/education/article/SF-City-College-money-woes-have-long-history-3968316.php#ixzz29xvOycdr

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Friends,
Alissa hits it out of the ballpark here. FYI.
Bill

____________________________
Bill Shields
Chair, Labor and Community Studies
City College of San Francisco
1400 Evans Avenue, Room 224
San Francisco, California 94124
415-550-4473 (phone)
415-550-4400 (fax)
From: AFT 2121
Date: October 24, 2012 2:16:40 PM PDT
To: wshields@ccsf.edu
Subject: Progress? An open letter to the Board of Trustees, 10/24/12
Reply-To: aft@aft2121.org

October 24, 2012

To: Board of Trustees, City College of San Francisco

CC: Chancellor Fisher, Chancellor Scott-Skillman, college community

Re: Progress?

Despite what some naysayers predicted, the College has done it—produced a comprehensive document that maps out how CCSF will meet the gauntlet thrown down by the ACCJC. Because all constituencies have worked hard, a number of recommendations have already been met and the College has produced a progress report that should impress upon our critics how seriously the District takes this task. Even under a relentless timeline, the October 15 Special Report represents a significant response to the recommendations. It also represents significant changes.

As a College, we do well to remember that there are areas where we can improve. At an institution that has in some cases been too slow to make smart changes, we note that thoughtful, carefully implemented measures—and we do mean thoughtful, nuanced, and responsible measures—to improve enrollment and scheduling, streamline management, and implement improved technologies are possible. Such changes will make better use of shrinking resources and have less damaging impacts on students or the workers who serve them.

We are, however, fully concerned that some changes will have severely negative impacts on students and the education we offer them and on positive working conditions that support educational quality Change is not bad on principle, and maintaining our accreditation is essential, but reforms that are made thoughtlessly, too quickly, or without consultation will surely beget unintended, negative consequences. Some solutions are better than others, and some “solutions” are not solutions at all.

As we have said, even in these troubling times, we do not believe this College must wholesale shift its priorities away from quality education, the needs of our students and community, or care for the workers who serve those students. Some of the proposals the Board now has before it run just this risk, and in the extreme. The October 25 agenda item proposing drastic restructuring of our academic programs is an alarming example of an extreme and foolhardy swing of the pendulum.

This proposed restructuring has been made without consultation and without, as far as we can tell, necessary consideration of the education we provide. There has been no opportunity for discussion or understanding of these enormous changes that will affect every sector of the College. Questions abound. Whose “best practices” are these? What content knowledge and expertise will Deans and Chairs of multiple programs be able to bring to the day-to-day workings of our programs? Who will schedule hundreds of classes and faculty members, pursue and manage grants, and establish community links to employers and internships—just a few of the responsibilities our Department Chairs currently oversee? Without legally mandated oversight, how will our celebrated Career and Technical Education programs such as Nursing and Fire Science maintain their accreditations? And is the goal a more effective structure or to bust the Department Chairs’ Council, a certified bargaining unit? These questions necessitate bargaining, explication, and input from those who best understand the impacts.

This proposal needs to go back to the drawing board, so to speak; by no means should the Board approve it.

But this non-inclusive proposal is simply the latest and most extreme manifestation of a growing problem our college community is facing—the manner in which changes are being imposed at City College and the devaluation of the expertise of those doing the work of educating and supporting our students. This is not progress: unilateral, top-down proposals lead to deficient proposals.

Faculty expertise and students’ and workers’ concerns must be genuinely considered—at the bargaining table, on accreditation teams, in governance, and in all major decisions affecting the future of CCSF. Indeed the future of the college and the education we offer students depend on it. Decisions made without sufficient expertise and input can lead to disruption and confusion rather than improvement—and can jeopardize the College’s well-being.

We have already challenged the Board, collectively, to consider and address with integrity the task before you. We have called attention to the lack of transparency and the importance of constituency input. The wealth of expertise and dedication evident at CCSF should not be ignored or trampled.

We likewise reiterate our expectation that the Board respect collective bargaining and ensure that all negotiable items are brought to the appropriate bargaining tables. Labor and collective bargaining are not at fault here.

Even the CEO of FCMAT, Joel Montero, is clear on this point. “Labor is not the villain,” he pointed out to the Board of Governors earlier this month in speaking of City College’s difficult financial situation. “Those issues should not be laid at the feet of labor.” He went on to note that in public education “we spend most of our money in the category of people,” reporting that in the K12 system, for “salary and benefits, [districts are] spending in the neighborhood of $0.94 of every $1, up from $0.84 prior to 2007-2008.” That number is expected to rise “as the state’s issues continue to exacerbate funding and support programs at the local level.” We are hardly alone in our fiscal crisis; in fact, there is agreement among some that if Proposition 30 fails, the resulting trigger cuts would likely cause the demise—the actual disappearance—of several smaller community college districts in the state.

Faculty and employee groups have consistently stepped up to the plate in addressing the current crisis, yet we have been left out of any authentic decision-making process and unilateral changes are being implemented. We have also heard consistently from students that they are being excluded from the process. And it increasingly looks as though Board members, who say they invited a Special Trustee (rather than have one imposed) in order to retain their stewardship of the District, are nonetheless ready to abdicate their role in the decision-making process as well. Is it not our joint responsibility to maintain our accreditation, our fiscal solvency, and most importantly the ability to serve our students well?

We have been criticized for being “too generous” and told that we are flawed because we have “San Francisco values.” We reject these notions, and we reject the wholesale downsizing of a college that has done so much for San Francisco.

We have not been criticized for the quality of the education we provide to students or the dedication of those who do that work. It would be a tragedy beyond measure if the Accreditation Commission’s visiting team returned in March to find a College that was unrecognizable, a College no longer serving its community well, no longer able to meet the needs of its diverse and deserving student population.

Avoiding that tragedy depends in part on the outcome of November’s election—on passing Proposition A locally and Proposition 30 statewide. But it also depends on the “hard choices” this College makes and how they impact our students and those who do the work of educating and supporting them. It depends on the ability of the Board and administration to work with the entire college community collaboratively and with integrity to make smart—even if tough—decisions.

On behalf of AFT 2121,

Alisa Messer

President

Contact AFT 2121 at 415-585-2121 or visit us online at aft2121.org. Follow us on Facebook

To update your email address, please let us know at aft@aft2121.org. Click here to unsubscribe.

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with interested colleagues who may not be receiving emails.

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8. Colleagues,

The AAUP has been contacted by a producer for Nippon Television (NTV), Japan, looking to do a story on individuals with advanced degrees who are receiving public assistance, specifically food stamps (technically now under the acronym “SNAP,” by the way). If you are interested in speaking with this producer, the complete request and contact information are below. On a personal note, I would counsel you to think twice about whether you are interested in pursuing this; it could be a platform for useful advocacy, but it might also be a negative personal experience.

Many readers of this list will recall the Chronicle of Higher Education article on the same topic: “The Ph.D. Now Comes With Food Stamps” (May 6, 2012). Available athttp://chronicle.com/article/From-Graduate-School-to/131795/ (link may require subscription). That article turned out to be pretty well presented, I would say, but that is not always the case with media coverage of complex issues.
Regards,
John W. Curtis, Ph.D.
Director of Research and Public Policy
American Association of University Professors
1133-19th Street NW, Suite 200
Washington, DC 20036
(202) 737-5900 Ext. 143
E-mail: jcurtis@aaup.org

“Academic Freedom for a Free Society”
Support AAUP by joining today! http://www.aaup.org/AAUP/involved/join/
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From: Takuya Katsumura (NTV NY) [mailto:takuya@ntvic.com]
Sent: Monday, October 22, 2012 6:30 PM
To: John Curtis; ROBIN BURNS
Cc: NTV NY
Subject: Japan’s NTV’s Inquiry/Request: AAUP

Dear Mr. John Curtis and Ms. Robin Burns,

Hello, my name is Takuya Katsumura and I am a television news producer with Nippon Television (NTV), Japanese broadcaster.
NTV is the largest and oldest commercial television network in Japan and I am based in New York City.

I am contacting you because NTV is currently looking to cover a news story on the economy in the U.S. and it’s impact on people, especially those who have higher education degree.

In our story we will be talking about how regular Americans, even those with higher education, are struggling to pay the bills.
We understand that there is still a strong image that most media give their audiences that people that are on public assistance are dropouts or irresponsible.
This is why we are trying to show the reality of American society to our viewers.
We would like to fairly show that so many people are living on public assistance when they have a great education, career and jobs.
And it is our hope that our viewers can learn something out of our story and possibly break their stigmas against people receiving such aid. Moreover, I hope we all have an opportunity to think about how we can turn around the economy and the systems that allow defunding even higher education.

Mr. Curtis and Ms. Burns would you kindly be able to introduce us to someone who matches the criteria below?
We are looking for someone who has master/Ph.D degree and who is receiving food stamps, and who allows us to…
■ Film interview at home
■ Film him/her go shopping using food stamps.
■ Film him/her commute to the workplace (school/college/university)
■ Film him/her work at the school/college/university if it’s possible

We are looking to do this coverage by the end of this month. Hopefully this week.

I understand those people that are receiving assistance are having a tough time, but I hope you understand the possible learning opportunity this segment might be able to give our audiences to know what many people’s lives in America are like right now.

I would greatly appreciate it if you could kindly consider this request and reply this email.
You can always reach me on my mobile at 2016815127.

Thank you very much.

Best Regards,
Takuya


* * * * * * * * * *
Takuya Katsumura
NTV New York News Bureau
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9. Jeff –

As is likely the case on most campuses, adjuncts here fear losing their jobs, making it difficult to organize. Nevertheless, we’ve been focusing on Campus Equity Week for months, ever since we learned about it through AAUP. It’s been energizing. I’ll list a few details here so other adjunct groups strapped for resources might use an idea like this.

Looking ahead to October, earlier this summer we researched adjunct titles and then asked our library to order them. In August, we worked with library staffers to develop what is now a permanent collection of titles housed in a new section of the reserve area devoted to “Professional Development.” We want them kept on reserve in case certain, er, un-adjunct individuals would accidentally on purpose check them out indefinitely. Our thought is to make them available for browsing, at least, and perhaps the reading of a chapter or two at a nearby table, as reserve books cannot leave the library.

In September, we designed and printed colorful bookmarks announcing Campus Equity Week, with the instructions for an online book blog on the reverse side. These were 4-up to a sheet, so we made 160 for around $40.

On Oct. 19th, to promote both CEW and the book club, we put on display in the library’s 12 foyer windows our favorite adjunct titles, accompanied by posters beside each one. On the poster (sheet of legal-sized paper) for each book, in 36-point type, is its title, and below, in 20-point type, the blurb from the back page or inside flap of each book. The titles of some of the books are edgy and compelling, so having the posters in the windows draws passersby to take a closer look.

In two of the windows we’ve put “Did You Know?” posters about the adjunct working situation, and another containing a tally of estimated hours unpaid labor (prep, grading, advising) adjuncts on our campus are donating to state taxpayers annually.

This week we are handing the bookmarks to adjuncts when we see them, as we are barred from any distribution of anything in faculty mailboxes.

By moving our campaigning online and by capitalizing on library protocols in regard to freedom of information, we have been able to offer adjunct faculty some ideas and a place (online) to converse about them.

This is our first attempt at Campus Equity Week. We are having a great time with it and look forward to its expansion.

Colorado Adjuncts

On Mon, Oct 22, 2012 at 7:01 PM, Jeff wrote:
I want to thank everyone who responded to me. I will present the idea of promoting CEW at our next council meeting. Even if there is not a national effort, it would make sense to do it locally.

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Please use
510-527-5889 phone/fax
21 San Mateo Road,
Berkeley, CA 94707

“Access to Unemployment Insurance Benefits for Contingent Faculty”, by Berry, Stewart and Worthen, published by Chicago COCAL, 2008. Order from

“Reclaiming the Ivory Tower: Organizing Adjuncts to Change Higher Education”. by Joe Berry, from Monthly Review Press, 2005. Look at for full information, individual sales, bulk ordering discounts, or to invite me to speak at an event.

See Chicago Coalition of Contingent Academic Labor, for news, contacts and links related to non-tenure track, “precarious” faculty, and for back issues of the periodic news aggregator, COCAL Updates. Email joeberry@igc.org to be added to the list.

See for information on the Tenth (X) Conference on Contingent Academic Labor in Mexico City, August 10-12, 2012 at Univ. Nacional Auto. de Mexico (UNAM), Mexico City.

To join international COCAL listserve email If this presents problems, send an e-mail to vtirelli@aol.com
or, send “Subscribe” to

COCAL Updates

1. Presidential Forum at MLA

2. New S CA adjunct resources page

3. Oregon grad student may get to trial on case alleging that university and faculty advisor(s) discriminated against her because she complained about treatment of female grad students and she was thereby prevented from finishing her dissertation and PhD.

4. Study shows “deregulation” (partial defunding and privatization effectively) of public universities does not work.

5. Adjunct hunger games

6. Special radio show in Vancouver, Canada community radio station, on education in many aspects, including interview with Karen Lewis of CTU in Chicago, Joe Berry in CA and others. 10/20/12, Sat. Listen on line. See below for details.

7. Contingent faculty in SEIU blog alerts us to article in new issue of NEA 2012 Thought and Action on contingent faculty by our colleague Claire Goldstene

8. Petition to Obama about Social Security and changing the “Windfall Elimination Provision” that will cut many our our SS benefits.

9. More on Walmart Strikers

10. IHE on CA prop 30 and possible tuition hikes if it fails

11. For-Profits and MOOCs

12. Legendary union reformer in UAW and other venues, Jerry Tucker, died this AM.

13. On the destruction of public higher ed in CA

COCAL Updates

Updates in brief and links

1. More on adjuncts not being paid at York College, CUNY

2. A message from Weldon Cowan at Federation of Post Secondary Educators in BC, Canada about their recent (and historic) conference.

And after that below is a report of the weekend from Jack Longmate, who was also there.

3. Maria Maisto of NFM, Peter Schmidt of IHE and and Kip Lornell of George Washington U and SEIU Local 500 in DC on radio about us.

4. SEIU Local 500 organizing adjunct at Georgetown U
http://blog.georgetownvoice.com/2012/10/01/seiu-local-500-seeks-to-unionize-adjuncts-at-georgetown/

and pursuing a metro (regional) strategy

5. A New Faculty Path

6. More on Governor Brown’s (of CA) veto of right to a union for UC research assistants

7. Dec. 1, 2012, Contingent faculty conference in Washington, DC (see below)

8. BC (Canada) Education plan linked to private corporations

9. Rise of the Reluctant Part-timer Class

10. World Teachers Day Oct 5 and a video from Dawson College teachers union in Quebec (see below)

11. Temp warehouse workers at Walmart strike in LA and Chicago. [contingent workers on the move?] and an update from Chicago and an eruption of new strikes at other Walmart contractors

12. New IWW labor history calendar now available. details below

13. Sign petition to resist union-busting at East-West U in Chicago, where the two key leaders have yet again been “not rehired” and given zero classes.

14. Continued strike at University of the Agean in Greece,largely over layoffs and non-appointment to permanent positions of adjuncts

15. List of online teaching jobs open (see below)

16. For-profit (Christian) Grand Canyon U gets another campus and pursues a somewhat different path from the other for-profits

17. Pablo Eisenberg addresses low wages of many workers on campuses (He is also on NFM’s advisory board.)

18. Disappearance of public intellectuals, Henry Giroux

COCAL Updates

Note: Picture galleries from COCAL X Conference now online:
Almost 300 photographs of the COCAL X Conference that took place in Mexico City in August have recently been posted to the COCAL website. You can link to the three galleries from this webpage:
http://cocalinternational.org/events.html

COCAL Updates in brief and links

1. Contingent (through temp labor agencies) warehouse workers in Chicago on strike!! Need our support. See below for info and petition.

2. “State of Working America” new edition out. Well worth a look. We are not alone.
http://stateofworkingamerica.org/12th-edition-press-release/

3. Greek academics strike over proposed pay cuts
http://www.universityworldnews.com/article.php?story=20120914102308972

and see below

4. And likewise, with student support, in Kenya
http://www.universityworldnews.com/article.php?story=20120914092211936

5. Survey of higher ed student tuition and fees in OECD nations (US is among the highest)
http://www.universityworldnews.com/article.php?story=20120913154615429

6. Media 101 Webinar Monday, Sept. 24 for contingent faculty activists and allies, sponsored by NFM, with Scot Jaschik of IHE (See below for details.)

7. R.E.S.P.E.C.T.: What teachers everywhere have gained from Chicago teacher’s strike http://www.beyondchron.org/news/index.php?itemid=10500

8. Results of Chicago teachers strike
http://therealnews.com/t2/index.php?option=com_content&task=view&id=31&Itemid=74&jumival=8841

and http://www.fightbacknews.org/2012/9/18/chicago-teachers-union-ends-strike?utm_source=Fight%20Back%21%20News%20Service&utm_campaign=6453280a82-UA-743468-8&utm_medium=email

and http://www.democracynow.org/2012/9/19/chicago_teachers_union_president_karen_lewis

and http://labornotes.org/2012/09/chicago-teachers-raise-bar

and a great video of a rap song https://www.youtube.com/watch?v=3yN7cRZP58k&feature=related

9. Online education as the Nestle infant formula scandal of higher ed
http://www.latimes.com/news/opinion/debate/la-ol-online-classes-infant-formula-blowback-20120917,0,5678315.story

10. Chicago chooses sides
http://prospect.org/article/chicago-chooses-sides

11. Occupy not over, it has hardly begun
http://www.beyondchron.org/news/index.php?itemid=10505

12. We would be better off with more strikes
http://www.cnn.com/2012/09/10/opinion/rhomberg-unions-strikes/index.html

13. CUNY makes war on rebel English Dept., fires all adjuncts
http://studentactivism.net/2012/09/16/cuny-declares-war-on-rebel-english-department-day-two/

14. Henry Giroux on the Chicago teachers’ strike as an emerging revolutionary ideal
http://philosophers.posterous.com/the-teachers-strike-an-emerging-revolutionary

15. A wonderful story that will make you smile (the IWW at Domino’s Pizza)
http://www.frwu.net/2012/thedominosfall/

16. More on the Green River CC (WA state) controversy regarding former local union president Phil Jack’s embezzlement of union funds and accused retaliation against activist pters there in the NEA/AFt union local
http://www.adjunctnation.com/?p=4564

17. Request for support for a Columbian colleague, from Fred Lonidier, the president of the union local at UC San Diego. See below

18. Adjunct faculty win official as NLRB counts votes at Duquesne U election. 85% victory
http://www.adjunctproject.com/nlrb-announces-landslide-victory-for-the-adjunct-faculty-association-at-duquesne-university/

and http://www.post-gazette.com/stories/news/education/duquesne-u-adjunct-faculty-votes-for-union-654250/

and http://www.sfgate.com/news/article/NLRB-to-count-Duquesne-U-adjunct-ballots-Thursday-3877245.php

and http://www.insidehighered.com/quicktakes/2012/09/21/duquesne-adjuncts-vote-unionize

19. A not-for-profit inside a for-profit corporation emerges as a new humanities college in UK (saying they want to follow the American funding model)
http://www.insidehighered.com/news/2012/09/21/new-college-humanities-enrolls-first-class-amidst-questions-price-and-profits

20. Teachers Unions alliance with Democrats frays
http://www.latimes.com/news/nationworld/nation/la-na-education-dems-20120904,0,6567521.story

21. Very good piece on the “Villiany” (and villification) of teachers by Bruce Neuberger and circulated on Oakland’s Occupy Education list
See below.

22. It’s official. Quebec tuition hikes are history!
http://oncampus.macleans.ca/education/2012/09/20/its-official-quebec-tuition-hikes-are-history/

and http://www.commondreams.org/headline/2012/09/21-1

23. (Famous) Harper College (Chicago area) adjuncts settle contract with raises
http://www.dailyherald.com/article/20120921/news/709219827/

24. AFT highlights “People’s World” article on Center for Future of Higher Ed and CAW reports
http://peoplesworld.org/part-time-faculty-pay-reaching-poverty-level/

Updates in full
1.
Hi Joe & Jim,
I think you will be interested, since one of the big difficulties in organizing in the warehouses is that ALL the workers are “contingent” “part-time” (no-benefit, no seniority and mostly latino) supplied by labor agencies to the various shell corporations that stand between Walmart and its workforce.
WWJ is supported by the UE, but is an independent organizing initiative. Tough hill to climb! I know that the warehouse workers struck Walmart in Califas also.
J

Subject: FW: Walmart Warehouse Workers on STRIKE — Upcoming Actions

From: Warehouse Workers for Justice [info@warehouseworker.org]
Sent: Monday, September 17, 2012 3:54 PM
To: John Weber
Subject: ADV: Walmart Warehouse Workers on STRIKE — Upcoming Actions

About | Donate | Facebook | Follow @WarehouseWorker

Dear John,

We’re on Day 3 of our strike for an end to retaliation of those who have spoken out for safer jobs with respect at the Walmart warehouse in Elwood, IL.

Please stand with us TODAY!

For those of you in the Chicagoland area, join us tomorrow and Wednesday

• Tuesday (tomorrow) at 1pm with CTU for March and Action at Chatham Walmart (meet at Simeon Career Academy, 8147 S. Vincennes Ave, Chicago and then march to Walmart at 8331 S Stewart Ave, Chicago)
• Wednesday at 10am at the Downtown Chicago Walmart(570 W. Monroe)
We need to build our strike fundquickly so that those on strike are able to support their families during this difficult time. Please donate whatever you can.

Our biggest mobilization is scheduled for Oct 1 in Elwood, IL. RSVP today and let us know if you need help with transportation to Elwood.

Our strike comes shortly after our brothers and sisters just outside of Los Angeles at Walmart warehouses also went on strike. We stand in solidarity with them.

Thank you for standing with us!

Together in struggle,
Warehouse Workers for Justice

Sign Our Petition to Walmart

Join Us Tomorrow at 1pm at the Chatham Walmart with the Chicago Teachers Union

Play Video

You are receiving this email because you gave your email address to the UE, the UE Research and Education Fund, or one of our projects, theInternational Worker Justice Campaign, Warehouse Workers for Justice, or the UE International Program. If you no longer wish to receive emails from the UE Research and Education Fund, please click here to unsubscribe

———————–
3. Strikes in Greek Universities

During the past weeks there has been a wave of faculty strikes in Greek Universities. These are the reasons for these protests:
– The Greek government, as part of the latest austerity package dictated by the ‘Troika’ (European Union – International Monetary Fund – European Central Bank) has announced new extreme wage cuts. For faculty members these reductions will reach 35%, on top of reductions that have already been implemented in the past years. This will mean university lecturers getting less than 950 euros per month and professors less than 1900 (after 35 years of service)
– As part of the same austerity package there’s going to be new extra cuts on university budgets (excluding faculty and administrative pay, that comes directly from the ministry, budgets are already reduced by 60-70%) and a complete elimination of funding for adjunct faculty (it is already down by 65%) in universities and drastic cuts in Technical Higher Education Institutions, leading to the mass lay-offs of hundreds of adjunct lecturers and instructors. At the same time more than 700 elected faculty members wait for their appointment, with the government insisting that their appointment will take 7-8 years because of a Troika imposed freeze on new public sector hiring.
– The Greek government insists on implementing a neoliberal reform of Higher Education management (Laws 4009/11 and 4076/12) that will introduce oligarchic ‘University boards’ with representatives of the ‘business world’, reducing significantly the role of Senates and Department assemblies, turn rectors into university managements, eliminate student participation, impose tuition fees on graduate programs, eliminate the gratis provision of textbooks, undermine the autonomy of departments as the main academic units and – above all – be a decisive step in the attempt to impose “Bologna process” course and degree structures. This legislation was first introduced in August 2011 but a wave of protests, occupations and collective disobedience led to the postponement of most ‘university board’ elections.
– The Greek government has announced a plan for a ‘spatial restructuring’ of Higher Education meaning the closure of many university departments and schools and the shrinkage of Higher Education and reversing a historical trend towards the expansion of Higher Education.

All these have caused anger and despair among academics and students. Greece is already experiencing a ‘brain-drain’ through mass migration of young researchers. Even the openly pro-government POSDEP, the federation of university professors and lecturers, has called for strike action, albeit only against wage cuts, since it openly supports neoliberal reforms. However, the decisions for strike action in most University union assemblies oppose not only wage cuts but also budget cuts and the new neoliberal legislation and call for a common front of struggle with students and administrative / technical staff. The General Strike on September 26 offers an opportunity for the University Movement to meet in struggle with the rest of the labour movement.

Panagiotis Sotiris
Adjunct Lecturer, Department of Sociology, University of the Aegean,
vice president of the Union of professors and lecturers of the University of the Aegean

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6. Media 101 for Contingent Faculty Activists and Allies on Monday, September 24, 2012 at 12 noon EASTERN time (11 am Central/10 am Mountain/9 am Pacific).

http://thenewfacultymajority.blogspot.com/2012/09/media-101-webinar-free-to-nfm-members.html

Description:
Activists and other advocates for contingent faculty often express concern that the press do not report about contingent faculty issues widely or well. Yet better coverage will only take place when we learn how to work more effectively with the media. This webinar will provide basic information about how “the press” operates, describe common mistakes that we make when trying to pitch stories, provide information, or give interviews, and offer some suggestions for working productively with reporters and editors.
Featuring Scott Jaschik, Editor, Inside Higher Ed
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17. Lorena,

Attached is a letter from a member of UC/AFT Local 2034 and officer of the San Diego Faculty Assn./AAUP. My Local requests this be passed as a resolution at our next Delegate Meeting next Wednesday. It seems very important to support this as both academic freedom and union organizing in our global world.

Solidarity,

Fred

Dear Board members:

I hope you all had a restful and productive summer. I’m writing to see if you will be willing to support professor Renán Vega Cantor. Vega Cantor is a famous professor at the Universidad Pedagógica Nacional in Colombia and a winner of the Premio Libertador of Pensamiento Critico in Venezuela, among other distinctions. Renán has been fighting neoliberalism and the privatization of the university in the past several years. More recently, he was involved in the creation of a union, the Asociación Sindical de Profesores Universitarios (ASPU). Due to all of these activities, the administration of the Universidad Pedagógica Nacional has first questioned his academic credentials, and more recently he has received “death threats” (he has been “señalado” by paramilitary groups). Everything is explained in the letter that I am attaching, but basically he has been forced into exile to do what we try to do at the SDFA. We are coordinating an international campaign to support his return and we wanted to ask for your signature and to see if the SDFA, as a group, will be interested in endorsing the letter. Although there is a campaign in Europa, Latin America, and the Arab World, they believe that support from the US (for all the wrong reasons) would put a lot of pressure in the administration of the university to protect him and guarantee his return.

Those who want to sign individually as well can email me before Tuesday september 25 at lmartincabrera@yahoo.com
I’m also including this interview with Renán in Spanish for those who want further information about the case.

http://www.rebelion.org/noticia.php?id=155925

http://translate.google.com/#auto/es/

In unity,

Luis

P.S. Fred could you please forward to other labor groups for endorsement

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21. The Villainy of Teachers

We were having a conversation in the teachers’ room and discussing the Chicago teacher’s strike and remarking on how the politicians and media tried to bully the Chicago teachers with all this talk about how they were harming the interest of their students by having the nerve to walk out on strike and leave the kids without school. One of the teachers in the teacher room remarked, “I’m really tired of us teachers being made the villains, of being blamed, being villified. I’m really, really tired of being villainized.”

I sympathize. I recognize the truth there, but, I’m not sure I feel so bad about it. Maybe it’s because, like misery, villainy loves company. I mean think about it. We’re actually in fairly good company. Immigrants are being villainized. That’s a fairly sizeable group of people. And a lot of us would have a hard time finding anything to eat without them. Black people for centuries have been villainized. Young people, especially African American and Latino are really being villainized, disrespected, arrested and imprisoned in huge numbers. In WWII Japanese Americans were villainized and incarcerated. Native Americans have been villainized for centuries, too. Then there’s the public workers and unions. Even people who take retirement pay. In the 1950s, teachers and writers, film makers and union activists, anyone with progressive views or sympathetic to socialist countries were villains. Back the 1960’s those who protested the war or who became activists were villainized. Feminists have been villainized for years. So have gays and lesbians.

Looking outside this country the Filipinos were villainized at the end of the 19th century when they refused to accept U.S. “liberation”. I can remember when the Koreans were villainized, and then the Vietnamese. The Chinese were villainized when they were socialist, and now again, as they are capitalist and threaten U.S. hegemony in Asia, it seems like once again they will become the villains. The Soviets were villainized and the Russians could again earn that status. During the 1960s and 1970s people around the world who stood up against colonialism and fought in liberation struggles were villainized, guerrillas were villainized, Cuba, villainized for decades. I can remember in the 1980s when countries in Central America were villainized. Then came Iran, Iraq, and Afghanistan. Muslims, Arabs and South Asians — all villainized. And what about Palestinians? Permanent villains. Romney’s trying to villainize 47% of the population that are, let’s face it, slackers. And I wonder if teachers are on that list, too? Would that make us villains x 2?

At one time or another, the label of villain has been pinned on a major part of humanity. About the only people who are not villainized are the bankers, the CEOs, the weapons makers, the drone makers, the spies, the Pentagon brass, the big politicians and, of course, the media, which they own. They are never villains because they define who has those qualities of villainy.

Given the attitude I find among a lot of teachers, the villainy is bound to grow. There’s no telling how villainous we might become.

And given the determination of the elite to knock teachers out of the way so corporate vultures can feed on the carcass of public education, it’s unlikely that we teachers are going to see any change in status for some time to come. So we might as well get used to it.

More on Chicago teachers strike via COCAL

More on the Chicago teachers strike

Letter from CTU President Lewis

http://www.beyondchron.org/news/index.php?itemid=10480

and http://readersupportednews.org/opinion2/274-41/13414-focus-why-were-striking-in-chicago

Great blog posting from a Chicago teacher on “Why I am Striking” (Posted by Xian Barrett, who is a known to me personally and a gifted teacher and union leader (and the son of another gifted teacher, union leader and organizer and labor historian James Barrett and union leader and activist Jenny Barrett of U of IL: http://chiteacherx.blogspot.com/2012/09/why-im-striking-jcb.html and another at http://dianeravitch.net/2012/09/11/a-chicago-teacher-why-i-am-striking/

http://www.alternet.org/labor/chicago-teachers-uprising-takes-1-percent-mayor-and-labor-establishment-boot?page=0%2C1&akid=9370.1087795.dUMnNN&rd=1&src=newsletter707851&t=3

and  http://www.salon.com/2012/09/10/standing_up_to_rahm//

and a possible custodians sympathy strike http://www.chicagotribune.com/news/politics/clout/chi-some-chicago-public-schools-custodians-may-strike-20120911,0,595858.story

and  http://www.aflcio.org/Blog/Organizing-Bargaining/Chicago-Teacher-Strike-Fighting-for-Students

and http://labornotes.org/2012/09/how-chicago-teachers-reached-boiling-point

Statement from IEA President Cinda Klickna http://www.ieanea.org/media/2012/09/9-9-Statement-from-IEA-President-Cinda-Klickna.pdf

and http://www.laborradio.org/Channels/Story.aspx?ID=1771148

and http://www.laborradio.org/Channels/Story.aspx?ID=1771146

and http://www.laborradio.org/Channels/Story.aspx?ID=1770669

and http://www.reuters.com/article/2012/09/10/us-usa-chicago-schools-analysis-idUSBRE8890VS20120910

and videos https://www.youtube.com/watch?v=HNCTdwJQLQk&feature=youtu.be

and https://www.youtube.com/watch?v=HyYatvriZMw&feature=youtu.be

and the Director of the private school where Rahm Emanuel sends his kids (U of Chicago Lab School) says standardized tests are the wrong measure for teachers.

http://www.beyondchron.org/news/index.php?itemid=10486

http://www.washingtonpost.com/politics/chicago-teachers-strike-places-obama-at-odds-with-key-part-of-political-base/2012/09/11/df89a776-fc2a-11e1-b153-218509a954e1_print.html

and finally  http://truth-out.org/opinion/item/11482-greg-palast-the-worst-teacher-in-chicago

COCAL Updates

Updates in brief and links

Important note:

As of Monday Sept. 10, the Chicago Teachers Union, AFT Local 1, is on strike against the Chicago Public Schools and Mayor Emanuel, who appoints the entire Board of Education. This strike is the most important fight against the corporate neoliberal attempt to privatize and destroy our public schools and, as such, deserves the support of all of us. Please go to https://afl.salsalabs.com/o/4013/c/468/p/salsa/donation/common/public/?donate_page_KEY=7204 to make a contribution to CTU’s solidarity fund and also check for local solidarity actions in your areaq. Such actions are being planned all over the nation, and even internationally. CTU is the second largest local teachers union in the US and the first, under its new leadership, to attempt to stand up to the privatizers. If they lose, all of us, even in higher ed, will see increased pressure in this direction of corporate “education reform”.

thanks for your solidarity,

Joe Berry

1. Hollywood now turning its propaganda machine on teachers and public schools
2. As Chicago teachers head toward strike, Democrats turn on their union

3. Solidarity with Chicago Teachers, from Professional Staff Congress at CUNY (see below)

THE PROFESSIONAL STAFF CONGRESS STANDS IN SUPPORT OF THE CHICAGO TEACHERS UNION

Whereas the Chicago Teachers Union (AFT Local 1, the nation’s first teachers’ union) is locked in a protracted contract battle that has important consequences for educators everywhere; and

Whereas Chicago teachers have rallied, marched, won the support of parents, and mobilized for a contract that includes fair compensation, meaningful job security for qualified teachers, smaller class sizes and a rich curriculum that includes art, music, physical education and foreign language; and

Whereas the CTU has published a report, The Schools Chicago’s Students Deserve, which eloquently argues in favor of proven reforms that would improve the education of the city’s 400,000 students, including offering pre-kindergarten for all, guaranteeing vital support services (counselors, nurses, social workers and school psychologists), having a fully-staffed library in every school, ensuring quality school facilities, ending school board practices that have increased racial segregation, and reducing class size (currently one of the highest in the state); and

Whereas 92% of the CTU membership participated in a vote to authorize a strike, and 98% of those voting voted yes; and

Whereas the CTU is opposed by an array of “reform organizations” created and financed by wealthy hedge fund managers and businessmen, in alliance with Mayor Rahm Emanuel, who together are trying to impose a regimen of evaluating teachers based on students’ standardized test scores, imposing a “merit” pay scheme for teachers while eliminating traditional salary increases for seniority and additional education, and mandating a longer school year and school day without a proportional increase in salary; and

Whereas the opponents of the CTU have used the deep pockets of wealthy supporters to launch a torrent of ads attempting to discredit the union and promote charter schools; and

Whereas the CTU has established a “CTU Solidarity Fund” to raise money to respond to the negative ads of their opponents and circulate its own report, The Schools Chicago’s Students Deserve; and

Whereas a victory for Chicago teachers would greatly encourage teachers everywhere who are resisting attempts to blame educators for low student achievement rather than point the finger at inadequate school funding and widespread poverty, and standing up to forces who would eviscerate hard-won tenure and seniority protections and salary levels, as well as weaken teacher unions; and

Whereas a victory for the Chicago Teachers Union would be a victory for public-sector employees nationally as we struggle to resist the imposition of austerity conditions; a victory for CUNY faculty and staff, as we face a regime of testing and standardization; and a victory for all who oppose the privatization of public resources and the plundering of public assets; therefore be it
Resolved that the Professional Staff Congress/CUNY (Local 2334, AFT) support the Chicago Teachers Union in its fight to negotiate a contract that meets the needs of its members and their students; and be it further
Resolved that the Professional Staff Congress contribute a sum of $3,500 to the CTU Solidarity Fund; and be it further
Resolved that the Professional Staff Congress urge the NYC Central Labor Council to adopt a similar resolution; and be it further
Resolved that the Professional Staff Congress encourage its members to show support in any or all of the following ways: signing petitions in support of the CTU struggle, making individual donations to the CTU Solidarity Fund, writing letters of support, becoming Associate Members of CTU, and attending local solidarity events.

COCAL Updates

COCAL Updates
Updates in brief and links

1. Kaplan faculty in Liverpool, England, UK unionize! From Jon Blanchette a Kaplan NY union leader.
The reason why I’m writing is to let you know about another organizing victory for Kaplan teachers, this time in the UK. One of their reps posted this comment on our blog to reach out and let us know that our success in NYC helped them make the case to teachers in Liverpool to do likewise:

http://abetterkaplan.blogspot.com/2012/07/the-unionization-process.html?showComment=1345815597957#c5791634900816573691

[To the best of my knowledge, it’s the first Kaplan to unionize in the UK.]

2. Are American Public Universities being privatized?

3. The Rise and Demise of the Neoliberal University

4. Good article on Chicago Teachers struggle

5. Adjunct Project comments on new Huffington post online story

and the story with people you know on screen

6. Newt Gingrich teaches a MOOC online for Kaplan from GOP convention

7. US Conference of Bishops supports adjunct union at Duquesne U

8. Good article on Chines labor struggles

9. Grad union at U Michigan seeks organizer. see below

10. Chicago City Colleges FT faculty union, AFT 1600, accepts contract with merit pay tied to student test results

11. Huffington Post blog (Pablo Eisenberg) on the recent Campaign for the Future of Higher Ed/NFM report on contingent faculty
and more reactions to the report and http://www.onlinecolleges.net/2012/08/30/we-are-all-adjunct-faculty/

12. From Counterpunch, Democrats, US Labor and Latin America (well worth a look)

13. CA Faculty Assoc. (CFA) in the CA State U System ratifies new contract.

14. Corrected info for Non-tenure Track Faculty conference in April in Pittsburgh (see below)

15. An adjunct teacher leads fight to save historic gym in Philly, from Alex Kudera, the adjunct novelist/memoirist:
a bit on the lighter side but worth noting it was an adjunct who saved Joe Frazier’s gym
: maybe another good example of how adjuncts, often by necessity living in the communities where they are teaching, can know a lot more about their students and what is going on in or around the campus community than the luxury faculty beamed in from Affluencia, USA.

alex

16. Former Green River CC (WA) local president and WFT VP found to have embezeled funds. Adjunct Keith Hoeller presses for further investigation into this and other issues.

17. National U (CA), a CA nonprofit following the for-profit business model including no faculty tenure, is retaliating against faculty who complain.

9. ORGANIZER

Graduate Employees’ Organization (GEO), the union of graduate student instructors and graduate student staff assistants at the University of Michigan, is seeking a union organizer to work in Ann Arbor, MI.

Candidates should have strong one-on-one organizing skills, deep knowledge of the higher education workplace, significant experience working with diverse populations, and a commitment to a participatory and progressive labor movement.

Necessary Qualifications:
● Strong one-on-one organizing skills
● Ability to manage time and coordinate multiple projects in high-stress situations
● Ability both to work independently and to facilitate group interactions
● Ability to work evenings and weekends as needed
● Willingness to make at least a two-year commitment
● Basic computing knowledge, including experience with Microsoft Office or Open Office
● Social networking skills
● Ability to write, interpret, and apply contract language
● Familiarity with grievance processes
● US citizenship or other authorization to work in the United States

Preferred Qualifications:
● Internal organizing experience, especially in higher education
● Other prior experience in a higher education environment
● Experience organizing job actions and contract campaigns
● Experience as a staff member in a volunteer-run organization
● Experience in the labor movement
● Work with a wide variety of software applications, including QuickBooks, Salsa, and MS Access

The immediate assignment of the candidate hired for the currently-available position will focus on direct one-on-one organizing. Experience in this area is essential. Prior representation or union leadership experience is welcomed, but not necessary.

Applications will be accepted through Monday, Sept 10, 2012. Salary range is approximately $54,000, with a potential for increases based on experience. Health insurance provided by employer. An additional stipend is given as an allowance for phone and parking expenses.

Please submit a single PDF file with last name as the first part of the filename (i.e. smith_application.pdf) containing a resume, a brief introductory letter, and answers to the following questions, length no longer than 2 pages total:

• What do you see as the central purpose of a union?
• This position involves organizing a large number of people. Some might not be enthusiastic about getting involved in the union, may not know much about unions, or will be afraid of what their supervisors will think of their involvement with a union. What would be your strategy to recruit members and leaders and build the organization?
• A department steward isn’t coming to meetings, and isn’t being conscientious about following up with people in their department. A first-year student in this department is very eager to be involved. What do you do?

E-mail to Jenny Kohn at veep@geo3550.org. Please use “GEO Organizer Application” as the subject line.

GEO is an equal-opportunity employer.

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14. Dear faculty, graduate students, and those interested in the non-tenure-track faculty conference:

I am writing because you may have received the incorrect address for the conference Countering Contingency: Teaching, Scholarship, and

Creativity in the Age of theAdjunct, Pittsburgh, Pennsylvania, April 5-7, 2013.

The correct address for abstracts and other communication is nttfconference@gmail.com (note the ” f “)
Please resend your abstracts and any questions or concerns, and please accept our apologies for this error.
Attached you will find the corrected Call for Participation.

Cocal Updates

1. More analysis from Senate report on for-profits, this time on cost differences with public schools

2. Action alert – help requested

Teachers and other public sector workers in Swaziland have been engaged in a battle that has become increasingly hard to watch – police have used rubber bullets and tear gas on strikers, nurses and civil servants have been fired upon, and hundreds have been sacked including the entire executive of the teachers union.

3. Law blog and journal discuss adjunct teaching for lawyers

4. The workplace: where free speech goes to die [All workers need free speech on the job, not just academics who need “academic freedom”.]

5. How low can contingent pay go – to zero? See below for Craig’s List ad for free work for Christian colleges

5. Next step by business in the push to privatize K-12 education. Can higher ed be far behind on their list?

6. No surprise – for-profit colleges their execs put profits above student success, Congress says.

7. If you haven’t bee reading this week’s Doonesbury, check out
http://doonesbury.slate.com/strip/archive, starting with August 6.

and see (defensive) comment on it by IHE blogger at
http://www.insidehighered.com/blogs/technology-and-learning/doonesbury-profit-higher-ed

8. Adjunct pay and teaching quality

9. If anyone on this list reads Hebrew, here are the links to the webpages of the unions that represent contingent faculty (called “junior” there) at two universities in Isreal. If anyone can check them out and give a brief report in English for this update, that would be great. I got them from two FTTT profs there who I happened to meet recently.
http://cmsprod.bgu.ac.il/units/zutar
http://www.zutar.org.il/

10. Updated call for conference on contingency in Pittsburgh April 5-7, 2013, sponsored by contingents and the USW. Joe Berry is an invited speaker. See below

11. For-profits now discounting tuition (like many private non-profits have been doing for years) in an attempt to counteract their recent enrollment declines.

12. University teachers strike in Sri Lanka

13. Even without a contract post-Katrina, United Teachers of New Orleans, LFT/AFT successfully fights on. A real lesson for all of us in the contingent faculty movement.

14. Newly organized adjuncts in NH cc’s (in SEIU) are having trouble getting a first contract. See below to help them.

15. Here is an important message from the Bay Area Occupy Education list that realates to attempts by LUMINa foundation, and allies like Bill Gates to buy the regional accreditors and especially attack community colleges, like the current attack on City College of SF. See below.

16. Mother Jones on the for-profits

Updates in full

5. How low can pay go for teachers? Craigslist is now advertising for college professors to volunteer their time by donating online materials for an alleged Christian university start up.

Professor (Philadelphia)

Date: 2012-08-05, 10:05AM EDT
Reply to: ncxmn-3185200753@comm.craigslist.org [Errors when replying to ads?]

New college (startup) projected to begin January of 2013 requests college professors to volunteer (essentially donate time and training) services by offering a college course that will be presented locally, but also made available online (e/distance learning) and in DVD-format. Opportunity for future payment. College will be a non-profit Christian University that will offer courses throughout the United States, and be affiliated with World Christian University. Courses will also be made available to offenders who are in state and federal prisons. Possibility of volunteer work leading to full-time academic position. Startup institution will offer extremely low cost college courses, and will begin with limited capital–therefore the need to get started with volunteer teaching. Courses could be made available on tape, and online, and therefore some courses could be prepared for presentation in as little as two weeks taping time. Thanks and God bless. Please contact Dr. Will Korey at 215-687-6971
Location: Philadelphia
it’s NOT ok to contact this poster with services or other commercial interests
it’s OK to distribute this charitable volunteerism opportunity for inclusion in 3rd party web sites that have been approved by craigslist
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————-
10. Apologies if anyone has already forwarded this–I’m new to the list. I’m also one of the organizers, so please feel free to email me if you have any questions. Regards, .R.

— Call for Participation —

Countering Contingency:
Teaching, Scholarship, and Creativity in the Age of the Adjunct
Pittsburgh, Pennsylvania
April 5-7, 2013

Inspired by the Non-Tenure-Track (NTT or adjunct) conversation sparked by Web sites like the New Faculty Majority and the Adjunct Project, a push to improve NTT working conditions by the MLA, and the effort to organize by NTT Faculty at Duquesne University, this conference offers an opportunity to think more deeply about the state of contingent, non-tenure-stream faculty. We invite proposals for papers, panels, workshops, roundtables, and creative presentations highlighting, critiquing, and theorizing how the unstable and unsustainable working conditions of NTT faculty impact intellectual work; narrating or analyzing the logistical challenges of serving as NTT teachers, scholars, and artists; discussing the working conditions that call for revision. Contingent labor constitutes the majority of faculty, yet NTT faculty are the lowest paid and most overburdened workers. We represent the foundation of academic experiences at the undergraduate level and offer irreplaceable interactions with students. We are artists, scholars, researchers, and examples of inspired teaching. This conference is an invitation to imagine the answers to crucial questions raised by our tenuous position: How can we use what we know to create a more sustainable and equitable labor and educational system, one that will benefit everyone at the university? What change is most needed? What does it mean to constitute the new faculty majority at your college or university?

Proposals for papers, panels, or roundtables are invited on the following topics:
–maintaining a scholarly or creative life in an era of non-tenured faculty invisibility
–documenting the institutional experiences of contingent faculty and their students
–comparative analyses of salary, contracts, and other aspects of employment
–histories of academic labor struggles
–best practices for contingent faculty
–unionization for contingent faculty
–the proletarianization of the professoriate
–links between this labor struggle and others past and present (especially in the Pittsburgh area)
–any topic related to these concerns

Proposals for non-traditional modes of participation are welcome as well. Some formats for these might include:
–art and creative writing panels (framed by your experience of creating this work under NTT working conditions or about the experiences of NTT faculty)
–interactive workshops that seek audience participation in ways that help us all to analyze and think reflexively about higher education institutions, funding, or any aspect of academic labor and life
–short performance pieces or multimedia presentations
–any other ideas you have for participation, just give us the details

Please email nttconference@gmail.com if you are interested in participating in, helping to plan, or attending the conference. For paper proposals, please send a 250-word abstract and short bio paragraph. For panels and roundtables, please send a 250-word panel description, plus 250-word abstracts of all papers/comments and bio paragraphs for all participants. For non-traditional ideas for participation or workshops, please send a 250- to 500-word description of your idea and a short bio paragraph for each participant. The deadline for submission of all proposals is September 15, 2012. Participants will hear back from the planning committee around October 15 at the latest, but please send your materials early and let us know if you need an early decision in order to facilitate travel funding requests at your institution. Informal inquiries before sending formal proposals are welcomed and encouraged for non-traditional presentations and workshops. Proposals from workers and scholars in the Pittsburgh region will be given priority.


Robin J. Sowards, Ph.D.
Duquesne University
English Department
600 Forbes Avenue
631 College Hall
Pittsburgh, PA 15282

“Not merely the objective possibility, but also the subjective capacity for happiness, can only be achieved in freedom.” Theodor W. Adorno, /Minima Moralia/

“Madet orbis mutuo sanguine, et homicidium cum admittunt singuli, crimen est: Virtus vocatur, cum publice geritur.” [‘The world is drenched in mutual blood, and when individuals commit homicide, it is a crime; it is called a virtue when it is done in the name of the state.’] St. Cyprian, Bishop of Carthage, Letter to Donatus (par. 6)

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14. Hello All,

Adjunct Faculty members of The State Employees’ Association of New Hampshire/SEIU 1984 are facing a formidable challenge by the Community College System of New Hampshire, as we bargain for our first contract.

In the past few months, their mgmt. team: cancelled sessions, made regressive counter-proposals, and disrespectful remarks about our function and role in the community college system.

We are reaching out to all like-minded academic partners and friends. Will you show support for adjunct faculty by signing our petition?

http://1984.seiu.org/page/s/adjunctpetition

We would appreciate your support by signing and circulating our petition to your friends, colleagues, and adjunct faculty that are struggling to improve their quality of life.

http://1984.seiu.org/page/s/adjunctpetition

Once you sign the petition you will be automatically redirected to a share page.

Thank you for your support.

CCSNH Adjunct Faculty
SEA/SEIU Local 1984

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15. the Lumina Foundation along with Bill Gates gave WASC 1.5 million dollars. It is important for these mafia criminals to have complete control of all accrediting agencies for then they can use them, much like Wall St. id with Moodys and Standard and Poors, to rate schools for hostile takeover. This is all part of the takeover, hostile as it is, of the 112 community colleges.

The accreditation agencies are really being used to lower the ratings on community colleges to provide the excuse to take them over. SF CC must be seen in this light.

The Lumina Foundation has ten members which serve on its board that have ties with Sallie Mae and the Lumina Foundation is proposing four tenets of a program for community colleges that will include mandatory full time status to receive grants meaning that Student Loans will be needed for full time community college students hardly exist they have to work.

Take a look at Lumina Board members:

http://closedstudentsuccess.ideascale.com/a/dtd/Who-is-behind-this-/316120-12397

Lumina is not only a secret parliament that is now working assiduously to overtake through hostile takeover community colleges, but they have upped their budgets and targeted superficially post secondary education. Below are the four steps in order to get Lumina Funding and thus philanthropy money.

They will turn community colleges into a boot camp for low, entry level,low paid work and those who malinger, i.e. go to school to get an education, will be punished. Below you will see their four step program for dismantling access to and public education.

Lumina meets in luxury hotels where newly arriving, usually non-union immigrants or first generation immigrants serve them lavish luncheons with drinks, on cloth covered tables attending to all their needs while they plan the decimation of these same workers’ childrens’ future.

while the attention is on K-12 and testing and billionaires, Gates has upped his stake in post secondary and works closely with Lumina in creating the material conditions for school to work programs and community colleges as factories for ‘skills’.
Lumina’s “Four Steps to Finishing First ” program lays out a plan to achieve their goal of 60% attainment by 2025. Their method – use business type modeling to “increase productivity” (degree attainment); the assumed outcome of which will be more jobs created. The “Four Steps”:

1. Performance Funding – Don’t fund schools in the traditional budgeting process. Tie funding to performance. Legislators should “provide financial incentives to schools that help students clear certain milestones on their academic journeys or finish work toward their degrees or credentials.” More degrees = more money.

THIS IS THE SCHOOL TO WORK IDEOLOGY, FUNCTIONALISM AND INSTRUMENTALITY

2. Student Incentives – Legislate tuition discounts and incentives to students who do not exceed the number of credits required for graduation. Limit financial aid to the required number of credits for graduation. In other words – better not change your major.

THEY PROPOSE PUNISHING STUDENTS WHO TAKE EXTRA CREDITS, TAKING AWAY PELL GRANTS FROM STUDENTS NOT REGISTERED FULL TIME, AND PAYING STUDENTS NOT TO TAKE CLASSES

3. New Models – Institute low-cost approaches (specifically online degree programs) “substituted for traditional academic delivery whenever possible to increase capacity.”

THIS IS THE CYBER LEARNING PART WHERE 154,000 STUDENT CAN BE IN ONE CLASS ON MOOCS. ALL O THIS IS BEING DEVELOPED AS WE SPEAK. THIS WILL MEAN NO NEED FOR MUCH FACULTY AND ALSO NO TENURE TRACKS. THE WALMART TEACHING MODEL WITH LOW PAID ADJUNCTS WORKING MILLIONS OF STUDENTS

4. Business Efficiencies – Implement business practices that “Produce Savings to Graduate More Students.” Part of the plan to be more “efficient” :

“At the state level, policymakers should limit the number of research institutions…research can be a problem at institutions that aspire to attract research funding, because fulfilling these aspirations can increase costs and reduce productivity in terms of serving undergraduate students.”

RIGHT SO NO MORE IMAGINATION OR RESEARCH, ONLY BOOT CAMP FOR OLIGARCHIC SOCIETY

“Cut athletic funding – Competitive athletic programs almost always require substantial subsidies from colleges and universities that pull money away from academics.”

“Employee contributions to health care and retirement plans also deserve scrutiny and should be measured against other private sector, competitively established contribution and benefit levels.”

The plan cites The University of Maryland as a great example

RIGHT, AUSTERITY CUT BENEFITS AND HEALTH CARE NO MOR PENSIONS 401k OR NOTHING at success story in controlling costs…students and facultyexperiencing the deep program cuts imposed on that institution may disagree.

CONTROLLING COSTS MEANS CUTTING BACK ON EDUCATIONAL SERVICES, FACULTY AND STAFF

It is a vicious cycle – with ALEC and Lumina Foundation at the center. ALEC pushes legislation and policy which imposes draconian cuts to public higher education funding. Lumina lends financial and policy support to the agenda – and positions itself to step in with a “Four Step Plan” to fill the void. Lumina offers a brilliant talking point – “follow our plan, and more people will get college degrees, which means more people will get jobs…because (as everyone knows) people with degrees get hired more than people without.”

BY THE WAY, THIS IS ALL DUE TO OBAMA TELLING US HOW MUCH EVERYONE NEEDS A COLLEGE DEGREE WHICH MERELY TURNS EDUCATION INTO A COMMODITY, DIPLOMA MILL, AND THUS IT IS THE OBAMA ADMINISTRATION THAT IS SUPPORTING THIS, CORPORATE DEMOS ARE BEHIND IT BOTH ON A STATE AND FEDERAL LEVEL

While these are lofty goals and wonderful ideals (for education is truly the cornerstone of democracy); with Lumina, the devil is in the details. There is a clear push in this agenda to privatize and take an opportunistic approach to a continuing economic recession (or as Paul Krugman more accurately says, depression). Educational Foundations such as Lumina and the Gates Foundation are taking on a greater roll in developing policy, as opposed to direct awards – and it is having an enormous effect, again, because of the draconian cuts being endured by public colleges and universities.

There are two questions to be addressed…first, what does this outsized financial influence by a select few on public education policy mean, and where are they taking us. And second – will more college degrees, as is the goal of Lumina, create more jobs… http://bdgrdemocracy.wordpress.com/2012/06/22/alec-higher-education-and-lumina-foundation-policy-money-and-setting-the-agenda/

It is important to note that this is now called ‘Advocacy philanthropy’ and although Lumina was in ALEC and is now out (due to publicity) they do not need ALEC. They have philanthrpy money (stolen from working people) at a time of austerity and this will give them leverage to completely overhaul through hostile takeover the entire CC system. They want a boot camp, or school to work with punishments for taking extra classes and forcing students to be on work tracks.

Here are a few other foundations, media groups and political leaders who have close ties to Lumina:

Friedman Foundation

Kipp Foundation

Hillsborough Education Foundation

The Carnegie Foundation for the Advancement of Teaching

McKnight Foundation

Yahoo! Finance

Sheila Simon

Jamie P. Merisotis

Center for Student Opportunity (CSO)

The Fiscal Times

BORSHOFF

Washington Area State Relations Group

Education Commission of the States

New America Foundation

American Association of Community Colleges

Excelencia in Education

The Education Trust

Achieving the Dream

As to SMC

a few searches for Dr. Tsang, Santa Monica College and the Lumina Foundation found they are in close contact.

Here is one of the agendas from a recent meeting where Lumina representatives and Chui Tsang and Louise Jaffe were highlighted guest speakers:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CFEQFjAG&url=http%3A%2F%2Fwww.acct.org%2FFullDailySchedule.pdf&ei=TWIkUI6OIea62wXc-4D4CQ&usg=AFQjCNGVbsk6KSk5Jmcdmc-fjuyzZUeyEg

And there is more. http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=10&ved=0CFkQFjAJ&url=http%3A%2F%2Fwww.ccleague.org%2Ffiles%2Fpublic%2FCCCT11-11ag.pdf&ei=eVIlUPbPDoqE8QSj6YHAAw&usg=AFQjCNGcOgNdFFyVsehHGlb1i5o0wjeHDQ&sig2=IPmc40qIraRD9kBYo18H-w

Louise Jaffe, SMC board of trustee was also involved in the conference with Chui Tsang which was sponsored by Lumina Foundation.

AB515 was Lumina based, they had their fingerprints all over it as the Student Success Task Force. they have now decided after the blowup at SMC that they will target, using their accrediting agencies and false data they derive from private data chop shops, that this campus or that campus must be taken over and perhaps even driven into receivership.

SMC has both federal and state lobbying firms.

SMC has a contract with the lobby firm: Statregic Education Services: see below. Please note the lobby firm’s other clients are privatization agenda companies- Connections is now owned by Pearson- the testing giant!!! K street consulting is another lobby firm. (Oakland Unified is one of K Street’s clients). there are major conflicts here between public instituions such as SMC and private education companies. Brownley is backed by the privatizers such as Edvoice. SF community college possible closure- not an accident as the privatizers continue to line the pockets of government decisions makers. Kathy The Student Success Task Force was written by individuals at CSU sacramento Institute for higher education leadership and Policy (IHELP). Dr. Wesley Apker was involved in IHELP-worked at IHELP and is a bad actor!!! He failed to disclose his economic conflicts on his required FPPC 700 form.

http://www.opensecrets.org/lobby/clientsum.php?id=D000056437&year=2011

In addition, the SMC hired lobbyist, John P McAllister is a revolving door executive who formerly worked for congressman Bud Shuster (R) of PA in the 112th District who received his top support and lobbying from Republicans. In fact, all of his top contributions were made to and from Republicans.

Furthermore, Congressman Bud Shuster is a well known support of privatizing of education. In fact, his votes in congress further charter schools and the privatization of education.

http://www.opensecrets.org/lobby/clientlbs.php?id=D000056437&year=2011
http://www.opensecrets.org/revolving/rev_summary.php?id=15621
http://www.opensecrets.org/politicians/summary.php?cycle=2002&cid=N00001395&type=I

http://www.ontheissues.org/PA/Bud_Shuster_Education.htm
http://projects.washingtonpost.com/congress/members/S000394

The recent $82,500 expenditure in 2011 was costly and very bad timing given the current budget projections. Also, we are we supporting republican tied lobbyist who are known revolving door executives.

2011 was also the year that Julia Brownley was pushing AB515 at the state level. Regarding other wasted budget spending, SMC spent over $100,000 on a new logo in 2011. Many private schools also spend much money on branding and marketing, rather than properly funding their campus and opening new classes, hiring new teachers or providing excellent benefits to their workers.

In a message dated 8/12/2012 1:09:37 P.M. Pacific Daylight Time, susan4@jps.net writes:
Beezer — Thanks for this info.

The accrediting group us WASC — Western States Schools and Colleges, in case anyone wants to do more research.

At 12:26 PM 8/12/2012, Elizabeth de Martelly wrote:
> Summary of May 2012 Student Union Meeting in Santa Monica
> Over 100 students from 26 campuses met in LA’s Santa Monica College in May. At this meeting, they passed a mandate outlining the basic principals of an action-oriented, participatory democracy-based statewide student union that will fight educational austerity and privatization and work in solidarity with campus laborers to connect our struggles (please see the attached document and CA Student Union website for details: http://castudentunion.wordpress.com/). Importantly, participants at this meeting also agreed that students in NorCal should plan a follow-up conference to discuss the structure of this union formation, passing the baton to us!
>
> Campus/Union Reportbacks
> City College of San Francisco
> ~In June, WASK (a private accreditation firm) threatened to take away CCSF’s accreditation unless the campus overhauled just about everything. Critically, WASK is connected to the Student Success Task Force (bills intended to deny access and ration education).
> ~WASK has red-flagged 60% of the K-14 institutions in its jurisdiction, and many believe that the fate of CCSF could determine what happens to these other schools (i.e., if WASK wins in re-structuring CCSF, it will go after other schools).
> ~On October 15, CCSF must submit a preliminary report to WASK about how they will alter the institution to meet the firm’s requirements (many people commented that following WASK’s requests will result in a much less democratic, much less accessible, and significantly under-resourced institution).
> ~CCSF is mobilizing to fight this threat and call it out as bu….
> UC Berkeley
> ~There are new threats of fee hikes, where Prop. 30 is being used to de-mobilize and re-route our anti-austerity movement.
> ~This year, two unions (AFSCME and UAW) are entering into contract negotiations, and at least UAW is preparing to strike next year.
> ~Students interested in forming a statewide union have continued to meet and are forming/joining broad coalitions to start a wider conversation about educational austerity and ways to combat it.
> CSU
> ~CSU faculty settled their contract and will not strike.
> UESF
> ~UESF held secret negotiations and settled for half of the sum they had asked for, which will mean significant budget cuts. A “no vote” campaign is being organized.
> ~Prop. 30 is destructive and teachers are being forced to lobby for it rather than put their energies into building a long-term, sustained movement.
>
> Proposals that Passed
> 1. To plan a conversation-based forum (referred to in this meeting as “Bay Area Solidarity Forum”) to discuss the purpose of a student union and to build for a larger conference.
>
> Location: TBD (ideas that came up: somewhere in SF, at CCSF, or at UC Berkeley)
> Timeline: before larger conference (likely mid-late September)
> ~good to have this forum in earlier in the semester, like September 15
> ~this forum doesn’t necessarily have to be on a weekend
> Ideas/Scope:
> ~conversations/brief presentations about the purpose of a student union and international models
> ~focus on international solidarity and international student union leaders can come to this event (if not to the conference)
> Follow-Up:
> ~Location/Date Committee: Meleiza (bottlomlining), Millie, Juan, and Alex
> *At the August 25 meeting, this group will present a proposal for potential dates and locations for the Bay Area Solidarity Forum.
>
> 2. To hold a large student union conference where proposals for the structure of the union will be discussed and voted on, and where there may be some educational component, potentially on a second day.
>
> Location: preferably at CCSF, but if students are unable to mobilize, then UC Berkeley will be a back-up
> Timeline: between mid-September and October 20
> ~late September/early October: organizing far ahead of elections will help people see this movement as an alternative to electoral politics
> ~October 6: it would be better to have an organizing body in place before the WASK report is due (October 15) so that students can take on significant actions on the 15th (like shutting down the campus through mass walk outs or occupying a building–one person mentioned that such tactics may be the only way to stop WASK); October 15 was chosen for us, so we have to build our struggle around it and create the awareness/momentum before the 15th
> ~October 20: the Saturday following the October 15 deadline where CCSF will have to submit a preliminary proposal for how it will satisfy the accreditation committee’s demands; people will be angry, and this could help mobilize them
> Ideas/Scope:
> ~solicit as many proposals as possible about how the student union will function/be structured
> ~bring in international union leaders from Mexico, Chile, Quebec, Mexicali, etc. and/or do fundraising to help with the fines and fees many unionists are facing
> Follow-Up:
> ~Location/Date Committee: Beezer (bottomlining), Carla, Kitty, and Carlos
> *At the August 25 meeting, this group will present a proposal for potential dates and locations for the Student Union Conference, where CCSF is our first choice, and UC Berkeley is a back-up.
>
> 3. To assemble a group of people to draft a proposal for the structure of the union.
>
> Summary of Working Groups
> Bay Area Solidarity Forum Location/Date Committee:
> Meleiza (bottlomlining), Millie, Juan, and Alex
> *At the August 25 meeting, this group will present a proposal for potential dates and locations for the forum (likely mid-late September)
> Statewide Student Union Conference Location/Date Committee:
> Beezer (bottomlining), Carla, Kitty, and Carlos
> *At the August 25 meeting, this group will present a proposal for potential dates and locations for the conference, where CCSF is our first choice, and UC Berkeley is a back-up (likely early-mid October).
> Outreach Committee:
> Andy and Juan (bottomliners), Carlos and Kitty (fliers)
> *These folks will create fliers for outreaching the August 25 meeting; create/update a facebook page; upload content onto the student union website; and they will draft/help draft a longer call for the forum and conference once the dates and locations are finalized (this call should include information about what’s happening at CCSF as well as the October 15 WASK deadline)
> Facilitation and Agenda Planning for August 25 Meeting:
> Carlos, Rea, and Beezer
>
> **If anyone wants to join any of these committees, just respond to this thread! Folks in SoCal: we can’t wait for you to plug in, but we gotta put a few more pieces in place first :)**
>
> Schedule of Upcoming Student Union Planning Meetings
> Saturday, August 25 at 12pm: UAW Hall (2070 Allston Way, Suite 205 in Berkeley)
> Saturday, September 8 at 12pm: Redstone Building (2926 16th St. in SF)
>
> Announcements and Upcoming Actions
> Monday, August 13 at 4pm: meeting at CCSF’s Ocean Campus
> ~will discuss actions for CCSF’s opening week of classes, which start August 15
> Monday, August 13 at 6pm: The Women’s Building (3543 18th St. in SF)
> ~Occupy SF Forum and teach-in about CCSF and educational austerity/privatization
> Wednesday, August 15 from 10am-2pm: CCSF Ocean Campus (50 Phelan Ave. in SF)
> ~an informational picket on the first day of classes to educate students about what’s going on at CCSF
> Sunday, August 23 at 6pm: at Francesco’s Italian Restaurant (8520 Pardee Dr. in Oakland)
> ~OEA Skyle conference
> Monday, September 17 all day: Occupy SF
> ~anniversary of Occupy and “Hell no, we won’t pay” actions
> ~Occupy Education NorCal voted to sponsor this meeting and outreach for attendance
> Content-Type: application/pdf;
> name=”CA Student Union – Public Statement.pdf”
> Content-Disposition: attachment;
> filename=”CA Student Union – Public Statement.pdf”
> X-Attachment-Id: f_h5sfr4bz0
>
> ————————-
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Critical Education issue: Embracing Change: Reflection on Practice in Immigrant Communities

Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled. We invite you to review the Table of Contents here and then visit our web site to read articles and items of interest.

Thanks for the continuing interest in our work,

Sandra Mathison
Stephen Petrina
E. Wayne Ross
Co-Editors, Critical Education
Institute for Critical Education Studies
University of British Columbia

Critical Education
Vol 3, No 7 (2012)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182260

Articles
——–
Embracing Change: Reflection on Practice in Immigrant Communities
Gresilda Anne Tilley-Lubbs, Jennifer McCloud

COCAL Updates

Updates in brief and links

1. More responses to the Delphi report on the changing faculty and support for adjuncts
http://www.insidehighered.com/news/2012/08/03/new-effort-discuss-adjuncts-and-faculty-jobs

2. Cost of misclassifying workers as independent contractors (this happens to some teachers especially in extension and similar programs)
http://www.dailykos.com/story/2012/08/02/1115763/-Daily-Kos-Labor-digest-Workers-and-states-lose-big-bucks-from-employee-misclassification

3. Grad unions active while awaiting NLRB ruling on their right to unionize under NLRA
http://labornotes.org/blogs/2012/07/eager-unionize-grad-workers-wait-nlrbs-thumbs

4. Cyber learning and the for-profits
http://www.dailycensored.com/2012/08/05/cyber-earning-the-big-enchilada-point-and-click-education-in-the-age-of-irrationality/

5. A Philly, PA area adjunct deal with cancer while teaching up to 7 classes.
http://articles.philly.com/2012-08-05/news/33049741_1_adjuncts-cat-scan-entire-class#.UB-8aXls3k4.gmail

6. Good blog on workplace issues by Cory Robin, a TT prof in CA and formerly a leader of the Yale grad union (and author of the great book, “FEAR, the history of a political idea” which has a wonderful chapter on fear as a factor in the workplace, drawn largely from his Yale expereinces. See his blog at:
http://coreyrobin.com/category/laborworkplace/

California State University reaches contract agreement with faculty

Mercury News: California State University reaches contract agreement with faculty

LOS ANGELES — California State University has reached a tentative agreement on a four-year contract with its faculty that largely preserves current contract terms and calls for no salary raises, the university and faculty union said Tuesday.
“It’s a fair agreement in the context of hard times,” said Lillian Taiz, who heads the California Faculty Association, which represents 23,000 professors, lecturers and other professional employees. “We are disappointed we were not able to get a raise, but that wasn’t in the cards. It was a tough pill to swallow, I won’t kid you.”

The university agreed to possibly reopen salary talks for 2012-13 and 2013-14. Benefits were maintained at the current level.
Both sides said the agreement will allow them to put to rest more than two years of contentious negotiations and work together to push for more revenue for the 23-campus system that has seen $750 million in state funding cuts over the past four years.
The system is one of the largest public university systems in the nation with 400,000 students.

Faculty members have not had a raise for the past five years after the university failed to fulfill salary commitments in the last contract. Taiz said that issue has been set aside in the interest of collaborating with the university to push for more state funding.

California Faculty Association and CSU make tentative contract agreement

California Faculty Association and CSU make tentative contract agreement

After two years of negotiations, the California Faculty Association and the CSU have reached a tentative agreement on the faculty contract today.

The contract will run through June 30, 2014 and will be effective when both parties ratify the agreement.

The agreement comes after the CFA announced that 95 percent of faculty across all 23 CSU campuses were in favor of a strike in the fall if their demands regarding workload, compensation and academic freedom were not met.

According to CSU spokesperson, Stephanie Thara, the tentative agreement will open up the possibility to talk about salary increases for 2012-2013 and 2013-2014.

“Campus presidents will also have the discretion to decide how campus funds are used in terms of salary inversion or salary issues,” Thara said.

Another provision stated that there will be changes to the way three-year temporary faculty members are evaluated and appointed.

In a statement released today, the CFA Bargaining Team said that, “While the CSU administration should be held accountable for its spending priorities, this will be a time to work together with management to show the public why our public university system needs resources to continue to function at a high level.”

A decision will be reached at the September 18-19 CSU Board of Trustees meeting.

Wayne State U. and Faculty Union Work to Defuse Conflict Over Tenure Rights

The Chronicle: Wayne State U. and Faculty Union Work to Defuse Conflict Over Tenure Rights

Representatives of Wayne State University and its faculty union are beginning talks this week in an attempt to head off a major clash over tenure rights.

The Michigan university’s administration and the faculty union set up a special committee on tenure last week as part of an agreement to extend the union’s contract, which had been due to expire on July 31, until the end of September. The six-member panel, comprising equal numbers of union and administration officials, has been charged with trying to resolve an escalating conflict over a contract proposal from the administration. Union leaders have denounced the proposal as an attempt to gut tenure protections, an allegation that university officials deny.

The conflict centers on an administration proposal, offered in the early round of contract negotiations, that would in effect scrap previously negotiated job protections for tenured or probationary faculty members, as well as seniority-based protections afforded many academic staff members, and replace them with new rules governing the suspension or termination of such employees.

The administration’s proposed contract language would give the university’s president, or an administrator working on the president’s behalf, the power to terminate such employees for a variety of reasons, including a “failure to meet professional responsibilities,” a “failure to perform academic assignments competently,” and a “financially based reduction in force.”

Union officials have denounced the proposed contract language as an attempt to do away with tenure and have accused the university’s chief negotiator of explicitly characterizing it as such. Last week the AAUP’s national office began circulating a petition protesting the proposed contract language, which it described as offering “extremely broad” justifications for termination and replacing faculty peer review with the judgment of administrators.

In an e-mail sent to Wayne State’s employees last month, President Gilmour argued that the proposal was “being misinterpreted” as intended to eliminate tenure when instead its goal is to give the administration more leeway to remove faculty members who are not doing their jobs.

“Faculty tenure is an important aspect of academic freedom, and we support it,” he said. “But it cannot be a place to hide for those whose performance or behavior is poor.”

CFP: Critical Theories in the 21st Century

Call For Proposals
Critical Theories in the 21st Century

Due to the success of last years’ inaugural event, we are very excited about the upcoming Critical Theories in the Twenty-First Century conference at West Chester University. Due to the deepening crisis of global capital and the anti-capitalist movement in embryo (since last November), this year we added a special theme: Critical Education Against Capitalism. As many reactions to the ravages of capital are reformist in nature, failing to identify and target the true causes (i.e. private property as a complex historical process) of exploitation, injustices, war, educational expansion as well as educational budget cuts, ideological indoctrination, and so on, especially in critical pedagogy, this discussion targeting the root capitalist cause of life at the present moment is particularly relevant and needed.

Consequently, whereas last year “the call for proposals” was “general enough to be inclusive of many critical approaches to transformative or revolutionary pedagogies and theory,” this year we ask the critical pedagogy community to present their works in a way that demonstrates how it contributes to achieving a post-capitalist society. As such, we can suggest a few relevant themes for proposals: Marxist educational theory, Anarchist pedagogies, austerity/educational budget cuts, ignoring poverty, racialization and hegemony, (anti)settler-colonialism/imperialism, indigenous critical theory/autonomous governance, anti-capitalist eco-pedagogy, atheism and education, queer theory against capital, etc.

While this conference will include important presentations and debates between key figures in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders (as was done in 2011). While this inclusivity is obviously designed to challenge traditional distributions of social power in capitalist societies, it will not be done romantically where participants’ internalized hegemonies are not challenged. Put another way, while students will be included as having something valuable to contribute, they will both be subjected to the same scrutiny as established academics, as well as invited to share their own critiques. All participants will therefore be included in the discussions of why and how to achieve a post-capitalist society.

when:

November 16th and 17th 2012

duration:

Friday evening and all day Saturday

where:

West Chester University, West Chester, PA

purpose:

To contribute to the wide and deep network of critical educators throughout the world working with students and workers building a vast coalition of critical thinkers who know that a meaningful life after capitalism is possible.

More info here.

Critical Education CFP: Liberalism in Educational Policy, Practice, and Discourse

Call for Papers

Special Theme Issue of Critical Education
Theme: Liberalism in Educational Policy, Practice, and Discourse

Guest Editors:
Angelina E. Castagno & Sabina Vaught

Despite current scholarly attention to the ways neoliberalism characterizes much of our contemporary socio-political context, liberalism still profoundly informs power dynamics within schools, community organizations, and other educational contexts. While neoliberalism focuses on markets, choice, and efficiency, classical liberalism centers notions of the individual, equality, democracy, and meritocracy. These are enduring notions with significant ideological attachments, as well as institutional and policy-based manifestations within school settings. Although the concept of liberalism has somewhat shifting boundaries in response to larger social, political, and economic changes, there remain these powerful central elements (see, for example, Cochran, 1999; Dawson, 2003; Locke, 1690; Mill, 1869; Olson, 2004; Starr, 2008). This special issue seeks to examine how these liberal tenets shape power dynamics around race, gender, class, and sexuality in school policy, practice, and law.

We suggest that liberalism’s power in schooling operates from its axis of individualism. At the heart of liberalism is the notion of the individual and individual rights. In liberal thought, individuals provide the foundation for laws and societal norms, and institutions exist primarily to further the goals, desires, and needs of individuals. An individual’s rights are of utmost importance under a liberal framework, so rights such as freedom of speech, thought, conscience, and lifestyle are viewed as fundamental and worth protecting at almost any cost. Equality of opportunity is another liberal mainstay. Value is placed on ensuring that individuals have equal access to various opportunities in society. However, liberalism is not concerned with ensuring equality of outcome since it is assumed that individuals can reasonably decide if and how to capitalize on opportunities presented to them. Moreover, liberalism generally opposes too much government regulation, but this can be a point of contention since government involvement is sometimes required to ensure the stability of other core liberal values. These tenets allow liberalism to both mask and reproduce power imbalances. As such, liberalism informs power mechanisms by which educational policies, practices, and discourses are shaped.

With liberalism as an analytic construct through which to view schooling, we seek papers for this special issue that might address the following broad questions:

  • How is liberalism taken up, engaged, and employed in various educational contexts to reproduce power along axes of race, gender, sexuality, and class?
  • To what extent does the liberal identity and agenda drive educational efforts and movements, and to what effect?
  • What are the implications of liberalism on schools? On youth? On policy? On curriculum? On pedagogy? On activism? On reform efforts?

Through these analyses, we hope to map the multiple ways liberalism impacts schooling in order to disrupt power inequities that remain pervasive and elusive when viewed strictly through a neoliberal framework. Drawing on critical theory, Critical Race Theory, Tribal Critical Theory, Red Pedagogies, gender and feminist studies, and other related theoretical traditions, this special issue will bring together articles that advance a critical conversation about liberalism, individualism, and power within U.S. schools.

To submit a manuscript for consideration in this special issue of Critical Education, and for author submission guidelines, please visit (www.criticaleducation.org). For any inquiries related to this special issue, please e-mail the guest editors at liberalismineducation@gmail.com. For full consideration, complete manuscripts of no more than 5,000 words, including references, should be submitted by January 15, 2013. We strongly encourage submissions from advanced doctoral students and junior scholars.

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.

Workplace bullying: Family of Journal Editor Who Committed Suicide Sues U. of Virginia

The Chronicle: Family of Journal Editor Who Committed Suicide Sues U. of Virginia

Two years after Kevin Morrissey, a former managing editor of the Virginia Quarterly Review, killed himself following complaints he made about workplace bullying by his boss, the former VQR editor Ted Genoways, Mr. Morrissey’s family has filed a $10-million wrongful-death lawsuit against the University of Virginia, which publishes the award-winning journal.

The suit also names as defendants several current and former university employees, including Mr. Genoways and John T. Casteen III, who is president emeritus and continues as a faculty member at the university.

The lawsuit, filed last Wednesday in Virginia circuit court on behalf of Mr. Morrissey’s siblings and his father by Douglas R. Morrissey, one of Mr. Morrissey’s brothers, says the university failed to adequately respond to numerous complaints Mr. Morrissey made about Mr. Genoways in the weeks before his death. Mr. Morrissey complained at least 25 times, the suit says, to the offices of the president, human resources, and employee relations, saying Mr. Genoways had banned him from the journal’s office for unspecified “unacceptable workplace behavior.”

COCAL Updates July 28, 2012

1. Backlash builds as for-profits rake in money from military vet benefits
http://www.latimes.com/news/nationworld/nation/la-na-vets-colleges-20120716,0,2523844.story

2. More on the Columbia College, Chicago, NLRB decision
http://chronicle.com/article/Columbia-College-Chicago/132979/
and http://www.insidehighered.com/quicktakes/2012/07/19/nlrb-columbia-college-chicago-violated-labor-law
and (with a few errors)
http://www.suntimes.com/business/13859338-420/nlrb-orders-columbia-college-to-resume-bargaining-with-union.html
and http://www.chicagoreader.com/Bleader/archives/2012/07/23/columbia-college-adjuncts-claim-a-victory-at-the-nlrb

3. More on the Georgia unemployment insurance fight for contracted out workers in educational institutions
http://www.aflcio.org/Blog/Organizing-Bargaining/Unions-and-Community-Groups-Launch-Justice-for-School-Workers-Campaign-in-Georgia

4. For everyone going to COCAL X in Mexico and other interested in what our colleagues there are facing, here is an article on Carlos Slim (and much more), the world’s richest man and a Mexican.
http://truth-out.org/news/item/10309-the-1-connection-mexico-and-the-united-states-crony-capitalism-and-the-exploitation-of-labor-through-nafta

5. Good story out of Chicago Reader on how Mayor Emanuel and Mitt Romney have the same education program and why (and Obama too). It also makes very clear why we need to support the Chicago Teachers Union as much as possible in their fight to preserve public education in Chicago and nationally.
http://www.chicagoreader.com/chicago/romneys-plan-for-schools-sounds-like-rahms/Content?oid=6860548

and a Labor Notes article on the same issue
http://labornotes.org/2012/07/saying-its-not-about-money-chicago-teachers-inch-closer-strike

6. Florida adjunct wins case to know name of student complainant whose complaint led to his nonrenewal
http://www.insidehighered.com/news/2012/07/20/adjunct-wins-right-learn-name-student-critic

and http://www.adjunctnation.com/?p=4487

7. NYT on the future of unions
http://www.nytimes.com/2012/07/18/business/economy/unions-past-may-hold-key-to-their-future.html?emc=eta1

8. Another win at a for-profit language school in Vancouver, Inlingua ESL College. see below

9. A fine video of the students demonstrating in Quebec
https://www.youtube.com/watch?v=4KJ9lHdpsJU&feature=youtu.be

10. Brief filed on both sides with NLRB on grad student unionization issue
http://www.insidehighered.com/news/2012/07/24/organized-labor-and-higher-education-line-opposite-sides-grad-union-issue

11. Report from participant in Kaplan NYC organizing. see below

12. News Corp. (Rupert Murdoch, phone hacking et al) now heavy into K-12 education. Will higher ed be next? see below

13. Petition for better pay for adjuncts
http://signon.org/sign/better-pay-for-adjuncts.fb1?source=s.em.cr&r_by=160722&mailing_id=5212

14. Article on Ivy Tech (the statewide CC in IN), one of the worst abusers of PT and contingent faculty (no tenure for anyone, even FT senior faculty) in the nation
http://www.greenfieldreporter.com/view/story/e16bd3e57feb4d538889f425dc3fa82e/IN–Exchange-Temporary-Teachers

and http://posttrib.suntimes.com/news/14017026-418/rising-use-of-part-time-college-faculty-sparks-worries.html

15. Chicago teachers show mobilization and real strike threat can win, but fight and strike prep continues
http://labornotes.org/blogs/2012/07/chicago-teachers-win-relief-longer-day-battle-war-not-over

16. Budget constraints hitting contingent faculty in Iowa
http://www.iowastatedaily.com/news/article_0bfbf1be-d724-11e1-8988-001a4bcf887a.html

Updates in full
8. Afternoon
Commentary from FPSE President Cindy Oliver on another recent successful union certification in the private language training field in Vancouver. She also is calling for reform of the basic labour law as well.

Frank Cosco
FPSE and Vancouver Community College FA

From: Federation of Post-Secondary Educators [mailto:info@fpse.ca]
Sent: Monday, July 23, 2012 1:53 PM
To: Frank Cosco
Subject: [FPSE President’s Comment] Union drive at private college shows need for labour law reforms

JULY 23, 2012

www.fpse.ca

Union drive at private college shows need for labour law reforms

The news that the 40 faculty at Inlingua ESL College have been certified by the BC Labour Relations Board is great news all-around. For the faculty members, it’s a great step forward, one that will put them on a sound footing and a more respectful relationship with their employer. For the Organizing Committee at Education Training Employees Association (ETEA), Local 21, the news is another example of how hard work and dedication to organizing can make a real difference in the lives of faculty and staff in BC’s private post-secondary institutions. For FPSE, the successful organizing drive shows how the plan adopted at our May 2012 convention to put staff, legal resources as well as targeted funding to support Local 21’s work in this area is succeeding.

However, like previous organizing efforts in private post-secondary institutions, the experience at Inlingua ESL shows that BC’s labour laws are in need of major reforms. Despite a ruling by the Supreme Court of Canada in 2007 in which the Court noted that collective bargaining is an integral right for every worker, the laws that define those rights in BC tilt heavily in favour of employers, to the detriment of workers in this province.

BC law requires that even though a majority of workers at a workplace demonstrate—through the signing of union cards—that they want to unionize, they must submit to a government supervised vote before the union certification is granted. During the ten day period between when the certification notice is filed and the vote takes place, the employer is able to meet with workers and talk about the union drive. It’s an intimidating time for every worker. In effect, BC’s Labour Code gives an employer one last chance to undermine the organizing effort. In the case of Inlingua and other private colleges that have unionized in the last few years, the employer pressure tactics have not worked.

But workers shouldn’t have to endure that kind of pressure. That’s one of the reasons why unions like FPSE are making the case for much needed reforms to BC’s labour laws. Unionizing is a decision for workers to make. Allowing employers to interfere with that decision only serves to undermine a balanced labour-management relationship that needs to be in place from the beginning.

Keep in mind too that once the union certification is granted, the process of negotiating a first collective agreement can often be just as challenging as the initial organizing drive. Employers who are steadfastly opposed to unionizing have found ways to make the first agreement process protracted and frustrating, conditions that are designed to undermine free collective bargaining and effectively neutralize the effort to establish fair first agreements.

There is an urgent need for labour law reforms in this area as well. Prior to 2002, there were mechanisms in place to help move new certifications towards a mediated first agreement. Those measures were removed by the BC Liberals, giving employers additional tools to fight organizing drives.

BC needs to restore balance to its labour laws, balance that reflects the principles supported by Canada’s Supreme Court when it comes to collective bargaining. The experience of private post-secondary faculty organizing efforts shows how the current Labour Code fails to protect those principles and, ultimately, fails to respect the right we all have to free collective bargaining.

You are subscribed to fpsenews as Frank Cosco .
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Federation of Post-Secondary Educators of BC
400 – 550 West 6th Avenue, Vancouver, BC V5Z 1A1 | Telephone: 604.873.8988 | Fax: 604.873.8865
Email: info@fpse.ca | CUPE 1004

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11.

Sent to you by Vanessa via Google Reader:

The Unionization Process
via Teachers for a Better Kaplan by Those in favor on 7/18/12
The following is one KIC teacher’s recount of the process of unionizing our three centers in New York:

I’ve been a teacher at Kaplan for a few years and there have always been discussions about unionization. In the fall of last year a few fellow teachers and I got together for drinks and discussed the main reasons why it would be good to join a union. We contacted the union for the Washington Post first since it is the parent company of Kaplan. They are in DC, so they put us in touch with the folks at The Newspaper Guild in NYC. It took about 2 months to schedule our first meeting at the union.

There are three schools in NYC so before the first meeting we tried to get in touch with teachers from the other schools. This was a bit of a challenge because we couldn’t just send a blanket email and ask who was pro-union. Luckily, we got in touch with someone, who got in touch with someone else, and were able to get at least one or two from each school at the first meeting.

The purpose of the first meeting was to explain who we were, to find out about the process of unionization, and to learn more about the role of the union. Although many of us had been in or connected with a union in the past, none had gone through the initial process of unionizing before. At that first meeting, we were encouraged to seek out other unions to see what they had to offer. We did some research and even had meetings with other unions, but in the end voted 7-1 to go with the Guild.

Our aim was not to install the union through our small group, but to get to the point of having a school-wide vote on whether or not we should have a union. The vote is monitored by the NLRB (National Labor Relations Board). In order to signify to the NLRB that our group was interested in having a vote, we had to get 60% of our coworkers to sign union cards. The card is a printed index card with basic info: name, date, address, title, signature, etc. Actually, we only needed 30% or 35% to take this step legally, but it is safer to go forward with a vote when there is at least 60% of the people demonstrating interest.

The importance of secrecy may seem obvious, but I didn’t realize how key it was before the first meeting. It was essential that management didn’t know what we were doing. Initial discussions had to be held outside of the workplace. Even if managers seemed to be pro-union, it was best that they don’t know because it could have put them in an awkward place of having to lie at some point.

Secrecy can be construed as sneakiness; in fact, it is just being necessarily strategic. Unfortunately, because we had to be quiet about our discussions, the atmosphere at work became intensely uncomfortable. While we were collecting signatures, we didn’t know whether those involved in organizing would be fired for leading the drive. We didn’t want to talk to people who we knew or thought were anti-union because they of course might have informed management about what was happening. Basically, we had to gauge each person individually before asking them to sign a card.

It helped that I had worked there for a while already because I knew most of the teachers at my school. We made it easier by dividing the task among a few teachers, so we each had to talk to not more than 5-6 others. We couldn’t give the cards out and have them returned later, but rather had to sit with the signer and be sure the card didn’t end up left on a table somewhere. Sometimes I just invited someone out to coffee to make it easier to talk freely. While telling people about the process, we were clear that the goal was to have a vote. Even though we weren’t able to talk to everyone initially, nothing would have been decided without everyone having a chance to put in his or her opinion. I also tried to focus on the issues. People generally have similar problems with the workplace, and it was important to not lose sight of the fact that we were doing this in hope of making our lives a little better.

The secrecy did freak some people out. It’s easy to feel like there is something nefarious going on when people are not being open about what they are doing. We just had to hope that eventually others would understand why it had to be that way. Like I said, one of the main reasons for secrecy was because we were worried that people would be fired. It is illegal to fire someone for being involved with unionization, but what would stop them from firing people for other reasons? We also knew that once management learned what was going on they would begin an anti-union campaign.

Management did find out but not until we had gotten signatures from nearly 50% of the teachers. It was important that we had worked fast and spoken to as many people as possible in a short amount of time. Because Kaplan is probably on the lookout for union activity in other schools, it may be even more difficult now to get past this beginning stage.

Kaplan began the retaliation by holding mandatory meetings during breaks and even pulling people aside individually to give them “helpful” information about why unions were bad. Many people saw that the fliers were poorly written propaganda pieces meant to intimidate, but I’m sure others were swayed, at least to want to stay out of the whole thing altogether. We knew that regardless of their real opinions, our direct supervisors had to tow the company line in order to preserve their own positions. I think some teachers were afraid of losing the respect of and camaraderie with their supervisors if they went against what they were saying.

At some point one of the teachers at one of the schools came across some papers that our supervisors were given by upper management about how to recognize signs of unionization and how to talk to teachers about the process. There were notes taken about everything that everyone said during the meetings. Our managers were instructed to look out for groups of teachers who were having private conversations, among other things.I’m pretty sure they were roaming the hallways a lot more than usual during that time. I have to say, it was one of the most stressful few weeks I have ever experienced. In theory, I wasn’t that afraid of losing my job, which was really the worst that could have happened, but the psychological pressure that Kaplan put on us was so great that I dreaded coming to work every day. This dread, however, only made me more resolute in my belief that we needed a union.

In the end, we did reach very near our goal of having 60% of teachers sign cards to signify to the NLRB our wish to have a vote. With that, the cards were submitted, Kaplan was officially notified (at that point still not knowing that we were already so far along), and a vote was scheduled for a month down the line in June.

After that, the meetings continued to go on and on and people got more and more heated in their discussions. I don’t know what Kaplan thought they were doing, but much of their anti-union campaign just seemed to push people like me further along the road to unionization. There is a fairly good record of some of the fliers they were putting out on the teacher’s blog. Have a look for a laugh! Some teachers, on the other hand, became vehemently anti-union. This was most difficult to deal with because we wished that we could just have calm discussions to share our opinions but emotions were too high to do so. Without rational discussions, it was hard to give important information or to clear up misinformation. Once people decided they were anti-union, it was tough to convince them to go to meetings that weren’t being led and controlled by Kaplan.

In the beginning of June, the NLRB set up voting booths in each of the schools and each teacher was able to vote anonymously. I believe that nearly all eligible teachers voted. The count was 2-1 in favor of the union. We are now in the process of electing officers who will be helping the Guild put together a survey to see what issues are most important to all teachers. What we aim to bargain for in our first contract will also be decided by all of the teachers democratically. Once this information has been gathered, a bargaining committee consisting of several teachers from each school will sit down with Kaplan and Guild lawyers and representatives and physically negotiate a contract.

While I personally enjoy my work at Kaplan, I feel the company has cut so many corners that it severely compromises the quality of education it can provide and the quality of life that teachers lead while working there. The union never promised that we will get anything. They offer help in negotiating a contract that provides us with improved working conditions. It is my hope that Kaplan can begin to view the teachers not as adversaries who need to be outwitted of dollars and cents, but as responsible workers providing valuable input on the creation of a sustainable and healthy system.

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12. Education Week today published an article on News Corp’s move into K-12 education which lays out the Murdoch / Klein overall plan, of which partnering with AT&T around “interactive curricula” for tablet computers is just one aspect. As would be expected, News Corp plans to jump into the $1 trillion / year K-12 for-profit market whole hog.

“In talking with schools, News Corp.’s name rarely comes up, Berger said, owing to the distance between education and the phone-hacking scandal. Though Wireless Generation did lose a $27 million contract in 2011 with New York State, and in a May interview with The New York Times Michael Mulgrew, president of the United Federation of Teachers, asked “What parent would want personal information about themselves and their children in the hands of Rupert Murdoch, given the current circumstances?”

News Corp. Ed. Division Moves Into K-12 Curriculum

By Jason Tomassini on July 23, 2012 3:00 PM | 3 Comments
UPDATED

Global media conglomerate News Corporation jump-started its fledgling—and mostly quiet—education division today, unveiling Amplify, a new brand for its education business that will include education software products and, in a surprising move, curriculum development.

The re-branded division will include three initial focuses, beginning with pilot programs during the upcoming school year:

• assessment and data analysis, mostly through Wireless Generation, the software company News Corp. purchased a majority stake of in 2010;
• a tablet-based digital learning platform that will customize content, assessments, and course materials to each student using performance data and will be delivered, at least initially, through a partnership with AT&T;
• English language arts, science, and math curriculum, adapted to the Common Core State Standards. The content will be licensed from other publishers or written by Amplify in-house and combine text, interactive elements, and assessments to adapt to individual students.
“It’s both a branding exercise, but beyond that it’s an introduction to our vision and where we’re going,” Joel I. Klein, the head of the education division whose new title is Chief Executive Officer of Amplify, said in an interview.

While the assessment tools have been Wireless Generation’s bread-and-butter for several years, the tablet platform and curriculum development marks a new direction for News Corp., one that places it in competition with giant education companies such as Pearson and McGraw-Hill, rather than just education-software providers.

While Klein wouldn’t mention any competitors by name, it’s clear that Amplify, like those larger companies, intends to offer a complete range of services: curriculum content, the technology platforms through which it is distributed, and the tools that allow students and teachers to get more out of it.

For its move into curriculum, Amplify will partner with publishers such as Lapham’s Quarterly and Lawrence Hall of Science at the University of California-Berkeley, and develop its own content through Wireless Generation. The content will be digital and interactive, but Klein suggested some would be distributed digitally in the early going.

Amplify’s tablet platform will be made available on devices powered by AT&T broadband and wireless networks. The Associated Press reports the schools won’t have to pay to participate in the pilot program but more information on school selection and how the product will end up in classrooms will be released soon, according to Amplify’s website.

Larry Berger, co-founder and executive chairman of Wireless Generation, said in an intervierw that News Corp.’s investment in curriculum is among the largest he’s seen during his 20-year career, though Berger would not disclose the monetary value of that investment. Klein told the Wall Street Journal that News Corp.’s education division made $70 million in investments last year.

(Berger serves on the board of trustees of Editorial Projects in Education, the nonprofit corporation that publishes Education Week.)

Since being purchased by News Corp., Wireless Generation, which says it serves 3 million students in the United States, has grown from about 400 employees to 830 employees. There hasn’t been much news out of the education division during that time. Last year, Klein, the former New York City Schools Chancellor, was immediately thrust into a close advisory role to News Corp. chief executive Rupert Murdoch during the phone-hacking scandal that rocked News Corp.’s British newspaper division and the company.

When asked if Amplify would have been unveiled much earlier if not for the phone-hacking scandal, Klein scoffed. He said the company looked “thoroughly” into additional acquisitions in education but decided instead to develop products through, and invest in, Wireless Generation, which fueled its growth.

“There’s a difference between being in incubation mode and being in hiatus mode,” Berger said.

Since Klein re-focused all of his energy on education in mid-June, there have been major changes at the company. News Corp. recently decided to split into two companies, one for its lucrative film and television operations and another for its publishing business. Education will be part of the latter. Over the weekend, News Corp. chief executive Rupert Murdoch resigned his directorships of several British newspapers, setting off speculation that those assets may be sold.

In talking with schools, News Corp.’s name rarely comes up, Berger said, owing to the distance between education and the phone-hacking scandal. Though Wireless Generation did lose a $27 million contract in 2011 with New York State, and in a May interview with The New York Times Michael Mulgrew, president of the United Federation of Teachers, asked “What parent would want personal information about themselves and their children in the hands of Rupert Murdoch, given the current circumstances?”

Regardless of the real stink on the News Corp. name, Amplify should help further the education division’s distance.

Klein and Berger hinted at additional education deals in the future, but wouldn’t disclose more details. Both were adamant that the current education market isn’t serving schools’ digital learning needs and that Amplify’s products will “transform” and “reimagine” learning. This, of course, will require teachers, administrators, and most importantly, students to get on board, Klein acknowledged.

“If students don’t find it engaging, exciting and inspiring, it has very little value,” he said.

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Senate Report Paints a Damning Portrait of For-Profit Higher Education

The Chronicle: Senate Report Paints a Damning Portrait of For-Profit Higher Education

For-profit colleges can play an important role in educating nontraditional students, but the colleges often operate as aggressive recruiting machines focused on generating shareholder profits at the expense of a quality education for their students.

That’s the unflattering portrait of the for-profit higher-education industry detailed in a voluminous report officially released on Monday by the Senate Health, Education, Labor, and Pensions Committee. The report, which also criticizes the accrediting agencies that evaluate the colleges, concludes a two-year investigation into the operations of 30 for-profit higher-education companies from 2006 to 2010.

With Student Learning at Stake, Group Calls for Better Working Conditions for Adjuncts

The Chronicle: With Student Learning at Stake, Group Calls for Better Working Conditions for Adjuncts

Academe needs a new model for the professoriate that better supports the growing number of instructors who are off the tenure track, the participants in a national project about the changing faculty have concluded.

The participants, who represent a cross-section of academe and its stakeholders, also said in a report being released this week that they need to align to gather data that will paint a clearer picture of higher education’s increasing reliance on contingent faculty.

A key reason for those two strategies to improve the jobs of contingent faculty members is that their poor working conditions may harm student learning, says the report, a “working document” produced by the Delphi Project on the Changing Faculty and Student Success.