A response from NSTA

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http://www.nsta.org/pressroom&news_story_ID=52959
On November 26, the Washington Post printed an opinion piece from environmental activist Laurie David, a producer of the film "An Inconvenient Truth." In her op-ed Ms. David reports that NSTA rejected the opportunity to distribute 50,000 copies of the DVD to NSTA members.

NSTA policy states that the association cannot endorse any outside organization's products and/or messages to its members. Therefore, we do not send any such products and/or messages directly to our members, regardless of the source.

What was not mentioned in the op-ed is the fact that during conversations with Ms. David's representative we suggested making the DVD available via alternative means of distribution (e.g. by providing a mailing list of our members to producers, announcing its availability in our publications, etc.). It appears that these alternative distribution mechanisms were unsatisfactory.

It was not the intent of the NSTA to restrict "An Inconvenient Truth" from its members and we are currently pursuing options to make the DVD available to teachers. . . [read on]
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Did the National Science Teachers Association sell out?

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http://www.washingtonpost.com/wp-dyn/content/article/2006/11/24/AR2006112400789.html
[Washington Post] At hundreds of screenings this year of "An Inconvenient Truth," the first thing many viewers said after the lights came up was that every student in every school in the United States needed to see this movie. . . So the company that made the documentary decided to offer 50,000 free DVDs to the National Science Teachers Association (NSTA) for educators to use in their classrooms. It seemed like a no-brainer.

The teachers had a different idea: Thanks but no thanks, they said.

In their e-mail rejection, they expressed concern that other "special interests" might ask to distribute materials, too; they said they didn't want to offer "political" endorsement of the film; and they saw "little, if any, benefit to NSTA or its members" in accepting the free DVDs. . . .

Accepting the DVDs, they wrote, would place "unnecessary risk upon the [NSTA] capital campaign, especially certain targeted supporters." One of those supporters, it turns out, is the Exxon Mobil Corp. . .
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Community Organizing and Urban Education II: Why Churches?

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[To read the entire series, go here.]

In the educational literature, when someone mentions churches or religion they are usually arguing about whether particular aspects of (Christian) religion should be allowed inside schools and in the school curriculum. This argument usually positions progressives on the “anti-church” side. But there are progressive ways that churches and religion can engage with education, and powerful examples exist all around the United States.

Why churches? Because across the nation, especially in the impoverished areas of our central cities, old forms of “community” have largely broken down. The old ethnic and neighborhood organizations of the early part of the 20th Century have disintegrated as a result of concentrated poverty, the invasion of the justice system, and generalized fear. The organizations that remain mostly provide services, usually directed by members of the upper-middle-class with few real connections to the inner city. More broadly, while a range of scholars have shown that Putnam’s well-known arguments in “Bowling Alone,” were overblown, the vibrant forms of “community” that critics often point to, like 12-step groups and volunteer organizations, are quite different from earlier ones. Perhaps most importantly, they tend not to develop long-term bonds of mutual support and trust or a durable sense of belonging.

The one major exception is churches. Churches provide an already existing group of people held together by a set of common beliefs and a shared commitment to each other and to a transcendent set of values.

Today, if you don’t use churches to organize, you are generally forced to organize people one by one. And, as organizers for ACORN, the only national group that tries to do this, this approach is incredibly time intensive. It requires you to knock on thousands of doors. In communities without much “community” you have to create a sense of “us” that does not exist before you arrive. And you have to constantly work to maintain this sense of shared responsibility. A fallow period without much action can easily result in the dispersal of those you have worked so hard to bring together.

Churches exist before they engage in social action, and they keep existing even when there is no social action going on. Churches have recognized leaders already, and there are people there who aren’t leaders but who have the potential to be and who are recognized already as “members.” They represent an ongoing pool of people who can be trained and mobilized.

Right-wing religious organizations often seem to march in lockstep in response to a shared set of religious dogmas. Because they are usually made up of a diverse group of Christian (and frequently non-Christian) denominations, there is no place in progressive, congregation-based groups for religious dogma. Instead, these organizations argue that through our different traditions run a common set of social values. The aim is not to push religion; the aim is to push social change in response to religious commitments. In fact, while every meeting in a congregation-based community organizing group generally begins and ends with a prayer, each prayer usually comes from a different perspective. For example, MOVE's recent organization-wide public meeting began with a prayer by a Lutheran minister and ended with a reading (partly in Hebrew) from the Torah by a rabbi. (Frequently, in addition, many of these congregation-based organizations also include non-religious groups like unions, although MOVE in Milwaukee does not.)

In some sense, what I am talking about here is an interaction between two very different kinds of organizations.

First, there are more personalist organizations like churches that often focus internally on the development of their members and on the enhancement of the ties between them. These kinds of groups maintain themselves over time and are maintained by a web of shared relationships and a shared commitment to a vision of their relationship to God and to the larger society .

Second, there are more “public” organizations like MOVE in Milwaukee. Such organizations are held together by a shared sense of injustice, in many ways by a sense of shared participation in a common battle for social change. Public organizations like this are held together by action. No action, no community. Thus organizers are constantly struggling to cut effective issues and develop compelling campaigns that will bring the group’s constituents together in collective action. In fallow periods, groups like these often fade away.

In other words, the strengths and limitations of personalist and public organizations seem complementary to each other.

That’s why nearly all national progressive organizing groups in the United States are based in congregations.

See Stall and Stoecker’s “Community Organizing, or Organizing Community” for a good discussion of the tensions between personalist and public communities.
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Partnership Between TFA and Higher Education ?!?

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This posting is a response to a piece published today in InsideHigherEd. I have also posted it as a comment in the thread of that article.

Dr. Porterfield is certainly correct that TFA should be supported. I think it offers an excellent opportunity for undergraduate students not in the traditional teacher education pipeline to become classroom teachers through a fairly comprehensive, “fast track”, alternative pathway. (And contra Ira and Jeremy, these are not either/or scenarios. There are already not enough “committed” teachers out there; that is why TFA exists. And while UCLA has a great program, it does not produce anywhere near the number of teachers that TFA does.) But this is exactly where Dr. Porterfield’s argument falls off the track. His fundamental argument is that higher education should partner with TFA to, among other things, better support prospective candidates such that they will become better candidates and better future teachers. But higher education already does that. It’s called teacher education. Georgetown University, Dr. Porterfield’s university, does not have a teacher education program. But they do have an excellent center called CNDLS—the Center for New Designs in Learning and Scholarship—that already supports graduate students and faculty in the teaching and learning process. And I dare say that there are multiple institutions in the greater DC area such that Georgetown students can get some very good teacher education courses under their belt. To suggest that higher education should somehow “partner” with TFA is to presume that there’s nobody out there already preparing teachers for urban and rural teaching. That is just plain silly. This line of reasoning falls squarely into the reductive and useless bickering over what it means to be a “highly qualified teacher.” One side says high standards and an infrastructure of professionalism; the other side says pretty much anything goes so long as candidates have high SAT scores and no criminal record (I know, I know, I’m simplifying. But anyone can do the research and get the details.) Moreover, Dr. Porterfield misses the critical point that TFA is explicitly not looking for teacher education candidates. So his suggestion for “partnerships” almost goes against TFA’s recruitment strategy. I might suggest, instead, that we more legitimately begin talking about partnerships between teacher education and TFA. Now that would be novel.
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Nothing to do With Educational Policy, I Think

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Given our recent discussions (both amongst ourselves and in this space) about blogging, I wanted to draw attention to Michael Berube's posting for today, which is based on a talk he just gave about blogging. (See also one take on his talk and Berube's comments.) What I found fascinating was that one of Berube's main points was that blogging was, almost by definition and in fact in much better relief than our resumes or syllabi or writings, who we are and what we do (thus his title of "Professors at Work"):

For all academic blogs, the big ones that get twenty thousand readers a day and the ones that get twenty friends stopping by, serve as representations of what professors do, in our variously high and low registers: we write introductions to “Signature Event Context” for our students, we ask each other about our courses and our students, we curl up with a good DVD now and then, and then we get online and we toss out a few thoughts, almost as if we’re at a dinner party or something. Some of us blog, as I do, about an hour or two a day; others, an hour or two a week. Some of us don’t take time away from our real work to do meaningless blogging, and some of us don’t take time away from important blogging to do other meaningless drivel. Because we think that in the end, academic blogs just might serve the useful function of representing to any interested Internet passerby just what it is we do with our time and our skills. For in all their high and low manifestations, our blogs depict professors at work.

This public face of our "half cooked" (the reference is to Berube's talk) perspectives, reactions, and intuitions offers a venue for exchange and networking, discussion, misunderstanding, and rethinking. It sharpens ideas, cools down others, and levels the "hierarchy of knowledge" so often invoked by academics. Heck, this does have to do with eductaional policy. Enjoy the read.
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