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Rouge

THE ROUGE FORUM: UPDATE 3rd MARCH 2012

The Rouge Forum Dispatch is updated here: http://www.richgibson.com/blog/

Susan Ohanian will be a Keynote Speaker at the Rouge Forum Conference. Susan’s advocacy work keeps at its core her 20 years as a teacher. Her more than 300 essays on education issues have appeared in periodicals ranging from Phi Delta Kappan cover stories to The Atlantic, Nation, USA Today, Washington Monthly, Extra! (Fairness and Accuracy in Reporting), and numerous education journals. One of her 26 book on education policy and practice introduced the word Standardisto.

Although currently censored at the NCTE online discussion site, Susan’s website received the NCTE’s George Orwell Award for Distinguished Contributions to Honesty and Clarity in Public Language. She has delivered the annual MacClement Lecture for Excellence in Education, Queens University, Ontario, Canada, the Helen Oakes lecture at Temple University, and the Biber Lecture, Bank Street College, New York.

Susan started a website to protest the passage of NCLB. She had hoped to shut it down by now, but things keep getting worse, so she persists.

Call for Proposals

Rouge Forum 2012
OCCUPY EDUCATION! Class Conscious Pedagogies for Social Change
June 22-24, 2012
Miami University
Oxford, OH
Proposals Due April 15, 2012

The Rouge Forum 2012 will be held at Miami University in Oxford, Ohio. The University’s picturesque campus is located 50 minutes northwest of Cincinnati. The conference will be held June 22-24, 2012.

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending proposals is April 15. The Steering Committee will email acceptance notices by May 1. (details http://rougeforum2012.wordpress.com/rf-2012-call-for-proposals/)

Good Luck to our side
Rich Gibson

***END***

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Cold Hands & Quarter Moon: http://www.myspace.com/coldhandsmusic

F.W. Taylor

LEARNING OUTCOMES: THE ABSURD BECOMES LOGICAL

This is the title of a topical and important new paper by John J. Crocitti, Professor of History, San Diego Mesa College which is now available at The Flow of Ideas web site.

As Professor Crocitti notes:

“Ultimately, the drive towards SLO [Student Learning Outcomes] constitutes an effort by politicians, business people, opportunist professors and bureaucrats to deskill and control academic labor in the manner that management applied Taylorism to industrial labor during the early twentieth century”

The article can be viewed at: http://www.flowideas.co.uk/?page=contributions&sub=Learning%20Outcomes

Glenn Rikowski

THE JOURNAL FOR CRITICAL EDUCATION POLICY STUDIES

ISSN 1740-2743

The Journal for Critical Education Policy Studies is a free e-journal published by The Institute for Education Policy Studies (IEPS)

IEPS is an independent Radical Left/ Socialist/ Marxist institute for developing policy analysis and development of education policy. It is at: http://www.jceps.com

The Journal for Critical Education Policy Studies (JCEPS) seeks to develop Marxist and other Left analysis of education.

The Journal for Critical Education Policy Studies seeks and publishes articles that critique global, national, neo-liberal, neo-conservative, New Labour, Third Way, postmodernist and other analyses of policy developments, as well as those that attempt to report on, analyse and develop Socialist/ Marxist transformative policy for schooling and education from a number of Radical Left perspectives. JCEPS also addresses issues of social class, ‘race’, gender, sexual orientation, disability and capital/ism; critical pedagogies; new public managerialism and academic / non-academic labour, and empowerment/ disempowerment. JCEPS welcomes articles from academics and activists throughout the globe. It is a refereed / peer reviewed/ peer juried international journal.

Volume 7, Number 1:
June 2009

Michael Viola, University of California Los Angeles, USA
The Filipinization of Critical Pedagogy: Widening the Scope of Critical Educational Theory

Mike Cole, Bishop Grosseteste University College, Lincoln, England
On ‘white supremacy’ and caricaturing, misrepresenting and dismissing Marx and Marxism: a response to David Gillborn’s ‘Who’s Afraid of Critical Race Theory in Education’

Guy Senese, Northern Arizona University, USA
‘Like the Other Kings Have:’ a theory of sovereignty and the persistence of inequality in education

Helena Sheehan, Dublin City University, Ireland
Contradictory transformations: observations on the intellectual dynamics of South African universities

Anastasia Liasidou, Roehampton University, London, England
Critical Policy Research and Special Education Policymaking: A Policy Trajectory Approach

Antoinette Errante, Ohio State University, Columbus, Ohio, USA
Structure, Agency and Cultural Capital as Control over Knowledge Production in Policy Formation: Mozambique’s Education Sector Strategic Plan

Angela C. de Siqueira, Universidade Federal Fluminense, Brazil
Higher Education Reform in Brazil: Reinforcing Marketization

Pierre W. Orelus, New Mexico State University, USA
Beyond Political Rhetoric and Discourse: What type of educational, socio- economic, and political change should educators expect of President Barack Obama?

Sara Zamir, Ben-Gurion University at Eilat, Israel, and Sara Hauphtman, Achva Academic College of Education, Israel
The portrayal of the Jewish figure in Literary Texts Included in the Present Matriculation Curriculum in Hebrew for Students of the Arab Sector in Israel

Phoebe Moore, University of Salford, England
UK Education, Employability, and Everyday Life

Rebecca A. Goldstein, Montclair State University, New Jersey, USA, and Andrew R. Beutel, Ramapo Ridge Middle School, Mahwah, New Jersey, USA
‘Soldier of Democracy’ or ‘Enemy of the State’? The rhetorical construction of teacher through ‘No Child Left Behind’

Stephen Philion, St. Cloud State University, Minnesota, USA
Is Race Really Controversial in the University Classroom?

Michelle Early Torregano and Patrick Shannon, Penn State University, Pennsylvania, USA
Educational Greenfield: A Critical Policy Analysis of Plans to Transform New Orleans Public Schools

Dennis Beach and Margata Carlen, University College Borås, Sweden
New partnerships – New interests: An ethnographic investigation some of the effects of employer involvement in trade union education

Rodolfo Leyva, Kings College London, University of London, UK
No Child Left Behind: A Neoliberal Repackaging of Social Darwinism

Ioannis Efstathiou, Institute of Education, University of London, UK
Enhancing Students’ Critical Awareness in a Second Chance School in Greece: Reality or Wishful Thinking?

Mompati Mino Polelo, University of Botswana, Gaborone, Botswana
The Small State, Markets and Tertiary Education Reform in a Globalised Knowledge Economy: Decoding Policy Texts in Botswana’s Tertiary Education Reform

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

The Education Agenda is a War Agenda: Connecting Reason to Power and Power to Resistance

 

Rich Gibson and Wayne E. Ross have written an excellent paper that links the US education agenda with its foreign policy and the current economic crisis.

 

You can view it at: http://www.zmag.org/znet/viewArticle/20965

 

Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Whatever Happened to the Education Debate? Rouge Forum Update

 

A Message from Rich Gibson

 

 

Dear Friends
Remember to mark you calendars: the weekend of May 15th, the Rouge Forum Conference at Eastern Michigan University in Ypsilanti.

What with wars and economic collapse in the forefront of American
minds, it seems the hot education debate is vanished. Perhaps for
good reason as the major party candidates agree on the crux of NCLB,
merit pay, the expansion of charters, the heroification of Teach For
America’s drive-by projects in poor neighborhoods, and they must be
clear on what will be the school budget impact of the financial firestorms.

Depending on where you live, PBS and NPR plan discussions between
McCain and Obama surrogates, but really, what can be said to
demonstrate passionate disagreement? Not much. Here is Fairtest’s
examination of the candidates positions:
http://www.fairtest.org/what-presidential-candidates-are-saying-about-nclb

Having surveyed the web sites of the major unions in the US, only one
has anything to say about the bankster bailout—the American
Federation of Teachers, in support of it. The rest are pouring
millions of dollars into the Obama campaign.

Why would the huge National Education Association and AFT shower
Obama with member cash when his fundraising is already over the top, $150 million in September, within a billion dollar electoral
spectacle? In the case of NEA, it’s dues income and jobs. The early
childhood education centers Obama may set up will be contested
terrain for NEA, but rumor has it that Reg Weaver, outgoing NEA
president, is lined up for an administration job in that field.

Meanwhile, the tyranny deepens as banksters, AIG bailout recipients,
go partridge hunting on taxpayers’ nickels:
http://www.nydailynews.com/money/2008/10/14/2008-10-14_aigs_lords_and_lady_of_the_hunt_may_find.html
http://www.nytimes.com/2008/10/19/opinion/19dowd.html?ei=5070

 
 

 

(Defarge was right)
Those who were born with the least capital will get hurt first and
worst in these crises. And the wisdom they display will often be
exemplary, a lesson for us all. Right now, people in Morelos Mexico
(named for the revolutionary) are battling the police and the
military. They are led by teachers and other school workers who are
demanding an end to school privatization, a project of the “Alliance
for Quality Education”: which also seeks to demolish teacher benefits
won over decades. The fight has gone on for more than two months,
demonstrating that educators are centripetally positioned to initiate
social change. The Morelos fighters were recently joined by comreades
from Oaxaca—a learning from all; one lesson being that their top
union leadership consistently betrays them. The Morelos educators are
good examples of people connecting reason to power, with solidarity.
Here is one of many links: http://www.youtube.com/watch?v=TjVNKGMSqII

Thanks to Gil, Amber, Gina and Adam, Sandy. Bill and Bill, Greg and
Katie, Melissa, Nancy, Bonnie, Sarah, Giselle, Eva, Lisa, Liz, Betty,
Gloria and the Michigan gang, Kim, Bob, Dirty Edd, Pete, Dave, George
and family, Wayne, and Sue. H.

All the best

Rich Gibson

 

 

Posted here by Glenn Rikowski

The Rikowski web site, The Flow of Ideas is at: http://www.flowieas.co.uk

Glenn’s MySpace Profile is at: http://www.myspace.com/glennrikowski

Currently listening :
sensoria
By HeadenD
Release date: 2008-10-07