Archives for category: Real Education
« Older Entries
Newer Entries »

Mercedes Schneider: A Film You Must See about the Passion for Teaching and the Importance of Human Interaction in the Classroom

By dianeravitch
August 5, 2017 //
4

Mercedes Schneider was invited to screen a film titled “Passion to Teach,” which was produced and directed by career teachers, Bart Nourse and Sandria Parsons.

She loved it! She provides information about how you can arrange a screening.

She writes:

Passion to Teach is a phenomenal film that poignantly defies the processed-food-product nature of top-down, politically-popular, test-score-centered education reforms.

I have two favorite parts. The first involves an assignment in which students and volunteer adults recreate immigrant arrival at Ellis Island and the subsequent application process for gaining US citizenship.

The second involves the end of the film, an ending that celebrates the teacher-student connection that extends well beyond a student’s time in a beloved teacher’s classroom.

However, the major point of the Parsons-Nourse film is not merely to celebrate the teacher-student relationship. It is to fuel pro-public-school activism.

Categories Accountability, Education Industry, Real Education, Supporting public schools, Teachers and Teaching, Testing

Steven Singer: A Radical Proposal to Provide an Excellent Education for Every Child

By dianeravitch
June 25, 2017 //
15

Steven Singer finds that there is a missing ingredient in the present discourse about School Reform. Reformers think they have made great strides if they open more opportunities for choice. What reformers have not been willing to do is to guarantee that every child has the right to an excellent education.

We know what excellent education looks like. It is the education that the 1% demand for their own children. Small classes. Experienced teachers. Beautiful grounds. Ample supplies. A well-stocked library. A curriculum that takes every child as far as they can go. No obsession with test scores.

So why do reformers want other people’s children in overcrowded classes, staffed by inexperienced teachers, focused in tests. Learning to obey and conform?

Singer writes:

“Let’s get one thing straight: there are plenty of things wrong with America’s school system. But they almost all stem from one major error.

“We don’t guarantee every child an excellent education.

“Instead, we strive to guarantee every child THE CHANCE at an excellent education. In other words, we’ll provide a bunch of different options that parents and children can choose from – public schools, charter schools, cyber schools, voucher schools, etc.

“Some of these options will be great. Some will be terrible. It’s up to the consumer (i.e. parents and children) to decide which one to bet on.

“In many places this results in children bouncing from school-to-school. One school is woefully deficient, they enroll in another one. One school closes suddenly, they start over again at another.

“It’s terribly inefficient and does very little good for most children.

“But that’s because it’s not designed with them in mind. It does not put the child first. It puts the education provider first.

“It is a distinctly privatized system. As such, the most important element in this system is the corporation, business, administrator or entrepreneurial entity that provides an education.

“We guarantee the businessperson a potential client. We guarantee the investor a market. We guarantee the hedge fund manager a path to increased equity. We guarantee the entrepreneur a chance to exploit the system for a profit.

“What we do NOT guarantee is anything for the students. Caveat emptor – “Let the buyer beware.”

“Imagine if, instead, we started from this proposition: every child in America will be provided with an excellent education.

“Sound impossible? Maybe. But it’s certainly a better goal than the one we’re using.”

There is much more. Singer doesn’t have a cookie-cutter in mind.

Categories Class size, Hope, Joy, Real Education

Plan to Attend the BATs Annual Conference in Seattle in July!

By dianeravitch
May 23, 2017 //
3

If you are a BadAss Teacher, or if you want to be one, or if you want to learn about their activities, you will not want their fourth annual conference in Seattle this summer.

BATs will be heading into summer with their 4th Annual Education Conference in Seattle, Washington at The Seattle Labor Temple.

Titled Back to School With BATs the conference, to be held on 7/22, will focus on Whole Child Education and cultural diversity.

How can we meet the social/emotional/cultural needs of our children?

The 7/23 event at Westlake Park will have participants engage in a powerful restorative justice circle!

#WeChoose public education, not the illusion of choice.

Keynotes for the event will be Dr. Wayne Au and Dr. Denisha Jones.

For event information and registration please go here: https://sites.google.com/view/backtoschoolwithbats/home

To learn more about the BATs”

Twitter @BadassTeachersA #TBATs
Facebook https://www.facebook.com/groups/BadAssTeachers/
Instagram @badassteachersa
Pinterest https://www.pinterest.com/nationalbats/
BAT Blog http://badassteachers.blogspot.com/

Categories Education Reform, Real Education, Teachers and Teaching

Bianca Tanis: A Teacher Visits a Montessori Classroom and Loves It

By dianeravitch
May 11, 2017 //
5

Bianca Tanis teaches a combined kindergarten-first grade special education class in the Hudson Valley in New York. She is on the board of New York State Allies for Public Education, the group leading the campaign against high-stakes testing and privatization in the state.

She writes:

I had the opportunity to spend the day visiting a public Montessori school in Kingston yesterday. I have been considering this approach in my classroom and was able to tour the school along with my principal and one of our ENL teachers. I have not been this inspired in a long time.

Kingston is considered a small city school district and George Washington Elementary School is one of seven elementary schools in the Kingston City School district. Over 80% of the students receive free and reduced lunch, 17% are English Language Learners, and 26% are students with disabilities. When the principal first took over the school, they had 2,500 discipline referrals per year. They are not down to a handful and attendance has gone up exponentially. The lobby has couches for parents sit in and the principal’s dog roams the halls and often comforts anxious or upset students. The tables in the cafeteria have flowers on them and there is a library in the corner. The walls are covered with photographs of the students laughing and playing and student artwork. They are swapping out bench-style tables and replaced them with round,family style tables so that the students can converse with each other.

In every classroom students were engaged, working purposefully on self-selected tasks that are based on NYS curriculum. In the upper elementary classrooms each student has an individual work plan for their “independent period” of what tasks they must complete but within that period, they are free to work at their own pace and in the order they choose. During this independent period, teachers pull small groups or 3 to 4 students for lessons. Many of the classes are multi-age and students complete whole class science and social studies projects together. We saw older students helping younger students and children taking ownership over their learning. The teachers seemed relaxed, enthusiastic and HAPPY.

In the combined Pre-K-Kindergarten rooms the classes were very large, but you would never know it. The students were independently engaged in “tasks” and when they needed to speak with the teacher who was talking to me, the kids waited patiently and calmly, asking each other for help and then solving the issue themselves and walking away. If you work with 4 and 5 year olds, you know how amazing this is. The noise level was a productive hum…not silence, but not the cacophony you would expect from almost thirty 4 and 5 year olds. The children were independently drawing, making words with letter tiles, working on fine motor skills, counting beads, and pouring beans back and forth between two jars, etc.

There are about 320 students. The school has several inclusion classes, two self-contained special education classes and a dual language program. This a school that welcomes ALL children and provides them with a truly child-centered education. Their discipline policy is best described as a restorative justice model that does not focus on rewards, incentives, or punishments, believing that intrinsic motivation works. It was AMAZING.

These schools exists and are proof of what is possible when we look beyond test scores and look at what really matters. I just wanted to share because I think we can all use some good news 🙂

Categories Childhood, Education Reform, Real Education, Teachers and Teaching

How a Climate Change Denier Changed His Mind: A Story Familiar to Me

By dianeravitch
May 9, 2017 //
19

Jerry Taylor used to be paid to dispute people who said that the climate was changing. He was a skeptic. He did battle on television with those who believed in climate change. But he changed his mind.

When I read this interview with Jerry Taylor in The Intercept, I was very struck by the amazing similarity to my own change of view. I was once certain that common standards and tests were necessary to improve education and give everyone equal opportunity to succeed. I changed my mind as I watched the evidence unfold during the implementation of No Child Left Behind.

In this age, it is very difficult for people to admit they were wrong. But it happens.

I think we have to spend more time thinking about how to persuade people who don’t agree with us.

To change education policy to one that recognizes that each child is a unique human being, to change the goal of education to be the cultivation of each person as a citizen who can take charge of his or her own life, we must work to change hearts and minds of policymakers.

How do we change minds? I changed minds, and I can explain why. But I am still groping for answers when it comes to convincing others, especially when they don’t seem to care about evidence.

Categories Childhood, Citizenship, Joy, Real Education

Michael Hynes: This is What Education Should Be Today

By dianeravitch
May 9, 2017 //
10

Michael Hynes is the superintendent of the Patchogue-Medford School District on Long Island in New York. He has a progressive vision of what schools should be, and he is implementing it in the schools of his district, with the support of the elected board.

Take a few minutes and watch his TED talk, where he explains how to transform our schools and make them schools of thoughtfulness, learning, and joy.

Categories Administrators, superintendents, Joy, Real Education, Students

Kelvin Smythe: When Pooh and Christopher Robin Went Searching for a 21st Century Education

By dianeravitch
April 18, 2017 //
9

Kelvin Smythe is an educator and blogger in New Zealand who left the education system when the ideas of the New Right took over. He has since been a critic and an activist.

A friend Down Under sent me one of his recent writings, in which Winnie-the-Pooh and Piglet and Christopher Robin go searching for a 21st Century Education.

But first a bit about Smythe. He wrote this about his views:

Kelvin Smythe makes a plea for teachers to see behind the commodification of education, the managerialism, the data gathering, the claims of new knowledge, the fads, the array of electronics to what teaching is really about – key interactions between teacher, child, and what is being learnt. He knows that many of his concerns about education, his aspirations for education, his style of writing about them will be dismissed as out-of-date. His claim, though, is that these key interactions are the essence of what teaching should be, and are timeless.

In the story he tells about Pooh and friends, there is this beginning:

Just as they came to the Six Pine Trees, Pooh looked around to see that nobody else was listening, and said in a very solemn voice: ‘Piglet, I have decided something.’

‘What have you decided Pooh?’

‘I have decided to catch a 21st Century Education.’

Piglet asked, ‘But what does a 21st Century Education look like? Then continued thoughtfully: ‘Before looking for something, it is wise to ask someone what you are looking for before you begin looking for it.’

Smith then observes:

We are, it seems, getting ourselves tied in knots about something called 21st century education – before looking for it, as Piglet suggests, it might be wise to find out what we are looking for.

This could be done in respect to how it might differ from what went before, how it might be the same as what went before, how it might be worse than went before, who is supposed to benefit from it, who is calling for it, does it exist, should it exist, what are its aims and, being education, how much is career- or self-serving bollocks.

I intend this posting to be a search for something called a 21st century education.

As part of that I declare my prior understandings about the concept – a concept because there has never been any discussion about something called 20th century education, it was never conceptualised in that way, so why for 21st century education?

The formation and high usage of the concept label suggests powerful forces at work – forces, I suggest, taking control of the present to control the future.

Those active in promoting the concept of 21stcentury education are mostly from political, technology, and business groupings, also some academics: the immediate future they envisage as an extension and intensification of their perception of society and education as they see it now. And in the immediate future, as well as the longer term one, they see computers at the heart of 21st century education, which is fair enough as long as the role of computers is kept in proportion as befits a tool, a gargantuanly important one, but still a tool….

Smythe goes on to write about the dominant philosophy behind the 21st century education hullaballoo.

School education is being pressured to inappropriate purposes by groups who claim a hold on the future and from that hold generate techno-panic to gain advantage in the present.

Another prior understanding is that the inappropriate use of computers for learning has contributed to the decline in primary school education (though well behind the contribution of national standards and the terrible education
autocracy of the education review office).

For all the talk of personalising learning, of building learning around the child, of individualising learning, the mandating question for 21st century education seems to be: how can we build the digital into learning instead of how can we best do the learning? And even further: how can we build schools for digital learning instead of what is best for children’s learning environment? Large open spaces are not the best environment for children’s learning, meaning that in combination with the heavy use of computers to make large open spaces ‘work’, a distinct problem is developing. Computers and large open spaces are being promoted by 21st century advocates as the two key ideas to carry us forward to the education for the 21st century.

I think you will find this an interesting read and will spot the commonalities that we face, in the U.S., Australia, Great Britain, and New Zealand. It is the phenomenon that Finnish educator Pasi Sahlberg calls GERM (the Global Education Reform Movement). Its proponents say that it is sweeping the world, and that the train has left the station. But please notice that educators and children are not on the train. They are on the tracks.

Categories Common Core, Corporate Reform, For-Profit, Global Education Reform Movement (GERM), International, Real Education, Technology, Computers

David Kirp: With Great Public Schools Like This, Who Needs Charters?

By dianeravitch
April 2, 2017 //
14

David Kirp, professor of public policy at Berkeley, often contributes articles to the New York Times about successful public schools and districts.

His latest is a terrific article that you will enjoy about an innovative public school district in Oklahoma.

At the Union Public Schools district in the eastern part of Tulsa, Okla., “more than a third of the students are Latino, many of them English language learners, and 70 percent receive free or reduced-price lunch. From kindergarten through high school, they get a state-of-the-art education in science, technology, engineering and math, the STEM subjects. When they’re in high school, these students will design web pages and mobile apps, as well as tackle cybersecurity and artificial intelligence projects. And STEM-for-all is only one of the eye-opening opportunities in this district of around 16,000 students.

“Betsy DeVos, book your plane ticket now.

“Ms. DeVos, the new secretary of education, dismisses public schools as too slow-moving and difficult to reform. She’s calling for the expansion of supposedly nimbler charters and vouchers that enable parents to send their children to private or parochial schools. But Union shows what can be achieved when a public school system takes the time to invest in a culture of high expectations, recruit top-flight professionals and develop ties between schools and the community….

“This individual attention has paid off, as Union has defied the demographic odds. In 2016, the district had a high school graduation rate of 89 percent — 15 percentage points more than in 2007, when the community was wealthier, and 7 percentage points higher than the national average.

“The school district also realized, as Ms. Burden put it, that “focusing entirely on academics wasn’t enough, especially for poor kids.” Beginning in 2004, Union started revamping its schools into what are generally known as community schools. These schools open early, so parents can drop off their kids on their way to work, and stay open late and during summers. They offer students the cornucopia of activities — art, music, science, sports, tutoring — that middle-class families routinely provide. They operate as neighborhood hubs, providing families with access to a health care clinic in the school or nearby; connecting parents to job-training opportunities; delivering clothing, food, furniture and bikes; and enabling teenage mothers to graduate by offering day care for their infants…

“Superintendents and school boards often lust after the quick fix. The average urban school chief lasts around three years, and there’s no shortage of shamans promising to “disrupt” the status quo.

“The truth is that school systems improve not through flash and dazzle but by linking talented teachers, a challenging curriculum and engaged students. This is Union’s not-so-secret sauce: Start out with an academically solid foundation, then look for ways to keep getting better.

“Union’s model begins with high-quality prekindergarten, which enrolls almost 80 percent of the 4-year-olds in the district. And it ends at the high school, which combines a collegiate atmosphere — lecture halls, student lounges and a cafeteria with nine food stations that dish up meals like fish tacos and pasta puttanesca — with the one-on-one attention that characterizes the district.

“Counselors work with the same students throughout high school, and because they know their students well, they can guide them through their next steps. For many, going to community college can be a leap into anonymity, and they flounder — the three-year graduation rate at Tulsa Community College, typical of most urban community colleges, is a miserable 14 percent. But Union’s college-in-high-school initiative enables students to start earning community college credits before they graduate, giving them a leg up.

“The evidence-based pregnancy-prevention program doesn’t lecture adolescents about chastity. Instead, by demonstrating that they have a real shot at success, it enables them to envision a future in which teenage pregnancy has no part….

“Under the radar, from Union City, N.J., and Montgomery County, Md., to Long Beach and Gardena, Calif., school systems with sizable numbers of students from poor families are doing great work. These ordinary districts took the time they needed to lay the groundwork for extraordinary results.

“Will Ms. DeVos and her education department appreciate the value of investing in high-quality public education and spread the word about school systems like Union? Or will the choice-and-vouchers ideology upstage the evidence?”

Categories Education Reform, Oklahoma, Real Education

California Teachers Form Statewide Alliance to Fight for Real School Reform

By dianeravitch
March 22, 2017 //
29

Teachers organizations from across the state of California have formed an alliance to fight for genuine School reform.

CALIFORNIA: 8 Teacher Union Locals Unite Against the Trump/DeVos Agenda, Fight for Public Schools through Collective Bargaining, Community Power

United around common struggles and a shared vision, The California Alliance for Community Schools is a groundbreaking coalition of educator unions from 8 of the largest cities in California, representing more than 50,000 educators. The alliance officially launches tomorrow, Thursday March 23 and includes: Anaheim Secondary Teachers Association, Oakland Education Association, San Bernardino Teachers Association, San Jose Teachers Association, San Diego Education Association, United Educators of San Francisco, United Teachers Los Angeles and United Teachers Richmond.

All 8 unions are uniting around statewide demands, through local bargaining as well as legislation, for more resources in schools, charter school accountability, lower class sizes and other critical improvements. Most of the locals are in contract bargaining or are interested in organizing around these key issues. The alliance plans to expand to include other labor and community partners.

As California faces a statewide teacher shortage, school districts issued more than 1,750 pink slips for educators last week. Trump released his proposed federal budget, which slashes funds for disadvantaged children, afterschool programs, teacher trainings and other vital services. Trump wants to spend $1.4 billion to expand vouchers, including private schools, and would pay for it from deep cuts to public schools. Voters in California have twice rejected voucher plans.

“We are reaching a state of emergency when it comes to our public schools,” said Hilda Rodriguez-Guzman, an Alliance of Californians for Community Empowerment member and charter school parent since 1994. “We must support and reinvest in public education. I join educators in the fight for well-resourced, transparent, accountable, and democratically run schools, at the bargaining table and beyond.”

All 8 unions will use the power of bargaining and statewide organizing to fight for:

Lower class sizes

Resources for high-needs schools and students

Shared decision-making at local school sites, critical to student success

Charter school accountability

Safe and supportive school environments

The first significant step is the launch of the bargaining platform and petition, which includes statewide demands and specific contract demands for each local union. The petition reads:

“As educators in large urban school districts across California we face many of the same challenges. We are particularly concerned about disinvestment in schools and communities, especially those with the greatest needs; educational policies that discourage authentic teaching and learning; and the rapid expansion of privately managed and unregulated charter schools at the expense of our neighborhood schools.”

We applaud the work of these unions, who are fighting back the Trump/DeVos agenda and standing together with their students and communities to reinvest in public education.

To find out more, contact each union for more information:

Anaheim: Grant Schuster, CTA State Council Representative on ASTA Executive Board, schusters3@charter.net, (562) 810-4035

Los Angeles: Anna Bakalis, UTLA Communications Director mailto:abakalis@utla.net, (213)305-9654

Oakland: Trish Gorham, OEA President, oaklandeapresident@yahoo.com, (510) 763-4020,

San Diego: Jonathon Mello, mello_j@sdea.net, (619) 200-0010

San Francisco: Mathew Hardy, Communications Director, mhardy@uesf.org, (415) 513-3179

Richmond: Demetrio Gonzalez, UTR President, president@unitedteachersofrichmond.com, (760) 500-7044

San Jose: Jennifer Thomas, SJTA President, jthomas@sanjoseta.org, (408) 694-7393

San Bernardino: Ashley Alcalá, SBTA President, ashleysbta@gmail.com, (909) 881-6755
—

THE CALIFORNIA ALLIANCE FOR COMMUNITY SCHOOLS
We are a coalition of California parents, community, educators, and students united in our commitment to transforming public education in ways that contribute to a more just, equitable, and participatory society.

Together, we are fighting for well-resourced, community-centered, publicly funded and democratically run schools that prepare our students with the intellectual, social, and emotional skills necessary for success in a changing and often turbulent world.

Our Platform for The Schools All Our Students Deserve

1. Low Class Sizes: Quality instruction for all our students depends on limiting the number of students in a class. Lowering class sizes improves teaching and learning conditions leading to growth in student achievement and positive social interactions.

2. Adequate Resources for All Schools with Additional Resources for Our High Needs Schools and Students: All schools and students deserve adequate levels of funding and support, including but not limited to quality early childhood education programs, lower class size, lower Special Education caseloads, additional educators, after-school tutoring, counselors, nurses, certificated librarians, and other resources to address our students’ academic, emotional, and social needs. Schools and students with the highest need should receive additional funding and support. Site based governing bodies consisting of democratically selected staff, parents, students, and community partners should be responsible for deciding how such additional supports are to be used.

3. Shared Decision-Making at Our Local Schools: The needs of a school are best addressed by the members of the school community. Site based governance by democratically selected stakeholder representatives is a critical component for school and student success. Districts and unions should provide joint trainings to fully empower these bodies.

4. Charter Schools Accountable to Our Communities: All schools receiving public money must be held accountable and be locally and publicly controlled. Unfortunately, many privately run, under-regulated charter schools drain needed resources from neighborhood schools, are not fully transparent in their operations, and fail to provide equal access to all students. Common sense standards and adequate oversight are necessary. New charter schools should not be approved without ensuring accountability and transparency and without a comprehensive assessment of the economic and educational impact on existing public schools.

5. Safe and Supportive School Environments: All students at publicly funded schools, regardless of ethnicity, gender, economic status, religion, sexual orientation, and immigration status, have a right to an academically stimulating, emotionally and socially nurturing, and culturally responsive environment that recognizes and addresses the many stresses that affect student performance and behavior. Adequate trainings and supports for restorative justice programs must be provided as an alternative to punitive disciplinary programs.

Categories Arts Education, Budget Cuts, California, Class size, Early Childhood Education, Funding, Real Education, Teacher Shortage, Teachers, Unions

Trump Administration Plans to Eliminate Government Support for Arts, Humanities, Public Television

By dianeravitch
February 19, 2017 //
45

The Trump administration proves what some of us long feared and suspected: the crackpot fringe of the right wants to dumb down the populace by eliminating funding for the Corporation for Public Broadcasting, the National Endowment for the Arts, and the National Endowment for the Humanities.

These Yahoos hate education. They want the public to be raised in ignorance of science, history, and art. They want to eliminate funding for programs that educate the public. As long as you have a Bible, what more do you need?

Arts organizations across the country are rallying to save the meager amounts of federal funds that is available to supports the arts, humanities, and culture.

“As the news spread that the White House budget office had included the Corporation for Public Broadcasting and the National Endowments for the Arts and the Humanities on a list of programs it was considering trying to eliminate, arts leaders at large and small organizations around the nation reacted with alarm — and began making plans to fight for their survival.

“The federal government plays a very small role in funding the arts, especially compared with other affluent countries. Together, the three programs that may be targeted account for less than one-tenth of 1 percent of annual federal spending. But even if the arts get only crumbs, administrators said, they are crumbs worth fighting for: much-needed money that supports community projects, new works and making the arts accessible to people in different parts of the country and to those who are not wealthy.

“And after years of culture-war debates in which conservatives took aim at the programs, questioning the value of some of the art that was publicly funded, arts groups are pressing the case that the federal money they receive supports organizations — and jobs — in all 50 states, both red and blue.

“The N.E.A. has a big impact in the middle of country — even more so, I suspect, than in urban areas where funding is more diversified,” said Martin Miller, the executive director of TheatreSquared, a regional theater in Fayetteville, Ark., that bills itself as the northwest part of the state’s only year-round professional theater.

“Losing the N.E.A. would mean that many smaller, mid-American arts companies couldn’t weather a recession,” he said, noting that the endowment supports both state and regional arts councils. “Losing these companies would mean fewer jobs, a lower quality of life and less local spending in the small towns that need it most.”

“Many arts officials said they were gravely concerned that the programs were back on the chopping block.
“It’s another example of our democracy being threatened,” the actor Robert Redford, the president and founder of the Sundance Institute, which helps filmmakers, said in a telephone interview. “Arts are essential. They describe and critique our society.”

“President Trump is already facing pressure from some of his allies to preserve the programs. Daryl Roth, a prominent Broadway producer (“Kinky Boots,” “Indecent”) whose husband, Steven Roth, is a Trump adviser, said that she opposed eliminating the programs and that she had expressed her view to the Trump administration and would continue to do so.
“The concept of ending federal funding to the N.E.A. and to the many nonprofit arts organizations, artists, writers, cultural institutions, museums and all recipients that would be affected is of course of grave concern to me,” Ms. Roth wrote in an email. “Arts education in the schools, theater groups, music and dance programs help revitalize local communities, both spiritually and economically, across the country.”

“The fate of the three organizations is still far from clear: An internal memo that circulated within the Office of Management and Budget last week, which was obtained by The New York Times, noted that the list of programs targeted for elimination could still change. Officials at both of the endowments said they had not received any official word from the White House. But the programs have long been in the cross-hairs of conservatives.

“Romina Boccia, a fellow at the Heritage Foundation, a conservative think tank, said Congress should eliminate federal arts grants altogether. “The minuscule portion of art funding that comes from the federal government does not support the arts in any meaningful way; rather, it distorts the art market toward what is politically acceptable,” she said. She also questioned the need for the federal government to support public broadcasting.

“But arts administrators around the nation said in interviews that culture had enjoyed bipartisan support in recent years, and that they were hopeful their elected officials could be persuaded to keep the programs. They began making plans last month to make the case for the arts to their audiences, their well-connected board members and Congress.”

Categories Art, Ignorance, Real Education, Resistance, Trump
« Older Entries
Newer Entries »