Peaceful Resistance is Still Possible

From YouTube:
http://www.youtube.com/watch?v=tPZxCDMbZec&feature=player_embedded#t=0s

Yesterday in Tucson, Arizona, high school students took over the Tucson Unified School District board meeting by chaining themselves to the board members' seats. The meeting agenda included a vote concerning the fate of Mexican American Studies courses in the high school curriculum. The courses currently are able to satisfy core curriculum requirements, but the school board president had submitted a proposal that the classes be turned into electives. The background story here is important, as the Mexican American Studies curriculum has been targeted not only by the district, but also by the state of Arizona, and stands accused of creating a hostile environment in the schools and society at large. A quote from the Arizona Daily Star, the local newspaper, sets the stage for yesterday's protest, by explaining the premise of the State's new law concerning curriculum such as the MAS program at TUSD:

"The law, formerly known as HB 2281, prohibits courses that promote the overthrow of the U.S. government; promote resentment toward a race or class of people; are designed primarily for students of a particular ethnic group; and that advocate ethnic solidarity instead of treating students as individuals." (Read the whole story about the lawsuit at http://azstarnet.com/news/local/education/article_88ab2202-d7b5-5fcb-80dc-08f0068bd8c3.html )

Teachers are now plaintiffs against the State. The students yesterday took the matter to the school board directly, chanting "Our education is under attack. What do we do? Fight back!"

The protest forced the meeting to be canceled, with the agenda pushed to another meeting set for May 5th (Cinco de Mayo, by the way).

While there is a lengthy backstory here as Arizona is a fraught territory both in terms of politics and education, it is clear that in terms of education policy there is a lesson here about the who, what, and when of curriculum policy. If we ever need an example of the politicization of curriculum, here it is. If we need an example of students taking their cause to the streets and demanding a voice in their education, here you go. If we want examples of teachers taking their jobs seriously, how about suing your employers and the state in which you work. This is teacher democracy at the extreme, student empowerment in stereo, politics as unusual. Do we have to wonder where they learned that peaceful resistance is still possible?

To the students and teachers: Thank you for showing us what social justice in action looks like.

Check out the MAS website and how they describe their model of Critically Compassionate Intellectualism:
http://www.tusd.k12.az.us/contents/depart/mexicanam/model.asp

Other links:

The Mexican American Studies Department at TUSD:
http://www.tusd.k12.az.us/contents/depart/mexicanam/index.asp

More on the protest at the TUSD meeting:
http://azstarnet.com/news/local/education/article_176f8aed-4b95-53fc-9b49-0959cd5a26e5.html

Reframing Policy Windows

Kingdon (1995) defined a policy window as “an opportunity for advocates of proposals to push their pet solutions or to push attention to their special problems” (p. 165). Policy windows would then be open only for a short period of time, providing fleeting moments for policy actors to take notice and make a move. This perspective sees a “window” as an opening in the policy process, a transom that temporarily emerges above a seemingly locked door. Kindgon’s metaphor is useful and often cited, but presupposes a particular understanding of “policy”—a linear process save the incursions due to an open window.

But what if we think of policy windows differently—that these are not windows in policy, but that these windows are the policies themselves, through which we might see social spaces and interactions. Theory could help us to clean the windows, so to speak, so we could better see the social spaces beyond the panes. Related to education, policy windows could be referenced in the way we might see racialization through school choice, or nationalism through innovation strategies. These windows are not then opportunities for policy entrepreneurship, but viewpoints from which we might understand policy effects.

Which theories help us to see through the windows?  Which policies offer the best view?

Ref:

Kingdon, J. W. (1995). Agendas, alternatives, and public policies, 2nd ed. New York: HarperCollins.

Dérive: New Orleans

Dérive: an unplanned journey through a landscape, usually urban, where an individual travels where the subtle aesthetic contours of the surrounding architecture and geography subconsciously direct them with the ultimate goal of encountering an entirely new and authentic experience.  - Wikipedia

Faubourg Marigny

Our sessions at AERA in New Orleans
April 8-12, 2011

Kalervo Gulson and Taylor Webb:
Symposium: Education Markets in Morocco, Canada, Australia, and Sweden: Youth, Identity, and Globalization
Paper: Policy Assemblages, Alternative Schools, and the Racialization of School Choice
Division G - Social Context of Education / Section 4: Social Context of Educational Policy, Politics, and Praxis
Sun, Apr 10 - 2:15pm - 3:45pm,
New Orleans Marriott / Preservation Hall Studio 10

Amy Metcalfe:
Roundtable: Women's Issues and Feminist Scholarship in Higher Education
Paper: Revisiting Feminist Critical Policy Analysis in Higher Education Research: Examining Institutional Racism, Patriarchy, and Classism
Division J - Postsecondary Education / Section 6: Society, Culture, and Change
Mon, Apr 11 - 8:15am - 9:45am,
Sheraton / Grand Ballroom A

Paper Session: Embodiment, Aesthetics, and Visual Data in Qualitative Research
Paper: Visual Juxtaposition as Qualitative Inquiry in Educational Research
SIG-Qualitative Research
Mon, Apr 11 - 10:35am - 12:05pm,
Astor Crowne Plaza / Iberville

Noted Publication

2010 Outstanding Book Award of the Qualitative Research SIG of the American Educational Research Association (AERA) 
2009 Critics Choice Book Award of the American Educational Studies Association (AESA)

Teacher Assemblage
by Taylor Webb
2009, Sense Publications

Teacher Assemblage is a groundbreaking report in the tradition of fieldwork in philosophy, using Michel Foucault’s and Gilles Deleuze’s ideas to better understand how accountability policy affected teachers. The case study examines different vectors of power and demonstrates how teachers interacted with each other, and interacted with their immediate policy environments. This unique book provides readers with grounded insights into Foucault’s and Deleuze’s ideas by paying close attention to the macro- and micro- political worlds of schools as teachers struggle with new forms of performance accountability. The book illustrates ideas of power, politics, and policy with a unique use of surrealist art to illustrate the philosophical ideas at play in the case study. The book will have a wide appeal to teachers, teacher educators, educational researchers, policy and curriculum scholars, art aficionados, and those interested in the thoughts of Michel Foucault and Gilles Deleuze.