Challenging the Myth of Non-Partisanship and the NPA’s Stability

Two nights ago during dinner, one of the candidates for the Vancouver Park Board phoned me. He is running with the Non-Partisan Association, the NPA…a group that I have written before [see "The Lie of Non-Partisanship" from July 8, 2005 at http://PoliticsReSpun.org]. In fact, the NPA is anything but non-partisan, being all conservative and neoliberal. And it turns out that partisanship is the theme of this article.

Now, I won’t go into who from the NPA ranks phoned me the other night, mostly because I block out trauma, explaining to him that I would never in a million years vote for the NPA. He was jovial, wanting to engage with me despite our differences of opinion: a total waste of time.

He said he phoned me because my sister gave him my number and that I would consider voting for him, so he should call me. Right. I have no sister. Maybe the woman he said who came into his store and gave him a phone number wrote it down incorrectly and this hapless fellow phoned me. Or maybe the NPA candidates are cold-calling people in the phone book because that’s where they’re at now.

The phone book seems to me to be the best explanation. It reflects how desperate the NPA is, poised to lose all their seats on city, school and parks boards as they are, what with the COPE-Vision-Green coordinated slate. Well done Mayor Sam Sullivan, destroying the NPA brand in but one term.

But the synchronicity arrived this evening at dinner time when a pollster phoned. It was Innovative Research Group, another group I’ve written about before [see "Racist Survey Questions on a Survey about Multi-Culturalism" from October 15, 2007 at http://PoliticsReSpun.org]. A year ago I wrote about one of their omnibus online polls that asked me many things, including to rank how I felt about a variety of racial groups living in our multi-cultural Canada, on a scale of 0-10 on whether I have a favourable or unfavourable impression of each race. I included a screenshot of those poll questions in my article last year.

Tonight’s IRG poll asked about my awareness and voting intentions in the Vancouver election. And while the poll wasn’t as offensive as last year’s, it did ask one question that bothered me: was I concerned about the number of Vision and COPE school board candidates who have been education union members.

The poll didn’t at all ask how I felt about the number of business owners or candidates with corporate connections in any of the parties. This reflects an ongoing, ingrained mentality in our society that there is a “normal” group of people, and then there are the special interest groups, like unions. This is the same mythology that the NPA has perpetuated for decades, pretending that they are neutral, objective or somehow not beholden to any ideology or group. This is nonsense. Everyone has a bias. Pretending you don’t is a lie.

And while it was far from clear that the NPA commissioned tonight’s IRG poll and loaded it up with that union question, the presence of the question indicates a mindset that special interest groups are treated as marginalized.

Now with the global economic meltdown in full swing and former US Federal Reserve Bank Alan Greenspan testifying before Congress this week that deregulated, neoliberal capitalism doesn’t work, I think that questioning people with corporate connections should be fair game.

An interesting twist came this evening when I swung by the website of Innovative Research Group: http://InnovativeResearch.ca. It turns out they’ve gone off the radar. Here’s a screenshot of their website tonight:

When you click on the image you can see that their entire website consists of one page saying “Welcome to the future home of www.innovativeresearch.ca. This Page is currently under construction.”

Maybe it’s semantics, but honestly, they used to have a full website functioning at that location. Thanks to the marvels of the Way Back Machine, you can see various incarnations of their past websites at http://web.archive.org/web/*/http://innovativeresearch.ca. There could be lots of reasons why they’ve gone under the radar, no longer promoting the coverage of their polls or letting people easily contact them. But their lack of presence, especially because they used to have one, just looks fishy to me.

Shirley Bond is Desperate for Re-Election

If anyone has any pretense about being an effective school board trustee in British Columbia come this November 15th, read this piece from our Education Minister.

If you do not fly into a focused righteous rage at the insanity of it and your mission to destroy the provincial government’s anti-human, anti-social agenda, step out of the way for those who will.

As Bond pretends to have nothing to do with boards of education closing schools, my jaw hangs in shock at her gall and offense to anyone connected with the 177 schools closed under their watch since 2001.

Boards of education are arms-length blockers for a government out to privatize education as they gathered $10 billion in surpluses in the last 3 years. To avoid doing the nasty work, the Education Ministry strangles the budgets of school districts forcing them to enact Campbell’s “tough choices” in his “new era.”

Neighbourhoods of Learning is a fascinating solution to the problem her government created, but it is a solution implemented in the 1990s by the NDP government. The fact that it is showing up now indicates its effectiveness and the fact that Bond et al have realized they are behind in the polls with an election looming. Absolute cynicism.

Neighbourhoods of Learning as a broad philosophy could have been used to put in more subsidized childcare space to empty classrooms to avoid closing any schools. Since the ministry knows the declining enrolment is but a blip, when numbers rise again and our facilities will not be able to accomodate the capacity, expect provincial subsidization of private school infrastructure, just like last October’s announcement of provincial subsidization of private child care infrastructure. It’s all part of the crisis creation in the privatization agenda.

Shirley Bond: desperate for re-election, about to receive her termination notice.

Source: Nanaimo Daily News

Boards, not government, decide to close schools

Published: Friday, September 12, 2008

I’d like to take this opportunity to clarify some misconceptions that may
have been created by an editorial on education that appeared recently in
your newspaper.

Our government has not, in fact, directed boards of education in British
Columbia to close or sell schools. Those are decisions that have been made
in good faith by locally elected school trustees — the people we believe
are in the best position to make them.

Over a decade of declining enrolment has led boards to close under-utilized
school spaces in various parts of the province. However, I must point out
that the trend of school closures did not begin under this government, nor
is it limited to B.C. Declining enrolment is a nation-wide occurrence and
many provinces are considering solutions that include incorporating more
community usage of school buildings so that valuable assets don’t sit empty.

The Neighbourhoods of Learning concept announced by our Premier last week is
just such a plan – encouraging the development of community solutions to
fill excess space in our schools and create community hubs where services
are co-located within underutilized space.

This is not a new direction — our government has encouraged community use
of underutilized space through the School Community Connections program
since the beginning of our mandate and our rapidly growing StrongStart B.C.
program has continued in that vein. Our recently announced school closure
and disposal policy requires boards to consider such usage, as well as
potential space needs for early learning programming, in their future
planning.

It should also be noted that despite a decline of more than 50,000 students
since 2001, our government has increased overall education funding by 23% –
to a budget this school year of nearly $5.7 billion. That clearly dispels
claims of underfunding made by the president of the Nanaimo teachers’ local
that appeared in a recent letter to the editor in your newspaper.

Per-student funding in the province has risen to an estimated $8,078 this
school year, up nearly $1,900 per student since 2001. We have the highest
budget for education in B.C.’s history, despite a significant loss of
students over the last decade.

Shirley Bond
Minister of Education

The Media Eats Us Alive–And We Pass it the Salt

The CRTC in Canada and the FCC in the USA are not designed to ensure the media plays its role as a free press educating citizens of the issues required for us all to be active participants in healthy functioning democracies.

Those organizations are regulatory bodies designed to toss in a few show trial constraints on the feeding frenzy that is corporate concentrated media. But for the most part, they are consolidation lubrication.

If you aren’t completely convinced of the reality of concentration in media ownership browse through these:

Bill Moyers presents an FCC-hate in. The best line: “You ought to be ashamed of yourself for not respecting the democracy you live in.” The sad truth, is that as North America slides into a closed, un-free, soft-gliding-to-hard-fascist state [have you read Naomi Wolf's new book yet?], democracy is actually a threat to global corporate imperialism. Government protection of the right to a free press is an impediment to be exorcised from the sick body politic. Democracy is being damned.

And some thoughts on the beginning of a media war…it’s about bloody time.

More on the Myth of Media Objectivity

What the evening news shows need is less “objectivity” and more analysis. The problem with objective journalism is that it doesn’t exist and never did. Molly Ivins disposed of the objectivity question for all time when she observed in 1993, “The fact is that I am a 49-year-old white female, a college-educated Texan. All of that affects the way I see the world. There’s no way in hell that I’m going to see anything the same way that a 15-year-old black high school dropout does. We all see the world from where we stand. Anybody who’s ever interviewed five eyewitnesses to an automobile accident knows there’s no such thing as objectivity.”

I’ve said it before and Molly Ivins has said it too [see above]. There is no objectivity in the media. Amira Hass has said it: being fair and objective aren’t the same thing.

If you don’t yet know who Keith Olbermann is yet, you owe it to yourself to YouTube him. Journalism with a soul. Don’t bother settling for anything less.

If you don’t believe what Ivins is talking about above, you probably don’t understand the multiple subjectivity of post-modernism and your value to a 21st century world is limited. Time to get with the program.

Poisoning a Community: What Forces Teachers to Leave

Jeepers. This piece [see below] was terrifying, mostly because of the angry abuse making up many of the comments at the website.

“It’s just a job.” That’s a scary phrase. But I can relate to it. I quit just before I got to that place, and that was after 12 years teaching in first a pretty good climate leading to a steadily soul-destroying climate.

I still deal with the regret of spending almost a decade wanting to become a teacher, doing the training and getting a job, then building professional competence, only to see it assaulted by political forces. Reforming from within is something so many are capable of doing without becoming too bitter. I have immense respect for them. The price became too high for me.

Now I have stepped out of the classroom to find more politically powerful tools to address the underlying hyper-individualistic ideological and neoliberal economics motivations for destroying the public, universal, communitarian, society-building education system in exchange for one that worships the inherent god of free-market economics.

But I still resent having my vocation stolen from me by a poisoned climate. Yet, I am still optimistic. Optimistic and unwavering in my belief that when my children turn 5, they will have a rewarding public school experience despite others’ attempts to defund and undermine it for their own material greed, misanthropy and hatred of “the inferior”.

Oh, yes, the soul-destroying climate:

- parents who blindly stand behind their students who are caught cheating, insisting that the teachers are lying, despite evidence, perhaps because they feel being a good parent means always believing your child
- arbitrary statistical school “performance” goals that encourage fudging enrollment in provincial government exam courses
- the institutional mentality that increasingly needs to pound square peg students into round holes
- “customer” satisfaction surveys
- corporate “food” companies building food fairs in cafeterias
- parents claiming I am discriminating against their students because I didn’t catch all the other cheaters on the test, therefore their students shouldn’t be “consequenced”
- labour flexibility = servitude
- functionally illiterate administrators who believe they are inspiring
- administrators soliciting parents to complain to them about teachers instead of following district policy asking them to show enough respect for the teachers to speak to them first
- administrators trying to subvert any due process to get teachers to quit
- administrators soliciting students to complain about unfavoured teachers
- high stakes testing
- the ignorance-championing view that what cannot be measured with “objective,” “verifiable” statistics is not worth teaching
- new teachers having to justify their grade distribution to their administrators as a statistical whole, rather than an aggregate of actual individual students’ achievement
- staff meetings split into 4 different groups in different rooms to keep the staff from discussing contentious issues affecting the entire learning community
- the Fraser Institute–with its website and publications riddled with spelling errors–promoting myopic, research-rejecting educational values
- teachers who welcome and even champion government violations of their labour and human rights
- Ministry staff and government functionaries who believe consulting stakeholders means refusing to speak with BCTF representatives because they are a special interest group, different from all the other special interests
- legislating used car salespeople to have a self-regulating professional body, but removing teachers’ ability to have the same
- students who feel it is a human rights violation to be asked to handwrite or not write formal essays w/ txt msg abrev’s and shit, u no?
- Emery Dosdall
- Christy Clark
- Gordon Campbell

http://thetyee.ca/Views/Teacherdiaries/2007/03/28/GoodbyeClass/

Why I Left the Classroom
Teaching changed, so I changed my life.
By Shaun Cunningham
Published: March 28, 2007
TheTyee.ca

One in five teachers leaves the profession within the first five years of teaching. Or is it one in thirteen, as the Ontario government claims? Whatever the stats, they don’t reveal how many vanishing teachers were young and restless, old and exhausted, or, like myself, somewhere in between.

Based on what I’ve overheard in the public school staff rooms of British Columbia, about 98 per cent of teachers say they seriously consider getting out about once a day. The other two per cent are, of course, either Buddhists or medicated. I am one of these. Gone, that is, not medicated.

My own stand-up performance lasted 15 years, thus outlasting by ten years all those who leap from the ship within the first five years. It’s not so much that I’m a slow learner, but rather that this is how long it took me to achieve the spectacular kind of burn-out which hasn’t been seen since one of my Junior High math teachers declared in the middle of class, “This doesn’t add up”, left the room, and was never seen again.

Teaching was my identity and I miss it. So the answer to why I left isn’t simple. The answer, “to look after my children” brings sighs, nods of knowing commiseration, and the occasional hug from young mothers who barely know me. But in truth, I have a kind of laundry list of items which, taken together, may or may not constitute the dirt on why I and so many teachers leave the best profession on earth.

Numbers that add up

Those who believe that the 9 a.m. and 3 p.m. school bells constitute the parameters of teachers’ working hours subscribe to one or more illusions. One of these is perhaps based on recollections of the kind of schooling that depended primarily on textbooks, workbooks and on matching words to pictures. A second might be the vision of a teacher standing before a group of “average students” who are all able to learn at roughly the same rate and in roughly the same way.

Teachers now stand before a group of individuals. Each of their learning styles, their needs, their contexts, abilities and disabilities needs identification, respect, modification and thought. In one split class of 29 students, I was faced with 19 different “labels,” nine of which required completely individualized education plans. After countless meetings and forms, at June’s end that particular year, I waved good-bye to a group who seemed not to be significantly hampered by my inability to meet their needs. I, on the other hand, was mute with both exhaustion and a sense of personal failure.

Given the expectation of individualization, textbooks (where updated versions exist in sufficient numbers) have become only semi-useful tools of instruction. Many teachers run, by necessity, a “resource-based classroom.” This involves locating, evaluating, modifying and adapting material wherever you can find it. When two parents asked for homework in advance so as to pack it along on a trip to Disneyland, I suggested that they would need to make room for me. “I’m the program,” I said. “What time do we leave?”

Discussing this often inspires lectures from experts on education, most of whom work at jobs outside the field — like my Uncle Bob, for example. He had 40 or 50 kids in his room and his teacher carried a stick and wasn’t afraid to use it. He refers to these times as “the good old days,” which is why no one wants Uncle Bob at Thanksgiving dinner.

Sex, drugs and rock ‘n’ roll

When did I get so conservative that I wanted to skip the class debating session and work on negative integers instead? Well, the day I intervened to stop a vote on who was hotter, Hillary Duff or Britney Spears, that’s when.

The voice in my head says, “I can’t believe I’m talking about this with 30 twelve-year-olds and I REALLY can’t believe that kid just asked that question in public. Is this something to discuss openly? In a classroom? Is my face red? Is this really in the curriculum?”

Yes, it is. Everything is: reading, writing, arithmetic, sex, drugs and rock ‘n’ roll.

The hat rack

Teacher training programs provide hats, which are trendy in style, to suit the basic tasks of daily organization, instruction and assessment. There are many of them, but they’re quickly outdated. Then teachers add their own new hats in the day-to-day dealings with 30 students, which we wear proudly into staff rooms: “Hey! Check out my new counsellor cap!” Each new one makes us feel as though we have responded, made a difference in young lives.

We collect more hats in our service to school-based managers, formerly known as principals. The boards themselves, who often speak as though CEOs of a publicly traded company, remind our captains never to remove their “fiduciary duty” fedoras. Where budgets rule, the quality of leadership is determined by numbers.

By year three, my headgear had expanded from the day-wear of a classroom teacher into the evening-wear of other roles: Attender of Many Meetings (some of which are called to cancel the initiatives announced at the last), Neurologist, Pharmacist, Public Speaker, Filer of Documentation, Punching Bag, Conscientious Objector. . . .

As I sat at home one night ignoring my own kids while polishing my union helmet before another evening meeting, it finally hit me. “Hey! This is just another hat!”

Flip flopping

In theory, schooling is about “the basics,” and in reality, at report card time at least, it returns to those roots. Between this tri-annual grounding, however, schooling has become very much about the societal ill du jour and about ideology. What’s on the talk show tonight may well be in your classroom in the form of a draft document by the end of the week. Then cancelled shortly after. I recall gulping down supper before heading off to do an evening workshop on “How to read your Year 2000 report card.” My fork froze halfway to my mouth when I heard Mike Harcourt announce on the TV news that the Year 2000 program was dead.

Though not funny at all really, it became a form of entertainment for my teacher wife and I. “Wait for it!” we would say, while listening to a talk or call-in show. Sure enough, someone would say, “Schools need to do more about this.”

Of course, schools need to address the ills of a society. It’s just that some of these ills are diagnosed awfully quickly and the prescription tends often to be a program apparently hashed out in the back of a cab on the way to a booksellers’ convention.

If the governments used the same method to plan public health as they do for education, medical treatments would be determined by the callers to yesterday’s phone-in show.

‘Flexibility’

My son, at seven years of age, got mad at me for referring to my students as “my kids.” “They’re not your kids, Dad,” he said. “I am.”

I tried to keep that fact in front of me afterward when trying to manage how much of my life became occupied with the dilemmas of the troubled little souls I dealt with. It didn’t work. “My students” came to inhabit my thoughts, my planning and my approach to what was needed as surely as my own kids did. Sometimes, in those cases where students were in serious trouble or seriously troubled by their own circumstances, where I was not getting through, they took up even more space in my head. What was I to do — adopt them? No room in the house.

I took to phoning those radio talk shows instead. “Listen,” I said. “If you’re going to ask teachers to deal with all the complex issues and dynamics of the day (in between the regular public bashings, that is), you’re going to need smaller classes. There’s a reason that people don’t have 30 kids when they decide to raise a family.”

The answer to this demand, sadly, was a new 2002 contract that replaced class size limits with “flexibility.”

Feeding the students

By at least one measure, B.C. tops the provinces with the highest rate of child poverty. Those who dispute the numbers might visit what now constitutes a typical classroom. Depending on the locale, you will find an alarming number of children coming to elementary school without proper wear on cold days, without nutritious — or any — lunch, without sleep, without acquaintance with books and quite likely, without the slightest conviction that their schooling might change anything about their contexts and choices. The children of poverty require you to work at the level of need for which a degree in social work might have been better preparation. And when you have a choice between finding a warm spot for a kid to eat the school-provided, clandestine lunch or finding a replacement bulb for the overhead projector you need for the afternoon lesson on addition, it’s the math that goes by the wayside.

Until, that is, the quiet and loud demands for care become overwhelming and you realize you don’t feel you are making the kind of difference that needs to be made. You can too easily relate to the prejudice promoted by conservative governments and think-tanks. You begin sounding like someone else, speaking resentfully of “all these needs.”

Getting revenge

When I was a student, my own experience of schooling was mostly abysmal. Part of the rationale for becoming a teacher, I have always claimed, was “revenge.” I thought the best way to overcome the bitterness I felt was to join the ranks and do the job better, make schools better. Ten years into the profession, I recognized in myself an exhaustion akin to that which my Grade 11 social studies teacher must have been feeling when he had us spend the year copying notes from a textbook while he sat reading the newspaper at his desk.

Though I spent very little time at my desk — and no part of my day on “personal reading,” I asked a friend for a favour when I saw the potential for burn-out coming on. “When you see me starting to fizzle, when you see that look that says, ‘Please kill me’ on my students’ faces, tell me,” I said. I didn’t want to stick around and torture kids more than the general experience of life in school already burdens some of them.

Unfortunately, my friend left town too soon. It became my own responsibility to spot the signs and, sure enough, they accumulated. Meeting-by-meeting, form-by-form, minister-by-minister, and kid-by-kid. So I left.

I have great admiration for those who remain to fight with the kind of wide-ranging involvement energy, time and conviction required. As for me, I volunteer in my children’s own schools now and I write thank-you notes to their teachers at the slightest provocation. Perhaps I’ll give it another try someday, but only after practicing the mantra it seems to require: “It’s just a job. It’s just a job. It’s just a job.”

Shaun Cunningham was a B.C. elementary school teacher for 15 years, who recently moved to New Brunswick. This week, he started substitute teaching in his daughter’s school.