Call for Papers
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).
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Letter to @UBC President: time to lay down the mace #ubc100 #ubcnews #ubc #bced #highered #caut
Open Letter to UBC President Piper:
Time to Lay Down the Mace
It has been an emotional year for the University of British Columbia. As budgets moved from Central, the Truth and Reconciliation Commission of Canada launched Honouring the Truth, Reconciling for the Future. The residential university and college take on new meaning. As we launched the celebration of our Centennial at UBC 100, our President resigned under a cloak of secrecy. As we began to party, we launched an investigation to discover the lengths to which a Chair of the Board of Governors and administrators might go to suppress academic freedom. Now, as we march to Convocation, students and alumni launch evidence that UBC is failing to properly respond to sexual assaults on campus.
In the meantime, terrorists and terror struck Sharm el-Sheikh, Beirut and Paris while the dogs of war howl for bombers and drones to command from the skies above. Increasingly larger regions of the world live in a state of emergency.
It’s difficult to know where this University now stands or what it stands for.
To take a stand symbolic of peace and reconciliation, please lay down the mace for ceremonies and Convocation. Please put away the coat of arms and lay down the mace. If not for good, then how about for peace?
It is time to retire this symbol of aggression, authority and war. It’s time to march to graduation ceremonies this week with open and empty hands as symbolic of peace and reconciliation of controversies and roles of the President’s Office.
UBC’s mace is a relic but a relic of what? The mace is symbolic speech but what is it saying about us now?
From ancient times, this club, this weapon of assault and offence, the mace was gradually adorned until the late twelfth century when it doubled as a symbol of civil office. Queen Elizabeth I granted her royal mace to Oxford in 1589. From military and civil power derives academic authority. The rest is history and it is not all good.
Dr. Thomas Lemieux, School of Economics, with UBC’s Mace at the May 2015 Convocation.
It is time to retire the macebearer, whose importance is inflated every year by the image’s presence on UBC’s graduation pages leading to Convocation. In pragmatic terms, if the mace falls into the hands of the wrong macebearer or manager at this point, someone’s liable to get clocked with it.
Is UBC’s mace still a respectable appendage to Convocation?
Remember, since that fateful November day in 1997, just five months into your Presidency, when student activists put their bodies and minds on the line at the APEC protest, Tuum Est adorns both the can of mace sprayed in their eyes and the ceremonial mace that the President’s Office is eager to carry across campus every November and May. That’s “too messed,” as the students say.
Is it not time to retire both?
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Posted in Academic freedom, Accountability, Administration, BC Education, Campus Life, Commentary, Critical University Studies, Faculty, Free speech, Governance, Government, Maces, Regalia, Scandals, Students
Tagged Academic freedom, Administration, Ethics, Faculty, Free speech, Governance, Government, Students, University presidents