Ellen Meiksins Wood, who died on January 14, was coeditor of Monthly Review with Harry Magdoff and Paul M. Sweezy from 1997 to 2000, and a major contributor to historical materialist thought in the late twentieth and early twenty-first century. Her parents were socialist refugees, members of the Jewish Labor Bund who came to the United States in 1941, after fleeing Latvia in the 1930s, when indigenous fascists came to power. Her mother worked for the Jewish Labor Committee in New York and her father for the United Nations. Ellen obtained her B.A. in Slavic languages at the University of California at Berkeley and went on to do graduate studies in political science at Berkeley, where she met and married Neal Wood, a professor in the department. From the late 1960s to the late 1990s, she taught political theory in the political science department at York University in Toronto. | more…
In the United States today, the age of monopoly-finance capital and neoliberal politics, all aspects of social life are being financialized at breakneck speed, while the economy as a whole and employment remain lackluster. Financial flows of whatever kind are converted into “securitized” assets to be leveraged by Wall Street speculators. The data of private communications are mined. Health care is converted into a realm of super profits. Public water and electric facilities are sold to the highest bidder. The political system is turned into an open-air auction. Even pollution is treated as a market.… At the center of this juggernaut is elementary and secondary education, which receives over $550 billion in annual public spending, equal to the GDP of Belgium, ranked twenty-fifth worldwide in national income. The new copyrighted Common Core State Standards, and the accompanying standardized tests run by two multi-state consortia in conjunction with testing companies, are “high stakes” not merely for schools, teachers, and students, but also for the vested interests of capital. | more…
In the spring of 2015, more than 620,000 students refused to take state standardized exams. The numbers were stunning in some places: 240,000 in New York; 110,000 in New Jersey; 100,000 in Colorado; 50,000 in Washington; 44,000 in Illinois; 20,000 in Oregon and Florida; 10,000 each in New Mexico and Rhode Island. Statewide, the New York opt-out rate reached 20 percent, topping 70 percent in some districts. Washington’s numbers represented half the grade eleven class. In several other states, high school refusals reached 15 percent.… These numbers are a huge leap over 2014, when the Opt Out movement first began to have an impact.… Leaders predict the numbers will escalate again in the March to May 2016 testing season. | more…
Big business has long been enamored of public education. Whether shaping systems of schooling along the lines of factory production, dictating what children should learn, or cultivating private-public partnerships to gain access to government monies, corporations and their owners have insisted on being key players in the formation of education policy and practice in the United States. Analysts estimate the value of the K-12 education market at more than $700 billion dollars. Beyond their calls for students and workers to adapt to the global capitalist economy through increased competition and “accountability” in public schools, business leaders crave access to a publicly funded, potentially lucrative market—one of the last strongholds of the commons to be penetrated by neoliberalism.… In an education industry dependent on market competition to increase profitability, there is no better tool to turn teaching and learning into products—ready to measure, compare, and sell—than the high-stakes standardized tests championed by the contemporary education reform movement. | more…
New York State’s Opt Out movement was described by the New York Times as “the vanguard of an anti-testing fervor that has spread across the country.” The movement consists primarily of parents and students who fought against high-stakes Common Core State Standard (CCSS) tests by “opting out” of taking the exams.… [However,] this article is not about the massive parent and student-led “Opt Out Spring” of 2015. It is about how Opt Out threw into relief two different ways of thinking about unionism within New York City’s UFT [United Federation of Teachers].… The leadership of…[the UFT,] the largest union local of any kind in the United States…. supported the CCSS and standardized testing, including the use of student test scores as part of teacher evaluations, and refused to support Opt Out.… Meanwhile, rank-and-file UFTers in the MORE-UFT (Movement of Rank and File Educators) caucus and other groups joined the city’s Opt Out movement as part of the struggle against “ed deform.” | more…
In a New York Times editorial on August 15, 2015, the editors, following the NAACP, cautioned that the movement for students to opt out of high-stakes standardized exams was detrimental to minority students and their communities. The rigorous accountability measures of high-stakes exams, it was claimed, compelled teachers and schools to do a better job educating traditionally oppressed students.… Such views ignore the history of high-stakes testing, which has served to perpetuate class inequality and advance white supremacy since intelligence testing was developed during the First World War. More than anything else, standardized testing measures students’ access to resources and proximity to dominant cultures, rather than innate ability or quality of teaching. The accountability movement has successfully exploited the existing inequalities of a white-supremacist, capitalist society to argue that high-stakes testing, one of its primary tools, is helping to overcome those same inequalities. | more…
At a time when the public good is under attack and there seems to be a growing apathy toward the social contract or any other civic-minded investment in public values and the larger common good, education has to be seen as more than a credential or a pathway to a job, and pedagogy as more than teaching to the test. Against pedagogies of repression such as high-stakes testing, which largely serve as neoliberal forms of discipline to promote conformity and limit the imagination, critical pedagogy must be viewed as crucial to understanding and overcoming the current crises of agency, politics, and historical memory faced by many young people today. One of the challenges facing the current generation of educators and students is the need to reclaim the role that education has historically played in developing critical literacies and civic capacities. Education must mobilize students to be critically engaged agents, attentive to important social issues and alert to the responsibility of deepening and expanding the meaning and practices of a vibrant democracy.… At the heart of such a challenge is the question of what education should accomplish in a democracy.… In a world that has largely abandoned egalitarian and democratic impulses, what will it take to educate young people to challenge authority, resist the notion that education is only training, and redefine public and higher education as democratic public spheres? | more…
