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Posts Tagged ‘corporate ed reform’

Summer issue coverThe Library that Target Built,” by teacher-librarian Rachel Cloues, reveals what happened when Target donated a library “makeover” to a San Francisco elementary school: the district’s anti-branding policy wasn’t enough to keep the students from being engulfed by corporate messaging.

Rethinking Schools’ summer 2014 issue, “Targeting Books and Films.”  asks how are media affecting students, and how can we engage students to explore social justice themes?

In “‘May the Odds Be Ever in Your Favor': Teaching Class and Collective Action with The Hunger Games,” Elizabeth Marshall and Matthew Rosati base a role play on the wildly popular novel in order to deepen students’ understanding of social class and its impact on alliances and resistance.

Then Linda Christensen shows how she uses Myrlin Hepworth’s  poem “Ritchie Valens” to teach cultural history, “raise the bones” of a biographical poem, and inspire students to write their own poetry. You won’t want to miss her article, “Singing Up Our Ancestors.”

On the policy front, we are honored to share “Colonialism, Not Reform: New Orleans Schools Since Katrina.” This interview with parent activist Karran Harper Royal is a disturbing warning for parents and educators everywhere.

Other articles in this issue include:

Disarming the Nuclear Family” by Willow McCormick. Most children’s books-even those with animals as the protagonists–portray families with two heterosexual parents. A 2nd-grade teacher has her students create a book that represents their own more diverse families.

Image for Disarming the Nuclear Family

Illustration: Christiane Grauert

12 Years a Slave': Breaking Silences About Slavery” by Jeremy Stoddard. A teacher educator puts the award-winning 12 Years a Slave in the context of other films used to teach about slavery.

Independence or Catastrophe? Teaching Palestine through multiple perspectives” by Samia Shoman. A social studies teacher uses conflicting narratives to engage students in studying the history of Palestine/Israel, focusing on the events of 1948.

Carbon Matters: Middle school students get carbon cycle literate” by Jana Dean. A 6th-grade teacher uses the carbon cycle to help students understand climate change. Along the way, she deals with a parent who wants her to give equal time to “climate change is a myth.”

Articles in Spanish

Three articles in this issue also appear in Spanish:

La biblioteca que construyó Target  Por Rachel Cloues, traducido por Nicholas Yurchenco. Cuando Target le donó a una escuela primaria en San Francisco la remodelación de su biblioteca, la política del distrito en contra de las marcas no fue suficiente para impedir que los estudiantes fueran bombardeados por mensajes corporativos.

El desarme de la familia nuclear Por Willow McCormick, traducido por César Peña-Sandoval. La mayoría de libros para niños–hasta los que usan animales como protagonistas–retratan a las familias con dos padres heterosexuales. Una maestra de 2do grado pide que sus estudiantes creen un libro que represente la diversidad de sus propias familias.

“Que las probabilidades estén siempre a su favor” Enseñar sobre las clases sociales y la acción colectiva a través de Los juegos del hambre (The Hunger Games)Por Elizabeth Marshall y Matthew Rosati, traducido por Shireen Cotterall. Los juegos del hambre se usa como base para una dramatización que profundiza el conocimiento de los estudiantes sobre la clase social y cómo esta impacta las alianzas y la resistencia.

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June 26, Rethinking Schools editor Wayne Au spoke at a Seattle rally protesting the role of the Gates Foundation in public education: “Educating the Gates Foundation.” The rally was sponsored by Washington BATS (Bad-Ass Teachers) and Washington Save Our Schools. This is the speech he delivered at the rally. 

Educating the Gates Foundation Rally Remarks

by Wayne AuWayne Au

Good evening. I’m here tonight because I am deeply concerned. I’m concerned that public education is rapidly becoming privatized. I’m concerned that we are all part of a grand experiment, one that is hurting kids and communities. I’m concerned that we are losing democratic, public accountability in public education. I’m concerned with the state of public education reform and the role of Bill Gates and his foundation.

 

You see, right now Gates and his foundation are pushing an entire set of public education reforms like charter schools and vouchers, high-stakes, standardized testing, and using tests for teacher evaluation. We are getting this set of reforms purely because he and his foundation have leveraged vast financial resources to influence and negotiate politics. They are doing this despite all countervailing evidence, and they are doing this with no democratic accountability.

 

And that is just the thing. While Gates and his foundation tinker around with charter schools, high-stakes testing, the Common Core, and the junk science of using tests to evaluate teachers, they avoid the central and most important issue that impacts educational achievement: poverty.

 

But Gates and the Gates Foundation aren’t hearing that. As far as I can see, they are not about actual educational equality and equity. Instead they seem to be about opening up public education to the marketplace.

 

In fact, Gates has said as much. Back in 2009 in the run up to the Common Core, Gates said the following:

When the tests are aligned to the common standards, the curriculum will line up as well—and that will unleash powerful market forces in the service of better teaching. For the first time, there will be a large base of customers eager to buy products that can help every kid learn and every teacher get better.

 

I find this ironic. It seems to me that Gates wants to fix inequality in public education by relying on the same market forces responsible for the crisis in housing, the crisis in medical care, the climate crisis, the massive wealth gap, and the increase in the schools-to-prisons pipeline for youth of color, amongst other national travesties.

 

And all of this has me concerned because in many ways you and I and our children are unwillingly part of a grand experiment in education reform. Back in September of 2013, Gates himself said, “It would be great if our education stuff worked, but that we won’t know for probably a decade.” These folks pushing these reforms do not know if they will work, but they are willing to experiment on an entire generation of children.

 

And this raises another issue that we must contend with: institutionalized racism. We know that the system of public education does not serve low-income black and brown kids like it should. Unfortunately, here in Seattle we are a great example of this given the low achievement and disproportionate discipline rates for students of color. But the question we have to ask ourselves is this: “Have these corporate styled reforms like charter schools and high-stakes testing actually improved the conditions of education for the least served?”

 

On the whole the answer is “no.” Low-income students of color have had their curriculum gutted because of the tests. They are far more likely to experience scripted instruction and rote learning purely to prepare for the tests. They are far more likely to have art, recess, music, physical education, and even science and social studies cut in preparation for the tests.

 

And despite their never ending promises, the charter school sector has continued to find ways to keep out English Language Learners and students with disabilities, expel or counsel away low performing kids of color, maintain intense racial segregation, and NOT, I repeat, NOT out perform regular public schools in terms of overall achievement.

 

Given that both failure on high-stakes tests as well as expulsion and suspension from school greatly increase the chances of students to get caught up in the criminal justice system, I would argue that these reforms contribute directly to the racism of the schools-to-prisons pipeline.

 

In this way low-income black and brown students of color are the ultimate guinea pigs for the Gates experiment in public education reform, and I think it is ethically, morally, and politically reprehensible that wealthy elites feel so free to experiment on our kids.

 

This is especially true given that Gates’ own children have not had to face any of his own reforms. In fact, I want all of our children in public schools to have what Gates’ children have had.

 

Take Lakeside Schools, where his kids have attended. They had small class sizes, a large, well endowed library, top notch facilities, and a rich curriculum. These things seem to work for children of the elite. Don’t the rest of our children deserve them as well?

 

Lakeside students also don’t have to take 5, 6, 7, or 8 high-stakes, standardized tests a year. As my dear friend and education activist Jesse Hagopian says, we could say the boycott of high-stakes testing in Seattle really started at schools like Lakeside because the rich have rejected having their children take these tests for years: They just sent them to elite private schools.

 

I also want all of our kids to have some other things those Lakeside students have, like food security, a stable home to live in, jobs for their parents that pay livable wages, access to free or affordable healthcare…You know, all the basic human rights that the rich can afford and, increasingly, the poor cannot.

 

If Gates and the Gates Foundation really want to start increasing the achievement of low income and students of color, and if they are unwilling to have the real conversation about growing race and class inequality in this country, then I’ve got a suggestion: Fund a nationwide campaign for the implementation of Ethnic Studies. We’ve got research that shows that Ethnic Studies, like the program that was banned by conservatives in Tucson, Arizona, contributed greatly to positive educational outcomes and college attainment of students of color there. In that program students learned about their cultural histories and identities, and they learned about institutional racism in this country.

 

But I doubt we’ll see any Gates-funded campaign for Ethnic Studies because it doesn’t have the right kind of politics.

 

Speaking of politics, as the Seattle Times reported, Bill Gates recently said that, “These are not political things,” and that he’s merely supporting research about making education more effective. I’d like to close my speech tonight by pointing out how this statement rings hollow in so many ways.

 

For instance, we have ample research on the critical impact of smaller class sizes, the importance of culturally relevant practices, the fallacy of using test scores to evaluate teachers, the increased inequity produced by charter schools, the harmful effects of high-stakes, standardized testing, and the central role poverty plays in educational achievement. But Gates and his foundation don’t care to listen to any of this. They have their own agenda for public education, and they are wielding their mighty resources to advance this agenda with disregard of sound critiques or public deliberation.

 

Gates’ statement also rings hollow because these are all political things. Poverty is a political thing. Institutionalized racism is a political thing. High-stakes testing is a political thing. Charter school policy is a political thing. Private school vouchers is a political thing. All curriculum, especially the Common Core, is a political thing. Teachers’ rights to due process and protections provided by union contracts are political things.

 

When you attack public education and try to reshape it along the lines of private industry, and you do it with no democratic accountability to the public, THAT is a political thing. Every aspect of education policy is a political thing, and it is ignorant of Gates to think or say otherwise.

 

But that is why I am standing here tonight. That is why you are here as well. We all know better. We all know that public education is a political thing, and we all know that public education is a political thing worth fighting for. We can win this fight. Together we can remake our schools in ways that actually meet the social, cultural, and academic needs of ALL of our children. We can resist the privatizers like Gates. We can put the Public back into public education.

 

Thank you.

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Oops!  We scheduled this to post on Saturday, but something went awry. Now we’re a few days late, but we think these links are still worth a look. 

We like sharing interesting news, insightful opinions, activist victories, and actionable curriculum via Facebook, Twitter, and of course through our magazine and books.

We thought why not collect some of our favorites ideas, opinions, and stories in one place each week. It gives you a peek at what piques our interest, and gives us the opportunity to revisit the news that’s shaping our profession and the public debate about education.

Let us know what you think of this idea in the comments, and feel free to add to our list there as well.

Speaking “Mexican” and the use of “Mock Spanish” in Children’s Books (or Do Not Read Skippyjon Jones) by Dolores Inés Casillas via Sounding Out! Librarian and Rethinking Schools contributor Rachel Cloues alerted us to this thoughtful critique of the Skippyjon Jones series.

Post-patriarchy? We Still Have Much to Learn (and Teach) by Jody Sokolower  via Common Dreams. What started as a post here on our blog ended up at one of our favorite news and opinion sites.

Charter Schools Fail: New Report Calls Their ‘Magic’ Into Question, by Jeff Bryant, via Common Dreams. Bryant writes “In even the most casual treatments of education, charter schools are now regarded by many as a given “improvement.” (For those of you who watch NBC’s “Parenthood,” you saw that in this season’s episodes.) Bryant calls this glib pro-charter propaganda into question.

Teaching Untold Stories About Asian Pacific American Heritage Month by Moé Yonamine via Zinn Education Project. By now, many of us have heard of the Japanese American internment in the US during World War II. But very few of us know anything about the U.S.-ordered internment of Japanese Latin Americans — 2,300 individuals from 13 Latin American countries who were forcibly brought to the US and imprisoned during the war.

Pearson Wins Major Contract From Common Core Testing Consortium by Sean Cavanaugh via Education Week. We want to make clear that we don’t really “like” this link, but include it because it unfortunately confirmed our beliefs about the CCSS. For those who think the CCSS is an earnest and sincere attempt to improve schools, think again.

Rethinking Cinco de Mayo, by Sudie Hofmann via Zinn Education Project. As one person commented on our Facebook page after seeing this article, “Less beer. More truth.”  Need we say more? Read it.

Louis C.K. Takes Aim at Common Core… And We’re All Smarter for It, by Diane Ravitch via Common Dreams. Even we can’t resist pop culture sometimes. “My kids used to love math. Now it makes them cry. Thanks standardized testing and common core!”

Whitewash: How ‘The New York Times’ Just Rewrote the History of Sports, by Dave Zirin via The Nation. “From boxer Muhammad Ali to the Donald Sterling saga, Timothy Egan’s recent New York Times op-ed is a whitewash of the progressive history of sports.” 

Last year, 25 hedge fund managers earned more than double every kindergarten teacher combined by Matthew Yglesias, via Vox. Who doesn’t love an occasional interesting factoid? Can you say ‘Capitalism run amok?’

Chicago Teachers Union votes to oppose Common Core Standards by Becky Schlikerman via Chicago Sun-Times. New York teachers have taken this bold step as well (and need our support, by the way). Who’s next?

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We like sharing interesting news, insightful opinions, activist victories, and actionable curriculum via Facebook, Twitter, and of course through our magazine and books.

We thought why not collect some of our favorites ideas, opinions, and stories in one place each week. It gives you a peek at what piques our interest, and gives us the opportunity to revisit the news that’s shaping our profession and the public debate about education.

Let us know what you think of this idea in the comments, and feel free to add to our list there as well.

abolition-earthday-posters4An Earth Day Message: Take Heart from the Abolition Movement, by Bill Bigelow. April 22 was Earth Day, and Rethinking Schools curriculum editor (and resident environmental justice expert), penned this column for our Zinn Education Project’s “If We Knew Our History” series.

DeColores: The Raza Experience in Books for Children, maintained by Rethinking Schools contributor Beverly Slapin. A blog filled with astute reviews and essays. Teachers and parents — and anyone who reads — will find the blog to be a valuable resource.

Protecting Classrooms from Corporate Takeover: What Families Can Learn from Teachers’ Unions, by Amy B. Dean, via Yes! Magazine. The Milwaukee Teachers’ Union, led by its president and one of the founding editors of Rethinking Schools Bob Peterson, is prominently featured in this well done article.

Teachers Are Losing Their Jobs, But Teach for America’s Expanding: What’s Wrong With That?, by Alexandra Hootnick, via The Nation. The Nation has reliably good coverage on big education issues. Don’t miss the special focus on Teach for America in the spring issue of Rethinking Schools, too.

Jim Crow in the Classroom: New Report Finds Segregation Lives on in U.S. Schools, via Democracy Now! This segment features an interview with journalist Nikole Hannah-Jones, whose multi-part investigation “Segregation Now: Investigating America’s Racial Divide” can be found at ProPublica.

Americans Who Tell the Truth: Dave Zirin portrait, by Robert Shetterly. Our favorite sports journalist Dave Zirin was deservedly honored by Americans Who Tell the Truth with one of Robert Shetterly’s incredible portraits. Read about his accomplishments and view the portrait at this link.

Duncan Withdraws NCLB Waiver from Washington State, via the inimitable Diane Ravitch. This news caused quite a stir when we posted it on our Facebook page on Thursday, and rightly so. Ravitch provides a good explanation of what this means and its implications for public schools nationwide. The corporate-led school privatization movement marches on…

Pearson Pays $7.7 Million in Common Core Settlement, by Lindsey Layton via The Washington Post. The entire Common Core enterprise reeks of corruption. Here’s another piece of evidence.

Scholastic and Big Coal Team Up to Bamboozle 4th Graders, by Joan Brunwasser, via OpEdNews.com. An interview with our curriculum editor Bill Bigelow about the successful campaign Rethinking Schools initiated to get Scholastic, Inc. to stop pushing pro-coal propaganda to 4th graders.

Minneapolis Replaces Columbus Day with Indigenous People’s Day, by the staff of the Indian Country Today Media Network. Minneapolis is starting a movement. Let’s join them! (Also join the, um. . . . spirited conversation at our Facebook page about this bit of news.)

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by Jody Sokolower, managing editor
and lead editor for Rethinking Sexism, Gender, and Sexuality

v28-3The cover theme of our spring issue of Rethinking Schools  is “Queering Our Schools,” and the thought-provoking and inspiring articles will be included in our new book Rethinking Sexism, Gender, and Sexuality

Our editorial takes up the question: How do we create classrooms and schools where each child, parent, and staff member’s unique, beautiful self is appreciated and nurtured?

High school teacher Adam Grant Kelley was disturbed by the conflicts fueled by homophobia and racism at his school. In “500 Square Feet of Respect: Queering a Study of the Criminal Justice System” he describes the curriculum he developed to build bridges as well as academic skills.

 

Rethinking Sexism, Gender, and Sexuality is filled with insightful articles like these on dozens of critical topics. You can be a part of publishing this needed classroom resource: Watch our short video below, which tells the story of how this book got its start, meet the editors, and join our campaign to publish Rethinking Sexism, Gender, and Sexuality.

Resisting Teach for America

Our spring issue also features a special section on Resisting Teach for America. “Organizing Resistance to Teach For America,” by Kerry Kretchmar and Beth Sondel. tells the story of former TFA members joining with parents, students, and veteran teachers to organize a people’s assembly and nationalize efforts against TFA.

In “An Open Letter to New Teach For America Recruits,” Chicago teacher Katie Osgood urges new TFA recruits to think twice before they sign up.

Articles in Spanish!

Three articles in this issue also appear in Spanish:

Enjoy the spring issue, and don’t forget to support our Indiegogo campaign to publish Rethinking Sexism, Gender, and Sexuality!

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A Lesson Plan for Strikebreaking Substitute Teachers

By Russ Peterson

Editor’s Note: Portland, Oregon language arts teacher Russ Peterson sent this lesson plan to colleagues, who are preparing to strike beginning on February 20th. Given that part of the corporate reform agenda throughout the country is to attack conditions of teaching and learning for public school teachers, as well as to erode contract protections of all kinds, it seems that more and more teachers will be on strike “for the schools our students deserve.”

Russ Peterson teaches at Grant High School and has taught in Portland Public Schools for 13 years. Russ gave Rethinking Schools permission to share the lesson plan with teachers around the country.

— Bill Bigelow

Good morning, colleagues!  In the spirit of collaboration that teachers engage in, I have attached a lesson I put together as part of the district request that a lesson plan be provided in the event of a strike.  I thought it would be helpful given the circumstances, and would save you all the time and effort of putting one together yourselves.

Please feel free to share with your colleagues in other schools in the district, and with others in your department who I may not know.

- Russ

SUB NOTES

  1. Photocopy the attached poem, usually attributed to Jack London.
  2. Read the poem along with the class out loud.
  3. Have the class complete the  TPSS-FASST graphic organizer (copied below) as they deconstruct the poem.
  4. After reading the poem and completing the graphic organizer, ask the following questions for discussion:
    • What is a ‘scab’?
    • What images does Jack London use in describing a scab?
    • Given these images, what is London’s attitude toward those who work during a strike?
    • Why do you think someone would work during a strike?  What are the consequences of this?  How does this fit into the model of “ally, bystander, victim, adversary”?  Which of these is a scab?  Which of these are those engaging in a work-stoppage?
    • London assumes that the striker is a man. Why would he assume this? Does he also assume that scabs are men?
    • Why does management hire scabs?  What is their objective?
    • Many times in U.S. history, employers have used workers of different races or ethnicities to break strikes. How do you think these employer tactics have affected relations between different groups of workers?
    • Should unionized workers aim their hostility more at scabs or at those who hire scabs? Why?
    • Do you (students) know any scabs?  What do you think about scabs and what they are doing?

With the remaining class time, write either:

  1. a poem of your own about scabs
  2. an essay in response to London’s poem – do you agree with London’s assessment?  Why?  Do you think London is being unfair to those who cross a picket line?  Why? With either choice, support your thesis with evidence.

The Scab

by Jack London* (1876-1916)

After God had finished the rattlesnake, the toad, and the vampire, he had some awful substance left with which he made a scab.

A scab is a two-legged animal with a corkscrew soul, a water brain, a combination backbone of jelly and glue.

Where others have hearts, he carries a tumor of rotten principles.

When a scab comes down the street, men turn their backs and angels weep in heaven, and the devil shuts the gates of hell to keep him out.

No man (or woman) has a right to scab so long as there is a pool of water to drown his carcass in, or a rope long enough to hang his body with.

Judas was a gentleman compared with a scab. For betraying his master, he had character enough to hang himself. A scab has not.

Esau sold his birthright for a mess of pottage.

Judas sold his Savior for thirty pieces of silver.

Benedict Arnold sold his country for a promise of a commission in the British army.

The scab sells his birthright, country, his wife, his children and his fellowmen for an unfulfilled promise from his employer.

Esau was a traitor to himself; Judas was a traitor to his God; Benedict Arnold was a traitor to his country.

A scab is a traitor to his God, his country, his family and his class.

* There is some question as to whether Jack London wrote this poem.

TPS-FASTT ANALYSIS-GRAPHIC ORGANIZER

TITLE:  Examine the title before reading the poem. Sometimes the title will give you a clue about the content of the poem. In some cases the title will give you crucial information that will help you understand a major idea within the poem.  What does the title make you think about?  What images or ideas does it conjure?  What themes might it ignite?
PARAPHRASE:  Paraphrase the literal action within the poem. At this point, resist the urge to jump to interpretation. A failure to understand what happens literally inevitably leads to an interpretive misunderstanding.  To that end, “translate” the poem into straightforward, everyday English.
SPEAKER:   Who is the speaker in this poem? Remember to always distinguish speaker from the poet. In some cases the speaker and poet might be the same, as in the autobiographical poem, but often the speaker and the poets are entirely different.  What does the speaker value?  How can you tell?  What does the speaker like or dislike?  Can you discern anything about the speaker’s identity—gender, nationality, background, time period?  How?
FIGURATIVE LANGUAGE:  Examine the poem for language that is not used literally. This would include, but is not limited to, literary devices such as imagery, symbolism, metaphor, simile, allusion, repetition, hyperbole, the effect of sound devices (alliteration, onomatopoeia, assonance, consonance, rhyme), and any other devices used in a non-literal manner.
ATTITUDE (or TONE):  Tone, meaning the speaker’s ATTITUDE toward the SUBJECT of the poem. Of course, this means that you must discern the subject of the poem. In some cases it will be narrow, and in others it will be broad. Also keep in mind the speaker’s attitude toward self, other characters, and the subject, as well as attitudes of characters other than the speaker.  Are there specific words that convey a particular tone?  What are they, and how do they work together to create that tone?
SHIFTS:   Note shifts in speaker and attitude. Shifts can be indicated in a number of ways including the occasion of poem (time and place), key turn words (but, yet, then, etc.), punctuation (dashes, periods, colons, etc.), stanza divisions, changes in line and stanza length, and anything that indicates that something has changed or a question is being answered.
TITLE:  Examine the title again, this time on an interpretive level.  Based on what you noticed as you examined the poem, what new or different resonances does the title take on?
THEME:  First list what the poem is about (subject), then determine what the poet is saying about each of those subjects (theme). Remember, theme must be expressed in a complete sentence.

NAME:  __________________________________________  Poem/Essay/Extract __________

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HelenGymHelen Gym is a member of the Rethinking Schools editorial board, but that is only one of many hats she wears in her life as a mom, spouse, educator, and not-to-be-reckoned-with activist in Philadelphia.  The  Philadelphia Magazine recently ran this article about Helen, and the anecdote that best captures Helen’s passion and impact is this:

At A.S. Jenks, a quality K-4 school in South Philadelphia, only the kindergartners avoided enrollment in split grades. The parents were livid. But they had no idea how to actually change matters until they connected with Gym, who coached them in the art of activism. They filed complaints. They got in touch with the press. They organized a protest (in the rain) that lured the television cameras.

It worked. According to parents at the school, superintendent William Hite Jr. intervened personally. “I wrote on my Facebook page: ‘When I grow up, I want to be Helen Gym,’” says Jennifer Miller, a Jenks parent. “She really makes you want to fight for your children.”

We would argue that Helen makes us want to fight for all children, as do so many of our editorial board members-many of whom have been committed to social justice for decades.

Here’s more from the Philadelphia Magazine article. Read the full article about Helen here.

Helen Gym advances, and Mayor Nutter inches warily back. She waves a thick stack of papers at him, each sheath a complaint lodged by parents lamenting the calamitous conditions in Philadelphia’s reeling public schools. There’s the kid with dangerous asthma at the school without a nurse on hand. The dyslexic, orphaned high-school senior applying for colleges with no counselor to lean on. The bullying victim who fled Overbrook High only to find it impossible to enroll at another school.

“This is what we’re fighting against,” Gym tells Nutter. The Mayor is just a few yards from his office door, but he’s the one shifting his feet, looking to get away.

Minutes earlier, Gym had wrapped up a news conference in the ornate Mayor’s Reception Room, where, with the assistance of City Council, she’d usurped a podium usually used by Nutter and his invited guests. Gym and her allies were there to tout their latest pressure tactic: written complaints designed to compel the state to meet basic education standards and shake loose some badly needed dollars for the district.

“It would be nice to have your support, Mayor,” Gym tells him. Nutter issues a few noncommittal mumbles, cleans his glasses, and back-steps for the stairway. Gym shrugs. Powerful figures often look for the exits when she approaches.

That’s what happens when you develop a rep as perhaps Philadelphia’s preeminent public agitator. Relentless, whip-smart, meticulously prepared and utterly fearless, Gym—a private citizen who works without the heft of any meaningful institutional support—has managed to build herself one of the city’s largest bully pulpits . . .

A youthful 45, Gym is as ferocious as ever, and her public profile has never been larger. But these days, she’s laboring mightily not so much to remake the system as to preserve what’s left of it.

Philadelphia has become a premier battleground in a high-stakes national debate over the future of K-12 education. On one side are the self-styled reformers, a group with not much patience and a thirst for bold experimentation. On the other sit the teachers unions and, more interestingly, activists like Gym, whose opposition to the reform agenda is layered and nuanced but boils down to an aversion to the dismantling of traditional public schools and a deep-seated mistrust of the reformers’ motives.

Read more…

Articles by Helen Gym in Rethinking Schools:

School Closures Rock Philadelphia

Tiger Moms and the Model Minority Myth

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