Archives for category: Propaganda

The One Wisconsin Institute compiled a list of the organizations that have been funded by the far-right Bradley Foundation of Milwaukee. It is a remarkable documentation of the largesse that is showered on advocates for privatization of public schools.

You will notice the relationship with Betsy DeVos’ American Federation for Children, adding more shekels to the school choice honey pot. DeVos’ AFC has pumped millions of dollars into Wisconsin legislative races to assure that its privatization agenda is protected by the legislature. We are reminded again that our Secretary of Education is an extremist who opposes public schools.

Bradley-funded activities work to prevent any accountability or audits for private schools that receive public funds. And they seek every opportunity to siphon money away from public schools to benefit voucher schools.

Among the notable recipients of Bradley funding:

*American Enterprise Institute (where EdWeek blogger Rick Hess is education director) received $4.3 million from their Bradley paymasters.

*Black Alliance for Educational Options (founded by Howard Fuller) got $1,475,000. BAEO sends speakers to black communities to try to persuade them that charters and vouchers are best for black children. You can be sure that BAEO does not tell its audiences that its activities are funded by a rightwing foundation run by reactionary white men.

*Center for Education Reform, run by former Heritage Foundation aide Jeanne Allen, which exists to smear public schools and promote privatization. 620,000.

*Center for Union Facts, led by PR man Rick Berman, whose goal is to defame teachers’ unions: $1,550,000. About 10 years ago, I attended a meeting of the rightwing Philanthropy Roundtable, where Berman gave a pitch for funding, based on his campaign to demonized the New Jersey Educational Association. When I asked him to explain why the top-performing states are unionized, and the lowest are not, he answered: I am a PR man, not an educator.

*Charter Growth Fund: $28 million. Not familiar with this one, but it serves to remind us that charter schools are high priority for the extremists of the right.

*Donors Trust, $3.1 million. An organization assembled by the Koch brothers and Dezvos family to funnel money to pet causes while hiding the donors’ identity. Dark money.

*Foundation for Excellence in Education, $435,000. Jeb Bush’s pastime.

*Heartland Institute, $647,500. Rightwing think tank.

*Heritage Foundation, $623,500. The senior citizen of far-right think tanks.

*Hoover Institution, $1.6 million. Sponsor of Education Next and other school choice initiatives.

*Marquette University, $1.7 million. This may be another subsidy for Howard Fuller and the Black Alliance for Educational Options, since Fuller is based at Marquette.

*National Council on Teacher Quality, $445,000. This organization was founded by the conservative Thomas B. Fordham Institute with the explicit purpose of harassing traditional teacher education programs. Started as a maverick, this rightwing group now grades teacher education institutions for US News & World Report and is quoted by the mainstream media as if it were a credible source.

*Partnership for Educational Justice, $200,000. This is Campbell Brown’s organization, whose goal is to eliminate teachers’ rights and unions.

*Rocketship Education, $375,000. The charter chain that piputs poor kids on computers.

*Thomas B. Fordham Institute, $522,000. One rightwing foundation funding another.

*University of Washington, $500,000. This would be a subsidy for Paul Hill’s Center on Reinventing Public Education, which promotes portfolio districts. You know, like stock portfolios.

That’s a sampling.

Think about this list of handouts the next time some rightwingers complains about unions subsidizing civil rights groups. No equivalency.

The report can be found here.

This is an alarming story, prepared by the Center for Public Integrity. . Teaching materials are being distributed by the fossil fuel industry to elementary schools.

It begins:

“Jennifer Merritt’s first-graders at Jefferson Elementary School in Pryor, Oklahoma, were in for a treat. Sitting cross-legged on the floor, the students gathered in late November for story time with two special guests, state Rep. Tom Gann and state Sen. Marty Quinn.

“Dressed in suits, the Republican lawmakers read aloud from “Petro Pete’s Big Bad Dream,” a parable in which a Bob the Builder lookalike awakens to find his toothbrush, hardhat and even the tires on his bike missing. Abandoned by the school bus, Pete walks to Petroville Elementary in his pajamas.

“Petro Pete’s Big Bad Dream” was published in 2016. Oklahoma Energy Resources Board
“It sounds like you are missing all of your petroleum by-products today!” his teacher, Mrs. Rigwell, exclaims, extolling oil’s benefits to Pete and fellow students like Sammy Shale. Before long, Pete decides that “having no petroleum is like a nightmare!”

“The tale is the latest in an illustrated series by the Oklahoma Energy Resources Board, a state agency funded by oil and gas producers. The board has spent upwards of $40 million over the past two decades on K-12 education with a pro-industry bent, including hundreds of pages of curricula, a speaker series and an afterschool program — all at no cost to educators.

“A similar program in Ohio shows teachers how to “frack” Twinkies using straws to pump for cream and advises on the curriculum for a charter school that revolves around shale drilling. A national program whose sponsors include BP and Shell claims it’s too soon to tell if the earth is heating up, but “a little warming might be a good thing.”

“Decades of documents reviewed by the Center for Public Integrity reveal a tightly woven network of organizations that works in concert with the oil and gas industry to paint a rosy picture of fossil fuels in America’s classrooms. Led by advertising and public-relations strategists, the groups have long plied the tools of their trade on impressionable children and teachers desperate for resources.”

As an antidote, science teachers should show “Gasland,” the award-winning documentary that shows how fracking destroys the water supply and kills animals. The most memorable scene: Water running out of a kitchen faucet. The home-owner strikes a match, and the chemical-rich water catches fire.

Debate and discuss.

All over the country, PBS stations are showing anti-public school propaganda in a three-hour series called “School Inc.” This series was paid for by libertarian foundations who want for-profit schools, vouchers, charters, and for-profit teachers, competing for students. The lead funder is the Rose-Mary and Jack Anderson Foundation, which supports radical libertarian causes and acts as a funnel for Donors Trust, which bundles money from the Koch brothers and DeVos family for their favorite causes.

PBS emendation accepting money for the series, which has no opposing views and which was never fact-checked, because it likes to show divergent views.

Really?

Would PBS accept funding to run a three-hour program that was opposed to abortion rights? That argued that homosexuality was a sin? That attempted to prove that climate change was a hoax? That insisted that the Sandy Hook massacre of children and staff never happened? That defended Confederate flags and monuments in public space?

The Network for Public Education encourages you to write an email or call your PBS station. Apparently, some local stations watched the series and decided not to show it. Most, however, are running it without any rebuttal.

Here is my rebuttal, which was seen only in New York City.

Here is my written commentary.

The irony is that these foundations do not believe in public education or public television.

The good guys lost. The guys with the backing of the billionaires won. The public schools of Los Angeles will shrink in numbers as the charter industry takes charge of the district.

Although the charter candidates wrapped themselves in the banner of Obama and Duncan, their victory is indeed a victory for the Trump-DeVos agenda.

A teacher in Florida reacted:


I am sitting here at 6 am in So. Florida crying. I feel like I am living in a nightmare and can’t wake up. So many good teachers jumping ship and the new ones coming in are doing so with no intention of making this nearly impossible job a career. With the chaos of moving ESE behaviors into the gen ed popuation as it is “least restricitve” to “restorative justice” (time out for desk throwers and send ’em back to class), overworked and overwhelmed guidance counselors, shared psychologists with 3-4 schools and an IDIOT state legislature that loves “births”, hates “lives” and depises the poor. Does anyone else see this as the beginning of the end of a free society or am I catastrophizing? What is wrong with this country? Why can’t the public see what is happening? If they see, why don’t they care? The defeat in teacher’s eyes is palpable. It can’ t continue.

As devastating as the defeat in Los Angeles is, we cannot give up hope for the future. As the saying goes, it is always darkest just before the dawn. This darkness is deep right now, and the dawn is nowhere in sight.

But the only certainty of defeat is giving up. The loss in Los Angeles was due to money and lies, but also apathy.

The message is clear: if we don’t rally the people, the parents, the citizens who owe their education to public schools, we will lose. If we give up trying, we will lose. Those of us who believe in democratic control of public schools that take responsibility for all children, that are financially and academically accountantable, that hire only certified staff, must fight on.

We must not lose hope. Without hope, we are lost. Hard as it is to sustain hope, we must persist. To abandon the struggle is to abandon our belief in a basic democratic institution. We can’t and we won’t. The struggle is not over, nor is it lost. Consider the loss in L.A. to be a loud wake-up call to fight the free-market ideologues and entrepreneurs. Consider it a challenge to redouble our efforts to save public education and resist privatization.

Fred Smith is a testing expert who worked for the New York City Board of Education for many years. In retirement, he volunteers for parent groups fighting to stop excessive and pointless standardized testing. The testing starts tomorrow across the state, and the State Education Department is pulling out all the stops to hinder, deter, and block the opt-out movement.

The New York State Education Department (SED) has been campaigning to dissuade more parents from abandoning the annual testing program.

Last year the parents and guardians of 220,000 children opted out of the English Language Arts (ELA) and math exams. They are given to 1.2 million children annually in grades 3 through 8. Their administration becomes the center of attention for six school days. They are due to begin on Tuesday.

The effort to keep parents onboard this year depends on repeating the same misleading information the state provided in 2016. It must be challenged. There are also important test-related matters SED fails to advise parents about.

Seeking to turn back the opt-out movement, misinformation about testing has been reduced to a few scripted points to help SED and education administrators convey the idea that the testing program has improved: The number of questions on the exams has been reduced; more teachers have been involved in developing them; and the tests are untimed.

On the surface these seem attractive. But, fewer items make less reliable tests. The teachers who were involved reviewed but didn’t write the questions, which were developed by test publisher Pearson. And the removal of time limits means the tests are no longer being conducted under standard conditions, thereby nullifying attempts to measure growth.

Effectively, the results of the 2017 exams cannot be used to make meaningful comparisons over time. This should end their already shaky use to assess student progress, or be factored into value-added formulas to judge teacher effectiveness, or enter into the evaluation of school performance. Ipso facto, the inability to make year-to-year comparisons of achievement is a sufficient reason for opting out.

Another selling point the state makes is that, while the tests will continue to be given, no teachers or principals will be affected by the results. This may lull people concerned about the misuse of the tests into accepting their administration because negative consequences have diminished.

My experience tells me something different. Whenever there is an investment in testing, a use for the scores will be found to justify the cost and to shield decision makers, who lean on the results, from taking direct responsibility for their actions.

There is a darker side to the propaganda. In announcing the improvements, an SED spokesperson said, “It’s up to parents to decide if their children should take the tests and we want them to have all the facts so they can make an informed decision.”

Then why does State Education Commissioner Elia withhold information on a parent’s right to opt out of the exams? And why has the state continued since 2012 to keep parents in the dark about the field testing of questions that allow publishers to develop future exams for free by trying out test questions on children?

Both omissions are most notable in a one-page document posted on SED’s Engageny , titled The 2017 Grades 3-8 New York State Assessments: What Parents Need to Know. Evidently, they must know the tests are untimed, shortened, reflective of teacher involvement and the fact that some districts will give them on computers. The ultimate goal is a transition to universal computer-based testing. No reason they should know about opting out or about the field tests.

This is pure arrogance. Presenting information in a need-to-know manner implies that parents are like soldiers told only those things that are essential to the discharge of their duties—in this case, an obligation to take the tests. This is how we “enage” parents?!

Here are some more facts about 2017’s field testing that parents don’t need to know:

There are two approaches publishers follow to develop questions and determine which should be kept for subsequent exams. The preferred way is to embed try-out material (reading passages and associated questions) in the test booklets that students are striving to complete. In theory, students can’t tell which questions are experimental and do not count in scoring their tests from the operational ones that count. Thus, they should be motivated to do well on the trial items.

This year, 22% of the ELA multiple-choice items that appear in Test Book 1 (March 28) are being field tested. In grade 3, 25% of the items are being tried out. That is, one reading passage and six out of the 24 items are developmental. They don’t count, but they require time and energy to complete and their inclusion on the tests can have an impact on the results.

In math, embedded items will make up 14% of the tests, interspersed among the operational items. They are contained in Test Books 1 and 2 (May 2 and 3). Statewide, 1.2 million children have been volunteered to participate. Parents haven’t been asked for their consent.

The less preferred way to try out items, known as stand-alone field testing, has also been taken by SED, because embedding has not yielded enough items to build new tests. So, separate field tests are used to generate sufficient material for the next round.

Here too, parents are not told about these tests. The state has targeted 3,073 schools for ELA or math stand-alone field testing on one grade level any day between May 22 and June 9. 973 of them are being tapped to participate in the computer-based testing part of this experiment.

What makes stand-alone field testing weak is that students are not motivated to do well on tests that are given late in the year consisting entirely of questions they know don’t count. Therefore, the information obtained about how the try-out items functioned is tenuous when publishers must choose which ones will become operational.

Stand-alone field testing has been discredited and criticized as contributing to poorly constructed Common Core exams. There are no negative consequences for rejecting this shoddy approach.

Clearly, not leveling with parents shows contempt. It is part of SED’s conspiracy of silence designed to keep mass testing in place. Parents and their children, the lifeblood of the public schools, should strongly consider opting out of the 2017 exams.

In recent weeks, I have seen several references to this phrase, attributed to Sinclair Lewis: “When Fascism comes to America, it will be wrapped in the flag and carrying a cross.” I thought it might have come from either It Can’t Happen Here or Elmer Gantry. Not being sure, and not having a photographic memory of books I read half a century ago, I googled the phrase. I discovered the Sinclair Lewis Society in Illinois, and its website says this:

 

Here’s our most asked question:

 

Q: Did Sinclair Lewis say, “When Fascism comes to America, it will be wrapped in the flag and carrying a cross”?

 

A: This quote sounds like something Sinclair Lewis might have said or written, but we’ve never been able to find this exact quote. Here are passages from two novels Lewis wrote that are similar to the quote attributed to him.

 

From It Can’t Happen Here: “But he saw too that in America the struggle was befogged by the fact that the worst Fascists were they who disowned the word ‘Fascism’ and preached enslavement to Capitalism under the style of Constitutional and Traditional Native American Liberty.”

 

From Gideon Planish: “I just wish people wouldn’t quote Lincoln or the Bible, or hang out the flag or the cross, to cover up something that belongs more to the bank-book and the three golden balls.”

 

There was also a play called Strangers in the late 1970s which had a similar quote, but no one, including one of Lewis’s biographers, Richard Lingeman, has ever been able to locate the original citation.

There are some things you read that you can never forget. Among my favorites: George Orwell’s essay on “Politics and the English Language.” For another, George Orwell’s essay “Looking Back on the Spanish Civil War.”

 

I think what he wrote in that essay casts a fresh light on what appears to be the new phenomenon of Fake News. It comes to us via the Internet, which did not exist when Orwell wrote this essay. It comes in the same typography as the news that has been carefully fact-checked. It seeks to discredit the mainstream media. It seeks to discredit the views of everyone because of their suspected motives. I am not suggesting that we should be credulous of everything we read. To the contrary. I am not suggesting that we should abandon critical thinking. To the contrary. I am suggesting that we weigh carefully which sources are credible, which can be trusted, and be wary of attempts to discredit them.

 

In section 4, he writes about how totalitarians war on the very concept of objective truth. They undermine public confidence in everyone but the Maximum Leader. Don’t believe what you read or see or hear. Only believe the Party line and the Leader.

 

Orwell wrote this:

 

I remember saying once to Arthur Koestler, ‘History stopped in 1936’, at which he nodded in immediate understanding. We were both thinking of totalitarianism in general, but more particularly of the Spanish civil war. Early in life I have noticed that no event is ever correctly reported in a newspaper, but in Spain, for the first time, I saw newspaper reports which did not bear any relation to the facts, not even the relationship which is implied in an ordinary lie. I saw great battles reported where there had been no fighting, and complete silence where hundreds of men had been killed. I saw troops who had fought bravely denounced as cowards and traitors, and others who had never seen a shot fired hailed as the heroes of imaginary victories; and I saw newspapers in London retailing these lies and eager intellectuals building emotional superstructures over events that had never happened. I saw, in fact, history being written not in terms of what happened but of what ought to have happened according to various ‘party lines’. Yet in a way, horrible as all this was, it was unimportant. It concerned secondary issues — namely, the struggle for power between the Comintern and the Spanish left-wing parties, and the efforts of the Russian Government to prevent revolution in Spain. But the broad picture of the war which the Spanish Government presented to the world was not untruthful. The main issues were what it said they were. But as for the Fascists and their backers, how could they come even as near to the truth as that? How could they possibly mention their real aims? Their version of the war was pure fantasy, and in the circumstances it could not have been otherwise.
The only propaganda line open to the Nazis and Fascists was to represent themselves as Christian patriots saving Spain from a Russian dictatorship. This involved pretending that life in Government Spain was just one long massacre (vide the Catholic Herald or the Daily Mail — but these were child’s play compared with the Continental Fascist press), and it involved immensely exaggerating the scale of Russian intervention. Out of the huge pyramid of lies which the Catholic and reactionary press all over the world built up, let me take just one point — the presence in Spain of a Russian army. Devout Franco partisans all believed in this; estimates of its strength went as high as half a million. Now, there was no Russian army in Spain. There may have been a handful of airmen and other technicians, a few hundred at the most, but an army there was not. Some thousands of foreigners who fought in Spain, not to mention millions of Spaniards, were witnesses of this. Well, their testimony made no impression at all upon the Franco propagandists, not one of whom had set foot in Government Spain. Simultaneously these people refused utterly to admit the fact of German or Italian intervention at the same time as the Germany and Italian press were openly boasting about the exploits of their’ legionaries’. I have chosen to mention only one point, but in fact the whole of Fascist propaganda about the war was on this level.
This kind of thing is frightening to me, because it often gives me the feeling that the very concept of objective truth is fading out of the world. After all, the chances are that those lies, or at any rate similar lies, will pass into history. How will the history of the Spanish war be written? If Franco remains in power his nominees will write the history books, and (to stick to my chosen point) that Russian army which never existed will become historical fact, and schoolchildren will learn about it generations hence. But suppose Fascism is finally defeated and some kind of democratic government restored in Spain in the fairly near future; even then, how is the history of the war to be written? What kind of records will Franco have left behind him? Suppose even that the records kept on the Government side are recoverable — even so, how is a true history of the war to be written? For, as I have pointed out already, the Government, also dealt extensively in lies. From the anti-Fascist angle one could write a broadly truthful history of the war, but it would be a partisan history, unreliable on every minor point. Yet, after all, some kind of history will be written, and after those who actually remember the war are dead, it will be universally accepted. So for all practical purposes the lie will have become truth.
I know it is the fashion to say that most of recorded history is lies anyway. I am willing to believe that history is for the most part inaccurate and biased, but what is peculiar to our own age is the abandonment of the idea that history could be truthfully written. In the past people deliberately lied, or they unconsciously coloured what they wrote, or they struggled after the truth, well knowing that they must make many mistakes; but in each case they believed that ‘facts’ existed and were more or less discoverable. And in practice there was always a considerable body of fact which would have been agreed to by almost everyone. If you look up the history of the last war in, for instance, the Encyclopaedia Britannica, you will find that a respectable amount of the material is drawn from German sources. A British and a German historian would disagree deeply on many things, even on fundamentals, but there would still be that body of, as it were, neutral fact on which neither would seriously challenge the other. It is just this common basis of agreement, with its implication that human beings are all one species of animal, that totalitarianism destroys. Nazi theory indeed specifically denies that such a thing as ‘the truth’ exists. There is, for instance, no such thing as ‘Science’. There is only ‘German Science’, ‘Jewish Science’, etc. The implied objective of this line of thought is a nightmare world in which the Leader, or some ruling clique, controls not only the future but the past. If the Leader says of such and such an event, ‘It never happened’ — well, it never happened. If he says that two and two are five — well, two and two are five. This prospect frightens me much more than bombs — and after our experiences of the last few years that is not a frivolous statement.

 
But is it perhaps childish or morbid to terrify oneself with visions of a totalitarian future? Before writing off the totalitarian world as a nightmare that can’t come true, just remember that in 1925 the world of today would have seemed a nightmare that couldn’t come true. Against that shifting phantasmagoric world in which black may be white tomorrow and yesterday’s weather can be changed by decree, there are in reality only two safeguards. One is that however much you deny the truth, the truth goes on existing, as it were, behind your back, and you consequently can’t violate it in ways that impair military efficiency. The other is that so long as some parts of the earth remain unconquered, the liberal tradition can be kept alive. Let Fascism, or possibly even a combination of several Fascisms, conquer the whole world, and those two conditions no longer exist. We in England underrate the danger of this kind of thing, because our traditions and our past security have given us a sentimental belief that it all comes right in the end and the thing you most fear never really happens. Nourished for hundreds of years on a literature in which Right invariably triumphs in the last chapter, we believe half-instinctively that evil always defeats itself in the long run. Pacifism, for instance, is founded largely on this belief. Don’t resist evil, and it will somehow destroy itself. But why should it? What evidence is there that it does? And what instance is there of a modern industrialized state collapsing unless conquered from the outside by military force?

 
Consider for instance the re-institution of slavery. Who could have imagined twenty years ago that slavery would return to Europe? Well, slavery has been restored under our noses. The forced-labour camps all over Europe and North Africa where Poles, Russians, Jews and political prisoners of every race toil at road-making or swamp-draining for their bare rations, are simple chattle slavery. The most one can say is that the buying and selling of slaves by individuals is not yet permitted. In other ways — the breaking-up of families, for instance — the conditions are probably worse than they were on the American cotton plantations. There is no reason for thinking that this state of affairs will change while any totalitarian domination endures. We don’t grasp its full implications, because in our mystical way we feel that a regime founded on slavery must collapse. But it is worth comparing the duration of the slave empires of antiquity with that of any modern state. Civilizations founded on slavery have lasted for such periods as four thousand years.

 
When I think of antiquity, the detail that frightens me is that those hundreds of millions of slaves on whose backs civilization rested generation after generation have left behind them no record whatever. We do not even know their names. In the whole of Greek and Roman history, how many slaves’ names are known to you? I can think of two, or possibly three. One is Spartacus and the other is Epictetus. Also, in the Roman room at the British Museum there is a glass jar with the maker’s name inscribed on the bottom, ‘Felix fecit’. I have a mental picture of poor Felix (a Gaul with red hair and a metal collar round his neck), but in fact he may not have been a slave; so there are only two slaves whose names I definitely know, and probably few people can remember more. The rest have gone down into utter silence.