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Tag Archives: Emma Goldman

Education Crisis

Education Crisis




with Angela Bischoff, Greenspiration and Ontario Clean Air Alliance

Tuesday, March 5, 2013
6:30 PM to 8:30 PM (EST)
OISE, University of Toronto
252 Bloor St. West

This workshop aims to break down the stigma surrounding activist burnout, offer some constructive solutions for how to get back from the brink of burnout, and tips how to prevent it in yourself and members of your group.




Friday, Mar 1, 2013
9:30 – 4:00
Ontario Institute for Studies in Education
University of Toronto
252 Bloor Street West, Toronto (St. George subway station).

Instructor: Peter Cameron – Co-Operative Development Manager, ON CO-OP

With 1,300 co-operatives operating across the province, the co-op sector represents $30 billion in assets and employs 15,500 people in 400 communities across Ontario.  The co-operative business model has a proven track record for creating and retaining jobs nationally and internationally.

Join us to find out about:
– Different types of co-ops
– Differences between co-ops, private corporations and non-profits
– How to incorporate a co-operative
– Benefits and Challenges of co-ops forms
– Survival rate of co-ops compared to other business
– Sector opportunities for co-op development
– Raising capital using an Offering Statement

Cost: $140 + HST. Each additional participant from the same organization will receive a $15 discount, as will those who register for more than one workshop. Student rate available. Refreshments, tea and coffee served, but lunch not included.

To register: complete the online registration form at: or contact Keita Demming at or at 416-978-0022



Adult Learning is a practitioner-oriented journal sponsored by the American Association for Adult and Continuing Education (AAACE) and published by SAGE. The journal publishes empirical research and conceptual papers for researchers and practitioners that approach practice issues with a problem-solving emphasis.  The audience includes those who design, manage, teach, and evaluate programs of adult and continuing education.

Refereed articles:  The editors are very interested in publishing empirical research and conceptual papers and are actively soliciting manuscripts of 4,000-4,500 words.  Submit manuscripts to and inquiries to the Editor, Mary Alfred, at

Special issues:  The editors welcome your suggestions for special issues.
Past special issues are varied and include workforce education, mentoring, older adult learners, adult literacy, staff development, adult learners with disabilities, instructional technology, intercultural education, learning to learn, and the philosophy of adult education. Special issue editors work with authors on the content and form of manuscripts. Submit special issue inquiries and proposals to the Editor, Mary Alfred, at

Questions? Contact us at



Urge our political leaders to allow low-income Ontarians to Earn More, Keep More and have benefits Restored! 

Ontario is facing an historic opportunity to invest in poverty reduction efforts in the 2013 provincial budget.

The 25in5 Network for Poverty Reduction is urging all Ontario’s political parties to make minority government work for low-income Ontarians – by allowing people to earn more from employment, keep more assets and child support payments while simultaneously restoring the benefits that have been frozen or eliminated over time.

All political parties have made social assistance reform and poverty reduction efforts a priority in this year’s budget. Reducing and eliminating poverty requires government to remove the barriers that trap people in poverty in our province.

You can show your support by sending an e-postcard to Ontario’s political leaders, and by visiting 25in5’s information pages to learn more.
Find out more about the 25in5 recommendations for budget 2013:


Leon Malmed, a Lover of Emma Goldman: His Letters and the Intimate Side of Anarchist Revolutionaries

Tuesday 26 February 2013
7-9 p.m.
Beit Zatoun
612 Markham Street
Bathurst subway stop

$5 suggested donation

The lively political and personal worlds of early 20th century anarchists come to life by researcher Debbie Rose. She focuses on a fascinating collection of more than a thousand letters and postcards belonging to her great-great uncle Leon Malmed of Albany, New York who was one of the followers and lovers of the high profile activist, feminist pioneer and writer-lecturer Emma Goldman.

The presentation provides a glimpse into the development of a young man’s thoughts and feelings as he responds to the political climate of his time to become an outspoken proponent of anarchist philosophy. Later, as he travels with Emma Goldman on a speaking tour across North America, the letters reveal the tension between Malmed and his wife over his anarchist activities and his intimate relationship with Goldman who, banned from the U.S., spent her last years in Toronto. Debbie is working with translators to bring the correspondence in Yiddish into a larger public realm.

Sue Goldstein, a local activist and organizer, will introduce the talk.

Co-sponsored by The United Jewish People’s Order -Toronto and Beit Zatoun.
For more information: or

The United Jewish People’s Order (UJPO) is an independent, socialist-oriented, secular cultural and educational organization with branches in Toronto, Winnipeg and Vancouver, and members in Montreal and other Canadian centres.

Beit Zatoun is a cultural centre, gallery and community meeting space that promotes the interplay of art, culture and politics to explore issues of social justice and human rights, both locally and internationally.



Thursday February 28, 2013
4:00 p.m
Billy Bishop Airport
Queens Quay and Bathurst Street, Toronto
These workers, members of COPE local 343, are fighting for their first contract.

Striking for safe working conditions & a living wage.



Monday, February 25th
Ross Bldg. S674 (Verney Room)
York University, Toronto

with Gautam Mody, Secretary,New Trade Union Initiative, New Delhi

A collaboration of:
– Centre for Research on Work & Society
– Canada Research Chair in Comparative Political Economy
– Work & Labour Studies Program, LAPS
– Canada Research Chair in the Political Economy of Gender & Work

– Department of Political Science, LAPS
– Department of Social Science, LAPS
– Department of Sociology, LAPS





Twenty-two Porter Airlines fuel technicians have been on strike in Toronto since January 10, while the St. Francis Xavier university teachers have been on strike since January 28. The Porter workers are represented by COPE local 343 and the teachers by the St.FX Association of University Teachers.

The striking workers at Porter have been getting picket line support. The fuel technicians are striking for better wages (average annual salaries are only $28,000) and, critically, improving health in safety in what is described as “atrocious working conditions.” They are also calling upon all supporters NOT to fly Porter Airlines.

Meanwhile, posts on Facebook and Twitter report inspiring acts of solidarity by other workers in Antigonish. The building trades unions have refused to cross picket lines, leaving a campus construction site idle. Postal workers also refused to cross one picket line to deliver the Globe and Mail and Chronicle Herald newspapers.

With these strikes and solidarity actions, as with any other, welcomes readers to send in reports for publication.

You can contact us at

For more info on the Porter strike:

For more info on the Antigonish strike: http://www.



By Sherri Torjman, Caledon Institute of Social Policy

This paper argues that new financing is required over and above existing sources of revenue to support home care and long-term care now and in

future.  A robust system of home care and long-term care will necessarily involve improvements to and efficiencies within the existing health care system. But innovations to the acute care side of the equation will resolve only part of the financing challenge for long-term care.  The community components of health care need more money if they are to meet current and future demands – in both quality and quantity of service.

The financing options proposed in this paper include public insurance, individual savings accounts and new fiscal arrangements, such as tax-assisted incentives or special loan arrangements.  All the proposals require further study in order to determine their cost implications and administrative feasibility.  The purpose of putting forward these options is to contribute to the financing conversation, which itself is in desperate need of enrichment.

Read the paper:



By Jordy Cummings, Basics News

Richard Seymour’s  “Unhitched”, a slim and scathing denunciation of turncoat scoundrel Christopher Hitchens is a thoroughly satisfying and politically important book by one of the few remaining great radical left journalists. I have to hand it to Seymour – this book was a cathartic read.  No one uses words like “yawp”, let alone carefully modulated jazz-like prose, end a subsection with a cacophony of righteous snark, veer over to an allegory, and then back to yawping.  No one that is, but Richard “Lenin’s Tomb” ( Seymour.

Read more:



Hyatt is at it again. Last week The Funders for LGBTQ Issues pulled their conference from a Hyatt hotel in New Mexico, but now Hyatt wants to charge them a $40,000 penalty, far more than the retreat was originally going to cost.

Tell Hyatt to stop intimidating LGBTQ customers who want to honor the boycott!

Hyatt is one of the biggest corporate bullies around, so this kind of behavior is nothing new. You’ve seen so time and

Marxism Against Postmodernism in Educational Theory

Marxism Against Postmodernism in Educational Theory

again as Hyatt workers across the country stand up for themselves and are challenged at every turn.

The only thing that’s different now is that Hyatt isn’t content to silence workers who speak out against its unfair practices, it’s targeting consumers. We need to come together now and show Hyatt that it can’t escape criticism by bullying people who speak out.

Click here to tell Hyatt to drop this ludicrous fine, today! :



By Jim Stanford,

The glaring contrast between employment numbers, and the unemployment rate, was highlighted by last week’s labour force numbers from Statistics Canada (capably dissected elsewhere on this blog by Angella MacEwan).

Paid employment (i.e. employees) declined by 46,000. Total employment (including self-employment) fell by 22,000. Yet the unemployment rate fell to 7 per cent — its lowest level since late 2008.

Fewer people were working, yet the unemployment rate declined. What gives?

Read more:



By Barb Kucera, Labor Notes
Union-led protests starting next Monday in the Twin Cities are aimed at powerful companies, Target, U.S. Bank, and Wells Fargo, not just the union’s own employers.  

Read more:



Head: Peter Sawchuk
Co-ordinator: D’Arcy Martin

The Centre for the Study of Education and Work (CSEW) brings together educators from university, union, and community settings to understand and enrich the often-undervalued informal and formal learning of working people. We develop research and teaching programs at the Ontario Institute for Studies in Education (UofT) that strengthen feminist, anti-racist, labour movement, and working-class perspectives on learning and work.

Our major project is APCOL: Anti-Poverty Community Organizing and Learning. This five-year project (2009-2013), funded by SSHRC-CURA, brings academics and activists together in a collaborative effort to evaluate how organizations approach issues and campaigns and use popular education. For more information about this project, visit

For more information about CSEW, visit:




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Social Justice


Materialist Feminisms in an age of Neoliberalism; or, Would the critique of patriarchal capitalism please stand up?

A special issue of the online journal Politics and Culture (

***Please Note: In addition to article-length contributions, we also solicit shorter interventions, provocations, or position papers (1500-2000 words) for two themed discussions 1) experiences and direction from elders in this work and 2) experiences and demands from junior scholars.

Liberal inclusion. Globalization and neoliberal crisis. Neoconservative backlash. We know that feminism has had many lives. We are especially attuned to the forms of imperialist, settler and liberal “feminism” that have motivated a great many social projects, most recently the ostensible concern over the status of women in Afghanistan that has played so well as a rationale for war. And yet, we live amidst a rapidly accelerating culture of neoliberal individualism, combined with the virulent cult of persecuted white masculinity that marks the neoconservative shift, the backlash against supposed minority gains, and the dogged attack by the state and corporate elite on the material and social protections won through decades of struggle. The need for anti-capitalist feminist foment has never been so dire.

From early noted thinkers such as Lucy B. Parsons, Rosa Luxembourg and Emma Goldman, to Marxist Feminist scholars such as Maria Mies, Mariarosa Dalla Costa and Giovanna Dalla Costa, Angela Davis and Sylvia Federici, to anti-racist and anti-colonialist scholars such as bell hooks, Himani Bannerji, Patricia Monture Angus, Vandana Shiva, Chandra Talpade Mohanty, Andrea Smith, to theorists such as Zillah Eisenstein, Wendy Brown, and Nancy Fraser, “structuralist” or “materialist” feminisms draw a lineage that views economics, capitalism and political struggles specifically through the lenses of gender, race and class, and anti-imperialist, anti-patriarchal, anti-heteronormative and anti-racist agendas. While the distinctions are far too subtle and complex to enumerate here, critical to Marxist, socialist, anarchist, materialist and other kinds of structuralist feminism is the notion that ending gender-based oppression requires (among other things) a reckoning of capitalist, colonial and patriarchal histories and organizations of power. We invite a forward-looking conversation that draws trajectories in the body of work we might broadly think of as structural or materialist feminisms.

Topics for consideration may include:
* In a neoliberal age in which the ecological collapse wreaked by capitalism’s rapacious appetite appears as an urgent horizon framing cultural politics, what is to be gained or lost by prioritizing gender as a category of analysis? What is the task ahead for materialist feminism?
* The contemporary backlash
* Where is the work of structural feminism taking place? Do you observe or practice it in the university, in the streets, in your creative work, in your everyday life relations and survival?
* Identity politics vs. anti-capitalist struggle: whose schism?
* Women and the gift, women for the land, women and the spirit
* Queer materialisms
* Is there a materialist feminism outside of struggle? And is there a struggle?
* From “Marxist feminism” to transnational, anti-imperialist, anti-racist, anti-capitalist, anti-colonial feminist?  There is a story that has been told many ways many times and yet not told nearly enough: history and future of structural feminisms? Revisiting feminist theory, women’s studies, institutionalization, ghettoization, backlash, disciplinarity

****In addition to article-length contributions, we also solicit shorter interventions or provocations (1500-2000 words) for two themed discussions 1) experiences and direction from elders in this work and 2) experiences and demands from junior scholars.

Please send 200 word abstracts and/or short queries to Alyson McCready ( or Mary Ellen Campbell ( by April 1st, 2011.

Submissions will be expected May 15th, 2011.
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William Godwin



For a book entitled

Anarchist Pedagogies

Editor: Robert Haworth PhD

University of Wisconsin-La Crosse


Anarchist movements have a long history of resisting traditional schooling and authoritative pedagogical practices, while at the same time, attempting to construct transformative educative processes. Examples include Francisco Ferrer’s (1913) work entitled, Origins of the Modern School and the creation of the Escuela Moderna schools in Spain, the Modernist Schools in the United States (Emma Goldman, Voltaraine de Cleyre, Alex Berkman and others) during the early 20th century as well as contemporary anarchists who are experimenting in participatory informal learning spaces. These examples are important to acknowledge within radical notions of teaching and learning being that they are experiences that enable activists and scholars to critically re-imagine education and build theories on “how” and “where” individuals experiment in constructing knowledge through differing learning spaces (Coté, Day & Peuter, 2007; de Leon, 2008, Malott, forthcoming).

Moreover, as totalizing efforts of the nation-state continue to develop standardized curriculum, efficiency models and data driven outcomes, anarchist pedagogies attempt to construct ongoing collective learning environments that can be described as ‘disciplined improvisation’ or ‘spontaneous’ in nature (Goldman, 1969; Haworth, forthcoming; Sawyer, 2003; Ward, 1972). Furthermore, these informal learning spaces create new ways of exposing illegitimate corporate and state power, as well as participating in the ‘coming communities’ (Day, 2007).

This edited book calls on international scholars (15 single authored or collectively authored chapters) in anarchist studies to critically reflect on historical and contemporary experimentations in anarchist pedagogies. Scholarly efforts will focus on what we have learned from past anarchist experiences and current transformative learning environments — where individuals are engaged in collective, participatory, voluntary and mutual efforts that contest global capitalist structures.

The edited collection responds to the need to reflect on anarchist pedagogies and will highlight three major themes. Authors in the first section will be encouraged to focus on historical discussions surrounding anarchism and education. The authors will give introspective critiques of historical practices, including theories of teaching and learning and alternatives to compulsory public schools. Authors in the second section will construct philosophical and theoretical frameworks evolving from contemporary anarchists, particularly through individuals participating in cooperatives, independent media collectives, infoshops, political zines, open source projects, DIY, direct action networks and other autonomous and cultural spaces.

Continued efforts to construct theoretical and philosophical discussions surrounding anarchism have also provided opportunities to build affinities and tensions with frameworks outside of anarchist writings (Cohn, 2007). The third section will encompass anarchist theories of teaching and learning. Authors will be asked to construct linkages and apprehensions to theories surrounding critical pedagogies and critical theory, autonomous Marxism, postmodernity and poststruturalism.

Proposed sections:


Zack de la Rocha

1) Introduction

2) Section 1: Anarchism & Education: Historical experimentations

a. Anarchist perspectives on education

b. Modern Schools; Spain and the United States

c. Pedagogical practices: teacher/student relationship

d. Issues of the state and compulsory education

e. Connection and/or tensions between progressive education and social reconstruction

f. What have we learned?

3) Section 2: Anarchist Pedagogies in the “here and now”

a. Contesting power through multiple fronts: Movements against neoliberalism and learning through collective processes: Infoshops, cooperatives, autonomous spaces, zines, DIY

b. Teaching and learning in non-hierarchical, mutual and voluntary spaces — issues surrounding race, class, gender, LGBT

c. Technology: Issues surrounding the use of technology: open source, listservs, blogs & discussion boards

4) Section 3: Anarchism: Theoretical Frameworks on Teaching & Learning

a. Affinities: Anarchism & Critical pedagogies. Relationship to Postmodernism and Poststructuralism-Postanarchism

b. Informal learning spaces

c. De-schooling

d. Anarchism & the role of the university

e. Pedagogical practices


Anarchist Pedagogies will draw upon and make connection to contemporary anarchist studies literature, particularly in education. The book will be important for scholars in anarchist studies, critical pedagogy, as well as undergraduate students and activists who are interested in building philosophical, theoretical, historical and contemporary discussions and imaginations beyond traditional forms of education.


1) Proposals due by July 20th, 2010

2) Proposal confirmations: August 20th, 2010

3) Chapter drafts due by October 1st, 2010

4) Editor

5) Review of drafts: November, 2010

Editor will produce a comprehensive introductory and single authored chapter in one of the three sections. The forward will be written by an activist/scholar. Final editing and approval of the formatted version will be submitted December 30th, 2010. Publishing date will be set for early fall, 2011.


Process for submitting proposals:

Interested scholars, researchers, educators, activists and others should send to the editor, by July 20th, 2010, the following:

1) Names, positions, mailing addresses, fax and phone numbers, and email addresses of authors;

2) Title of proposed chapter;

3) Description, of no more than 300 words, of chapter, including type of research, approach, context, connection to the book, and other pertinent information;

4) Biographies of authors of no more than 200 words;

Biography of editor:

Robert Haworth is an Associate Professor in Multicultural Education at University of Wisconsin-La Crosse. He currently serves as the director for the Research Center for Cultural Diversity and Community Renewal. He teaches undergraduate and graduate courses surrounding diversity and education, globalization and neoliberalism. He has published multiple peer reviewed book chapters and presented internationally on anarchism and informal learning spaces, as well as critical social studies education. He co-founded Regeneration TV, along with other research collectives that are directly involved in contesting neoliberal policies at the university level. This is Robert Haworth’s first edited book.

Robert Haworth PhD—Associate Professor University of Wisconsin-La Crosse,, 608.385.0891

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Howard Zinn

HOWARD ZINN (1922-2010)
Howard Zinn, historian who challenged status quo, dies at 87
January 27, 2010 05:40 PM
By Mark Feeney, Globe Staff

Howard Zinn, the Boston University historian and political activist who was an early opponent of US involvement in Vietnam and a leading faculty critic of BU president John Silber, died of a heart attack today in Santa Monica, Calif, where he was traveling, his family said. He was 87.

“His writings have changed the consciousness of a generation, and helped open new paths to understanding and its crucial meaning for our lives,” Noam Chomsky, the left-wing activist and MIT professor, once wrote of Dr. Zinn. “When action has been called for, one could always be confident that he would be on the front lines, an example and trustworthy guide.”

For Dr. Zinn, activism was a natural extension of the revisionist brand of history he taught. Dr. Zinn’s best-known book, “A People’s History of the United States” (1980), had for its heroes not the Founding Fathers — many of them slaveholders and deeply attached to the status quo, as Dr. Zinn was quick to point out — but rather the farmers of Shays’ Rebellion and the union organizers of the 1930s.

As he wrote in his autobiography, “You Can’t Be Neutral on a Moving Train” (1994), “From the start, my teaching was infused with my own history. I would try to be fair to other points of view, but I wanted more than ‘objectivity’; I wanted students to leave my classes not just better informed, but more prepared to relinquish the safety of silence, more prepared to speak up, to act against injustice wherever they saw it. This, of course, was a recipe for trouble.”

Certainly, it was a recipe for rancor between Dr. Zinn and Silber. Dr. Zinn twice helped lead faculty votes to oust the BU president, who in turn once accused Dr. Zinn of arson (a charge he quickly retracted) and cited him as a prime example of teachers “who poison the well of academe.”

Dr. Zinn was a co-chairman of the strike committee when BU professors walked out in 1979. After the strike was settled, he and four colleagues were charged with violating their contract when they refused to cross a picket line of striking secretaries. The charges against “the BU Five” were soon dropped, however.

Dr. Zinn was born in New York City on Aug. 24, 1922, the son of Jewish immigrants, Edward Zinn, a waiter, and Jennie (Rabinowitz) Zinn, a housewife. He attended New York public schools and worked in the Brooklyn Navy Yard before joining the Army Air Force during World War II. Serving as a bombardier in the Eighth Air Force, he won the Air Medal and attained the rank of second lieutenant.

After the war, Dr. Zinn worked at a series of menial jobs until entering New York University as a 27-year-old freshman on the GI Bill. Professor Zinn, who had married Roslyn Shechter in 1944, worked nights in a warehouse loading trucks to support his studies. He received his bachelor’s degree from NYU, followed by master’s and doctoral degrees in history from Columbia University.

Dr. Zinn was an instructor at Upsala College and lecturer at Brooklyn College before joining the faculty of Spelman College in Atlanta, in 1956. He served at the historically black women’s institution as chairman of the history department. Among his students were the novelist Alice Walker, who called him “the best teacher I ever had,” and Marian Wright Edelman, future head of the Children’s Defense Fund.

During this time, Dr. Zinn became active in the civil rights movement. He served on the executive committee of the Student Nonviolent Coordinating Committee, the most aggressive civil rights organization of the time, and participated in numerous demonstrations.

Dr. Zinn became an associate professor of political science at BU in 1964 and was named full professor in 1966.

The focus of his activism now became the Vietnam War. Dr. Zinn spoke at countless rallies and teach-ins and drew national attention when he and another leading antiwar activist, Rev. Daniel Berrigan, went to Hanoi in 1968 to receive three prisoners released by the North Vietnamese.

Dr. Zinn’s involvement in the antiwar movement led to his publishing two books: “Vietnam: The Logic of Withdrawal” (1967) and “Disobedience and Democracy” (1968). He had previously published “LaGuardia in Congress” (1959), which had won the American Historical Association’s Albert J. Beveridge Prize; “SNCC: The New Abolitionists” (1964); “The 
Southern Mystique” (1964); and “New Deal Thought” (1966). Dr. Zinn was also the author of “The Politics of History” (1970); “Postwar America” (1973); “Justice in Everyday Life” (1974); and “Declarations of Independence” (1990).

In 1988, Dr. Zinn took early retirement so as to concentrate on speaking and writing. The latter activity included writing for the stage. Dr. Zinn had two plays produced: “Emma,” about the anarchist leader Emma Goldman, and “Daughter of Venus.”

Dr. Zinn, or his writing, made a cameo appearance in the 1997 film ‘‘Good Will Hunting.’’ The title characters, played by Matt Damon, lauds ‘‘A People’s History’’ and urges Robin Williams’s character to read it. Damon, who co-wrote the script, was a neighbor of the Zinns growing up.

Damon was later involved in a television version of the book, ‘‘The People Speak,’’ which ran on the History Channel in 2009. Damon was the narrator of a 2004 biographical documentary, ‘‘Howard Zinn: You Can’t Be Neutral on a Moving Train.’’

On his last day at BU, Dr. Zinn ended class 30 minutes early so he could join a picket line and urged the 500 students attending his lecture to come along. A hundred did so.

Dr. Zinn’s wife died in 2008. He leaves a daughter, Myla Kabat-Zinn of Lexington; a son, Jeff of Wellfleet; three granddaugthers; and two grandsons.

Funeral plans were not available.

Zinn Education Project:

Retrospective: Interviw with Howard Zinn, in the ‘London Progressive Journal’: 

Henry Giroux reflects on the life and work of Howard Zinn in ‘Truthout’:

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