Category Archives: K-12 issues

Special issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements #activism #k12 #education #edreform

We are thrilled to launch this Special Issue of Workplace: A Journal for Academic Labour:

EDUCATE. AGITATE. ORGANIZE: NEW AND NOT-SO-NEW TEACHER MOVEMENTS

Special Issue of Workplace
Edited by
Mark Stern, Amy E. Brown & Khuram Hussain

Table of Contents

  • Forward: The Systemic Cycle of Brokenness
    • Tamara Anderson
  • Introduction to the Special Issue: Educate. Agitate. Organize: New and Not-So-New Teacher Movements
    • Mark Stern, Amy E. Brown, Khuram Hussain
  • Articles
  • Principles to Practice: Philadelphia Educators Putting Social Movement Unionism into Action
    • Rhiannon M Maton
  • Teaching amidst Precarity: Philadelphia’s Teachers, Neighborhood Schools and the Public Education Crisis
    • Julia Ann McWilliams
  • Inquiry, Policy, and Teacher Communities: Counter Mandates and Teacher Resistance in an Urban School District
    • Katherine Crawford-Garrett, Kathleen Riley
  • More than a Score: Neoliberalism, Testing & Teacher Evaluations
    • Megan E Behrent
  • Resistance to Indiana’s Neoliberal Education Policies: How Glenda Ritz Won
    • Jose Ivan Martinez, Jeffery L. Cantrell, Jayne Beilke
  • “We Need to Grab Power Where We Can”: Teacher Activists’ Responses to Policies of Privatization and the Assault on Teachers in Chicago
    • Sophia Rodriguez
  • The Paradoxes, Perils, and Possibilities of Teacher Resistance in a Right-to-Work State
    • Christina Convertino
  • Place-Based Education in Detroit: A Critical History of The James & Grace Lee Boggs School
    • Christina Van Houten
  • Voices from the Ground
  • Feeling Like a Movement: Visual Cultures of Educational Resistance
    • Erica R. Meiners, Therese Quinn
  • Construir Y No Destruir (Build and Do Not Destroy): Tucson Resisting
    • Anita Fernández
  • Existential Philosophy as Attitude and Pedagogy for Self and Student Liberation
    • Sheryl Joy Lieb
  • Epilogue
  • No Sermons in Stone (Bernstein) + Left Behind (Austinxc04)
    • Richard Bernstein, Austinxc04

Thanks for the continued interest in and support of our journals, Critical Education and Workplace, and our ICES and Workplace blogs. And please keep the manuscripts and ideas rolling in!

Sandra Mathison, Stephen Petrina & E. Wayne Ross, co-Directors, Institute for Critical Education Studies

New #UBC Grad Program in Critical Pedagogy & Education Activism #bctf #bced #yteubc #yreubc #criticaled

NEW MASTERS PROGRAM IN THE INSTITUTE FOR CRITICAL EDUCATION STUDIES
CRITICAL PEDAGOGY AND EDUCATION ACTIVISM
BEGINS JULY 2014

APPLY NOW!

The new UBC Masters Program in Critical Pedagogy and Education Activism (Curriculum Studies) has the goal of bringing about positive change in schools and education. This cohort addresses issues such as environmentalism, equity and social justice, and private versus public education funding debates and facilitates activism across curriculum and evaluation within the schools and critical analysis and activism in communities and the media. The cohort is organized around three core themes: solidarity, engagement, and critical analysis and research.

BCTFRallySignJune2014

The new UBC M.Ed. in Critical Pedagogy and Education Activism (Curriculum Studies) is a cohort program in which participants attend courses together in a central location. It supports participation in face-to-face, hybrid (blended), and online activism and learning.

A Perfect Opportunity

  • Earn your Master’s degree in 2 years (part-time)
  • Enjoy the benefits of collaborative study and coalition building
  • Channel your activism inside and outside school (K-12)
  • Sharpen your knowledge of critical practices and skill with media and technology

BC Teachers Strike Debate on Global BC Morning News Show

This morning on the Global BC Morning News Show, Sophie Lui and Steve Darling interviewed a variety of people on key issues related to education in British Columbia, in the context of the current labour dispute between the teachers and the BC government.

Segment 1
Topic: Cost of education to both parents and teachers (for example, money spent on supplies, possibility of corporate sponsorships as possible solution to alleviate the funding problem?)
Guest 1: Lisa Cable (Parents for B.C. Founder)
Guest 2: Harman Pandher (Burnaby School Board Trustee, Surrey teacher & parent)

Segment 2
Peter Fassbender, BC Minister of Education

Segment 3
Jim Iker, President of British Columbia Teachers Federation

Segment 4
Topic: Class size & composition
Guest 1: E. Wayne Ross (UBC Professor, Faculty of Education)
Guest 2: Nick Milum (Vancouver School Board Student Trustee)

Segment 5
Topic: Future of education, fixing the system & avoiding future strikes?)
Guest 1: Charles Ungerleider (UBC Professor Emeritus, Faculty of Education)
Guest 2: Dan Laitsch (SFU Associate Professor, Faculty of Education)

Class size affects more than education

Class size and composition are key issues in the current labour dispute between the British Columbia Teachers Federation and the BC government.

In 2002, the ruling BC Liberals unilaterally stripped away provisions in the teachers’ contract that governed the makeup and number of students in each class. The teachers sued the government over their actions, twice. And the teachers won both times. The government is currently appealing their loss and refuses to follow the courts order that class size and composition conditions be restored.

The teachers and the government’s negotiators have been at the table for many months, with little or no progress. Last week the BCTF started rotating, district by district one-day strikes around the province. The government responded by cutting teachers pay by 10% and, in a bizarre and confusing move, locking teachers out for 45 minutes before and after school and during lunch and recess.

Amongst other things, the BC Minister of Education, Peter Fassbender, has been misrepresenting the implications of research on class size. See my previous blog about that, which led to an interview with CBC Radio’s Daybreak North program that was broadcast this morning. You can listen to 5 minute interview here and here:

CFP: Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms (Special Issue of Workplace)

Call for Papers

Special Issue
Workplace: A Journal for Academic Labor

Guest Editors:
Mark Stern, Colgate University
Amy Brown, University of Pennsylvania
Khuram Hussain, Hobart and William Smith Colleges

I can tell you with confidence, one year later [from the Measure of Progress test boycott in Seattle schools], I know where our actions will lead: to the formation of a truly mass civil rights movement composed of parents, teachers, educational support staff, students, administrators, and community members who want to end high-stakes standardized testing and reclaim public education from corporate reformers.—Jesse Hagopian, History Teacher and Black Student Union Adviser at Garfield High School, Seattle

As many of us have documented in our scholarly work, the past five years have witnessed a full-fledged attack on public school teachers and their unions. With backing from Wall Street and venture philanthropists, the public imaginary has been saturated with images and rhetoric decrying teachers as the impediments to ‘real’ change in K-12 education. Docu-dramas like Waiting For ‘Superman,’ news stories like Steve Brill’s, “The Teachers’ Unions’ Last Stand,” in The New York Times Magazineand high profile rhetoric like Michelle Rhee’s mantra that students, not adults, need to be “put first” in education reform, all point to this reality: teachers face an orchestrated, billion dollar assault on their professional status, their knowledge, and their abilities to facilitate dialogical spaces in classrooms. This assault has materialized and been compounded by an austerity environment that is characterized by waning federal support and a narrow corporate agenda. Tens of thousands of teachers have suffered job loss, while thousands more fear the same.

Far from being silent, teachers are putting up a fight. From the strike in Chicago, to grassroots mobilizing to wrest control of the United Federation of Teachers in New York, to public messaging campaigns in Philadelphia, from boycotts in Seattle to job action and strikes in British Columbia, teachers and their local allies are organizing, agitating and confronting school reform in the name of saving public education. In collaboration with parents, community activists, school staff, students, and administrators, teacher are naming various structures of oppression and working to reclaim the conversation and restore a sense of self-determination to their personal, professional, and civic lives.

This special issue of Workplace calls for proposals to document the resistance of teachers in the United States, Canada, and globally. Though much has been written about the plight of teachers under neoliberal draconianism, the reparative scholarship on teachers’ educating, organizing, and agitating is less abundant. This special issue is solely dedicated to mapping instances of resistance in hopes of serving as both resource and inspiration for the growing movement.

This issue will have three sections, with three different formats for scholarship/media. Examples might include:

I. Critical Research Papers (4000-6000 words)

  • Qualitative/ethnographic work documenting the process of teachers coming to critical consciousness.
  • Critical historiographies linking trajectories of political activism of teachers/unions across time and place.
  • Documenting and theorizing teacher praxis—protests, community education campaigns, critical agency in the classroom.
  • Critical examinations of how teachers, in specific locales, are drawing on and enacting critical theories of resistance (Feminist, Politics of Love/Caring/Cariño, Black Radical Traditions, Mother’s Movements, and so on).

II. Portraits of Resistance

  • Autobiographical sketches from the ground. (~2000 words)
  • Alternative/Artistic representations/Documentations of Refusal (poetry, visual art, photography, soundscapes)

III. Analysis and Synthesis of Various Media

  • Critical book, blog, art, periodical, music, movie reviews. (1500-2000 words)

400-word abstracts should be sent to Mark Stern (mstern@colgate.edu) by May 15, 2014. Please include name, affiliation, and a very brief (3-4 sentences) professional biography.

Notifications of acceptance will be sent out by June 15. Final drafts will be due October 1, 2014. Please note that having your proposal accepted does not guarantee publication. All final drafts will go through peer-review process. Authors will be notified of acceptance for publication by November 1.

Please direct all questions to Mark Stern (mstern@colgate.edu).

January 28 National Day of Teach-ins focused on First Nations Education Act #idlenomore #ubc #bced #bcploi #occupyeducation #edstudies

IDLE NO MORE + DEFENDERS OF THE LAND
TEACH-INS
JANUARY 28, 2014

Idle No More— As we begin a new year, we invite Idle No More groups to organize local teach-ins on January 28th based around the First Nation Education Act and the broader Termination Plan that it represents.  We recognize that every Nation and community has their own unique stories, struggles, and practices and we hope that every teach-in is rooted in the on-the-ground realities that are the heart of the movement. When we include our local allies and supporters to attend, help, and promote local teach-ins we believe this adds strength to the bundle of arrows we continue to build through education.

As a support to teach-in organizers we are developing educational tools to use at local teach-ins that will focus on the  First Nation Education Act and the broader Termination Plan of the Canadian government.  Please feel free to use these tools, or to develop your own!  We are also hoping that each teach-in will create a quick list of local struggles or issues and that we can share these lists to help guide the Idle No More movement.

We need to support one another as we continue to fight for our lands, water, sovereignty, and our future generations.  We hope that these teach-ins help to deepen and strengthen our roots and prepare us for the work that lies ahead.

Read More: Idle No More

#IdleNoMore “Got Land? Thank An Indian” truth-telling protest Jan 28 #ubc #ubced #bced #bcpoli #criticaled

Idle No More + Defenders of the Land
Day of Action
January 28, 2014

Idle No More, For Immediate Release– Idle No More and Indigenous teen who wore “Got Land? Thank an Indian” shirt call on people everywhere to wear it as act of truth-telling protest

Tenelle Starr will appear as honorary guest at Neil Young concert in Regina on Friday

(Turtle Island/Canada ) – A 13 year old Indigenous teenager, Tenelle Starr, prevented initially from wearing a sweatshirt at her school in Balcarres near Regina that read “Got Land? Thank an Indian” is now calling, along with the Idle No More movement, for people everywhere to don the shirt as an act of truth-telling and protest.

Now and up to a January 28 Day of Action, Tenelle and Idle No More and Defenders of the Land are encouraging people across the country to make the shirt and wear them to their schools, workplaces, or neighbourhoods to spark conversations about Canada’s true record on Indigenous rights. They have created a website (http://www.idlenomore.ca/got_land) where people can get stencils to make a shirt, to buy it, and upload photos of themselves wearing it.

“Everyone can wear the shirt.  I think of it as a teaching tool that can help bring awareness to our treaty and land rights. The truth about Canada’s bad treatment of First Nations may make some people uncomfortable, but understanding it is the only way Canada will change and start respecting First Nations,” says Tenelle, an Idle No More supporter who has participated in many Idle No More rallies with her mother.

Tenelle will also be appearing as an honorary guest at the Neil Young Honour The Treaties concert in Regina on Friday night. Chief Allan Adam and the Athabasca Chipewyan First Nation have gifted her and her mom with tickets to pay respect to her courage.

Since the media started reporting on Tenelle’s acts, she has has been attacked on her facebook page by an online hate group that has threatened her safety, forcing her to disable her facebook account.

The January 28 National Day of Action is also a day of Teach-ins to raise awareness about the federal Harper government’s attack on native education through the First Nations Education Act and his continuing agenda to “terminate” or abolish Indigenous peoples rights, sovereignty and status as Nations and dispossess them of their lands and resources.

Read More: Idle No More

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

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

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

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

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

Table of Contents

  • Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
    • Rich Gibson, San Diego State University
    • E. Wayne Ross, University of British Columbia
    • Kevin D. Vinson, University of The West Indies
  • Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship
    • Julie Gorlewski, State University of New York, New Paltz
    • Brad Porfilio, Lewis University
  • Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy
    • Timothy Patrick Shannon, The Ohio State University
    • Patrick Shannon, Penn State University
  • Learning to be Fast Capitalists on a Flat World
    • Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota
  • Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
    • Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota
  • Schooling for Capitalism or Education for Twenty-First Century Socialism?
    • Mike Cole, University of East London
  • Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
    • Curry Stephenson Malott, West Chester University of Pennsylvania
  • The Pedagogy of Excess
    • Deborah P. Kelsh, The College of Saint Rose
  • Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
    • John Maerhofer, Roger Williams University
  • Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
    • Grant Banfield, Flinders University of South Australia
  • The Illegitimacy of Student Debt
    • David Blacker, University of Delaware
  • Hacking Away at the Corporate Octopus
    • Alan J. Singer, Hofstra University
  • A Tale of Two Cities ¬– and States
    • Richard Brosio, University of Wisconsin, Milwaukee
  • SDS, The 1960s, and Education for Revolution
    • Alan J. Spector, Purdue University, Calumet

Protest violent police repression of striking Mexican teachers

LETTER FROM US section of the Trinational Coalition to Defend Public Education

Asking us to support Mexican teachers – send to Mexican officials

We stand in solidarity with the teachers of CNTE in Mexico who are calling upon the government for a genuine dialogue, that their demands be acknowledged and that violent repression not be used against the nationwide movement in defense of public education as it was today in Mexico City. The rights to assemble and express legitimate concerns are rights that are inalienable rights that are part of the civil and democratic freedoms for which humanity has fought and died for during the last two centuries. WHEREVER POSSIBLE, ORGANIZE DEMONSTRATIONS IN FRONT OF MEXICAN CONSULATES AND TAKE PHOTOS TO BE SENT TO THE SAME ADDRESSES AS THE COPIES OF PROTEST LETTERS. Even a photo of 5 people in front of a consulate is a tremendous morale booster for our brothers and sisters fighting against the destruction of teacher unions & public education!

Police end teachers protest in Mexico City
Police attack striking Mexico teachers

LETTERS TO THE GOVERNMENT CAN BE SENT TO:
LIC. ENRIQUE PEÑA NIETO
Presidente Constitucional de los Estados Unidos Mexicanos
enrique.penanieto@presidencia.gob.mx

LIC. OSORIO CHONG MIGUEL ANGEL
Secretario de Estado
secretario@segob.mx

LIC. CHUAYFFET CHEMOR EMILIO
Secretaria de Educación Pública
emilio.chuayffet@sep.gob.mxrasagas@live.com
Prof. Eligio Hernández de Oaxaca XXII: eligiogonzalez@hotmail.com

Below is a copy of the letter that the US section of the Trinational Coalition to Defend Public Education sent to the protesting teachers in Mexico. Use it as a template and send copies to:
seccionmexicana.coali@gmail.com
Maestra Graciela Rangel de Michoacán sección XVIII: rasagas@live.com
Prof. Eligio Hernández de Oaxaca XXII: eligiogonzalez@hotmail.com

MEXICO D.F., MEXICO September 13, 2013

Dear Brothers and Sisters,

The Trinational Coalition to Defend Public Education-USA extends our support for your valiant and militant struggle to defend not just your rights as teachers and trade unionists, but the Mexican people’s right to a public education that is guaranteed in your federal constitution. We applaud your courageous resistance against implementation of the present changes in the constitution which would use standardized tests for teachers to be hired and to keep their jobs, standardized tests for students that will limit their future opportunities in life as well as reducing federal funding to state and local schools. These changes will have the worst impact on the poorest states and communities, especially those whose population mainly speak languages other than Spanish.

We face similar attacks in the United States of America under the guise of “reform”. Your struggle for educational and union justice is an inspiration to us about how teachers and communities can unite to defend public education. You have clarified for the world that the forces behind these so-called reforms are powerful corporate interest that intend to privatize public education.

YOUR STRUGGLE IS OUR STRUGGLE!

In solidarity,

Rosemary Lee, for Trinational Coalition to Defend Public Education-section USA

First Nations leaders demand apology for nutritional experiments

CBC News, July 17, 2013– First Nations leaders are demanding an apology from the federal government after it was revealed that Canada ran nutritional experiments on malnourished aboriginal children and adults during and after the Second World War.

Recently published research by Canadian food historian Ian Mosby has revealed that at least 1,300 aboriginal people — most of them children — were used as test subjects in the 1940s and ’50s by researchers looking at the effectiveness of vitamin supplements. [See “Administering Colonial Science: Nutrition Research and Human Biomedical Experimentation in Aboriginal Communities and Residential Schools, 1942–1952″]

The research began in 1942 on about 300 Cree in Norway House in northern Manitoba. Plans were later developed for research on about 1,000 hungry aboriginal children in six residential schools in Port Alberni, B.C., Kenora, Ont., Shubenacadie, N.S., and Lethbridge, Alta.

Vivian Ketchum, whose mother attended St. Mary’s Residential School in Kenora, told CBC News that hearing of the experiments has brought her sorrow and anger to a new level. “Immediately my thoughts were to my parents. Like, I thought the residential school issues [were] bad enough, and now this on top of it?” Ketchum said Wednesday.

Mosby said his research puts the spotlight on a little-known event that was perhaps one of the most disturbing aspects of government policy toward aboriginal people. “It shows Canadians the mentality behind Canada’s Indian administration during this period,” he said. “It seems that little good came out of the studies in terms of scientific knowledge.”

‘Abhorrent and completely unacceptable’

In a statement, the federal government said officials are looking into the matter. “If this story is true, this is abhorrent and completely unacceptable,” the statement read in part.

Read More: CBC News

BC election heats up as NDP promises extensive education increases while Liberals want school property used from 7am to 6pm

Dirk Meissner, The Tyee, April 18, 2013– …[NDP Leader Adrian Dix] said his plans to improve public education in B.C. involve spending $372 million over three years.

“If you look at what’s happened over the last 10 years, education has unfortunately been a battleground, and kids have suffered, and so we have to change that and that’s what this plan seeks to do,” he said.

Dix said the NDP plans to spend $265 million to hire new teachers, counsellors, education assistants and librarians. He said the money could be used to hire up to 1,000 specialized classroom assistants.

He told a crowd of parents and children who were at his announcement that years of Liberal cuts and confrontation has left British Columbia with too many overcrowded classrooms.

The New Democrats say another $300 million that is sitting in the bank from the current Liberal government’s RESP fund will be set aside for use in other issues involving children, including early learning and childcare.

BC Teachers Federation president-elect Jim Iker said the NDP education funding announcement is a good start.

“We have a political party that recognizes the need for improved supports for our students as well as recognize what’s happened in the last decade with the underfunding and the cuts not only to classroom teachers but our specialist teachers.”

Read More: The Tyee

 

Yolande Cole, The Georgia Straight, April 17, 2013– THE B.C. LIBERALS’ promises on childcare won’t make much of a dent in the shortage of spaces, according to Sharon Gregson.

Read More: The Georgia Straight

“Premier’s plan is flawed:” BCTF responds to plan to undermine bargaining

Premier Christy Clark’s proposed plan for a 10-year deal with public school teachers  ignores court rulings, contradicts government’s own legislation, and risks scuttling a positive bargaining framework on the eve of its expected ratification by  the BC Teachers’ Federation and the BC Public School Employers’ Association.

“The premier’s plan is flawed in a number of significant ways,” said BCTF President Susan Lambert.

“The key problem is that it ignores the ruling of the BC Supreme Court that teachers have the right to bargain working conditions, such as class size and class composition. The Liberals’ own Bill 22 also allows for these issues to be negotiated in this round but her new plan requires teachers to give up this hard-won right. Over the past decade, when Liberal policy regulated learning conditions, class sizes grew and support for students with special needs suffered,” Lambert said.

As a consequence, BC has the worst student-educator ratio in the country, according to the latest data from Statistics Canada. In order to bring BC’s teacher staffing levels just up to the national average, the province would have to hire an astounding 6,800 more teachers.

Another major problem is the indexing of teachers’ salaries to average increases of other government employees. “This is fundamentally unfair because it effectively prohibits teachers from negotiating for their own salaries,” Lambert said. “Under such a scheme government has all the cards. The average of net zero is zero.” BC teachers’ salaries are lagging far behind those of other teachers in Canada, and the gap will only widen under this plan, she added.

Lambert questioned the government’s timing on today’s announcement, given that it comes one day before the beginning of the BCTF’s Representative Assembly and the BCPSEA’s annual general meeting. Representatives of both organizations are slated to vote on a new Framework Agreement which offers a positive process for the upcoming round of bargaining.

“In recent months we’ve quietly had productive conversations with the employer about how to achieve a smoother more effective round, and it’s most unfortunate that government chose to intervene at this time,” Lambert said. “The BCTF will continue to recommend ratification of the Framework Agreement and we hope this abrupt announcement from government will not prevent BCPSEA from doing the same.”

On the surface the premier’s rhetoric sounds conciliatory after more than a decade of conflict between the BCTF and the BC Liberals but, in reality, her plan is yet another effort to severely limit teachers’ constitutional right to bargain.

Read More: BCTF News Release

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.

New Issue of Workplace Launched

Workplace: A Journal for Academic Labor has just published Issue #20, “The New Academic Manners, Managers, and Spaces.”  This issue includes key conceptual and empirical analyses of

  • the creation and avoidance of unions in academic and business workplaces (Vincent Serravallo)
  • the new critiquette, impartial response to Bruno Latour and Jacques Ranciere’s critique of critique (Stephen Petrina)
  • the two-culture model of the modern university in full light of the crystal, neural university (Sean Sturm, Stephen Turner)
  • alternative narratives of accountability in response to neo-liberal practices of government (Sandra Mathison)
  • vertical versus horizontal structures of governance (Rune Kvist Olsen)
  • teachers in nomadic spaces and Deleuzian approaches to curricular practice (Tobey Steeves)

Workplace Issue #20 Table of Contents:

Parallel Practices of Union Avoidance in Business and Academia

The New Critiquette and Old Scholactivism: A Petit Critique of Academic Manners, Managers, Matters, and Freedom

Cardinal Newman in the Crystal Palace – The Idea of the University Today

Working Toward a Different Narrative of Accountability: A Report from British Columbia

The DemoCratic Workplace: Empowering People (demos) to Rule (cratos) Their Own Workplace

Bridges to Difference & Maps of Becoming: An Experiment with Teachers in Nomadic Spaces for Education in British Columbia

We invite you to review Issue #20 for articles and items of interest. Thanks for the continuing interest in Workplace (we welcome new manuscripts here and Critical Education),

Institute for Critical Education Studies (ICES)
Workplace Blog

BCTF Finds Bias in BC Government Inside Appointment of Mediator

The BC Teachers’ Federation filed an application to the Labour Relations Board to quash the 28 appointment of Dr. Charles Jago as mediator in the current labour dispute.  “On April 2, BCTF President Susan Lambert wrote to Dr. Jago respectfully requesting that he step down as mediator, citing numerous factors that create an apprehension of bias. One day later, Dr. Jago wrote back, saying he declined to withdraw.”  Lambert argued that “this government has legislated a biased process and appointed a mediator who not only lacks experience, but evidently lacks impartiality as well.”  The BCTF is seriously concerned with insider connections to the BC Liberal Party.  In 2006, Jago was on commission to former Premier Gordon Campbell’s Progress Board.  The BCTF reports that Jago’s “findings clearly foreshadow positions taken by the BC Public School Employers’ Association at the bargaining table and also reflect policy directions laid out in Bill 22.” Lambert continued, saying “bbviously there is a strong linkage between Dr. Jago’s thinking, and the bargaining and policy objectives of this government.”  Jago also admitted to the BCTF that he was “given the opportunity to review and ‘to wordsmith’ a draft of” the draconian Bill 22 before it was tabled in the Legislature. “This was the very legislation he would later be expected to interpret impartially as a mediator.”   Jago was appointed on 28 March, shortly after the anti-labour legislation was passed.

Read More: BCTF News Release

“Mission Impossible” Mediator for BC Labour Dispute

Setting a stage certain for failure, ex-UNBC President Charles Jago, appointed as mediator in the labour dispute between the BC Teachers’ Federation and Government, described the assignment as “mission impossible.”  Jago is off to a rough start, with less than 12 hours in, with this off-handed remark, doudts about his expertise, and concerns about his political and financial support of the BC Liberal party.

BCTF President Susan Lambert commented that she “had not heard of Jago before the announcement” this morning and “also noted he does not appear to have any experience as a mediator.”  “I’m sure he is very accomplished person,” Lambert said, “but I am concerned about his ability to mediate this dispute and his ability to understand the issues that separate both parties.”

The BCTF bargaining team will meet with Jago, but Lambert “expressed concern about the perception of bias because of his donations to the B.C. Liberal Party.” “Of course that would concern me,” said Lambert after hearing about the donations.

Read more, CBC News

UK teachers threaten strike action

The Guardian: Teaching union threatens fresh strike action over regional pay plan

Association of Teachers and Lecturers conference set to debate motion urging union to ‘defend robustly’ existing pay structures

The government is on a collision course with teachers over plans to introduce regional pay for public sector workers.

The Association of Teachers and Lecturers (ATL) warned that there could be more industrial action if proposals for regional rates lead to “an all-out free-for-all”.

BC Teachers Adopt Bold Plan to Resist Unjust Legislation

BCTF AGM delegates break for information briefing (3-19-2012)

In addition to acknowledging and endorsing the immensely reliable and visionary leadership of BC Teachers’ Federation President Susan Lambert by re-electing her to a third term, BC teachers adopted a bold plan to resist the “harsh and unjust measures contained in Bill 22.”  About 700 delegates sustained an AGM over the weekend and through yesterday to see through the union’s Executive elections and formulate a response for the teachers to the draconian measures imposed by the BC Liberals.

“Christy Clark as education minister started this fight 10 years ago with her legislation that stripped teachers’ collective agreements of our bargaining rights and of guarantees for quality learning conditions for students,” said BCTF President Susan Lambert. “The BC Supreme Court found her bills to be illegal and unconstitutional, yet her government has done nothing to show respect for the ruling, for public education or for the teachers and students of BC. In fact they’re violating the rights of teachers and cutting the same services to students with Bill 22.”

“In April, all teachers will vote on the plan recommended by the AGM delegates. To be clear, the plan also includes a possibility of a future province-wide vote of members on whether it’s necessary to respond to government actions with a full-scale protest against Bill 22,” President Lambert emphasized. “At every step of the way, government has chosen bullying tactics instead of respectfully working with teachers towards a solution.”

Read More, BCTF News release

BC Liberals Pushing through anti-Union Legislation

The BC Government approved on party lines an order to push through the anti-union/ anti-BCTF Bill 22.  The approved order states that “on or or before Thursday, March 15, 2012, at 5:00 p.m. all remaining proceedings relating to Bill (No. 22) shall be completed and disposed of.”  This rush to undermine fair bargaining rights in BC precludes thoughtful debate and the opposition party’s ability to amend or defer the legislation.  The NDP has amended Bill 22 for “cooler heads to prevail” and bring in a mediator to settle the labour dispute.  This is an option requested by the BCTF as well.

Repeatedly with Bill 22, through just a 3-day strike by the BCTF, the Liberals have insisted that legislation is needed for a “cooling off” or “cooling out” period while all along heating up the environment for undermining labour relations in the province.  Heating up for cooling down.  We’ve seen this too many times before with the BC Liberals.

BC Ministry Proposes to Make Teachers Pay for Job Action

BCTF President Lambert (Photo by Rick Ernst, PNG)

As if Bill 22 could not get worse for labour, the British Columbia Ministry of Education proposed today to make teachers pay for past job action.  The BCTF rejected out of hand Minister Abbott’s proposal that teachers retroactively make up work lost to job action.  BCTF President Susan Lambert scoffed that “Minister Abbott is ignoring a commonly accepted labour relations principle: struck work is simply not done.”  Increasingly, the BC Liberals seem intent on decimating long-established principles of labour and, as UBC Professor Joel Bakan wrote in the Vancouver Sun, wanting to play fast and loose with labour law.  “Governments are obliged to govern according to law,” said Bakan. “That is what distinguishes democracies from tyrannies. As a fundamental democratic principle, the rule of law is seriously jeopardized when governments play fast and loose with constitutional and international laws, as this government is now doing with Bill 22.”

Attempting to slow the the rushed passage of the questionable legislation, the NDP’s John Horgan introduced an amendment today to delete most of Bill 22 and bring in a mediator to, although it will be defeated, introduce fairness into the process. The amendment states: “it is not in the best interests of the education system in British Columbia for the government to legislate teachers back to work when an independent mediator could be appointed by the government and the Labour Relations Board to resolve the collective bargaining dispute without legislation.”

Read more: Vancouver Sun