June 1, 2013
As Chicago Teachers Union President Karen Lewis made her Sunday late-night announcement that the city's teachers and paraprofessionals would stage their first strike in twenty-five years, my husband and I were waiting to be interviewed by a local television station to capture our live reaction.… The reporter asked us what were going to do with our kids during the strike. We said that we were bringing our children to our school's strike line the next day to support our teachers and to teach our children what it means to stand up for yourself in a democracy. We criticized the mayor for supporting test-based pay since tying teachers' performance to high-stakes tests forces them to narrow the curriculum and teach to the test. We also trashed the mayor's assertion that class size doesn't matter and asked if the mayor would want classes of thirty-five or more for his own children.… The interview was absolutely nerve-racking, but when it was over, we were happy that we were able to send that message. As soon as the camera was turned off, the reporter got word from his producer that he "blew it." Apparently, we were supposed to portray the inconvenienced parents upset with striking teachers. The news producer wanted us to blame the teachers for this impasse in this contract fight, but we did not. We did not play by the rules of their blame game.
June 1, 2013
Last September's Chicago teachers' strike raises critical strategic questions for all progressives and socialists seeking to resist the relentless neoliberal austerity attacks against working people and their communities.… [While in many ways it was a success,] it must be frankly recognized that the CTU's contract campaign, which culminated in the seven day strike, fell short of achieving its ambitious goals at the contract table. In particular, it was unable to: significantly slow the mayor's crusade to close scores of schools; halt district funding for mostly non-union, privately run charter schools; stop the lengthening of the school day and year without adequate employee compensation; or prevent the establishment of a teacher evaluation system based to an important degree on unreliable student scores on standardized tests. These less-than-optimal results deserve serious analysis, especially in light of the local's herculean efforts to transform CTU from a classic, conservative business union to a progressive, even radical, organizing union. Could the strike have achieved more if other strategic choices had been made? Were some demands simply unwinnable?
June 1, 2013
"Teachers want what children need—or do they?" Questioning—and rejecting—the slogan used by the American Federation of Teachers (AFT) to fight for collective bargaining in the 1960s, David K. Cohen, a contributor to Socialist Revolution, in 1969 dismissed the progressive potential of teachers' unions. This article revisits the AFT's slogan and Cohen's question, examining tensions between "what teachers want" and "what children need." The history of U.S. teacher unionism supports the argument that when teachers' unions adopt a "social movement" orientation and press against the confines of the scope of bargaining embedded in collective-bargaining agreements, the unions minimize tensions between teachers' rights to organize as workers in defense of their material interests and the unique political and social responsibilities of their work.
March 1, 2013
Given [the] background of high unemployment, lower-wage jobs, and smaller portions of the pie going to workers, it should come as no surprise that, according to the U.S. Census Bureau, nearly 50 million people in the United States live in poverty (with income in 2011 below $23,021 for a family of four) while another 50 million live between the poverty level and twice the poverty level—one paycheck away from economic disaster. Thus, the poor (those in poverty or near poverty), most of whom belong to the working poor, account for approximately 100 million people, fully one-third of the entire U.S. population.… Wage repression and high unemployment are the dominant realities of our time. A vast redistribution of income—Robin Hood in reverse—is occurring that is boosting the share of income to capital, even in a stagnating economy. Is it any wonder, then, that for years on end polls have shown a majority of the population agreeing with the statement that the United States is on the wrong track and not headed in the right direction?
March 1, 2013
Marge Piercy is the author of eighteen poetry books, most recently The Hunger Moon: New & Selected Poems, 1980–2010 from Knopf. Her most recent novel is Sex Wars (Harper Perennial) and PM Press has republished Vida and Dance the Eagle to Sleep with new introductions.
February 1, 2013
It is impossible to disentangle the migration and labor question today without a deep understanding of the nature of contemporary capitalism, namely, neoliberal globalization. One of the main features of the new global architecture…is the assault on the labor and living conditions of the majority of the global working class, and in particular the migrant workforce, which is among the most vulnerable segments of this class. This essay will analyze some key aspects of the system that contemporary migration is embedded in, with emphasis on the process of segmentation and the growing precariousness (precarization) of labor markets worldwide.
December 1, 2012
Eric Hobsbawm, who died last October 1, aged ninety-five, has been much celebrated as one of the twentieth century's greatest English-language historians despite his steadfast advocacy of socialism and use of the tools of Marxian analysis. But, if asked, the founding editors of Monthly Review, Leo Huberman and Paul Sweezy, his lifelong colleagues and comrades, would have differed a bit. They would have said that it was precisely because Marxism was intrinsic to his theory, understanding, and action that he gained his preeminence.
December 1, 2012
Those who conclude that the working class is not a revolutionary subject because capitalism has changed the working class reveal that they do not understand the ABCs of Marxism. The working class makes itself a revolutionary subject through its struggles—it transforms itself. That was always the position of Marx—his concept of "revolutionary practice," which is the simultaneous changing of circumstances and self-change. The working class changes itself through its struggles. It makes itself fit to create the new world.
July 1, 2012
The ’GDP Illusion” is a fault in perception caused by defects in the construction and interpretation of standard economic data. Its main symptom is a systematic underestimation of the real contribution of low-wage workers in the global South to global wealth, and a corresponding exaggerated measure of the domestic product of the United States and other imperialist countries. These defects and distorted perceptions spring from the neoclassical concepts of price, value, and value added which inform how GDP, trade, and productivity statistics are devised and comprehended. The result is that supposedly objective and untarnished raw data on GDP, productivity, and trade are anything but; and standard interpretations conceal at least as much as they reveal about the sources of value and profit in the global economy.
January 1, 2012
One of the enduring myths about capitalism that continues to be perpetuated in mainstream economic textbooks and other pedagogic strategies is that labor supply is somehow exogenous to the economic system. The supply of labor is typically assumed, especially in standard growth theories, to be determined by the rate of population growth, which in turn is also seen as "outside" the economic system rather than in interplay with it. The reality is, of course, very different: the supply of labor has been very much a result of economic processes, not something extraneous to it. Throughout its history, capitalism has proved adept at causing patterns of labor supply to change in accordance with demand…. But nowhere has this particular capacity of capitalism to generate its own labor been more evident than in the case of female labor.
