LA Teacher's Teaching Was "Too Afro-Centric"

LA Public School teacher Karen Salazar's contract was not renewed because her teaching was too Afro-centric:

As a second year teacher, Ms. Karen Salazar has had a dynamic impact on the Jordan High School campus by connecting readings to the real lives and struggles that students go through. Her English Class has become a favorite among students on campus, where they regularly read and analyzed books and selected readings from people of color to whom the students can relate. Students, who typically skip some of their classes, show up religiously in Salazar’s English class.

...an administrator criticized her for having students read The Autobiography of Malcolm X : As Told to Alex Haley, a Los Angeles Unified School District-approved text. When she objected to this criticism, she was told that her teachings where too “Afro-centric.” She was then told that the school would not renew her teaching contract for the upcoming school year.

A student says:

“The school knows that Ms. Salazar is a very passionate and good teacher, and yet they want to fire her. It is not fair because there are many other teachers who don’t teach anything, and they never get fired.”

Another says, "she teaches us how to be strong and how to not let nobody oppress us." Youth from the school have planned to protest. Here's a video of their meeting:

Are we afraid that students will actually learn to think critically?

Funny that we don't see too many teachers being fired because their teaching is to "white-centric." 

Thoughts?

.....................................................................................

Update:

A press conference was held at Jordan High on June 11. Some highlights:

LA Times: School rallies around dismissed Watts teacher deemed too 'Afro-centric.'

About 60 students rallied Wednesday at the Watts campus, while a colleague of the fired teacher said he and 15 other instructors planned to resign or transfer to other schools to protest the dismissal of Karen Salazar, a second-year English teacher.
"You embody what it means to be a warrior-scholar, a freedom-fighting intellectual," she told students through a bullhorn in one video. "You are part of the long legacy, the strong history, of fighting back."

In another instance, Salazar rips the Los Angeles Unified School District, saying, "This school system for too long has been not only denying them human rights, basic human rights, but doing it on purpose in order to keep them subservient, to subjugate them in society."

Association of Raza Educators video and call for community support:

89.3 KPCC Radio Coverage

What you can do:

Send a letter or make a phone call in support of Salazar and her teaching.

"Ray" Cortines, Senior Deputy Superintendent (213) 241-0800
Richard Vladovic, Dist. 7 Board Rep. (213) 241-6385

Stephen Strachan , Principal (MAIN OFFICE) (323) 568-4100

NY Times Says Goodbye to Its Education Column

Sam Freedman's final article.

The greatest gifts this assignment gave me were a passport to watch the magic of the classroom and the opportunity to join in a public discussion. Again and again, I saw how a school can contain the whole world.

Steady Resegregation of Seattle Schools

The Seattle Times reports that Seattle's schools, like those of other cities, have slowly and steadily resegregated over the past 20 years. And now, given last year's U.S. Supreme Court ruling limiting the use of race to assign students to school districts, the board is even more limited on what they can do to solve the problem.

Leschi Elementary, about evenly divided between white and minority students in 1980, has a nearly all-minority population once again. The same is true for Brighton Elementary, Dunlap Elementary, Van Asselt Elementary — and all but two of the 26 schools that, the year before busing started, were considered racially imbalanced. Today, a total of 30 schools — close to a third of the district's buildings — have nonwhite populations that far exceed the district's average of 58 percent. In 20 of them, nonwhite enrollment is 90 percent or more.

"We like to think of ourselves as these enlightened, liberal folks," says School Board member Harium Martin-Morris. "But the fact is our schools aren't the way that people really think they are."

Student Loan Discrimination

While banks continue to offer loans to students at "top" colleges and universities, some, like Citibank, have shut out students at community colleges and less competitive higher education institutions. Read the full NY Times piece.

Citibank has been among the most aggressive in paring the list of colleges it serves. JPMorgan Chase, PNC and SunTrust say they have not dropped whole categories, but are cutting colleges as well. Some less-selective four-year colleges, like Eastern Oregon University and William Jessup University in Rocklin, Calif., say they have been summarily dropped by some lenders.

The practice suggests that if the credit crisis and the ensuing turmoil in the student loanbusiness persist, some of the nation’s neediest students will be hurt the most. The difficulty borrowing may deter them from attending school or prompt them to take a semester off. When they get student loans, they will wind up with less attractive terms and may run a greater risk of default if they have to switch lenders in the middle of their college years.

Tuition and loan amounts can be quite small at community colleges. But these institutions, which are a stepping stone to other educational programs or to better jobs, often draw students from the lower rungs of the economic ladder. More than 6.2 million of the nation’s 14.8 million undergraduates — over 40 percent — attend community colleges. According to the most recent data from the College Board, about a third of their graduates took out loans, a majority of them federally guaranteed.

“If we put too many hurdles in their way to get a loan, they’ll take a third job or use a credit card,” said Jacqueline K. Bradley, assistant dean for financial aid at Mendocino College in California. “That almost guarantees that they won’t be as successful in their college career.”

Jay Mathews has more on community college issues and a report from Hechinger Institute on Education and the Media at Teachers College, Columbia University: Covering America, Covering Community Colleges.

Making Room for Hope: Granito de Arena

"As teachers we have a moral, political, and social obligation to try to change things."

I was reminded today as I was reading an  essay by Scott Russell Sanders in The Impossible Will Take a Little While: A Citizen's Guide to Hope in a Time of Fear that it is important to "make room for hope." Here is my "hope" for today: Granito de Arena, a documentary directed by Jill Friedberg, Corrugated Films.

"What happens to a teacher in the United States, can happen to a teacher in Canada, or to a teacher in Mexico....If we are all confronting the same monster, a monster with many different heads, then we all have to flow together into the same river." 

Granito de Arena (Grain of Sands) documents the 25-year struggle of school teachers in Mexico and highlights the state of education pre- and post-NAFTA. It explores the fundamental role of education from a perspective similar to that of Paulo Freire and bell hooks--education as transformation as opposed to education as a means of producing human capital.

"This is a system that breaks everything it touches into little pieces, and which teaches us that life is about having, and life is about working, instead of life being about being."

"Everything is subject to the market, and education is no exception. You're going to have the very best education for the rich kids and what's left over for the rest."

Sound familiar?

The TFA Debate Continues

Core Knowledge Blogger Robert Pondiscio, writes A Memo To Wendy Kopp. He says:

Our toughest schools are no place for rookies, even well-educated, data-driven rookies. Being a first year teacher in a tough school makes for great memoirs, but all the good intentions and Ivy League degrees under the sun don’t make you a great teacher. We’re certainly not going to turn around thousands of underperforming schools on the backs of 22-year olds....

He suggests:

Place them in that high-functioning school for two years as pinch-hitters for some of our best, most experienced teachers, and send those master teachers to the same schools to which you’re sending TFA corps members now. We can call it the Teach For America Fellowship, and throw in a nice extra chunk of change to incentivize those master teachers without worrying about whether it’s merit pay.

Kopp responds:

It is a rare person who has what it takes to excel as a teacher in a low-income community, and it’s not at all a given that teachers who do well in more privileged communities will do well in urban and rural areas.

True. But this doesn't mean that the most inexperienced privileged teachers with do-gooder attitudes will be any better.

The most important thing for kids in low-income communities is that we recruit as many people as possible — whether new or experienced — who have the personal characteristics that differentiate successful teachers in high-poverty communities, and that we train and support them to be effective in meeting the extra needs of their students.

I doubt the same argument would work if you substituted "high income" and tried to advocate for putting inexperienced teachers in our "best" schools. And do TFAers really get the chance to fully develop these "personal characteristics" in order to meet the extra needs of students within their two year terms?

Teach For America is building a pipeline of leaders who are deeply committed to educational equity and deeply understand what it will take to ensure that children in low-income communities have the educational opportunities they deserve. Their initial teaching experience in under-resourced communities is foundational to their lifelong commitment to effecting the systemic changes necessary to ensure educational opportunity for all.

Studies show that most TFAers leave the classroom after two to three years. What about building a pipeline of teachers that will ensure educational opportunity for all? 

Education Next has an interesting debate on TFA between Arthur Wize, president of the National Council for Accreditation of Teacher Education, and Julie Mikuta, partner at the New Schools Venture Fund. 

In terms of teacher development and accreditation, Wize suggests:

...a “teaching team strategy,” that gives only experienced teachers primary student responsibility, but in multiple classrooms and with the assistance of the novices. Senior teachers, appropriately compensated, lead instructional teams of other teachers, novices, and untrained personnel....

In an ideal world, all new teachers would receive their capstone preparation and induction in a professional development school or an urban residency program.
In an ideal world, all new teachers would receive their capstone preparation and induction in a professional development school or an urban residency program.

He cites NYC Teaching Fellows as an intermediate step--as its fellows must be enrolled in a Master's program in teaching and learning.

Teaching isn't community service. Teaching, like any other career, takes time to master. While TFA achieves its goal in filling the teacher shortage in urban and rural districts---shouldn't we be looking for more long-term solutions to the problem?

Wize says: 

Of course, every experienced teacher was once a novice, so not every student can have an experienced instructor. But there is almost universal agreement on the value of teacher experience, and research indicates a multiplier effect on students’ performance when they are taught by ineffective teachers over multiyear periods.

When will we decide to give our nation's poorest children the education that all children deserve?

Jay Mathews Reviews Keeping the Promise

Jay Mathews' write up of Keeping the Promise: The Debate over Charter Schools:

Journalists, particularly me, tend to get excited about charter schools, the independently run public schools that have produced -- at least in some cases -- major improvements in achievement for children from low-income families. The charter educators I write about are often young, energetic, witty, noble and pretty much irresistible. But their charter schools, which use tax dollars with little oversight, are relatively new and untried. Like all experiments, they could easily fizzle.

He continues:

But the book's overall message is that charters are not what the happy stories in the media make them seem, and there should be better ways to improve learning. Many people agree with that thesis. But the book failed to make the case for me because it offered no compelling or widely available alternatives for the young educators I know who want to save this generation of poorly schooled kids right now.

See an earlier post about Keeping the Promise.

Last Brown v. Board Plaintiff Dies at 88

The last surviving Brown v. Board plaintiff, Zelma Henderson, died at the age of 88 on Tuesday in Topeka, Kansas.

In an interview with the Dallas Morning News in 1994, Mrs. Henderson reflected on Brown 40 years later. "None of us knew that this case would be so important and come to the magnitude it has," she said. "What little bit I did, I feel I helped a whole nation."

A decision that is critically important to our nation's educational history:

“We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place,” Chief Justice Earl Warren wrote in the court’s opinion. “Separate educational facilities are inherently unequal.”

But 50 years later, seemingly little progress has been made. Last June's Supreme Court ruling limits school districts' use of race in making assignments for students. 

Charlotte, NC schools, like many others, are rapidly resegregating.

"It's getting to the point of almost absolute segregation in the worst of the segregated cities – within one or two percentage points of what the Old South used to be like," says Gary Orfield, codirector of the Civil Rights Project and one of the study's authors. "The biggest metro areas are the epicenters of segregation. It's getting worse for both blacks and Latinos, and nothing is being done about it."

About one-sixth of black students and one-ninth of Latino students attend what Mr. Orfield calls "apartheid schools," at least 99 percent minority. In big cities, black and Latino students are nearly twice as likely to attend such schools. Some two-thirds of black and Latino students in big cities attend schools with less than 10 percent white students; in rural areas, about one-seventh of black and Latino students do. Although the South was the region that originally integrated the most successfully, it's beginning to resegregate, as in the Charlotte-Mecklenburg district.

More information and resources:

From The Civil Rights Project:

• Preserving Integration Options for Latino Children: A Manual for Educators, Civil Rights Leaders, and the Community
  
• The Last Have Become First: Rural and Small Town America Lead the Way on Desegregation
  
• Historic Reversals, Accelerating Resegregation, and the Need for New Integration Strategies

From Jonathan Kozol:

• The Shame of the Nation: The Restoration of Apartheid Schooling in America
  
• Still Separate, Still Unequal (article adapted from Shame of the Nation)
  

Documentary: Middle School/Middle Passage (the Journey)

Talks with Wolves, an arts residency program, documents their work with a Brooklyn school in Brownsville, NY in Middle School/Middle Passage (the Journey).

Understanding our own diverse histories and working with the diverse histories of our students and their families to generate learning. That's why it's so important that we don't allow things like this Arizona legislation to pass.



Find out more information about the documentary here.

Blogger Summit: Thoughts on Young Teachers in High Need Schools

"A system who gives the kids who need the most the teachers who are able to deliver it the least." -- Amy Wilkins of Ed Trust to Dan Brown of the Huffington Post

Bronx 8th Graders Boycott Tests

Over 160 students at a Bronx high school organized a protest over a practice exam for a state social studies test.

The students remark:

"We've had a whole bunch of these diagnostic tests all year," Tatiana Nelson, 13, one of the protest leaders, said Tuesday outside the school. "They don't even count toward our grades. The school system's just treating us like test dummies for the companies that make the exams."

According to the petition, they are sick and tired of the "constant, excessive and stressful testing" that causes them to "lose valuable instructional time with our teachers."

The administration has placed the blame for initiating the riots on Douglas Avilla, a 30-year-old social studies teacher.

Avilla says:

My students know they are welcome in my class to have open discussions," Avella said. "I teach them critical thinking."

Students say:

"They're saying Mr. Avella made us do this," said Johnny Cruz, 15, another boycott leader. "They don't think we have brains of our own, like we're robots. We students wanted to make this statement. The school is oppressing us too much with all these tests."

Several students defended Avella. They say he had made social studies an exciting subject for them.

"Now they've taken away the teacher we love only a few weeks before our real state exam for social studies," Tatiana Nelson said. "How does that help us?"

Kudos to these students for taking a stand. Very impressive.

Gender Gap is a Myth, Report Says

The American Association of University Women has published "Where the Girls Are: The Facts About Gender Equity in Education."

From the Washington Post:

The most important conclusion of "Where the Girls Are: The Facts About Gender Equity in Education" is that academic success is more closely associated with family income than with gender, its authors said.

"A lot of people think it is the boys that need the help," co-author Christianne Corbett said. "The point of the report is to highlight the fact that that is not exclusively true. There is no crisis with boys. If there is a crisis, it is with African American and Hispanic students and low-income students, girls and boys."

Some more good reads

Recently attended a closing event for NYU's Catherine B. Reynolds Fellowship in Social Entrepreneurship.

Fellows were asked to bring along a book that had been meaningful to them on their social entrepreneurship journey. Some titles included:

• The Impossible Will Take a Little While: A Citizen's Guide to Hope in a Time of Fear by Paul Loeb
• The Little Prince by Antoine de Saint-Exupéry
• Whirligig by Paul Fleischman
• The Alchemist by Paul Coelho
• Pedagogy of the Oppressed by Paulo Freire
• Forces for Good: The Six Practices of High-Impact Nonprofits by Leslie Crutchfield, Heather McLeod Grant
• Into Thin Air: A Personal Account of the Mt. Everest Disaster by Jon Krakauer
• Cop in the Hood: My Year Policing Baltimore's Eastern District by Peter Moskos

The Power of a DOT!

Was just introduced to this book today. I'm suprised I hadn't heard of it sooner. A must-buy and must-read.

From School Library Journal

"Just make a mark and see where it takes you." This sage advice, offered by her intuitive, intelligent teacher, sets our young heroine on a journey of self-expression, artistic experimentation, and success.

First pictured as being enveloped by a blue-and-gray miasma of discouragement and dejection, Vashti seems beaten by the blank paper before her. It is her defeatist declaration, "I just CAN'T draw," that evokes her teacher's sensitive suggestion.

Once the child takes that very first stab at art, winningly and economically dramatized by Reynolds's fluid pen-and-ink, watercolor, and tea image of Vashti swooping down upon that vacant paper in a burst of red-orange energy, there's no stopping her. Honoring effort and overcoming convention are the themes here.

Everything about this little gem, from its unusual trim size to the author's hand-lettered text, from the dot-shaped cocoons of carefully chosen color that embrace each vignette of Vashti to her inventive negative-space masterpiece, speaks to them.

Best of all, with her accomplishment comes an invaluable bonus: the ability and the willingness to encourage and embolden others. With art that seems perfectly suited to the mood and the message of the text, Reynolds inspires with a gentle and generous mantra: "Just make a mark."

-Kathy Krasniewicz, Perrot Library, Greenwich, CT, Copyright 2003 Reed Business Information, Inc.

NYC Deputy Chancellor's Speech: All Talk?

Today, at a workshop on arts education, the keynote speaker was Dr. Marcia Lyles, Deputy Chancellor for Teaching and Learning at the NYC DOE.

Some of her key points:

We know that learning is in direct correlation with:

• Imaginative thinking.


• Discovery. Allowing students to find things out for themselves and supporting their exploration). Thinking about the things that are important to our students and exploring them together.


• Doing. Understanding through active participation.


• Expression of the individual. Who am I? What do I do best?

She continued, "it is very difficult to learn when you fail."

I agree.

And more: we want "excellence for every child. Every school. It's every child as an individual. I want our children to take ownership over who they are and how they learn."

I agree again.

When asked why the DOE doesn't push an active learning/arts-based literacy component to principals, Lyles answered: "It may not work for every school--there may be another way."

Fair enough, but this isn't what we hear about any other piece of school curriculum.

It all sounds nice, doesn't it. So why aren't we doing it? What happened?

School Funding Shackles Lower Income Students

By perpetuating school finance systems that treat children from different districts so differently—by shackling students to the economic circumstances into which they were born—states are undermining the egalitarian goals of public education and new performance imperatives of NCLB. At the very least, combined state and local funding per student should be equal among districts within each state.

The Education Sector and the University of Washington's Center for Reinventing Public Education (CRPE) have released School Funding's Tragic Flaw, examining local, state, and federal education funding policies. The bottom line? Policies systematically give money to schools and students that have more resources, and give less to those that have less.

First the Federal Government...
The Title I program, which provides money to school districts with high concentrations of poor students, contributes to the funding disparity problem. Title I allocations are dependent upon how much states and districts spend. States and districts with more money spend more money, so they get more federal dollars. States and districts that are poorer and, therefore, have less money to spend, get fewer federal dollars, penalizing poorer states.

Then the States...
Many states have adopted policies—some prompted by lawsuits—to equalize funding between richer and poorer school districts. However, laws allowing local districts to augment state funding with local property tax levies often mean those districts with higher property wealth wind up with more money. Also, when state funds are distributed according to staffing reimbursement formulas, wealthier districts that spend more typically benefit.

And finally, the Locals...
Districts make decisions that determine how funding is distributed among individual schools, especially around budgeting for teachers. When teachers are allowed to choose where they work, they tend to go to lower-poverty schools where working conditions may be better. High-poverty schools typically have less experienced teachers and higher turnover rates, so the average teacher salary is usually much lower in those schools, resulting in significant per-student funding disparities between schools within districts.

"The Surge Against First Graders"

Gary Stager at The Huffington Post draws similarities between Iraq and Bush's Reading First.

He outlines "Faulty Intelligence, Profiteering, Enemies Everywhere, The Surge..."

Underlying Reading First is one of the religious right's favorite issues, phonics instruction. Educators have long understood that some students need help sounding out words while learning to read. However, the "reading wars" is an offensive by neoconservatives and religious fundamentalists convinced that every child learns to read in exactly the same way by being taught 43 phonemic sounds in a lockstep sequence. Some suspect that the promotion of "highly structured, systematic sequential explicit phonics" instruction is a Trojan horse for public school privatization while others suggest that phonics is embraced by religious fundamentalists happy to reduce reading to the literal interpretation of text. Either way, Reading First is the federal government's program for mandating uniform phonics instruction. Any parent who has watched a child spontaneously learn to read must question mechanistic theories of human development that oversimplify complex issues.

Check out The Reading First Study: Interim Report. Summary of outcomes:

• "Reading First did not improve students' reading comprehension.
• "Reading First increased total class time spent on the five essential components of reading instruction promoted by the program.
• "Reading First increased highly explicit instruction in grades one and two and increased high quality student practice in grade two.
• "Reading First had mixed effects on student engagement with print."

It doesn't really work, but at least we got our teachers to spend time on it!

Student Produced Documentaries on Civil Rights

The Digital Legacy Project at Facing History and Ourselves worked with Boston students to create documentaries about Boston's civil rights history by interviewing leaders in their communities.

What was so meaningful about this experience was...being able to meet... I don't want to call them our ancestors but...being able to meet somebody who pretty much changed our lives today, so that we don't live- we wouldn't live the same lives they did in the 60s...."

My favorite: The Struggle for a Good Education with Jean McGuire, Executive Director of the Metropolitan Council for Educational Opportunity, Inc. (METCO). (Only 5 minutes long.)



More on what you'll hear about in the video:

• Boston Freedom Schools
• Operation Exodus
• Boston Busing: Integrating Schools in Massachusetts
• Boston's Busing Battle (Time, 1965)
  
  
  

Teacher Says Goodbye, Thanks to NCLB

In this School Library Journal Op-Ed, Jordan Sonnenblick, an urban teacher, shares why he left the classroom.

An exerpt:

If you’re a teacher, thanks for being braver than I am. Thanks for riding it out when I’m just, well, riding out. And if you’re a parent, please fight for your child. Ask to see your school’s test-materials budget and its library budget. Ask to visit the classroom on a random day, unannounced. Ask whether your kid is getting more or less art than she would have had five years ago. Ask why band practice is at 7 a.m. when it used to be part of the school day. And while you’re mourning the loss of art, music, language, or history, ask the one most damning question of all: What took its place? If you get really riled up by the answer, please consider running for a spot on the school board.

As for me, I’m out. And I’m sorry.

Keep Arts in Schools Webinar: May 29

Keep Arts in Schools will be hosting a webinar featuring Varissa McMickens of The DC Arts and Humanities Education Collobarative and Erin Offord of the Dallas Arts Learning Initiative.

The focus of the conversation will be "Igniting Community Action for Arts Learning."

Immigrations Raids Scare CA Parents

Aggressive immigration agents were spotted near an elementary school in East Oakland, CA. Parents fear that students will be targeted.

Listen to the NPR report here.

Talkin' bout Liberation

Education for Liberation has hosted an online discussion about teaching current events in the social justice classroom.

talkin' bout is an online discussion series that brings together educators, activists and youth to participate in a public conversation on the network website about timely and important topics in liberatory education. From Monday, May 19 to Tuesday, May 20 a panel will answer questions posted to an online discussion board about what teaching current events in the context of Education for Liberation means. The conversation will take place on the website of the Education for Liberation Network (http://www.edliberation.org/). Please join us by posting questions and comments for the panelists andparticipants. This discussion features panelists from organizations and media outlets that publish current events teaching materials including The Nation magazine,IndyKids, Democracy Now! and World Savvy.

Justice Not-Just-Tests Meeting in NYC

Justice Not-Just-Tests Meeting
Monday, May 12
5:00PM
CUNY Graduate Center, Room 5409
Email jnjt@nycore.org for more information.

More about NYCore here.

Yahoo! New Social Networking Site for Teachers

Yahoo!'s new social networking site for teachers: http://teachers.yahoo.com/.

Reflecting Democracy in Education

Great post on Education Policy Blog: Democracy Is a Learning Theory, informed by John Dewey's perspectives.

It turns out that democratic education is considerably more difficult than a form of education that seeks primarily to induct the young into the ways of the old. Dewey spent considerable efforts during his career to try to outline the principles and methods of democratic education, and remained frustrated that many readers of his works seemed unable to escape the tired dualism of an education that is primarily grounded in tradition and one which is primarily aiming to free the myriad possibilities of each child. The best education, Dewey argued, would take account of both the curriculum—taken from the accumulated knowledge and wisdom of intellectual and social tradition—and the child, with his or her creativity, fresh perspective, and lively imagination.

It is important to understand how Dewey’s concept of democracy connects with this nuanced and hard-to-achieve conception of education. Education cannot be considered apart from the conditions of associated living in the society, and such conditions cannot be considered separate from education. Life rooted in “conjoint communicated experience” is inherently educative; young people in a democracy inevitably grow to become participants in shared activities and shared governance; and schools—as institutions explicitly designed to further education—must necessarily be continuously redesigned to serve—and reflect—democracy.

Worth reading: Dewey'sThe School and Society & The Child and the Curriculum

The Rubber Room Movie

Looking forward to watching this...whenever it does come out.

Watch the trailer here.

Education & Conflict

Is any discussion of political issues in schools indoctrination?

Joanne Jacobs highlights the University of Delaware's Residence Life program as having an "agenda" because it will include discussions of: “Stereotyping, Oppression, Prejudice Reduction, Privilege, Heterosexism/ Gay, Lesbian, Bisexual and Transgender Awareness, Racism, Ageism, Sexism, Values Clarification, Multicultural Jeopardy, Classism.”

When we keep the "politics" out of our schools, we silently give a nod of approval to the status quo. Schools aren't places of indoctrination, but places for conversation, interrogation, and transformation. Schools can and should be safe places where we discuss and explore any and all of the above.

Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. --Paulo Freire

Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates to invention. It shocks us out of sheeplike passivity, and sets us at noting and contriving. --John Dewey

Seattle Teacher Rejects Standardize Test

NPR on the Seattle teacher, Carl Chew, who refused to administer the state's standardized test (WASL) to his students.

"If we are training students for a set of specific skills, and that's all we spend our time on, we are casting them into a dead end."

Beyond Tolerance Workshop: May 31

The New York Collective of Radical Educators is sponsoring a one-day workshop on building communities that support core students and teachers:

NYQueer Presents:

Beyond Tolerance:

Building Communities that Support Queer Students and Teachers

Join students, teachers and community organizers for a dialogue and workshop on challenging heteronormative assumptions and combating homophobia and transphobia in NYC schools.

Saturday, May 31st
9:30 AM to 3 PM

NYU Barney Building
34 Stuyvesant St.

*Lunch and a lite breakfast will be provided.*

NYQueer is a NYCoRE working group focused on gender and sexuality as they relate to school communities. The daily pressures of teaching students at any level (K-12) are such that teachers often feel as if they do not have the time, the support, or access to the resources they need for addressing gender and sexuality in the classroom. More specifically, they are unsure how to challenge heteronormative assumptions and combat homophobia and transphobia.

Recognizing the wealth of resources that both individuals and organizations throughout the city have to offer in this area, NYQueer is planning a one day event that aims to unite students, teachers and community organizers for the purpose of building a stronger solidarity network and increasing awareness about existing resources and possibilities.

For more information and/or to RSVP please contact us at NYQueer@nycore.org.

"The Kids Are Alright"

Great post on What I Want to Talk About - Practical Theory.

The blogger is Chris Lehman, Principal of the Science Leadership Academy in Philadelphia. These are his thoughts prior to giving a keynote speech at a technology conference in Oregon.

I want to scream at these folks... I want to shake them up. I want to tell them that we have to stop thinking that business has any idea what schools need to be. I want to tell them that our reliance on test scores will kill innovation and creativity. I want to tell them that every time I go to the exhibit floor at a conference and see more tools for monitoring, accountability and security than I see tools for creativity, creation and collaboration, I see us move one more step away from the dream of what I believe our schools can be.

I want to tell them that the Who had it right. The Kids Are Alright. It's the adults that keep screwing up.

I want to tell them that we have to forget so much of what we think schools are now -- we have to unlearn so much of current educational thinking. And then I want to tell them everything they have to relearn... I want to tell them that we can't look to the future unless we are willing to learn from the past.

I want to tell them that pedagogy matters. That we have to empower, even if that means giving up the soft comforts of security... of filtering... of mandatory curriculum... of lecture.

I want to tell them how much this matters.

I want to tell them that yes, Bill Gates and all the folks yelling and screaming about the broken American system are a little bit right and a whole lot wrong. I want to tell them that yes, our schools have issues and problems, and they aren't perfect. Sadly, they are a reflection of all of us who work in them, and sadly, we often build our flaws right into them.

But I also want to say that those folks have no idea how to fix our schools. And how dare they think they do.

But I want to ask them this... how is it that so many bright people... caring people... dedicated, idealistic people work in our schools, and yet we still have the problems we have.

I want to ask them how a test score matters when kids come to school hungry?

I want to ask them how a lecture matters when kids cannot see a connection between the work of the classroom and the life they see outside the school.

I want to ask them how, given a seven hour work day, we can possibly hope to do everything currently asked of us in the classroom.

I want to remind them that the average School District of Philadelphia high school teacher sees 165 kids in a day. And I want to ask them how they are supposed to do anything caring, meaningful and real in that time.

I want to tell them that technology solves none of this by itself.

None of it.

Not even a little bit. In fact, the way it's being used now, it's making it worse, as online tests and digital "delivery of instruction" command a larger and larger part of the educational-technology landscape.

And then I want to tell them what we have to do.

I want to tell them that schools can't be all things. We have to give up our notion that we can do everything. We can't teach coverage and creativity. We can't assess depth and breadth as our primary focus and have any kind of sanity. We can't tell kids we want them to think for themselves, take ownership, solve the problems of the 21st century, oh and by the way, first you have to take this test that was made by someone you never met and if you don't pass, forget all that stuff.

I want to tell them that we have to question every single system we have in our schools. I want to tell them that everything should be on the table. All of it.

And then, after I say all that, I can talk about SLA. That's less scary, I think.

Amen.

Searching for the Mouse

Looks like an interesting read: Here Comes Everybody: The Power of Organizing Without Organizations.

Here's the author, Clay Shirky, speaking at the Web 2.0 Expo in San Francisco, April 22-25.

Cute story from the talk:

I was having dinner with a group of friends about a month ago and one of them was talking about sitting with his 4 year old daughter watching a DVD.

And in the middle of the movie, apropos nothing, she jumps up off the couch and runs around behind the screen. It seems like a cute moment. Maybe she’s going back there to see if Dora was really there.

But that wasn’t what she was doing. She started rooting around in the cables and her dad said, “What you doing?”.

And she stuck her head out from behind the screen and said, “Lookin’ for the mouse.”
Here’s what 4 year olds know. A screen that ships without a mouse, ships broken.

The moral of the story? Shirky says: "Media that targets you but doesn’t include you may not be worth sitting still for."

I'd add: "Education that targets you but doesn't include you may not be worth sitting still for."

On the Radar: A Few Upcoming Conferences

Hip Hop in Education
Coalition of Essential Schools (CES)
August 13-15, 2008
St. Paul, MN

New England Conference on Multicultural Education (NECME)
October 8, 2008
Hartford, CT

NAME International Conference 2008
(National Association for Multicultural Education)
November 12-16, 2008
New Orleans

Check out the Coalition of Essential Schools Calendar.

Reject your own culture, kids: "You're here. Adopt American values."

Incorporate the lived experience of our students and communities into our schools? "Na", says Arizona State Senator Russell Pearce. And other legislators have actually agreed.

Funny how teaching anything outside of the traditional American white values is considered "indoctrinating." Yet, "to inculcate values of American citizenship" is not?

Find a petition against this Amendment here.

The Arizona Republic reports:

Arizona public schools would be barred from any teachings considered counter to democracy or Western civilization under a proposal endorsed Wednesday by a legislative panel.

Additionally, the measure would prohibit students of the state's universities and community colleges from forming groups based in whole or part on the race of their members, such as the Black Business Students Association at Arizona State University or Native Americans United at Northern Arizona University. Those groups would be forbidden from operating on campus.

The brainchild of Rep. Russell Pearce, the measure appeared as an amendment to Senate Bill 1108, which originally would have made minor changes to the state's Homeland Security advisory councils. The House Appropriations Committee approved the new proposal on a 9-6 vote.

Pearce, a Mesa Republican, said his target isn't diversity instruction, but schools that use taxpayer dollars to indoctrinate students in what he characterized as anti-American or seditious thinking. The measure is at least partially a response to a controversy surrounding an ethnic-studies program in the Tucson Unified School District, which critics have said is unpatriotic and teaches revolution.

SB 1108 states, "A primary purpose of public education is to inculcate values of American citizenship. Public tax dollars used in public schools should not be used to denigrate American values and the teachings of Western civilization."

For schools that violate the anti-Western-teachings provision, the bill provides the state superintendent of public instruction with the authority to withhold a portion of state funding.

Rep. John Kavanagh, a member of the Appropriations Committee, said he hopes the measure helps return cultural studies in the state's schools to a "melting pot" model.

"This bill basically says, 'You're here. Adopt American values,' " said Kavanagh, a Fountain Hills Republican. "If you want a different culture, then fine, go back to that culture."

But Democratic committee members complained that the measure is overly vague, failing to define what constitutes teachings that "disparage or overtly encourage dissent from the values of democracy and Western civilization."

The result, said Rep. Pete Rios, would likely be a chilling effect on public instruction regarding diversity and other cultures.

"There's nothing wrong with being bilingual, bicultural," said Rios, a Hayden Democrat. "I like Mexican music. I like Elvis Presley. I'm bicultural. What's wrong with that? I think kids, students, need to learn about their culture."

What are your thoughts?

Social Justice Teaching Debate on Eduwonkette

Interesting back and forth about "social justice teaching" on Education Week's eduwonkette.

Definitely worth reading the entire three posts on eduwonkette, starting with:What Is Social Justice Teaching, Anyway?

She mentions Sol Stern's article in City Journal criticizing Bill Ayer and social justice teaching. Stern says that Ayers "has a political agenda that, if successful, would make it impossible to lift academic achievement for disadvantaged children." (His social justice teaching agenda, that is.) Bill Ayers is a Distinguished Professor of Education at the University of Illinois, Chicago, and was formerly a Weatherman, a group that emerged out of opposition to the Vietnam War and support for the Civil Rights movement. Stern criticizes:

As Ayers puts it in one of his course descriptions, prospective K–12 teachers need to “be aware of the social and moral universe we inhabit and . . . be a teacher capable of hope and struggle, outrage and action, a teacher teaching for social justice and liberation.” Ayers’s texts on the imperative of social-justice teaching are among the most popular works in the syllabi of the nation’s ed schools and teacher-training institutes. One of Ayers’s major themes is that the American public school system is nothing but a reflection of capitalist hegemony. Thus, the mission of all progressive teachers is to take back the classrooms and turn them into laboratories of revolutionary change.

Bill Ayers responds as a guest blogger on eduwonkette:

The one true assertion he makes about my actual work—and he repeats it several times—is that I am in favor of teaching for social justice. He never explains why that’s a bad thing—Stern favors teaching for social injustice?—but simply calls it the “social-justice teaching agenda.”

So a brief word on schools and social justice: all schools serve the societies in which they’re embedded—authoritarian schools serve authoritarian systems, apartheid schools serve an apartheid society, and so on. Practically all schools want their students to study hard, stay away from drugs, do their homework, and so on. In fact none of these features distinguishes schools in the old Soviet Union or fascist Germany from schools in a democracy. But in a democracy one would expect something more—a commitment to free inquiry, questioning, and participation; a push for access and equity; a curriculum that encouraged free thought and independent judgment; a standard of full recognition of the humanity of each individual. In other words, social justice.

From Sol Stern's guest post on eduwonkette:

Perhaps Stanley Fish put it best: “Teachers should teach their subjects. They should not teach peace or war or freedom or obedience or diversity or uniformity or nationalism or antinationalism or any other agenda that might properly be taught by a political leader or a talk show host.”

Sol Stern suggests that the works of Maxine Greene ,Paulo Freire, Jonathon Kozol, Henry Giroux, and Bill Ayers are the mainstays of teacher education schools, while "among those education writers who are almost never included on course lists are advocates of a knowledge-based and politically neutral curriculum, such as E. D. Hirsch Jr. or Diane Ravitch."

Here appears to criticize the following topics included in one of Ayer's syllabi's:

Ayers offers these comments about the role of K-12 teachers for his course on Urban Education: “Homelessness, crime, racism, oppression—we have the resources and knowledge to fight and overcome these things. We need to look beyond our isolated situations, to define our problems globally. We cannot
be child advocates . . . in Chicago or New York and ignore the web that links us with the children of India or Palestine.” So, not only should public school teachers be working to overcome racism and oppression in Chicago but they should be advocating for the “children of Palestine.” Considering that Ayers’ website includes rants against Israel and Zionism, we can just imagine what he means by that exhortation.

I'm not really sure what is suggested by a politically neutral curriculum - as I believe it is pretty much nearly impossible to be politically neutral in the classroom. Schools are political places.

I agree with Stern in that schools should not be places of indoctrination. Learning should be student centered, and the teacher should support the student journey as they pose problems and come to conclusions. However, this does not mean that the classroom is a neutral place where social justice issues can't be discussed.

To support a status quo, to advocate against "social justice teaching" is equally as political as to advocate for it.

Thoughts?

NYCLU Freedom in Expression Contest for NYC Youth

Pass it on:

The New York Civil Liberties Union is sponsoring its annual Freedom in Expression contest that asks youth to tell their stories, voice their opinions and speak out. Winners will receive cash prizes of up to $1,000.Contestants can enter an essay, a song, a spoken word piece, a poem, visual art, a video, a public service announcement or something even more creative. Entries just need to express views on an aspect of justice in America. The contest is open to all New York City youth younger than 20-years-old and the deadline is coming up! Entries must be submitted by Monday, May 19. For more information and to enter the contest please visit ww.nyclu.org/contest.

Opportunity to See Nobel Peace Prize Nominee Augusto Boal in Action

Worth checking out:

The Brecht Forum, The Center for the Theatre of the Oppressed at The Riverside Church, The Education Ministry of The Riverside Church, The Social Justice Ministry of The Riverside Church, and The Theater of the Oppressed Laboratory (TOPLAB) present:

A Public Performance/Demonstration of Rainbow of Desire, a Theater of the Oppressed technique facilitated by Augusto Boal Tuesday, May 13, 2008 from 7:00 pm to 9:00 pm at the Assembly Hall of the Riverside Church 91 Claremont Avenue *New York City*

See a performance/demonstration of the Rainbow of Desire, one of the techniques of the Theater of the Oppressed. The Theater of the Oppressed, established in the early 1970s by Brazilian director and Workers' Party (PT) activist Augusto Boal, is a form of popular theater, of, by, and for people engaged in the struggle for liberation. More specifically, it is a rehearsal theater designed for people who want to learn ways of fighting back against oppression intheir daily lives.

In the Theater of the Oppressed, oppression isdefined, in part, as a power dynamic based on monologue rather thandialogue; a relation of domination and command that prohibits theoppressed from being who they are and from exercising their basic human rights. Accordingly, the Theater of the Oppressed is a participatory theater and form of popular education that fosters democratic and cooperative forms of interaction among participants. Theater is emphasized not as a spectacle but rather as a language designed to: 1)analyze and discuss problems of oppression and power; and 2) exploregroup solutions to these problems. This language is accessible to all.

Rainbow of Desire is one of the techniques of the Theater of the Oppressed and is similar to a related technique called Cop-in-the-Head. Where Cop uses games and exercises to recognize and confront internalized forms of oppression, Rainbow of Desire deals with conflicting needs, desires and wants within individuals and explores power relations and collective solutions to concrete problems. This is a method and set of techniques that is especially useful for teachers and educators who work with disadvantaged populations, social workers, psychologists and mental health professionals, and community activists and organizers who are involved with marginalized constituencies and constituencies which have traditionally been the victims of bias and discrimination.

Augusto Boal will demonstrate these techniques, assisted by both members of the audience (participation is optional but encouraged!) and by members of a three-day workshop in Rainbow of Desire and Forum Theater techniques being held at the Brecht Forum.

Augusto Boal is a political activist and major innovator of post-Brechtian theater. He served as Artistic Director of the ArenaTheater in Sao Paulo from 1956 to 1971. In the 1970s, he came underattack by the Brazilian government, resulting in his imprisonment,torture and subsequent exile. Boal has lectured, conducted workshops,and mounted productions throughout North and South America, Europe, India and Africa, and has written a number of books, including Theater of the Oppressed; Games for Actors and Non Actors; and The Rainbow of Desire. An
activist in the Brazilian Workers' Party (PT), he presentlyresides in Rio de Janeiro. In 1992, he was elected to the City Councilof Rio, a post he held for four years. Once installed in office, headapted his theater techniques for use in city politics, with somehilarious--and sometimes rancorous--results. Members of the Center forthe Theater of the Oppressed became Boal's City Council staff, andcreated seventeen companies of players practicing "Legislative Theater"throughout the city. Currently, Boal continues to work with the Centerfor the Theater of the Oppressed in Rio de Janeiro and is researchingand formulating a theory of the aesthetics of the oppressed.

If you've been wondering what this work is all about now is the time to find out!

Admission: $10
Free for Brecht Forum subscribers and members of The Riverside Church

"We must emphasize: What Brecht does not want is that the spectatorscontinue to leave their brains with their hats upon entering thetheater, as do bourgeois spectators."--Augusto Boal

Travel directions:
Subway: IRT Broadway/Seventh Avenue #1 local to 116 Street
(ColumbiaUniversity). Walk north along Broadway (passing Barnard College on the left) to 120 Street (also called Reinhold Niebuhr Place). Turn left andwalk one block to Claremont Avenue. The church entrance at 91 Claremont isone half block north of
120 Street on the west side of the avenue.Bus: #4, #5 or #104 to Broadway and 120 Street.

RSVP Here: toplab@toplab.org

Communities in Support of the Khalil Gibran International Academy

Call for justice from the Communities in Support of the Khalil Gibran International Academy:

EDUCATORS, ACTIVISTS AND INTERFAITH LEADERS CALL FOR JUSTICE FOR DEBBIE ALMONTASER

Communities in Support of the Khalil Gibran International Academy released the following statement in response to the April 28, 2008 New York Times story about Debbie Almontaser:

In today's story, the New York Times exposed what the article refers to as a "growing and organized movement to stop Muslim Americans who are seeking an expanded role in American public life." As the story makes clear, Debbie Almontaser was forced to resign as a result of an anti-Arab and anti-Muslim campaign against her and the school. Her forced resignation was not a result of her qualifications as an educator or her perceived ability to be an effective leader of the school.

Rather, the Department of Education succumbed to the bigoted campaign against her despite having selected her as the school's founding principal because of her impeccable reputation as an educator, a bridge-builder and, respected member of the Arab-American community. In the wake of her forced resignation, the City has taken an even more troubling position in regards to Ms. Almontaser which was summarized in a comment from a federal judge during an argument in Almontaser v. Department of Education: "So if a city employee speaks to the press, they're at risk that the press garbles their remarks, and then they get fired? That's quite a position for the City of New York." We urge the Department of Education to right this wrong and to ensure that such bigotry does not dictate educational policy by immediately reinstating Debbie Almontaser as principal of KGIA.

Communities in Support of the Khalil Gibran International Academy (CISKGIA) is a community group of parents, educators and interfaith activists who strongly support the Khalil Gibran International Academy and demand justice for former founding principal, Debbie Almontaser. We were referred to but not named in today's New York Times article by Andrea Elliot. For more information, please visit:
http://kgia.wordpress.com/

Teachers Unite Event May 8

WHY DO WE TEACH?

Revisiting Our Vision of Public Education

Did you want to give back to your community?Did you want to support your students as leaders?Did you want to be a part of public education reform?

Join Deborah Meier and Teachers Unite in a discussion about what brought us to teaching, and what we're fighting for now that we're here.

Deborah Meier has spent more than four decades in public education as a teacher, writer and advocate. http://www.deborahmeier.com/.

This is the final forum in the 2007-2008 series of events where educators relate their experiences in schools to larger political trends. The 2007 - 2008 forums focus on the impact of privatization and the corporate model on classroom life in NYC public schools. Co-sponsored by National Center for Schools and Communities at Fordham University.

Thursday, May 8th

5:00 - 7:00 p.m.

McMahon Hall Lounge, Fordham University

155 West 60th Street (between Columbus and Amsterdam)

RSVP: info@teachersunite.net
Closest subways: 1, A, B, C, D

Nebraska Classroom & Rwandan Genocide "Prediction"

What can happen when we discuss real issues with our students?

NPR's Weekend Edition Saturday, April 26, 2008 · In 1993, Rep. Tim Walz of Minnesota, then a high school geography teacher in Nebraska, had his class do an exercise in which they ended up predicting the Rwandan genocide the following year. Tim Walz and one of his former students, Travis Hoffman, talk with John Ydstie about the prediction.

The original story appears in the NY Times: High School Project on Genocide Was a Portent of Real-Life Events.

“It was different and unusual, certainly not a project you’d be expecting,” Mr. Hofmann, now 31, of Phoenix, remembered recently of the class. “The biggest part was just the freedom to explore things. No matter how abnormal or far-fetched an idea might sound, you can form an opinion. Instead of just going in and having a teacher say, ‘Here’s information, learn it, know it, you’ll be tested on it,’ it was, Here’s an idea, run with it.’ ”

For nine weeks through the winter and early spring that school year, through the howling blizzards and the planting of the first alfalfa on the plains, the class pored over data about economics, natural resources and ethnic composition. They read about civil war, colonialism and totalitarian ideology. They worked with reference books and scholarly reports, long before conducting research took place instantly online.

Most, like Mr. Hofmann, had spent their entire lives in and near Alliance. A few had traveled to Washington, D.C., with the school marching band. A few had driven four hours to Denver to buy the new Nirvana CD. Mostly, though, the outside world was a place they built, under Mr. Walz’s tutelage, in their own brains.

When the students finished with the past, Mr. Walz gave a final exam of sorts. He listed about a dozen current nations — Yugoslavia, Congo, some former Soviet republics among them — and asked the class as a whole to decide which was at the greatest risk of sliding into genocide. Their answer was: Rwanda. The evidence was the ethnic divide between Hutus and Tutsis, the favoritism toward Tutsis shown by the Belgian colonial regime, and the previous outbreaks of tribal violence.

Read the full peice.

More on Debbie Almontaser & the Khalil Gibran School

NY Times: Critics Cost Muslim Educator Her Dream School

The fight against a school in Brooklyn was led by an organized movement to stop Muslim citizens who are seeking an expanded role in American public life.

What do you think about the resignation of Debbie Almontaser as the principal of the Khalil Gibran International Academy?

Take a look at readers' comments on the article. Post your own at the NY Times site, or here.

And we wonder why they hate us. It has nothing to do with our (shrinking) freedoms, and everything to do with religious bigotry ... in the land of the free.

— Mike Hihn, Boise, ID

Recap on Brooklyn Peace Fair

Youth Race, and the Criminal Justice System
NY State Senator Eric Adams of 100 Blacks in Law Enforcement Who Care.

It was a timely discussion given the recent verdict in the Sean Bell hearing.

Senator Adams spoke of his experience as a 15 year old in the 103rd precinct of South Jamaica Queens (the same precinct as Sean Bell's shooting). He was arrested at the age of 15, complied, but was assualted by the police without reason.

He reminded some Long Island University students at the seminar: "The winds of change were never blown by adults, they don't have the lung capacity. They were blown by young people." He spoke of the luxury to talk about nonviolence in a classroom and the responsibility that luxury brings with it.

The discussion mostly centered around the relationships between the "family" of judges, prosecutors, and police--the lack of an independent prosector in the Bell case, how a judge was used rather than a jury, and then onto the Bloomberg administrations gentle quest for social control, and a quota system that continues to push police officers to the brink.

It certainly was a timely and interesting discussion.

Featured Speaker: Debbie Almontaser

Almontaser spoke of the "threats to academic freedom that are making their way to K-12 education." When she began her journey to found the Khalil Gibran International Academy, a dream school that would educate about a language and culture that some viewed as a threat, she found just that - people who were threatened.

Primarily, her speech outlined the sequence of events that led to her resignation: attacks from the right wing blogosphere and press after Almontaser embraced a teachable moment. The NY Post asked her to comment on a t-shirt produced by a group called Arab Women Active in the Arts and Media that said "Intifada NYC." Rather than condmning the word, Almontaser chose to explain the root of the word, which means "shaking off."

I was impressed by Almontaser's ability to criticize the NYC DOE, still her employer.

Just to give a run down of the articles that the Post used to attack Almontaser:

• "City Principal is Revolting: Tied to 'Intifada NYC' T-Shirts" August 6, 2007
• "Shirting the Issue" August 7, 2007
• "Terror Tots in Training" August 9, 2007
• "What's Arabic for 'Shut It Down'?" August 10, 2007

More info about Brooklyn for Peace.

More on Student Military Recruiting Tactics (A Little History)

This is a long one, but here we go:

In this 2004 article, "Military recruiters target schools strategically," The Boston Globe talks to Kurt Gilroy, who directed recruiting policy for the Office of the Sec. of Defense at the time:

Nearly all efforts are aimed at impending or recent high school graduates. But the marketing message is not targeted equally, acknowledged Kurt Gilroy, who directs
recruiting policy for the Office of the Secretary of Defense.

Although the military strives to maintain a presence everywhere "to give everyone an opportunity to enlist if they so choose," he said, it concentrates on places most likely to "maximize return on the recruiting dollar [because] the advertising and
marketing research people tell us to go where the low-hanging fruit is. In other words, we fish where the fish are."

This 2005 Washington Post report explores military recruiting in rural populations.

Many of today's recruits are financially strapped, with nearly half coming from lower-middle-class to poor households, according to new Pentagon data based on Zip codes and census estimates of mean household income. Nearly two-thirds of Army recruits in 2004 came from counties in which median household income is below the U.S. median. All of the Army's top 20 counties for recruiting had lower-than-national median incomes, 12 had higher poverty rates, and 16 were non-metropolitan, according to the National Priorities Project, a nonpartisan research group that analyzed 2004 recruiting data by Zip code.

For information on NYC military recruiting, here's this 2005 article, originally published by the New York Daily News:

Last year, as U.S. casualties mounted in Iraq, only three residents in two neighborhoods of Manhattan's upper East Side - the city's richest area - joined the Army, Air Force or Navy.

Just a few blocks farther north, in a swath of East Harlem, 45 people enlisted.

At the same time, an astounding 113 joined in the Morrisania and Highbridge sections of the South Bronx. Meanwhile, in two zip codes of Brooklyn's poverty-stricken East New York, 116 men and women joined the military.

And in the immigrant neighborhoods of Elmhurst and Corona in Queens, 73 signed up.

That's all according to the Pentagon's own personnel records, which were obtained under a Freedom of Information request and released for the first time last week by the nonprofit National Priorities Project.

This 2007 Gotham Gazette article looks at NYC military recruitment in relation to poverty levels:

...there is an overwhelming military recruiter presence in schools like Christopher Columbus, Harry Truman, Abraham Lincoln, George Washington and Martin Luther King, which mostly serve poor, lower-income students. Recruiters are on these campuses at least every other day and become a constant presence in the students’ lives, he said.

“In the recruiters’ manual there is a lot about school ownership,” Rosmarin said. “They are encouraged to befriend the administration, become coaches for sport teams and organize after-school activities. We hear a lot of instances where recruiters will go as far as taking a student out and buying them lunch. We just want to ensure students are given the right to pursue an education without being harassed and hassled everyday.”

In September 07, The New York Civil Liberties Union (NYCLU) published a report in conjunction with the Manhattan Borough President’s Office: “Military Recruitment at Select New York City Public Schools Violates Students Rights, Report Finds.” The summary of findings and full report are available on the website.

To sum it up:

To be frank, it makes me ill that while some continue to profit off of this war, we continue to recruit the marginalized in our society to fight it, using tactics that are unfair and manipulative. When the major reason that those who do enlist is the absence of other opportunity and an array of closed doors-- there is a problem.

Brooklyn Peace Fair: Tomorrow

The featured speaker is Debbie Almontaser (@ 2:20PM in the Schwarz Gym), founding principal of the Khalil Gibran International Academy. Almontaser is currently the Director of Policy and Planning of Special Projects for NYC DOE, and has worked in NYC Public Schools for 17 years from teaching to professional development. She also facilitates Boal's Theater of the Oppressed work (yay!).

Here is the website. Here's the program of events. The fair is at the Brooklyn campus of Long Island University.

Test Prep Pep....Is this for real?

Education Policy Blog reports on an article in the NEA's Works4Me newsletter. Wow.

We have a pep assembly for the third and fourth graders a couple of days before standardized testing starts. Two teachers pretend they are cheerleaders and shake pompoms as they give a ‘pep’ talk about doing a good job on the tests, getting a good night's rest, etc. We have three teachers sit in desks and pretend to be examples of how not to take the test. One keeps turning around and bothering his neighbor, one cries, and one is not paying attention to directions.”

Another teacher is showing the ‘right’ way to take the test. Breakfast is provided for the students and the teachers/helpers on testing mornings. We also borrow an archway from the local hardware store and put Christmas lights on it with a sign that says, ‘Entering Testing Zone’. We set it up in the hallway that leads to the third and fourth grade rooms. The lights are on whenever we are testing.