Education at the beginning of the twenty-first century is in crisis and contestation. The economic instability of capitalism—reflected in the slowdown in the economic growth trend since the mid-1970s, worsening financial crises, and the growth of draconian neoliberal policies—has had the effect of further compromising a capitalist educational system already beset with problems.… The conflict over the agenda of the powerful with respect to schools is increasingly apparent. On the one side we find: privatization; drastically lowered expectations for students and families; the demonization of teachers; zero-tolerance as a cat’s paw for surveillance and control; sort-and-punish curricula; a culture of obedience and conformity; and narrowing definition of learning as job-training and education, i.e., as a product to be bought and sold in the market. On the other side we find: a growing fight-back based on the principle that all human beings are of incalculable value and that life in a just and free society must be geared toward and powered by a profoundly radical idea: that the fullest development of all human beings—regardless of race or ethnicity, origin or background, gender identity, ability or disability—is the necessary condition for the full development of each person; and, conversely, the fullest development of each is the condition for the full development of all.
Who could have imagined the 2008 presidential campaign?
Commentators, media people, and especially politicians fell all over themselves proclaiming that the 2008 election had, “nothing at all to do with race.” And yet every event, every speech and comment, every debate and appearance had race written all over it. Stephen Colbert, the brilliant satirist, hit it on the head when he asked a Republican operative, “How many euphemisms have you come up with so far so that you won’t have to use the word ‘Black?’” Everyone laughed good-naturedly.