Editor’s note: This article responds to analysis New Politics has already published on the Oakland teachers’ strike. In hosting different viewpoints on the strike, New Politics continues its tradition of opening its pages (and now its website) to debates about . . .
Jack Gerson, retired Oakland teacher and former executive board and bargaining team member, analyzes what occurred and why in the Oakland teachers’ strike.
In January 2019, a massive strike of over 30,000 public school teachers stunned the Los Angeles power structure when it received massive, almost unanimous public support, especially in the city’s large Latinx and Black communities. Latinx students now make up . . .
Note: While teachers in Los Angeles Unified School District have voted overwhelmingly to authorize a strike, members of the largest teachers union local in the US, the United Federation of Teachers (UFT) in New York City, are debating a proposed contract settlement. In this guest blog, UFT activist Dan Lupkin explains why he wants the proposed contract to be voted down. We invite other opinions on this debate underway in the UFT. – Lois Weiner
The Zinn Education Project has published a fine response to an article based on Sam Wineburg’s book, “Howard Zinn’s Anti-Textbook.”
Note: In this guest blog, Gerald Coles, known for his work in literacy education and disabilities, describes capitalism's love/hate relationship with public education.
A Forum on the Teachers Rebellion in the United States with Tithi Bhattacharya, Eric Blanc, Kate Doyle Griffiths, Lois Weiner. Edited and introduced by Jeffery R. Webber
Few anticipated a labour upsurge in the United States in early 2018, and fewer still expected a blaze to ignite among teachers in West Virginia, or for it to spread to Oklahoma, Arizona, Kentucky, and Colorado. Ellen David Friedman poses one of the questions which immediately springs to mind: “why is this stunning revolt occurring where unions are weak, where labor rights are thin, and where popular politics are considered to be on the Right?”[1]
Like the Arab Spring, the U.S. “Education Spring” was an explosive wave of protests. Statewide teacher walkouts seemed to arise out of nowhere, organized through Facebook groups, with demands for increased school funding and political voice for teachers. Though the walkouts confounded national media outlets, which had little idea how to explain or report on the movements, for parent and teacher activists who have been organizing against reforms in public education over the past four decades, the protests were understandable, if unexpected. What was surprising was their breadth of support (statewide), their organizing strategy (Facebook), and their breathtakingly rapid spread.
Reflecting on the days I spent as a delegate during the AFT national convention in Pittsburgh (held July 13-16), I was reminded of the fall of the Berlin Wall and the collapse of Soviet Communism in 1989-90. No one predicted it, and it seemed to come out of nowhere. But peace activists in the West who organized international support for struggles of dissidents in the Soviet Union and Eastern Europe saw the social ferment.
When I write for New Politics, I tag my blogs with key words. I wonder how many other Left publications include "teachers unions" under "labor" or include "education" as a separate topic and run critical analyses—as we do?
Teachers in Oklahoma and Kentucky massed in their respective state capitols on April 2, to demand GOP legislatures revoke bills damaging to education passed in virtual stealth. The spark plug in Kentucky is a group of activist parents with teachers, #SaveOurSchools Kentucky. In both states the movement has been organized outside the official teachers unions, using social media as well as traditional organizing techniques of talking with colleagues and neighbors about the issues. Another struggle of teachers is simmering, near boil, in Arizona.
Not an April Fool’s joke. Here are the facts: Four days ago (March 29) the ultra-conservative Dean of the Montpellier University Law School was summoned to police headquarters, interrogated, hauled into court, and held over in jail for arraignment by the Chief Prosecutor – all on the complaint of nine student strikers, who claim to have been brutally assaulted with Dean Philippe Pétel’s active complicity while ‘occupying’ a school auditorium.
The call to “arm the teachers” started as another stink bomb President Donald Trump lobbed into the crowd at a conservative rally. But somehow, the concept cycled through the 24-hour news loop and, within a few hours, became a ubiquitous meme. Now, the morally repugnant idea of gun-toting teachers in America’s schools has taken center stage in the nation’s macabre debate on gun safety.
As the AFL-CIO holds its day of action across the US, protesting what has been cast as a likely loss in the Janus case, which the Right intends to use to destroy labor and the Left, a movement of school employees in West Virginia is showing organized labor what it means to be a union without the right to strike and without collective bargaining.
In its January meeting, after a pro-forma discussion, the Delegate Assembly of the UFT (United Federation of Teachers), which still has the legal right to bargain collectively on behalf of New York City's teachers, voted down a resolution to work with community groups to support Black Lives Matter in the schools in February. LeRoy Barr, UFT's assistant secretary, co-staff director, and Chairperson of the Unity Caucus, gave the UFT leadership's rationale for rejecting the motion. Support for BLM was, he contended, a splinter issue, divisive, at a time when the union had to stay focused on what was key, the Janus decision and the threat to collective bargaining rights.
Sarah Chambers is an award winning special education teacher in Chicago’s Saucedo Academy. Sarah is a local leader a national figure in the fight to defend and transform public education against the corporate education reform attack. She is a relentless advocate for special education students and LGBTQ students. Sarah is a published author, organizer, and speaker on issues of education reform and social justice.
During the Chicago Public Schools (CPS) spring break, Sarah Chambers, beloved to her special needs students, well-known (to staff and parents of her school), notorious (to CPS labor relations officials), received a letter saying she was suspended and had to stay away from the school. Though Sarah was an early member of the Caucus of Rank and File Educators (CORE) that is now the CTU’s elected leadership, she remained a teacher of special needs kids who represents her school in the House of Delegates and serves on the union’s Executive Board.
The situation at the University of Puerto Rico is framed within a context of a 10-year economic depression and unsustainable debt crisis, which was meant to be remedied by the 2016 Puerto Rico Oversight Management Economic Stability Act (PROMESA), signed by President Obama, and its federal Fiscal Control Board (Junta de Control Fiscal, the word Junta in Spanish is politically charged). Similar to what was presented at the conference this weekend regarding Greece, South Africa and Mexico, the public university became, throughout the second half of the twentieth century, a vehicle by which many people have escaped poverty.
Public education is truly at a crossroads in the US, as are both the American Federation of Teachers (AFT) and the National Education Association (NEA).
