Education

Location: 
LA
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Social movements in the recent past have founded schools and universities to carry the flame of the movement in a structural context. In the first few weeks of the occupation at Zuccotti Park, a few activists did the same thing: set out to create a new university. The group has subsequently created a new institutional framework based on emergent communities of inquiry, pedagogies of emancipation, and curricula for radical knowledges. The purpose has been to create an alternative to the corporatized university using OWS practices of consensus-building. This panel will present the framework for this new university, and facilitate a discussion about the possibilities of higher education for and by the 99%.
Location: 
LA
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Description: 
The panel will investigate some of the many ways we are pushing back against the corporate colonization of academic culture. Fighting to raise awareness of the issues through documentaries and art-making will be discussed by the writers and filmmakers on the panel. Working to return professional stature, governance and economic justice to the migrant adjunct faculty within traditional academic institutions will be discussed by members of NFM. Creating new models of higher education - like the free university movement, open sourceware opportunities and peer-to-peer educating - will be examined for its benefits and game-changing possibilities. Proposed panelists: Debra Leigh Scott and Chris LaBree Co-Producer of 'Junct: The Trashing of Higher Ed. in America, will talk about the 'Junct project, our goals and intentions in the making of the film. (Confirmed) Nathan Kleinman, The Free University of Philadelphia Working Group, and candidate for U.S. Congress, in Pennsylvania's 13th District. Kyle McCarthy, Producer of Default: The Student Loan Documentary.
Location: 
LA
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Description: 
Working teachers from public secondary schools in the NY metropolitan area discuss what it means to have a left pedagogy and curriculum and the possibilities for encouraging organic intellectuals who can be leaders in movements for social change. Speakers view their work within the context of concepts developed by Gramsci, hegemony and organic intellectual. Schools are dialectical institutions designed to replicate capitalist social inequality, but which create space for the emergence of indigenous working-class intellectuals with ties to oppressed communities. Alan Singer provides an overview of public education today. Pablo Muriel discusses working with high school students from the Bronx who fought against the closing of their school and are now involved as social change activists. Justin Williams teaches in a suburban minority community. For Justin, teaching as a leftist means providing classroom experiences that force students to not only gain an understanding of the power structures that have been influencing their lives but to begin to think critically about them. Being a leftist educator means that whatever the standard curriculum material or the skill components of the lesson, you are always teaching for social justice. Atif Khalil is a Pakistani American from the suburbs. Because of his left perspective he chose to teach social studies in inner-city New York City communities where his students are largely either immigrants or the children of immigrants.
Location: 
LA
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Description: 
Our young adult public school working class children are graduating into a 2013 globalized world where their Civil Rights, Human Rights and American style Freedoms and Potentials have become increasingly more dependent on their relationship to money, access to jobs, costly higher education and the economy in general. Our Public Schools have proved unable to intellectually negotiate or produce a senior high school experience rebuilt on the local and global changes, new democratic demands for informed engaged citizenship and the general confusions of who we are as a people and how we want to live, work cooperate and share into the future of America. In July of 2012, The Center for the Study and Practice of Social Studies, an independent collaboration between the Association of Teachers of Social Studies (ATSS/UFT) and the National Academy of Alternative Education (NAAE) convened the High School Students Rights Task Force, commissioned to update a 1972 Civil Liberties Union produced Student Rights Handbook for New York City. That 2012 Declaration of Student Rights for New York City Public High Schools calls for the democratic and influential participation of our senior high school students through Representative Student Government and Student Edited School Newspaper Programs in all aspects of school life with power to influence. This panel/workshop will present ongoing Social Studies reforms and generate conversation with participants over what more needs be addressed and done.
Location: 
LA
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Description: 
Contemporary analyses and critiques of current education reform are generally absent deeper considerations of the logic of capitalism and its fundamental socio-economic tendencies such as privatization, commodification, and alienation. We will examine the current policies and directions of the so-called educational reform movement from a Marxist perspective and identify significant economic changes (dating to the 1960's) that provoked changes in education broadly considered, and in schools in particular. We will examine the concrete nature of neo-liberal changes including testing and the phenonomenon of data use, school closures, the Common Core and the increasing influence of large corporations such as Pearson and McGraw Hill, teacher evaluation and the deskilling of the teaching profession, and the undermining of unions. Finally, we will analyze the challenges facing our current Mayor as well as propose avenues for resistance and future struggle.
Location: 
LA
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Description: 
An introduction to Diderot's "The Paradox of Acting," to shine a light on the paradox of teaching and all performing arts.
Location: 
LA
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Description: 
A public defense of "The Divination of Truth: From the Quest for Certainty To A Search for a Method." A dissertation submitted to the Graduate Faculty in Sociology in partial fulfillment of the requirement for the degree of Doctor of Philosopy, The City Unversity of New York, 1997.
Location: 
LA
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Description: 
Rather than building on the intrinsic curiosity of children, their wonder and their excitement about understanding their world, increasingly our school system shifts their attention to external motivations. Students are taught that what counts are test results, teacher approval, and grades. Eventually, children learn about the necessity for doing well in school to facilitate making money - the ultimate external motivation. In this interactive and action-oriented session we will discuss the current state of our educational system, and how shifting the primary goal of K-12 education to the creation of students that are self-motivated to learn will not only raise students' scholastic achievements, it will also bring with it many other benefits for students, teachers, parents and society. We will explore the many ways this can be accomplished without any extra cost to each school's local community. And we will plan Action Steps so our groups can work together going forward to meet the challenges and opportunities involved in making such a shift in our educational system. We invite you to add your voice and join the movement to transform education - for our children and the world!