{"id":22452,"date":"2019-01-13T00:59:47","date_gmt":"2019-01-13T08:59:47","guid":{"rendered":"http:\/\/www.richgibson.com\/blog\/?p=22452"},"modified":"2019-01-13T02:09:56","modified_gmt":"2019-01-13T10:09:56","slug":"rouge-forum-dispatch-we-back-la-and-watch-our-backs","status":"publish","type":"post","link":"https:\/\/www.richgibson.com\/blog\/rouge-forum-dispatch-we-back-la-and-watch-our-backs\/","title":{"rendered":"Rouge Forum Dispatch: We Back LA, and Watch Our Backs!"},"content":{"rendered":"

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

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Beware of an NEA\/AFT Sellout: Form rank and file committees to wildcat to continue the strike!<\/h1>\n

LAUSD, San Diego, and Oakland could have easily coordinated contracts and struck simultaneously. Further, the large locals in CA could have set up Multiple Area Bargaining Organizations (MABOs) that would set “bargaining minimums” that no local could undermine, meaning every contract had to meet or exceed those minimums. In the MABO, “an injury to one is an injury to all,” that is, if one local is left hanging unable to meet the minimums, the remaining locals refuse to sign and either roll strikes or strike at the same time. The large locals could have served as examples to the smaller units. Furthermore, UTLA and the rest needed to set up Freedom Schools, all over the city, where the very real babysitting needs (add food, health care) of kids and parents are met. Inside the Freedom Schools, no tests, but meaningful care, and for the older kids, lessons about capital, empire, and racism–where they come from and why we strike.<\/strong><\/span><\/em><\/p>\n

www.facebook.com\/100008330839470\/videos\/2219381921682814\/?t=34<\/a><\/p>\n

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www.facebook.com\/sandiegoredneckrevolt\/videos\/2029855550639999\/<\/a><\/p>\n

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

Teachers are leaving the profession (sic-job)at a record rate; 2 locals explain why<\/h1>\n

After spending 11 years in the Navy, Emily DaBruzzi started working for the St. Johns County School District more than six years ago. Everything started off fine. DaBruzzi was named Rookie Teacher of the Year at two different schools, she loved the kids she taught and was regularly rated \u201chighly effective,\u201d the highest possible teacher rating.<\/p>\n

But in October, just two months into the current school year, she resigned from Palm Valley Academy where she was a fifth-grade language arts and social studies teacher.<\/p>\n

\u201cI resigned before I even had another position,\u201d DaBruzzi, 36, said in a phone interview Friday. \u201cIt was hard because you don\u2019t want to leave kids in the middle of the school year and I did. But it just got to be so bad. My own family was suffering.\u201d<\/p>\n

According to a report published by the Wall Street Journal last month, teachers like DaBruzzi and other public education employees, like community-college faculty and school psychologists, are quitting their jobs at the fastest rate since the data began being tracked in 2001. Public educators quit at an average rate of 83 per 10,000 a month, according to U.S. Department of Labor data published by the Journal.<\/p>\n

DaBruzzi said she quit her job in one of the top school districts in the state because she just got burned out.\u00a0 www.staugustine.com\/sports\/20190105\/teachers-are-leaving-profession-at-record-rate-2-locals-explain-why<\/a><\/p>\n

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Arizona Lawmakers Are Looking to Stifle Teachers\u2019 Political Speech<\/h1>\n

Less than a year after a statewide teacher walkout, Arizona legislators have filed two bills aimed at limiting the workplace speech rights of public educators. House Bills 2002 and 2015, proposed<\/a> last month by Republican representatives Mark Finchem and Kelly Townsend, respectively, would allow the state to fire teachers who discuss politics, religion, or racial issues in classroom settings. Finchem\u2019s bill appears especially strict. As reported<\/a> by the Arizona Republic<\/em>, it seeks to prohibit teachers from \u201csegregating students \u2018according to race\u2019 or blaming one race of students \u2018as being responsible for the suffering or inequities experienced by another racial group of students.\u2019\u201d That provision invokes the state\u2019s attempted ban on ethnic studies curriculum in public schools; in 2017, a federal judge ruled<\/a> that the ban\u2019s enactment reflected \u201cracial animus\u201d and thus violated the constitutional rights of students.<\/p>\n

The ethnic studies ban isn\u2019t the only state controversy to which Finchem\u2019s bill appears to respond. According<\/a> to the Arizona Mirror<\/em>, it would also ban teachers from \u201cdiscussing or giving opinions on any bill, legal case or executive action.\u201d Supporters of the Red for Ed movement, which inspired the state\u2019s teacher walkout last April, fear that both Finchem and Townsend seek to penalize teachers for participating in future protests.\u00a0 nymag.com\/intelligencer\/2019\/01\/arizona-lawmakers-look-to-stifle-teachers-political-speech.html?fbclid=IwAR0PhF3meWIAfIibNZ1BHP3psH-T9ei9ZN9qya1z02dH6Ib-wqoqyK7PUOY<\/a><\/p>\n

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Rejecting AP Courses<\/h1>\n

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Eight private schools in Washington area\u00a0— including St. Albans and Sidwell Friends\u00a0— announce they will stop offering Advanced Placement courses.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

n a joint statement, they said that they were responding to “the diminished utility of AP courses and the desirability of developing our own advanced courses that more effectively address our students\u2019 needs and interests. Collectively, we believe a curriculum oriented toward collaborative, experiential, and interdisciplinary learning will not only better prepare our students for college and their professional futures, but also result in more engaging programs for both students and faculty. We expect this approach will appeal to students\u2019 innate curiosity, increase their motivation, and fuel their love of learning.”<\/p>\n

The high schools making the announcement are institutions known for educating the children of the powerful of Washington. The schools are Georgetown Day, Holton-Arms, Landon, Maret, National Cathedral, Potomac, St. Albans and Sidwell Friends.\u00a0\u00a0 www.insidehighered.com\/news\/2018\/06\/19\/eight-private-high-schools-washington-area-are-dropping-out-ap-program?fbclid=IwAR0wQm7gS-WOsvJVlf_rC9l6TzEC2-xIOtaC56q0f-vo2FcxNETbc3cKLR0<\/a><\/p>\n

How 2 Student Reporters Exposed One Of The Internet’s Biggest Neo-Nazis<\/h1>\n

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Late last year, student reporters Shannon Carranco and Jon Milton received an intriguing message from their sources in antifa.<\/p>\n

Anti-fascist activists had acquired thousands of messages from a private neo-Nazi chat group on Discord, an encrypted chat service for gamers that became popular with the far-right. They wanted to pass them on to reporters.<\/p>\n

Carranco and Milton \u2014 undergraduates in their mid-20s at Concordia University in Montreal \u2014 weren\u2019t full-time professional journalists. But their work would eventually lead to the downfall of one of the internet\u2019s most prominent neo-Nazis.<\/p>\n

After meeting with the anti-fascist activists, Carranco and Milton received expansive chat logs that went back to August 2016 and contained more than 12,000 messages. Members in the Discord chat spouted racist, misogynist and anti-Semitic rhetoric and celebrated far-right violence, including Alexandre Bissonnette\u2019s killing of six Muslim men<\/a> at a mosque in Quebec City.<\/p>\n

But what made the cache of messages especially valuable was its organizer: Zeiger, a pseudonym used by the second-most prolific writer on Andrew Anglin<\/a>\u2019s neo-Nazi Daily Stormer website. Zeiger had spent years spreading white nationalist propaganda on far-right podcasts and internet hate forums and promoting the Atomwaffen Division \u2014 a violent American extremist group linked to at least five murders<\/a> in the last 19 months.\u00a0 news.yahoo.com\/2-student-reporters-exposed-one-130003295.html?fbclid=IwAR3fMGv1RVcJ3NRi0UPa9oORA8WXE9LEAiH8Z1Zf2Sk5NHXdA8rwb_hTnPE<\/a><\/p>\n

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We seek a distinguished scholar at the Associate or Full Professor level who will positively contribute to our innovative urban teacher education and Masters programs as the holder of the Campbell Endowed Chair of Urban Education.<\/p>\n

REQUIREMENTS: Candidates should possess an Ed.D. or Ph.D. from an accredited institution and have an established record of research and teaching experience. Applicants\u2019 scholarly focus should address issues of identity, equity, power, and justice in educational contexts including schools and communities. Desired focus areas are critical theories of race, educational justice movements, diversifying the teacher pipeline, and issues of politics and power related to underserved populations in public schools.\u00a0\u00a0 We are seeking a colleague who can complement and extend the research interest of a core faculty with excellence in the social, cultural, and political complexities of building partnerships between the College and local schools and community agencies. A pplicants who have demonstrated success with and will engage in partnerships with local schools and agencies is important for this position.\u00a0 This includes a commitment to networking with relevant College, state, and\/or national centers. Please include a cover letter, curriculum vitae, and a\u00a0letter of recommendation from a community partner when applying.<\/span><\/p>\n

PREFERRED:\u00a0 K-12 teaching experience (professional or volunteer) and demonstrated success in grant-writing are also preferred.\u00a0 www.richgibson.com\/blog\/wp-admin\/post.php?post=22452&action=edit&classic-editor<\/a><\/p>\n

TEACHING AND\u00a0<\/strong> PROFESSIONAL\u00a0<\/strong> RESPONSIBILITIES:<\/strong><\/p>\n

The workload for the academic year will include teaching, program development, and student advising. The School of Education has new and existing urban education programs in which the candidate may teach: Early Childhood and Elementary Urban Education (P – 6), which has existed since 2009; Urban Secondary Education (6 – 12), which received state approval in 2018; and Special Education, Language, and Literacy, which houses much of the graduate coursework taken by students in each urban program.\u00a0 The successful applicant in this position will teach no more than three classes each semester in one or multiple of these departments.<\/p>\n

The International Hot War of the Rich on the Poor<\/u><\/strong><\/span><\/p>\n