Liza Featherstone wrote a fascinating analysis of the anti-union film “Won’t Back Down.”
To whet your appetite, read this:
“Despite scapegoating teachers’ unions, ‘Won’t Back Down’ is not an anti-teacher movie. Most of the teacher characters—especially Nona, played by Viola Davis—are heroic. That’s because one of the film’s messages is that busting teachers’ unions is better for teachers. In one scene, a meeting to discuss the possible takeover, Nona argues that losing the union will be worth it, “because we’ll be able to teach the way we want.” (The movie is vague on Nona’s pedagogy and why the union prevents it. In real life, charter teachers certainly don’t have any more control over curriculum than public school teachers do.) It is a ruling-class wet dream: workers who are happy to help destroy their own institutions. By giving up the organization through which they wield power, the fictional teachers reason, they will gain more power.
We have wandered deep into the swamp of Upsidedownlandia. Yet the same paradox colors the film’s view of parent power. The movie celebrates parents rising up and taking control of their children’s education—in order to rid themselves of all representation. Though the film does not discuss such pesky governance matters, a “takeover,” in real life, usually means that the school is run by a private organization with limited accountability to the public. While the state does decide ultimately which charters to shut down, there is no oversight by the school board, nor the city government, and certainly not the parents.

Love the last line and insert the name of any parent and friend/neighbor:
As we cheer for Jamie and Nona, we are rooting against ourselves, against our own capacity for self-governance.
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I wonder if they are screening this in Central Falls, RI – the alma mater of Davis and employer of her sister (until the staff was fired)?
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Oh, yes, WBD will be screened in Central Falls to benefit a charter school
Diane
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Good grief, I was trying to be ironic. Trumped by reality once again!
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Want to take a peak at what a charter school nation would look like?
Take a look at how bad last week’s NFL games were called.
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“Upsidedownlandia” … the tool of propagandists.
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To me the best commentary of the current situation of public education discourse by the edudeformers is comedian Lewis Black’s “I took LSD when I was younger just to prepare myself for times like these.”
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While I am strongly pro-union and anti-WBD, there is a fallacy in the above I’m afraid needs correcting: ” In real life, charter teachers certainly don’t have any more control over curriculum than public school teachers do.” False. When I taught at Independence Charter School in Philadelphia (after teaching at P.S. 25 in the South Bronx), teachers did make curriculum decisions. In conjunction with the board, sometimes, individually other times, and in grade level teams too. We also voted to have a salary schedule like the one the public school teachers had, and our desires were respected by our leaders. We didn’t have a union but we had great administrators who treated us like professionals. The school was and is what schools should be, in many ways. It’s disingenuous to paint charters with a broad brush — they are not all the same.
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Good to see that there has been one charter school that attempted to be like a regular public school.
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My colleagues and I have near complete control over the science curriculum in my public high school. As long as we can justify what we teach to the extremely vague state academic standards (not hard to do), we are left completely alone.
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In our Phila. public school, we do the same things- work on curriculum, design instruction, and have a say in all aspects of running the school because we have a good principal. We also know about every penny the school receives and spends because our budget is shown to the staff. Does your charter school share their budgeting and expenses openly with the teaching staff? When there’s a profit to be made, there’s never any transparency.
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I am a union member (AFT affiliate) and nothing in our union contract requires that I teach a certain way or limits the extent to which I stay late, come in early, or take work home. We do have limits on class size (28). Doesn’t this seem like a good idea for children as well as teachers? The only people who seem interested in constricting my work are the occasional administrators/suits who appear now and then with a stack of tests which I have to foist on my students.
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Any class size over 20 at any level is wrong.
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I just heard from a former student who is doing student teaching in an elementary classroom in Detroit. She is in a class of 68 kids. I don’t have any reason to believe she is lying or can’t count, but that is just astonishing to me.
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My husband’s comment on the WBD controversy….”it will be on Lifetime in a couple of months.”
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“How to Identify Propaganda Techniques”
(So many parallels to the “reform agenda”.)
1
Look for the use of “glittering” generalities in the form of catchphrases, sweeping and vague statements. Slogans using positive and uplifting concepts such as love, honor, family, peace and freedom are often the tools used by propagandists because they appeal to the masses .
2
Watch for the use of symbols that are attached to authority or things most people respect. The Nazi swastika is an example of a symbol used to elicit an emotional response from the public such as, intimidation or fear. A respectful symbol, such as the American flag is used during the Pledge of Allegiance to unify people’s patriotism, reinforce their belief in God and loyalty to the country. This is the transference technique used to appeal to people’s emotions and get them on the propagandists’ bandwagon.
3
Be alert to name-calling. Propagandists will often make negative statements against groups or institutions they are attempting to denounce rather than positively tout the merits of their own proposals and concepts.
4
Be leery of testimonials by those who might garner respect from the public. Testimonials may be presented by a person who really doesn’t have the authority to gauge the value of the product or concept being presented, but is respected in the community. The “expert” may also have a vested interest in backing the propagandists’ agenda.
5
Be on the lookout for “plain folks.” Propagandists will often use spokesmen who claim to be from humble beginnings to gain the respect and trust of the crowd.
6
Watch for suggestions that if you’re not on board with the concept or product being hyped, you will be left out. Propagandists try to get followers on the “bandwagon” to avoid feelings of isolation and loneliness.
7
Be alert to strong, one-sided facts that support the propagandists’ case. “Card-stacking” is the most difficult propaganda technique to identify, GMU points out. The propagandists will stack the cards in their favor, only using facts and arguments that support their agenda, ignoring evidence that contradicts or invalidates their point of view.
How to Identify Propaganda Techniques | eHow.com http://www.ehow.com/how_10061890_identify-propaganda-techniques.html#ixzz27d7iJU8k
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Excellent and true commentary!! Thanks!!
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8. Look out for “concern” for the very people targeted. For instance: “That’s because one of the film’s messages is that busting teachers’ unions is better for teachers.” Restricting abortion is often cloaked as “concern” for women because supposedly so many women end up regretting their abortions (we delicate flowers are simply not capable of understanding the consequences of our actions). Policies that will negatively impact poor people are almost always promoted as concern for the poor (because “government handouts” promote “dependency” rather than “self-reliance”).
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Excellent post. You talk about all the things that conservatives want to take away from honest Americans who can’t buy politicians because they have no lobbyists.
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Off topic..listen to Arne Duncan blabber and make little sense, but apparently in agreement that on line learning is not working.
Wednesday, September 26, 2012
Arne Duncan makes a startling admission: online learning doesn’t work
At the conclusion of the NBC Education Nation conference in New York today, writer William Doyle (co-author with James Meredith of A MISSION FROM GOD) asked U.S.Secretary of Education Arne Duncan a question involving billions of dollars of taxpayer funds.
The video below is hard to hear, but here is a transcript of the substance of the conversation, which began before the video rolled:
http://nycpublicschoolparents.blogspot.com/2012/09/arne-duncan-admits-that-online-learning.html
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Impossible to know what his responses meant.
Diane
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He actually sounds like a huckster……. delegates to others…shoots off names…get to this guy…get this guru, but what is he an expert on? Nice suit, new tie, basketball buddy to Obama, but no experience or knowledge in the industry he is leading. He kept referring the questioner to other people.
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Getting rid of representative government and calling in a private entity to handle things, in our current Opposite Day political moment, represents a glorious triumph of people power. … As we cheer for Jamie and Nona, we are rooting against ourselves, against our own capacity for self-governance.
Speaking of “our own capacity for self-governance,” how are schools doing with these outcomes:
“Sufficient knowledge of economic, social and political systems, generally, and of the history, policies, and social structure of the state and the nation and enable the student to make informed decisions;”
“Sufficient understanding of governmental processes and of basic civic institutions to enable the student to understand and contribute to the issues that affect his or her community, state, and nation;”
addressing the “compelling governmental interest in educating all of our children to function effectively in a multiracial, democratic society and realize their full intellectual and academic potential.”
Ohio once had a state superintendent with a background in school governance; her dissertation: “An Evaluation of Alternative Modes of Citizen Participation in Public, Private, and Parochial School Systems.” She was “disappeared” by the “friends of education” of our state’s NEA affiliate.
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Well, well, well. It turns out that “Won’t Back Down” and ALEC are DIRECTLY linked to each other by their mutual adviser, the Center for Education Reform.
In the 9/27/12 CER e-newsletter, Jeanne Allen writes: “CER first started talking to and advising the filmmakers of this important and inspiring film, but opening day is finally upon us.”
The Center for Education Reform’s website states: “The Next Generation Charter Schools Act is model charter school legislation adopted by the American Legislative Exchange Council (ALEC) based on CER’s recommendations.”
http://www.edreform.com/issues/choice-charter-schools/laws-legislation/
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