Category: democracy

The question of community: climate change, DACA, and environmental racism

Hurricane Harvey is striking Houston and 50 other counties in Texas, pounding the region with enough water to fill the football stadiums of the NFL and all colleges across the country 100 times. Nearly impossible to imagine. At the same time, one-third of Bangladesh is under water in a monsoon season that has been strongly augmented by climate change (also called climate chaos or climate disruption). Both disasters, the latter of which has led to the deaths of over 1,000 people thus far, relate to the larger issue of the abuse of the environment that we as a species have undertaken for profit.

Coincidentally, President Trump is under pressure to end the DACA program in the United States, threatened by impending lawsuits from a cadre of Republican lawmakers across the country. DACA, also known as Deferred Action for Childhood Arrivals, is an Obama-era program for amnesty which provides the opportunity for immigrants who came to the United States illegally as minors to work, live, and participate in society without the threat of deportation. About 750,000 individuals in the United States benefit from this program, which has historically been a controversial one but has emerged as a polarizing issue since the 2016 election. Trump’s leadership on Muslim travel bans and the pardoning of Arizona sheriff Joe Arpaio, who profiled immigrants and maintained a detainee “concentration camp,” have revealed our president’s quest for popularity with his conservative, nationalistic base through nativist, Anglocentric, xenophobic speechifying backed up by executive action and regional actions like SB4 in Texas.

The connection between climate change and the marginalization of immigrants and other people of color and poor people is powerful. Hurricane Harvey exemplifies the devastating impact natural disasters (if this term really applies) have on communities of color and poor communities, including immigrants who are undocumented, constituting a clear form of environmental racism that is often accepted under the logics of deregulation and capitalistic expansion. As Harvey’s destructive consequences reveal themselves, reports state that many undocumented immigrants are not contacting authorities for help during the disaster, producing widespread health, safety, and economic concerns. Even when people are able to return to their homes and begin to rebuild their communities, they will need to work to make up their losses, to continue their lives, and, unfortunately, to prepare for disasters that surely will come in the future.

However, if DACA is ended, its 85,000 beneficiaries who live in Houston will be left without the possibility of doing just this. Immigrants activists like Cesar Espinoza, an undocumented immigrant and guest on Democracy Now! this morning, speak of his community as it responds to these questions. “The fight continues,” Espinoza says:

For a lot of people, though, it’s a piece of devastating news. They’re relying on their deferred action, on their ability to work, so that they can rebuild, they can go back to work, and help their families rebuild their lives. Unfortunately, if DACA does get rescinded in the next couple of days, these young men and women are going to be left with nothing, the rug is going to be swept from under their feet, and who knows how long it will take for them to rebuild.


Image from the Houston Chronicle

Community is where the strength to face such possibilities comes from. The question is, who belongs to this community? Who should be responsible for the fall into, and struggle out of new and continued poverty, housing instability, health complications, and other problems that members of Houston’s incredibly diverse community will face? The answer is, all of Houston, and all of our country, should be. Undocumented immigrants are a part of all of our communities, and should be valued as contributing members with the same concerns other residents have. We all share the same civil rights to life, to live without discrimination, to the ability to participate freely in society and build a life with self-determination and dignity. Climate disasters reveal that our thinking is not there yet. But we still have time to reconsider the political and social disasters to come if we don’t.

Is this the Matrix?: Reality in the era of bots

NPR’s Tom Ashbrook hosts a show called On Point, which covers a multitude of topics ranging from schooling to online dating to genetics to The Beatles’ Sergeant Pepper’s Lonely Hearts Club Band. Available as a podcast, On Point featured a story on August 9th about bots, which I listened to in curiosity and dismay, and not as much surprise as I wish I’d had. Bots are essentially automated software programs that run tasks on the Internet, and according to one of the experts on the show, they’ve been around as long as the World Wide Web has been. The show’s focus, however, was much more specific, targeting the use of bots by certain individuals, organizations, and political entities to disseminate propaganda and fake news, or “disinformation,” in order to meddle in electoral politics. The show’s guests discussed the ways in which bots originating in Russia were used during the 2016 election to influence the U.S. population’s view of the candidates, the issues being discussed, and the general political state of affairs of our country, to which an elected president theoretically would provide a resonating response. Apparently, these bots can generate commentary and content which is, at best, biased, and at worst, patently false.


By Ian McKellar from San Francisco, CA, USA – Elektro and Sparkotaken from: www.maser.org/k8rt/, CC BY-SA 2.0, https://commons.wikimedia.org/w/index.php?curid=18986910

This is clearly a new era we’re in, because though the use of propaganda is as old as human society itself – incidentally, propaganda means simply a form of communication intended to sway or persuade its audience in favor of or against a given individual or group – the bots are used in a curious way. Employed on social media sites like Twitter, Facebook, and Reddit, bots create “news” content whose volume and relevance to one’s own opinions can persuade a reader to follow that opinion. They function cleverly, or rather are designed in a clever way, in that they are meant to emulate a real person by patterning off of language used by current participants, and further appear to confirm the views of the reader through the temptation of accepting information that appeals to our established beliefs, thus persuading us via confirmation bias. Given the magnitude of influence of these bots, whose presence appears to range in the thousands across popular social media sites, it may not be too much to suggest that our view of the world, at least the view which we draw from our screens and hear echoed in the mouths of our colleagues and loved ones, is not simply a wake-up-and-see-what’s-true-today process.

Or is it? I’m no technophobe, but I do come from a generation that was raised without the Internet, without screens (excepting only 1/2 hour of TV a day, for which I’m still grateful), and without that addition to my consciousness that I might at any time be missing out on something on a screen awaiting my attention. I remember rotary phones and the use of folded-up maps stuffed in the glove box. This is not intended to be simple nostalgia, however. I’m actually asking what we might do about something all of us as deeply smitten phone lovers are well aware of.


By Aditya19472001 (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

I suppose what I’m asking is, how did we develop critical literacy and media literacy in the past? How did we think about the information presented to us, sort through it, and determine what was of value not because it made us feel warm and safe but in fact because it presented us with what was happening in the world? The American poet T.S. Eliot apparently even distrusted newspapers, believing that those who read them were easily manipulated away from a true engagement with the world. I’m not suggesting not taking in any information from news sources, which we tend to read now online, but a return to the issue will ask where we get our “news” from. And this is really the key when we think about social media. Baudrillard’s hyperreality was one in which, as in The Matrix, individuals are completely enveloped by the worldview they consume as true (that is, my belief about my reality, is what is created and given to me outside of my own influence). Under this social logic, we are simple consumers of our reality, not participants. This is not unlike the consumer posture we are encouraged to take as we experience the ads and clickbait that accompany us as we look at photos of our cousin’s new baby. We may not realize that our reality, our political agency, is being slowly pushed back behind a curtain, and is being replaced by blurps and blips that confirm our perspectives and comfort us that we are right, that we are looking at what’s “real.” The battle, it seems, is a philosophical and a psychological one as well as a political and technological one.

To close with the questions Eliot asks in his famous modernist masterpiece, The Lovesong of J. Alfred Prufrock:

To wonder, “Do I dare?” and, “Do I dare?”…
Do I dare…Disturb the universe?

Do we dare to do this? Do we dare to put the phone away, close the Twitter feed, log off of Facebook, even for a moment, a moment when we might miss something…a something which might be worse than taking in nothing at all?

“We don’t ride on railroads they ride on us”: raucous listening against apathy

The title for this blog post is a slight misquote of Henry David Thoreau, a 19th-century social and political commentator best known for Walden who wrote about topics including the abolition of slavery and the value of civil disobedience, which he explores in an essay by the same name. Thoreau was concerned about, among many things, the exploitation of laborers and radical changes to our definition of humanity in projects of capitalist expansion under the teleological thrust of technological advance during the Industrial Revolution in the 19th century, including the mass construction of railroads:

We do not ride on the railroad; it rides upon us. Did you ever think what those sleepers are that underlie the railroad? Each one is a man…The rails are laid on them, and they are covered with sand, and the cars run smoothly over them…And every few years a new lot is laid down and run over; so that, if some have the pleasure of riding on a rail, others have the misfortune to be ridden upon.

(A discussion of Thoreau’s concerns about humanity, technology, and capitalism comes from this article in Wired.) I saw a version of the first line of this quote in a cartoon by Art Young, socialist and political satirist from the 1910s and 1920s, in an exhibit at the Argosy Bookstore, New York’s oldest independent bookstore open since 1925. See some examples below:

 
 

The last of the four cartoons is a version of the Thoreau quote. I found it interesting – and a bit depressing – to know that we continue to struggle with the balance between the pursuit of progress and the preservation of humanity. But what is important, really, is to remember that our humanity should not be defined after we’ve struggled toward the next innovation, the next profit. What should be happening is a radical consideration of humanity as a collective social project, radical in scope, that progresses toward a more egalitarian possibility.

Apathy would be one response to such cartoons – god we’re here again, we can’t escape our fate of self-destruction – and this is very much the feature of today’s politics and public discourse. I struggled with this as I left the Argosy Bookstore and headed to meet a friend for dinner in Queens. Emerging onto the street, I turned and saw a park full of people:

 

Groups of people, from different backgrounds, different countries of origin, different languages and religions and and views of the world, all sitting together as a community. It occurred to me that we are all part of a community, several, in fact, and we walk toward each other every day, sharing and singing and spitting and swirling into bigger and smaller spaces. This collective life cannot be taken from us. We can only give it away, along with the force of its voice and its will to change the reality in which we live.

Idealistic? Or realistic? Anything is more real than the stories told by the sociopath running our country and his cabinet of cronies. We can remember – we have always known – what is real and true for us, by us. Yes, capitalism seeks to convince us that we are consumers first and last, that we owe nothing to the person next to us and should fight for his seat. But this is not what our social histories will remind us, should we listen, raucously, together.

Education and civil society: a mini-festo and a short reading list (for starters)

I’m starting, with several fellow graduate students at CUNY, a Working Group on Philanthropy and Civil Society. We come from the fields of sociology, political science, social welfare, and other disciplines which, we argue, do not speak to each other nearly enough and share learning and language around the core questions we must face as members of a shared society. We decided as a group to provide the other members a short reading list, as well as a general background, for understanding how our field approaches the question of what civil society is and should be. Here is my post to the group, which may help educators looking for more of a critical approach to education get started…

The field of education doesn’t typically explore questions about civil society, tending instead to follow the general assumption that thoughtful, comprehensive education contributes to a healthy society. I hypothesize that this comes from a couple of issues in our field:

(a) We are interdisciplinary by nature (the subfield of pedagogy draws upon psychology, linguistics, social theory, philosophy, literary theory, sociology, and other fields; the study of schooling is situated in political theory and history; certain critical approaches to our work relate to feminist theory, critical race theory, postcolonial theory; and so on)

(b) The last 20 years have seen a trend toward developing educators in teacher preparation programs via the ethos of “teachers as technicians,” no doubt related in part to the marketization of education (consider the role of standardized testing and its justification on the grounds of data-driven decision-making in supplying or denying funding to public school and the selection of Betsy DeVos as our Secretary of Education for starting examples)

(c) We’re still in the mindset of prioritizing “inclusion,” which foregoes possibilities of “transformation” or sustained social change (this is a controverted claim I’m making but I stand by it)

It’s my opinion that teachers are not developed as thinkers. We focus on mastery of technique and instrumental understandings of history, policy, and the role of schooling in our country, rather than engage our teachers with the kind of critical collaboration we need to resolve much of the struggle of public schools and institutions of higher ed today. There is also a great divide between scholarship and schools, often depicted as abstracted and out-of-touch (in the case of the former group) and overworked and struggling to keep up with the daily demands on being in the classroom (in the case of the latter). Relatedly, educational research and educational practice do not always speak to each other, which further perpetuates this perceived divide. However, there are many teachers (some of whom I work with) who are deeply concerned and committed to conversations about social justice and ethical politically conscious approaches to education that are long overdue…

I have done my own work to learn about civil society and political philosophical approaches to these questions (which is why I loved [name redacted]’s list and can’t wait to jump in). I have some contributions which attempt to provide some starting points for those of us in education who approach this work on philosophical (ontological, epistemological), political, historical, sociocultural terms rather than as a mastery of a core skill set. It’s important to remember, though, that my selections are driven by the core principle that education can begin contribute to a vibrant democracy only if it is thoroughly understood for its cultural history as well as the political realities of this work. However, the status quo must be understood as contingent and subject to contributions by all participants in society, in a constant state of struggle and change. (This is controversial in my field!) See my choices below.

Five favorite readings:

Bakhtin , M. ( 1993 ). Toward a philosophy of the act (V. Liapunov , trans.; V. Liapunov and M. Holquist, eds.) (pp. 1-75). Austin: University of Texas Press. https://monoskop.org/images/2/26/Bakhtin_Mikhail_Toward_a_Philosophy_of_the_Act.pdf

Biesta, G. (2010). A new logic of emancipation: The methodology of Jacques Rancière. Educational Theory, 60 (1), 39-59.

Chantal Mouffe and Ernesto Laclau (2002). Hope, passion, politics. In Mary Zournasi (ed.), Hope: New Philosophies for change (pp. 122-150). London: Lawrence and Wishart. available at http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1087&context=artspapers

Du Bois, W. E. B., & Edwards, B. H. (2008). The souls of black folk. Oxford University Press.

Stetsenko, A. (2016). The transformative mind: expanding Vygotsky’s approach to development and education. Cambridge University Press.

Honorable mentions (so many more I left out!):

Amsler, Sarah S. (2008), Pedagogy against “dis-utopia”: From conscientization to the education of desire, in Harry F. Dahms (ed.) No Social Science without Critical Theory (Current Perspectives in Social Theory, Volume 25). Emerald Group Publishing, pp.291 – 325. http://eprints.lincoln.ac.uk/5679/1/Pedagogy_against_disutopia_Amsler_Nov_2007.pdf

Barone, T. (2006). Making educational history: Qualitative inquiry, artistry, and the public interest. In G. Ladson- Billings and W. F. Tate (eds.), Education research in the public interest: Social justice, action, and policy (pp. 213–230). New York: Teachers College Press.

Bourdieu, P. (1989). Social Space and Symbolic Power. Sociological Theory, Vol. 7, No. 1 (Spring, 1989), pp. 14-25. http://www.soc.ucsb.edu/ct/pages/JWM/Syllabi/Bourdieu/SocSpaceSPowr.pdf

Dewey, J. (2004). Democracy and education. Courier Corporation.

Emirbayer, M., & Schneiderhan, E. (2013). Dewey and Bourdieu on democracy. In P. Gorski (ed.), Bourdieu and historical analysis (pp. 131–157). Durham, NC: Duke University Press.

Freire, P. (2000). Pedagogy of the oppressed. Bloomsbury Publishing.

Giroux, H. A. (1983). Ideology and agency in the process of schooling. Journal of Education, 165:12-34.

Holland, D. & Lave, J. (2009). Social Practice Theory and the Historical Production of Persons. Actio: An International Journal of Human Activity Theory, (2), 1–15.

Marx, K. Thesis on Feuerbach. https://msuweb.montclair.edu/~furrg/gned/marxtonf45.pdf

Smith, M., Ryoo, J. and McLaren, P. (2009). A revolutionary critical pedagogy manifesto for the twenty-first century. Education and Society, 27, 59-76.

Stengers, I. (2002). A ‘cosmo-politics’ – risk, hope, change. In Mary Zournasi (ed.), Hope: New Philosophies for change (pp. 240-272). London: Lawrence and Wishart. available at http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1087&context=artspapers

Of the people, by the people, for the people

Watching a video of an interview with Edward Snowden, NSA whistleblower, fugitive and public intellectual living in Russia. I saw Citizen Four, the movie about his decision and actions to release information about the widespread NSA surveillance both in the United States and around the world, last night. The story impressed me, not in small part because it featured Snowden in his humility, his philosophical thinking, his challenge of the contradiction between the American value of the right to privacy — encoded in the Fourth Amendment — and the justification for gathering data about millions of Americans under the Patriot Act.

The video I’m watching contains a set of lines from Snowden that I love and resonate deeply with conversations I’m having with colleagues and friends about the question of government and governance (for they are not the same thing) and what it means to live in a democracy:

…We should be cautious about putting too much faith or fear in the work of public officials. At the end of the day, this is just a president…If we want to see a change, we must force it through ourselves. If we want to have a better world, we can’t hope for an Obama, and we should not fear a Donald Trump. Rather, we should build it ourselves.

Can we have a people-powered movement, a change that flies in the face of corporatism and cronyism and doublespeak and corruption of not only democracy but also critical thinking? Can we have a government, again, of the people, by the people, for the people, as Lincoln once mused?

Paciencia, then. Estamos plantando. Let’s start planting.

paciencia
Painting by A. Ballester

“GOP Gov. Snyder’s office says Detroit school kids have no right to literacy”: an opportunity to develop media literacy

The post title comes from an article a friend of mine posted on my Facebook feed, alarmed and asking what I thought of this situation.
herbert-randall
Photograph by Herbert Russell
Below is my response…

It’s a very interesting proposition. Checked out the story on the CBS website and this is what was included:

“The lawsuit says the schools are in ‘slum-like conditions’ and ‘functionally incapable of delivering access to literacy.’ The case, filed in federal court, directly accuses Gov. Rick Snyder, the state school board and others of violating the civil rights of low-income students.”

A couple of missing connections:

1) Schools in Detroit (and Philadelphia and Chicago and other struggling school districts) have suffered from a lack of funding which is connected both to housing issues as well as to the direct connection of federal funding to school performance, which has been in part due to the way that some states have interpreted the Common Core (see http://www.edweek.org/ew/issues/common-core-state-standards/). Obscured with this kind of commentary is the connection between federal funds and testing/school performance, which also drives decision-making on teacher retention, and the fact that schools continue to be financed by property taxes. Those tax revenues in Detroit have fallen significantly over the last decade or more, due in part to the Great Recession as well as other economic issues germane to Detroit, all of which has contributed to the struggles of that school system.

2) The accusation that Governor Snyder — who has indeed been taken to task for mismanagement and shady dealings with the public school system in Michigan — explicitly believes that students should not have a right to literacy is not accurate. Here’s another story whose header reads, “Literacy Not A Right For Detroit School Kids According To State” (http://detroit.cbslocal.com/2016/11/21/literacy-not-a-right-for-detroit-school-kids-says-state/) but which doesn’t include any specific comment that Snyder actually made about this.

I’m concerned that this is sensationalistic reporting rather than a deeper exploration of the complex questions in play. I would say that negligence is definitely a part of this, but saying that Snyder was attacking the civil rights of poor and the illiterate children of Detroit is an exaggeration. This is attack-the-individual thinking which has characterized “reporting” of late and keeps us from working on bigger and more complicated problems.

A final point: We as Americans are stuck in the democratic paradox (see my discussion of this in a previous post), which allows liberalism — freedom to pursue your own way of doing things, freedom not to be responsible for other people, etc. — to coexist with democracy. How can we support the participation of all Americans in our civic spaces when we prioritize the education of some over others through inequitable economic policies and “pull-yourself-up-by-your-bootstraps” thinking?

I don’t think my friend liked my response. It’s been three hours, which is like an eternity in FB world.

Rancière and the role of education in political conformity/contestation

Yesterday I read a paper by Gert Biesta, a professor of education drawing from philosophy and political science whose interdisciplinary thinking inspires those of us like myself who are unconvinced by the all-too-often superficiality and dilettantism of the field of education. (I will write about this this week, as it bothers me greatly that those of us researching and working to improve the education system in the United States seem sometimes to be perceived as the redheaded stepchildren of academia.) Biesta’s paper, entitled “The Ignorant Citizen: Mouffe, Ranciere, and the Subject of Democratic Education,” addresses a little-critiqued assumption in education and political thinking in the United States: that democracy as a political regime is a good thing.

immigration-reform
Source: http://interactive.fusion.net/rise-up-be-heard/voting-participation.html

He focuses on two authors, Jacques Rancière and Chantal Mouffe, social and political thinkers whose (post-)Marxist collaborations on radical redefinitions of democracy offer a response to the democratic paradox, a conceptualization of the modern democratic state and the messy imbrications of liberalism and democracy as propositions in the question of political  identity, subjectivity, and subjectification. Biesta asks whether our view that democratic citizenship should be a substantive goal of education presupposes a set of assumptions of political conformity that make democracy itself possible, thus conceiving of the role of education as a process of socialization, rather than one of subjectification. Of these two processes, Biesta suggests, the former asks “how ‘newcomers’ can be inserted into an existing political order” (141), while the latter supports a redefining of democracy not as a space of assumed consensus — which proposes a preestablished order into which the political subject is inserted — but rather a producer of “dissensus” in which political subjectivity can be contested and “new ways of doing and being can come into existence.” (emphasis in original, 150)

I find this particularly fascinating given both my own work and the current state of affairs in the United States. Whatever democracy was supposed to be, we must concede, has over the years been weather-worn and worm-ridden with myriad divestments of the possibility of equality, teetering on the values and behaviors of the powerful in the form of casino capitalism and corporate influence in government while variously commodifying and excluding immigrants, Black and Brown people, people with disabilities, trans and queer people, women, and the poor. Critical thinking invites consideration of the democratic paradox from our country’s earliest conception. On a more philosophical level, the question of the role of education in the definition and positioning of the political subject is broad and hard to address. My research focuses on “low-status” adult immigrants and their participation in educational opportunities in nonprofit organizations, especially those which provide workforce skills training, and the influences of such educational experiences on their political participation as “new Americans.” Even this term brings a different challenge when we consider whether it refers to democracy as emblematic of political systems which permit participation so long as an individual is socialized into following the rules, so to speak, or whether it refers to a contestation of what participation itself means, of what the individual’s role and possibilities are, of what civic learning is and can be, and so on. Biesta states:

“The ignorant citizen is the one who is ignorant of a particular definition of what he or she is supposed to be as a ‘good citizen.’ The ignorant citizen is the one who, in a sense, refuses this knowledge and through this, refuses to be domesticated, refuses to be pinned down in a pre-determined civic identity.” (emphasis in original, 152)

Can we even conceive of civic learning as an opportunity to access the “experiment of democracy” (152) as it could truly be construed, where the political subject, the individual, can access spaces of dissent and creative generation of new political possibilities, not simply as a sleepwalker through the monolithic set of political norms through which we experience our political selves in the era of Trump?