Re: Hungering for Justice

[aburke5054@aol.com]

A number of the nation's leading civil rights groups, such as La Raza 
and the Mexican-American Legal Defense Fund, and other progressive 
groups support NCLB in its widest framework.  NCLB would work better if 
more people in public education were looking for creative ways of 
making it work rather than looking for ways to get it off their backs 
for their own selfish interests.  By his latest stance, Kozol is an 
enabler of regression, nothing more.

Art

-----Original Message-----
From: George Sheridan <learn@jps.net>
To: arn-l@interversity.org
Sent: Wed, 24 Oct 2007 11:26 pm
Subject: [arn-l] Hungering for Justice



          >Friends, family and colleagues,

          >

          >Shortly after Jonathan Kozol made an appearance on

          >our campus, I formulated the attached Op Ed, titled

          >"Hungering for Educational Justice", concerning

          >his hunger strike against the No Child Left Behind Act.

          >I submitted this piece to the Albuquerque Journal

          >and to the NY Times ...

          >

          >It does not appear that it will be published in either

          >paper. Therefore, I am sharing it with friends and

          >colleagues. Please know that I welcome you to send it

          >further to friends, students, colleagues, listservs,

          >etc., if you are so moved. Thanks. Lois

          >

          >

          >

          >

          >Lois M. Meyer, Ph.D.

          >Associate Professor, and

          >Bilingual/ESL Program Coordinator

          >Language, Literacy & Sociocultural Studies

          >College of Education

          >Hokona 267

          >University of New Mexico

          >Albuquerque, NM 87131

          >Tel: 505/277-7244



Hungering for Educational Justice
Lois M. Meyer
University of New Mexico
lsmeyer@unm.edu


National Book Award-winning author and educator Jonathan Kozol recently
explained
to an almost overflow audience at the University of New Mexico (UNM) 
why he
appeared thin and weak. For three months he has been on a hunger fast 
for
educational justice. Why? Because he can no longer stomach the gross 
injustices
he witnesses in classrooms and schools across the nation. Last July 1, 
two days
after the U.S. Supreme Court reversed Brown vs. Board of Education, the 
historic
1954 decision that outlawed segregated schools and mandated school 
integration,
Kozol began his hunger fast against “the racist agenda inherent in the 
federal
education reform act [No Child Left Behind} signed into law by 
President Bush in
2001”. His hunger strike is partial – he supplements a liquid diet with 
some
solid nourishment at his doctor’s request to sustain life. But, he 
added, “I'm
old now so I'm not afraid to do or say what I believe is right.”

We don't hear much about hunger strikes these days. Obesity, sure, 
bulimia,
maybe, but not hunger strikes. Our appetite for the likes of American 
Idol and
Desperate Housewives seems insatiable, while the idea of self-inflicted 
hunger
as
a principled act of political protest and personal conviction causes us
intellectual if not gastric distress. Fasting for justice seems way 
more extreme
than Extreme Makeover. Non-violent hunger fasts may have helped Gandhi 
and Cesar
Chavez tumble colonial empires and unionize California lettuce fields, 
but that
was decades ago. Today both nonviolence and hunger fasting seem to have 
been
deleted from our consciousness and from our menu of possible political 
actions.

And fasting for educational justice? How would that improve the test 
scores of
low achieving children, or help failing schools meet Adequate Yearly 
Progress
(AYP)? In this age of No Child Left Behind (NCLB), even our concept of
educational justice is so shrunken and deformed by government spin that 
we act
as
though test scores - rather than children’s creativity and excitement 
about
learning, or the priorities and cultural rights of parents and 
communities - are
what matter.

Many in the UNM crowd of new and experienced teachers, school 
administrators,
university students and professors, and concerned parents, were 
familiar with
what Kozol has said and done in the past. He has worked in inner-city 
schools
for
more than 40 years, giving voice to children’s experiences of public 
schooling
in
disturbing books such as Death at an Early Age, The Shame of the 
Nation, and
Savage Inequalities. His newest book, Letters to a Young Teacher, 
recounts his
year-long dialogue with an inexperienced first-grade teacher in a 
segregated
Black school in his home town, Boston. In it he promises to describe 
“the joys
and challenges and passionate rewards of a beautiful profession” – 
teaching.

Kozol made good on his promise, and in doing so, he fed a deep hunger 
in the
audience that night. Public school teachers are hungry to hear a public 
figure
of
Kozol’s stature commend them with awe and pride and gratitude for their 
skills
and commitment to teaching. NCLB lays the blame for children’s poor 
test scores
on teachers and schools, and by implication, on parents and communities,
especially poor communities of color. It ignores mounds of data that 
document
the
increasing inequalities among communities and social classes in family 
income,
health supports, even basics like adequate food and housing, all 
factors that
influence performance on achievement tests and students’ opportunities 
to learn.
Instead, NCLB’s single-minded and simplistic solution to educational
inequalities
is to hold educators, children and parents “accountable”. In other 
words, they
are blamed and shamed as the “cause” of the educational “failure” of 
the very
children our society refuses to insure and opts instead to segregate, 
underfund,
push out of school, and ignore.

In stark contrast, Kozol celebrated the contributions of education 
professionals
as the strength and soul of public education. He encouraged especially 
young
teachers and those who are preparing to teach: “Teachers I meet today 
are some
of
the most gifted and enthusiastic I have ever seen. Especially those who 
teach
young children should not permit themselves to be drill sergeants of 
the State
or
trainers for corporate global capitalism.”

Children command most of Kozol’s attention, real children with names 
like
Pineapple and Ariel and Shaniqua who populate the classrooms where he 
visits and
volunteers time. He denounced the educational injustices these children 
endure
in
the wealthiest and most powerful nation on earth – resegregated schools;
overcrowded classrooms; narrow, test-driven curricula; rote, 
drill-and-kill
teaching methods. Though labeled by NCLB as “failures”, the spirit of 
these
children is inspiring – most still hunger to learn.

The federal law’s misplaced, child-damaging priorities are masked in 
deceptive
rhetoric about “standards” and “excellence” and “global 
competitiveness”. NCLB
pretends to address quality education for children but its real 
concerns are
different. “Why should kindergartners care about the global 
marketplace?” Kozol
demands. “They care about bellybuttons and elbows and furry 
caterpillars.”
Curiosity about their world and joy in discovery, not test scores or 
world
markets, are what propel young children to learn.

Some words never appear in NCLB at all, “words like curiosity, 
creativity,
laughter, and delight.” Some parents and communities, and undoubtedly
legislators, can demand for their children the best education money can 
buy, an
education that still challenges and delights. But too many Black and 
Hispanic
and
Native American kids, and those with special needs or those who are 
still
learning English, are force-fed a stripped down, debased and test-driven
curriculum. Kozol’s conclusion was unflinching: “It is deeply 
hypocritical to
hold 8 or 9 year olds accountable for their academic achievement but 
not hold
Congressional delegates and the president accountable for not providing 
poor
kids
with the same education they themselves insist on giving to their own 
kids.”

Syndicated columnist Ruben Navarrete Jr.’s recent column (“Dismantle No 
Child
Left Behind and Watch us Fail”, Oct. 1) is a stark example of the 
deceptive
education talk fueled by NCLB. Navarrete claimed to speak in defense of 
the
needs
and wants of children “who don't vote, or give money, or twist arms, or 
pay
union
dues”. Yet Navarrete never talked about children at all, not about their
feelings, their interests, their dreams, or their reaction to being 
labeled as
“failures”. Instead, Navarette’s column berates teachers' unions, the
Democratic-controlled Congress, and “certain Republicans” for seeking to
eliminate the most punitive NCLB requirements. Navarrete applauded U.S.
Education
Secretary Margaret Spellings as a “ferocious defender” of NCLB.

Ferociously defending NCLB is a far cry from defending children and 
quality
instruction and educational justice for all. Kozol understands, as did 
Gandhi
and
Chavez before him, that hunger for educational justice demands 
principled
political action if we are to dismantle federal education legislation 
that
intellectually starves our neediest children.

George Sheridan






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