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Styles of Democracy | the A-Line
"Increasingly, since the Supreme Court some thirty-plus years ago ruled to allow unlimited funding by private and corporate interests, the United States has steadily moved toward political degeneration and corrupting abuse of democracy’s frameworks. This issue stands at the forefront of any discussion regarding democracy’s present and future reality. I see no institutional change of any sort since Trump’s hijacked election outcome. Mid-term congressional voting will doubtless produce a déjà vu, entrenching a new era of external manipulation that may assert an ongoing debasement of American institutional compromise and failure. The philosophical query, what governmental styles are possible, preferable, to be pursued, in the aftermath of coordinated de facto treason acknowledges the specter of a blithe dismantling of this nation’s tradition of democratic turmoil generated solely from within American political culture. A pernicious acceptance of outside political leverage as a new norm promises to dismantle both the legitimacy of democratic autonomy and authority as well as the tenuous usefulness of checks and balances among inter-governmental political responsibilities…institutional scrutiny that, alone, allows the flawed creativity and untrammeled rivalry of capitalistic interests to thrive despite human frailty and institutional stupidity.

The era of professional political energy may have come to a close, replaced by mafioso crony collusion. However that plays out, nothing short of a profound retrenchment of democratic idealism exercised with a maximum of commitment and canny political judgment is likely to reverse, or undo, the demise underway. I see a theoretical opening for some degree of hope. Trump has so violated standards of individual maturity, professional good sense, public decency and day-to-day truthfulness that broad public revulsion may curtail his deceitful assault on the general well being.

However that plays out, I see the present moment as inaugurating a significant transformation of American political reality. First, Marx was correct to view large deformations of institutional authority and state power to appear on occasion, first, as tragedy and, later, as farce. The events of 9/11 in Manhattan that fulfilled the “Project for the New American Century” – implicitly calling for a catastrophic event on the order of Pearl Harbor – changed the equation of American influence and global intervention as a calculus of irredeemably tragic decimation. The intervention of Russia in Trump’s electoral college victory in 2016, the successful confluence of treason and treachery, has produced enlarging institutional and cultural deformations at once farcical and dauntingly horrific. Quite literally, the entire narrative of American idealism and benevolence has been challenged, reversed and put into ongoing self-disabling dysfunction. Jeffersonian definitions of human dignity and freedom, always placebos to avoid confronting American racist cruelty, are now being eviscerated by the enlarging truth of Marx’s awareness of capital inequities (a strenuous falling rate of profit driven by excess accumulation). A long feared mega-depression, eclipsing the one that aided Hitler’s rise ninety years ago, appears to be crawling inexorably toward global reality. If, somehow, such an apocalyptic event spanning Europe, Asia and the United States is further postponed, the reprieve will not prove the superior wisdom of capitalist managers or the inherent fairness or flexibility of capitalist institutions. Its delay may wait until further depreciation of the global labor force gains momentum from increased robotic displacements.

Second, the epochal transformation of the digital era’s instantaneous social media reinforcement of tribal divisions has put the traditional pace of democratic logic not merely “at risk” but, in fact, under siege. This early stage of political dishevelment, within a span of decades, will be exacerbated by quantum computing speed and the spread of artificial intelligence. One needs only read several of the recently crafted protocols that the Future of Life Institute (influenced by Elon Musk, David Chalmers, Martin Rees, Lawrence Krauss, Nick Bostrom and Max Tegmark) have put forward to grasp a full measure of institutional transformations and upheavals gathering steady momentum: a) that AI research and implementation must hold to the goal of beneficial, precisely opposed to unfocused and potentially malicious, intelligence; b) the need to update legal systems to keep pace with AI; c) assurance that AI builders and stakeholders will enforce moral responsibility in developing their technological innovations; d) economic prosperity that accrues from AI must be shared to the benefit of humanity as a whole; e) long term alterations to life on earth must be projected and managed with profound care and resolute attention.

My point here is to suggest that our contemporary crisis in democratic well being is fundamentally a crisis of and within capitalism itself, very much resembling Terry Eagleton’s cautionary warning, in Why Marx Was Right, that “the essential irrationality of the drive for capital accumulation…subordinates everything to the requirements of [its] self-expansion,” which are hostile to earth’s ecological dynamics (237). To that hostility, I’ll add the ineradicable priority of human health, cultural and political sanity, as well as once imagined rights of individual liberty, dignity and access to the contested possibility of justice."
jimmerod  capitalism  economics  ecology  sustainability  marxism  terryeagleton  capitalaccumulation  democracy  justice  society  socialjustice  us  humanism  soicalmedia  politics  ai  elonmusk  davidchalmers  martinrees  lawrencekrauss  nickbostrom  maxtegmark 
23 days ago by robertogreco
Language and Linguistics on Trial: Hearing Rachel Jeantel (and Other Vernacular Speakers) in the Courtroom and Beyond, by John Rickford and Sharese King [.pdf]
"Rachel Jeantel was the leading prosecution witness when George Zimmerman was tried for killing Trayvon Martin, but she spoke in African American Vernacular English (AAVE) and her crucial testimony was dismissed as incomprehensible and not credible. The disregard for her speech in court and the media is familiar to vernacular speakers and puts Linguistics itself on trial: following Saussure, how do we dispel such ‘prejudices’ and ‘fictions’? We show that Jeantel speaks a highly systematic AAVE, with possible Caribbean influence. We also discuss voice quality and other factors that bedeviled her testimony, including dialect unfamiliarity and institutionalized racism. Finally, we suggest strategies for linguists to help vernacular speakers be better heard in courtrooms and beyond.*"
johnrickford  shareseking  2016  trayvonmartin  georgezimmerman  racheljeantel  aave  english  bias  law  legal  justice  race  racism  dialect  literacy  intelligence  linguistics  sociolinguistics 
5 weeks ago by robertogreco
Justice for Jeantel (and Trayvon): Fighting Dialect Prejudice in Courtrooms and Beyond - CornellCast
"When George Zimmerman was tried for the homicide of Trayvon Martin, the testimony of Rachel Jeantel was critical to the prosecution’s case – but was ignored by the jury. According to linguist John Rickford this happened because Jeantel speaks African-American Vernacular English. On Sept. 15, 2016, Rickford presented a University Lecture discussing the potentially devastating consequences caused by mishearings and misjudgments of dialect speakers in courtrooms, police encounters, job interviews and elsewhere."
johnrickford  2016  trayvonmartin  georgezimmerman  racheljeantel  aave  english  bias  law  legal  justice  race  racism  dialect  literacy  intelligence  linguistics  sociolinguistics 
5 weeks ago by robertogreco
John Rickford, Sharese King: Full Interview on "Race, Dialect Prejudice, and Literacy in the Zimmerman Trial and Beyond" | Stanford Center for Opportunity Policy in Education
"The testimony of Rachel Jeantel, close friend of Trayvon Martin and the prosecution's star witness in the trial of George Zimmerman, was the subject of considerable public commentary in the summer of 2013. Social media pilloried her for her "slurred" or "ungrammatical" speech and described her as stupid and ignorant.

But as Stanford professor John Rickford and second-year linguistics graduate student Sharese King show from analyses of her use of zero copula, absence of third singular present, possessive, and plural --s, and other features, she follows the systematic grammar of African American Vernacular English (AAVE) quite faithfully.

Rickford and King discuss the evidence of Jeantel's limited literacy that emerged during the trial, and the poor reading performance of African American students at her school, Miami Norland, which did not come to public attention. They ask about the extent to which speakers of African American Vernacular English and other dialects are misunderstood, disbelieved, or otherwise unfairly evaluated in courts, schools, and other settings.

This interview followed the SCOPE Brown Bag Lecture: "Race, Dialect Prejudice, and Literacy in the Zimmerman Trial and Beyond" on February 10, 2014."

[Direct link to video: https://www.youtube.com/watch?v=qH-vshQf2g0 ]
johnrickford  shareseking  2014  trayvonmartin  georgezimmerman  racheljeantel  aave  english  bias  law  legal  justice  race  racism  dialect  literacy  intelligence  linguistics  sociolinguistics 
5 weeks ago by robertogreco
Stanford linguist: prejudice toward African American dialect can result in unfair rulings
"Linguistics professor John R. Rickford contends justice was not served in the Trayvon Martin shooting, in part because testimony in the African American vernacular was discredited."
johnrickford  2014  trayvonmartin  language  linguistics  race  racism  justice  law  aave  georgezimmerman  racheljeantel  sociolinguistics 
5 weeks ago by robertogreco
Raising Free People | Raising Aware People #LRC2018 - YouTube
"What are your experiments with the intersection of Unschooling / Self Directed Education and Social Justice. And your understanding of this intersection. While, hey are inextricably linked, the practice of unschooling as social justice and raising aware people isn't widely understood, spoken about or shared.

So at Learning Reimagined 2018, we hosted an interactive panel discussion as an introduction to the relationship and practice of the two, with the hope that this will help participants and now viewers to think around these issues and to then discuss and share further in their communities and here with us online so we can learn too.

The panel consisted of a mix of young unschoolers and featured speakers (Akilah Richards, Bayo Akomolafe, Teresa Graham Brett) at Learning Reimagined 2018."

[from the Learning Reimagined 2018: Unschooling As Decolonisation conference conference: https://www.growingminds.co.za/learning-reimagined-conference-2018/ ]
unschooling  education  socialjustice  self-directed  self-directedlearning  akilahrichards  bavoakomolafe  teresagrahambrett  liberation  justice  zakiyyaismail  deschooling  learning  politics  southafrica  us  difference  scaffolding  parenting  poc  howwelearn  decolonization  2018  race  racism  inclusivity  conferences  lrc2018  bias  inclusion  community  privilege  kaameelchicktay  elitism  schools  schooling  indigeneity  class  classism  humanism  language  english  africa  colonization  agilelearningcenters  agilelearning 
5 weeks ago by robertogreco
David Graeber on a Fair Future Economy - YouTube
"David Graeber is an anthropologist, a leading figure in the Occupy movement, and one of our most original and influential public thinkers.

He comes to the RSA to address our current age of ‘total bureaucratization’, in which public and private power has gradually fused into a single entity, rife with rules and regulations, whose ultimate purpose is the extraction of wealth in the form of profits.

David will consider what it would take, in terms of intellectual clarity, political will and imaginative power – to conceive and build a flourishing and fair future economy, which would maximise the scope for individual and collective creativity, and would be sustainable and just."
democracy  liberalism  directdemocracy  borders  us  finance  globalization  bureaucracy  2015  ows  occupywallstreet  governance  government  economics  politics  policy  unschooling  unlearning  schooliness  technology  paperwork  future  utopianism  capitalism  constitution  rules  regulation  wealth  power  communism  authority  authoritarianism  creativity  neoliberalism  austerity  justice  socialjustice  society  ideology  inequality  revolution  global  international  history  law  legal  debt  freedom  money  monetarypolicy  worldbank  imf  markets  banks  banking  certification  credentials  lobbying  collusion  corruption  privatization  credentialization  deschooling  canon  firstamendment 
6 weeks ago by robertogreco
We’re Having the Wrong Conversation About the Future Of Schools
"Despite the rhetoric, modern movements to reform schools have had a devastating effect on education"



"As a full-time teacher, I don’t have a lot of time to look up from the dailiness of the job to consider something as nebulous as the “future” of education. When I do, I feel a vague unease that too many non-teachers seem to have a lot of time to do this kind of thinking.

One thing in my favor is that education reform seems to take the same basic forms, year after year. There’s the standards and accountability movement and the ongoing attempts to give it “teeth.” Then there are the tech giants peddling autonomy and self-direction in lieu of soul-crushing activities like reading The Outsiders and using protractors. And though the latter reformers are often critics of the former, the two have a lot in common.

Both represent billion-dollar industries. Both frequently co-opt a rhetoric of liberation, autonomy, and empowerment. Both can barely disguise a deep disdain for teachers and schools, especially of the “sage on the stage” variety. And both are almost exclusively headed up by white men.

These are the kind of people setting a bold agenda for the future of education.

Admittedly, us unruly American educators would have a hard time coming up with anything coherent enough to compete with the brave visions set forth by the leaders of these two industries. The very fact that such an all-encompassing solution is needed testifies to their dominance in framing the narrative around American schools. Mired in the day-to-day challenges and complexities of actually caring for and educating children, many teachers exhibit a complete failure of imagination when it comes to sweeping monolithic initiatives with pithy acronyms, eye-catching logos, and font pairings that are straight fire.

But we do need to change. Beyond the usual Alice Cooper-type critiques, we teachers have been especially complicit in the widespread marginalizing, neuroticizing, and criminalizing of our most vulnerable students. Yes, we need to stop boring future white rockstars and Silicon Valley entrepreneurs. This is already well known. But, more importantly, we also need to stop harming children of color with our whitewashed curriculum, inequitable funding systems, and disparate use of punitive disciplinary measures.

Can today’s reformers help us make progress toward these goals? Or do they exacerbate, perpetuate, and contribute to the very problems we face?

Trying to pin deception, manipulation, and violence on this rag-tag bunch leaves me feeling petty and mean-spirited. After all, they’re often so upbeat and sincere, their rhetoric so humanistic and progressive. Ted Dintersmith, former venture capitalist and billionaire author of the book What School Could Be, recently teamed up with Prince Ea, who has made not one but two viral videos echoing the same message: schools must change. And on the standards and accountability side, David Coleman, “architect” of the Common Core and now CEO of the College Board, has boldly laid out a “beautiful vision” for American schools. In a field plagued by widespread mediocrity and entrenched inequities, shouldn’t we applaud any moves toward a more inspiring, inclusive future?

The problem is that, despite all the rhetoric and good intentions, both these movements have had a devastating effect on education, all while continually escaping blame for their outsized impact. Any negative outcomes are used to justify further expansion and dominance. Poor test scores and persistent achievement gaps aren’t seen as issues with the tests, but as misalignment and implicit bias on the part of teachers. Student attention deficit and boredom aren’t seen as a function of technology addiction, but rather an occasion to blast schools for their inability to fully capitalize on the promise of the digital age.

Not surprisingly, this seeming unassailable innocence reveals close links to the logics of white supremacy culture, especially the values of individualism, objectivity, and so-called meritocracy. They additionally amplify neoliberal beliefs in the absolute goods of privacy and consumer choice, thus shifting the blame away from dominant elites under the guise of “empowerment.” To borrow the central metaphor from Todd Rose’s The End of Average, they ultimately seek to style us as fighter pilots in the “cockpits of our economy,” where we must summon limitless initiative, grit, and resourcefulness just to survive.

Ultimately, their ideas are rooted in America’s original “solutions” to the problems of pluralism, wherein subtle self-effacement and silencing became stratagems for consolidating power. All of this is part of a long tradition in the United States, one that dates back to colonial times, guiding both the “Strange Compromise” of 1789 and the founding of the Common School. Although these roots may be less obvious in our day, they are arguably more powerful and moneyed than ever before."



"Ultimately, the several silences of education reform have proven a powerful gambit for privatization and profit. These industries implicitly offer themselves as neutral alternatives to our fraught political climate, much as Horace Mann’s enjoinder to “read without comment” secularized schools in a sectarian age. They also shift the onus of agency and ownership from themselves onto the student, who assumes full responsibility for finding and following their own educational path.

Whereas Mann, perhaps unconsciously, hoped to indoctrinate students into his supposedly doctrineless Unitarianism, these reformers peddle the so-called empty doctrines of individualism, personalization, objectivity, entrepreneurialism, and meritocracy—all while exacerbating inequities and deprofessionalizing teachers.

Resisting these trends starts by seeing them as two sides of the same coin. Anything that counsels and valorizes silence—before the text, the test, or even the individual student—may partake in this phenomenon. The primary effect is always to atomize: content into itemized bits, classrooms into individualized projects and timelines, and each of us into solitary individuals pursuing personalized pathways.

Among the many omissions implicit in this vision is the notion that each student has equal access to a pathway of choice. Once that false premise is established, you are truly on your own. Pull yourself up by the bootstraps, find your own personal road less traveled, dive headfirst into the entrepreneurial shark tank. Unfortunately, far too many smaller-scale reform movements espouse a similar ethos, often flooding Twitter with a toxic positivity that ignores intransigent inequities and injustices."



"None of this is intended to romanticize the educational mainstays of the past: lectures, textbooks, worksheets. But we should note how these more modern trends themselves often devolve into regressive, behaviorist, sit-and-get pedagogy.

Confronted by daunting challenges like widespread budget shortfalls, inequitable funding, increasing school segregation, whitewashed curriculum, and racial injustice, it’s no wonder we would reach for solutions that appear easy, inexpensive, and ideologically empty. At a time when we most need to engage in serious deliberations about the purposes and future of schools, we instead equivocate and efface ourselves before tests and technology, leaving students to suffer or succeed within their own educational echo chamber.

As appealing as these options may seem, they are not without content or consequences. Ironically, today’s progressive educators find themselves in the strange position of having to fight reform, resisting those who would render everything—including their own intentions and impact—invisible."
arthurchiaravalli  education  edreform  reform  history  invisibility  progressive  siliconvalley  infividualism  horacemann  2018  collegeboard  individualism  personalization  commonschool  us  inequality  justice  socialjustice  injustice  race  racism  whitesupremacy  reading  hilarymoss  thomasjefferson  commoncore  davidcoleman  politics  policy  closereading  howweread  ela  johnstuartmill  louiserosenblatt  sat  standardizedtesting  standardization  tedtalks  teddintersmith  democracy  kenrobinson  willrichardson  entrepreneurship  toddrose  mikecrowley  summitschools  religion  secularism  silence  privatization  objectivity  meritocracy  capitalism  teaching  howweteach  schools  publicschools  learning  children  ideology  behaviorism  edtech  technology  society  neoliberalism 
8 weeks ago by robertogreco
Making the Ordinary Visible: Interview with Yasar Adanali : Making Futures
"Yaşar Adanalı defines his work over the past decade as being that of a “part time academic researcher and part time activist”. He is one of the founders of the Center for Spatial Justice in Istanbul, an urban institute that focuses on issues of spatial justice in Istanbul and beyond. In this interview, he reflects upon “continuance” as a tool of engagement, the power of attending to the ordinary within the production of space, and the different types of public that this works seeks to address.

What led to the founding of the Center for Spatial for Justice and how does its work relate to the worlds of academia, activism and urbanism?

I’m interested in questions regarding spatial production in general and more specifically justice – the injustices that derive from spatial processes or the spatial aspect of social injustices. The Center for Spatial Justice takes the acronym MAD in Turkish – a MAD organisation against mad projects, that’s our founding moto. We bring together people from different disciplines such as architects, urban planners, artists, journalists, filmmakers, lawyers and geographers to produce work in relation to what’s going here: grassroots struggles in the city and in the countryside. The Center for Spatial Justice believes in the interconnectedness of urban and rural processes.

As educator and an activist, you work both within and outside an institutional setting. Have you been able to take the latter experience back into the academy and if so, what in particular? How do these two roles inform each other?

Since 2014 I have been teaching a masters design studio at TU Darmstadt. It’s a participatory planning course that both follows and supports a cooperative housing project in Düzce, Turkey, produced for and by the tenants who were badly affected by the 1999 earthquake. Over the course of the past five years, the master students have been developing a 4000 sq m housing project from scratch. The students from Darmstadt come to Istanbul as interns, working partly on the project. The result is a long-lasting relationship with the neighbourhoods in question and with the organisations we have been working with.

Apart from that, through MAD and Beyond Istanbul we develop summer and winter schools – non-academic experiences that similarly bridge the gap between the alternative universe and the mainstream universe. When you start to put critical questions into the minds of the students, these linger and they then take them back to the university, so their friends and professors also become exposed to that. We prefer to develop this approach outside of the university so that we are freed from bureaucracy and rigid structures but we keep it open to enrolled students and professors.

What are some particular strategies and methodologies that you adopt to engender this approach to urban practice? How do you involve local residents, for example?

That building of long-term relationships with communities is why we do a lot of walking. Our research questions are informed by the community and the site we arrive at – we do not predetermine hypotheses in advance. We remain in direct contact with different groups in the city and walk through these territories – with the neighbourhood association – not just once but every week. We listen to a lot of stories and record them. Oral histories are an important part of the ethnographic enquiry.

We also use mapping, a tool commonly used to exert power but that nature can be reversed. Through mapping we reclaim territories that have perhaps been “erased” – that is, transformed by injustice. We also map informal areas and then give those maps to the communities there because the way they appear on official plans often doesn’t reflect how things look on the ground. What looks like a carpark in the plan might be someone’s house; what’s represented as a commercial development might currently be a neighbourhood park or some other form of already existing social infrastructure.

In addition, we try to embed journalistic means within our academic interests, which is why we work with documentary journalists and photographers on each of our projects. We broadcast spatial justice news videos, in depth films that offer 8-10 minutes of reporting on a particular issue, giving it context and also pointing towards possible solutions. Solution journalism, which doesn’t just focus on crisis, is very important in the work we do.

As part of its work making spatial injustices visible, MAD publishes a wide range of materials. Which are the publics you try to communicate with through this?

Research has to be coupled with a conscious effort to communicate because you want to make change. We don’t want to make research for the sake of research or produce publications for the sake of publishing. We want to create those publics you allude to – and to influence them. We are addressing people involved in the discipline in its broadest sense: planners, architects, sociologists, activists, but perhaps most especially students who are interested in spatial issues, urban questions and environmental concerns. They are our main target. We want them to understand that their discipline has much more potential than what they are learning at university. I’m not saying the entire education system is wrong but there is much larger perspective beyond it and great potential for collaboration with other disciplines and engagement with different publics as well.

Another important public is the one directly involved with our work, i.e. the community that is being threatened by renewal projects. These groups are not only our public but also our patrons – we are obliged to be at their service and offer technical support, whether that’s recording a meeting with the mayor or analysing a plan together. Then there is the larger audience of broader society, who we hope to encourage to think of and engage with these issues of inequality and spatial justice.

I found an interesting quote on your webpage that says that the founding of MAD “is an invitation to understand the ordinary in an extraordinary global city context”. Can you talk a little about the urban context of Istanbul, Turkey and why the focus on the ordinary?

Everything about Istanbul is extraordinary: transformation, speed, scale. We are interested in making the ordinary visible because when we focus so much on the mega-projects, on the idea of the global city, then the rest of the city is made invisible. We look beyond the city centre – the façade – and beyond the mainstream, dominant discourse. This “ordinary” is the neighbourhood, nature and that which lies beyond the spectacle – other Turkish cities, for example. This approach can entail initiatives that range from historical urban gardening practices, working with informal neighbourhoods subject to eviction and relocation processes, or rural communities on the very eastern border currently threatened by new mine projects.

More specifically, today we live in an extraordinary state. The public arena is in a deep crisis and the democratic institutions and their processes do not really deserve our direct involvement right now. Having said that, there are different pockets within these systems, municipal authorities that operate differently, for example, and when we find these we work with them, but we remain realistic with regards to our limits. The “now” in Turkey has been lost in the sense that its relevance is not linked to the future beyond or to the next generation. That is a deep loss. But if you have the vision and the production means, if you set up a strong system, build the capacity first of yourself and then of the groups your work with, then when the right moment comes, all of these elements will flourish."
urban  urbanism  urbanplanning  cities  maps  mapping  neighborhoods  unschooling  deschooling  education  independence  lcproject  openstudioproject  justice  visibility  istanbul  turkey  ethnography  inquiry  erasure  injustice  infrastructure  socialinfrastructure  2018  rosariotalevi  speed  scale  transformation  walking  community  yasaradanali  space  placemaking  interconnectedness  interconnected  geography  interdisciplinary  crossdisciplinary  socialjustice  architecture  design  film  law  legal  filmmaking  journalism  rural  engagement 
8 weeks ago by robertogreco
Just Research in Contentious Times 9780807758731 | Teachers College Press
"In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. Animated by the presence of W.E.B. DuBois, Gloria Anzaldúa, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school pushouts, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. Just Research in Contentious Times is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty.

Book Features:

• Reviews the theoretical and historical foundations of critical participatory research.
• Addresses why, how, with whom, and for whom research is designed.
• Offers case studies of critical PAR projects with youth of color, Muslim American youth, indigenous and refugee activists, and LGBTQ youth of color.
• Integrates critical race, feminist, postcolonial, and queer studies."
michellefine  toread  webdubois  gloriaanzaldúa  maxinegreene  audrelorde  participatory  research  paricipatoryactionresearch  justice  methodology  queer  postcolonialism  objectivity  subjectivity  strongobjectivity  ethics  politics  methods  education  feminism  philosophy  situated  uncertainty  inequality  inequit  dialogue  criticalparticipatoryactionresearch  inquiry  distance  bias  epispemology 
12 weeks ago by robertogreco
Dr. Michelle Fine on Willful Subjectivity and Strong Objectivity in Education Research - Long View on Education
"In this interview, Dr. Michelle Fine makes the argument for participatory action research as a sophisticated epistemology. Her work uncovers the willful subjectivity and radical wit of youth. In the last ten minutes, she gives some concrete recommendations for setting up a classroom that recognizes and values the gifts that students bring. Please check out her publications on ResearchGate [https://www.researchgate.net/profile/Michelle_Fine ] and her latest book Just Research in Contentious Times (Teachers College, 2018). [https://www.amazon.com/Just-Research-Contentious-Times-Methodological/dp/0807758736/ ]

Michelle Fine is a Distinguished Professor of Critical Psychology, Women’s Studies, American Studies and Urban Education at the Graduate Center CUNY.

Thank you to Dr. Kim Case and Professor Tanya L. Domi."
michellefine  reasearch  dispossession  privilege  resistance  solidarity  participatory  participatoryactionresearch  ethnography  education  benjamindoxtdatorcritical  pedagogy  race  racism  postcolonialism  criticaltheory  imf  epistemology  research  focusgroups  subjectivity  youth  teens  stories  socialjustice  criticalparticipatoryactionresearch  sexuality  centering  oppression  pointofview  action  quantitative  qualitative  injustice  gender  deficit  resilience  experience  radicalism  incarceration  billclinton  pellgrants  willfulsubjectivity  survivance  wit  radicalwit  indigeneity  queer  justice  inquiry  hannaharendt  criticalbifocality  psychology  context  history  structures  gigeconomy  progressive  grit  economics  victimblaming  schools  intersectionality  apolitical  neoliberalism  neutrality  curriculum  objectivity  contestedhistories  whiteprivilege  whitefragility  islamophobia  discrimination  alienation  conversation  disengagement  defensiveness  anger  hatred  complexity  diversity  self-definition  ethnicity 
12 weeks ago by robertogreco
Ask Umbra’s 21-Day Apathy Detox | Grist
"Does this sound like anyone you know? “Dear Umbra: Since November — and really, for as long as I’ve known about the threat of climate change — I’ve been plagued by this sense of hopelessness and foreboding, and I just can’t shake it. I’ve tried it all: Late-night Facebook fights, splurging on fancy salads, retreats in the woods where I scream at a tree. Now I’m just parked on the couch watching Sex and the City reruns. Can I learn to hope again?” Well, you’ve found the right advice columnist. I’m here to quietly change your Facebook password and not-so-quietly offer the best tools, tricks, and advice to help you fight for a planet that doesn’t burn and a future that doesn’t suck. You’ll build civic muscles, find support buddies, and better your community!

DAY 1: Make a plan
DAY 2: Meet your neighbors
DAY 3: Social media makeover
DAY 4: Support local news
DAY 5: Read up on justice
DAY 6: Protest like a pro
DAY 7: Give green
DAY 8: Ditch the excuses
DAY 9: Green your power sources
DAY 10: Fight city hall
DAY 11: Get offline
DAY 12: Drop dirty money
DAY 13: School food fight!
DAY 14: Vote local
DAY 15: Attack your meat habit
DAY 16: Bug your elected rep
DAY 17: Buy less
DAY 18: Push for affordable housing
DAY 19: Talk climate at the bar
DAY 20: Support the arts
DAY 21: Run for office"

[via: https://go.grist.org/webmail/399522/223022613/dcfc605c05717cdbc5988a2c4d1a5fd7309a781b8364159d968011b54bd8b93b]

[See also (from the same newsletter):

https://coolclimate.berkeley.edu/calculator
https://grist.org/briefly/groundbreaking-study-outlines-what-you-can-do-about-climate-change/
https://slate.com/technology/2014/10/plane-carbon-footprint-i-went-a-year-without-flying-to-fight-climate-change.html
https://www.drawdown.org/solutions-summary-by-rank
https://grist.org/article/scientists-calmly-explain-that-civilization-is-at-stake-if-we-dont-act-now/ ]
climtechange  action  apathy  2018  sustainability  change  globalwarming  flights  transportation  food  energy  electricity  power  consumption  conssumrism  politics  activism  housing  justice  climatejustice  socialmedia  protest 
november 2018 by robertogreco
Democracy at Work
"Democracy at Work is a non-profit 501(c)3 that advocates for worker cooperatives and democratic workplaces as a key path to a stronger, democratic economic system. Based on the book Democracy at Work: A Cure for Capitalism by Richard D. Wolff, we envision a future where workers at every level of their offices, stores, and factories have equal voices in the direction of their enterprise and its impact within their community and society at large."
economics  justice  richardwolff  capitalism  democracy  woorkercooperatives  labor  horizontality  politics  socialism  work  society  banks  banking  creditunions  finance 
july 2018 by robertogreco
Thread by @ecomentario: "p.31 ecoed.wikispaces.com/file/view/C.+A… ecoed.wikispaces.com/file/view/C.+A… p.49 ecoed.wikispaces.com/file/view/C.+A… ecoed.wikispaces.co […]"
[on Twitter: https://twitter.com/ecomentario/status/1007269183317512192 ]

[many of the captures come from: "From A Pedagogy for Liberation to Liberation from Pedagogy" by Gustavo Esteva, Madhu S. Prakash, and Dana L. Stuchul, which is no longer available online as a standalone PDF (thus the UTexas broken link), but is inside the following document, also linked to in the thread.]

[“Rethinking Freire: Globalization and the Environmental Crisis" edited by C.A.Bowers and Frédérique Apffel-Marglin
https://ecoed.wikispaces.com/file/view/C.+A.+Bowers,+Frdrique+Apffel-Marglin,+Frederique+Apffel-Marglin,+Chet+A.+Bowers+Re-Thinking+Freire+Globalization+and+the+Environmental+Crisis+Sociocultural,+Political,+and+Historical+Studies+in+Educatio+2004.pdf ]
isabelrodíguez  paulofreire  ivanillich  wendellberry  subcomandantemarcos  gandhi  2018  gustavoesteva  madhuprakash  danastuchul  deschooling  colonialism  future  environment  sustainability  cabowers  frédériqueapffel-marglin  education  campesinos  bolivia  perú  pedagogyoftheoppressed  globalization  marinaarratia  power  authority  hierarchy  horizontality  socialjustice  justice  economics  society  community  cooperation  collaboration  politics  progress  growth  rural  urban  altruism  oppression  participation  marginality  marginalization  karlmarx  socialism  autonomy  local  slow  small  capitalism  consumerism  life  living  well-being  consumption  production  productivity  gustavoterán  indigeneity  work  labor  knowledge  experience  culture  joannamacy  spirituality  buddhism  entanglement  interdependence  interbeing  interexistence  philosophy  being  individualism  chiefseattle  lutherstandingbear  johngrim  ethics  morethanhuman  multispecies  humans  human  posthumnism  transhumanism  competition  marxism  liberation  simplicity  poverty  civilization  greed  p 
june 2018 by robertogreco
Labs, courts and altars are also traveling truth-spots | Aeon Essays
"Throughout history, people found truth at holy places. Now we build courts, labs and altars to be truth spots too"



"But is longevity in a particular location always needed in order for a place to make people believe? Some truth-spots travel: they inhabit a place only temporarily. Sometimes a portable assemblage of material objects might be enough to consecrate an otherwise mundane place as a source for legitimate understandings – but only for the time that the stuff is there, before it moves on. But if a church or lab or courtroom can be folded up like a tent and pitched someplace else, can it really sustain its persuasive powers as a source for truth? Here is how it works."

[Reminds me some of Alexandra Lange on tables:
http://dirty-furniture.com/article/power-positions-2/ ]
ephemerality  ephemeral  truth  altars  persuasion  2018  thomasgieryn  science  justice  courts  mobility  history  china  antarctica  aztecs  labs  lcproject  openstudioproject  antarctic 
june 2018 by robertogreco
EJAtlas | Mapping Environmental Justice
"The EJ Atlas is a teaching, networking and advocacy resource. Strategists, activist organizers, scholars, and teachers will find many uses for the database, as well as citizens wanting to learn more about the often invisible conflicts taking place."
maps  mapping  environment  justice  conflict 
may 2018 by robertogreco
Equity-Centered Community Design Field Guide — Creative Reaction Lab
"Equity-Centered Community Design Field Guide

SYSTEMS OF OPPRESSION, INEQUALITIES AND INEQUITIES ARE BY DESIGN. SHOULDN’T WE USE DESIGN TO DISMANTLE THEM?

Did you know that you’re a designer whether you’ve studied within a design field or not? As a teacher, nurse, politician, graphic designer, etc., your “designs” (also known as plans or decisions) impact others. How can we make sure that you’re designing inclusive and equitable outcomes for all - no matter how big or small the decision?

In addition to the practices of social innovation and organizing, some people have started to use creative problem solving processes, such as human-centered design and design thinking, to address injustices. However, these methodologies in their current state are not enough to combat these complex human systems. At Creative Reaction Lab, we pioneered a framework called Equity-Centered Community Design (ECCD) that acknowledges and utilizes the role of people + systems + power when developing solutions or approaches that impact the many.

ABOUT EQUITY-CENTERED COMMUNITY DESIGN
Equity-Centered Community Design, created by Creative Reaction Lab, is a unique creative problem solving process based on equity, humility-building, integrating history and healing practices, addressing power dynamics, and co-creating with the community. This design process focuses on a community’s culture and needs so that they can gain tools to dismantle systemic oppression and create a future with equity for all. Creative Reaction Lab’s goal is to share equity-centered design to achieve sustained community health, economic opportunities, and social and cultural solidarity for all.

Creative Reaction Lab would like to thank Sappi Ideas that Matter for helping make the field guide a possibility."

[See also: https://www.instagram.com/crxlab/ ]

[via: https://www.instagram.com/p/BiQkI0qF7Co/ ]
equity  community  design  via:designschoolx  communities  systems  systemsthinking  justice  socialjustice  power  inclusion  inclusivity 
may 2018 by robertogreco
An Upsurge of Questioning and Critique: toward a Community of Critical Pedagogy
"There has been, of late, a lot of talk about centers of teaching and learning, digital innovation centers, and efforts to grapple with the emergent nature of the educational profession and practice. Academics of a certain shade are padding down desire lines toward a future where learning and progressive digital education might leave its paddock and find its space upon the wider pasture of higher education. Many of these efforts, though, look and feel like paddocks themselves, circumscribed around professionalism, administrative power or vision, closed by the choice of their constituency even in their testament of openness.

If leaders choose groups of leaders, if those groups publish upon their pedigree in The Chronicle of Higher Education, Inside Higher Ed, Times Higher Ed, &c, then they will be hard put to magnify their purpose through an allegiance with education’s lesser privileged: students, adjuncts, “drop outs,” instructional designers—those without access, without committees, without the funding to network, without the key cards necessary to open certain doors. Change kept at high levels—change which doesn’t include, but makes obsequious gestures towards, those who lack the privilege to debate change—cannot be productive except to elevate higher the privileged and further disenchant those who most need change to occur.

Change, in other words, cannot be accomplished with a coffee klatsch, no matter how well-funded by a Mellon grant.

Maxine Greene writes that conscientization—that critical consciousness that alerts us to our agency, and that spurs us to intervene in the world—to make change— “is only available to those capable of reflecting on their own situationality” (102). If we find ourselves finally capable of that reflection only when or if we clear a certain pay band, or are granted a certain title, or are invited into the right rooms (rooms too often unlocked by respectability politics), then what of those who remain outside those rooms, who cannot—or refuse to—participate in respectability, those without the titles, those underpaid?

Doesn’t leadership in education also include the adjunct who offers their time to an online community college student? Doesn’t leadership include a student who conscientiously objects to Turnitin? If leadership in education has to include a 3D printer, an Oculus Rift, a budget to hold “summits” and attend conferences, then I fear there are too many leaders being left out.

Quoting Maurice Merleau-Ponty, Greene writes:
Praxis cannot be the viewed as the project of any single individual. Rather, it is “the cluster of relations of an ideology, a technique, and a movement of productive forces, each involving the others and receiving support from them, each, in its time, playing a directive role that is never exclusive, and all, together, producing a qualified phase of social development.” (99)

In other words, change requires movement across many lives, the weaving together of multiple and unexpected intelligences, and a radical inclusivity that is bound to make uncomfortable those who issue the call, that disrupts the disruptors, that leaves humbled leadership. It’s not that a community formed around inclusion must aim to unsettle and unseat, but rather that the myriad diversity that answers the call will necessarily yield the unexpected. A multitude will never be of a single mind; but it is a multitude, by Merleau-Ponty’s accounting, which is the only means toward change.

Similarly, Jesse Stommel has written about critical digital pedagogy, that praxis:
must remain open to diverse, international voices, and thus requires invention to reimagine the ways that communication and collaboration happen across cultural and political boundaries;
will not, cannot, be defined by a single voice but must gather together a cacophony of voices.

Cultivating these many voices to realize a praxis is an ongoing project. I wrote recently to a friend affected by the recent UCU strike in England:
There are times when a critical pedagogy refuses to be merely theoretical. It is a tradition that comes out of a concern for labor, for the agency of those doing labor, and the perspicacity inherent behind that agency. The imagination is not an impractical facility at all, not a dreamer’s tool only, but a precision instrument that delivers a certainty that things can be otherwise; and in the face of circumstances that are unfair, the imagination gives us insight into what is just.

Similarly, though, the imagination asks us to consider justice an evolutionary project, if not an asymptote we will never quite reach, a process more than a destination. “The role of the imagination,” Greene tells us, “is not to resolve, not to point the way, not to improve. It is to awaken, to disclose the ordinary unseen, unheard, and unexpected.” Each new dialogue around justice leads to new insights, new confrontations, new inventions, and each new dialogue necessarily also uncovers old hurts, systemic injustices, and offenses nested within un-inspected assumptions and behaviors.

It is with this in mind that I find myself so often blinking into a teacher’s or administrator’s assertions about grading, or plagiarism, or taking attendance, or just “making sure they do it.” There are undetected injustices riding under our teaching policies, the teaching we received, and the teaching we deliver.

There are likewise injustices riding under so many attempts to gather in our circles of prestige. To enact a just agency, we must step outside those circles into unexpected places. “An upsurge of questioning and critique must first occur,” Greene insists, “experiences of shock are necessary if the limits or the horizons are to be breached” (101)."



"It’s my belief that the Lab must be a place where a cacophony of voices can be heard, where an upsurge of questioning and critique is the mode of the day. And to make this happen, no door is left unopened. If praxis “signifies a thinking about and an action on reality” (98), then Digital Pedagogy Lab seeks to be praxis, and to make change through the movement of productive forces, new insights, new confrontations, new inventions. All gathered together in matching tee-shirts."
seanmichaelmorris  criticalpedagogy  lcproject  openstudioproject  pedagogy  inclusivity  2018  digitalpedagogylab  mauricemerleau-ponty  maxinegreene  jessestommel  praxis  inclusion  justice  vision  administration  hierarchy  injustice  professionalism  power  openness  open  teaching  learning  howweteach  howwelearn  privilege  change  respectabilitypolitics  respectability  conferences  labs  ideology  diversity  highered  highereducation  academia  education 
april 2018 by robertogreco
Stowe Boyd — However problematically the notion of...
"However problematically the notion of “responsibility” has been reappropriated for neoliberal purposes, the concept remains a crucial feature of the critique of accelerating inequality. In the neoliberal morality, each of us is only responsible for ourselves, and not for others, and that responsibility is first and foremost a responsibility to become economically self-sufficient under conditions when self-sufficiency is structurally undermined. Those who cannot afford to pay for health care constitute but one version of a population deemed disposable. And all those who see the increasing gap between rich and poor, who understand themselves to have lost several forms of security and promise, they also understand themselves as abandoned by a government and a political economy that clearly augments wealth for the very few at the expense of the general population. So when people amass on the street, one implication seems clear: they are still here and still there; they persist; they assemble, and so manifest the understanding that their situation is shared, or the beginning of such an understanding. And even when they are not speaking or do not present a set of negotiable demands, the call for justice is being enacted: the bodies assembled “say” “we are not disposable,” whether or not they are using words at the moment; what they say, as it were, is “we are still here, persisting, demanding greater justice, a release from precarity, a possibility of a livable life."
Judith Butler, Notes Toward a Peformative Theory of Assembly (p. 25)

"The Human Spring is coming, I predict 2023. The time when we, the people, actually understand our situation is shared.

Because of the nature of things in the post-everything, postnormal era, we will have to rely on fluidarity – cooperative action around a small set of core issues – rather than the historical solidarity – collective action around a comprehensive platform – but if it is the right 4 or five things, that will be enough."
judithbutler  stoweboyd  neoliberalism  economics  democracy  inequality  justice  socialjustice  precarity  healthcare  health  change  evolution  solidarity  collectivism  care  caring  morality  persistence  assembly 
april 2018 by robertogreco
Martin Luther King Jr was a radical. We must not sterilize his legacy | Cornel West | Opinion | The Guardian
"The major threat of Martin Luther King Jr to us is a spiritual and moral one. King’s courageous and compassionate example shatters the dominant neoliberal soul-craft of smartness, money and bombs. His grand fight against poverty, militarism, materialism and racism undercuts the superficial lip service and pretentious posturing of so-called progressives as well as the candid contempt and proud prejudices of genuine reactionaries. King was neither perfect nor pure in his prophetic witness – but he was the real thing in sharp contrast to the market-driven semblances and simulacra of our day.

In this brief celebratory moment of King’s life and death we should be highly suspicious of those who sing his praises yet refuse to pay the cost of embodying King’s strong indictment of the US empire, capitalism and racism in their own lives.

We now expect the depressing spectacle every January of King’s “fans” giving us the sanitized versions of his life. We now come to the 50th anniversary of his assassination, and we once again are met with sterilized versions of his legacy. A radical man deeply hated and held in contempt is recast as if he was a universally loved moderate.

These neoliberal revisionists thrive on the spectacle of their smartness and the visibility of their mainstream status – yet rarely, if ever, have they said a mumbling word about what would have concerned King, such as US drone strikes, house raids, and torture sites, or raised their voices about escalating inequality, poverty or Wall Street domination under neoliberal administrations – be the president white or black.

The police killing of Stephon Clark in Sacramento may stir them but the imperial massacres in Yemen, Libya or Gaza leave them cold. Why? Because so many of King’s “fans” are afraid. Yet one of King’s favorite sayings was “I would rather be dead than afraid.” Why are they afraid? Because they fear for their careers in and acceptance by the neoliberal establishment. Yet King said angrily: “What you’re saying may get you a foundation grant, but it won’t get you into the Kingdom of Truth.”

The neoliberal soul craft of our day shuns integrity, honesty and courage, and rewards venality, hypocrisy and cowardice. To be successful is to forge a non-threatening image, sustain one’s brand, expand one’s pecuniary network – and maintain a distance from critiques of Wall Street, neoliberal leaders and especially the Israeli occupation of Palestinian lands and peoples.

Martin Luther King Jr turned away from popularity in his quest for spiritual and moral greatness – a greatness measured by what he was willing to give up and sacrifice due to his deep love of everyday people, especially vulnerable and precious black people. Neoliberal soul craft avoids risk and evades the cost of prophetic witness, even as it poses as “progressive”.

The killing of Martin Luther King Jr was the ultimate result of the fusion of ugly white supremacist elites in the US government and citizenry and cowardly liberal careerists who feared King’s radical moves against empire, capitalism and white supremacy. If King were alive today, his words and witness against drone strikes, invasions, occupations, police murders, caste in Asia, Roma oppression in Europe, as well as capitalist wealth inequality and poverty, would threaten most of those who now sing his praises. As he rightly predicted: “I am nevertheless greatly saddened … that the inquirers have not really known me, my commitment or my calling.”

If we really want to know King in all of his fallible prophetic witness, we must shed any neoliberal soul craft and take seriously – in our words and deeds – his critiques and resistances to US empire, capitalism and xenophobia. Needless to say, his relentless condemnation of Trump’s escalating neo-fascist rule would be unequivocal – but not to be viewed as an excuse to downplay some of the repressive continuities of the two Bush, Clinton and Obama administrations.

In fact, in a low moment, when the American nightmare crushed his dream, King noted: “I don’t have any faith in the whites in power responding in the right way … they’ll treat us like they did our Japanese brothers and sisters in World War II. They’ll throw us into concentration camps. The Wallaces and the Birchites will take over. The sick people and the fascists will be strengthened. They’ll cordon off the ghetto and issue passes for us to get in and out.”

These words may sound like those of Malcolm X, but they are those of Martin Luther King Jr – with undeniable relevance to the neo-fascist stirrings in our day.

King’s last sermon was entitled Why America May Go to Hell. His personal loneliness and political isolation loomed large. J Edgar Hoover said he was “the most dangerous man in America”. President Johnson called him “a nigger preacher”. Fellow Christian ministers, white and black, closed their pulpits to him. Young revolutionaries dismissed and tried to humiliate him with walkouts, booing and heckling. Life magazine – echoing Time magazine, the New York Times, and the Washington Post (all bastions of the liberal establishment) – trashed King’s anti-war stance as “demagogic slander that sounded like a script for Radio Hanoi”.

And the leading black journalist of the day, Carl Rowan, wrote in the Reader’s Digest that King’s “exaggerated appraisal of his own self-importance” and the communist influence on his thinking made King “persona non-grata to Lyndon Johnson” and “has alienated many of the Negro’s friends and armed the Negro’s foes”.

One of the last and true friends of King, the great Rabbi Abraham Joshua Heschel prophetically said: “The whole future of America will depend upon the impact and influence of Dr King.” When King was murdered something died in many of us. The bullets sucked some of the free and democratic spirit out of the US experiment. The next day over 100 American cities and towns were in flames – the fire this time had arrived again!

Today, 50 years later the US imperial meltdown deepens. And King’s radical legacy remains primarily among the awakening youth and militant citizens who choose to be extremists of love, justice, courage and freedom, even if our chances to win are that of a snowball in hell! This kind of unstoppable King-like extremism is a threat to every status quo!"
cornelwest  martinlutherkingjr  2018  neoliberalism  capitalism  imperialism  materialism  race  racism  poverty  inequality  progressive  militarism  violence  us  society  politics  policy  courage  death  fear  integrity  revisionism  history  justice  socialjustice  drones  wallstreet  finance  stephonclark  libya  gaza  palestine  yemen  hypocrisy  venality  cowardice  honesty  sfsh  cv  mlk  xenophobia  christianity  carlrowan  jedgarhoover  love  freedom  extremism 
april 2018 by robertogreco
HEWN, No. 252
"We are incredibly bound to our mythologies. Of course we are. Mythologies – despite the popular usage of the term wherein “myth” equals “lie” – are our sacred stories. As such, these stories become capital-T true, even when they are so clearly capital-BS bullshit.

The technology industry’s power, I’d argue, is deeply intertwined with its sacred stories. And one of the most influential storytellers of Internet lore died this week: John Perry Barlow, best known as the author of the techno-utopian manifesto “Declaration of the Independence of Cyberspace.” Or, depending on your social circles, I suppose, best known as a lyricist for the Grateful Dead. Or, depending on where you’re from, best known as a rancher and Wyoming native. I’ll say, as another Wyoming native, that these three elements of JPB’s life are inseparable: how tech culture envisions itself as “counterculture,” how it imagines its role in “revolution,” how it privileges “the individual” (often code for the lone, white, male hero).

“I can’t help but ask what might have happened had the pioneers of the open web given us a different vision – one that paired the insistence that we must defend cyberspace with a concern for justice, human rights, and open creativity, and not primarily personal liberty. What kind of internet would we have today?” April Glaser asks. We must rethink what has been mythologized, what and who is being mythologized when it comes to this technological world being built for us. Maybe these aren’t our sacred stories after all.

There was another tech hero with a moment of PR glory this week, of course: tech billionaire Elon Musk, whose company SpaceX successfully launched the Falcon Heavy, “the first time a rocket this powerful has been sent into space by a private company rather than a government space agency,” as The New York Times put it. The coverage of the rocket launch was mostly the coverage of Musk’s gimmicky decision to include as payload “a cherry-red Tesla Roadster once driven by SpaceX and Tesla CEO Elon Musk, blasting tunes from David Bowie’s ‘Space Oddity’ with a spacesuit-clad ‘Star Man’ dummy strapped in the driver’s seat.” The coverage of Elon Musk’s companies is almost always coverage of Elon Musk. That’s how he wants it, of course. Journalists, as mythmakers, seem happy to oblige."
audreywatters  2018  edtech  technology  elonmusk  johnperrybarlow  myth  mythology  mythmaking  journalism  technosolutionism  pr  aprilglaser  donaldborenstein  spacex  publicgood  wealth  inequality  cyberspace  web  online  society  individualism  libery  justice  socialjustice  power  corporatism 
february 2018 by robertogreco
John Perry Barlow gave internet activists only half the mission they need.
"It was at the World Economic Forum in Davos, Switzerland, of all places, where John Perry Barlow wrote “A Declaration of the Independence of Cyberspace” in 1996. That might have been an odd place for a poet and former Grateful Dead lyricist to pen a foundational document of internet activism, but it was also an apt one: Barlow’s manifesto, and the movement it undergirds, helped give us the dynamic—but also often deleteriously corporatized—internet we have today.

Barlow died on Wednesday at the age of 71. The Electronic Frontier Foundation, the cyber civil liberties organization that he co-founded in 1990—where I used to work—shared in a blog post that he passed quietly in his sleep. He leaves us a legacy that has shaped the mission of the people fighting for the open internet. That mission is an incomplete one."



"I can’t help but ask what might have happened had the pioneers of the open web given us a different vision—one that paired the insistence that we must defend cyberspace with a concern for justice, human rights, and open creativity, and not primarily personal liberty. What kind of internet would we have today?"

[via:https://tinyletter.com/audreywatters/letters/hewn-no-252 ]
johnperrybarlow  individualism  californianideology  libertarianism  internet  web  online  2018  open  openness  creativity  liberty  cyberspace  justice  socialjustice  humanrights  race  racism  inclusion  inclusivity  openweb  aprilglaser  government  governance  law  eff  policy  corporatism  surveillance  edwardsnowden  nsa  netneutrality  sopa  pipa  fcc  privilege  power  prejudice 
february 2018 by robertogreco
This Children's Book About Sex And Gender Is A Total Game-Changer
"Sex is a Funny Word is nothing short of revolutionary. Cory Silverberg and Fiona Smyth's newest book is brilliant in its approach to giving caregivers and educators the tools they need to talk to kids about their bodies. Not only is it "the first trans-inclusive book for kids," but it also uses inclusionary language and diverse representation across race, ability, gender, and sexuality, to hone in on the most important aspects of discussing sex and bodies with kids aged 8-12. It is the second in a trilogy of books – the first, What Makes a Baby, is a beautiful, balanced, and many-gendered explanation of baby-making for kids aged 5-8.

(While Sex is a Funny Word discusses body parts, gender, touch, and other topics related to the word “sex,” it doesn’t delve into reproduction — intercourse is being reserved for the third book, planned for release in fall 2017, which will be geared toward older kids.)

Sex is a Funny Word is revolutionizing the way caregivers can talk to kids about their bodies."



"Although I could have made this a list of the 7,000 things that Sex is a Funny Word does to revolutionize talking to kids about their bodies, out of respect for everyone's time I’ve narrowed it down to ten. It was really hard to do.

1. Representation of all bodies should be the norm, rather than an exception.



2. Honesty + information = kids’ confidence.



3. Gender is complicated… and kids know it!



4. Conversation > silence.



5. "Justice" is an essential word when speaking about bodies.



6. Privacy isn’t just for grown-ups.



7. Consent matters at every age."
books  children  sex  gender  consent  justice  privacy  bodies  conversation  silence  honesty  information  representation  sexed  parenting  corysilverberg  fionasmyth  2015  body 
january 2018 by robertogreco
And so I am grateful too
"In return for believing in me, I offer belief in others. This is my currency, my economy: trust and belief. I said once about my role as managing editor at Hybrid Pedagogy that “I prowl the gates of this journal, I do—but to keep them open, not closed; to invite in rather than keep out.” But this is not work restricted to that of a journal editor: it is work we can all do in whatever role we occupy. It is the work of teachers, scholars, administrators, provosts, executive directors, instructional designers, technologists, writers, and more. For myself, I will always keep an eye open for new voices, voices that education and academia might not take seriously for whatever reason, I will listen carefully to what they have to say and I will offer them whatever platform I may.

In part, this means not speaking. Not writing Twitter threads. Not occupying any stage alone. The work others have done to give me opportunities must turn into work I can do to give others opportunities. I can be silent and listen. I can retweet. Hold the door so someone else might walk through, just as the door was held for me. And I hope, in my silence, I inspire silence in those who have the privilege—the leaders of the critical pedagogy and digital pedagogy conversation—to make way for other leaders. Because that is leadership in critical pedagogy.

Because critical pedagogy, digital pedagogy, #digped—none of these is our community. Increasingly, I recognize that there is no “us” when “us” means “our.” Should we find ourselves saying that someone is a good fit for our community, we are also saying that someone else is not. Some have seen me as a poor fit for their communities; and so how could I turn around and guard the gate in that fashion? Generosity of spirit, generosity of dialogue, generosity of justice, cannot be exclusive.

In the end, our only legacy will be the people we have loved, the voices we have amplified, the kindnesses we have offered and which echo out ongoingly. A published paper will be forgotten. A hashtag will disappear even more readily. A MOOC, a community, a conference… These all have end points when they disappear or disintegrate. But if in that published paper we cite a student or an adjunct; if across that hashtag we promote lovingkindness and encourage people to speak and listen; if in that MOOC, that community, or at that conference, we meet humans where they are and give them whatever doorways to discovery we can build—then something sustainable, something lasting might come of it.

If I have a wish for the new year, it is not for my life to improve. It is that, through whatever power I have, I might improve the lives of others. This is what Digital Pedagogy Lab is for. This is why I write. This is why I teach. My voice pales in comparison to the cacophony of voices waiting to be heard. I want to hear them. And I believe we all will be better off if we let that cacophony rise."
seanmichaelmorris  criticalpedagogy  ladders  academia  inclusivity  inclusion  education  2017  pedagogy  digitalpedagogy  community  payitforward  punchingup  exposure  generosity  justice  socialjustice  dialogue  privilege  interconnected  interdependence  listening  interconnectedness  interconnectivity 
january 2018 by robertogreco
Home • Advancement Project
[via: "California Today: How Progressive Is the Golden State?"
https://www.nytimes.com/2017/11/27/us/california-today-how-progressive-is-the-golden-state.html ]

[See also: "RACE COUNTS: Advancing Opportunities For All Californians: WINTER 2017" [.pdf]
http://www.racecounts.org/wp-content/uploads/2017/11/Race-Counts-Launch-Report-digital.pdf

RACE COUNTS: A GOLDEN STATE FOR ALL OF US
http://www.racecounts.org/ ]

"WHAT WE DO
Reinventing California to work for everyone.
We work alongside our partners to transform public systems and shift investments to achieve racial equity."



"California can lead the way for our country by demonstrating what it means to have power shared equitably by its people. This is why we champion the fair distribution of opportunities and privileges so that every Californian can thrive. We work alongside community activists and policymakers to generate momentum for evidence-based solutions that produce more just outcomes for all.

EDUCATIONAL EQUITY
The Educational Equity program expands educational opportunities and ensures appropriate school facilities for low income and disadvantaged children from birth through high school graduation. In recent years, our education work has concentrated on ensuring that there are adequate facilities for students to learn and that early care and education (ECE) opportunities are expanded and improved to provide a springboard for future academic success.

Current Key Issues
• Early Care & Education
• Dual Language Learners
• Family & Community Engagement
• K-12 Education Policy

Impact of Our Work:
• Elevate the needs of California’s youngest learners in policymaking through Water Cooler • • • • Network convenings
• Renovated a million classroom spaces in California because of additional funding
• Helped pass the California English Learner roadmap, reversing the harmful effects of Proposition 227 (198) that placed nearly all English learners in English-only classrooms

HEALTH EQUITY
The Health Equity Program brings about real change in the well being of low-income people of color who suffer disproportionately from chronic health conditions and other negative health outcomes. This change comes by ensuring neighborhoods, schools, and health services support and enable healthy choices throughout California via grassroots, data-driven advocacy campaigns.

Current Key Issues:
• Access to Health Care
• Transportation Equity

Impact of Our Work:
• Launched newest version of HealthyCity.org, which features curated data on equity and new mapping tools
• Helped secure funding to end traffic-related deaths in Los Angeles through the Vision Zero Alliance

EQUITY IN PUBLIC FUNDS
We partner with low-income communities of color to advance their goals by ensuring budgets align with their priorities, while also building their power and expertise to be high-impact advocates. Through trainings, research, and policy analysis, we empower communities to leverage their understanding of public budgets and build partnerships with policymakers to create vibrant and healthy communities for all California families.

Current Key Issues:
• Justice System Reform
• Land Use & Infrastructure
• K-12 Education
• Youth Development

Impact of Our Work:
• Trained advocates to understand and shift government funding to their neighborhoods
• Developed campaigns to move funds to support high-need students
• Identified funding streams to support the development of parks, safe housing and water projects

POLITICAL VOICE
Political Voice works to make state and local governments more participatory and representative of the communities they serve. Our goal is that all community members are able to genuinely participate in the making of effective public policy, in ways that go beyond just voting, and that governments respond equitably to community concerns. To accomplish this goal, we advocate for racially and economically just democracy reforms.

Current Key Issues:
• Public Participation in Governance
• 2020 Census
• Fair Elections
• Fair District Lines

Impact of Our Work:
• Convened the Census Policy Advocacy Network (CPAN) and secured $3 million in the 2017-18 • CA state budget to support 2020 Census planning
• Revealed racial disparities in political participation through Unequal Voices, a two-part report that analyzed voting and other forms of political engagement"
california  future  progress  health  politics  policy  education  justice  socialjustice  funding  inequality  equity  race 
november 2017 by robertogreco
Gender "pronoun war" is about freedom for sure, but not free speech - NOW Magazine
"In 2000, I started a new job, and on my first day of work I got up the nerve to ask my co-workers to try using the pronoun “they” to help me make the space I needed. And help they did.

Though I didn’t know it at the time, in a cluttered corner office at a community health centre in Winnipeg, an oddball team of sexual health educators did the unthinkable: they just listened. They just believed me that it mattered. They took my word for it that I was not deriving pleasure from imposing random meaningless limits on their linguistic freedom. They learned to adapt; I learned something, too. We didn’t realize it was so earth-shattering.

Did my new co-workers understand why I needed this? I really don’t know, but clearly they didn’t think that was the most important issue. We don’t need to understand something in order to sense the value it holds for others. In fact, the ability to treat experiences that we don’t understand with care, is a marker of the kind of society I want to live in.

What would have happened if, as a reply, my new co-workers had instead pulled out the organizational policies and said, “You can’t make me”? I’m grateful that I don’t know. They would simply never have behaved that way.

At that job, our task was to teach the sexual health curriculum in Manitoba’s high schools. The teens we worked with didn’t seem to notice that my co-presenters called me “they.” We came to their class, we talked about relationships and birth control, dating violence and HIV, racism and homophobia, we answered their urgent, timid, voice-cracking questions as honestly as we could, and we headed home.

But when we visited what were known as the “special needs” classrooms, I noticed something different. Here, for some reason, the students corrected one another without being prompted, they used “they” without explanation or fanfare.

Why were these kids, labelled with an “intellectual disability,” effortlessly able to do what others are unable or unwilling to? Maybe these kids intuitively understood something about respect, through its painful absence in their own lives. Maybe they had never been led to believe in the first place that their freedom trumped that of others."



"Just as the Black Lives Matter movement demands of white people, and as the Standing Rock protest demands of settlers, those who move easily through a gendered world that blocks and stops and harms others at every turn, are simply not “free” to ignore injustice.

Fortunately, while the internet argues on, most non-binary folks are not waiting around. They are miles ahead, busy creating space for themselves and others, building the society they want to live in. I hope, like me, they get to have moments of freedom when they can see that the society they long for is, sometimes, already here."

[via: https://twitter.com/cblack__/status/934465157366890496 ]
gender  pronouns  they  2017  jakepyne  listening  understanding  experience  society  policy  disabilities  disability  freedom  justice  socialjustice 
november 2017 by robertogreco
Isabel Rodríguez on Twitter: "Rather than seeking to equalize educational results, we should seek to equalize access to good food, good housing, adequate health services,… https://t.co/3Q5Ise6emh"
"The central problem in education is not about improving learning. It is about power imbalances and unacknowledged violence and abuse against children.

The accountability we need in education should not be about learning outcomes, but about making political and economic elites responsible for the abuses that are inflicted on children for the sake of economic exploitation and political control.

We could also think of the accountability we need in education in terms of how children are treated and the resources that are made available to them.

The socioeconomic gaps among children, which incidentally mirror gaps in the results of standardized tests, will not be closed with stricter schools.

Rather than seeking to equalize educational results, we should seek to equalize access to good food, good housing, adequate health services, natural spaces, playgrounds, and a wide array of educational resources for all children.

Democratizing education should not be about compulsory schools attendance, but about democratizing the access for people of all ages to educational resources and respecting the right of children to have a voice in their own education.

We could have open schools with a good library, computers, an Internet connection, all sorts of tools, musical instruments, sports' facilities, a community garden, workshops and courses in order to meet many different learning needs, etc.

What we need to understand is that we cannot have a competition and not have losers. As long as human beings are made to compete for access to a good life, we will always have exclusion and inequality.

And as a matter of justice, the well-being and safety of racial, cultural and linguistic minorities should not depend on meeting school expectations and adopting ideas and behaviors promoted by upper class white families.

As a matter of justice, children who are diverse in interests and skills should not be made to conform to a very narrow and arbitrary curriculum.

As a matter of justice, children who are diverse in characteristics should not be made to conform to prejudiced notions of normalcy.

When education is thought as a path out of poverty and towards social justice, we are only leaving off the hook those who create poverty, exclusion and violence in the first place.

The problem of social and economic inequality is not educational, it is political. It is about institutional arrangements that create exclusion and force people to submit and compete.

And schools can never be a substitute for what must be solved through laws granting access to nature, good housing, good food, health services, etc., etc., etc.

At the end of the day, it is always about elites not willing to give up power and privilege, and choosing instead to make the poor accept blame for their own poverty and oppression for their own "good".

It's not that schools can do nothing. Raising free and peaceful individuals, people literate in the ways of those in power, people not willing to submit as easily, should help.

But if we accept that the central problem in regard to inequality is about power, an education meant for liberation requires a radical departure from the adultism, standardization and control exercised in conventional schools.

An education meant for liberation requires an alignment between the overt and the hidden curriculum.

It requires that we stop confusing being good with being obedient, being responsible and professional with being cruel and alienated from our humanity, being hardworking with not playing and doing busy work, and being educated with having a diploma.

It requires understanding that values such as freedom, equality and respect are not just things we teach, but things we live and do.

Above all, it requires giving up pretensions and simulations in regard to learning that are only about exploiting children for the benefit of others.

I don't agree with everything said in this documentary, but the segment in min.18:21 illustrates what I want to say. There's a difference between making killer whales perform tricks for an audience and seeing them playing freely and for their own benefit. https://www.youtube.com/watch?v=WImKDJuaCmU

The problem is: Freeing killer whales and treating them with respect would kill the business."
isabelrodríguez  schools  schooling  education  inequality  compulsory  unschooling  deschooling  curriculum  standardization  policy  learning  lcproject  openstudioproject  libraries  justice  race  socialjustice  racism  colonization  decolonization  obedience  class  freedom  teaching  howweteach  howwelearn  diversity  exploitation  children  adultism  ageism  control  power  submission  economics  capitalism  society  privilege  health  healthcare  food  hunger  equality  poverty  conformity  2017  business  businessinterest  corporatism  humanity  humanism 
november 2017 by robertogreco
A Manifesto – Evergreen Review
"We devise and concoct ways to make each other beg for the most meager of resources. Death, which should simply be something that comes to us, is instead an instrument of dominion and torture. We have perfected instruments of death-making. We extend such deathery even to our social systems, creating ways to ensure that the poorest and most vulnerable among us will die because the rest of us don’t believe they deserve the methods and technologies by which we keep ourselves alive."



"And yet, even in our imagination, we cannot conceive of a world where abundance is enough. We can literally create anything we want and live without want, but we still want more.

In this imagined new world, we are still at war with others, crisscrossing space to divide it up into sectors and grids, cutting up even empty air into parcels the way we do patches of land. We make the vast and incomprehensible universe malleable by exerting our history of dispossession onto it. Our thirst for possession is as boundless as the universe we inhabit. Even our imagination is limited by avarice. This is why, dear aliens, I feel no real pain or sadness at the thought of what you might do to us. The sorrows and suffering we have inflicted upon each other, the degradations, the humiliations, the pain, the contrasts in resources and the creation of need—nothing in the universe can match what we have already done."



"Like the utopias they bring forth, manifestos are birthed in the possibility of failure. They succeed not in the audacity of hope but in the audacity of despair. What is the present and the future we need to keep imagining? What is a utopia? What is the nature of our utopias? Do we still dare to have any?"



"No one is outside ideology. Yet, too many Americans believe they are, and prefer to focus on how they feel: a particularly American problem is the preponderance of affect in politics. But when it comes to politics—to anything that calls itself justice—we should only pay attention to two questions: what do people need, and how do we get them what they need without having to beg? Yet our political programs are neither initiated nor sustained by the will to redistribute our ridiculously ample resources. Rather, we obsess over whether the people who receive them are worthy of our care. We ask questions we never ask the well-off: Are you deserving? Do you have the proper moral character? If we give you this money, how do we know you won’t spend it on cigarettes? If you buy food, will it be junk food or apples? But wait, how can we be sure you won’t blow it all on lobster?"



"If you want our help, then make us weep for you.

In that, the left has failed miserably. The left can barely articulate what it stands for without weeping for forgiveness for its own existence. This manifesto is an attempt to instantiate the left. How do we learn to be the left fearlessly, without either shame or arrogance?"



"No doubt, dear aliens, you will have found in your exploration of our debris or our archives (who knows in what state you encounter us) rants from leftists about “identity” or “identitarianism.” It has been difficult to convince this kind of activist that a true left finds a way to think about getting people what they need without erasing the material realities of their lives, but without capitulating to the essentializing of gender, race, ethnicity, and sexuality. Yet, even now, in most left organizations, it is women who do the emailing and the cleaning up, while the menfolk spout on about the revolution."



"A true left abjures philanthropy, which only enables the concentration of wealth by providing the super wealthy with fantastic tax breaks. A true left fights for a society where housing is not a matter of investment linked to the survival of an economy but simply a right. It fights for a world where prisons don’t exist to extract life from those whose failings, real or imagined, we cannot confront and whom we would rather shut away forever."



"
Such focus on Trump’s xenophobia ignores the fact that the millions of undocumented in this country became such under Bill Clinton. Two pieces of immigration legislation, in 1994 and 1996, made many simple misdemeanours into felonies only for non-citizens, and created the three- and ten-year bars on re-entry, which pushed undocumented people, now afraid of not being allowed to return if they should leave the country, into the shadows. Arguably, Trump has fine-tuned such mechanisms, but the tools for expulsion and removal were left there by Democratic administrations and are simply being sharpened and honed by this one."



"Resistance, like the heart, is a muscle, and needs to be constantly exercised. Instead, it’s become a buzzword. It’s made people think that somehow they’re soldiers now, fighting on every front. Ongoing work gets rebranded as “resistance” as if magically, due to the presence of Voldemort, everything changed overnight. The press plays up a collective sense of impending doom, making it seem like our lives are now unfolding like a scene from The Deathly Hallows."



"To liberals and lefties, this August 2016 exchange was evidence of Trump’s madness and his dangerously childish naivete. But in fact Trump’s response revealed the idiocy of nuclear weaponry and exposed the irrationality at the heart of American foreign policy: that somehow there is nothing wrong about possessing nuclear weapons."



"Neoliberalism is in fact capitalism made familiar, which is why I describe it as the endless privatisation of everyday life. It survives on vectors of intimacy, transforming capitalism into an emotional matter rather than an economic one, even though its incursions and devastations are deadly and long-lasting precisely because of the way it serves to insinuate itself into the machinations of the daily world."



"This is not to wax nostalgic about “neighborhoods” or to imply that everyone needs to be an “ethical gentrifier,” but to point out that the economic structure in relation to something as basic as housing is entirely set up to benefit the banking and finance industry. Meanwhile, Chicago resolutely and proudly refers to itself as a city of neighborhoods. The question is: who gets to belong, who gets phased out?"



"how neoliberalism operates upon various vectors of intimacy, and how that intimacy cuts across lines of class, race, and gender with varying effects."



"Over and over, Chicago and other cities fetishise their “neighborhood feel,” creating “community” out of displacement, demanding that the displaced then return only to satisfy the cravings the new residents refuse to acknowledge or to perform the jobs beneath the newcomers’ pay grade. Home ownership is what Americans, gay and straight, are expected to do as married people and the intimacy of married life brutally occludes the covert and hidden intimacies of transactions that keep underground economies flourishing.

Neoliberalism seduces us with its intimacy. Intimacy with our workplace, our occupation, the idea of having to “love” what you do: our work becomes our lover. Neoliberalism feeds off our sense of constant economic precariousness by convincing us that we must never demand more from the state or corporations, that what we label “sharing” economies are somehow community-based endeavors. And so people everywhere distribute their labor almost for free, in workplaces that are described as “mobile” and to which they “commute” as free agents. But these are in fact far more onerous than regular workplaces, and are mostly unregulated enterprises, and offer neither benefits nor protections (the field of “left publishing", including this publication, consists almost entirely of such labor).

But what they do is put us in touch with our own labor as something we control, birth, operate. We work with the illusion of control, but we are compelled, all the while, to cede it. We believe that having no control over the circumstances of our lives yields an intimacy that we cannot get elsewhere.

Neoliberalism survives as well as it does because its machinations allow people to express dissent even as they in fact only echo support for its worst effects. During Occupy, it was incredible to watch so many take to the streets, finally critical of how capitalism had wreaked its havoc. But as I wound my way through the massive crowds and their signs, it also became evident that the palpable anger was not so much at the system but that the system had failed them. Signs everywhere said, in effect, “I did the right thing for years, and I was still screwed over.” Everywhere, there was an anger at the ruling classes, certainly, but I couldn’t help but recall yet again those words about America’s “temporarily embarrassed millionaires.” The subsequent bailouts only confirmed a widespread sense that if we just fix the system, we can make it all better, when the system itself is the problem, and “fixing” it only serves to concentrate resources and power in the hands of fewer and fewer people."



"Capitalism flows unimpeded."



" Western analysts take their own social freedoms for granted—average Americans have, for many decades, left their parental homes in their late teens—but when it comes to other and what they fondly imagine as “more traditional” cultures, would prefer it if everyone just stayed transfixed in quaint old ways, please.

Neoliberalism fills the immediate needs of people in ways that other systems cannot—because, yes, that’s how capitalism functions, by dismantling our existing structures, and creating a need for new ones that provide the illusion of stability but in fact cause more harm. Consider schooling, at least in the US. We first eviscerated public education by defunding it, except in the wealthiest districts, and then created a demand for (exploitative, ruinous, substandard) … [more]
yasminnair  2017  society  manifestos  left  love  compassion  justice  socialjustice  utopia  ideology  charity  philanthropicindustrialcomplex  philanthropy  charitableindustrialcomplex  government  excess  abundance  hunger  healthcare  gender  race  racism  sexism  homophobia  neoliberalism  capitalism  feminism  systems  sytemsthinking  socialism  communism  migration  immigration  donaldtrump  barackobama  hillaryclinton  resistance  future  climatechange  neighborhoods  gentrification  chicago  privatization  class  classism  poverty  sexuality  intersectionality  compromise  change  organization  economics  power  control 
october 2017 by robertogreco
I love math, but quit teaching it because I was forced to make it boring - The Globe and Mail
"As a math teacher, there were many days I hated math more than my students did. Way more.

So I quit in 2013, happily leaving behind job security, a pension and the holy grail of teacher benefits: summers off.

Everyone thought I was crazy. I was in the early years of a divorce and had a mother and two kids to support. Almost nobody – and rightfully so, I suppose – supported my ostensibly hasty decision to abandon the education ship. There were no safety boats waiting and I was not a great swimmer. What the hell was I thinking?

In fact I was leaping off the Titanic – where actual math education is relegated to third class and was drowning along with its students.

The hardest thing to teach is mathematics. Not so much because math is hard – so is shooting three-pointers or making risotto – but because education makes it hard. Boring curriculum. Constant testing. Constant arguments over pedagogy. Lack of time. It's a Gong Show.

I found a sizable chunk of the math that I was forced to teach either a) boring; b) benign; c) banal; or d) Byzantine. The guilt of being paid to shovel this anachronistic heap of emaciated and disconnected mathematics around finally caught up with me.

I quit because I felt like a charlatan when I implicitly or explicitly told my students that what we were learning reflected the heart of mathematics or that it was the core of lifelong practicality. "When are we going to use this?" has been the No. 1 whine in math classes for a few generations. We should stop trying to sell mathematics for its usefulness. It's not why you or I should learn it.

Earlier this year, Francis Su, the outgoing president of the Mathematical Association of America, gave a speech for the ages. He referenced a prisoner named Christopher serving a long prison sentence, teaching himself mathematics. "Mathematics helps people flourish," he said. "Mathematics is for human flourishing." In a follow-up interview, Su talked about how math should involve beauty, truth, justice, love and play. Not sure about you, but my math education and Ontario teaching experience were the furthest things from these virtues. In Ontario, kids are imprisoned with criminally bland mathematics – so are the teachers.

I left teaching because my impact on math education lay beyond my classroom and my school. I felt I could contribute my passion/understanding for mathematics on a larger stage – maybe global. I was dreaming, but sometimes chasing your dreams is worth all the outside skepticism and uphill climbs. At one point, I was penniless at 50, stressed, confused and disappointed. But I wasn't unhappy. I was rescued by the light and humanity of mathematics.

Fast forward four years. I've written a book about the hidden happiness of math. I work remotely for a Canadian digital math resource company and I travel all over North America speaking about my almost gnawing passion of mathematics. I felt that I couldn't share that passion for most of my teaching career because the unchecked bureaucracy of the education system was more interested in data from standardized test scores and putting pedagogy ahead of mathematics. As such, the culture of mathematics has almost been shaded into obscurity.

So now, when I see the flood of math articles about Ontario's low math scores, I put my head in my hands and worry my eyes might just roll too far back into my head.

Every year is a contest to see who will win this year's huffing and puffing award about the province's low standardized test scores. For the past few years, arguments about old math versus new math have been running away with the trophy. Although, headlines crying Elementary Teachers Need More Math Training are often the runner-up.

As a student, I went through that "old" system. Sure, I got plenty of As and gold stars, but it took me well into my teaching career to really understand a fraction of the things I thought I knew.

Calculus? Pfff. Get rid of that thing, it belongs in university after a serious boot camp of algebra. Fractions, as with unsafe firecrackers, need to be pulled out of the hands of younger students and introduced to them in their hormonal years. Why are teachers asking students to flip and multiply fractions when you need to divide them? Anyone care to explain that to children – why fractions are doing gymnastics to arrive at the correct answer?

There are so many amazing teachers fighting the good fight. But until the real culprit – the government – gets called out for manufacturing a dog's breakfast of math education, students will continue to suffer in the classroom."
sfsh  mth  mathematics  teaching  education  testing  standardizedtesting  2017  sunilsingh  calculus  curriculum  pedagogy  cv  learning  francissu  math  beauty  truth  justice  love  play  happiness  bureaucracy  oldmath  newmath  fractions 
october 2017 by robertogreco
We’ve Hoped Our Way Into Our Current Crisis | On Being
"Those are some of my oldest memories, my literal “dark night of the soul.” The heightened turmoil we’re living through these days echoes my despair from that time. I think of it when so often we’re urged to embrace hope as an antidote. Hope for a brighter day. Hope for justice. Hope for peace. Hope that compassion will win out. But speaking for myself, I’m giving up hope.

Not that I don’t understand the impulse. It’s tempting to think that looking to the future will get me through hardship. But in my life’s struggles, hope hasn’t worked out that way. Too often hope has hardened into anticipation and expectation for specific outcomes. At times, I’ve believed that if only I could reach that next achievement — an age, a job, a relationship, a house, a car, an academic degree, a lifestyle — then I’d be content.

Similarly, our culture encourages us to believe that reaching the next societal goal will create the utopia (or a reasonable facsimile) that we crave. Getting this court decision, passing that law, having this candidate elected will mean we’ve finally arrived. We’ll become in reality the country we’ve always pretended to be.

But I think we’ve hoped our way into this current crisis. Rather than facing the hard truths about our historical and continuing inequality and doing the hard work of examining our institutions, our traditions, and ourselves, we’ve floated along hoping things would inevitably get better. We’ve lived too much in the rosy future and far too little in the messy present. And we’ve allowed the hope-turned-expectation of progress to blind us.

This oblivious hope explains why so many were blindsided by rising racist rhetoric, by the videos of police shootings, by last year’s election, and by the national dissension that has exploded since November. People marginalized by racism, misogyny, homophobia, ableism, and other forms of oppression have tried to get the nation’s attention for decades.

The response? “We’re America. Have hope.” Before our eyes, that view is being unmasked for the fantasy it is.

But if not hope, then what? Do we let ourselves wallow in bitterness and despair, throw up our hands and resign ourselves to injustice and oppression?

I have no one-size-fits-all prescription; that’s been part of our problem — and part of the problem with hope. It encourages us to think that if we do certain things, take certain steps, achieve certain milestones, we will get the outcomes we want. It assumes that we have the solutions and we can control the future.

That’s not how the universe works. Nothing we can do will give us complete control. If history has taught us anything, it should have taught us that. Hoping and despairing about what we can’t control only distracts us from what we can: our actions in the present. Right now.

When I recall the asthmatic child I once was, I remember that though I had hopes and dreams about the future, that’s not what kept me going. I read incessantly: books and newspapers, my mother’s Ladies Home Journal and Redbook, Catholic missionary magazines and comic books. I began writing stories and journals while in elementary school. I watched films, inhaling the structures of narrative, the music of language. I listened to how people talked: their accents and inflections, their changes of register and style, their ways of arguing, praying, cursing. I thought about why people did what they did, what motivated them. I spent time alone, walking in nature, reflecting on and wrestling with myself.

At the time I didn’t know I was making myself a writer. I just responded to what called me.

Parenting, too, has taught me about hope. Like so many parents, I’ve indulged hopes about how my children will be at a given point in their lives. But, children being children, things turn out differently. Eventually I learned that I feel calmer and parent better when I focus on what they need in the present. I spend less time mentally playing sepia-toned, soft focus futures of achievement, and concentrate on clothing them, feeding them, and giving them boundaries and the love they need right now. I realized that if I valued being a good parent, if I loved them, I had no other choice.

You see, whether I get what I want turns out to not actually be my business. This insight came as quite a surprise, living as we do in a culture of control (not to say domination), a culture that deifies power over people, nature, possessions, aging, time, even death. But I don’t control whether I get what I want because I don’t control the universe; I live within it.

So I don’t need hope (or control) to act. I don’t need hope to figure out what I should do and how I should live. I have values. I have beliefs. I can examine whether they’re grounded in reality. And I can use those values to ask myself with each choice, “Am I being — right now — the person I believe I should be? Am I acting in line with truth, with reality, with the way I think life should be lived?”

If I believe in justice, do I express that belief? Do I work against injustice? Do I choose to undermine oppression or further it? Not because I know I’ll “win” or “succeed,” but because I’ve committed myself to living the way I think I should live.

At my best, I answer what each moment and my values call me to do. Sometimes it’s to rest, to reflect. Sometimes it’s to play. Sometimes it’s to connect with friends and loved ones. Sometimes it’s to struggle, critique, speak out. Sometimes to listen. Sometimes to celebrate. Sometimes to grieve. Each moment makes its demand, and I’m seeking the kind of life where I hear and answer that need as often as I can.

Contrary to our control-obsessed culture, the alternative to hope isn’t passivity or despair. It’s living. It’s being humble and real. It’s being here."
miguelclarkmallet  hope  everyday  passivity  despair  2017  life  living  engagement  justice  integrity  control  domination  power  humanism  parenting  achievement  injustice  oppression  marginalization  us  utopia  society  progress  progressivism  present  presence 
september 2017 by robertogreco
Robinson Meyer en Instagram: “The equivalent of Greenland’s west wing and Eisenhower EOB is in the same building as the country’s biggest mall. Notice especially floor 8.”
"The equivalent of Greenland’s west wing and Eisenhower EOB is in the same building as the country’s biggest mall. Notice especially floor 8."

[floor 8 (second to highest) is The Ministry of Nature, Environment and Justice]
greenland  government  priorities  nature  environment  justice  2017 
july 2017 by robertogreco
EMMA Talks – Messages From Below
"EMMA is a Mini-Art Festival and Speakers Series. The core purpose of EMMA talks is to bring important stories by women identified* writers, activists, thinkers, storytellers, makers and doers, from the periphery to the public.

Together their stories will build a powerful and engaging collection of talks, celebrating and building on the conversations, imaginings, and hard work of so many individuals, communities and movements, which will lead to a creative cross-pollination of ideas.

*including two spirited, trans and gender non-conforming folks."

[Examples:

Astra Taylor on "Where Are The Gears? Thoughts on Resisting the (Neoliberal, Networked) Machine"
http://emmatalks.org/video/astra-taylor/

Leanne Betasamosake Simpson on "decolonial love: building resurgent communities of connection"
http://emmatalks.org/video/leanne-simpson/ ]
carlabergman  emmatalks  women  storytelling  making  activism  writing  video  feminism  justice  socialjustice  decolonization 
july 2017 by robertogreco
The Art of Teaching
[via: "The slide deck for the workshop is superb. Such a great experience, so grateful to @tchoi8 & the other participants." https://twitter.com/dphiffer/status/879465006449909760

referencing also: "How I learn to build things. Something I created for @tchoi8’s Art of Learning workshop at @eyeofestival."
https://twitter.com/dphiffer/status/879366496354488322 ]

[video: "Absence is Presence with Distance"
https://vimeo.com/234330230

"As an artist, I work with technology and narrative – formal and relational projects. As an activist, I examine personal and political – practice and praxis. As an educator, I create feedback between plastic and elastic – learning and unlearning. My talk is set at the dawn. We are waiting for the sun to rise and we are full of questions. What’s the role of an artist as an activist now? How can we critique oppressive systems that create the sense of ‘others’ based on ability and legal status? What’s kind of pedagogy can we experiment through alternative schools? How can we create a community among those who have nothing in common? By creating art, we can give form to our intentions, contribute to making the world we want to live in.

( For a companion posting to this talk visit:

https://medium.com/@tchoi8/absence-is-presence-with-distance-c0712aada56c )]
taeyoonchoi  education  teaching  purpose  routine  ritual  silence  flow  conflict  communication  structure  nurture  authority  kojinkaratani  jean-lucnancy  community  howweteach  pedagogy  learning  howwelearn  eyeo2017  unlearning  curriculum  syllabus  sfpc  schoolforpoeticcomputation  art  craft  beauty  utility  generosity  sfsh  tcsnmy  lcproject  openstudioproject  classideas  cv  reciprocity  gifts  kant  discretion  instruction  discipline  johndewey  bmc  blackmountaincollege  justice  annialbers  stndardization  weaving  textiles  making  projectbasedlearning  materials  progress  progressive  unschooling  deschooling  control  experimentation  knowledge  fabrication  buckminsterfuller  constructivism  constructionism  georgehein  habit  freedom  democracy  paulofreire  judithbutler  sunaurataylor  walking  christinesunkim  uncertainty  representation  intervention  speculation  simulation  christopheralexander  objectives  outcomes  learningoutcomes  learningobjectives  remembering  creativity  evaluation  application  analysis  understanding  emancipation  allankaprow  judychicago  s 
june 2017 by robertogreco
Gratitude for Invisible Systems - The Atlantic
"Before asking the question of how technology can affect democracy, I’m going to ask: What is democracy for?

In a developed, post-industrial country at the start of the twenty-first century, one of the main functions of a democratic political system is to help us collectively manage living in a complex, global society. Our daily lives take place in a network of technological, socio-technical, and social systems that we barely notice, except when things go wrong.

To start with, there are the infrastructural systems that fill out the bottom of Maslow’s pyramid of needs: clean water on tap, the ability to flush away disease-causing waste, natural gas for warmth and food preparation, and raw energy in the form of electricity, for heat and light, to replace physical labor, and to power cooling and electronics. Moving up Maslow’s pyramid, these systems underpin communication, community and self-actualization: connections to the rest of the world in the form of telecommunications and postal mail, physical links in the form of roads and a subway that link to rail, airports, and more.

While they’re far from perfect, these systems work well enough that mostly we don’t think about them. When they do fail, especially as a result of lack of care or maintenance (like interstate highway bridge collapses or the ongoing water crisis in Flint, Michigan), we recognize it as the profound and shocking betrayal that it is.

Besides these physical networks, there are a host of other systems that exist primarily to contribute to the common good by taking on responsibility for safety, access and planning. I don’t have to know where my breakfast eggs came from to know they’re safe to eat, because of the United States Department of Agriculture. When I fill a prescription, the pills I’m given will be efficacious, thanks to the Food and Drug Administration. The Center for Disease Control tracks and responds to outbreaks before they become epidemics. I’ve been known to get on a plane and fall asleep before takeoff; my security is because the Federal Aviation Authority regulates air traffic. And these are just a handful of ways these systems affect my daily life.

When we think about caring for our neighbors, we think about local churches, and charities—systems embedded in our communities. But I see these technological systems as one of the main ways that we take care of each other at scale. It’s how Americans care for all three hundred million of our neighbors, rich or poor, spread over four million square miles, embedded in global supply chains.

What’s more, we can collectively fund systems that even the richest, most self-sufficient people couldn’t create for themselves, and we use them to serve the common good. When I look at my phone to decide if I need an umbrella, the little blue dot that says where I am is thanks to the network of Global Positioning System satellites operated by the United States Air Force, and the weather is the result of a $5.1 billion federal investment in forecasting, for an estimated $31.5 billion dollars of benefit in saving lives, properties, and crops (and letting me know I should wear a raincoat).

If I were to make a suggestion for how technology could be used to improve our democracy, I would want to make these systems more visible, understandable, and valued by the general public. Perhaps a place to start is with the system that is the ultimate commons—our shared planet. One way that we can interact with it is through citizen science projects: collecting data about our local environment to help build a larger understanding of of anthropogenic climate change. The late scientist and activist Ursula Franklin wrote “Central to any new order that can shape and direct technology and human destiny will be a renewed emphasis on the concept of justice.” If we want to use technology to make democracy better, we can start with the systems that we use to make it more just."
democracy  government  debchachra  2017  infrastructure  systemsthinking  visibility  invisibility  climatechange  technology  ursulafranklin  justice 
may 2017 by robertogreco
Education Technology as 'The New Normal'
"I am feeling incredibly concerned about the direction the world is taking – politically, environmentally, economically, intellectually, institutionally, technologically. Trump. Digital technologies, even education technologies, are implicated in all of this, and if we are not careful, we are going to make things worse."



"We have not severed ourselves from the past through the introduction of computers or computer networks. Our institutions have not been severed from the past because of these. Our cultures have not. (At least not entirely. Not yet.) We have not."



"Technologies, to borrow from the physicist Ursula Franklin, are practices. Technologies are systems. Technology “entails far more than its individual material components,” Franklin wrote. “Technology involves organizations, procedures, symbols, new words, equations, and, most of all, a mindset.”

When I say that education technology is not new, I’m not arguing that technologies do not change over time; or that our institutions, ideas, experiences, societies do not change in part because of technologies. But when we talk about change – when we tell stories about technological change – we must consider how technologies, particularly modern technologies like computers, emerged from a certain history, from certain institutions; how technologies are as likely to re-inscribe traditional practices as to alter them. We must consider how technology operates, in Franklin’s words, as “an agent of power and control.”"



"But the growth of Silicon Valley didn’t really do much to improve the economic well-being of most of us. It didn’t really create jobs, although it did create wealth for a handful of investors and entrepreneurs. It did help further a narrative that our economic precarity was not only “the new normal” but potentially liberatory. The “freelance” economy, we were told, meant we didn’t have to have full-time employment any longer. Just “gigs.” The anti-regulatory practices and libertarian ideology espoused by the CEO of Uber became a model for talking about this “new economy” – that is until Uber (and others) are able to replace freelance workers with robots, of course. “We’re like Uber,” became something other companies, including those in education, would boast, despite Uber’s skullduggery."



"Technologies may well be poised to redefine how we think about learning, intelligence, inquiry, the learner, the teacher, teaching, knowledge, scholarship. But remember: technological “progress” does not necessarily mean “progressive politics.” Silicon Valley’s ways also include individualism, neoliberalism, libertarianism, imperialism, the exclusion of people of color and white women from its workforce. These biases are now part of algorithms and algorithmic decision-making.

Again my fear with our being comfortable or complacent with this “new normal”: Silicon Valley’s ways and Silicon Valley’s technologies are readily subverting the values of democracy and justice.

The values of democracy and justice should be School’s ways. But to be fair, neither democracy nor justice are values that most educational institutions (historically, presently) have truly or fully or consistently lauded or oriented themselves around.

If we want the future to be something other than an exploitative dystopia, I think our task must be to resist the narratives and the practices and the technologies that further inequality.

We cannot do this through through technological solutionism (although technologies are absolutely part of what we need to address and fundamentally rethink). We need to rethink our practices. We have to forgo “personalization.” We must do this through collective action, through community. We do this through action oriented around social and racial justice. We do this through democracy. (And through art.)"
2017  audreywatters  education  individualism  neoliberalism  corporatism  ursulafranklin  control  power  siliconvalley  democracy  socialjustice  justice  race  racism  technosolutionism  solutionism  technology  edtech  labor  teaching  knowledge  scholarship  intelligence  learning  howwelearn  libertarianism  imperialism  exclusion  gender  sexism  bias 
may 2017 by robertogreco
What is NEOLIBERALISM? on Vimeo
"What is Neoliberalism? is a video by the Barnard Center for Research on Women, featuring interviews with Lisa Duggan, Miranda Joseph, Sealing Cheng, Elizabeth Bernstein, Dean Spade, Sandra K. Soto, Teresa Gowan, and Ana Amuchástegui. In the video, contributors describe the various meanings that have been attributed to the term “neoliberalism,” the neoliberal economic policies developed through the IMF and the World Bank, and the usefulness of “neoliberalism” as an organizing rubric for contemporary scholars and activists. Drawing from research on immigration policy, the prison-industrial complex, poverty management, and reproductive rights, they sketch some of neoliberalism’s intersections with gender, sexuality, race, class, and nation. Recorded Fall 2012.

What is Neoliberalism? was published in issue 11.1-11.2 of The Scholar & Feminist Online, “Gender, Justice, and Neoliberal Transformations.” See the entire issue at sfonline.barnard.edu/gender-justice-and-neoliberal-transformations for additional resources."

[Also here: https://www.youtube.com/watch?v=7kL4p3llmHk ]

[See also: http://sfonline.barnard.edu/gender-justice-and-neoliberal-transformations/what-is-neoliberalism/ ]
2012  neoliberalism  lisaduggan  mirandajoseph  sealingcheng  latinamerica  worldbank  imf  globalization  economics  politics  liberalism  elizabethbernstein  deanspade  sandrasoto  teresagowan  us  anaamuchástegui  gender  sexuality  capitalism  elitism  marxism  neo-marxism  neo-foucaultism  wendybrown  nicholasrose  culture  society  markets  statetransformation  carceralstate  massincarceration  welfarestate  wealthconcentration  labor  work  trade  freetrade  exploitation  justice  socialjustice  immigration  prisons  systemsthinking  welfare  moralism  violence  deathpenalty  capitalpunishment  power  control  poverty  discipline  sovereignty  foucault  michelfoucault 
may 2017 by robertogreco
Christopher Emdin SXSWedu 2017 Keynote - YouTube
"Merging theory and practice, connecting contemporary issues to historical ones, and providing a deep analysis on the current state of education, Dr. Emdin ushers in a new way of looking at improving schools and schooling. Drawing from themes in his New York Times Bestselling book, and the latest album from rap group A Tribe Called Quest, Emdin offers insight into the structures of contemporary schools, and highlights major issues like the absence of diversity among teachers, the ways educators of color are silenced in schools, the absence of student voice in designing teaching and learning, and a way forward in addressing these issues."
christopheremdin  education  2017  sxswedu2017  schools  diversity  teaching  learning  howweteach  howwelearn  studentvoice  listening  socialjustice  service  atribecalledquest  dinka  culture  adjustment  maladjustment  ptsd  psychology  voice  transcontextualism  johndewey  doctorseuss  traditions  children  race  racism  trauma  trayvonmartin  violence  schooling  schooltoprisonpipeline  technology  edtech  pedagogy  disenfranchisement  technosolutionism  commoncore  soul  liberation  conversation  paulofreire  credentialism  stem  coding  economics  expectations  engagement  neweconomy  equity  justice  humility  quantification  oppression  whitesupremacy  cosmopolitanism  hiphoped  youthculture  hiphop  youth  teens  appropriation  monetization  servicelearning  purpose  context  decontextualization  tfa  courage  inequality  inequity  normalization  community  curriculum  canon  complexity  chaos  nuance 
march 2017 by robertogreco
Cecilia Cissell Lucas, Commencement, May 19, 2013 - YouTube
"PhD graduate speech, University of California, Berkeley Graduate School of Education, Social and Cultural Studies Program"

[transcript: https://pdiehl.blogspot.com/2013/06/you-must-see-hear-and-read-this-speech.html

"Good afternoon! Thank you all for being here, and for all of your support for one another over the years. And thank you also to those who would like to be here today, but could not. This includes my Mom, who always made fun of me for taking forever to graduate -- but she passed away a couple of years ago and I am missing her today.

Of course, death is not the only thing that keeps people apart. Friends and families are ripped apart every day in this country due to an immigration system which criminalizes and deports people without “documentation”; and due to a prison industrial complex which disproportionately criminalizes and locks up dark-skinned people.

I raise these issues at an education graduation not only to honor those who may not be able to be with us today, but to raise the question of what it means for educators to be there for and with our students.

I think the answer to this question is, simply: to love. Simple, but not easy. Love is a discipline that must be practiced rigorously, and often involves taking risks.

Bell hooks has argued that where there is domination, love is impossible because domination is the opposite of love. To love, then, means being committed to bringing about justice.

This is also a pragmatic issue in our classrooms, if we are concerned with equity. We know that social policies and structures impact our students. Poverty, hunger, and housing insecurity impact a person’s ability to learn. So do the daily micro- and macro-aggressions of racism, nationalism, sexism and homophobia – all of which are systems of domination. These issues require our engagement beyond the classroom. But as educators, we should also interrogate the ways in which our curricula, pedagogies, disciplinary practices and school policies are supporting and justifying, rather than countering, economic and social systems of domination.

For example, I am inspired by the strong and growing movement against high stakes standardized testing. However, aren’t all tests -- and isn’t grading itself -- “high stakes” in the context of a society that thinks it is okay to discriminate on the basis of educational achievement?

All of us know that while, yes, we worked hard to get into UC Berkeley and to be here graduating today, this does not necessarily make us any smarter or more hard-working than others who do not have these degrees. And certainly our credentials do not make us more or less worthy as human beings. But that is what our society teaches us when our credentials are correlated with greater income and greater positions of power and influence.

There is a movement for “college for all” – but even if everyone were to get a PhD, does this mean that there would miraculously be enough well-paying and meaningful jobs available for everyone? We are told we need to improve our schools so that we remain “globally competitive” and that we are being responsible parents when, if we have the resources, we remove our kids from public schools or insist on AP and honors tracks within schools – but what does this say about our attitude towards the worth of children in other countries, poor children and/or children who are left out of honors and AP?

In a ranked system there is no such thing as “no child left behind” because ranking means some people’s success depends on others being less successful; the term “race to the top” is at least more honest.

Can we refuse to participate in a system which brutalizes so many of our students in this way, and reclaim schools for the kinds of learning that can help us build more just and loving societies?

We deal with many institutional constraints, but we are not helpless. Many people are working to create change using a range of strategies: direct resistance, subversive actions under the radar, acquiring positions of decision-making power, and creating alternative institutions.

Regardless of the strategies, we need to remain aware of the ways in which we compromise with oppressive practices. And we need to be doing this work in collaboration with our students and communities because we need all of our efforts and insights to shift from a norm of domination to a norm of love.

This rigorous discipline of love also requires learning to distinguish between liberatory and oppressive perspectives. This means teachers should not attempt to be neutral. There is no such thing as neutrality. That which appears neutral typically appears that way because it resembles the norm. But when the norm is characterized by domination, that is what we end up supporting when we attempt to be neutral.

While I am raising many difficult issues, I am actually quite hopeful. Cornel West distinguishes between hope and optimism. Optimism, he says, is “based on the notion that there’s enough evidence out there to believe things are gonna be better.” Hope, however, looks at the evidence and says, “It does not look good at all. But gonna go beyond the evidence to create new possibilities based on visions that become contagious to allow people to engage in heroic actions always against the odds, no guarantee whatsoever.

And, the thing is, people have always done this. That is, people have always created liberatory visions that they’ve resiliently acted on against the odds. The question before us, as educators, is whether we are willing to join in that legacy of past and present love warriors.

In our classrooms, this means that instead of creating docile obedient bodies, we need to foster intellectual, emotional, spiritual, and physical daring. We also need to develop radical imaginations that can expand our sense of the possible. How many classrooms have you been in where you simultaneously developed rigorous analytical capacities, connected the classroom work to meaningful work beyond the classroom and experienced a learning process in which it was okay and even encouraged to publicly cry, laugh, rage, dance, be playful, be honest, be still, be unknowing, and take risks?

I ask my students to take many risks in the classroom, including trying things that might feel scary. It’s useful to practice in low-stakes situations so that we might be prepared in situations with higher-stakes consequences.

In the spirit of practicing what I preach, I’m going to conclude with something that feels scary to me. I don’t sing, and have certainly never done so into a microphone. So in the spirit of working together, I’m asking all of you -- in the audience and up on stage -- to please stand up and help me out; I know many of you know the words, and we’ll sing the chorus a few times so everyone can join in. If you don’t want to say “man,” you can say:

I’m starting with the one in the mirror. I’m asking her to change her ways. And no message could’ve been any clearer: if you wanna make the world a better place, take a look at yourself and make a change.

Know that the mirror is not just on the wall but also in the eyes of other people who help us to see ourselves and the world in clearer ways. So commit to each other. Commit to loving as fiercely and uncontrollably as possible. Shout it out in your own way, in your own languages of the tongue and of the body: love, love, love, love, love. Thank you.”]
cecliacissell  oppression  domination  love  teaching  education  pedagogy  curriculum  2013  cornelwest  optimism  hope  justice  socialjustice  radicalism  liberation  risk  risktaking  bellhooks 
february 2017 by robertogreco
John Berger on Ways of Seeing, being an artist, and Marxism (2011) - Newsnight archives - YouTube
"John Berger - artist, writer, critic and broadcaster - has died at the age of 90. His best-known work was Ways of Seeing, a criticism of western cultural aesthetics. For Newsnight, Gavin Esler, met him back in 2011."
johnberger  spinoz  descartes  gavinesler  2011  marxism  waysofseeing  seeing  storytelling  lenses  correction  iteration  bento'ssketchbook  looking  culture  aesthetics  future  progress  justice  dignity  capitalism  growth  storytellers  art  artists 
january 2017 by robertogreco
The Anti-Democratic Urge | New Republic
"The argument that Trump, Sanders, and their respective constituencies are two sides of the same benighted coin gained currency, in part, because it lets elites off the hook. It’s a way to rationalize clinging even more vehemently to a ruinous, oligarchic status quo—democracy be damned. But here again, it gets things backward. Protests and populist political movements, after all, are signs that people have been locked out of structures of governance, not that they have successfully “hijacked” the system. Elitists plead for more reason in political life—and who can disagree with that, in principle? But their position itself is not entirely rational.

In a widely circulated cover story in The Atlantic, Jonathan Rauch rallied to the defense of those in power. “Our most pressing political problem today is that the country abandoned the establishment, not the other way around,” he complained. “Neurotic hatred of the political class is the country’s last acceptable form of bigotry.” Mass discontent, he concluded, is a “virus” that must be quarantined.

But mass discontent has already been quarantined. That’s why voters on both the right and left are so pissed off. The real challenge facing America today is the near-absence in civic life of democratic channels that run deeper than a sporadic visit to the voting booth, or the fleeting euphoria of a street protest.

In reality, our political system is far less democratic than it was a generation ago. Over the past 40 years, we’ve seen unions crushed, welfare gutted, higher education defunded, prisons packed to overflowing, voting rights curbed, and the rich made steadily richer while wages stagnated. It’s not the frustration of the people that should terrify us, but rather the legitimate sources of their frustration, which have so long gone unaddressed. Regular citizens struggling to make ends meet have almost nowhere to turn, nothing to join. We shouldn’t wonder that so many voters have seized on this election to make a statement, even a nihilistic one. To insist that the only solution is for the people to get back in line is to refuse to acknowledge that the “establishment” bears any responsibility for the conditions that created the public’s outrage in the first place.

There’s no quick fix for this mess. If Hillary Clinton wins in November, it will be tempting to view the ballot-box refutation of Trumpism as a restoration of political sanity. But a Clinton presidency won’t fundamentally change the conditions that led millions of Americans to turn to Trump or Sanders. The only way out is the hard way—building democratic outlets for change patiently, on the ground. We have to build durable movements that support and advance the twin causes of racial and economic justice in a lasting and meaningful manner. And we have to acknowledge that protests are a necessary but insufficient ingredient for social change: They can be galvanizing and clarifying, but, just like political campaigns, they tend to be short-lived and don’t always translate into the sustained, strategic organizing efforts we need.

Above all, in spite of the reports of political chaos—and yes, even stupidity—that daily flood our inboxes and Twitter feeds, we must resist the call of the elites and the tug of the anti-democratic urge. Knee-jerk contempt for democracy—insulting those we disagree with as idiotic, as incapable or unworthy of civic trust and responsibility—has a long and ugly history in this country, where the Founding Fathers were nearly as democracy-averse as Plato, and certainly more hostile to the prospect of redistributing wealth. The non-propertied, non-male, and nonwhite have all had to battle for basic political inclusion—and then real political power—pushing against reactionary conservatives and anxious liberals alike. Our job now is to advance this democratic march, rather than retreat from it in fear. Before we write democracy off, we should at least truly try it."
astrataylor  us  2016  elections  donaldtrump  berniesanders  democracy  elitism  unions  history  voting  politics  justice  socialjustice  economics 
august 2016 by robertogreco
Berlin Biennale | All Problems Can Be Illuminated; Not All Problems Can Be Solved
"“There is no technology for justice. There is only justice.”12 Ursula Franklin answered when I asked her in December 2015, what to do. I reached out because I wanted her to tell me how to act on the perspectives she brings to the traditional story of progress. As someone building internet technologies, working within this received wisdom, I wanted a recipe, something I could share with others (with you!) and throw my body into.

She was warm and generous and incredibly insightful, and she gave me no smooth answers, no simple way.

Central to our conversation was my worry about the massive surveillance capacities enabled by internet technologies and the way in which public assent to surveillance is fueled by the racism and militarism of the now eternal “War on Terror.” What could we do to combat this narrative? What could we do to change the underlying technologies such that they respect human agency and privacy?

Franklin agreed. This is a grave problem. But not a “technological” problem:

“Whether it’s heathens, witches, women, communists, whoever, the institution of an enemy as a political tool is inappropriate. The only solution is an insistence on a civilized democratic society. A civilized democratic society combats this and the wish of an authority to collect personal information on citizens and their activities and loyalties. Whether it’s done by spying, by bribing children, by workplace monitoring, by confession in the confession box of the church—the collection is the issue. The means—the technology—is secondary. The problem is a problem of authoritarian power. And at the root of this problem is the issue of justice, and justice is political.”

While justice can be understood, can be felt, there is no template to follow, or checklist to work through for ensuring a just outcome. The requirements are humility, a respect for context, and a willingness to listen to the most marginalized voices. Let these define the basic requirements of whatever you do. You must “put yourself in the position of the most vulnerable, in a way that achieves a visceral gut feeling of empathy and perspective—that’s the only way to see what justice is.”

Understanding justice, honoring those most vulnerable and including them as authors of any plan that impacts them, is a necessary starting place. But the problems associated with our current technologies won’t be solved by tweaking gears or redesigning mechanisms. A roadmap that centers on justice is only the first step. “For a very long time gadgets and machinery have been anti-people. If one wants to get away from the anti-people component, then you don’t argue technology as much as you argue capitalism.” Even with a view of what justice would look like and could be, attempts at radical change will, of course, be repulsed by powerful actors who benefit richly from the unjust status quo. Political change must be a part of the equation.

This isn’t a frenzied call for revolution. The bigger the scale, the bigger the vision for just change, the more difficult it will be to “get it through” a system in which power is aligned against justice (and, of course, the more difficult it will be to truly understand this vision’s vast impact on vulnerable populations and thus ensure it really supports justice.) Not that working to build practices and plans isn’t worthwhile—it is incredibly worthwhile. But you’re unlikely to have much real impact if you start with a grand announcement. “To proceed in a hostile world,” Franklin suggests, “call it an experiment. Admit that you don’t know how to do it, but ask for space and peace and respect. Then try your experiment, quietly.” In conditions not conducive to success, situate yourself out of the spotlight and proceed subtly, humbly, and be willing to downplay expectations while new forms incubate.

“My favorite word is an old Quaker term, ‘scrupling,’ used as an activity,” Franklin begins, addressing how to approach the vastness of the political and social problems we were discussing. “It comes out of the anti-slavery movement, originally. People would get together to ‘scruple,’ that is, discuss and debate a common problem, something they had scruples about—say, justice—for which they did not have a solution. This is scrupling, and this is something you and your friends can do.”

Gather and talk. Empathize and listen. Don’t chase the spotlight, and accept that some problems are big, and difficult, and that what you’re good at may not fix them. These are not the ways of charismatic executives and flash-bang inventors. These are not instructions for entrepreneurial success. These won’t produce bigger faster newer ways of doing things.

Her parting words were meant to comfort me. “For your own sanity, you have to remember that not all problems can be solved. Not all problems can be solved, but all problems can be illuminated. If the eggs are scrambled, they’re scrambled. You can’t unscramble them. All you can possibly do is cook them and share them with somebody.”"
ursulafranklin  justice  technology  meredithmeredith  2016  efficiency  compliance  listening  empathy  progress  racism  militarism  surveillance  waronterror  democracy  society  humility  inclusivity  inclusion  vulnerability  radicalchange  power  statusquo  politics  scrupling  conversation  problemsolving  jacquesellul  capitalism  consumerism  innovation  quakers  systems  interrelationships  systemsthinking  complexity  culture  materials  art  mindset  organization  procedures  symbols  orthodoxy  luddism  occupywallstreet  ows  resistance  disruption  speed  humanism  science  scientism  legibility  elitism  experts  authority  privilege  experience  civilization  authoritarianism  socialjustice  revolution  peace  spotlight  hardproblems  success 
july 2016 by robertogreco
Laurie Penny | Life-Hacks of the Poor and Aimless
"Late capitalism is like your love life: it looks a lot less bleak through an Instagram filter. The slow collapse of the social contract is the backdrop for a modern mania for clean eating, healthy living, personal productivity, and “radical self-love”—the insistence that, in spite of all evidence to the contrary, we can achieve a meaningful existence by maintaining a positive outlook, following our bliss, and doing a few hamstring stretches as the planet burns. The more frightening the economic outlook and the more floodwaters rise, the more the public conversation is turning toward individual fulfillment as if in a desperate attempt to make us feel like we still have some control over our lives."



"The wellbeing ideology is a symptom of a broader political disease. The rigors of both work and worklessness, the colonization of every public space by private money, the precarity of daily living, and the growing impossibility of building any sort of community maroon each of us in our lonely struggle to survive. We are supposed to believe that we can only work to improve our lives on that same individual level. Chris Maisano concludes that while “the appeal of individualistic and therapeutic approaches to the problems of our time is not difficult to apprehend . . . it is only through the creation of solidarities that rebuild confidence in our collective capacity to change the world that their grip can be broken.”

The isolating ideology of wellness works against this sort of social change in two important ways. First, it persuades all us that if we are sick, sad, and exhausted, the problem isn’t one of economics. There is no structural imbalance, according to this view—there is only individual maladaption, requiring an individual response. The lexis of abuse and gas-lighting is appropriate here: if you are miserable or angry because your life is a constant struggle against privation or prejudice, the problem is always and only with you. Society is not mad, or messed up: you are.

Secondly, it prevents us from even considering a broader, more collective reaction to the crises of work, poverty, and injustice. "



"When modernity teaches us to loathe ourselves and then sells us quick fixes for despair, we can be forgiven for balking at the cash register. Anxious millennials now seem to have a choice between desperate narcissism and crushing misery. Which is better? The question is not rhetorical. On the one hand, Instagram happiness gurus make me want to drown myself in a kale smoothie. On the other, I’m sick and tired of seeing the most brilliant people I know, the fighters and artists and mad radical thinkers whose lives’ work might actually improve the world, treat themselves and each other in ludicrously awful ways with the excuse, implicit or explicit, that any other approach to life is counterrevolutionary."



"The problem with self-love as we currently understand it is in our view of love itself, defined, too simply and too often, as an extraordinary feeling that we respond to with hearts and flowers and fantasy, ritual consumption and affectless passion. Modernity would have us mooning after ourselves like heartsick, slightly creepy teenagers, taking selfies and telling ourselves how special and perfect we are. This is not real self-love, no more than a catcaller loves the woman whose backside he’s loudly admiring in the street.

The harder, duller work of self-care is about the everyday, impossible effort of getting up and getting through your life in a world that would prefer you cowed and compliant. A world whose abusive logic wants you to see no structural problems, but only problems with yourself, or with those more marginalized and vulnerable than you are. Real love, the kind that soothes and lasts, is not a feeling, but a verb, an action. It’s about what you do for another person over the course of days and weeks and years, the work put in to care and cathexis. That’s the kind of love we’re terribly bad at giving ourselves, especially on the left.

The broader left could learn a great deal from the queer community, which has long taken the attitude that caring for oneself and one’s friends in a world of prejudice is not an optional part of the struggle—in many ways, it is the struggle. Writer and trans icon Kate Bornstein’s rule number one is “Do whatever it takes to make your life more worth living. Just don’t be mean.” It’s more than likely that one of the reasons that the trans and queer communities continue to make such gains in culture, despite a violent backlash, is the broad recognition that self-care, mutual aid, and gentle support can be tools of resistance, too. After the Orlando massacre, LGBTQ people across the world started posting selfies under the hashtag #queerselflove. In the midst of the horror, the public mourning, and the fear, queer people of all ages and backgrounds across the world engaged in some light-hearted celebration of ourselves, of one another.

The ideology of wellbeing may be exploitative, and the tendency of the left to fetishize despair is understandable, but it is not acceptable—and if we waste energy hating ourselves, nothing’s ever going to change. If hope is too hard to manage, the least we can do is take basic care of ourselves. On my greyest days, I remind myself of the words of the poet and activist Audre Lorde, who knew a thing or two about survival in an inhuman world, and wrote that self care “is not self-indulgence—it is self-preservation, and that is an act of political warfare.”"
lauriepenny  2016  feminism  happiness  culture  capitalism  neoliberalism  self-care  katebornstein  audrelorde  chloeking  chrismaisano  well-being  latecapitalism  work  emotionallabor  poverty  injustice  labor  privation  justice  socialjustice  society  democracy  gtd  hopelessness  despair 
july 2016 by robertogreco
[Easy Chair] | The Habits of Highly Cynical People, by Rebecca Solnit | Harper's Magazine
"In April 24, 1916 — Easter Monday — Irish republicans in Dublin and a handful of other places staged an armed rebellion against British occupation. At the time, the British Empire was the strongest power on earth; Ireland was its first and nearest colony. That the puny colony might oust the giant seemed far-fetched, and by most measures the endeavor was a failure. The leaders were executed; the British occupation continued. But not for long: the Easter Uprising is now generally understood as a crucial step in a process that led, in 1937, to full independence for most of the island. A hundred years on, some view 1916 as the beginning of the end of the British Empire.

This year also marks the fifth anniversary of the Arab Spring. It seems to be taken for granted that these uprisings, too, were a failure, since many of the affected countries are now just different kinds of dire than they were before. But the public display of a passionate desire for participatory government, the demonstration of the strength of popular power and the weakness of despotic regimes, and the sheer (if short-lived) exhilaration that took place five years ago may have sown seeds that have not yet germinated.

I am not arguing for overlooking the violence and instability that are now plaguing North Africa and the Middle East. Nor am I optimistic about the near future of the region. I do not know what the long-term consequences of the Arab Spring will be — but neither does anyone else. We live in a time when the news media and other purveyors of conventional wisdom like to report on the future more than the past. They draw on polls and false analogies to announce what is going to happen next, and their frequent errors — about the unelectability of Barack Obama, say, or the inevitability of the Keystone XL pipeline — don’t seem to impede their habit of prophecy or our willingness to abide them. “We don’t actually know” is their least favorite thing to report.

Non-pundits, too, use bad data and worse analysis to pronounce with great certainty on future inevitabilities, present impossibilities, and past failures. The mind-set behind these statements is what I call naïve cynicism. It bleeds the sense of possibility and maybe the sense of responsibility out of people.

Cynicism is first of all a style of presenting oneself, and it takes pride more than anything in not being fooled and not being foolish. But in the forms in which I encounter it, cynicism is frequently both these things. That the attitude that prides itself on world-weary experience is often so naïve says much about the triumph of style over substance, attitude over analysis.

Maybe it also says something about the tendency to oversimplify. If simplification means reducing things to their essentials, oversimplification tosses aside the essential as well. It is a relentless pursuit of certainty and clarity in a world that generally offers neither, a desire to shove nuances and complexities into clear-cut binaries. Naïve cynicism concerns me because it flattens out the past and the future, and because it reduces the motivation to participate in public life, public discourse, and even intelligent conversation that distinguishes shades of gray, ambiguities and ambivalences, uncertainties, unknowns, and opportunities. Instead, we conduct our conversations like wars, and the heavy artillery of grim confidence is the weapon many reach for.

Naïve cynics shoot down possibilities, including the possibility of exploring the full complexity of any situation. They take aim at the less cynical, so that cynicism becomes a defensive posture and an avoidance of dissent. They recruit through brutality. If you set purity and perfection as your goals, you have an almost foolproof system according to which everything will necessarily fall short. But expecting perfection is naïve; failing to perceive value by using an impossible standard of measure is even more so. Cynics are often disappointed idealists and upholders of unrealistic standards. They are uncomfortable with victories, because victories are almost always temporary, incomplete, and compromised — but also because the openness of hope is dangerous, and in war, self-defense comes first. Naïve cynicism is absolutist; its practitioners assume that anything you don’t deplore you wholeheartedly endorse. But denouncing anything less than perfection as morally compromising means pursuing aggrandizement of the self, not engagement with a place or system or community, as the highest priority.

Different factions have different versions of naïve cynicism. There is, for example, the way the mainstream discounts political action that proceeds outside the usual corridors of power. When Occupy Wall Street began five years ago, the movement was mocked, dismissed, and willfully misunderstood before it was hastily pronounced dead. Its obituary has been written dozens of times over the years by people who’d prefer that the rabble who blur the lines between the homeless and the merely furious not have a political role to play.

But the fruits of OWS are too many to count. People who were involved with local encampments tell me that their thriving offshoots are still making a difference. California alone was said to have more than 100 Occupy groups; what each of them did is impossible to measure. There were results as direct as homeless advocacy, as indirect as a shift in the national debate about housing, medical and student debt, economic injustice, and inequality. There has also been effective concrete action — from debt strikes to state legislation — on these issues. Occupy helped to bring politicians such as Bernie Sanders, Bill de Blasio, and Elizabeth Warren into the mainstream.

The inability to assess what OWS accomplished comes in part from the assumption that historical events either produce straightforward, quantifiable, immediate results, or they fail to matter. It’s as though we’re talking about bowling: either that ball knocked over those pins in that lane or it didn’t. But historical forces are not bowling balls. If bowling had to be the metaphor, it would be some kind of metaphysical game shrouded in mists and unfolding over decades. The ball might knock over a pin and then another one in fifteen years and possibly have a strike in some other lane that most of us had forgotten even existed. That’s sort of what the Easter Rising did, and what Occupy and Black Lives Matter are doing now.

Then there is the naïve cynicism of those outside the mainstream who similarly doubt their own capacity to help bring about change, a view that conveniently spares them the hard work such change requires.

I recently posted on Facebook a passage from the February issue of Nature Climate Change in which a group of scientists outlined the impact of climate change over the next 10,000 years. Their portrait is terrifying, but it is not despairing: “This long-term view shows that the next few decades offer a brief window of opportunity to minimize large-scale and potentially catastrophic climate change that will extend longer than the entire history of human civilization thus far.” That’s a sentence about catastrophe but also about opportunity. Yet when I posted the article, the first comment I got was, “There’s nothing that’s going to stop the consequences of what we have already done/not done.” This was another way of saying, I’m pitting my own casual assessment over peer-reviewed science; I’m not reading carefully; I’m making a thwacking sound with my false omniscience.

Such comments represent a reflex response that can be used to meet wildly different stimuli. Naïve cynicism remains obdurate in the face of varied events, some of which are positive, some negative, some mixed, and quite a lot of them unfinished.

The climate movement has grown powerful and diverse. On this continent it is shutting down coal plants and preventing new ones from being built. It has blocked fracking, oil and gas leases on public land, drilling in the Arctic, pipelines, and oil trains that carry the stuff that would otherwise run through the thwarted pipelines. Cities, states, and regions are making stunning commitments — San Diego has committed to going 100 percent renewable by 2035.

Remarkable legislation has been introduced even on the national level, such as bills in both the House and the Senate to bar new fossil-fuel extraction on public lands. Those bills will almost certainly not pass in the present Congress, but they introduce to the mainstream a position that was inconceivable a few years ago. This is how epochal change often begins, with efforts that fail in their direct aims but succeed in shifting the conversation and opening space for further action.

These campaigns and achievements are far from enough; they need to scale up, and scaling up means drawing in people who recognize that there are indeed opportunities worth seizing.

Late last year, some key federal decisions to curtail drilling for oil in the Arctic and to prevent the construction of a tar-sands pipeline were announced. The naïvely cynical dismissed them as purely a consequence of the plummeting price of oil. Activism had nothing to do with it, I was repeatedly told. But had there been no activism, the Arctic would have been drilled, and the pipelines to get the dirty crude cheaply out of Alberta built, before the price drop. It wasn’t either-or; it was both.

David Roberts, a climate journalist for Vox, notes that the disparagement of the campaign to stop the Keystone XL pipeline assumed that the activists’ only goal was to prevent this one pipeline from being built, and that since this one pipeline’s cancellation wouldn’t save the world, the effort was futile. Roberts named these armchair quarterbacks of climate action the Doing It Wrong Brigade. He compared their critique to “criticizing the Montgomery bus boycott because it only affected a relative handful of blacks. The point of civil… [more]
rebeccasolnit  2016  cynicism  change  time  occupywallstreet  ows  hope  optimism  idealism  perfectionism  obstructionism  simplification  oversimplification  possibility  economics  justice  climatechange  keystonepipeline  patience  longview  blacklivesmatter  civilrightsmovement  politics  policy  conversation  easterrising  power  community  systemsthinking  standards  metrics  measurement  success  failure  dissent  discourse  uncertainty  opportunity 
may 2016 by robertogreco
From A Pedagogy for Liberation to Liberation from Pedagogy [.pdf]
Gustavo Esteva
Madhu S. Prakash
Dana L. Stuchul

"At the end of his life, Freire wrote a short book, Pedagogía de la autonomía. (Freire, 1997) In it, he offers a meditation on his life and work, while returning to his most important themes. Freire reminds us that his education, his pedagogy, is pointedly and purposively ideological and interventionist. It requires mediators. Here again, it addresses those mediators: a final call to involve them in the crusade.
The leitmotiv of the book, the thread woven through every page as it occurred everyday in the life of Freire, is the affirmation of the universal ethic of the human being --- universal love as an ontological vocation. He recognizes its historical character. And he reminds us that it is not any ethic: it is the ethic of human solidarity. (Freire, 1996, p.124) Freire promotes a policy of human development, privileging men and humans, rather than profit. (Freire, 1996, p.125) He proclaims solidarity as a historical commitment of men and women, as one of the forms of struggle capable of promoting and instilling the universal ethic of the human being. (Freire, 1997, p.13)

Similar to liberation theology (an option for the poor) courageously adopted by an important sector of the Catholic Church in Latin America, Freire finds a foundation and a destiny for his theory and practice in the ideal of solidarity. Solidarity expresses an historical commitment based on a universal ethics. Solidarity legitimizes intervention in the lives of others in order to conscienticize them. Derived from charity, caritas, the Greek and Latin word for love, and motivated by care, by benevolence, by love for the other, conscientization becomes a universal, ethical imperative.

Certainly, Freire was fully aware of the nature of modern aid; of what he called false generosity. He identified clearly the disabling and damaging impact of all kinds of such aid. Yet, for all of his clarity and awareness, he is unable to focus his critique on service: particularly that service provided by service professionals. Freire's specific blindness is an inability to identify the false premises and dubious interventions --- in the name of care --- of one specific class of service professionals: educators.

In its modern institutional form, qua service, care is the mask of love. This mask is not a false face. The modernized service-provider believes in his care and love, perhaps more than even the serviced. The mask is the face. (McKnight, 1977, p.73) Yet, the mask of care and love obscure the economic nature of service, the economic interests behind it. Even worse, this mask hides the disabling nature of service professions, like education.

All of the caring, disabling professions are based on the assumption or presupposition of a lack, a deficiency, a need, that the professional service can best satisfy. The very modern creation of the needy man, a product of economic society, of capitalism, and the very mechanism through which needs are systematically produced in the economic society, are hidden behind the idea of service. Once the need is identified, the necessity of service becomes evident. It is a mechanism analogous to the one used by an expert to transmogrify a situation into a "problem" whose solution --- usually including his own services --- he proposes.

In this way, Freire constructed the human need for the conscience he conceived. In attributing such need to his oppressed, he also constructed the process to satisfy it: conscientization. Thus, the process reifies the need and the outcome: only conscientization can address the need for an improved conscience and consciousness and only education can deliver conscientization. This educational servicing of the oppressed, however, is masked: as care, love, vocation, historical commitment, as an expression of Freire's universal ethic of solidarity. Freire's blindness is his inability to perceive the disabling effect of his various activities or strategies of conscientization. He seems unaware that the business of modern society is service and that social service in modern society is business. (McKnight, 1997, p.69) Today, economic powers like the USA pride themselves in being post-industrial: that is, the replacement of smoke stacks and sweatshops moved to the South, with an economy retooled for global supremacy in providing service. With ever increasing needs, satisfaction of these needs requires more service resulting in unlimited economic growth.

Freire was also unaware that solidarity, both the word and the idea, are today the new mask of aid and development, of care and love. For example, in the 1990s, the neoliberal government of Mexican president Carlos Salinas used a good portion of the funds obtained through privatization to implement the Programa Nacional de Solidaridad. The program was celebrated by the World Bank as the best social program in the world. It is now well documented that, like all other wars against poverty, it was basically a war waged against the poor, widening and deepening the condition it was supposed to cure, a condition that, in the first place, was aggravated by the policies associated with the neoliberal credo.

Freire could not perceive the corruption of love through caring, through service. Furthermore, he was unable to perceive that the very foundation of his own notion of universal, globalized love, God's love for his children through Christ, is also a corruption of Christianity. (Cayley, 2000)

Freire was particularly unable to perceive the impact of the corruption which occurs when the oppressed are transformed into the objects of service: as clients, beneficiaries, and customers. Having created a radical separation between his oppressed and their educators, Freire was unsuccessful in bringing them together, despite all his attempts to do so through his dialogue, his deep literacy --- key words for empowerment and participation. All these pedagogical and curricular tools of education prove themselves repeatedly to be counterproductive: they produce the opposite of what they pretend to create. Instead of liberation, they add to the lives of oppressed clients, more chains and more dependency on the pedagogy and curricula of the mediator.iii.

During the last several centuries, all kinds of agents have pretended to "liberate" pagans, savages, natives, the oppressed, the under-developed, the uneducated, under-educated, and the illiterate in the name of the Cross, civilization (i.e. Westernization), capitalism or socialism, human rights, democracy, a universal ethic, progress or any other banner of development. Every time the mediator conceptualizes the category or class of the oppressed in his/her own terms, with his/her own ideology, he is morally obligated to evangelize: to promote among them, for their own good, the kind of transformation he or she defines as liberation. Yet, a specific blindness seems to be the common denominator among these mediators: an awareness of their own oppression. In assuming that they have succeeded in reaching an advanced level or stage of awareness, conscience, or even liberation (at least in theory, in imagination, in dreams), and in assuming, even more, that what their oppressed lack is this specific notion or stage, they assume and legitimate their own role as liberators. Herein, they betray their intentions.

In response to colonization, Yvonne Dion-Buffalo and John Mohawk recently suggested that colonized peoples have three choices: 1) to become good subjects, accepting the premises of the modern West without much question, 2) to become bad subjects, always resisting the parameters of the colonizing world, or 3) to become non-subjects, acting and thinking in ways far removed from those of the modern West. (Quoted in Esteva and Prakash, 1998, p.45)"



"In his denunciation of the discrimination suffered by the illiterate, Freire does not see, smell, imagine or perceive the differential reality of the oral world. While aspiring to eliminate all these forms of discrimination from the planet, he takes for granted, without more critical consideration, that reading and writing are fundamental basic needs for all humans. And, he embraces the implications of such assumptions: that the illiterate person is not a full human being.

Freire's pedagogic method requires that literacy should be rooted in the socio- political context of the illiterate. He is convinced that in and through such a process, they would acquire a critical judgement about the society in which they suffer oppression. But he does not take into account any critical consideration of the oppressive and alienating character implicit in the tool itself, the alphabet. He can not bring his reflection and practice to the point in which it is possible, like with many other modern tools, to establish clear limits to the alphabet in order to create the conditions for the oppressed to critically use the alphabet instead of being used by it."



"IV. Resisting Love: The Case Against Education

Freire's central presupposition: that education is a universal good, part and parcel of the human condition, was never questioned, in spite of the fact that he was personally exposed, for a long time, to an alternative view. This seems to us at least strange, if not abhorrent.
Freire was explicitly interested in the oppressed. His entire life and work were presented as a vocation committed to assuming their view, their interests. Yet, he ignored the plain fact that for the oppressed, the social majorities of the world, education has become one of the most humiliating and disabling components of their oppression: perhaps, even the very worst.



"For clarifying the issues of this essay, we chose to reflect on the life, the work, and the teachings of Gandhi, Subcommandante Marcos and Wendell Berry. Purposely, we juxtapose them to exacerbate their radical and dramatic differences. Is it absurd to even place them under the umbrella of public and private virtues we dwell on as we … [more]
gustavoesteva  madhuprakash  danastuchul  liberation  pedagogy  pedagogyoftheoppressed  wendellberry  solidarity  care  love  caring  carlossalinas  neoliberalism  teaching  howweteach  education  conscientization  liberationtheology  charity  service  servicelearning  economics  oppression  capitalism  mediators  leadership  evangelization  yvonnedion-buffalo  johnmohawk  legibility  decolonization  colonialism  karlmarx  ivanillich  technology  literacy  illegibility  bankingeducation  oraltradition  plato  text  writing  memory  communication  justice  modernism  class  inequality  humility  zapatistas  comandantemarcos  parochialism  globalphilia  resistance  canon  gandhi  grassroots  hope  individuality  newness  sophistication  specialization  professionalization  dislocation  evolution  careerism  alienation  self-knowledge  schooling  schools  progress  power  victimization  slow  small 
may 2016 by robertogreco
From park bench to lab bench - What kind of future are we designing? | Ruha Benjamin | TEDxBaltimore - YouTube
"From Park Bench to Lab Bench: What kind of future are we designing? - Ruha challenges biases inherent to modern scientific research.

Ruha is on the faculty at Princeton University. Her work examines the relationship between innovation & equity, science & citizenship, health & justice."
ruhabenjamin  design  equity  innovation  citizenship  civics  justice  socialjustice  society  2015  discrimination  hostility  benches  furniture  publicspace  privatization  urbanism  urban  discriminatorydesign  housing  publicsafety  education  policy  politics  loitering  homelessness  henriettalacks 
april 2016 by robertogreco
Dr. Cornel West | Reflections on the Life and Legacy of Nelson Mandela | Official Web Site
[previously on militant tenderness and subversive sweetness: https://twitter.com/search?q=rogre%20militant%20tenderness ]

"The natural death of Nelson Mandela is the end of not only a monumental life but also an historic era. Like any spectacular cultural icon, Mandela was many things to all of us. Yet if we are to be true to his complex life and precious legacy, we must pierce through the superficial surfaces and market-driven fanfares. Mandela was a child of his age and a man who transcended and transformed his times. He was a revolutionary South African nationalist who embraced communists even as he embodied his Christian faith and enacted his democratic temperament. He was a congenial statesman whose prudential style and message of reconciliation saved South Africa from an ugly and bloody civil war.

Mandela the man was rooted in a rich African tradition of soulcraft that put a premium on personal piety, cultural manners and social justice. Ancestor appreciation, gentle embrace of others and fair treatment of all was shot through the "soul-making" of the young Nelson Mandela. The fusion of his royal family background, high Victorian and Edwardian education and anti-imperialist formation yielded a person of immense self-respect, moral integrity and political courage. These life-enhancing qualities pit Mandela against the life-denying realities of the dark underside of European imperialism—realities of pervasive terror, chronic trauma and vicious stigma. Yet though deeply wounded and perennially scarred by these realities, Mandela emerged from such nightmarish circumstances with sterling character—a militant tenderness, subversive sweetness and radical gentleness even acknowledged by his foes. To put it bluntly, Mandela the man chose to live a life of wise remembrance, moral reverence and political resistance rather than a life of raw ambition, blind avarice and personal subservience. More pointedly, Mandela refused to be intimidated by the Goliath-like powers of an authoritarian regime.

Mandela the revolutionary movement leader was blessed with a rich South African progressive tradition unmatched anywhere on the globe. Where else can we find so many spiritual giants and political exemplars of courage—from Desmond Tutu, Walter Sisulu, Beyers Naudé, Joe Slovo, Ruth First, Albertina Sisulu, Robert Sobukwe, Steve Biko, Billy Nair, Allen Boesak, Ronnie Kasrils, Rusty Bernstein, Oliver Tambo and so many others. Mandela the man was deeply shaped by the South African freedom movement. He began as a narrow black nationalist, shifted quickly to a United Front strategy, supported the armed struggle and called off the counter-violent stance only when the government renounced violence. Mandela was designated a dangerous enemy of the South African government—a terrorist, communist, traitor and hater—because he led a movement that saw South African laws as themselves criminal. He was imprisoned for over 27 years, permitted one visit and one letter every six months, forbidden to attend the funerals of his mother and oldest son, often relegated to solitary confinement, and sometimes permitted to read only his Bible because his courageous witness as part of the freedom movement constituted the major threat to the South African government. As international support for Mandela and the movement escalated (including many African leaders, the Soviet Union, and millions of people of all colors around the world) and international support for the South African regime was exposed (including America's Reagan and Britain's Thatcher), old-style apartheid began to crumble. The writing on the wall was clear as the Berlin Wall fell.

Mandela the statesman tried to hold together a fragile emerging multiracial democracy and heal a traumatized society against the backdrop of a possible civil war. This incredible balancing act highlighted the spiritual qualities and moral sentiments of Mandela the man—and made him the democratic saint of our time. Yet this gallant effort also downplayed Mandela the revolutionary movement leader who highlighted targeting wealth inequality, corporate power and sheer corruption and cronyism in high places. Mandela is the undisputed father of South African democracy because the freedom movement he led broke the back of old-style apartheid. Yet his neoliberal policies—much to the delight of corporate elites and new black middle-class beneficiaries—failed to address in a serious manner the massive unemployment, inadequate housing, poor medical facilities and decrepit education. The masses of precious poor people—disproportionately black—have been overlooked by the full-fledge integration of the South African economy into the global capitalist world.

I asked the great Nelson Mandela about this grave situation after I gave the Nelson Mandela lecture in Pretoria a few years ago. I lambasted the Santa-Clausification of Nelson Mandela that turned Mandela the man and the revolutionary leader into an unthreatening, huggable old man with a smile with bags full of toys—especially for cheering oligarchs like the Oppenheimers or newly rich elites like Cyril Ramaphosa. Even global neoliberal figures like Bill Clinton and Richard Stengel of Time Magazine become major caretakers of Mandela's legacy as his revolutionary comrades fade into the dustbin of history. As I approached him, he greeted me with a genuine smile of deep love and respect, expressed in the most elevating and encouraging language his appreciation of my righteous indignation in my speech and told me to be steadfast in my witness.

The most valuable lesson we can draw from the life and legacy of Nelson Mandela is to be neither afraid nor intimidated by the neoliberal powers that be. We must create our own deep democratic forms of soulcraft, social movements and statecraft—forms that resist the dominant forces of privatizing, financializing and militarizing that overlook poor and working people. Nelson Mandela met the most pressing challenges of his day with great dignity, decency and integrity. Let us confront the free-market fundamentalism, escalating militarism and insidious xenophobia in our day with his spirit of love, courage and humor.

-- Dr. Cornel West"

[via: "Showed kids 60 Minutes with Cornel West last night. ("I'm unimpressed by smartness.") http://www.cbsnews.com/news/60-minutes-cornel-west-on-race-in-the-u-s/ "
https://twitter.com/ablerism/status/711908596540379136

"+ See also West on Mandela: "a militant tenderness, subversive sweetness and radical gentleness." http://www.cornelwest.com/nelson_mandela.html "
https://twitter.com/ablerism/status/711908847695368192 ]
cornelwest  tenderness  sweetness  care  caring  gentleness  radicalism  radicalgentleness  subversivesweetness  militanttenderness  militancy  nelsonmandela  soulcraft  piety  manners  culture  justice  socialjustice  ancestors  appreciation  fairness  imperialism  trauma  terror  stigma  character  democracy  freedom  society  fear  neoliberalism  legacy  statecraft  privatization  finance  militarization  poverty  dignity  decency  integrity  courage  love  humor  canon  xenophobia  militarism  via:ablerism 
march 2016 by robertogreco
Top Ed-Tech Trends of 2015: The Business of Ed-Tech
"Beyond VC Funding

“US education is a $1.5 trillion industry and growing at 5 percent annually,” McKinsey wrote excitedly this summer. Of course, venture capital is just one source of the money that’s pouring into ed-tech. There’s government funding, of course. There’s personal spending. And there’s lots and lots of “philanthropy.”

The Gates Foundation is perhaps the most famous of these philanthropic organizations, having spent billions of dollars pushing various education initiatives. In October, Bill Gates gave what Education Week observed was “his first major speech on education in seven years,” and indicated his foundation would “double down” on teacher preparation and common academic standards.

The other two giants in education foundations: the Eli and Edythe Broad Foundation and the Walton Family Foundation.

In September, the LA Times obtained a memo written by the Broad Foundation, outlining its $490 million plan to put half of LAUSD students in charter schools. The memo “lays out a strategy for moving forward, including how to raise money, recruit and train teachers, provide outreach to parents and navigate the political battle that will probably ensue.” It cites several large foundations and California multi-millions who could be tapped for more financial support.

[image: @EdSurge tweet: “Melinda Gates is saying that the role of foundations is to direct where government funding goes #GatesEd"]

And this underscores one of the major criticisms of these philanthropic efforts: they are profoundly anti-democratic. As John Cassidy wrote in The New Yorker earlier this month, “people like Zuckerberg and Gates, by virtue of their philanthropic efforts, can have a much bigger say in determining policy outcomes than ordinary citizens can.”

Zuckerberg’s name is next to Gates’ in that sentence because he has signed the “Giving Pledge,” Gates’ and fellow billionaire Warren Buffet’s challenge to the 1% to give away at least half of their wealth. After the birth of his daughter this fall, Zuckerberg and his wife Priscilla Chan wrote her a letter (and posted it on Facebook, of course). In covering the contents of the letter, the New York Times got the headline totally wrong: “Mark Zuckerberg Vows to Donate 99% of His Facebook Shares for Charity.” The paper later clarified that it’s not a charity but an LLC – a “$45 billion tax loophole,” some suggested. Headlines from Gawker: “Mark Zuckerberg Will Donate Massive Fortune to Own Blinkered Worldview.” And from Rolin Moe: “You’re Not an Asshole, Mark Zuckerberg. You’re Just Wrong..”

Among the projects that the new Zuckerberg Chan Initiative will fund: “personalized learning” (whatever the hell that means).

Zuckerberg’s interest in such a thing is no doubt connected to investments that he’s already made – in the private school AltSchool, for example. And in September, Facebook announced that it had been working on building software for the Summit charter school chain. “Facebook’s move into education may be unexpected, but it seems to be sincere,” wrote The Verge’s Casey Newton about the collaboration in an article that’s not much more than a “longform expanded version of the Facebook press release.”

Joining Gates and Zuckerberg in venture philanthropy is Laurene Powell Jobs, Steve Jobs’ widow. Her organization, the Emerson Collective, announced a campaign – XQ: The Super School Project – to get folks to “rethink high school.” 5 of the “best ideas” will receive a share of the $50 million Jobs has earmarked for the project. The Emerson Collective also invested in AltSchool and Udacity this year to give you an idea of what “best ideas” might look like.

“I can conceive of no greater mistake… than that of trying to make charity do the work of justice” – William Jewett Tucker"



"All the Best Ed-Tech Narratives Money Can Buy

All this business. All this disruptive innovation. It’s just magnific… Wait, what? Academic research challenging Clayton Christensen’s famous business school concept outlined in The Innovator’s Dilemma and applied to education in Disrupting Class and The Innovative University and invoked by just about every ed-tech entrepreneur and investor ever? Oh yes please.

Jill Lepore had already skewered the idea in The New Yorker last year. I wrote a little something on the topic back in 2013.

But now, as The Chronicle of Education wrote in September,
a new paper, the most extensive test yet of Christensen’s theory, may prove more difficult to dismiss. Andrew A. King, a professor at the Dartmouth College business school, and Baljir Baatartogtokh, a graduate student at the University of British Columbia, spent two years digging into disruption, interviewing scores of experts, trying to determine whether 77 of Christensen’s own examples conformed to his theory, studies involving big names like Ford, McDonald’s, and Google, along with lesser-known makers of blood-glucose meters and blended plastics. Only a tiny minority – 9 percent – fit Christensen’s criteria. Disruption is real but rare, King and Baatartogtokh conclude, which suggests that it’s at best a marginally useful explanation of how innovation happens.

King says he’s not out to take down Christensen, although that may be what he’s done. Instead, he wants to prove a point. “A theory is like a weed,” King says. “Unless it is pruned back by empirical testing, it will grow to fill any void.”

Much like the business of ed-tech…"
philanthropy  philanthrocapitalism  capitalism  siliconvalley  audreywatters  2015  edtech  education  charities  charitableindustrialcomplex  corruption  policy  billgates  gatesfoundation  facebook  markzuckerberg  priscillachan  power  influence  democracy  melindagates  williamjewett  charity  justice  technology  johncassidy  rolinmoe  zuckerbergchaninitiative  broadfoundation  elibroad  charters  altschool  summitcharterschools  udacity  emersoncollective  venturephilanthropy  vc  disruption  disruptiveinnovation  innovation  claytonchristensen  andrewking  baljirbaatartogtokh  philanthropicindustrialcomplex  control 
december 2015 by robertogreco
Students Ask For Sustainable Restorative Justice
"Instead of taking a break from school this summer, five students from Crawford High Academy of Law worked harder than ever to improve the school discipline system for their peers. At the final San Diego Unified school board meeting of the year on July 28th, these students presented their work with restorative initiatives as a follow up to their year-long project with restorative justice.

“[The program] empowers not only the person who was harmed, but it also empowers the offender because they have a chance to make things right,” said Mey-Ling Lazo. “Students are still taking accountability for their actions without being punished or shamed.”

Students practice presentation outside before the board meeting

The five Crawford seniors are working this summer to develop youth-led community building circles for Mid-City CAN’s Peace Promotion Momentum Team. As Academy of Law student, these youth were trained in community building circle faciliation, peer mediation and teen court. These three restorative practices allow students to experience an alternative form of conflict resoluation that engenders accountability and prevention of future wrongdoing rather than simple punishment. After a February presentation on their plans for the 2014-15 school year, the five young restorative justice practitioners returned to the board detail their experiences.

“In the past year we have 65 peer mediations, and 59 of them ended in agreements, which is really great,” said Edith Okello.

The presentation focused on successes and challenges from the 2014-2015 school year, reporting back the reality of trying to implement such a program for the first time in a structured school system.
"
sandiego  sdusd  schools  discipline  justice  restorativejustive  edithokello  friends  education  crawfordhighschool  2015  conflictresolution  peermediation 
august 2015 by robertogreco
EXCLUSIVE: Bree Newsome Speaks For The First Time After Courageous Act of Civil Disobedience
"You see, I know my history and my heritage. The Confederacy is neither the only legacy of the south nor an admirable one. The southern heritage I embrace is the legacy of a people unbowed by racial oppression. It includes towering figures of the Civil Rights Movement like Ida B. Wells, Martin Luther King, Jr., Fannie Lou Hamer, Rosa Parks, Medgar Evers and Ella Baker. It includes the many people who rarely make the history books but without whom there is no movement. It includes pillars of the community like Rev. Clementa Pinckney and Emmanuel AME Church.

The history of the South is also in many ways complex and full of inconvenient truths. But in order to move into the future we must reckon with the past. That’s why I commend people like Sen. Paul Thurmond for having the courage to speak truth in this moment.

Words cannot express how deeply touched I am to see how yesterday’s action inspired so many. The artwork, poems, music and memes are simply beautiful! I am also deeply grateful to those who have generously donated to the defense fund established in my name and to those who have offered to cover my legal expenses.

As you are admiring my courage in that moment, please remember that this is not, never has been and never should be just about one woman. This action required collective courage just as this movement requires collective courage. Not everyone who participated in the strategizing for this non-violent direct action volunteered to have their names in the news so I will respect their privacy. Nonetheless, I’m honored to be counted among the many freedom fighters, both living and dead.

I see no greater moral cause than liberation, equality and justice f­­or all God’s people. What better reason to risk your own freedom than to fight for the freedom of others? That’s the moral courage demonstrated yesterday by James Ian Tyson who helped me across the fence and stood guard as I climbed. History will rightly remember him alongside the many white allies who, over the centuries, have risked their own safety in defense of black life and in the name of racial equality.

While I remain highly critical of the nature of policing itself in the United States, both the police and the jailhouse personnel I encountered on Saturday were nothing short of professional in their interactions with me. I know there was some concern from supporters on the outside that I might be harmed while in police custody, but that was not the case.

It is important to remember that our struggle doesn’t end when the flag comes down. The Confederacy is a southern thing, but white supremacy is not. Our generation has taken up the banner to fight battles many thought were won long ago. We must fight with all vigor now so that our grandchildren aren’t still fighting these battles in another 50 years. Black Lives Matter. This is non-negotiable.

I encourage everyone to understand the history, recognize the problems of the present and take action to show the world that the status quo is not acceptable. The last few days have confirmed to me that people understand the importance of action and are ready to take such action. Whether the topic is trending nationally or it’s an issue affecting our local communities, those of us who are conscious must do what is right in this moment. And we must do it without fear. New eras require new models of leadership. This is a multi-leader movement. I believe that. I stand by that. I am because we are. I am one of many.

This moment is a call to action for us all. All honor and praise to God."
breenewsome  civildisobedience  civilrights  racism  blacklivesmatter  2015  activism  freedom  resistance  morality  liberation  equality  justice  inequality  us  southcarolina 
june 2015 by robertogreco
Bill Moyers Journal . Watch & Listen | PBS
"GRACE LEE BOGGS: Well, I had no idea what I was gonna do after I got my degree in philosophy in 1940. But what I did know was at that time, if you were a Chinese-American, even department stores wouldn't hire you. They'd come right out and say, "We don't hire Orientals." And so the idea of my getting a job teaching in a university and so forth was really ridiculous. And I went to Chicago and I got a job in the philosophy library there for $10 a week, And so I found a little old Jewish woman right near the university who took pity on me and said I could stay in her basement rent-free. The only obstacle was that I had to face down a barricade of rats in order to get into her basement. And at that time, in the black communities, they were beginning to protest and struggle against rat-infested housing. So I joined one of the tenants' organizations and thereby came in touch with the black community for the first time in my life.

BILL MOYERS: One of her first heroes in that community was A. Philip Randolph, the charismatic labor leader who had won a long struggle to organize black railroad porters. In the 1930s. on the eve of World War II, Randolph was furious that blacks were being turned away from good paying jobs in the booming defense plants.

When he took his argument to F.D.R., the president was sympathetic but reluctant to act. Proclaiming that quote 'power is the active principle of only the organized masses,' Randolph called for a huge march on Washington to shame the president. It worked. F.D.R. backed down and signed an order banning discrimination in the defense industry. All over America blacks moved from the countryside into the cities to take up jobs — the first time in 400 years — says Grace Lee Boggs, that black men could bring home a regular paycheck.

GRACE LEE BOGGS: And when I saw what a movement could do, I said, "Boy, that's what I wanna do with my life."

GRACE LEE BOGGS: It was just amazing. I mean, how you have to take advantage of a crisis in the system and in the government and also press to meet the needs of the people who are struggling for dignity. I mean, that's very tricky.

BILL MOYERS: It does take moral force to make political decisions possible.

GRACE LEE BOGGS: Yeah. and I think that too much of our emphasis on struggle has simply been in terms of confrontation and not enough recognition of how much spiritual and moral force is involved in the people who are struggling.

BILL MOYERS: Well, that's true. But power never gives up anything voluntarily. People have to ask for it. They have to demand it. They have-to--

GRACE LEE BOGGS: Well, you know as Douglas said, "Power yields nothing without a struggle." But how one struggles I think is now a very challenging question.

BILL MOYERS: She would learn a lot more about struggle from the man she married in 1952 — Jimmy Boggs, a radical activist, organizer, and writer. They couldn't have been outwardly more different — he was a black man, an auto worker and she was a Chinese-American, college educated philosopher — but they were kindred spirits, and their marriage lasted four decades until his death.

GRACE LEE BOGGS: I think that I owe a great deal of my rootedness to Jimmy because he learned to write and become a writer because in his illiterate community nobody could read and write. He picked cotton, and then went to work in Detroit. He saw himself as having been part of one epoch, the agriculture epoch, and now the industrial epoch, and now the post-industrial epoch. I think that's a very important part of what we need in this country, is that sense that we have lived through so many stages, and that we are entering into a new stage where we could create something completely different. Jimmy had that feeling. "



"BILL MOYERS: And you think that this question of work was at the heart of what happened-- or it was part of what happened in Detroit that summer?

GRACE LEE BOGGS: I don't think it's that they were conscious of it, but I thought-- what I saw happen was that young people who recognized that working in the factory was what had allowed their parents to buy a house, to raise a family, to get married, to send their kids to school, that was eroding. They felt that-- no one cares anymore.

GRACE LEE BOGGS: And what we tried to do is explain that a rebellion is righteous, because it's the protest by a people against injustice, because of unrighteous situation, but it's not enough. You have to go beyond rebellion. And it was amazing, a turning point in my life, because until that time, I had not made a distinction between a rebellion and revolution. And it forced us to begin thinking, what does a revolution mean? How does it relate to evolution?"



"BILL MOYERS: The conundrum for me is this; The war in Vietnam continued another seven years after Martin Luther King's great speech at Riverside here in New York City on April 4th, 1967. His moral argument did not take hold with the powers-that-be.

GRACE LEE BOGGS: I don't expect moral arguments to take hold with the powers-that-be. They are in their positions of power. They are part of the system. They are part of the problem.

BILL MOYERS: Then do moral arguments have any force if they--

GRACE LEE BOGGS: Of course they do.

BILL MOYERS: If they can be so heedlessly ignored?

GRACE LEE BOGGS: I think because we depend too much on the government to do it. I think we're not looking sufficiently at what is happening at the grassroots in the country. We have not emphasized sufficiently the cultural revolution that we have to make among ourselves in order to force the government to do differently. Things do not start with governments--

BILL MOYERS: But wars do.

GRACE LEE BOGGS: There's big changes--

BILL MOYERS: Wars do. Wars do.

GRACE LEE BOGGS: Wars do. But positive changes leaps forward in the evolution of human kind, do not start with governments. I think that's what the Civil Rights Movement taught us.

BILL MOYERS: But Martin Luther King was ignored then on the war. In fact, the last few years of his life, as he was moving beyond the protest in the South, and the end of official segregation, he was largely ignored if not ridiculed for his position on economic equality. Upon doing something about poverty. And, in fact, many civil rights leaders, as you remember, Grace, condemned him for mixing foreign policy with civil rights. They said; That's not what we should be about.

GRACE LEE BOGGS: But see, what I hear in what you're saying is a separation of the anti-war speech of the peace trajectory, from the other things that Martin said. He was talking about a radical revolution of values. And that radical revolution of values has not been pursued in the last forty years. The consumerism, and materialism, has gotten worse. The militarism has continued, while people are going around, you know just using their credit cards. All that's been taking place. And so, would he have continued to challenge those? I think he would. But on the whole, our society has not been challenging those, except in small pockets.

BILL MOYERS: He said that the three triplets of society in America were; Racism, consumerism or materialism and militarism. And you're saying those haven't changed.

GRACE LEE BOGGS: I'm saying that not only have those not changed, but people have isolated the struggles against each of these from the other. They have not seen that they're part of one whole of a radical revolution of values that we all must undergo. "



"BILL MOYERS: Yes, but where is the sign of the movement today?

GRACE LEE BOGGS: I believe that we are at the point now, in the United States, where a movement is beginning to emerge. I think that the calamity, the quagmire of the Iraq war, the outsourcing of jobs, the drop-out of young people from the education system, the monstrous growth of the prison-industrial complex, the planetary emergency, which we are engulfed at the present moment, is demanding that instead of just complaining about these things, instead of just protesting about these things, we begin to look for, and hope for, another way of living. And I think that's where the movement -- I see a movement beginning to emerge, 'cause I see hope beginning to trump despair.

BILL MOYERS: Where do you see the signs of it?

GRACE LEE BOGGS: I see the signs in the various small groups that are emerging all over the place to try and regain our humanity in very practical ways. For example in Milwaukee, Wisconsin, Will Allen, who is a former basketball player has purchased two and a half acres of land, with five greenhouses on it, and he is beginning to grow food, healthy food for his community. And communities are growing up around that idea. I mean, that's a huge change in the way that we think of the city. I mean, the things we have to restore are so elemental. Not just food, and not just healthy food, but a different way of relating to time and history and to the earth.

BILL MOYERS: And a garden does that for you?

GRACE LEE BOGGS: Yes. A garden does all sorts of things. It helps young people to relate to the Earth in a different way. It helps them to relate to their elders in a different way. It helps them to think of time in a different way.

BILL MOYERS: How so?

GRACE LEE BOGGS: Well, if we just press a button, and you think that's the key to reality, you're in a hell of a mess of a human being."



"BILL MOYERS: You know, a lot of young people out there would agree with your analysis. With your diagnosis. And then they will say; What can I do that's practical? How do I make the difference that Grace Lee Boggs is taking about. What would you be doing?

GRACE LEE BOGGS: I would say do something local. Do something real, however, small. And don't diss the political things, but understand their limitations.

BILL MOYERS: Don't 'diss' them?

GRACE LEE BOGGS: Disrespect them.

BILL MOYERS: Disrespect them?

GRACE LEE BOGGS: Understand their … [more]
via:jackcheng  2007  graceleeboggs  activism  gardens  gardening  civilrightsmovement  us  prisonindustrialcomplex  education  climatechange  protest  change  revolution  democracy  struggle  rebellion  racism  socialism  occupation  riots  righteousness  injustice  justice  martinlutherkingjr  jimmyboggs  aphiliprandolph  detroit  evolution  changemaking  consumerism  materialism  militarism  vietnamwar  morality  power  grassroots  war  economics  poverty  government  systemsthinking  values  christianity  philosophy  karlmarx  marxism  humanevolution  society  labor  local  politics  discussion  leadership  mlk 
june 2015 by robertogreco
The simple idea that could transform US criminal justice | Tina Rosenberg | US news | The Guardian
"Judge Victoria Pratt looks defendants in the eye, asks them to write essays about their goals, and applauds them for complying – and she is getting results"



"Calabrese was using what have become the four principles of procedural justice: first, that people who come before a judge trust that the process is impartial; second, that they are treated with respect; third, that they understand what is going on and what they are expected to do; fourth, that they have a voice. Defendants find the procedure fairer when they are allowed to state their views. Experimental evidence shows that this is true even when they are allowed to speak only after the judge has announced their decision. No one likes to lose a court case. But people accept losing more willingly if they believe the procedures used to handle their case are fair.

* * *
The concept of procedural justice was first formulated by a social psychologist named Tom R Tyler. Entering Columbia University in 1969, Tyler started college at a moment when respect for the law was at a low point. Racial segregation had been outlawed in the US only five years earlier, but was still defiantly enforced in many parts of the south. The US was fighting a war in Vietnam that was widely considered immoral and illegal. “My entire generation was preoccupied with the question of why we would or wouldn’t obey laws, and whether the law was legitimate,” he said.

The question continued to preoccupy Tyler throughout his time in college. Unlike other researchers in his field, what interested him was not why people break the law, but why they do not. Even criminals, he noted, follow the law most of the time. In his 1990 book Why People Obey the Law, Tyler came up with a novel explanation.

Criminal justice systems everywhere run on the assumption that people obey the law because they are afraid of punishment. B Tyler argued that the key factor is legitimacy: people obey the law because they believe the state has the right to tell them what to do. Broad legitimacy matters more than whether people believe an individual law to be right or wrong – although the public’s view about individual laws can influence broad legitimacy.

In the courts, Tyler argued, legitimacy is created by the perception of fairness. But while lawyers and judges tend to assume that fairness refers to the outcome of a case, that is generally not what matters most to the people who come before a court. For example, Tyler and a colleague asked defendants to describe the process and the outcome of their cases, and whether they willingly accepted the court’s decision. Through statistical analysis, the researchers found that defendants were far more likely to willingly accept the court’s decision if they felt they had been treated fairly. Indeed, this was much more important to defendants in this regard than a favourable outcome.

In other words, an offender is more likely to do what the authorities tell him and refrain from committing further crimes if he feels that he is treated with respect and fairness – regardless of the judge’s ruling. “This discovery has been called ‘counterintuitive’ and even ‘wrongheaded,’” stated a paper published in 2007 by the American Judges Association, “but researcher after researcher has demonstrated that this phenomenon exists”."
law  crime  justice  proceduraljustice  2015  criminaljustice  dignity  respect  fairness  victoriapratt  newark 
june 2015 by robertogreco
EduColor - A Movement, Not A Moment
"EduColor seeks to elevate the voices of public school advocates of color on educational equity and justice. We are an inclusive cooperative of informed, inspired and motivated educators, parents, students, writers and activists who promote and embrace the centrality of substantive intersectional diversity."

[Resources page: http://www.educolor.org/resources/ ]

[Twitter list: https://twitter.com/biblio_phile/lists/educolor/members ]
educolor  josevilson  melindadanderson  sabrinastevens  rafranzdavis  jasonbuell  lizdwyer  xianfranzingerbarrett  stephaniecerda  diversity  poc  socialjustice  equity  justice  education 
june 2015 by robertogreco
Monster — The Message — Medium
"Personal beliefs do not trump human rights. This is how we create and live together in a civil society."



"We taught him Humanities, and somehow, at least for one crucial moment, he lost his humanity.

Saying anything positive about a terrorist is impossible. You’re a sympathizer. You’re Hitler. You wanted people to die. You’re as repulsive as the person who committed the crime. How could you? But we aren’t born monsters. Dzhokhar is still all of the moments leading up to that monstrous one and many moments afterward. He’s a young man who destroyed lives. He’s a young man who lost his brother. He’s a young man who was once a child who went to school and was surrounded by people who cared. He’s a young man who used and betrayed his friends. He’s a young man who fell through the cracks. He’s a young man who is sentenced to death.

Humanity and inhumanity are actions. They are choices we make daily in our treatment of others and in how we respond to the way we are treated. In the jury’s forced choice, everyone walked to the same corner, and they have no option of changing their minds.

Calling Dzhokhar a monster dehumanizes him and is the only way to justify killing him. If he is not a person, we are not depriving him of personhood.

As adults in his life, we failed to show Dzhokhar that human life is precious. In sentencing him to death, we become monsters ourselves."
aninditasempere  boston  ethics  terrorism  deathpenalty  humanity  humanism  2015  justice  education  humanrights  teaching  society  personhood 
may 2015 by robertogreco
Of Challenge and Controversy (Why I Support Marylin Zuniga) | The Jose Vilson
"The third honest question for anyone following this should be, “Why this? Why not other cases that merit your attention?” To that end, we as a whole need to challenge ourselves to work through the things we consider imperfect and complicated. Race as a social construct is more complicated than Black and white, so why would we expect situations that involve race to get simpler with race as an ingrained layer? 21st century activism means delving into situations where the heroes and villains haven’t been narrated for us, or are simply ideas, and, instead, work with the given elements to restore a sense of peace, akin to the classrooms we occupy. More so, how do we demand the difficult work of working through racial situations of others when we have so much to do of this ourselves? Self-healing matters.

To paraphrase Dr. King, the ultimate measure of a person isn’t during times of comfort and convenience, but during times of challenge and controversy."
josévilson  marilynzuniga  2015  complexity  socialjustice  justice  slef-healing  education  protest  mumiabujamal  restorativejustice  rehabilitation  restoration 
may 2015 by robertogreco
What kind of prison might the inmates design? - LA Times
"The 18 men who enrolled in the four-day workshop this summer were contemplating restorative justice through a novel lens: design.

As consensus builds that traditional criminal justice models are failing to prevent recidivism, VanBuren and fellow instructor Barb Toews, an academic, have joined a small chorus of designers, researchers and even judges and wardens calling for new spaces to match the tenets of restorative justice.

"Architects are sort of the psychiatrists of the system," said Linda Bernauer, chair of the American Institute of Architects' Academy of Architecture for Justice. "We have to listen to everyone, and victims and perpetrators don't generally have much of a voice.... The intent is to talk about how therapeutic spaces can provide better outcomes and have architects be the leaders as opposed to just being hired to do what we're told."

Restorative justice concepts were first promoted in the 1970s by global practitioner and theorist Howard Zehr, now a professor at Eastern Mennonite University's Center for Justice and Peacebuilding. The goal was to make the needs of victims central, and by doing so effect broader healing for all, communities included.

Critics of restorative justice contend the process is too subjective and could lead to proposed remedies that are wildly disparate. As a result, some victim organizations and hard-line prosecutors reject it.

But the practice has nonetheless spread globally and throughout the U.S. as a body of evidence grows showing it helps reduce school expulsions, keep youths out of the criminal justice system and prevent youths and adults who have already been sentenced from re-offending.

The conversation has now turned to space.

Courtrooms are out, said Sujatha Baliga, director of the Restorative Justice Project at the National Council on Crime & Delinquency, a research and policy organization. They're "so binary — someone is going to be victor and someone vanquished."

Enter VanBuren."
prisons  incarceration  2015  design  restorativejustice  justice  rehabilitation 
may 2015 by robertogreco
No legal merit | A Working Library
"In happier news, The Verge reports on Amazon’s shameless enforcement of non-competes for low-wage temporary workers, and Amazon rapidly about-faces. Nevermind pageviews and reading time, let’s measure publishing success by the actual change we bring about. Metrics could include unjust laws repealed, despicable company policies reversed, social welfare improved, centimeters of sea level increase averted, pseudo-science rejected, reduction in atmospheric carbon, happy children, puppies with loving homes. I’m only half-kidding. Business metrics are critical, but they’re not why we pour our hearts into this work, and we can’t ever let the numbers obscure that."



"An interesting aside: media Twitter was understandably aghast at Facebook’s new initiative, while seemingly unmoved by similar patterns on YouTube. I suspect this is because we have feels about words that we don’t have with video. It’s worth noting that while the web has become the de facto distribution method for video, the internet—that is, the open network of hypertext documents—privileges words over images. HTML is words annotating words. Words are foundational to HTML; images and video are not. Even our relationship to images is driven by language: one can “read” a picture, and our interpretation of images is constrained by words. I’m tempted to think our angst about the economy of letters should be directed at the underlying economic concerns—of which publishing is only one victim—and away from the words themselves. The words will be fine."
2015  mandybrown  metrics  journalism  activism  justice  policy  politics  business  measurement  publishing  success  change  changemaking  socialwelfare  society  law  legal  progress  climatechange  science  education  happiness  ellenpao  gender  inequality  amazon  labor  exploitation  women  facebook  html  text  images  video  youtube 
march 2015 by robertogreco
Research Action Design | RAD: community-led research, transformative media organizing, and collaborative design to build the power of grassroots social movements.
"Research Action Design (RAD) uses community-led research, transformative media organizing, technology development, and collaborative design to build the power of grassroots social movements.

We are a worker-owned collective. Our projects are grounded in the needs and leadership of communities in the struggle for justice and liberation."



"RABBLE ROUSING RESEARCH
We’ll work with you to design and carry out the research you need for high-powered campaigns that get the goods. Communities are the experts, and research done right builds grassroots power.

TRANSFORMATIVE MEDIA ORGANIZING
Your media, your message, your community. We’ll help you plan and implement media organizing work that is transformative, participatory, cross-platform, accountable, and grounded in the vision and needs of your community.

COLLABORATIVE DESIGN
Design can be simple. Together, we’ll walk through each stage of the design process, including project ideation, prototyping, testing, and evaluation.

TECHNOLOGY DEVELOPMENT
We’ll work with you to understand what technology makes the most sense for your community, then build it together. We’ve built websites, interactive voice hotlines, mobile tools, zines, and more.

COMMUNITY BUILDING
We believe in Voltron. Our work is better when we work together! We organize skill sharing and community building networks and events, both face to face and online."
chrisschweidler  bexhurwitz  sashacostanza-chock  grassroots  organizing  socialmovements  activism  leadership  justice  liberation  research  design  media  collaboration  collaborativedesign  technology  community  communitybuilding 
march 2015 by robertogreco
Hack Education Weekly Newsletter, No. 101
"Every week, I take all the essays and articles that I’ve bookmarked and sift through them in order to craft this newsletter. I’m always struck by how many weird and ridiculous claims are made about education and technology, both in the “mainstream” and industry press. (I don’t know why this continues to surprise me, and the right response, quite arguably, is to neither link to nor write for [http://www.jessestommel.com/blog/files/dear-chronicle.html ] these publications…)

There’s the continuous clarion call for more data collection, more automation, more engineering, more scientific management, and of course more disruptive innovation. These are the narratives loudly trying to shape the future.
Of course, these narratives are intertwined with power and policies. As Alan Jacobs notes [http://blog.ayjay.org/uncategorized/surveillance-and-care/ ], we confuse surveillance with care. We confuse surveillance with self-knowledge, Rob Horning adds [http://robhorningtni.tumblr.com/post/112618248845/your-permanent-record ]:
I don’t think self-knowledge can be reduced to matters of data possession and retention; it can’t be represented as a substance than someone can have more or less of. Self-knowledge is not a matter of having the most thorough archive of your deeds and the intentions behind them. It is not a quality of memories, or an amount of data. It is not a terrain to which you are entitled to own the most detailed map. Self-knowledge is not a matter of reading your own permanent record.

We confuse individuals’ acts of (self-)documentation with structural change and justice. We confuse the “sharing economy” for the latter as well. According to Evgeny Morozov:
The citizens, who are not yet fully aware of these dilemmas, might eventually realise that the actual choice we are facing today is not between the market and the state, but between politics and non-politics. It’s a choice between a system bereft of any institutional and political imagination – where some permutation of hackers, entrepreneurs and venture capitalists is the default answer to every social problem – and a system, where explicitly political solutions that might question who – citizens, firms, the state – ought to own what, and on what terms, are still part of the conversation.

It doesn’t help that so many of these narratives comes from “a town without history,” as Mike Caulfield observes in “People Have the Star Trek Computer Backwards.”

[See also: https://pinboard.in/u:robertogreco/b:450933ec9018 ]
audreywatters  alanjacobs  robhorning  evgenymorozov  2015  surveillance  care  education  edtech  mikecaulfield  data  datacollection  management  scientificmanagement  self-knowledge  caring  permanentrecords  permanentrecord  records  justice  socialhustice  hierarchy  patriarchy  siliconvalley  edreform  technosolutionism  politics  policy  control  power  citizenship  civics  legibility  documentation  assessment  accountability  sharingeconomy  jessestommel  innovation  disruption  disruptiveinnovation 
march 2015 by robertogreco
The Ferguson Report - The Atlantic
"The residents of Ferguson do not have a police problem. They have a gang problem. That the gang operates under legal sanction makes no difference. It is a gang nonetheless, and there is no other word to describe an armed band of collection agents."



"What are the tools in Ferguson to address the robber that so regularly breaks into my house? One necessary tool is suspicion and skepticism—the denial of the sort of the credit one generally grants officers of the state. When Darren Wilson shot Michael Brown there was little reason to credit his account, and several reasons to disbelieve it. The reason is not related to whether Michael Brown was "an angel" or not. The reasons are contained in a report rendered by the highest offices of the American government. Crediting the accounts of Ferguson's officers is a good way to enroll yourself in your own plunder and destruction.

Government, if its name means anything, must rise above those suspicions and that skepticism and seek out justice. And if it seeks to improve its name it must do much more—it must seek out the roots of the skepticism. The lack of faith among black people in Ferguson's governance, or in America's governance, is not something that should be bragged about. One cannot feel good about living under gangsters, and that is the reality of Ferguson right now.

The innocence of Darren Wilson does not change this fundamental fact. Indeed the focus on the deeds of alleged individual perpetrators, on perceived bad actors, obscures the broad systemic corruption which is really at the root. Darren Wilson is not the first gang member to be publicly accused of a crime he did not commit. But Darren Wilson was given the kind of due process that those of us who are often presumed to be gang members rarely enjoy. I do not favor lowering the standard of justice offered Officer Wilson. I favor raising the standard of justice offered to the rest of us."
2015  ta-nehisicoates  ferguson  race  racism  whitesupremacy  police  government  lawenforcement  corruption  oppression  injustice  darrenwilson  dueprocess  justice 
march 2015 by robertogreco
Broken Windows, Broken Schools: A Panel Discussion on Education & Justice on Livestream
[So much here.]

"Many times schools are looked at as a solution to an in-equal society. This panel brings together a range of experts on the connections between schools and communities to highlight what policies and practices be undertaken to make both more just. **PANELISTS ** ZAKIYAH ANSARI - Advocacy Director, Alliance for Quality Education R. L'HEUREUX LEWIS-MCCOY - Sociology & Black Studies, City College of New York/City University of New York; IRAAS Adjunct Faculty CARLA SHEDD - Sociology & African-American Studies, Columbia University JOSÉ LUIS VILSON - NYC Public School Teacher and Author"
education  publicschools  policy  charters  2015  inequality  community  privatization  choice  teaching  howweteach  commoncore  schooltoprisonpipleine  zakiyahansari  l'heureuxlewis-mccoy  carlashedd  discipline  pedagogy  race  institutionalracism  bias  class  society  canon  expectations  neworleans  chicago  nyc  advocacy  parenting  children  learning  overseers  justice  socialjustice  doublestandards  edreform  agency  democracy  voice  empowerment  josévilson  nola 
february 2015 by robertogreco
The Great Equity Test | EduShyster
"Xian Franzinger Barrett argues that accountability without equity means more inequity…

EduShyster: OK—I need you to set me straight here. Is ensuring that we continue to test kids in high-needs schools the civil rights issue of our time? Or is striking a blow against too much testing in high needs schools the civil rights issue of our time? Or is civil rights actually the civil rights issue of our time?

Xian Franzinger Barrett: The people who are talking about this genuinely on both sides are talking about the same thing, it’s just that the problem they’re trying to address is pervasive and terrible. This idea that we’re unseen and unheard unless we’re measured has a basis in history and reality, so I think it’s important that we don’t lose that. But anyone who says *you’re not going to be acknowledged unless you’re tested* is either too pessimistic or they’re racist. We also have to acknowledge that the very fact that people aren’t being supported or treated equitably unless they’re measured is racism. No one would ever say: *the rich kids in this private school—we don’t have a good measurement of them so we’re just not going to give them an education.* That’s just ridiculous.

EduShyster: That was only my first question and I’m pretty sure that already you have caused a number of heads to explode. So let’s keep going. You argue that accountability without equity actually ends up deepening inequity. Explain.

Franzinger Barrett: You think of that old expression about how when one person gets a cold, the other folks get pneumonia. If you mandate testing, it’s going to cause a mild disruption in most privileged communities, and it’s going to utterly decimate education in high-needs communities—unless, of course, there is some kind of intervention to stop that from happening. So when people say: *to acknowledge these communities, we have to do testing,* we need to ask why the communities aren’t acknowledged—and how are we going to make sure that this doesn’t become another inequitable thing stacked on top of people who are already burdened by inequity. You have the folks who argue that we need data on everything, everywhere saying that *if no one is watching what’s happening to the highest needs kids they’re not going to be supported.* But the flip side of that is that if there’s no filter for equity, you end up creating impossible burdens on the students, the parents and the teachers.

Xian2EduShyster: Well, I can tell you that you’re wrong because it says so right here in this internal messaging guide *How to Talk About Testing.* And one of the first thing it says is that if a parent or teacher tells you that there is too much testing, explain slowly and in simple language that they are wrong.

Franzinger Barrett: The burden of testing is inequitable. I’ll tell you what it means in the kind of environment that I’ve taught in. I happen to have a progressive principal now who advocates for our students and our building. But I’ve had 10 principals in 9 years in the Chicago Public Schools, and most have pushed the central office line on test at the staff and students of the community. So you’ve got a principal who spends most of her time outside of the building being harassed by higher ups about low test scores. She then comes back to the building and says *we’ve got a new plan and all of our resources are going to go to support test prep,* which means no field trips this year. Usually the plan isn’t based on any real research. The plan gets passed down, which means that every teacher is forced to ask themselves in an individual context: how do I weigh what I know is best for young people against my job? Teaching engaging lessons with culturally relevant curriculum is a hard thing to do even when you’re fully supported. But it becomes almost impossible when you’re basically being asked to risk your career in order to do that. What I need to do to really teach the highest needs students well automatically puts me at odds with higher ups in a district that’s focused on testing.

EduShyster: I follow you on Twitter, where you are a master of, among other things, the 140 character history lesson, especially when it comes to reminding people that inequity didn’t exactly arise with the advent of standardized testing.

Franzinger Barrett: I think it’s important that we don’t frame testing and the resulting narrowing of the curriculum as a new thing that has created inequity. While testing has created more inequity, high needs minorities communities have always been subjected to compliance-focused education—with one important exception: when these communities have run their own educations. Jean Anyon has written about the hidden curriculum of schools and how schools have been set up to teach empowerment and creativity and agency to affluent kids, but to teach working class kids to be compliant and follow orders. What’s interesting is that these sort of *improve everything* charter schools tend to fall into the second category. We can look back before Brown vs. Board of Education and say education was a catastrophe because of under-resourcing. When we look at the actual agency that African-American teachers had teaching African-American students, an argument can be made that it was better.

Ice CreamEduShyster: Since this interview is about race and equity, I have to ask you about racial tensions within the pro-public education movement. You’re a leader of that movement but you’ve also been a sharp critic of it for being overly white and frankly out-of-touch when it comes to issues of race.

Franzinger Barrett: So much of it has to do with organizing strategies and our core beliefs about what a pathway to freedom or a march to freedom looks like. We need to face the fact that it’s not possible for the privileged to lead a movement for educational justice on behalf of high-needs communities—and I would place myself in that privileged group here. Whether it’s our stance on testing or a just and empowering curriculum or teacher evaluation, we would all do better if we sat down and listened to the communities we work in and the students we serve. And we need to be prepared to hear some very harsh realities. I’m very interested, by the way, to see what happens this spring with our Network for Public Education (which I’m on the governing board of) conference in Chicago because you have a lot of great people with awesome motives who have worked their butts off for justice who are scratching their heads and asking *why are we so white?* I don’t think this is about shaming that. We have to address it head on and ask: *What is our long term plan to ensure that our movement is led by those most affected by policy?*

EduShyster: That idea that teachers need to listen to their students and the communities they’re from is a big part of the vision of CORE, the Chicago Teachers Union’s Caucus of Rank and File Educators, that you’re part of. Give us an example of what you hear.

Franzinger Barrett: In my 9th year of teaching in Chicago’s Gage Park neighborhood, I did peace circles with my students, which are safe spaces where participants can share their experiences without judgment. It was like being a first-year teacher again. I had assumed for all of those years that the honors kids liked the way they were learning at the school and the highest-needs kids, who I spent my time with, didn’t. But what I found out was that all of those kids who were doing great on tests hated the general school culture too. It was just that they’d learned along the way that there was some compensation for towing the line. And that was really hard. It was hard as an educator to stand there and hear that, as good as your motives are, you’re still part of the team that’s trapping us in this oppressive place. I was really thankful that they were willing to tell me that. That led to a lot of effective activism to make our school a more affirming, welcoming place. It was a tough moment but something beautiful came out of it.

EduShyster: One of the things I love about you is that you talk about *peace circles,* and say things like *march to freedom.* No one talks like that! Other than listening to Xian Franzinger Barrett, who else should we be paying more attention to in the debate over the future of public education?

Franzinger Barrett: Voices of Youth in Chicago Education (VOYCE) did opt-out work that wasn’t covered much. The first thing they did was hold protests and press conferences to try to get the right to take the ACT—because many students had been declared ineligible in order to raise test scores. Then not long after they led a walk out from the ACT Workkeys test because they said that it was more likely to steer them towards non-professional jobs as youth of color. Some of the reporters found this very confusing and wanted to know how students could be demanding to take the tests one week and refusing to take them the next, but to VOYCE that was the whole point. They wanted a choice and a say. I just want to point out though that there tends to be a lot of overlap between groups that are doing great work around high-stakes testing with other community groups, because the issues all intersect. So it’s hard to be in community and care about testing and not also work on the school to prison pipeline or curriculum justice. So I’d point to folks like the Schools LA Students Deserve, Project NIA, the Black Youth Project, the Algebra Project, the student unions in Providence and Philly. Those are some of the groups I’m looking to learn from."
xianfranzingerbarrett  xianbarrett  2015  jenniferberkshire  teaching  howweteach  socialjustice  schools  publicschools  inequality  education  policy  measurement  oppression  control  power  learning  testing  standardizedtesting  standardization  brownvsboardofeducation  integration  segregation  class  chicago  race  equity  justice  legibility  leadership  privilege  inequity  empowerment  agency  activism  curriculum  voyce  canon 
february 2015 by robertogreco
▶ The Oscars and learning the craft of being good - YouTube
"In this installment of The Illipsis, Jay Smooth turns a critical (side) eye to the Academy Awards. While this year's presentation was the most "explicitly political" Oscars ceremony in years, the academy selections and nominees also managed to represent "the most exclusionary, white-ish, dudebro-ish" aspect of Hollywood. The mentality of the anonymously quoted "Oscar voter" revealed in an interview with The Hollywood Reporter, explains how the Academy's view of racists as "cretinous snaggletoothed hillbillys" masks the more insidious, covert racism that continues to taint the Academy's reputation."
gender  race  bias  goodness  2015  jaysmooth  academyawards  self-presevation  humanism  justice  socialjustice  craft  canon  racism  hollywood  liberalism  seanpenn  patriciaarquette  intersectionality  imperfection  beinggood  exclusion  inclusion  statusquo  perpetuation  change  inlcusivity  inclusivity 
february 2015 by robertogreco
Welcome to the Real Future -- Fusion
"I mean, who has not watched YouTube videos of parrots singing arias or animal mindreaders? Or looked up the reality of a memory-destroying apparatus? The Internet is the machine Buendía wanted.

The present is dazzling. People all over the world are desperately producing tweets and snaps and posts hoping that you’ll read and share them. Most media can be found by pulling one’s thumb down on a screen and waiting for a new set of free cultural products to appear. Time itself seems stranger now, too, thanks to the flattening effect of the Internet. (The futurist Bruce Sterling calls our state “atemporality.”) Go to the hippest Tumblr and you’ll see strange futuristic visions from the 1970s, retro photos of people jet-skiing in 1950s Florida, paintings of 1890s Hong Kong using an ancient Chinese technique, and daguerreotypes of Civil War soldiers. Yet we consume them all together happily, unable to peel the onion skins apart, even if we wanted to. The National Security Agency keeps watch, too, building a dark registry in the shadows of the new Library of Alexandria that Jill Lepore describes being created at the Internet Archive.

The present is also dark. Every other book seems set in a dystopian world with too much technology destroying human dignity, or too little giving back all the genuine progress of civilization. The TV show we got most excited about this year, Black Mirror, depicted the ways that near-future technology will leave us disillusioned and despairing. In the present, it’s hard not to be disillusioned by the many charlatans and thinkfluencers peddling bullshit in and around the tech industry. Consumed by the near-certainty that they will fail, the lucky few entrepreneurs who succeed rarely consider the ramifications of winning. The best monetary redistribution mechanism we seem to have is to enrich a few people with so many billions of dollars that they commit to giving almost all of it away.

At Real Future, we want to show you glimpses of the future alongside what we see of all the past eras. We can find the innovations and ideas that are going to carry forward in time and present them to you, alongside the rest of the timeline of technological development. We want to think about real futures. The ones where nothing goes according to plan, but Skynet doesn’t take over, either. The one where everything is amazing and nobody’s happy. Or maybe where everybody’s happy but nothing’s amazing. By loosening the present’s hold on us, we hope to find new ways of thinking. Just considering the future can shift our perspective about this moment. Why else would Margaret Atwood set her latest book’s release date 99 years from now?

If this sounds vague and theoretical, trust that it’s not. The core of our enterprise around here will be deep, interesting reporting about technology. But part of understanding how technology works is exposing the implicit or explicit political philosophies of the technology industry. So, yes, we will write about all the interesting stuff coming out of Silicon Valley. But we can’t ignore racism, sexism, homophobia, jingoism. We can’t overlook historical injustice just because there has been some progress that benefits everyone.

What tech gets made is organized by what people believe. If the mission of Fusion is to champion a more diverse, inclusive America, our mission is to champion a more diverse, inclusive future.

Our team isn’t new to this kind of work. Kashmir Hill, who came to us from Forbes, has been the best writer on the freaky future of privacy and data for years. Kevin Roose, a New York magazine alum, created inventive, brilliant ways of telling stories about the start-up economy. Daniela Hernandez gained a deep understanding of artificial intelligence through a PhD in neurobiology and a stint at Wired. Cara Rose De Fabio is an artist who has created live experiences that critiqued and deepened her audience’s sense of how technology worked within their minds. Pendarvis Harshaw has and will continue to cover the intersection of cities, justice, and technology.

Together, we want to help people understand the complex interplay of technical possibilities and ideas that come together to limit or open up different futures. The shorthand we’ve been using is that we’re going to tell stories about the worlds we’ll live in. And everyone in those worlds will be accounted for, not just those with geek bona fides or stock options. Too many technology stories are written from the perspective of the producers, and far too few about the users. (Who are the co-creators of all social technologies, anyway.)"
alexismadrigal  realfuture  fusion  futurepresent  technology  2015  inclusion  justice  injustice  difference  inlcusivity  inclusivity 
february 2015 by robertogreco
Overstatements of 21st-Century Education Evangelists
"1. De-valuing the education most children currently receive
A favorite tactic of keynoters and their live-tweeters is to issue blanket condemnations of all current educational practice. While there is plenty wrong with what goes on in many classrooms today, such blanket statements simply denigrate the current nature of schools. I fear that this serves, outside the echo chamber, to further harm the reputation of education, schools, and teachers in the popular mind and thus detracts from the worth that children see in their own work and lives as students.

2. Humiliating and undermining the worth of educators
When gurus speak of the harm they believe done by “traditional” teaching and teachers (whatever these terms even mean), it adds to the general level of disrespect that the world at large seems to feel toward educators. This in turn devalues the experience of learning in the minds of students, as in #1, above. Educators tend to be people committed to doing right by kids; let’s honor this.

3. Exaggerating the failures of traditional educational systems
The educational practices of the past may have created the world today, but I don’t think that we can blame worksheets, lectures, or even boring textbooks for all of the world’s ills. I’m optimist and even romantic enough to believe that effective learning (and creative, thoughtful teaching) was taking place even before the Age of the Internet or even the “discovery” of Bloom’s Taxonomy. We can of course do better, and most of us are trying.

4. Mis-characterizing and undervaluing ethics education
There is ethics education and then there is coercive moral and character education. All attempts to help students understand, clarify (if you will), and form their own values are not examples of pernicious regimentation or egregious moral relativism. I am of a mind that education is indeed a deeply moral enterprise, and I believe that we ignore or scoff at this concept at our peril.

5. Undervaluing the teaching and mastery of fundamental skills like reading and arithmetic
The multiple C’s of 21st-century education are critical to effective educational experiences, but so are the old three R’s: effective reading and written communication and the ability to perform basic calculations and estimations. The deep flaws in the Common Core and its presentation do not make an argument for ignoring the idea that kids need to be able to read and extract information from multiple kinds of texts or that they need to be adept at writing and basic math. I’d go so far as to suggest that there actually some kinds of basic information that kids need to know (some basic place geography is one example, as retro as this idea may be) in order to more deeply understand the larger concepts and issues that could underlie both greater relevance and deeper engagement.

6. Proclaiming that entrepreneurship is the only path to a better future
I’ll go out on a limb and say that the idea that every child must learn to be a junior business tycoon is a little wacky. Sure, it’s great for kids to know how to create, organize, collaborate, and advocate around an idea, but the current penchant for learning more informed by Donald Trump’s The Apprentice than by John Dewey’s Democracy and Education makes me sad for kids.

7. Failing to take on the real issues in American education: equity and justice
As the fallout from Ferguson and the Garner case continues, I’m not hearing the technology and technique gurus working terribly hard to connect “21st-century learning” with issues of social equity and social justice—or straight-up racism and violence. We hear much about “empathy” in the context of collaboration and or PBL (of whichever sort, problem- or project-based), but it feels too much as though education for “innovation” and education for social justice live on opposite sides of the house. They shouldn’t.

8. Ignoring the limitations of technology and the continuing digital divide
Every time there is a power outage even society’s haves should be reminded that access to all the benefits of technology is not equitably distributed in our society. Furthermore, there is a tendency among what some folks I know call “technology triumphalists” to speak of technology as the universal cure to all of education’s ills. Research suggests that some learning actions (e.g., note-taking, even reading) happen more effectively when not mediated by gadgets, and even if this is a transitional state in our evolution toward homo gadgetus, we need to acknowledge that human interaction and certain kinds of manual action (call it “making,” if you like) still have value as part of the learning process.

9. Underplaying the issues that most imperil the world
Maybe they’re just too big and scary to contemplate, but climate change, persistent totalitarianism, and waves of intolerance and extremism are massive and omnipresent blips on the globe’s radar screen. There is danger in making education fear-based (although we weathered education against the backdrop of the Atomic Age air-raid drills and the imperatives of Sputnik Panic), but there is a compelling argument for having authentic and urgent global issues explicitly inform more of our teaching and learning.

10. Pretending that deeply reflective and creative thinking about education are their own invention
Perhaps it is that my immediate forebears were what I believe to have been thoughtful and even innovative educators, and perhaps is that I am fascinated by educational history, but I happen to be rather convinced that the generality the educators in the past were neither numb-skulled servants of the industrial state or child-hating cretins. Let’s give our ancestors in this enterprise credit for being caring, insightful, and creative men and women who were deeply committed to doing their best by the children in their classrooms. Just because some of those classrooms were single rooms with programs built around slates and McGuffey’s Eclectic Readers doesn’t mean that all teaching was horrid or that students were universally bored.

11. Failing to sustain their (our?) own enthusiasms
This might be the worst thing educational enthusiasts do to their (our?) schools, their (our?) colleagues, and their (our?) students. Every teacher can tell you about the serial enthusiasms that have washed over their schools in successive tsunamis of urgency, whether the urgency is based on market worries or sincere concern for students. And as everyone in schools knows, the defense mechanism that some educators develop against these tsunamis is cynicism that takes the form of passive(-aggressive) resistance to new ideas. As leaders we often haven’t done a great job of sustaining, or even making the case for sustaining, novel practices long enough to really see what really works or to build them into the culture of education."
education  petergow  2015  teaching  learning  policy  progressive  children  ethics  technology  edtech  purpose  history  enthusiasm  digitaldivide  equity  justice  socialjustice 
january 2015 by robertogreco
The Sneakiest Way Prosecutors Get a Guilty Verdict: PowerPoint | WIRED
"In Washington state earlier this month, an appeals court threw out a murder conviction based on shoddy work by the defense. But the court also took the prosecutor to task for something even stranger: a bad PowerPoint presentation.

The prosecutor had dressed up her closing argument to the jury with a series of slides, complete with “sound effects and animation,” the appellate court wrote. On one slide, footprints materialized across the bottom of the screen. Other slides exhibited “concentric rings of a target,” with each ring corresponding to an item of evidence; the defendant’s name, Sergey Fedoruk, was in the bull’s-eye. The prosecution’s final slide, the pièce de résistance, opened with a header that said “Murder 2.” Then, under the header, a single word flashed, in all capital letters, in 96-point red type:

[image]

As the word flashed, the prosecutor told the jury: “The defendant is guilty, guilty, guilty.”

At least 10 times in the last two years, US courts have reversed a criminal conviction because prosecutors violated the rules of fair argument with PowerPoint. In even more cases, an appellate court has taken note of such misconduct while upholding the conviction anyway or while reversing on other grounds (as in the case of Sergey Fedoruk). Legal watchdogs have long asserted that prosecutors have plenty of ways to quietly put their thumb on the scales of justice —such as concealing exculpatory evidence, eliminating jury-pool members based on race, and so on. Now they can add another category: prosecution by PowerPoint. “It’s the classic ‘A picture is worth a thousand words,’” said Eric Broman, a Seattle attorney who focuses on criminal appeals. “Until the courts say where the boundaries are, prosecutors will continue to test the boundaries.”

Perhaps the most common misuse of what some legal scholars call “visual advocacy” is the emblazoning of the word “Guilty” across a defendant’s photo. Almost always the letters are red—the “color of blood and the color used to denote losses,” as one court wrote."
law  legal  powerpoint  justice  injustice  presentation  imagery  us  policy  prosecution  2014 
january 2015 by robertogreco
Is It Bad Enough Yet? - NYTimes.com
"Then, of course, there are the matters of justice and morality. It simply isn’t right to pay people a sub-living wage with no potential for more, and as the comedian Chris Rock says, employers would pay even less if they could get away with it.

The #blacklivesmatter movement — there’s no better description — is already having an impact as well. Don’t think for a second we’d be having a national debate about police brutality (one that includes many on the right), or a White House plan to examine and fix law enforcement, without demonstrations in the streets.

The initial Obama plan is encouraging but lacking, and that’s all the more reason to keep demonstrating. (What good are body cameras, by the way? The videotape of Rodney King’s beating was seen around the world yet resulted in acquittals; Eric Garner’s choking death, viewed millions of times online, didn’t even lead to a trial, even though police chokeholds are banned in New York City.) Besides, as Sanders says, “Even if every cop were a constitutional lawyer and a great person, if you have 30 percent unemployment among African-American young people you still have a huge problem.”

I have spent a great deal of time talking about the food movement and its potential, because to truly change the food system you really have to change just about everything: good nutrition stems from access to good food; access to good food isn’t going to happen without economic justice; that isn’t going to happen without taxing the superrich; and so on. The same is true of other issues: You can’t fix climate change or the environment without stopping the unlimited exploitation of natural and human resources (see Naomi Klein’s “This Changes Everything”). Same with social well-being.

Everything affects everything. It’s all tied together, and the starting place hardly matters: A just and righteous system will have a positive impact on everything we care about, just as an unjust, exploitative system makes everything worse.

Increasingly, it seems, there’s an appetite and even unity to take on the billionaire class. Let’s recognize that if we are seeing positive change now, it’s in part because elected officials respond to pressure, and let’s remember that that pressure must be maintained no matter who is in office. Even if Bernie Sanders were to become president, the need for pressure would continue.

“True citizenship,” says Jayaraman of Berkeley — echoing Jefferson — “is people continually protesting.” Precisely."
markbittman  2014  blacklivesmatter  justice  socialjustice  inequality  mininmumwage  chrisrock  protest  economics  racism  race  us  economicjustice  politics  policy  unemployment  lawenforcement 
december 2014 by robertogreco
2/2 The Culture Show : Jon Ronson meets Malcolm Gladwell - YouTube
"First broadcast: 02 Oct 2013.

Malcolm Gladwell is about to publish a book. He's done it four times before, and whenever it happens huge things occur: Millions of copies get sold, world leaders take note, catchy phrases infiltrate our language and millions of us are moved by his inspiring stories and big powerful ideas.

Jon Ronson goes head to head with The Tipping Point author in his New York home to talk about his latest work. 'David and Goliath: Underdogs, Misfits and the Art of Battling Giants' seeks to shake our faith in what it means to have the upper hand. In it Gladwell argues we get advantage and disadvantage the wrong way round. Being dyslexic, losing a parent in childhood, being bombed, shot at, marginalized... can all be turned to good, according to his latest optimistic tome.

In this candid and revealing confrontation, one thing comes clear... Giants beware: underdogs can surprise you when they make good the advantages that stem from a traumatic start."

[via: https://twitter.com/litherland/status/543135968304578561 ]
2013  via:litherland  malcolmgladwell  brokenwindows  jonronson  policing  lawenforcement  crime  journalism  power  policy  nyc  socialjustice  homelessness  injustice  justice  homeless 
december 2014 by robertogreco
The American Justice System Is Not Broken
"In July, New York police officer Daniel Pantaleo choked unarmed black man Eric Garner to death, in broad daylight, while a bystander caught it on video. That is what American police do. Yesterday, despite the video, despite an NYPD prohibition of exactly the sort of chokehold Pantaleo used, and despite the New York City medical examiner ruling the death a homicide, a Staten Island grand jury declined even to indict Pantaleo. That is what American grand juries do.

In August, Ferguson, Mo., police officer Darren Wilson shot unarmed black teenager Michael Brown to death in broad daylight. That is what American police do. Ten days ago, despite multiple eyewitness accounts and his own face contradicting Wilson's narrative of events, a grand jury declined to indict Wilson. That is what American grand juries do.

In November 2006, a group of five New York police officers shot unarmed black man Sean Bell to death in the early morning hours of his wedding day. That is what American police do. In April 2008, despite multiple eyewitness accounts contradicting the officers' accounts of the incident, Justice Arthur J. Cooperman acquitted the officers of all charges, including reckless endangerment. That is what American judges do.

In February of 1999, four plainclothes New York police officers shot unarmed black man Amadou Diallo to death outside of his home. That is what American police do. A year later, an Albany jury acquitted the officers of all charges, including reckless endangerment. That is what American juries do.

In November of 1951, Willis McCall, the sheriff of Lake County, Fla., shot and killed Sam Shepherd, an unarmed and handcuffed black man in his custody. That is what American police do. Despite both a living witness and forensic evidence which contradicted his version of events, a coroner's inquest ruled that McCall had acted within the line of duty, and Judge Thomas Futch declined to convene a grand jury at all.

The American justice system is not broken. This is what the American justice system does. This is what America does.

The Atlantic's Ta-Nehisi Coates has written damningly of the American preference for viewing our society's crimes as aberrations—betrayals of some deeper, truer virtue, or departures from some righteous intended path. This is a convenient mythology. If the institutions of white American power taking black lives and then exonerating themselves for it is understood as a failure to live out some more authentic American idea, rather than as the expression of that American idea, then your and my and our lives and lifestyles are distinct from those failures. We can stand over here, and shake our heads at the failures over there, and then return to the familiar business, and everything is OK. Likewise, if the individual police officers who take black lives are just some bad cops doing policework badly, and not good cops doing precisely what America has hired and trained them to do, then white Americans may continue calling the police when black people frighten us, free from moral responsibility for the whole range of possible outcomes.

The murders of Michael Brown, Eric Garner, Sean Bell, Amadou Diallo, Sam Shepherd, and countless thousands of others at the hands of American law enforcement are not aberrations, or betrayals, or departures. The acquittals of their killers are not mistakes. There is no virtuous innermost America, sullied or besmirched or shaded by these murders. This is America. It is not broken. It is doing what it does.

America is a serial brutalizer of black and brown people. Brutalizing them is what it does. It does other things, too, yes, but brutalizing black and brown people is what it has done the most, and with the most zeal, and for the longest. The best argument you can make on behalf of the various systems and infrastructures the country uses against its black and brown citizens—the physical design of its cities, the methods it uses to allocate placement in elite institutions, the way it trains its police to treat citizens like enemy soldiers—might actually just be that they're more restrained than those used against black and brown people abroad. America employs the enforcers of its power to beat, kill, and terrorize, deploys its judiciary to say that that's OK, and has done this more times than anyone can hope to count. This is not a flaw in the design; this is the design.

Policing in America is not broken. The judicial system is not broken. American society is not broken. All are functioning perfectly, doing exactly what they have done since before some of this nation's most prosperous slave-murdering robber-barons came together to consecrate into statehood the mechanisms of their barbarism. Democracy functions. Politicians, deriving their legitimacy from the public, have discerned the will of the people and used it to design and enact policies that carry it out, among them those that govern the allowable levels of violence which state can visit upon citizen. Taken together with the myriad other indignities, thefts, and cruelties it visits upon black and brown people, and the work common white Americans do on its behalf by telling themselves bald fictions of some deep and true America of apple pies, Jesus, and people being neighborly to each other and betrayed by those few and nonrepresentative bad apples with their isolated acts of meanness, the public will demands and enables a whirring and efficient machine that does what it does for the benefit of those who own it. It processes black and brown bodies into white power.

That is what America does. It is not broken. That is exactly what is wrong with it."
us  justice  law  legal  racism  2014  ferguson  michaelbrown  darrenwilson  nyc  nypd  danielpantaleo  ericgarner  ta-nehisicoates  institutionalracism  race  history  amadoudiallo  samshepherd  police  lawenforcement  politics  policy  power  whitepower 
december 2014 by robertogreco
No, college isn’t the answer. Reparations are. - The Washington Post
"I am mostly uninterested in political rhetoric about education being the “new” civil rights movement. The old civil rights movement waged a battle for citizenship through school legislation because that was the nearest available political tool. The landmark civil rights case, Brown versus the Board of Education, was initially conceived as a means for justice, not its end. I also think that narrowly focusing on college completion is not a good thing. The job market is volatile for African Americans in the best of times and these are not the best of times. During difficult economic cycles, black workers and students should benefit from the flexibility of moving in and out of college as their life circumstances allow. Without that flexibility, every educational moment becomes a zero sum decision: “If I leave school this semester to take that job or care for a family member, I probably will never be able to return.” We’re poorer as individuals and groups when people least likely to get a call back because of a “black” name or negative credit check or criminal conviction have to make a decision to take a job or opt out of college forever. In short, I’m a heretic about almost every fundamental populist education belief we’ve got.

As the world was waiting for Coates’ case for reparations, Janelle Jones and John Schmitt at the Center for Economic Policy Research were releasing a policy paper on black college graduates and the labor market. In “A College Degree is No Guarantee”, Jones and Schmitt examine the labor market conditions for black college degree holders pre and post Great Recession.

Their findings are only a surprise to those who ain’t living it."



"How can I revere education as I do and refuse to accept it as the gospel that will save us from persistent, intractable inequality?Actually, it is precisely because I revere education—formal and informal—that I refuse to sell it as a cure for all that ails us.Degrees cannot fix the cumulative effect of structural racism. In fact, over five decades of social science research shows that education reproduces inequality. At every level of schooling, classrooms, schools, and districts reward wealth and privilege. That does not end at college admissions, which is when all that cumulative disadvantage may be its most acute. Going to college not only requires know how that changes from institution to institution and year to year, but it also requires capital. There’s the money to take standardized tests and mail applications and make tuition deposits. But there’s also the money that levels differences in individual ability. An unimpressive wealthy student can pay for test prep, admissions coaches, and campus visits that increases one’s shot at going to the most selective college possible. If education reinforces the salience of money to opportunity, it is money and only money that can make educational “opportunity” a vehicle for justice.

Reparations can do what education cannot do.

When we allow education to be sold as a fix for wealth inequality, we set a public good up to fail and black folks who do everything “right” to take the blame when it goes “wrong.”

Coates has a written a thing about reparations. Ostensibly, it is about the pattern of systematic extraction of black labor, wealth and income to the benefit of institutions that operate to their exclusion. It is a story with a history but one that is not a relic of history. Conservatives may be guilty of rejecting outright their basic faith in fair pay for labor when the issue is labor done by brown people. But white liberals are just as disingenuous when they rhetorically move reparations back in time as redress for slavery when there are countless modern cases of state-sanctioned racist oppression to make the case for reparations.

Like housing and banking, education is a modern debate that sounds like it is a 19th century one. Reparations are about slavery but also about Jim Crow and white violence’s effect on intellectual property and islands of segregated want in a land of plenty. There remains an entire generation of African Americans alive and well who were legally consigned to segregated schools, neighborhoods, and occupations. The black college graduates with weaker starting positions in the labor market are the children and grandchildren of that generation. No matter how much we might believe in the great gospel of education, it is an opportunity vehicle that works best when coupled with justice and not confused for justice."
tressiemcmillancottom  2014  race  inequality  education  class  justice  reparations  ta-nehisicoates  us  jimcrow  segregation  civilrights  socialjustice  lanor  work  unemployment 
december 2014 by robertogreco
The Marshall Project
"The Marshall Project is a nonprofit, nonpartisan news organization founded on two simple ideas:

1) There is a pressing national need for high-quality journalism about the American criminal justice system. The U.S. incarcerates more people than any country in the world. Spiraling costs, inhumane prison conditions, controversial drug laws, and concerns about systemic racial bias have contributed to a growing bipartisan consensus that our criminal justice system is in desperate need of reform.

The recent disruption in traditional media means that fewer institutions have the resources to take on complex issues such as criminal justice. The Marshall Project stands out against this landscape by investing in journalism on all aspects of our justice system. Our work will be shaped by accuracy, fairness, independence, and impartiality, with an emphasis on stories that have been underreported or misunderstood. We will partner with a broad array of media organizations to magnify our message, and our innovative website will serve as a dynamic hub for the most significant news and comment from the world of criminal justice.

2) With the growing awareness of the system’s failings, now is an opportune moment to amplify the national conversation about criminal justice.

We believe that storytelling can be a powerful agent of social change. Our mission is to raise public awareness around issues of criminal justice and the possibility for reform. But while we are nonpartisan, we are not neutral. Our hope is that by bringing transparency to the systemic problems that plague our courts and prisons, we can help stimulate a national conversation about how best to reform our system of crime and punishment."
crime  journalism  justice  criminaljustice  politics  2014  prisons  incarceration  news  policy 
november 2014 by robertogreco
Convivial Tools in an Age of Surveillance
"What would convivial ed-tech look like?

The answer can’t simply be “like the Web” as the Web is not some sort of safe and open and reliable and accessible and durable place. The answer can’t simply be “like the Web” as though the move from institutions to networks magically scrubs away the accumulation of history and power. The answer can’t simply be “like the Web” as though posting resources, reference services, peer-matching, and skill exchanges — what Illich identified as the core of his “learning webs” — are sufficient tools in the service of equity, freedom, justice, or hell, learning.

“Like the Web” is perhaps a good place to start, don’t get me wrong, particularly if this means students are in control of their own online spaces — its content, its data, its availability, its publicness. “Like the Web” is convivial, or close to it, if students are in control of their privacy, their agency, their networks, their learning. We all need to own our learning — and the analog and the digital representations or exhaust from that. Convivial tools do not reduce that to a transaction — reduce our learning to a transaction, reduce our social interactions to a transaction.

I'm not sure the phrase "safe space" is quite the right one to build alternate, progressive education technologies around, although I do think convivial tools do have to be “safe” insofar as we recognize the importance of each other’s health and well-being. Safe spaces where vulnerability isn’t a weakness for others to exploit. Safe spaces where we are free to explore, but not to the detriment of those around us. As Illich writes, "A convivial society would be the result of social arrangements that guarantee for each member the most ample and free access to the tools of the community and limit this freedom only in favor of another member’s equal freedom.”

We can’t really privilege “safe” as the crux of “convivial” if we want to push our own boundaries when it comes to curiosity, exploration, and learning. There is risk associated with learning. There’s fear and failure (although I do hate how those are being fetishized in a lot of education discussions these days, I should note.)

Perhaps what we need to build are more compassionate spaces, so that education technology isn’t in the service of surveillance, standardization, assessment, control.

Perhaps we need more brave spaces. Or at least many educators need to be braver in open, public spaces -- not brave to promote their own "brands" but brave in standing with their students. Not "protecting them” from education technology or from the open Web but not leaving them alone, and not opening them to exploitation.

Perhaps what we need to build are more consensus-building not consensus-demanding tools. Mike Caulfield gets at this in a recent keynote about “federated education.” He argues that "Wiki, as it currently stands, is a consensus *engine*. And while that’s great in the later stages of an idea, it can be deadly in those first stages.” Caulfield relates the story of the Wikipedia entry on Kate Middleton’s wedding dress, which, 16 minutes after it was created, "someone – and in this case it probably matters that is was a dude – came and marked the page for deletion as trivial, or as they put it 'A non-notable article incapable of being expanded beyond a stub.’” Debate ensues on the entry’s “talk” page, until finally Jimmy Wales steps in with his vote: a “strong keep,” adding "I hope someone will create lots of articles about lots of famous dresses. I believe that our systemic bias caused by being a predominantly male geek community is worth some reflection in this context.”

Mike Caulfield has recently been exploring a different sort of wiki, also by Ward Cunningham. This one — called the Smallest Federated Wiki — doesn’t demand consensus like Wikipedia does. Not off the bat. Instead, entries — and this can be any sort of text or image or video, it doesn’t have to “look like” an encyclopedia — live on federated servers. Instead of everyone collaborating in one space on one server like a “traditional” wiki, the work is distributed. It can be copied and forked. Ideas can be shared and linked; it can be co-developed and co-edited. But there isn’t one “vote” or one official entry that is necessarily canonical.

Rather than centralized control, conviviality. This distinction between Wikipedia and Smallest Federated Wiki echoes too what Illich argued: that we need to be able to identify when our technologies become manipulative. We need "to provide guidelines for detecting the incipient stages of murderous logic in a tool; and to devise tools and tool systems that optimize the balance of life, thereby maximizing liberty for all."

Of course, we need to recognize, those of us that work in ed-tech and adopt ed-tech and talk about ed-tech and tech writ large, that convivial tools and a convivial society must go hand-in-hand. There isn’t any sort of technological fix to make education better. It’s a political problem, that is, not a technological one. We cannot come up with technologies that address systematic inequalities — those created by and reinscribed by education— unless we are willing to confront those inequalities head on. Those radical education writers of the Sixties and Seventies offered powerful diagnoses about what was wrong with schooling. The progressive education technologists of the Sixties and Seventies imagined ways in which ed-tech could work in the service of dismantling some of the drudgery and exploitation.

But where are we now? Instead we find ourselves with technologies working to make that exploitation and centralization of power even more entrenched. There must be alternatives — both within and without technology, both within and without institutions. Those of us who talk and write and teach ed-tech need to be pursuing those things, and not promoting consumption and furthering institutional and industrial control. In Illich’s words: "The crisis I have described confronts people with a choice between convivial tools and being crushed by machines.""
toolforconviviality  ivanillich  audreywatters  edtech  technology  education  2014  seymourpapert  logo  alankay  dynabook  mikecaufield  wardcunningham  web  internet  online  schools  teaching  progressive  wikipedia  smallestfederatedwiki  wikis  society  politics  policy  decentralization  surveillance  doxxing  gamergate  drm  startups  venturecapital  bigdata  neilpostman  paulofreire  paulgoodman  datapalooza  knewton  computers  computing  mindstorms  control  readwrite  everettreimer  1960s  1970s  jonathankozol  disruption  revolution  consensus  safety  bravery  courage  equity  freedom  justice  learning 
november 2014 by robertogreco
danah boyd | apophenia » What is Fairness?
"Increasingly, tech folks are participating in the instantiation of fairness in our society. Not only do they produce the algorithms that score people and unevenly distribute scarce resources, but the fetishization of “personalization” and the increasingly common practice of “curation” are, in effect, arbiters of fairness.

The most important thing that we all need to recognize is that how fairness is instantiated significantly affects the very architecture of our society. I regularly come back to a quote by Alistair Croll:
Our social safety net is woven on uncertainty. We have welfare, insurance, and other institutions precisely because we can’t tell what’s going to happen — so we amortize that risk across shared resources. The better we are at predicting the future, the less we’ll be willing to share our fates with others. And the more those predictions look like facts, the more justice looks like thoughtcrime.

The market-driven logic of fairness is fundamentally about individuals at the expense of the social fabric. Not surprisingly, the tech industry — very neoliberal in cultural ideology — embraces market-driven fairness as the most desirable form of fairness because it is the model that is most about individual empowerment. But, of course, this form of empowerment is at the expense of others. And, significantly, at the expense of those who have been historically marginalized and ostracized.

We are collectively architecting the technological infrastructure of this world. Are we OK with what we’re doing and how it will affect the society around us?"
algorithms  culture  economics  us  finance  police  policing  lawenforcement  technology  equality  equity  2014  danahboyd  alistaircroll  justice  socialjustice  crime  civilrights  socialsafetynet  welfare  markets  banks  banking  capitalism  socialism  communism  scarcity  abundance  uncertainty  risk  predictions  profiling  race  business  redlining  privilege 
november 2014 by robertogreco
Is This Working? | This American Life
"Stories of schools struggling with what to do with misbehaving kids. There's no general agreement about what teachers should do to discipline kids. And there's evidence that some of the most popular punishments actually may harm kids."

PROLOGUE: When it comes to disciplining young people, teachers are winging it. We ask middle school teachers all over the country to walk us through how they get a kid to take his hat off. The book Ira mentions is called Building a Better Teacher by reporter Elizabeth Green; it’s eye-opening in a number of ways.

ACT ONE: We start out exploration of discipline and schools at the very beginning … in preschool. Tunette Powell is a writer in Omaha and mother to JJ and Joah.

ACT TWO: About 20 years ago, a group of educators launched one of the biggest recent experiments in American education when they started creating charter schools designed for poor, minority kids. The idea was to create classrooms that are rigorous and strict. We talk with a student named Rousseau Mieze, who grew up in a school like that and then became a teacher.

ACT THREE: We spend a semester in a public school in New York City called Lyons Community School. Lyons is trying to avoid suspensions, detentions and basically all other forms of traditional punishment."

[Also here: https://soundcloud.com/this-american-life/538-is-this-working ]
thisamericanlife  education  psychology  discipline  schooltoprisonpipeline  statistics  schooling  schools  discrimination  suspension  2014  texas  teaching  howweteach  socialjustice  justice  injustice  restorativejustice 
october 2014 by robertogreco
Last Week Tonight with John Oliver: Civil Forfeiture (HBO) - YouTube
"Did you know police can just take your stuff if they suspect it's involved in a crime? They can!
It’s a shady process called “civil asset forfeiture,” and it would make for a weird episode of Law and Order. See?"
civilforfeiture  johnoliver  lawenforcement  justice  law  legal  us  policy  politics  police  power  corruption  2014 
october 2014 by robertogreco
MICHEL SERRES – 032c Workshop
"MICHEL SERRES is a French philosopher who specializes in the history of science and whose work attempts to reclaim the art of thinking the unthinkable. Born in 1930 in Lot-et-Garonne, Serres is a member immortel of L’Académie française and has been a professor at Stanford University, in the heart of Silicon Valley, since 1984. He’s authored more than 60 volumes that range in topics from parasites to the “noise” that lingers in the background of life and thought. Serres’ writing is like a slow night of constant drinking, taking us irreversibly to places we didn’t know we were heading towards.

In 1985 he published Les cinq sens, a lament on the marginalization of the knowledge we gain from our fives senses through science and the scientific mind. So it came as somewhat of a surprise for his observers when Serres came out in unrestrained support of online culture, particularly Wikipedia, in the first years of the 2000s. “Wikipedia shows us the confidence we have in being human,” he said in 2007. Whether through technology or our own bodies, the world of information is only ever accessible through mediation (Serres often deploys the Greek god Hermes and angels in his writing). His most recent book, Petite Poucette (2012), or “Thumbelina,” is an optimistic work that discusses today’s revolution in communications and the cognitive and political transformations it’s brought about. “Army, nation, church, people, class, proletariat, family, market … these are abstractions, flying overhead like so many cardboard effigies,” Serres writes in Petite Poucette. It’s been on the French bestseller list since its release and has sold more than 100,000 copies. It’s a sort of love letter to the digital generation, and surprising in many ways. One of these is that almost no one in the English-speaking world has ever heard of it. In this conversation with 032c’s contributing editor Hans Ulrich Obrist, Serres muses on the dawn of our new era."



"HUO: You’ve often collaborated with others, and conversation is an important practice in your philosophy. Do you believe that we can invent new forms through collaboration, or even through friendship?

MS: Yes. Certainly. I think it can be done. The key to inventing through conversation is to ensure that the conversation is not … a sort of fight to the death between two set opinions. Each participant in the conversation must be free and open."
michelserres  hansulrichobrist  interviews  2014  digitalnatives  communication  optimism  petitpoucette  adamcurtis  revolution  tocqueville  21stcentury  micheldemontaigne  wikileaks  julianassange  wikipedia  knowledge  mobile  phones  quasi-objects  objects  future  society  conversation  philosophy  resistance  technology  justice  ecologicjustice  politics  montaigne  collaboration 
july 2014 by robertogreco
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