The Sixties Student Movement and the Working Class

columbia strike

Mark Naison: During the 1960’s, New York city was the scene of an incredibly powerful anti-war and student movement. Like Occupy Wall Street, this movement was often attacked for being unrepresentative of the city’s working class. In reality, this movement was far more diverse in class and race than critics at the time, or historians, realized.

LAUSD Public School Choice: More Non-Reform

school kids

Leonard Isenberg: What LAUSD says in terms of parent, teacher, and student input is belied by the reality of the clear legal language that again and again say the principal and superintendent maintain absolute control.

Student Activists Deserve Our Thanks

uc davis protesters

Randy Shaw: On this Thanksgiving week, the students risking physical harm and school discipline to demand greater social and economic fairness truly deserve the nation’s thanks.

A Jubilee for Student Debt?

student loan debt

Ellen Brown: Eliminating, reducing, or deferring student loan debt will free up the budgets of millions of students, allowing them to spend more on goods and services, increasing demand and creating jobs, and adding to tax revenues.

A Punishing Educational Curriculum

diploma

Walter Brasch: Colleges have stayed ahead of the Recession by becoming business models, where students are “inventory units,” and success is based upon escalating profit.

Massachusetts’ Throw-Away Kids

homeless-wide

Rev. Irene Monroe: Homelessness among heterosexual students came in at 3.2 percent. This rate increased to 15 percent among bisexual students, and 25 percent among lesbian/gay students.

Microaggressions and Stereotype Threat

students

Jessie Daniels: Our prevailing mythology of meritocracy in the U.S. tells us that education is a path to achievement. To do provide that, we expect schools to be free from racism and provide an equal education to all.

Let the Teachers Teach

teacher and student

Jim Cullen: For me the most compelling questions in terms of improving historical literacy turn less on what we want students to know—I have no serious disagreement with what I see here—than how we can help them know it.

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