So, who is Dr. Barbara Cooper and why should you care that she is the CHIEF ACADEMIC OFFICER OF ALABAMA SCHOOLS?
Dr. Barbara
Cooper was hired by then Supt Michael Sentance to be the Chief Academic Officer
of Alabama schools. In August of 2017
then Supt. Michael Sentance was on Reggie Eggleston’s show on WXVI with
Dr. Barbara Cooper, his Chief Academic Officer. Dr. Cooper said
that her “bible” for education policy is Radical Possibilities by Jean Anyon.
Dr. Cooper is obviously proud of her education policy. So why should you be concerned?
Radical Possibilities is reviewed by Pat Ellis below.
Dr. Cooper is obviously proud of her education policy. So why should you be concerned?
Radical Possibilities is reviewed by Pat Ellis below.
But, you live
in Florida. Just why should you care? The same philosophy undergirds Common Core
and ALL that IS IN YOUR SCHOOLS!
You do not
realize how insidiously this radical agenda has been inserted into our schools.
I became aware of it while battling for the right for children to have
effective reading instruction. In the early 1990s, years before my husband and
I retired to Florida, I actually read the Whole Language Catalog. A
group of parents had invited a principal who used a Phonics Intensive Reading
program to address our School Board. Dr. Patricia Fritchie, the head of Troy State University Dothan’s Reading program, vehemently led the opposition at a Dothan, Alabama
school board meeting along with her proselytes in the school system. The event
became a Whole Language Hootenanny.
In reading Pat
Ellis’ review, I stumbled across the name of someone quite familiar to me from
having read the Whole Language Catalog (Kenneth S. Goodman, Lois Bridges
Bird and Yetta Goodman), the manifesto of the Progressive Education Movement.
Michael Apple appeared in the viewpoint section with an article, Teachers,
Politics and Whole Language Instruction. Please notice that Michael Apple writes the introduction to Radical Possibilities. This excerpt from the WL Catalog will alert you as to his philosophy on education.
...And there are reasons for the current emphasis on an educationally and politically return to a curriculum based on the "western tradition" and "cultural literacy."
...Its proponents need to join with others in the wider social movements that aim at democratizing our economy, politics, and culture, and that act against a society that is so unequal in gender, race, and class terms.
"This does not mean that action in schools is unimportant. However, there are socio-cultural pre-conditions for long term success in transforming education into something worthy of its name. And unless this is understood fully, the whole language movement may unfortunately remain isolated on the margins of "ordinary" educational activity. Or, perhaps even worse, small parts of it will be incorporated into classrooms in "safe" and very limited ways, thereby transforming it into one more set of techniques in the right's reconstruction of education (Wilinsky, 1990). We cannot afford to let that happen. The daily lives and futures of real students and teachers are at stake."
"This does not mean that action in schools is unimportant. However, there are socio-cultural pre-conditions for long term success in transforming education into something worthy of its name. And unless this is understood fully, the whole language movement may unfortunately remain isolated on the margins of "ordinary" educational activity. Or, perhaps even worse, small parts of it will be incorporated into classrooms in "safe" and very limited ways, thereby transforming it into one more set of techniques in the right's reconstruction of education (Wilinsky, 1990). We cannot afford to let that happen. The daily lives and futures of real students and teachers are at stake."
The Whole Language
Movement was indeed the Progressive Left insertion into the basics of American
Education. Those delicate roots that should have been extracted then with the
Outcome Based Education Movement have taken root with full blown Common Core.
This curriculum should be called Rotten to the Core. These people have told us
their intent in the Whole Language Catalog and here in Radical Possibilities.
They boast about it on the radio. And yet, we refuse to believe it is happening
in our schools and to our children!
So now meet Dr.
Barbara Cooper.
Dr. Barbara
Cooper was hired by then Supt Michael Sentence to be the Chief Academic Officer
of Alabama schools.
She said in a radio
interview this year in Montgomery that the book, Radical Possibilities
by Jean Anyon is her guidebook and reflects her education philosophy. It is reviewed by Pat Ellis below.
RADICAL
POSSIBILITIES
BY Jean Anyon
Published 2005
In reviewing Radical
Possibilities, I noted that Ms. Anyon thoroughly referenced all of her
sources. I did not research these sources to determine if they were credible,
factual or biased.
In her
Introduction Ms. Anyon gives us a short biography of the person she is, her
education and the experiences that formed her opinions on education. She
believes “what should count as education policy would include strategies
to increase the minimum wage, invest in urban job creation and training,
provide funds for college completion to those who cannot afford it, and enforce
laws that would end racial segregation in housing and hiring.” She makes a case
for the aforementioned throughout her book.
Professor
Michael Apple introduces Radical Possibilities. As part of his commentary he
presents himself as a kindred spirit of Ms. Anyon’s. He states: “The two
of us share a sense of profound anger at the ways in which not only schools,
but nearly all of this society’s major institutions are organized to maintain
massive inequalities. And like so many others who share this anger, we want to
participate in struggles to alter these conditions.”
Chapter 1 - The
Economic is Political
According to
Ms. Anyon, poverty in U.S. families is more widespread than believed and is
catastrophic in families of color. Low school funding levels and federal
policies maintain poverty. Low wages are an important part of poverty. Low wage
workers are those whose hourly wage is less than the earnings necessary to lift
a family above the official poverty line.
It is a myth
promoted by politicians, educators and corporate spokespeople that the U.S.
must improve education because people need advanced skills to get job. “Most job openings in the next ten years
will not require either sophisticated skills or a college degree.” “Managerial
and professional occupations will also need more workers, but their numbers
pale compared with openings requiring less education. Indeed, a typical job of
the future is retail sales at Wal-Mart.”
In this chapter
Ms. Anyon includes a multitude of statics on jobs and lack of job growth in
minority communities. She makes the case
to increase the minimum wage because these are the types of jobs that will be
plentiful. She also argues that corporations are disingenuous claiming there is
a shortage of Americans with computer skills so that these corporations can go
overseas and pay lower wages.
Chapter 2 –
Federal Policies Maintain Urban Poverty
Economic
policies yield widespread low wage work even among an increasingly educated
workforce. This premise strains the credibility of urban school reform as a
solution to problems of the urban poor.
(Page 2)
Some federal
policies that contribute to widespread poverty wage-work are:
1.
Anti-unionization laws.
2. Federal job
training without job creation.
3. Class biased
regulations of the Federal Reserve Bank.
4. Free trade
Agreements.
5. Minimum
wage.
Quoting Gordon
Lafer, Ms. Anyon states union organizing: “for non-college education workers unionization
can be much more important than further education. For non-union high
school dropouts monetary advantage of finishing school is an increase of $2.25
per hour, while organizing one’s workforce will benefit the worker more than
twice as much. Similarly, high school graduates contemplating getting some college
training short of a bachelors would actually do three times better to organize
than go back to school.”
For students
who don’t have funds for college, rather than pursue higher education should
perhaps become involved in the political contention necessary to organize a
union at their place of work.
Ms. Anyon asks
if education can be used as a remedy for poverty and low-wage work or must we
change federal policies in order to solve the problem? Her answer is education
is important, but plays less of a role than we assume. Education explains only
about a third of income levels. Another
piece of the puzzle is lack of federal and state policies and discrimination on
the basis of race.
There are two
lessons regarding education and income:
1. For many
students, economic policy may trump educational attainment.
2. We cannot
expect education to compensate for inequalities wrought by macroeconomics
policy.
Policies we
need:
1. Maintain low
interest rates.
2. Increase
government spending on infrastructure and human capital development, and
creating demand side pressure – a need for workers.
3. Reinstate
wage and price guidelines.
4. Creation of
jobs by the federal government for those who need and want them.
5. Passage of
higher minimum wage laws, health insurance and other benefits.
6. Eliminate
regressive taxes.
7. Protect
union organizing
8. Institute
worker protection laws for employees of small businesses.
Black and
Latino Workers
1. There is
discrimination in hiring because of soft skills (interaction, language use,
grooming, attire, positive work attitude, dependable, etc.). “Managers in
various economic sectors expressed increased demands for soft skills more
frequently than for any hard skill but for computer literacy.”
2. High
incarceration rates.
(Page 3)
3. Employers
hesitant to hire workers with criminal record.
4. Policies
that create jobs with federal government
as employer of last resort.
5. Nearly 2/3
of nation’s prisoners are Black and Latino and in many states cannot receive
welfare, student loans, live in public housing or vote.
“Educators who
care deeply about these students must come to grips with the fact that no
amount of school reform as presently conceived will make the economy accept
minority high school graduates in a more humane manner.”
Chapter 3 –
Taxing Rich and Poor
Rules set by
Congress protect wealth and extremes of inequality that characterize the United
States.
1. Regressive
payroll tax and state taxes.
2. Inequality
of income directly related to U.S. tax regulations.
3. Low taxes
charged to those with high incomes.
4. Unethical
but legal tax dodges for wealthy.
5. Laws that
allow corporations with billions pay little or no taxes.
Most egregious
aspect of corporate tax situation: 60% of largest most profitable corporations
pay no income tax at all.
One viable
source of income for services for poor is the vast untaxed income of very rich
individuals and corporations. Some companies are highlighted as having paid no
tax or very little.
In the rest of
this chapter Ms. Anyon provided statistics on concentration of wealth in
different sections of the United States from time of the colonies to the Late
1950’s. She included Robber Barons, Progressive Era and Roaring 20’s. She
discussed income tax history and rates from 1861 through the Civil War, Great
Depression, WW II and the Reagan Administration.
Corrective
Policies:
1. Wealth Tax
(similar to Swiss system).
2. Federal
Reserve Board contributes significantly to inequality by high interest rates.
“There is one
more type of federal policy that contributes significantly to inequality, and
should be corrected: the elevation of a U.S. financial governing body that is
not elected – the Federal Reserve Board.”
Chapter 4 – New
Hope for Urban Students
There is direct
and indirect evidence that an increase in family resources raises academic
achievement. Improving family income reduces negative and aggressive social
behavior of children and leads to better school behavior and performance.
(Page 4)
New Hope is a
non-profit community based organization that provides:
1. Earnings
supplement.
2. Subsidized
health insurance
3. Subsidized
child care.
4. Provides
community service job for one year.
Outcome of
these four provisions – children’s school performance improved.
Ms. Anyon goes
into great detail in this chapter how income supports promote academic
achievement and the value of programs like New Hope. She makes the case for
equity-seeking educational reform. “The educational success of affluent
districts demonstrates to me that economic strength is the engine of systemic
school reform.”
Chapter 5 –
Jobs and Public Transit Mismatches
This chapter
addresses the issue that many jobs for minorities lie outside their residential
area and travel is difficult or not worth the expense for the amount of dollar
return in wages.
1. There need
to be policies that would place jobs in urban communities.
2. Need to be
transportation policies that establish bus and train routes from cities to
outlying surburbs where entry level jobs exist.
3. Foundational
education reforms could be due to regional jobs, transportation, housing and
municipal tax reform.
4. Demographics – Low income minorities are no
longer concentrated in inner cities, but in various segregated fiscally
stressed suburbs. These share characteristics of inner cities.
5. Exclusionary
Zoning (state and local). Regulations regarding land lot size, etc. limit construction
of affordable housing in suburbs preventing people needing entry level jobs
from moving closer to those jobs.
6.
Transportation – few low income city residents have cars or public
transportation to travel for work
7. Difficulty
networking for jobs in neighborhoods where there are few jobs and few employed
residents.
Project Quest –
This is a successful innovative job training program. It was founded through
collaboration between community based organizations, businesses and educational
institutions. Included are child care, transportation assistance, medical care, tutoring and modest cash
assistance for incidentals and tuition for community college. Project Quest is
an important model for assisting low income residents.
Transportation
– Without available transportation residents of low income neighborhoods cannot
reach job centers.
One method of
increasing number of jobs in depressed urban areas is to reconnect neighborhood
economies to regional markets.
(Page 5)
The rest of
this chapter provides examples of successful community based corporations that
hire and train local residents.
Chapter 6 –
Regional Housing Reform as Education Reform
The most
egregious social phenomena is the housing concentration of low income students
into central cities or urbanized suburban neighborhoods. This creates
education segregation of urban Blacks and Latinos into schools where majority
are poor.
Solution:
1. States
should spread tax dollars from more affluent suburban schools to cities to
increase education funding in those cities.
2. The federal
government should provide more federal housing assistance.
The effects of
residential segregation on schools are:
1. Insufficient
school funding.
2. Few AP
classes, if any.
3. Too few
qualified teachers.
4. Undemanding
pedagogy.
5. Low academic
achievement.
6. Buildings in
disrepair.
7. Students
unprepared for technology due to few computers.
8. Large
classes.
Housing
Solutions:
1. Mobility
programs that relocate urban families who want to move to less segregated
and/or higher income areas.
2. Construction
of more affordable housing. Example – Albuquerque, NM instituted a policy that
integrates poor families into middle class neighborhoods and schools.
3. Gatraux
Program in Chicago led to over 50 other mobility programs, including the
“Moving to Opportunity” program begun by HUD in 1994. MOP was carried out in
five cities: Baltimore, Boston,Chicago, Los Angeles and New York.
Fair Share
Affordable Housing
While racial
discrimination in housing is illegal, discrimination on basis of class is not.
Private housing providers are generally free to discriminate against purchases
or renters based on income. Class based exclusionary zoning is an area that
needs policy and behavioral changes.
(Page 6)
Massachusetts
Fair Share Housing Program is an example of distributing low income affordable
housing in all cities of the state with middle class and more affluent.
Equitable distribution of housing would deconcentrate poor students from
central cities and low income suburbs.
Metro Area
Finance Inequities
1. Federal
funds to cities went primarily to income support and in suburbs to wealth
creation.
2. Another
financial inequity among municipalities in regions is racial segregation of low
income minorities in cities and financially distressed suburbs. The more
segregated an area the more unequal tax base.
Educational
Finance Inequities
Federal and
state policies, regional zoning and various gentlemen’s agreements that segregate
low income families in fiscally stressed urban areas condemn them to
underfunded education.
Policies to
Correct:
1. Implement
regional revenue sharing (Horizontal sharing between local governments is less
prevalent and multi -jurisdictional is very rare.)
2. Since all
taxpayers in a region pay taxes that subsidize development in affluent areas,
all municipalities should share in taxes that accrue.
Social
Movements and New Policies
Public
contestation seems necessary if we are going to fulfill the redistributive
potential of American democracy and U. S. education. “ Even the more recent
passage of Empowerment Zone legislation to assist urban neighborhood economic
development was approved in response to riots after the Rodney King beating in
Los Angeles. “
Local
Challenges to Federal & Regional Mandates
1. “Attempting
to fix inner city schools without fixing the city is like cleaning the air on
one side of a screen door.”
2. Organized
public contestation is necessary to build a strong foundation in cities.
Federal
Programs
1. Federal
programs fail because they leave unaltered basic macroeconomic policies and
regional arrangements that define the underlying rules maintaining poverty and
scarcity.
(Page 7)
2. Although
commercial downtowns in many cities have rebounded with the help of federal
dollars, conditions in most urban neighborhoods have improved only slightly.
Philanthropic
Foundations
1. “At worst,
they fund discrete projects for a short amount of time dropping them to find
the next flavor of the month.”
2. “At best,
they fund comprehensive longer term programs with regional forces whose goal is
to foster responsiveness in urban and rural government agencies.”
Community
Development Corporations
“Ability of
CDC’s to eliminate poverty in urban areas is not only delimited by federal and
regional systems. Many CDC’s have become clients in their city’s patronage
system of political spoils, and no longer challenge the basic rules of the game
as they did in the 1960’s and 1970’s.”
Regional
Campaigns and School Reform
“Building
coalitions of groups across neighborhoods of a city, across inner city and
segregated suburb and throughout metropolitan regions should become a priority.
And these campaigns ought to be aimed at unjust metro area, state and federal barriers
to effective urban school systems, as well as at school and class size, and
pedagogy.”
Chapter 8 – How
Do People Become Involved in Political Contention
“Economic
justice, this important precursor of systemic urban school reform, will not be
achieved without concerted, sustained political struggle. Although activism for
economic opportunity is necessary, educational reform must be a target of
sustained contention, as well.”
Attribution of
Opportunity
“The first
process I apply from Dynamics of Contention has to do with how people
interpret changes in the political economy.” This type of change should encourage
social protest and people should view developments as presenting
opportunities.
“Indeed, it is
sometimes necessary for social activists to decide they must create a crisis
in order to force concessions from governing groups.” “The strategy of the
civil rights campaign in Birmingham was to paralyze the city through massive
direct action. The plan was to bring out enough demonstrators and create mass
arrests that would fill the jails.” If there were enough demonstrators the
social order could be changed and the movement would be successful.
______________________________________________________________________________
My addition below:
Please note here the method David Hornbeck, author of Goals 2000 A Plus "grassroots" "education reformation" in 1990s recommended in Human Capital.
Court orders can be exceptionally good vehicles for creating a sufficient sense of crisis and an imperative to act so that supporting legislation can be enacted.
______________________________________________________________________________
My addition below:
Please note here the method David Hornbeck, author of Goals 2000 A Plus "grassroots" "education reformation" in 1990s recommended in Human Capital.
Continuing with Pat Ellis' Revue....
____________________________________________________________________________
(Page 9)
Appropriation
of Existing Organizations, Institutions and Cultural Forms
People should
actively appropriate existing institutions and cause them to become more
radical; change their mission and how
they operate (thereby becoming useful for transgressive politics). Examples are
Black churches in 50’s and 60’s. Churches saw their mission as a preparation
for salvation. The churches were appropriated and became tools of the civil
rights movement.
Creation of
Regional Organizations
“Piven and
Cloward contend that organizations weaken social movements, because political
insurgency tends to be abandoned as groups build hierarchy and procedure, and
cooperate with government bureaucracies in attempts to further the interest of
their members.” Aldon Morris contests this theory stating without the SCLC, the
civil rights movement might have failed.
The author
discusses civil rights leaders and their accomplishments regarding mass
mobilization.
Centrality of
Youth
Ms. Anyon
relates an argument by Bob Moses that we can’t count on adults because of lack
of time or economic independence enjoyed by the white man. Consequently,
young people must organize and be the agents of political and social change. She hopes to appropriate the anger of
youth to constructive political ends.
Community
Organizing
One of the most
important strategies of the civil rights movement was community organizing. Neutralizing
Black middle class leaders was an important first step.
Social
Construction of New Identities through Participation in Transgressive Politics
“To activate
people to create or join a social movement, it is important to actually involve
them in protest activity of some kind.” Participating in contention creates new
politicized characteristics.
Appropriation
of Threat
“Nonviolent civil
disobedience was a process long used by Black activists.” The hope that staging
a nonviolent protest would cause the oppressor to react violently and discredit
himself. This is fundamental to the Ghandian concept.
(Page 10)
The Process of
Legitimation
“Social
movement theory and the history of political movements – in this case civil
rights – provide a rich tapestry of possibility. Images of suffering, rebellion
and victory grace the walls of the American past. If we are willing, we can
appropriate this brocade, and design the future with it.”
Chapter 9 –
Building a New Social Movement
In this
chapter, Ms. Anton repeats information from previous chapters regarding the
importance of a new social movement.
New social
movement should:
1. Double the
minimum wage.
2. Create
decently paying jobs in cities.
3. Provide
transportation to suburban jobs.
4. Tax great
personal and corporate wealth to pay for this public investment and share
proceeds with rich and poor municipalities across the U.S. metro areas.
We should mobilize
underlying rage and channel that energy that is released for the new
social movement.
Two existing
social movements that have been successful are ACORN and IAF.
The IAF trains
neighborhood residents and leaders in ten day institutes that help residents
with skills of organizing, etc.
Attribution of
Opportunity
“Urban-suburban
coalitions of distressed, segregated school districts could force the issue of
equitable funding in metro areas and the many states that have had legal
challenges to the constitutionality of existing school finance.”
Ms. Anton goes
onto discuss technological developments to mobilize urban communities. She
mentions actions and success of Moveon.org.
Outsiders and
Cultural Brokers
Residents of
urban neighborhoods, adults and youth, should not be expected to organize a
movement on their own. There are sympathetic citizens that are bicultural,
bi-class brokers that should take advantage of their relatively privileged
position to provide opportunities and encourage urban residents
(Page 11)
to explain
their grievances and articulate a strategy and – most important – to engage in
contentions politics.
Appropriation
of Social Networks
If the 7.5
million grassroots organizations and the several thousand Community Development
Corporations were working together toward a common goal they would constitute a
vast national network that would be significant in a social movement.
In this
section, Ms. Anyon also discusses differences in generations and the importance
of bridging the gap for the sake of movement building. She further states there is “little agreement
between members of old and young in the African American community today”. The
generations are even suspicious of one another. She also mentions the history
of African American churches supporting social justice mobilizing. She
brings up that point that these same churches currently are not as concerned
about “social uplift”.
Chapter 10 –
Putting Education at the Center
In this last
chapter, Ms. Anyon repeats some of her thoughts. She also mentions Bill
Gates Foundation and the Soros Foundation and the dollars they donated to
create new small schools for inner city students in New York. Another
organization, Pacific Institute for Community Organizing, is a national network
of community based organizations. Ms. Anyon stated the organization facilitates
exchanges between networks of school reformers and organizers.
Acquiring
Community Organizing Skills
Ms. Anyon
provides six suggestions for organizing parents in extended issue campaigns.
Following is a short synopsis:
1. Choose issues
from the bottom up. Issues should come from parents, students and other
residents.
2. Begin to
build a community constituency for long range reform.
3. Locate
key school and district personnel who can assist with problems you want to
address.
4. Develop a
program of needed changes and present it to authorities. Plan demonstrations
an other activities.
5. Develop a
plan for what to do when people in power ignore you, etc.
6. Keep
pressure on administrations and officials by demonstrations and actions of
various sorts.
Classrooms as
Movement Building Spaces
In this
section, Ms. Anton promotes strategies for teachers to engage their students
in civic activism and provides examples from the Philadelphia School System.
(Page 12)
Mapping
Community Assets
Mapping
community assets is an activity to engage students in researching their
neighborhoods for community resources that could be useful to make the
neighborhood a better place to live and work. Included in the assets would be
the “gifts, skills and capacities of the community’s residents”.
Power Analysis
“A power
analysis identifies a problem faced by students or other community residents
and asks the following kinds of questions:
1. Who is
impacted by the problem?
2. Who makes
the decisions that affect the immediate situation?
3. Who makes
the decisions that determine what those individuals or groups do and say?
4. What kind of
informal influence or formal power do they have?
5. What kinds
of informal influence or formal power do community residents have over the
situation?
6. Whose
interests are affected by decisions that have been made?
7. Who are
potential allies in an attempt to solve the problem.
Developing an
Issue Campaign
“One key to
developing an issue campaign with students is to break the overall task – say,
a campaign for immigrant students’ rights into manageable pieces…”
When working
with youth use their own cultural modes. Example: “…a youth organizer in
Oakland, CA took a group of her students to a concert by the Hip Hop
group Dead Prez, a politically progressive group.” She reported: “Attending the
concert was an incredible political education for the students because they
related so well to the medium in which the political message was delivered.”
This section
goes on to list the steps to take in order to have a successful campaign when
working with young people on issues. One suggestion is to have teachers and
students work together and protest together. An anecdotal protest in Chicago
had students and teachers both taking part targeting the board of education.
They protested the U.S. military budget supporting the war in Iraq and
depleting money available for public education. (A write-up of the “Rally” is
on Page 195, Radical Possibilities)
“Long ago,
community organizing icon Saul Alinsky pioneered the use of conventions to
establish unified agendas and strategies among groups (Shaw 2001, p. 258) and
such an approach seems crucial to the creation of synergy and impact today.”
_______________________________________________________________________________
_______________________________________________________________________________
My addition so you know what Anyone is talking about. Sharman Ramsey
Then continuing with Pat Ellis' revue........
_________________________________________________________________________________
Conclusion
In closing, Ms.
Anyon states: “This reorientation of education policy is unabashedly radical
and brings me to a final point. Whether one is born to radicalism or acquires
it along the way, the premises on
(Page 13)
which it rests
affirm the deeply rooted connections and disjunctures between democracy and
capitalism.”
“Public
policies regarding economic and social equity ought to be among the strategies
we propose in our attempt to increase urban school quality.”
Radical
Possibilities
Reviewed by:
Pat Ellis
October 4, 2017
--------------------------------------------------------------------------
_____________________________________________________________________________
My addition below. Sharman Ramsey
_____________________________________________________________________________
My addition below. Sharman Ramsey
WHAT IS EQUITY? Leveling to make sure everyone
has the same. Equity and Freedom cannot co-exist. A mountain must be leveled to
make a valley equal and so in education must excellence be leveled to make all
the same.
Hasn’t this
been tried before? Pictured above the Title of this page is Antonio Gramsci:
Intellectual and politician, a founder of the Italian Communist Party whose
ideas greatly influenced Italian communism.
And then we have Russia under Stalin. Only Communism/Socialism didn’t
work. The enforcers of this philosophy eliminated challengers. With no
incentive to excel, the people starved.
Ayn Rand
We have just seen a school walkout against gun ownership. Who orchestrated this?
Just warning you about how vulnerable our children are! This is what they are getting rather than a real education.
Education
Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)
FREE OUR CHILDREN FROM THE OPPRESSION OF COLLEGES OF EDUCATION. CHICAGO. TWO DIFFERENT PHILOSOPHIES.
Just warning you about how vulnerable our children are! This is what they are getting rather than a real education.
Education
Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)
If I Ruled the Schools
Common Core, Sylvia Plath, and Death Education
https://sharmanbursonramsey.blogspot.com/2017/12/common-core-sylvia-plath-and-death.html
The Truth about Phonics that will Help You Help Your Child! Whole Language: A Fraud Perpetrated upon Our Students. One of Many?
The Tragedy of the Math Mess and Another Way
MATH WARS. ONCE AGAIN INTO THE FRAY
COMMON CORE MATH
The Reality of Bay District Schools. Only Fifty Percent Read Proficiently. Is there hope?
The Four Period Day: Students as Guinea Pigs and Professional advancement for "innovators"
The Tale of Last Hope for Local Control
DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.
THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST
THE CHICAGO CONNECTION TO COMMON CORE
does anybody really believe anymore? does anybody really care?https://sharmanbursonramsey.blogspot.com/2017/12/does-anybody-really-believe-anymore.html
Sounding the Alarm! Today's Therapeutic Classroom. What are you going to do about it?
Spalding Writing Road to Reading and John Winston of Parks Elementary Natchitoches, Louisiana
https://sharmanbursonramsey.blogspot.com/2017/12/spalding-writing-road-to-reading-and.html
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
The DARE PROGRAM 20 years later.
https://sharmanbursonramsey.blogspot.com/2017/12/the-dare-program-20-years-later-more.html
Merry Christmas! Meet Alliwishus, The Elf Mother Met at the Battle of the Bulge
My Mother. My hero who won a Battle Ribbon at the Battle of the Bulge. December 16, 1944. A SCRAPBOOK LOOK FROM JEAN BRONSON GILLIS BURSON.
LEONARD COHEN HALLELUJAH PROJECT AT BAY HIGH SCHOOL AND ESTABLISHMENT RELIGION, SECULAR HUMANISM, IN OUR SCHOOLS
https://sharmanbursonramsey.blogspot.com/2017/12/leonard-cohen-hallelujah-project-at-bay.html
WHY SHOULD CONSERVATIVES, CHRISTIANS AND THE THE FAITH COMMUNITY BE CONCERNED ABOUT THIS? SUBSCRIBE TO THE PANAMA CITY NEWS HERALD AND GET WASHINGTON POST FREE
PEACE EDUCATION? CONFLICT RESOLUTION? TEACHING TOLERANCE? COMMON CORE
TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
DELPHI TECHNIQUE, CHAMBER OF COMMERCE AND THE EDUCATION ESTABLISHMENT CONVINCED A GULLIBLE PUBLIC TO BUY INTO COMMON CORE
COMMON CORE: PORNOGRAPHY 101
MIDDLE SCHOOL AGENDA FOR SEXUAL ORIENTATION AS A PART OF MULTICULTURAL EDUCATION
BEHAVIOR MODELS ATTITUDES AND BELIEFS
CULTURE WAR AND COMMON CORE
SOCIAL STUDIES AND COMMON CORE
TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!
RADICAL POSSIBILITIES: YOUR CHILDREN
https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html
Response to AL.Com article "Alabama Superintendent Proposal to Raise Academic Standards."
SECULAR HUMANISM IS NOW THE RELIGION OF OUR SCHOOLS
COMMON CORE: THE EMPEROR IS WEARING NO CLOTHES
COMMON CORE=PETRI DISH FOR RADICALS
https://sharmanbursonramsey.blogspot.com/2017/11/common-core-petri-dish-for-radicals.html
REVOLUTIONARY PEDAGOGY
Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
EDUCATION TODAY:
Politics, Profits, Position, Power, and Prejudice published 1995
CAPSTONE EDUCATION (UNIVERSITY OF ALABAMA) AND MY CONCERNS
CONFLICT RESOLUTION OR POLITICAL INDOCTRINATION?
DELPHI TECHNIQUE, CHAMBER OF COMMERCE, AND THE EDUCATION ESTABLISHMENT CONVINCED THE GULLIBLE NATION TO BUY INTO COMMON CORE
WHO DO WE HOLD ACCOUNTABLE FOR THE FAILURE OF OUR SCHOOLS?
PUBLIC EDUCATION SHOULD EMPOWER PARENTS
CONSPIRACY THEORIES IN EDUCATION
THE CIVIL WAR IN EDUCATION
SOLVE THE PROBLEMS OF PUBLIC SCHOOLS
TAKE A KNEE
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