Yesterday Shows Another Day Is Here
Once you were children. If you did not read The Carrot Seed or Harold and the Purple Crayon, probably your children or your friends’ children did. You might have learned internationalism from The Big World and the Little House, or cultural relativism from Who’s Upside Down?, or freethinking and obstinacy from Barnaby. If you did not, it is likely your friends and future comrades did. What you might not have learned is that all these children’s books (and many other progressive favorites) were authored by one or the other or both members of a couple whose left politics inflected their work.… Philip Nel—the editor, with Julia L. Mickenberg, of Tales for Little Rebels: A Collection of Radical Children’s Literature…—has devoted himself to rescuing twentieth-century radical children’s literature and its authors from relative oblivion.… | more |
Dispelling Three Decades of ‘Educational Reform’
One of the more remarkable public relations successes of the past two decades can be seen in the way neoliberals, and other supporters of an unfettered market economy, have portrayed their school reform efforts as in the interest of people otherwise excluded from the economy and the political process. A widely viewed film like Waiting for Superman, with its vilification of educators and public schools, suggests that only through the expansion of competition and privatization can the children of black and Latino working-class families be given learning opportunities that will allow them to participate in the American Dream. Thirty years ago, it was progressive educators and policymakers who stood by this constituency, arguing that schools were not fulfilling their social responsibility in providing an equitable education for all children. Now such educators and policymakers are portrayed as the defenders of a status quo that has failed to meet the needs of lower-income and non-white students.… Pauline Lipman’s 2011 volume, The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City, with its careful, on-the-ground examination of recent school reform efforts in Chicago, provides a comprehensive and illuminating analysis of how this has happened along with ways to circumvent policy initiatives that are eroding the integrity of an educational system that for a century-and-a-half has been a defining feature of U.S. life and democracy.… | more |
Monthly Review Volume 65, Number 2 (June 2013)
The U.S. working class was slow to respond to the hard times it faced during and after the Great Recession. Finally, however, in February 2011, workers in Wisconsin began the famous uprising that electrified the country, revolting in large numbers against Governor Scott Walker’s efforts to destroy the state’s public employee labor unions. A few months later, the Occupy Wall Street movement spread from New York City to the rest of the nation and the world. Then, in September 2012, Chicago’s public school teachers struck, in defiance of Mayor Rahm Emanuel’s attempt to destroy the teachers’ union and put the city’s schools firmly on the path of neoliberal austerity and privatization.… One thing that these three rebellions had in common is the growing awareness that economic and political power in the United States is firmly in the hands of a tiny minority of fantastically wealthy individuals whose avarice knows no bounds. These titans of finance want to eviscerate working men and women, making them as insecure as possible and totally dependent on the dog-eat-dog logic of the marketplace, while at the same time converting any and all aspects of life into opportunities for capital accumulation.… | more |
For nine days in September, Chicago belonged to the teachers, school paraprofessionals, and clinicians. On September 10, 2012, 26,000 members of the Chicago Teachers Union (CTU) went on strike. It was the first teachers’ strike in Chicago in twenty-five years. While public and private sector unions have taken concessions and capitulated to cuts in wages, benefits, seniority rights, job protections, and much of what was won by the labor movement in the twentieth century, the CTU stood up to Mayor Rahm Emanuel, the Commercial Club of Chicago, and the billionaire hedge-fund managers who have set out to break teachers’ unions and dismantle public education.… | more |
Beating the Neoliberal Blame Game
Teacher and Parent Solidarity and the 2012 Chicago Teachers' Strike
As Chicago Teachers Union President Karen Lewis made her Sunday late-night announcement that the city’s teachers and paraprofessionals would stage their first strike in twenty-five years, my husband and I were waiting to be interviewed by a local television station to capture our live reaction.… The reporter asked us what were going to do with our kids during the strike. We said that we were bringing our children to our school’s strike line the next day to support our teachers and to teach our children what it means to stand up for yourself in a democracy. We criticized the mayor for supporting test-based pay since tying teachers’ performance to high-stakes tests forces them to narrow the curriculum and teach to the test. We also trashed the mayor’s assertion that class size doesn’t matter and asked if the mayor would want classes of thirty-five or more for his own children.… The interview was absolutely nerve-racking, but when it was over, we were happy that we were able to send that message. As soon as the camera was turned off, the reporter got word from his producer that he “blew it.” Apparently, we were supposed to portray the inconvenienced parents upset with striking teachers. The news producer wanted us to blame the teachers for this impasse in this contract fight, but we did not. We did not play by the rules of their blame game.… | more |
The Chicago Teachers’ Strike and Beyond
Strategic Considerations
Last September’s Chicago teachers’ strike raises critical strategic questions for all progressives and socialists seeking to resist the relentless neoliberal austerity attacks against working people and their communities.… [While in many ways it was a success,] it must be frankly recognized that the CTU’s contract campaign, which culminated in the seven day strike, fell short of achieving its ambitious goals at the contract table. In particular, it was unable to: significantly slow the mayor’s crusade to close scores of schools; halt district funding for mostly non-union, privately run charter schools; stop the lengthening of the school day and year without adequate employee compensation; or prevent the establishment of a teacher evaluation system based to an important degree on unreliable student scores on standardized tests. These less-than-optimal results deserve serious analysis, especially in light of the local’s herculean efforts to transform CTU from a classic, conservative business union to a progressive, even radical, organizing union. Could the strike have achieved more if other strategic choices had been made? Were some demands simply unwinnable?… | more |
When “Teachers Want What Children Need”
Reconciling Tensions in Teachers’ Work and Teacher Unionism
“Teachers want what children need—or do they?” Questioning—and rejecting—the slogan used by the American Federation of Teachers (AFT) to fight for collective bargaining in the 1960s, David K. Cohen, a contributor to Socialist Revolution, in 1969 dismissed the progressive potential of teachers’ unions. This article revisits the AFT’s slogan and Cohen’s question, examining tensions between “what teachers want” and “what children need.” The history of U.S. teacher unionism supports the argument that when teachers’ unions adopt a “social movement” orientation and press against the confines of the scope of bargaining embedded in collective-bargaining agreements, the unions minimize tensions between teachers’ rights to organize as workers in defense of their material interests and the unique political and social responsibilities of their work.… | more |
Though the U.S. ruling class is divided on some issues—how quickly to attack Iran, how much to cut Social Security and Medicare, whether homosexuals should be tolerated or treated as the spawn of Satan—they are united on one thing: the need to “reform” the public school system. “Reform” means more tests, more market mechanisms, and fewer teachers’ unions.… The agenda has deep bipartisan roots.… | more |
Monthly Review Volume 64, Number 8 (January 2013)
As Fred Magdoff notes in his article in this issue, the Royal Society of London—one of the world’s oldest (founded in 1660) and most respected scientific bodies—declared in its 2012 report, People and the Planet, that the environmental threat to the planet as a place of human habitation is now so serious that it is necessary for humanity to “develop socio-economic systems and institutions that are not dependent on continued material consumption growth.” In other words, a radical break with capitalism’s laws of motion is called for.… Behind this startling conclusion on the part of the Royal Society lies a nascent revolt of climate scientists against the dominance of capitalist economics in determining climate-change policy.… | more |
In 1929 Bronislaw Malinowski, the primogenitor of twentieth century anthropology, published an article extolling the merits of his science in the process of colonial administration.… It was essentially a fundraising pitch for the Institute, which was seeking a subsidy from the Rockefeller Foundation by demonstrating the workaday virtues of what was until then an obscure discipline with little apparent importance to the vast powers stretching outward from the heart of capitalism to envelope the world. Eight decades later anthropology’s quest for investment perseveres…. Yet the tables have strangely turned: it is now imperial powers, cash in hand, which turn to a reluctant anthropology, seeking scientific means of domination through a form of cultural warfare. In Weaponizing Anthropology, David Price documents the latest form of blood alimony proffered by the custodians of empire to the discipline which was once styled the “child of western imperialism.”… | more |
Monthly Review Volume 64, Number 6 (November 2012)
From September 10–18, 2012, …[the] rank-and-file-led Chicago Teachers Union went on strike in what is the third-largest school district in the nation with some 350,000 students.… Working-class communities in Chicago came massively to the aid of the strikers. More than a strike simply over wages, teachers were fighting against the corporatization, privatization, and degradation of schools, including: education cutbacks; school closings; teacher layoffs; merit-based pay and removal of teacher-seniority protections; loss of benefits; increased class sizes; shortages of textbooks and equipment; longer school days and longer working hours for teachers; excessive testing; teacher evaluation based mainly on student test scores…; the imposition of an increasingly standardized, corporate-derived curriculum; the charterization of schools; and a highly segregated school district.… The Chicago teachers won a number of partial victories as a result of the strike…. This struggle over elementary and secondary education…is at the very heart of class/social conflict in the United States today. Moreover, neoliberal attacks on public education are now occurring on a global level. Consequently, we intend to devote added attention to the battle over K–12 education in future issues of MR.… | more |
Monthly Review Volume 64, Number 5 (October 2012)
In universities today research, promotion, and tenure are increasingly based on publication in peer-reviewed academic journals. These journals are supposed to constitute the highest level of intellectual inquiry in the disciplines they represent. Yet, they are being transformed more and more into commodities subject to capitalist market conditions, subverting their purpose. Academic journal publication is now an oligopolistic industry with the five biggest commercial publishers accounting for about 40 percent of a $10 billion sector. Commercial academic journal publishers charge between three and nine times as much per page as scholarly society journals. Between 1970 and 1997 academic journal prices increased by a factor of thirty, growing by an average annual rate of more than 13 percent. Consequently, commercial publishers in this sector are currently reaping outsized profit margins on the order of 30–40 percent.… Given the growing monopolistic nature of academic journal publishing conflicts are inevitably deepening between the editors and authors, on the one hand, and the corporations that publish these journals, on the other.… | more |
Cuba is remaking medicine in a remarkable diversity of cultures in Latin America, the Caribbean, Africa, Asia, and the Pacific Islands. Its efforts go far beyond providing medical care to other parts of the world as a Western approach might limit itself to doing. The Cuban project develops bilateral agreements with host countries to rethink, redesign, and recreate medicine.… | more |
Khalil Gibran International Academy: Racism and a Campaign of Resistance
This article appears in two parts. “The Story of Khalil Gibran International Academy” is Debbie Almontaser’s account of the anti-Arab and anti-Muslim hysteria that was whipped up when she helped found the first Arabic Dual Language public school in New York City. Instead of backing her against the attacks, the Department of Education turned on Almontaser and forced her to resign. However, she fought in the courts, who in the end ruled in her favor. Donna Nevel’s “The Campaign of Resistance” describes the organizing campaign that emerged in support of Almontaser, which was a coalition of Arab, Muslim, Jewish, immigrant, labor, and peace groups. They engaged in extensive outreach and mounted a media-intensive counterattack in defense of the school and its principal. … | more |
July-August 2011, Volume 63, Number 3
For MR this [special issue] represents only a starting point and we hope to continue to address the education question in future issues—not only in relation to the United States but also globally. Except for the crucial, concluding essay on Cuban education, provided by Ricardo Alarcón (President of Cuba’s National Assembly of Peoples’ Power), which points to what can be achieved in the realm of education once the barriers represented by capitalist society are removed, all of the articles in this special issue are concerned with the changing context of schooling in the United States. This is not meant, however, to ignore the rest of the world, but to constitute a warning of what may be in the offing for much of the global population—since the United States is the fountainhead of neoliberal policy.… It is clear…that education is under fire within much of global capitalist society.… Yet, the global struggle in this area is only just beginning and remains undetermined. The final outcome will depend to a considerable degree on the actions we take now.… | more |
Education Under Fire: Introduction
Education at the beginning of the twenty-first century is in crisis and contestation. The economic instability of capitalism—reflected in the slowdown in the economic growth trend since the mid-1970s, worsening financial crises, and the growth of draconian neoliberal policies—has had the effect of further compromising a capitalist educational system already beset with problems.… The conflict over the agenda of the powerful with respect to schools is increasingly apparent. On the one side we find: privatization; drastically lowered expectations for students and families; the demonization of teachers; zero-tolerance as a cat’s paw for surveillance and control; sort-and-punish curricula; a culture of obedience and conformity; and narrowing definition of learning as job-training and education, i.e., as a product to be bought and sold in the market. On the other side we find: a growing fight-back based on the principle that all human beings are of incalculable value and that life in a just and free society must be geared toward and powered by a profoundly radical idea: that the fullest development of all human beings—regardless of race or ethnicity, origin or background, gender identity, ability or disability—is the necessary condition for the full development of each person; and, conversely, the fullest development of each is the condition for the full development of all.… | more |
Schooling in the twenty-first century United States is not the product mainly of educational philosophies and resources—together with whatever imagination and initiative that teachers, students, parents, and communities can bring to bear. Instead, it is dominated by the changing demands of capitalist society for an increasingly stratified and regimented workforce. In the first article in this section, John Bellamy Foster analyzes the political economy of education in capitalist society; the relation of this to the evolution of U.S. schools from the early twentieth century on; and the current corporate reform movement aimed at the restructuring and privatization of education—symbolized by the Bush No Child Left Behind and the Obama Race to the Top programs.… | more |
Education and the Structural Crisis of Capital
The U.S. Case
Today’s conservative movement for the reform of public education in the United States, and in much of the world, is based on the prevailing view that public education is in a state of emergency and in need of restructuring due to its own internal failures. In contrast, I shall argue that the decay of public education is mainly a product of externally imposed contradictions that are inherent to schooling in capitalist society, heightened in our time by conditions of economic stagnation in the mature capitalist economies, and by the effects of the conservative reform movement itself. The corporate-driven onslaught on students, teachers, and public schools—symbolized in the United States by George W. Bush’s No Child Left Behind (NCLB) legislation—is to be explained not so much by the failure of the schools themselves, but by the growing failures of the capitalist system, which now sees the privatization of public education as central to addressing its larger malaise.… | more |
Education: The Great Obsession
We are reprinting this essay by Grace Lee Boggs from the September 1970 issue of Monthly Review with only slight editing because of the historical perspective it offers and what we regard as its direct importance to the present struggle over public eduction.… | more |
