{"id":14410,"date":"2014-09-20T23:57:27","date_gmt":"2014-09-21T07:57:27","guid":{"rendered":"http:\/\/www.richgibson.com\/blog\/?p=14410"},"modified":"2014-09-20T23:57:27","modified_gmt":"2014-09-21T07:57:27","slug":"rouge-forum-dispatch-in-pacified-areas-people-become-instruments-of-their-own-oppression","status":"publish","type":"post","link":"https:\/\/www.richgibson.com\/blog\/rouge-forum-dispatch-in-pacified-areas-people-become-instruments-of-their-own-oppression\/","title":{"rendered":"Rouge Forum Dispatch: In pacified areas, people become instruments of their own oppression."},"content":{"rendered":"

We Say Fight Back!<\/strong><\/span><\/p>\n

\"Fist<\/a><\/p>\n

Modern Transformations and the Challenges of Inequality in Education in India<\/strong><\/p>\n

Delhi, 27th-29th November, 2014<\/strong><\/p>\n

Conference organized by the Department of History, Delhi University in Collaboration with Ramjas College, Delhi University<\/strong><\/p>\n

Venue: Ramjas College, Delhi University, (North Campus), Delhi 110007.<\/strong><\/p>\n

The Department of History, Delhi University in collaboration with Ramjas College, Delhi University is organizing an international conference on \u2018Modern Transformations and the Challenges of Inequalities in Education in India\u2019 on 27th-29th November 2014 in Delhi University. The conference is sponsored by Indian Council for Historical Research (ICHR) and Indian Council of Social Science Research (ICSSR). It broadly intends to deliberate on the following areas:
\nHistory of education and Struggle for Equality;
\nEducation and Neoliberalism: Historical roots and Contemporary Perspectives;
\nCurricular Knowledge and Natural and social Sciences: Colonial Trajectories and Contemporary Perspectives and Transformations;
\nQuestioning the Curricular Divide: The Context of Arts and Physical Education;
\nLanguage and inequality;
\nPerspectives on Exclusion and Education: Class, Caste, Tribal and Other Socio-Religious Groups; Gender and Disability;
\nTeachers and Teacher Education: The Question of Transformation;
\nVisions of Counter Hegemony: Resources for Reconstructing Education.<\/p>\n

For details, please see\u2014
\nConcept Note
\nAbstracts of Papers
\nConference Organizing Team \u00a0http:\/\/www.vikasinterventions.in\/educationconference2014<\/p>\n

\"Education<\/a>See inside for Alan Spector on SDS and More:<\/strong> SDS, the 1960s, and Education for Revolution: Alan Spector \u00a0—http:\/\/clogic.eserver.org\/2013\/Spector.pdf<\/strong><\/p>\n

For all the righteous indignation it inspired, the Ferguson turmoil has become the latest in a series of flash-in-the-pan causes that peter out without inspiring lasting movements for racial justice.<\/strong>\u00a0As an organizer for the Student Nonviolent Coordinating Committee (SNCC) in Mississippi during the \u201960s, what I learned was the importance of organizing at the grass-roots and how even small actions at this level can have national impact. That is why I cannot help but notice that many black leaders, in their efforts to drive change, are ignoring some of the great lessons of the Southern Freedom Movement. For one, the black leaders we most often see in the public eye have become experts at complaining about what the white man does to black people. Al Sharpton and others fill their rhetoric with fury about the white power structure, but ultimately serve messages that are superficial and myopic. To be clear, I am no right-wing ideologue blaming black people for the oppression that has beset them for generations. At 71 years old, I have experienced my share of brutal and dismissive racism. But this one-track approach will not generate change. Perhaps the great lesson of the southern Civil Rights Movement is that as much as it challenged white supremacy, it was the challenges that black people made to one another that truly empowered the movement. For example, the Rev. Martin Luther King Jr. emerged as a leader in 1955 only after he was challenged in his own church in Montgomery, Ala. People had gathered there to consider extending the successful one-day bus boycott until the city agreed to desegregate its buses. Several ministers raised concerns and gave excuses for why the boycott should end. E.D. Nixon, a leader in the Brotherhood of Sleeping Car Porters, accused the ministers of cowardice. It was then that the 26-year-old King stood up and proclaimed, \u201cI am not a coward.\u201d The now-embarrassed group agreed to extend the boycott, established the Montgomery Improvement Association, and made King its leader. – See more at: www.portside.org\/2014-09-20\/ferguson-forgotten-lessons-civil-rights-movement#sthash.ZECjpJc5.dpuf<\/a> \u00a0Charles Cobb<\/strong> is the author of This Non-Violent Stuff’ll get you Killed.\u00a0<\/em><\/p>\n

\"ferguson-residents-protest-police-shooting-data\"<\/a><\/p>\n

Protests force reactionary Ravitch’s Fave Superintendent to Return Mrap <\/strong>But San Diego Supt. Cindy Marten, in announcing the decision to return the vehicle, said that “some members of our community are not comfortable with the district having this vehicle. \u00a0http:\/\/www.latimes.com\/local\/lanow\/la-me-ln-san-diego-military-vehicle-20140918-story.html<\/p>\n

Colbert on Cindy Marten’s Mrap thecolbertreport.cc.com\/videos\/arckqm\/viggo-mortensen<\/a><\/strong><\/p>\n

Four Arrows:\u00a0\u201cFalse Doctrine\u201d and the Stifling Of Indigenous Political Will \u00a0<\/strong>there is a correlation between the failure of Indigenous politics to achieve its goals and the sway of what Thomas Paine refers to as the false doctrine of Christian dogma. Unremitting evangelism and Christian hegemony has led to silencing or compromising authentic grassroots voices of too many Indigenous people. High conversion rates have weakened opportunities for resistance to colonialism and the loss of vital traditional values…more at\u00a0http:\/\/ojs.library.ubc.ca\/index.php\/criticaled\/article\/view\/184496<\/p>\n

Florida Teacher Halts State Exams\u00a0<\/strong>Education Commissioner Pam Stewart ended the Florida Assessments for Instruction in Reading, known as the FAIR test, in kindergarten through second grade. In its place, teachers will observe children’s reading abilities in a more informal setting than the online exam, which recently experienced glitches.<\/p>\n

Stewart announced the change in a memo to superintendents.<\/p>\n

“It’s amazing,” said Susan Bowles, the Alachua County kindergarten teacher whose widely publicized refusal to administer FAIR this fall sparked the state’s move. “I am very grateful that they have seen that the test was not a good thing for children.”<\/p>\n

Unlike other tests, FAIR is used solely to monitor students’ progress and has no impact on school grades or funding. But Bowles and other advocates expressed hope that the next step would be a wider discussion about testing in Florida schools.<\/p>\n

“There is a yearning from teachers and parents that the whole testing structure and mentality get looked at and changed,” she said. \u00a0\u00a0http:\/\/www.tampabay.com\/news\/education\/testing\/florida-suspends-a-controversial-exam-as-debate-widens-over-school-testing\/2197837<\/p>\n

Call for Chapters: <\/strong>My colleagues and I are working on new and exciting book project investigating the intersection of educational technology and social justice.<\/p>\n

We welcome submissions critically interrogating the role of technology in schools and reframing its use in classrooms. \u00a0Please see attached document for more detailed information. \u00a0goo.gl\/ZFqRA2<\/a><\/span><\/div>\n
Please submit brief descriptions of chapters through September 24, 2014 to <\/span>elmiller@csufresno.edu<\/a> with “Educational Technology and Social Justice” in the subject line. \u00a0 \u00a0<\/span><\/div>\n
<\/div>\n
\"Johnson<\/a>Chalmers Johnson: On Revolution—Causes:
\n*power deflation, dependence on more and more force.
\n*loss of authority, use of force seen as illegitimate
\n* accelerators: events that make armies mutiny, revolutionary leaders decide to move,<\/strong> much more\u00a0http:\/\/richgibson.com\/johnsonquotes.htm<\/div>\n

The Little Red Schoolhouse<\/strong><\/span><\/p>\n