Where would I be if not for your wild heart?
I ask this not from love, but selfishly—
how could I live? How could I make my art?
How education reform drives gentrification
March 8, 2014
Public school teachers in Portland, Ore., and their students are doing a victory lap. Nearly a year after unveiling a contract proposal that would have put the squeeze on the 2,900-member Portland Association of Teachers (PAT), the Portland School Board on March 3 approved a contract that acceded to virtually every demand from the teachers’ union.
The board was acting as a stalking horse for corporate attacks on unions and public education nationwide. It initially wanted to saddle teachers with higher health care costs, fewer retirement benefits, more students and a greater workload in a city where 40 percent of teachers already work more than 50 hours a week (PDF). The board also demanded expansive management rights (PDF) and allegedly wished to link teacher evaluation more closely to standardized testing. The PAT opposed the board, arguing that low-income and minority students would pay the heaviest price as their classes grew larger, more time was devoted to testing and resources for curriculum preparation and teacher development got slashed.
Only after 98 percent of the PAT voted to strike starting Feb. 20 — and students vowed to join the picket line — did the board blink. Alexia Garcia, an organizer with the Portland Student Union who graduated last year, says students held walkouts and rallies at many of the city’s high schools in support of teachers’ demands because “teachers’ working conditions are our learning conditions.”
The deal is a big victory for the teachers’ union in a state where business interests, led by the Portland Business Alliance, call the shots on education policy. The school board had brought out the big guns, authorizing payments of up to $360,000 to a consultant for contract negotiations and$800,000 to a law firm, despite already having a full-time lawyer on its payroll. But, emulating Chicago teachers who prevailed in an eight-day strike in 2012, the PAT went beyond contract numbers, winning community support by focusing on student needs and rallying to stop school closures in underserved communities.
Most significant, the teachers helped expose the role of education reform in gentrifying the city, making it nearly impossible for every neighborhood to have a strong school. This is a process playing out nationwide, from Los Angeles to Atlanta, Milwaukee to Washington, D.C. But it is particularly striking in Portland, so noted for quirkiness and tolerance it has spawned a hit television show, “Portlandia,” During a public forum on the contract negotiations, one teacher observed that the show was a reflection of how “we march to our own beat in Portland.” This has held true for the teachers’ approach to education.
Test scores by ZIP code
The current fight over public schools began in January 2013 when teachers, parents and students successfully blocked the board from closing or merging half a dozen schools, mainly in the historically African-American neighborhood of Northeast Portland, which had already seen two schools shut down the previous year. This helped to mobilize community support behind a vision of public education that contrasted starkly with the Portland School Board’s ideas.
The tussle over teacher contracts has underscored how cozy the board is with corporate interests that promote school ratings, standardized testing and school choice, which allows students to freely transfer to other public schools. Touted as a way to use market forces to improve schools, school choice instead creates a two-tier system.
The racial effect of school choice is stark in Northeast Portland, where more than 40 percent of the black population has been pushed out since 2000, and which is 70 percent white today. City documents reveal that more white children in the area opt for charter, magnet and public schools in other parts of the city than attend their assigned neighborhood school. For African-American children, barely one-fourth access those choices.
Sekai Edwards is a sophomore at Jefferson High School in Northeast Portland, the only African-American-majority school in the city. It’s ranked in the bottom 15 percent of the state’s schools. Edwards says Jefferson is “portrayed as failing, as having a lot of violence and gang activity, so fewer kids want to come here.” Jefferson has about 500 students, a third of the size of some other high schools in the city. Since funding is tied to enrollment, Edwards says the only foreign language offered is Spanish, and her anatomy and physiology class has 43 students in it. She says, “I just want to focus on schooling,” but with constant fears of her school being shut down, she adds, “I don’t think I’ll get that at Jefferson.”
I start a picture and I finish it. I don’t think about art while I work. I try to think about life.
Stunning Images Of Skylines Captured With Time Lapse Photography
by Dan Marker-Moore
- Friend: So how do you think you've changed since high school?
- Me: Well I became aware of oppressive power structures and how we are complicit in them and now seek to dismantle them.
- Friend: ...
- Me: I also think I got hotter.
Do I question my loyalties? Or do I try to work it out? You’re the part of my memories that I never wanna live without.
As Promised: the Jimi Hendrix art of Jean Giraud, aka Moebius.
Theory is taught so as to make the student believe that he or she can become a Marxist, a feminist, an Afrocentrist, or a deconstructionist with about the same effort and commitment required in choosing items from a menu.
Edward Said, Culture and Imperialism (1993), Chap 4, Sect 2 (via ardora)
This reminded me of what Patricia Hill Collins said about theories as well:
Theory of all types is often presented as being so abstract that it can be appreciated only by a select few. Though often highly satisfying to academics, this definition excludes those who do not speak the language of elites and thus reinforces social relations of domination. Educated elites typically claim that only they are qualified to produce theory and believe that only they can interpret not only their own but everyone else’s experiences. Moreover, educated elites often use this belief to uphold their own privilege.