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Anti-Capitalist Meetup: “From Ferguson to Palestine …” by UnaSpenser

2:44 pm in Uncategorized by Anti-Capitalist Meetup

… Occupation Is A Crime!” – chant being heard from protesters in Ferguson and at solidarity rallies around the nation.

Author’s Note: The Anti-Capitalist Meetup group felt that this is such an important subject that we decided to have me re-post an updated/more fleshed-out version of a diary I had already posted. I was wary due to the tenacious accusations of Anti-Semitism against anyone who dares to suggest that we relate to Palestinians as people. Still, that’s a First World problem. I have agreed to take that risk, again.

In a recent diary, a commenter expressed frustration when a conversation about the racism and tyrannical force being displayed in Ferguson prompted someone to bring up the Palestinians. The complaint was along the lines of “can we please just focus?”

I responded that many of my friends who are not White are quick to make the connection between what they experience here and what is happening in Gaza. Many of us see the linkage. Focusing actually means getting everybody to see that linkage and build solidarity.

The people in Ferguson have already made the linkage:

Richard Potter ‏@RichardSP86

Did everyone else catch when protesters chanted “From St Louis to #Gaza end the occupation” because that was some powerful shit. #Ferguson

When it comes to the growing divide between those who win in a capitalist world and those who lose, we’re all Gazans. We’re all Mike Brown. We’re all Tibetans. We’re all Native Americans.

That is, some of us are definitely subject to more directly cruel and blatant oppression, but we’re all expendable when it comes to capitalism. Capital has no concern other than increasing it’s own value.

When it comes to any form of oppression, the only solution is resistance in solidarity. No one is liberated unless everyone is liberated. Abuse of power and willingness to see others as less than worthy of respect and justice is a relentless disease which much always be addressed or it will spread like a pandemic. No justice, no peace.

Apparently, the Palestinians get it, too.

“RT @TallyAnnaE: People in #Gaza are tweeting information on how to handle tear gas to the citizens of #Ferguson.”

If this is true, it reminds me of when Occupy Wall Street began and beleaguered Syrians sent a photo of a handwritten sign which said, “We are the 99.”

In the privileged world, we want to compartmentalize. It is less overwhelming and more manageable to think of each instance of injustice as it’s own issue to be addressed. So often, when I try to link topics such as Palestine and Ferguson, I see rolled eyes. There is the message of “here she goes again” in the expression. A desire to remain in the sheltered worldview of “that doesn’t happen here” or “it could never happen to me” or “it’s just an isolated incident.”

But, it’s all connected. Everything is connected. Unwillingness to see those connections makes us complicit in the oppression being perpetrated.

It’s really clear to those whose communities have paid the price for the capitalist “successes” of others. We need to see it, too. We all need to stand in solidarity.

A recent article on Counterpunch makes the connection:The Shortest Distance Between Palestine and Ferguson

While there is nothing happening within the US anything like the now-cyclical Israeli slaughter of thousands of Gazans, the reality is that life for Black Americans in places like Ferguson does not vary in much from blockaded Gaza, and West Bank Bantustans in off-attack times . The similarities are not just coincidental in terms of the timing of the events–they are in fact, concurrent and historical.

What is becoming more and more apparent is how much capitalist economics drives both situations. Many years ago, I listened to a young Jewish woman explain to me why Israel needed to “kick Palestine’s butt.” She was filled with violent rage and it was so overwhelming that I had a difficult time taking it in. But, one thing struck me and stayed with me. She felt it was important to point out that before Israel asserted itself, the Palestinians hadn’t maximized the productivity of the land. “They should appreciate how we’ve transformed the place!”

There seemed to be no recognition that other people might not see that “transformation” as a good thing. That the transformation of the land could actually be counterproductive to an already existing culture. The claim to superiority was all about how money could be made there, now. Those people who had their land stolen and lost loved ones should appreciate that.

It was a small thing at the time. Still, it has stuck in my mind. Now, I read this:

As Haaretz recently reported, the larger settlements of the West Bank—which have grown astronomically since the signing of the Oslo Agreement with the Palestinian Authority—are now in the midst of a housing bubble that is outstripping prices in Tel Aviv and its suburbs. Young urban professionals, with no interest in ideology or perhaps even in Zionism, flock to these well-financed and subsidized cities, where the attendant express highways spirit them quickly back and forth from Tel Aviv. Israel’s military industrial complex gives them security from the tenants of the land they’ve stolen.

This history is so parallel to what has happened to Native Americans here. For African-Americans, there is a twist. The people were stolen from their lands, brought the US to work the land and build everything here, for free and have remained economically excluded from the benefits of all that work. They remain, mostly, in segregated communities, denied the educational and job opportunities of those in White communities. US laws are designed such that their lives are criminalized and we can claim to justify the over-policing, the prison industrial complex and the denial of social services. They are corralled and treated mercilessly if they dare to resist oppression in any way. Talking back to a police officer can result in death.

With social media allowing people to hear the stories of and connect to people around the world, it doesn’t take long for the losing class in each region to see the similarities between the ways they are treated. They suffer daily humiliations and relentless obstacles to sustainability. The slightest act of resistance is then met with state-sponsored violence. The ruling class owns the media outlets and controls the mainstream cultural messaging which includes demonizing losers so that when resistance is attempted, the rest of the population supports the state-sponsored violence.

It’s not just a theoretical idea that these struggles are linked. It turns out that leaders on the Ferguson police force, along with police from around the US, received training in Israel:

Decades of testing and perfecting methods of domination and control on a captive and disenfranchised Palestinian population has given rise to a booming “homeland security industry” in Israel that refashions occupation-style repression for use on marginalized populations in other parts of the world, including St. Louis.

Under the cover of counterterrorism training, nearly every major police agency in the United States has traveled to Israel for lessons in occupation enforcement,

Palestinians recognized the plight of Ferguson and started tweeting solidarity messages.

After images of Ferguson police using tear gas were disseminated on Twitter, Palestinians Rajai abuKhalil and Mariam Barghouti drew on their own experiences to express support with protesters in Missouri.

Rajai abuKhalilرجائي @Rajaiabukhalil
Follow
Dear #Ferguson. The Tear Gas used against you was probably tested on us first by Israel. No worries, Stay Strong. Love, #Palestine
11:24 PM – 13 Aug 2014

When people see the startlingly parallel images of Gaza and Ferguson, it is not in their imagination that these scenes are linked. Capitalism is a global force. It doesn’t care whether a state is nominally democratic or despotic, as long as those with capital can call the shots, literally.

We are all fodder for the state- or corporate-sponsored militarized forces who will protect the domination of the wealthy. If you’ve escaped violence from the state, it’s only because you’re either in the wealthy elite, or you’re in the class whom they let stand as a false symbol of the promise of capitalism. As soon as you stand in solidarity with those who are constantly under the harsher thumb of oppression, you will be just so much fodder, too. Just ask anyone who has dared to protest in this country. We saw it in the Civil Rights movement; we saw it with World Bank protests in the early 2000s, and we saw it with Occupy.

It is heartening to see people making these connections. Resistance is not futile, if we build solidarity and recognize that we have common cause: autonomy, justice and sustainability for all. No one will really have it until we all do. So, yes we can focus. We can focus on the connection and build the needed solidarity to resist oppression.

We are all Palestinians. We are all Mike Brown. We are all workers in Bangladesh. We are all the Garbage People.

Solidarity!

Please note:
I do not equate Israel with Jewish people or the Jewish religion. Israel is a state, whose mission is controlled by a particular subset of people. In fact, it seems anti-semitic to color all Jews with the sins of Israel.

It is also Islamophobic to equate all Palestinians or Gazans with Hamas.

Don’t even bother trying these false equivalencies. You only make yourself look manipulative.

Differences Matter – Wage and Wealth Gap for Single Mothers of Color

2:40 pm in Uncategorized by Anti-Capitalist Meetup

The following is a guest diary by Diana Zavala. An educator, political activist and single mother of two, this is the second guest diary that Diana has written for us. Diana presented this piece as part of the panel at Left Forum 2013 organised by Geminijen.

Three years ago I found myself closing the chapter on my marriage. I did this against the advice of my friends who tried persuading me to stay for the children, for the sake of security and until I finished my studies. I had spent 10 years in an unsatisfying marriage and the thought of one more day for the sake of something/somebody else just was not acceptable. I left the marriage and while the emotional release was satisfying; but being independent and having to be responsible for my family was a reality I don’t think I fully grasped.

I decided there had to be a way that women in my situation could qualify for public assistance. Here I was a student, with two kids, huge rent bill, no health insurance, but these circumstances were only temporary I thought, and with a little assistance I would be able to overcome them and get myself back on my feet. I thought ‘hey, I’m not the quintessential “welfare queen” so demonized by society’, I’m someone who needs help and can become independent with some assistance. I discovered it wasn’t the case, that women who were in my predicament had no safety nets available for them to bounce back. I didn’t qualify for anything because I had too much money from child support which was just enough to cover the rent. The Welfare office recommended I become homeless in order to apply for Section 8 housing and I didn’t qualify for Food Stamps, nor did I qualify for Medicaid.

Here it was, I had been a high school teacher before getting married, I left teaching to care for my son while my husband’s career progressed and so did his income and retirement. I had no money and no savings and was being advised to become homeless so I could qualify for housing assistance and food stamps, so I could provide for my children.

I had walked into the office feeling like a strong feminist who had left her marriage choosing independence from a husband and who could make it on her own. I was college educated, employable, and young enough to have energy to fight and overcome. I came out of the office understanding that my situation was no different from other women who leave, that while I had education and language, my status as a single mother did not differ much from that of my mother’s when she immigrated from Honduras after she divorced my father.

Resulting from our divorces, both my mother and I took pay cuts and lost the ability to save and create personal and family wealth that we could pass on to our children.
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My mother’s decision to leave Honduras and come to New York where two of her siblings lived was the same as all the women who have enough and break free. She also walked in feeling privileged, she was college educated, documented, and had family here waiting to support her. She hoped this country would open itself to her and with effort, she could become independent and self-sufficient. For my mother, the reality she encountered served as a wake-up call that the odds were against her. She had trouble securing employment and for some time worked as a factory worker in NJ. She described that experience as having to wake up early to wait at a corner for a van to pick her and other immigrant factory workers in Queens to take them to Jersey. The conditions were unpleasant and workers were mistreated. The factory didn’t offer benefits and job security was zero. She was eventually laid off and she found work as a domestic cleaning rich people’s houses and babysitting their children. Meanwhile she couldn’t afford to pay for babysitters for us. My mother was poor even though she had a job as a domestic; we had no savings. By no means were we living large, but the system uses single mothers to blame them for poverty and stigmatizes them with labels that carry gender and racial connotations to make them seem like social pariahs draining society’s resources.

It’s important to acknowledge the reality that the status of ‘single,’ accompanied by motherhood, creates a whole other picture when discussing the relationship of women’s wage and wealth in comparison to our male counterparts.

While our society makes us believe that we’ve come a long way and that women are equal to men, the inequity that exists for single mothers is not representative of that picture. The disparity in wages and wealth for single mothers is most striking when we consider the role of race and ethnicity, language, immigration, education, and social capital as indicators of advantage. Recent census data indicate that Black women earn 69.5 percent of what men make, and Latina women earn 60.5 percent compared to white male counterparts. (see: www.labornotes.org). Single mothers make less than men, less than married women, and less than women who don’t have children.

The gender wealth gap, however, is another measure of gender inequality, not just their income, that is key to ensuring economic security and enables families to build better futures. The gender wealth gap which, measures the total wealth or net worth a woman has accumulated over time, shows that women have, on average, only 6% to 36% of the wealth owned by men and that the gap is growing. (See: “Shortchanged: Women and the wealth gap” by Alison Perlberg on Monday, April 4, 2011)

When using the wealth gap, black and Latina women, have negative wealth. That is, on average, they have no wealth and are in debt. The wealth gap for single women, of all races, especially those who have never been married or single women with children is similar. Meanwhile white middle class married women still have 67% wealth accumulation, compared to all men. (Lifting as We Climb: Women of Color, Wealth, and America’s Future, 2008)

Awareness and effort to address the racial and ethnic wealth inequities based on structural factors is important if women, especially single mothers of color, are to be self-sufficient in a capitalist society. Historically, and even today, both women and people of color have been “red-lined”– that is denied the right to buy a house, the major method of wealth accumulation in middle class families. Additionally, what used to be considered the “golden ticket” to financial independence that our Feminist sisters believed in, education, is no longer serving our society the same way and it’s leaving women of color and single mothers behind.

This is compounded by the absence of social safety nets that afford women the ability to market themselves in the public sphere and earn better wages, and balance the responsibilities of the domestic sphere.

The United States has recently promoted healthcare, education, and care for the elderly and children as an individual’s responsibility in order to maintain traditional social roles. These social roles continue to glorify the definition of marriage, when in reality half of all households are not married, and half of all marriages end in divorce. Since single mothers are often the custodial and residential parents, they have less disposable income to improve their quality of life and be able to invest in order to go up the wealth ladder. Part of the reason why it’s difficult for single mothers, especially for mothers of color, is because wealth is available through fringe benefits given to employees in addition to their salary, when single mothers can’t stay later and work longer hours, they forfeit the benefits of a bonus and or extra pay for their labor. As a result, single mothers of color make up the profile of poverty in America. In 2010 African American and Latina single mothers had poverty rates of 47.1 percent and 50.3 percent, significantly higher than the national average (www.legalmomentum.org).

A recent NYT article (April 28, 2013) describing the impact of the current economic crisis among the races concluded that “ the growth in the wealth divide is going to be very hard to close and there is no positive feeling about the racial inequality resolving itself with the recovery (http://www.nytimes.com/2013/04/29/business/racial-wealth-gap-widened-during-recession.html?pagewanted=all&_r=0).”

What does this all mean for the future of our children? Education is no longer the cure for poverty if we can’t confidently believe it opens up jobs and upward mobility.
In my education activism both in El Salvador and with Change The Stakes, I’ve seen the way education reform models that have long been implemented by the IMF in third-world countries, are now being put in place at the local schools. The capitalist and privatization model is taking place and going full force in the current school system. Our schools are being turned into testing labor camps for private businesses. With the lie that schools are not serving students of color and that there is an ‘achievement gap’ the reformers are destroying education by robbing students from a meaningful and rich education, disrupting communities by closing and co-locating schools, severing the teacher-student-parent ties and breaking up the teachers union; causing as much disruption so that there are no safety nets.
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In communities of color with high levels of poverty, where the likelihood of a student being raised by a single mother is high, that is where the impact is most disastrous.
Federal policy such as No Child Left Behind, and Obama’s Race To The Top have placed public education under siege and they represent yet another attack on women. Education used to be considered a woman’s domain as part of social reproduction: to introduce early literacy and morality at home. With the language of ‘accountability’ mothers are no longer responsible for educating their children. Taking education away from women and charging the schools with not educating all students has made the agenda of ‘accountability’ take full steam. Believing that schools are nurturing places, students’ second homes and teachers as second parents is a thing of the past. Communities are encouraged to believe that teachers, who are predominantly women, can’t be trusted to teach. Therefore, they don’t deserve a strong union that protects their job and protects their ability to not only have a competitive wage, but also retirement safety (a pension) and the ability to save and create wealth. Children are being over-tested and critical thinking has been replaced with incessant test prep and rote-learning aligned with the Common Core. Students are being trained to be compliant and follow rules, find single answers, and be measured by test scores. The future of schools and the future of students is questionable and so is the future of women and the ability of future single mothers to close the wage and wealth gap.

-Diana
“To educate is to Free”—José Martí

Anti-Capitalist Meetup: Obama Privatizes Public Schools: Out Of The Frying Pan Into The Fire by Geminijen

3:00 pm in Uncategorized by Anti-Capitalist Meetup

The battle to privatize education as part of the neoliberal shock doctrine is in full swing–on one side we have a rank and file movement of public school K-12 educators and parents mobilized by the Chicago teachers’ strike trying to save the teachers unions and neighborhood schools — on the other side we have the “educational reform” agenda using the full power of Obama’s “Race to the Top” (RTTT) policy which uses government funding to force the closure of “nonfunctioning” public schools and replace them with privately run “Charter” Schools .

This article will briefly outline some of the current issues and battles surrounding privatization. Much of the information was taken from Education and Capitalism: Struggles for Learning and Liberation, edited by Jeff Bale and Sarah Knopp and Grassroots Educational Movement (New York), Chicago; also: gemnyc@gmail.com. Next month we will take up solutions from a Marxist perspective.

Who Are the Culprits? Education is a particularly vulnerable part of the privatization agenda because the mainstream folks that are supposed to be on the “right” side in this struggle (who at least nominally support unions, social security, medicare, etc.) have jumped ship and are actively supporting privatization.

privatisingamericasschools_shrunk
from: http://www.otherwords.org/files/5038/school-privatization-cartoon.jpg?width=800

This certainly includes the Obama/Gates/Duncan triumvirate which has trumpeted the success of its “Race to the Top” (RTTT) policy as educators, individual teachers and students are forced to compete for federal funds by implementing a policy which has resulted in thousands of public schools closures and the implementation of a publicly funded/privately run school model.

Behind the scenes, our most wealthy & influential capitalists such as Bill Gates and the Walton Family are using their combined $30 billion dollars in capital to mold the educational program into a corporate model, with little or no accountability to the general public or the parents.

The media has jumped into the fray with movies which demonize public school teachers (“Waiting for Superman” and “We Won’t Back Down” starring celebrities like Viola Davis). MSNBC recently aired a six hour discussion called Education Nation which put the Educational Reform agenda front and center as the possible answer to all our woes from saving our children to saving our financial system and saving the American Way of Life.

Al Sharpton as a spokesperson for a large section of the black community has travelled the country with Newt Gingrich (!!!) promoting this educational reform agenda.

And it includes many middle class white liberals and “progressives” who are all for a government social agenda — except when it comes to the education of their own children where they tend to run away to the all white schools in the suburbs, homeschooling, alternative schools or private or charter schools.

The Role of Education in a Capitalist Society. The public school agenda to educate our entire populace has been touted as one of the crowning achievements of US democracy. It attracted and still attracts immigrants from all over the world with the promise of free education and upward mobility. While this agenda is one of the real advantages our society has inadvertently offered its citizenry, it was not then nor is it now the real agenda of education. From a Marxist point of view, education, as a part of the economic superstructure, has always been used to benefit the capitalist class and impose the values of capitalist ideology. In the 1800s, when the US capitalists needed more educated labor as we switched from a farming to an industrial economy, capitalists encouraged mass public education to provide the factory owners with the future workers they would need. This educational model was top down, authoritarian, teaching workers external disciplines such as working on a time clock and to accept the information they were being taught without question. The perfect model to get industrial factory workers to obey their bosses.

The decline of the US public schools in the current period began in the 1970s with the globalization of Capitalism and, interacted with the racist legacy of slavery after we failed to fully integrate our society and schools following the civil rights movement of the 1960s.

As globalization has made it increasingly advantageous for capitalists to take their business abroad and outsource their work for cheap labor, the need for workers in this country is becoming more and more obsolete. The capitalist class is no longer willing to support universal public education and has begun a half underground/half overt campaign to end public education as we know it by starving the public schools of funding and resources and shifting its support to a “corporate market model” of education better suited to the “flexible needs of 21st century global capitalism” (per Bill Clinton).

Under the new public/private, for-profit school model, the focus has shifted to a market approach where education is no longer promoted as a public good but an individual choice where educational consumers (children) now become customers of a product (education) at which the corporations can make a profit. While the ideology of the corporate model still mouths the ideology that “No Child Will Be Left Behind,” by presenting students with “a variety of educational choices” in the market, it does not take into account the underlying social inequities of class, race and sex and assumes all students come “equal to the market place.”

The problems of globalization are piled on top of the other major legacy which has created huge inequities and divisions in the working class and, consequently, in public schools — the legacy of racism. For centuries the history of slavery and legal segregation divided the working class. Unions were mainly white (and male), women and people of color could not buy property (houses) in many states, and jobs and schools were restricted or segregated. Efforts of the civil rights movement of the 60′s to integrate white and black US citizens and other minority groups to overcome class, race and cultural differences were only partially successful.

There was a brief period of integration in the 60s and early 70s, when supported by funding from the government’s Great Society poverty programs, the achievement gap between black and white students actually did narrow. However, the backlash toward individualism and a conservative social agenda in the 1980s ended that forward movement in the schools. With white middle class parents fleeing to well-funded all white suburban schools, urban schools have become even more segregated today than they were thirty years ago.

This has given the cities more incentive to cut corners in the urban schools since the populations that are left –lower middle class, the working poor, children of color, disabled students, new immigrants– have very little political power to demand a seat at the table. The teachers’ unions have been one of the few effective voices in getting issues like smaller classes, more innovative programming and enrichment programs addressed.

However, since teachers are mainly white in urban schools where the student populations are predominantly black or Latino, the degree of mistrust of parents of color toward the school system and the degree of mistrust of teachers toward their students often remains very high. While there are many exceptions, since most teachers do not live in the area or send their children to the schools they teach in, there is often a failure on the part of teachers to understand and respect the differences in culture, knowledge and experience of the communities that their students come from.

One of the most egregious examples of racial conflict in the school system was the 1970s strike in New York City where predominantly white unionized teachers failed to support the black community in the Ocean Hills-Brownsville area who were demanding parental control of schools.

The new grassroots movement in Chicago and elsewhere, has overcome some of these problems since there is black leadership in their union movement. In one of the most radical moves which Rob Emmanuel and Duncan (Obama’s education gurus) are fighting tooth and nail is the establishment of local school councils in the Chicago schools which have a high percentage of low income parents and women of color in elected leadership positions.

The Role of Charter Schools.

Charter Schools were originally marketed as a limited alternative to traditional schools where outside groups – nonprofits, private corporations, universities, interested community groups — would “partner” with a public school. The public schools would provide the funding and the outside group would govern the school. It was felt the outside group, often a private for-profit business, would bring “creativity,” “choice”, money and resources, to experiment with new models that were freed from the bureaucratic control of the government. Moreover, it was supposed to be geared to helping disadvantaged students enter the mainstream.

From the 1990s to 2010 the number of Charter Schools grew from a handful of schools to some 4,600 enrolling 1.4 million children nationwide, about a quarter of which are run by private for-profit Companies. Although this increase was due in part to parents frustrations with dysfunctional public schools, it was primarily do to Obama’s major educational policy, “Race to the Top” which requires schools around the country to compete for educational funding which they can only get by increasing the number of Charter Schools and closing “nonfunctioning” public schools.

In the beginning, some well meaning liberals (including the United Federation of Teachers in New York City) supported this idea. In reality, the movement allowed private organizations and for-profit businesses to use public space and tax payer funds, free of charge & with little accountability for the day to day administration of the schools and control of the schools’ message. The only measure of success has been the improvement of students’ standardized test scores. Instead of freeing schools from government bureaucracy, the private sector (particularly private enterprises) have taken on an increasingly close partnership with the government to promote the neoliberal agenda and further their own corporate interests.

The neoliberal agenda in the educational reform movement can be seen in five specific features:

1) The use of austerity measures imposed after the 2008 financial meltdown to make working people pay for the economic crisis. In education over 350,000 teachers have been laid off, thousands of schools have been closed. The included the intentional effort to break the teacher’s union and establish non-union schools to cut labor costs.

2) The increased stratification of the educational population, separating out a minority of elite youth being prepared for the white collar knowledge economy in a few, select, Charter Schools, while investing as little as possible in the education of everyone else. Indeed, the name of Obama’s policy, “Race to the Top” expresses this idea quite clearly. This agenda is often clothed in the talk of “School Choice” which sounds like a very liberating option to many of us, but has consistently ended up in increased stratification where we cannot be sure that our children will not end up on the bottom.

3) Increased social control and an ideological shift from education as a social institution for the public good to a model of Ayn Rand “individualism.” The ideological emphasis on education as the means to survival in the “new economy” increases the competitiveness not only among educational institutions, but among teachers (who are now evaluated individually on the test performance of their students), and the students themselves.

The current trend is to shift the dialogue from equity and a basic education for all citizens to one of education as each person’s individual responsibility. Put into a corporate business model, the student becomes the consumer of the product, a product which they must acquire if they are to succeed in 21st century capitalism. The degree to which we succeed or fail, however does not take into account the larger society questions of poverty, sexism and racism as factors in educational outcomes, but simple talks about the “achievement gap” in certain populations and how we can make it up “individually.”

4) The privatization of the remaining public assets of this country. This is clearly advocated in the Race to the Top (RTTT) policy which will not award any money to a school district unless it increases its number of charter schools. Textbooks and testing companies and other subsidiary forces have also profited from privatization.

5) Following a corporate model, the neoliberal model promotes the centralization of power to one centralized body or one person such as a mayor or a state appointed overseer). In the educational system this means eliminating local, democratic parental/classroom teacher control. As Bill Gates notes “The cities where our foundation has put the most money is where there is a single person responsible.”

The Success (or Lack Thereof) of the Privatization/Charter School Movement.

While the financial incentives of the RTTT program have had a lot to do with the explosion of Charter Schools, the already decimated and many dysfunctional traditional public schools, especially in the inner cities where the poorer and more disadvantaged population have essentially been left to fend for themselves, added another incentive.

Most parents were looking for a “good educational experience” for their children. Many parents in the black community were looking to form schools that would safeguard their children against the racism in the traditional public schools. Any many of the white middle class parents were looking to find schools where they would be assured that their children would be in classrooms where they would not feel “different” (read what you want). In both cases, parents were seeking to protect their children by opting out of the community, leaving others behind.

Unlike traditional public schools which have a commitment to provide a basic education to all students, most Charter Schools, in an effort to raise the standardized test scores (the main criteria used to evaluate their success and subsequent funding ) have managed to avoid populations who do not test well by writing their Charters to exclude these populations. Students with limited English won’t be able to attend a school that does not provide bilingual or ESL classes; students with disabilities will be excluded if there are no special education programs. The students with the least support from home will be excluded if the charter is written to require parental involvement and the child’s parents work two jobs and can’t participate.

When these measures fail (i.e., a percentage of the students are selected by lottery), the Charters have developed a strategy of “attrition” where they “counsel out” students who seem “inappropriate” for the school. As one student who was “counseled out” put it, using the new corporate language of the Charter Schools, “I got fired.”

The two for-profit Charter School networks who received the highest rates of excellence this year, KIPP and Democracy Prep, have a reputation for very high attrition rates. These schools received ratings between 89-95% and will receive 9 billion dollars that would have gone to traditional public schools. Moreover, there are, apparently, still 5% of public schools that rated higher –but that are not eligible for any of this money since RTTT requires that you only get the money by increasing the number of Charter Schools.

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from: http://larrycuban.files.wordpress.com/2012/08/futureschoolreforms.gif

Even given the “policy” advantages. increased resources and populations which have selected out the potentially most “successful” students, the overall record of Charter Schools, has not lived up to its promotion.

A national 2003 study by the Dept of Education under George Bush showed that, using the limited criteria of standardized test scores, the Charter Schools, did no better on average than public schools. The study was suppressed because it did reach the desired conclusions. A 2009 study by Stanford economists which included 70% of all Charter School students, found an astonishing 83% of the Charter Schools are no better and often worse than other Public Schools serving similar populations. Indeed, bad Charter Schools outnumbered good Charter Schools by a ratio of two to one.

The reasons for the low performance of Charter Schools are multiple, but one significant finding shows that for-profit schools tend to increase the ratio of students to teachers in an effort to increase profit (since schools are paid by the state on a per pupil basis). In Ohio, where half the charters are for profit, educational results lag significantly behind mainstream public schools (8% excellence to 63%, respectively). Since the implicit goal of the Charter School movement is to remain non-union to keep costs down, Charters generally have less experienced lower paid teachers with a significantly higher rate of turnover, again lowering the educational outcome.

Another outcome is the greater racial segregation of students in the Charter movement than in public schools, even though public school segregation has also been increasing. Studies attribute this to the “Choice” model. Wherever school choice, is included, there is greater stratification and racial segregation.

But the real tragedy of the charter school movement is that it is intended to serve only a small percentage of students, draining and debilitating the general public school population both financially and in terms of high achieving students.

Moreover, the closing of public schools has caused great hardship for students who must relocate when their schools close– especially if they have to take two buses and a train to school each day, adding an hour each way to their school day. If both parents work, this sometimes provides extra stress in how to get your children to school when the parents can’t take them. Often older siblings are late to their own classes because they have to drop off younger brothers and sisters before they can go to their school.

Since Charter Schools often co-locate in public school space, that space is no longer available to the general student population. In one school in Brooklyn, a for- profit Charter School owned by a hedge fund billionaire pushed the students who had previously been in that space into classrooms in the basement, next to the boiler room. The billionaire, who planned to make a profit off the school, did not pay one cent to rent the space in the public school that had been paid for by taxpayer money.

As Jitu Brown explained in “Rethinking Schools,”for affected communities, [the charter school movement] has been traumatic, largely ineffective, and destabilizing to communities owed a significant educational debt due to decades of being under-served.

How Can We Get Educational Equity in a Capitalist system?

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http://www.otherwords.org/files/5271/broken-ladder-economic-immobility-cartoon.JPG?width=800

Capitalists will tell you that you can get equal opportunity and upward mobility (which reflects the “Race to the Top” model) but it implicitly only works for a few. Besides, the US now offers less upward mobility than any other industrialized country. So you can take your chances on escaping the worst excesses of capitalism for your child — but it is a risk.

Marxists will tell you, you can’t. That the educational system is only a reflection of the larger economic relations and there will be no meaningful reform of education without connecting this struggle to the larger movements for social justice in society (how you bring the classroom struggles to the social movements and how to bring the movement into the classroom. This follows a “we’re all in the same boat” philosophy and also has its risks, but at least you’ve got a lot more progressive friends in the boat with you. So, what are our real options for our children and our society? Stay tuned to next month’s article on some revolutionary ideas for real educational change.