Sophie Derrick - You Big Pansy, 2011 Paintings: Oil on Canvas
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In lieu of potential strike, students in the city of Portland stand up for their teachers and reclaim the education reform narrative in the process.
by George Joseph
People in the “education reform” movement often claim that policy makers must put students’ needs over teachers’ demands. Whether it be Michelle Rhee’s “Students First” lobbying campaign or corporate-sponsored “student activist” groups like Teach for America and Students for Education Reform, education reformers have the gall to claim to do what’s best for students without even taking the time to listen to students on their own terms. But on January 10th, in coordination with students across the Portland, almost two hundred students at Jefferson High School walked out of class in support of their teachers’ battle for a fair contract, shattering the false dichotomy set up between students’ demands and teachers’ needs. In choosing to walk out by themselves for their teachers, students did more than show solidarity; they broke the silence about what education reform really means, taking back their voices in the process.
Since last summer the Portland Association of Teachers has been locked in a battle with the school district over everything ranging from the usual contract struggles for health care benefits and fairer salaries to blatant school quality issues like the district’s attempt to remove class size caps and teacher caseload limits. Only in corporate America could larger classes between fewer teachers mean putting “students first.” Inspired by the social justice unionism of the 2012 Chicago teachers’ strike, teachers in Portland put forth a bargaining proposal, “The Schools Portland Students Deserve,” outlining a vision for a more equitable, community oriented school system, immediately rallying the support of students and community activists behind them. As Portland High School teacher Adam Sanchez laughed, “In an email to parents, the district said they were the ones fighting for the education that Portland students deserve and acting in the interests of students, but it becomes very difficult to do that when you have students walking out in support of teachers and going to school board meetings, saying ‘stop your union-busting agenda.’”
floral patterns inside the shrine of Hazrat Masoumeh, Qom, Iran
When universities cover up the extent of campus sexual violence, they marginalize the true gravity of the issue and those fighting back.
By George Joseph
[Trigger Warning: discussions of sexual assault and gender-based violence.]
Society’s historically racist template for what sexual violence looks like generally confines itself to the dark city alley in which a Black male stranger overpowers a young white girl. But for college students the reality is much closer to home. 57% of rapes occur on a date, 90% of college women know their rapist, and one in four college women have survived rape or attempted rape. In fact, according to a US Department of Justice police guide, “College women are more at risk for rape and other forms of sexual assault than women the same age but not in college.” Furthermore, studies have shown that the fraternity experience makes men more likely to rape, and fraternity members commit three times more sexual assaults than non-fraternity members. In other words, at college, rapists and the culture that supports them are an integral part of campus. Yet nationwide, university administrations have not only refused to tackle this reality head on, but have actually done everything to cover it up, thereby isolating survivors and marginalizing those insisting on the severity of the situation. Because of this reprehensible state of affairs, in October the Columbia University Democrats released a petition, demanding the university release anonymous aggregate data on campus rape and its consequences; yet after two months of op-eds, meetings, and negotiations, the administration has continued to hide the numbers and with them the chillingly proximate nature of rape on our campus.