{"id":19103,"date":"2016-02-28T00:50:46","date_gmt":"2016-02-28T08:50:46","guid":{"rendered":"http:\/\/www.richgibson.com\/blog\/?p=19103"},"modified":"2016-02-28T01:08:13","modified_gmt":"2016-02-28T09:08:13","slug":"rouge-forum-dispatch-the-education-agenda-still-a-war-agenda","status":"publish","type":"post","link":"https:\/\/www.richgibson.com\/blog\/rouge-forum-dispatch-the-education-agenda-still-a-war-agenda\/","title":{"rendered":"Rouge Forum Dispatch: The Education Agenda, still a War Agenda"},"content":{"rendered":"

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

Happy Anniversary Communist Manifesto (1848)!<\/strong><\/p>\n

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www.marxists.org\/archive\/marx\/works\/1848\/communist-manifesto\/<\/a><\/p>\n

Mike Alewitz:<\/p>\n

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Rouge Forum Conference<\/strong>
\nCall for Proposals<\/strong>
\nMay 27 & 28, 2016<\/strong>
\nHosted by<\/strong>
\nSt. Mary\u2019s University<\/strong>
\nCalgary, Canada<\/strong>
\nProposal Deadline: Monday April 4th , 2016<\/strong>
\nConference Theme: Teaching for Democracy and Justice in an Age of Inequality<\/strong><\/p>\n

\"pen<\/a>
\nThis year\u2019s Rouge Forum is dedicated to the overarching question of how we engage our students or communities in important issues and work necessary to foster a more
\njust and democratic world. We look to bring scholars, teachers, and community members with varied experiences, perspectives, and approaches in order to contribute to the larger conversation with the conference attendees.<\/p>\n

Here, we are intent on providing a more fulsome conference experience, where attendance means more than simply presenting and listening.<\/p>\n

At this year\u2019s Rouge Forum we are developing new formats to better enable meaningful conversations between attendees and presenters; one\u2019s that lead to the sharing of ideas and experiences, while forging new relationships within and across disciplines for a common purpose: the pursuit of a more just and democratic world. We encourage speakers and participants from any discipline whose work intersects with the broad theme of the conference to attend this year\u2019s Rouge Forum.<\/p>\n

We areparticularly interested in having discussions around pressing issues of current significance in our communities and across the world. Discussions are encouraged to address at least one of the following themes, broadly construed: rougeforum.org\/Proposals2016.pdf<\/a><\/p>\n

Tens of thousands march in London in largest #StopTrident demo in decades<\/h1>\n

Protesters opposing the renewal of UK’s costly nuclear deterrent, Trident, have taken to the streets of London. With a number of organizations participating, many young people are at the demo, saying there are better ways to spend taxpayers’ billions.<\/p>\n

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Jobs:Patent Office:<\/strong><\/p>\n

Job Title: Design Patent Examiner
\nDepartment: Department Of Commerce
\nAgency: Patent and Trademark Office
\nJob Announcement Number: TC2900-2016-0001<\/p>\n

SALARY RANGE:$53,564.00 to $69,633.00 \/ Per Year
\nOPEN PERIOD:Monday, February 22, 2016 to Monday, March 7, 2016
\nSERIES & GRADE:GS-1226-07
\nPOSITION INFORMATION:Full Time – Permanent
\nPROMOTION POTENTIAL:13
\nDUTY LOCATIONS:MANY vacancies in the following location(s):
\nSan Jose, CA View Map
\nAlexandria, VA View Map
\nWHO MAY APPLY:Applications will be accepted from all U.S. Citizens
\nSECURITY CLEARANCE:Public Trust – Background Investigation
\nSUPERVISORY STATUS:No
\nJOB SUMMARY:\u00a0 www.usajobs.gov\/GetJob\/ViewDetails\/430377400<\/a><\/p>\n

www.youtube.com\/watch?v=F9Qxr1wdxbg&feature=share<\/a><\/p>\n

Adam Cohen’s new book tells the story of the 1927 Supreme Court case <\/em>Buck v. Bell<\/em>. The ruling permitted the state of Virginia to sterilize an “imbecile” \u2014 a scientific term of the day. Cohen discusses the decision, and its legacy, with NPR’s Robert Siegel. Listen: www.npr.org\/2016\/02\/26\/468297940\/imbeciles-explores-legacy-of-eugenics-in-america<\/a><\/p>\n

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Kounter-Protesters Kick Ku Klux Klan Ass in Anaheim<\/h1>\n
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A Klansman is arrested for stabbing protesters<\/div>\n
Photo by Gabriel San Roman\/OC Weekly<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n<\/div>\n

Today’s Ku Klux Klan rally at Anaheim’s Pearson Park turned to chaos before it even started. With no visible police presence at the scene, a black SUV carrying around five Klukkers pulled up by the park shortly after noon. They tried getting Confederate flags and “White Lives Matter” signs down from the back, when protesters swarmed them. After trading insults at each other, the counter-protesters started pummeling the Invisible Empire. One Klansman confronted the crowd with an American flag.\u00a0 www.ocweekly.com\/news\/kounter-protesters-kick-ku-klux-klan-ass-in-anaheim-7004844<\/a><\/p>\n

www.youtube.com\/watch?v=cuyIJ98I93s&feature=share<\/a><\/p>\n<\/div>\n<\/section>\n<\/div>\n

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Historical Materialism Book Series<\/h1>\n<\/div>\n
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Editorial Board<\/b>:
\nS\u00e9bastien Budgen (Paris),
\nDavid Broder (Rome),
\nSteve Edwards (London),
\nJuan Grigera (London),
\nMarcel van der Linden (Amsterdam),
\nPeter Thomas (London)<\/p>\n<\/div>\n<\/div>\n<\/div>\n

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The Historical Materialism Book Series<\/i> is a major publishing initiative of the radical left. The capitalist crisis of the twenty-first century has been met by a resurgence of interest in critical Marxist theory. At the same time, the publishing institutions committed to Marxism have contracted markedly since the high point of the 1970s. The Historical Materialism Book Series<\/i> is dedicated to addressing this situation by making available important works of Marxist theory. The aim of the series is to publish important theoretical contributions as the basis for vigorous intellectual debate and exchange on the left. We are convinced that a project of this kind can make an important contribution to the revitalisation of critical politics and intellectual culture.<\/p>\n

The peer-reviewed series publishes original monographs, translated texts and reprints of \u2018classics\u2019 across the bounds of academic disciplinary agendas, and across the divisions of the left. The series is particularly concerned to encourage the internationalisation of Marxist debate, and aims to translate significant studies from beyond the English speaking world. We have previously published important studies of Marxist thinkers, key collections of sources from the socialist movement, works of philosophy, history and literary criticism, as well as political and economic studies. Future publication plans include texts in the fields of cultural and aesthetic theory, sociology and geography.<\/p>\n

The Historical Materialism Book Series<\/i> will expand significantly over the coming years with substantial and important books in all areas of Marxist theory. We are undertaking a project of publishing previously untranslated texts by Marx, long unavailable debates from the 2nd and 3rd Internationals, and English editions of important studies from the post war period. Equally significantly, we also aim to publish the work of the emerging generation of Marxist scholars and theorists. The Historical Materialism Book Series<\/i> intends to be at the forefront of radical publishing for the coming period with a commitment to rigorous intellectual work produced within the many Marxist traditions. All editorial enquiries and proposals to historicalmaterialism@soas.ac.uk<\/a> For more information visit also the journal Historical Materialism<\/i><\/a>.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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

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Detroit Teen Imani Harris on School Debt: ‘My Education Suffers and I Deserve Better’\u00a0\u00a0 <\/strong>I am a sophomore and have spent both my high school years at Renaissance. There are many good things happening in the DPS system, and specifically at my school. Unfortunately, the negative seems to outweigh the positive.<\/p>\n

Starting with a lack of teachers and ending with underfunded programs, DPS seems to be getting worse and worse by the second. Who can we blame, and what can we do to fix it? My education suffers and I deserve better.<\/p>\n

During freshman year at Renaissance, I was very saddened to find that the Chinese program had been cut, but kind of excited that I got to explore French.<\/p>\n

The first week of school was very odd because my French teacher only came the first couple of days. A few weeks later, she stopped coming altogether. I did not have a French teacher that whole first semester. It was only my first semester in high school, and I already had experienced a small portion of how this debt would affect me personally.<\/p>\n

Now, as a sophomore I am in French 2. I struggle every day because I don\u2019t even have a real understanding for the basics of French, so how can I understand second level French? This was just the first way that the DPS debt affected me.<\/p>\n

This year as a sophomore I had an English teacher for the first two weeks of school. Unfortunately, the teacher decided to leave, and though I know she meant no harm on my education, it still didn\u2019t change the fact that I had no English teacher.<\/p>\n

We went without a stable English teacher for almost 6 months. Through the course of this time we continue to receive substitutes, and empty promises of a new teacher.<\/p>\n

Throughout those months we went through a total of 5 teachers. This may not seem like a big deal, but imagine walking in after just getting used to one teacher, to find that you have a whole different person to learn and do work for.www.deadlinedetroit.com\/articles\/14333\/detroit_teen_on_school_debt_my_education_suffers_and_i_deserve_better#.Vszx2vkrJMx<\/a><\/p>\n

Military easily Co-opts Social Nationalist Opt-outs<\/strong><\/p>\n

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Thousands of New Jersey high school seniors may be taking the military\u2019s enlistment exam to fulfill a graduation requirement because they opted out of the controversial PARCC tests when they were juniors.<\/p>\n

Nearly 50,000 New Jersey high school seniors are required to take an alternative end-of-year assessment because they opted out of taking the Partnership for Assessment of Readiness for College and Careers, (PARCC) test last year. School officials say<\/a> \u201ca significant number\u201d of these students will now likely have to take either the College Board\u2019s ACCUPLACER test or the Armed Services Vocational Aptitude Battery, (ASVAB) as approved pathways to graduation. The costly<\/a> ACCUPLACER is a product of the College Board, while the free-of-charge ASVAB is the military\u2019s enlistment test that is given to 650,000 students in 14,000 schools across the country. Its primary purpose, according to military documents, is to procure leads for recruiters.\u00a0 www.alternet.org\/education\/mandatory-school-testing-gone-way-wrong-how-thousands-high-school-students-may-be-pushed<\/a><\/p>\n

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Southwestern College academic faculty leaders are calling for the termination of a new administrator after complaints of a racial nature were brought to the Governing Board during an emergency special meeting on Friday, Feb. 19.<\/strong><\/p>\n

A complaint was launched after Dr. Guadalupe Corona, the new director of Equity, Diversity and Inclusion, attempted to cancel the first meeting of the Equity, Diversity and Inclusion committee.<\/p>\n

Corona allegedly said unnamed people were concerned that \u201cthere were too many African-Americans\u201d<\/strong> on the new committee.<\/p>\n

\u201cThe idea that \u2018too many African-Americans\u2019 are serving on this or any other committee is appalling and more so when it is expressed in regards to a committee with this particular charge,\u201d said Andrew Rempt, Learning Assistance Services Coordinator and Academic Senate President Elect.\u00a0 www.theswcsun.com\/racial-complaint-jeopardizes-directors-job\/<\/a><\/p>\n

A majority of students with A and B grade point averages in high school still require developmental education at the community-college level, raising new questions about the skill level of incoming college students and the ways institutions measure their abilities. This is especially worrisome for students of color<\/strong> given that half of Hispanic college students and nearly a third of black college students start their higher-education paths at community colleges.<\/p>\n

According to a new report that looked at a survey of 70,000 community-college students<\/a>, 40 percent of students who said they averaged an A in high school reported that they needed a developmental course in at least one subject. Students with A- or B+ averages said they needed a brush-up course more than 50 percent of the time, and those with B averages required such a course nearly 60 percent of the time. Combined, these three levels of achievement accounted for 57 percent of the community-college students who were asked this question in the survey.<\/p>\n

The report\u2019s authors, who lead the Center for Community College Student Engagement at the University of Texas at Austin, note the disconnect between students\u2019 beliefs about their ability to succeed at the community-college level and their actual academic outcomes.\u00a0 www.theatlantic.com\/education\/archive\/2016\/02\/community-colleges-remedial-classes\/471192\/<\/a><\/p>\n

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COLORADO SCHOOLS STILL FAILING: <\/b>Half of Colorado schools that received a total of $50 million in federal funding from the School Improvement Grant program either got worse or remained static, while the other half saw gains, The Denver Post reports. Aurora Central High School in Aurora, Colorado, has received $1.7 million in SIG grants, but student achievement has been stagnant. “In 2010, 14 percent of students were proficient in math, compared with 12 percent in 2014,” the Post reports. “Reading proficiency improved slightly from 36 percent to 40 percent. The high school’s four-year graduation rate is 42 percent.”<\/p>\n

San Diego’s Racist, Capitalist Schools Cheat poor children of color (so build another multi-million $ school complex like Lincoln High (see below)\u00a0<\/strong><\/p>\n

Year after year, district officials point out that black and Latino students perform worse on tests than their white and Asian peers. And, year after, officials pledge to tackle the problem with tenacity and laser focus. (\u201cLaser focus\u201d has been an especially popular slogan for current school board members.)<\/p>\n

But, despite the pattern of commitments and recommitments, actual progress has been marginal.<\/p>\n

Let\u2019s take a 10-year view of just one data point. In 2003, just 16 percent of black 11th graders in San Diego Unified scored proficient or advanced on the high school math section of the California Standards Test. In 2013, that number was the same \u2013 16 percent.<\/p>\n

By contrast, 42 percent of white 11th graders scored proficient or higher in 2003. By 2013, that number had risen to 53 percent.\u00a0 www.voiceofsandiego.org\/topics\/education\/the-neverending-cycle-of-committing-and-recommitting-to-fixing-the-achievement-gap\/?utm_source=Voice+of+San+Diego+Master+List&utm_campaign=1476da737d-Learning_Curve&utm_medium=email&utm_term=0_c2357fd0a3-1476da737d-81862829&goal=0_c2357fd0a3-1476da737d-81862829<\/a><\/p>\n