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Nigeria: Change Should Begin With Education

Nigeria/November 21, 2017/Source: http://allafrica.com

The Federal Executive Council [FEC] held a special retreat in Abuja last Monday on the challenges of education in Nigeria. The retreat had the theme: «Education in Nigeria: Challenges and Prospects.» President Muhammadu Buhari declared it open while Vice President Yemi Osinbajo and most ministers were present. The decision to hold the retreat was first made in June at a FEC meeting chaired by then Acting President Osinbajo. Minister of Education Malam Adamu Adamu said at the time that «[FEC] members agreed that the falling standards in education are so serious that we will need a ministerial retreat to look at all the issues…Initially, we had prepared a blueprint but FEC felt the issue is beyond that because there are crises in all the areas of education, in out of school children, in technical education and training, in ICT, in all the areas you can think of.»

The minister increased the areas of educational malaise when he spoke at the 2017 Convergence Education Summit in Abuja last week. He said, «The education sector is plagued with so many challenges. Some of the challenges include dearth of qualified technical teachers, dilapidated and inadequate classrooms, lack of tools and equipment for technical and vocational education, poor data for educational planning and administration. Others are dearth of critical ICT infrastructure and services, low access to tertiary education due to insufficient institutions, multiplicity of curriculum-related issues, problem of out-of-school children and poor funding, among others.» The list looks very long but the minister actually left out other areas such as poor quality of teachers in many states, high drop-out rate, inability of many parents to pay their children’s exam fees, widespread malpractice in exam administration, the problem of fake certificates and sexual abuse, among others.

President Buhari’s opening speech at the retreat was overshadowed by a remark he made about Kaduna State Governor Nasir el-Rufai’s plan to sack 21,780 teachers who failed a basic competency exam. Most newspapers seized on that remark and had screaming headlines that «Buhari backs el-Rufa’i’s plan to sack teachers.» This was unfortunate because the Kaduna controversy is but a flash in the pan when it comes to tackling the major problems devilling education in Nigeria.

In his speech at the retreat, Minister of Education Malam Adamu Adamu called for a state of emergency to be declared in education. He said «all change must begin with education because if we get education right, other areas of our national life will be right and they will fall in line.» This is true indeed but what is the solution? The minister said, «What is needed is vastly improved funding accompanied by a strong political will.» He said while the Buhari administration has the will, what it «must now do is to make the funds available.» Both are easier said than done. The APC administration’s political will to solve the deep-rooted problems of the education sector is yet to be proved. As for funding, Malam Adamu said among sub-Saharan African countries, Nigeria commits far less to education as a percentage of its budgets than smaller and less endowed nations in the region.

«From 1999 to date,» the minister said, «the annual budgetary allocation to education [in Nigeria] has always been between four per cent and 10 per cent.» He said none of the E9 or D8 countries other than Nigeria allocates less than 20 per cent of its annual budget to education. It is true that for a developing country such as Nigeria, all sectors of the socio-economy are yearning for greater attention. If however we believe, beyond mouthing slogans, that education is the sector with the greatest multiplier effect for national development, then we must up our game and greatly increase spending in education at all levels to address the myriad of problems that have already been identified.

That assertion has caveats, however. The education sector is not spared from the national malaise of corruption. It cannot be said that this country has got real value for the amounts we invested in education, less though they are compared to other countries. The anti-corruption campaign being waged in other sectors must also be waged vigorously in the education sector, otherwise pumping in more money could be an exercise in futility.

It was not said after the FEC retreat whether it accepted the minister’s prayer to declare a state of emergency in education. In case it decides to do so at a later date, the elements in this declaration and the timelines for achieving specific targets should be made clear to all Nigerians so that we can all monitor compliance. Besides, the problems of education in Nigeria cannot be tackled by the Federal Government alone. In fact, state and local governments have a greater role to play in education than the Federal Government. The sectors the latter are mainly responsible for, i.e. primary and secondary education, are the ones that have suffered the greatest quality deterioration and are more badly affected by other problems. Needless to state, the Federal Government’s heavy investment in tertiary education can hardly achieve desired results if the two lower tiers of education are in crises.

That is why last week’s ministerial retreat should be followed up by a wider stakeholders’ summit involving the other tiers of government as well as non-government actors in the sector, local and international. At the end of it, a comprehensive yet simple blueprint of action with reasonable timelines should be produced and widely circulated in the country. At that point the President should bring his full moral authority to bear to get all actors to key into the program and bestow on it the political will and resource infusion. Hopefully within a few years the country will begin to reap the fruits of such concerted action.

Source:

http://allafrica.com/stories/201711190024.html

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Is innovation in education oversold?

15 de noviembre de 2017 / Por: Manzoor Ahmed / Fuente: http://www.thedailystar.net/

Innovation and technology are seen as the solutions to the educational deprivation of millions of children in the developing world. How does the technology-based model of innovation relate to the real world of learners, teachers, schools, families and the communities that we live in?

Focusing on scaling up quality education, BRAC hosted an international conference titled “Frugal Innovation Forum 2017,” on November 9-11, 2017 at BRAC’s conference centre in Savar. Some 200 educationists and innovators from Bangladesh, Australia, India, Nepal and South Africa presented projects based on innovative solutions for improving quality in education.

Only 25 percent of the 5th grade children could read at minimum grade level in Bangladesh, which means three quarters could not quite read, write and do their sums after completing primary education. This was the finding of a rigorous sample survey under Primary Education Directorate auspices in 2013. The same survey in 2015 showed no improvement.

Yet students have to sit for four high-stake public examinations at grades 5, 8, 10 and 12 before tertiary education. Test-taking—model tests, mock tests, private coaching, memorising test guides, guessing test items—is the total concern of pupils, teachers and parents. Test papers are being leaked in advance and sold to examinees—a sign of desperation for high scores in the exams.

Teaching is the last occupational choice for university graduates in Bangladesh and many young teachers keep looking for ways to move out of it.

Meeting a necessary teacher-to-student ratio of no more than 30 students per primary school teacher, with enough learning hours in a school day, would require doubling the number of primary teachers in Bangladesh.

At secondary level, qualified and subject-trained teachers lack in core subjects such as languages, math, science and computer. For 100 secondary schools, there are 50 Bangla, 57 English and 138 qualified teachers for all sciences and math, according to a 2015 survey. It is of course not just a matter of numbers.

There is no pre-service professional training or certification for school teaching. There is no career path for teachers; most school teachers begin their career as assistant teacher and retire as assistant teacher.

Two recent reports on the world education scene, the Global Education Monitoring Report 2017/18 of UNESCO and the 2018 World Development Report of the World Bank, focusing on education, draw attention to the realities in poor countries.

In 1,297 sample villages in rural India, 24 percent of the teachers were found to be absent in primary schools on unannounced visits.

High-stake tests on narrow measures lead to efforts to “game the system”, which punish the marginalised, according to the UNESCO report. India’s National Crime Records Bureau reported 2,672 students committing suicide in 2015 due to failing exams.

Young students who were already disadvantaged by poverty, conflict, gender or disability reach adulthood without even the most basic life skills. “This learning crisis is a moral and economic crisis,” says Jim Y Kim, President of the World Bank.

The innovations described or proposed in the conference concerned pedagogy: making teaching and learning more exciting and joyful; using digital technologies to help learners and teachers; and finding new ways of mobilising funding for education and using it better. Partnerships, decentralisation and devolution, accountability, and inspired and dedicated teachers figured in the discussion.

The promises of innovation and technology still beg the question how these are made to work in the public education system which has to serve the large majority of children ensuring equity and acceptable quality.

Some of the ideas presented were: a greater role of the private sector in education; low-cost private schools; and even public funds provided for schools managed by entrepreneurs. The argument given is that the education task is too large for the government alone to handle. Moreover, greater diversity and choices must exist in services available.

A radical suggestion advocated by Dr James Tooley, professor of education policy at the University of Newcastle in UK, was to keep the government out of education and hand over schooling to the private sector. “The market gives the choice to parents, ensures best use of the resources, and eliminates corruption and waste of the public schools,” argued the professor.

Tooley’s aggressively utilitarian worldview seems to ignore the moral and ethical dimension of rights, obligations of the state and society, and the fact that the market has not served the poor and the disadvantaged well. Nor have the public schools. But an absolute faith in “market fundamentalism” cannot be the magic bullet, however much one wishes for it.

The main conclusion of the lively exchange points to a pragmatic and practical approach, rather than a magic solution. As Mohammed Musa, executive director of BRAC, summed it up, “For education to be able to serve the future of our communities, we need to empower teachers, methodologies, practitioners and more importantly [change] mindsets… to solve real problems with simple, frugal solutions, that include the under-privileged communities of the present world.”

Horace Mann (1796–1859), a visionary US educator, said, “A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.” Bill Gates, summing up ten years of experience with the Effective Teaching Project in large cities in the US supported by his foundation, recently said, “Over time, we realised that what made the most successful schools successful—large or small—were their teachers, their relationships with students, and their high expectations of students’ achievement.”

Turning to Bangladesh, a ten-year plan for a national initiative to bring in and keep talented young people in teaching is needed. This plan needs to have four key elements: (i) education should be a major area in the four-year general undergraduate degree; (ii) talented students should be recruited competitively with the incentive of stipends; (iii) a high-quality education course in a hundred degree colleges should be introduced and essential standards and teaching facilities ensured in these colleges; and (iv) a national teaching service corps should be established where the option of suitable position and attractive rewards for graduates of the new course is available.

Thus, in 10 years, a nucleus of talented and inspired teachers can be created in each school. And the environment for innovations to work in these schools will be built.

Fuente noticia: http://www.thedailystar.net/opinion/innovation-education-oversold-1490659

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EEUU: Democrat Shea proposes sweeping — and costly — education plan that covers kids from womb to job interview

EEUU/November 14, 2017/By: Erin Cox/ Source: http://www.capitalgazette.com

Democrat Jim Shea is pitching an expansive, costly plan to overhaul Maryland’s education system, starting with expanded prenatal care and stretching through on-the-job training.

The multibillion-dollar proposal emphasizes extra funding for poor areas, universal preschool, child care subsidies, after-school care and summer programs, plus tuition-free community college, higher pay for teachers and a new K-12 curriculum pegged to international standards.

“We have to have all of these building blocks,” Shea said.

The 21-page proposal released Monday morning, however, does not offer a timeline or a price tag for the plan. Shea said those details would come later, after a state commission that’s also working on education reform releases its price estimates for similar ideas.

Shea said in an interview he expected it to cost in the billions of dollars — and that he doesn’t expect to raise taxes in order to pay for it.

Shea criticized Republican Gov. Larry Hogan’s record on education, pointing out that education spending has not risen as quickly as the state’s revenue. Hogan’s spokesman has said the governor has increased education funding each year, and the governor’s record speaks for itself.

Shea promised that, if elected after winning the eight-way Democratic primary, he would make putting more cash into the education system his top priority, and he was willing to make “tough choices” to do it.

He declined to identify what he would trim from state spending in order to make education spending increase at the same rate as state revenue, but he acknowledged it was a big expense that would require significant “political will.”

“Properly funding public education is expensive,” Shea said. “In the long term, however, failing to fund education is far more expensive in lost productivity and underutilized human capital.”

In order to save some money, Shea said that non-classroom costs like transportation, energy and materials could be purchased through a statewide joint purchasing agreement. He speculated that that could save about $100 million annually — about 5 percent of the cost of such purchases.

Many of Shea’s proposals are the same ideas under discussion by the Kirwan Commission, a panel charged by the state legislature to come up with ways to overhaul education in the state. The commission plans to issue its recommendations — and the large price tag that goes with it — by this June.

Shea promised that, if elected, he would fully implement the commission’s recommendations.

A consultant for the commission has estimated Maryland needs to spend $2.9 billion more each year on education, though some commission members have said they expect the total cost of their proposals to be less than that.

“Maryland must invest boldly in education,” Shea said. “If, however, we commit fully to a bold plan to have an education system rivaling the best in the world, the benefits to our children and our state will be enormous and more than justified.”

Shea said that Maryland has taken steps before, pointing to the landmark Thorton funding formula that increased K-12 school funding from $2.6 billion annually in 2002 to $7.9 billion this year.

Maryland eventually raised taxes, in 2007 under then-Gov. Martin O’Malley, in order to pay for the promises in the Thornton program.

Shea called it “morally wrong and, ultimately, economically and socially destructive” that minority and young mothers are less likely to have access to prenatal care.

While Shea said that he believes his entire education plan should be enacted at the same time, he singled out funneling more resources to economically depressed areas as his top priority.

“Every year we delay on that, we are creating more and more problems for ourselves,” he said.

Shea’s proposal includes raising pay for teachers — but he doesn’t say by how much or how quickly those raises would be implemented. He also pitches more professional training for educators, residency programs for teachers in training, and hiring more teachers in order to reduce class sizes.

He said community colleges should offer child care and health care, and Maryland needs more vocational training to connect high school students with jobs.

ecox@baltsun.com

twitter.com/ErinatTheSun

Source:

http://www.capitalgazette.com/news/government/bs-md-democrat-pitches-womb-to-job-interview-education-plan-20171110-story.html

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Disposability in the Age of Disasters: From Dreamers and Puerto Rico to Violence in Las Vegas

By: Henry A. Giroux

Under the reign of Donald Trump, politics has become an extension of war and death has become a permanent attribute of everyday life. Witness the US’s plunge into a dystopian world that bears the menacing markings of what presents itself as an endless series of isolated catastrophes. All of these are inevitably treated as unrelated incidents; victims subject to the toxic blows of fate. Mass misery and mass violence that result from the refusal of a government to address such pervasive and permanent crises are now reinforced by the popular neoliberal assumption that people are completely on their own, solely responsible for the ill fortune they experience. This ideological assumption is reinforced by undermining any critical attention to the conditions produced by stepped-up systemic state violence, or the harsh consequences of a capricious and cruel head of state.

«Progress» and dystopia have become synonymous, just as state-endorsed social provisions and government responsibility are exiled by the neoliberal authorization of freedom as the unbridled promotion of self-interest: a narrow celebration of limitless «choice,» and an emphasis on individual responsibility that ignores broader systemic structures and socially produced problems. Existential security no longer rests on collective foundations, but on privatized solutions and facile appeals to moral character.

Under Trump, a politics of disposability has merged with an ascendant authoritarianism in the United States in which the government’s response to such disparate issues as the Deferred Action for Childhood Arrivals (DACA) crisis, the devastation of Puerto Rico by Hurricane Maria and the mass shooting in Las Vegas are met uniformly with state-sanctioned and state-promoted violence.

In an age when market values render democratic values moot, a war culture drives disposability politics. Indeed, the politics of disposability has a long legacy in the United States, and extends from the genocide of Native Americans and slavery, to the increasing criminalization of everyday behaviors and the creation of a mass incarceration state.

In the 1970s, the politics of disposability, guided by the growing financialization of a neoliberal economy, manifested itself primarily in the form of legislation that undermined the welfare state, social provisions and public goods, while expanding the carceral state. This was part of the soft war waged against democracy — mostly hidden and wrapped in the discourse of austerity, «law and order» and market-based freedoms.

At the beginning of the 21st century, we have seen the emergence of a new kind of politics of death, the effects of which extend from the racist response to Hurricane Katrina to the lead poisoning of thousands of children in Flint, Michigan, and dozens of other cities. This is a politics in which entire populations are considered disposable, an unnecessary burden on state coffers, and consigned to fend for themselves. This is a politics that now merges with aggressive and violent efforts to silence dissent, analysis and the very conditions of critical thought. People who are Black, Brown, poor, disabled or otherwise marginalized are now excluded from the rights and guarantees accorded to fully fledged citizens of the republic, removed from the syntax of suffering, and left to fend for themselves in the face of natural or human-made disasters. And their efforts to mobilize have been met with murderous police crackdowns and deportations.

With the election of Trump, the politics of disposability and the war against democracy have taken on a much harder and crueler edge, with the president urging the police to «take the gloves off» and the attorney general calling for a regressive «law and order» campaign steeped in racism.

Under 21st century neoliberal capitalism, and especially under the Trump regime, there has been an acceleration of the mechanisms by which vulnerable populations are rendered unknowable, undesirable, unthinkable, considered an excess cost and stripped of their humanity. Relegated to zones of social abandonment and political exclusion, targeted populations become incomprehensible, civil rights disappear, hardship and suffering are normalized, and human lives are targeted and negated by diverse machineries of violence as dangerous, pathological and redundant. For those populations rendered disposable, ethical questions go unasked as the mechanisms of dispossession, forced homelessness and forms of social death feed corrupt political systems and forms of corporate power removed from any sense of civic and social responsibility. In many ways, the Trump administration is the new face of a politics of disposability that thrives on the energies of the vulnerable and powerless. Under such conditions, power is defined by the degree to which it is abstracted from any sense of responsibility or critical analysis.

This type of disposability is especially visible under Trump, not only because of his discourse of humiliation, bigotry and objectification, but also in his policies, which are blatantly designed to punish those populations who are the most vulnerable. These include the victims in Puerto Rico of Hurricane Maria, immigrant children no longer protected by DACA, and a push to expand the armed forces and the para-militarization of local police forces throughout the country as part of a race-based «law and order» policy. Trump is the endpoint of a new dystopian model of disposability, and has become a window on the growing embrace of violence and white supremacy at the highest levels of power, as both a practice and ideological legitimation for increasing a culture of fear. Fear, in this context, is framed mostly within a discourse of threats to personal safety, serving to increase the criminalization of a wide range of everyday behaviors while buttressing the current administration’s racist call for «law and order.» This culture of fear threatens to make more and more individuals and groups inconsequential and expendable.

Under such circumstances, the US’s dystopian impulses not only produce harsh and dire political changes, but also a failure to address a continuous series of economic, ecological and social crises. At the same time, the machinery of disposability and death rolls on, conferring upon entire populations the status of the living dead. The death-dealing logic of disposability has been updated and now parades in the name of freedom, choice, efficiency, security, progress and, ironically, democracy. Disposability has become so normalized that it is difficult to recognize it as a distinctive if not overriding organizing principle of the new American authoritarianism.

While the politics of disposability has a long legacy in the United States, Trump has given it a new and powerful impetus. This era differs from the recent past both in terms of its unapologetic embrace of the ideology of white supremacy and its willingness to expand state-sanctioned violence and death as part of a wider project of the US’s descent into authoritarianism.

Running through these events is a governmental response that has abandoned a social contract designed, however tepidly, to prevent hardship, suffering and death. Large groups of people have been catapulted out of the range of human beings for whom the government has limited, if any, responsibility. Such populations, inclusive of such disparate groups as the residents of Puerto Rico and the Dreamers, are left to fend for themselves in the face of disasters. They are treated as collateral damage in the construction of a neoliberal order in which those marginalized by race and class become the objects of a violent form of social engineering relegating its victims to what Richard Sennett has termed a «specter of uselessness,» whose outcomes are both tragic and devastating.

A politics of disposability provides a theoretical and political narrative that connects the crisis produced in Puerto Rico after the devastating effects of Hurricane Maria to the crisis surrounding Trump’s revoking of the DACA program. Trump’s support of state-sanctioned violence normalizes a culture and spectacle of violence, one not unrelated to the mass shooting that took place in Las Vegas.

First, let’s examine the crisis in Puerto Rico as a systemic example of both state violence and a politics of disposability and social abandonment.

Puerto Rico as a Zone of Abandonment

On September 20, 2017, Hurricane Maria, a Category 5 storm, slammed into and devastated the island of Puerto Rico. In the aftermath of a slow government response to the massive destruction, conditions in Puerto Rico have reached unprecedented and unacceptable levels of misery, hardship and suffering. As of October 19, over 1 million people were without drinking water, 80 percent of the island lacked electricity, and ongoing reports by medical staff and other respondents indicate that more and more people were dying. Thousands of people are living in shelters, lack phone service, and have to bear the burden of a health care system in shambles.

Such social immiseration is complicated by the fact that the island is home to 21 hazardous superfund sites, which pose deadly risks to human health and the environment. Lois Marie Gibbs ominously reports that waterborne illnesses are spreading, just as hospitals are running low on medicines. Caitlin Dickerson observed that the «the Environmental Protection Agency cited reports of residents trying to obtain drinking water from wells at hazardous Superfund sites.» These are wells that were once sealed to avoid exposure to deadly toxins. The governor of Puerto Rico, Ricardo Rossello, warned that a number of people have died from Leptospirosis, a bacterial disease spread by animal urine.

The Trump administration’s response has been unforgivably slow, with conditions worsening. Given the accelerating crisis, the mayor of San Juan, Carmen Yulín Cruz, made a direct appeal to President Trump for aid, stating with an acute sense of urgency, «We are dying.» Trump responded by lashing out at her personally by telling her to stop complaining. Cruz became emotional when referring to elderly and ill victims of Maria that she could not reach and who were «still at great risk in places where relief supplies and medical help had yet to arrive.» Cruz said the situation for many of these people was «like a slow death.» Stories began to emerge in the press that validated Cruz’s concerns. Many seriously ill dialysis patients either had their much-needed treatments reduced or could not get access to health care facilities. Because of the lack of electricity, Harry Figueroa, a teacher, «went a week without the oxygen that helped him breathe» and eventually died at 58. «His body went unrefrigerated for so long that the funeral director could not embalm his badly decomposed corpse.»

Scholar Lauren Berlant has used the term «slow death» in her own work to refer «to the physical wearing out of a population and the deterioration of people in that population that is very nearly a defining condition of their experience and historical existence.» Slow death captures the colonial backdrop of global regimes of ideological and structural oppression deeply etched in Puerto Rico’s history. The scale of suffering and devastation was so great that Robert P. Kadlec, the assistant secretary of Health and Human Services for preparedness and response stated that «The devastation I saw, I thought was equivalent to a nuclear detonation.»

Puerto Rico’s tragic and ruinous problems brought on by Hurricane Maria are amplified both by its $74 billion debt burden, an ongoing economic crisis, and the legacy of its colonial status and lack of political power in fighting for its sovereign and economic rights in Washington. With no federal representation and lacking the power to vote in presidential elections, it is difficult for Puerto Ricans to get their voices heard, secure the same rights as US citizens and put pressure on the Trump administration to address many of its longstanding problems. The latter include a poverty rate of 46 percent, a household median income of $19,350 [compared to the US median of $55,775], and a crippling debt. In fact, the debt burden is so overwhelming that «pre-Maria Puerto Rico was spending more on debt service than on education, health, or security. Results included the shuttering of 150 schools, the gutting of health care, increased taxes, splitting of families between the island and the mainland, and increased food insecurity.» Amy Davidson Sorkin was right in arguing that «Indeed, the crisis in Puerto Rico is a case study of what happens when people with little political capital need the help of their government.»

Not only did Trump allow three weeks to lapse before asking Congress to provide financial aid to the island, but his request reeked of heartless indifference to Puerto Rico’s economic hardships. Instead of asking for grants, he asked for loans. Throughout the crisis, Trump released a series of tweets in which he suggested that the plight of the Puerto Rican people was their own fault, lambasted local officials for supposedly not doing enough, and threatened to cut off aid from government services. Adding insult to injury, he also said that they were «throwing the government’s budget out of whack because we’ve spent a lot of money on Puerto Rico.»

Trump also suggested that the crisis in Puerto Rico was not a real crisis when compared to Hurricane Katrina. Trump’s view of Puerto Ricans as second-class citizens was exposed repeatedly in an ongoing string of tweets and comments that extended from the insulting notion that «they want everything to be done for them» to the visual image of Trump throwing paper towel rolls into a crowd as if he were on a public relations tour. Throughout the crisis, Trump has repeatedly congratulated himself on the government response to Puerto Rico, falsely stating that everybody thinks we are doing «an amazing job.» A month after the crisis, Trump insisted, without irony or a shred of self-reflection, that he would give himself a «perfect ten.»

These responses suggest more than a callous expression of self-delusion and indifference to the suffering of others. Trump’s callous misrecognition of the magnitude of the crisis in Puerto Rico and extent of the island’s misery and suffering, coupled with his insults and demeaning tweets, demonstrate the perpetuation of race and class oppressions through his governance. There is more at work here than a disconnection from the poor; there is also a white supremacist ideology that registers race as a central part of both Trump’s politics and a wider politics of disposability. It is difficult to miss the racist logic of reckless disregard for the safety and lives of Puerto Rican citizens, bordering on criminal negligence, which simmers just beneath the surface of Trump’s rhetoric and actions. Hurricane Maria exposed a long history of racism that confirms the structural abandonment of those who are poor, sick, elderly — and Black or Brown.

Trump embodies the commitments of a neoliberal authoritarian government that not only fails to protect its citizens, but reveals without apology the full spectrum of mechanisms to expand poverty, racism and hierarchies of class, making some lives disposable, redundant and excessive while others appear privileged and secure. Trump’s utterly failed response to the disaster in Puerto Rico reinforces Ta-Nehisi Coates’s claim that the spectacle of bigotry that shapes Trump’s presidency has «moved racism from the euphemistic and plausibly deniable to the overt and freely claimed.» What has happened in Puerto Rico also reveals the frightening marker of a politics of disposability in which any appeal to democracy loses its claim and becomes hard to imagine, let alone enact without the threat of violent retaliation.

Revoking DACA and the Killing of the Dream

Trump’s penchant for cruelty in the face of great hardship and human suffering is also strikingly visible in the racial bigotry that has shaped his cancellation of the DACA program, instituted in 2012 by President Obama. Under the program, over 800,000 undocumented immigrants brought to the country as children or teens before 2007 were allowed to live, study and work in the United States without fear of deportation. The program permitted these young people, known as Dreamers, to have access to Social Security cards, drivers’ licenses, and to advance their education, start small businesses and to be fully integrated into the fabric of American society. Seventy-six percent of Americans believe that Dreamers should be granted resident status or citizenship. In revoking the program, Trump has made clear his willingness to deport individuals who came to the US as children and who know the United States as their only home.

Attorney General Jeff Sessions was called upon to be the front man in announcing the cancellation of DACA. In barely concealed racist tones, Sessions argued that DACA had to end because «The effect of this unilateral executive amnesty, among other things, contributed to a surge of unaccompanied minors on the southern border that yielded terrible humanitarian consequences … denied jobs to hundreds of thousands of Americans by allowing those same jobs to go to illegal aliens» and had to be rescinded because «failure to enforce the laws in the past has put our nation at risk of crime, violence and even terrorism.» None of these charges is true.

Rather than taking jobs from American workers, Dreamers add an enormous benefit to the economy and «it is estimated that the loss of the Dreamers’ output will reduce the GDP by several hundred billion dollars over a decade.» Sessions’s claim that DACA contributed to a surge of unaccompanied minors at the border is an outright lie, given that the surge began in 2008, four years before DACA was announced, and it was largely due, as Mark Joseph Stern points out, «to escalating gang violence in Central America, as well as drug cartels’ willingness to target and recruit children in Mexico … [A] study published in International Migration … found that DACA was not one of these factors.»

Trump’s rescinding of DACA is politically indefensible and heartless. Only 12 percent of Americans want the Dreamers deported and this support is drawn mostly from Trump’s base of ideological extremists, religious conservatives and far-right nationalists. This would include former White House chief strategist Steve Bannon, who left the White House and now heads, once again, Breitbart, the right-wing news outlet. Bannon is a leading figure of the right-wing extremists influencing Trump and is largely responsible for bringing white supremacist and ultranationalist ideology from the fringes of society to the center of power. On a recent segment of the TV series «60 Minutes,» Bannon told Charlie Rose that the DACA program shouldn’t be codified, adding «As the work permits run out, they self deport…. There’s no path to citizenship, no path to a green card and no amnesty. Amnesty is non-negotiable.» Bannon’s comments are cruel but predictable given his support for the uniformly bigoted policies Trump has pushed before and after his election.

The call to end DACA is part of a broader racist anti-immigration agenda aimed at making America white again. The current backlash against people of color, immigrant youth and those others marked by the registers of race and class are not only heartless and cruel, they also invoke a throwback to the days of state-sponsored lynching and the imposed terror of the Ku Klux Klan. Additionally, they offer up an eerie resonance to the violent and repressive racist policies of the totalitarian governments that emerged in Germany in the 1930s and Latin America in the 1970s.

Las Vegas and the Politics of Violence

On October 1, 2017, Stephen Paddock, ensconced on the 32nd floor of the Mandalay Bay Resort and Casino Hotel in Las Vegas, Nevada, opened fire on a crowd of country and western concertgoers below, killing 58 and wounding over 500. While the venues for such shootings differ, the results are always predictable. People die or are wounded, and the corporate media and politicians weigh in on the cause of the violence. If the assailant is a person of color or a Muslim, they are labeled a «terrorist,» but if they are white, they are often labeled as «mentally disturbed.» Paddock was immediately branded by President Trump as a «sick» and «deranged man» who had committed an act of «radical evil.»

Trump’s characterizing of the shooting as an act of radical evil is more mystifying than assuring, and it did little to explain how such an egregious act of brutality fits into a broader pattern of civic decline, cultural decay, political corruption and systemic violence. It also erases the role of state-sanctioned violence in perpetuating individual acts of brutality. Corporate media trade in isolated spectacles, and generally fail to connect these dots. Rarely is there a connection made in the mainstream media, for instance, between the fact that the US is the largest arms manufacturer with the biggest military budget in the world and the almost unimaginable fact that there are more than 300 million people who own guns in the United States, which amounts to «112 guns per 100 people.» While the Trump administration is not directly responsible for the bloodbath in Las Vegas, it does feed a culture of violence in the United States.

Many Republicans, including Senate Majority Leader Mitch McConnell, reinforced the lack of civic and ethical courage that emerged in the aftermath of the Las Vegas massacre by arguing that it was «particularly inappropriate» to talk about gun reform or politics in general after a mass shooting. By eliminating the issue of politics from the discussion, figures like McConnell erased some basic realities, such as the power of gun manufacturers to flood the country with guns, and the power of lobbyists to ensure that gun-safety measures do not become part of a wider national conversation. This depoliticizing logic also enabled any discussion about Paddock to be centered on his actions as an aberration, as opposed to a manifestation of forces in the larger culture.

The corporate press, with few exceptions, was unwilling to address how and why mass shootings have become routine in the United States and how everyday violence benefits a broader industry of death that gets rich through profits made by the defense industry, the arms manufacturers and corrupt gun lobbyists. There was no reference to how young children are groomed for violence by educational programs sponsored by the gun industries, how video games and other aspects of a militarized culture are used to teach youth to be insensitive to the horrors of real-life violence, how the military-industrial complex «makes a living from killing through defense contracts, weapons manufacturing and endless wars.» Nor did much of the media address how war propaganda provided by the Pentagon influences not only pro-sports events and Hollywood blockbuster movies, but also reality TV shows, such as «American Idol» and «The X-Factor.»

In the aftermath of mass shootings, the hidden structures of violence disappear in the discourses of personal sorrow, the call for prayers and the insipid argument that such events should not be subject to political analysis. Trump’s dismissive comments on the Vegas shooting as an act of radical evil misses the fact that what is evil is the pervasive presence of violence throughout American history and the current emergence of extreme violence and mass shootings on college campuses, in elementary schools, at concerts and in diverse workplaces. Mass shootings may have become routine in the US, but the larger issue to be addressed is that violence is central to how the American experience is lived daily.

Militant Neoliberalism in an Armed USA

Militarized responses have become the primary medium for addressing all social problems, rendering critical thought less and less probable, less and less relevant. The lethal mix of anti-intellectualism, ideological fundamentalism and retreat from the ethical imagination that has grown stronger under Trump provides the perfect storm for what can be labeled a war culture, one that trades democratic values for a machinery of social abandonment, misery and death.

War as an extension of politics fuels a spectacle of violence that has overtaken popular culture while normalizing concrete acts of gun violence that kill 93 Americans every day. Traumatic events such as the termination of DACA or the refusal on the part of the government to quickly and effectively respond to the hardships experienced by the people of Puerto Rico no longer appear to represent an ethical dilemma to those in power. Instead, they represent the natural consequences of rendering whole populations disposable.

What is distinctive about the politics of disposability — especially when coupled with the transformation of governance into a wholesale legitimation of violence and cruelty under Trump — is that it has both expanded a culture of extreme violence and has become a defining feature of American life. The state increasingly chooses violence as a primary mode of engagement. Such choices imprison people rather than educate them, and legitimate the militarizing of every major public institutions from schools to airports. The carceral state now provides the template for interacting with others in a society governed by persistent rituals of violence.

Democracy is becoming all the more irrelevant in the United States under the Trump administration, especially in light of what Robert Weissman, the president of the watchdog group Public Citizen, calls «a total corporate takeover of the US government on a scale we have never seen in American history.» Corporate governance and economic sovereignty have reached new heights, just as illiberal democracy has become a populist flashpoint in reconfiguring much of Europe and normalizing the rise of populist bigotry and state-sanctioned violence aimed at immigrants and refugees fleeing from war and poverty. Democratic values and civic culture are under attack by a class of political extremists who embrace without reservation the cynical instrumental reason of the market, while producing on a global level widespread mayhem, suffering and violence. How else to explain the fact that over 70 percent of Trump’s picks for top administration jobs have corporate ties or work for major corporations? Almost all of these people represent interests diametrically opposed to the agencies for whom they now lead and are against almost any notion of the public good.

Hence, under the Trump regime, we have witnessed a slew of rollbacks and deregulations that will result in an increase in pollution, endangering children, the elderly and others who might be exposed to hazardous toxins. The New York Times has reported that one EPA appointee, Nancy Beck, a former executive at the American Chemistry Council, has initiated changes to make it more difficult to track and regulate the chemical perflourooctanoic acid, which has been linked to «kidney cancer, birth defects, immune system disorders and other serious health problems.»

The sense of collective belonging that underpins the civic vigor of a democracy is being replaced by a lethal survival-of-the-fittest ethos, and a desperate need to promote the narrow interests of capital and racist exclusion, regardless of the cost. At the heart of this collective ethos is a war culture stoked by fear and anxiety, one that feeds on dehumanization, condemns the so-called «losers,» and revels in violence as a source of pleasure and retribution. The link between violence and authoritarianism increasingly finds expression not only in endless government and populist assaults on vulnerable groups, but also in a popular culture that turns representations of extreme violence into entertainment.

The US has become a society organized both for the production of violence and the creation of a culture brimming with fear, paranoia and a social atomization. Under such circumstances, the murderous aggression associated with authoritarian states becomes more common in the United States and is mirrored in the everyday actions of citizens. If the government’s responses to crises that enveloped DACA and Puerto Rico point to a culture of state-sanctioned violence and cruelty, the mass shooting in Las Vegas represents the endpoint of a culture newly aligned with the rise of authoritarianism. The shooting in Las Vegas does more than point to a record-setting death toll for vigilante violence; it also provides a signpost about a terrifying new political and cultural horizon in the relationship between violence and everyday life. All of these incidents must be understood as a surface manifestation of a much larger set of issues endemic to the rise of authoritarianism in the United States.

These three indices of violence offer pointed and alarming examples of how inequality, systemic exclusion and a culture of cruelty define American society, even, and especially, as they destroy it. Each offers a snapshot of how war culture and violence merge. As part of a broader category indicting the rise of authoritarianism in the United States, they make visible the pervasiveness of violence as an organizing principle of American life. While it is easy to condemn the violence at work in each of these specific examples, it is crucial to address the larger economic, political and structural forces that create these conditions.

There is an urgent need for a broader awareness of the scope, range and effects of violence in the US, as well as the relationship between politics and disposability. Only then will the US be able to address the need for a radical restructuring of its politics, economics and institutions. Violence in the US has to be understood as part of a crisis of a politics and culture defined by meaninglessness, helplessness, neglect and disposability. Resistance to such violence, then, should produce widespread thoughtful, informed and collective action over the fate of democracy itself. This suggests the need for a shared vision of economic, racial and gender justice — one that offers the promise of a new understanding of politics and the need for creating a powerful coalition among existing social movements, youth groups, workers, intellectuals, teachers and other progressives. This is especially true under the Trump administration, since politics and democracy are now defined by a threshold of dysfunction that points not only to their demise, but to the ascendancy of American-style authoritarianism.

Source:

http://www.truth-out.org/news/item/42450-disposability-in-the-age-of-disasters-from-dreamers-and-puerto-rico-to-violence-in-las-vegas

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Northern Ireland: EU Peace funding for shared education

Northern Ireland/November 11, 2017/Source: http://www.bbc.com

Shared education projects on both sides of the Irish border are to receive over 35m euro of European Union (EU) funding.

The money is being provided by the Special EU Programmes Body (SEUPB) through the EU Peace IV programme.

The 35.3m euro funding aims to enable 350 schools to take part in shared education on a cross-border basis.

Over 2,000 teachers will also be trained to facilitate shared education for pupils.

Shared education is not the same as integrated education.

In integrated education, schools enrol approximately equal numbers of Catholic and Protestant children as well as children from other religious and cultural backgrounds.

About 7% of children in Northern Ireland are educated at 65 integrated schools.

Shared education projects can range from large-scale campuses like Strule in Omagh, where six schools will eventually be sited, to pupils in separate schools engaging in joint classes or activities.

It is activity of this kind that the SEUPB funding will promote.

The future management of the Irish border is one of three main priorities in UK-EU Brexit talksImage copyrightGETTY IMAGES
Image captionShared education projects on both sides of the border will benefit from the funding

The permanent secretary of the Department of Education Derek Baker said that the funding would be targeted at schools that had not previously engaged in shared education.

«This significant investment will enable schools that have not previously engaged in shared education to do so, allowing many more children and young people to learn together on a cross-community and cross-border basis,» he said.

The Republic of Ireland’s Minister for Education and Skills Richard Bruton TD said the funding would give pupils the chance to learn from communities other than their own.

«The experience gained during participation in ‘shared education’ will ensure our students have a better understanding of communities on both sides of the border,» he said.

SEUPB is a north-south body that oversees the management of EU Peace IV and Interreg funding.

Since 1995 the border counties of Northern Ireland and the Republic of Ireland have benefited from millions of pounds of EU funding through the funding.

The Peace IV funding stream is due to run until 2020.

Source:

http://www.bbc.com/news/uk-northern-ireland-41932918

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India: Viewing Education Through a Lens Broadens Perspective

India/November 07, 2017/

Traveling abroad always forces me to respect my access to education in a much more profound manner. Recently, I took a trip to Ladakh, India, a three-day journey from just about anywhere in the U.S., to volunteer at the Siddhartha School, a private institution that values a strong academic curriculum and a culture of giving and compassion in India.

The school, which encompasses children from early childhood through grade 10, was started by the Buddhist monk, Khen Rinpoche Lobsang Tsetan, in his hometown of Stok, Ladakh, to give area children “access to a rich, thoroughly modern education that is in harmony with their Himalayan heritage and their cultural traditions.”

Siddhartha School itself lays in a shallow valley 11,000 feet above sea level, nestled tight in a ring of massive snow-capped Himalayan mountains, high on the Tibetan plateau. The surrounding land is parched and dusty except for the oases of farmland and trees created by thorough irrigation.

There were no other schools accessible to the children of this mountainous region in 1995 when Khen Rinpoche founded the school. Rinpoche took it upon himself to establish the Siddhartha School, turning down an invitation in 2000 from the Dalai Lama to become the Abbot of Tashi Lhumpo Monastery to instead work with local children.

Only 20 students enrolled in the school’s inaugural year, but as time went on and the school grew, Khen Rinpoche started a sponsorship program to help those who were unable to pay for tuition, transportation, or both. Sponsors enable children to attend the school for approximately $360 per year. Some students attend the school and live in the hostel for $400 annually. There are now 400 students at the Siddhartha School and half of them are sponsored.

During my two week stay in Ladakh, I interviewed students who needed financial help. In addition, I interviewed students that already had sponsors so that they could thank them. For the students that had sponsors,  I noticed that, despite their shyness and the language barrier, they wanted to make it clear that nothing meant more to them than being supported. One of the children our family sponsors wrote in the school newspaper that the day he was sponsored was the happiest day of his life.

When I was filming and taking photos for the sponsorship program, I found that almost every student, when asked what he or she enjoyed doing most, said approximately the same four things. The students all loved school, their teachers, reading in the newly constructed and furnished library, and playing soccer. I was humbled by how fondly they all spoke of getting the opportunity to learn and attend school.

When I was taking photographs of the students, I was most challenged by getting them to become comfortable enough with my camera to ignore it. The students had certainly seen cameras before, however, they were definitely not accustomed to seeing a young white male with one. Regardless, they were always glad to smile.

One afternoon I headed down to the boys’ hostel with an American friend who was also volunteering at the school. He had been visiting the school for six years in a row and was very close to all the boys in the hostel. We decided to create a video about where the boys were from and how they came to the Siddhartha School. The video never really took shape, however the project provided me with the opportunity to make friends with all of the boys living in the hostel. They taught me some rudimentary phrases in Ladakhi that became incredibly useful throughout the following weeks. Once the proverbial ice had been broken, I found it much easier to take photos that more accurately represented them and their school.

For me, the relationships that I established while photographing these children were much more rewarding than the photos themselves. In my limited experience, the story from which the photograph emerges is always what sets the photo apart. To me, photography is a medium through which I can explain things that I couldn’t with words.

For a photograph to be meaningful, it must evoke a feeling or establish a connection; the observer should be able to identify the story behind what made the image possible. The photographer should be able to write a comprehensive back story about the picture. How photographs make the viewer feel is very important for capturing their attention and drawing them into the story behind the image.

This step is akin to the first sentence of a paper because it must convince the viewer that it’s worth reading. The story of the photo, and how the photographer tells it, is far more important than the photo itself, even if the story is very simple. To hold the interest of the viewer for longer than the amount of time it would take to see a photo and then scroll past it on social media is as much an art as photography itself.

The most moving part of my trip was the connection I felt as I photographed the students, along with just getting to be so far from home. If schools could create programs that allowed students to travel abroad for shorter periods of time, more young people could experience the world as I have, learning from the stories they find along their journey.

Miles Lipton is a junior at Waynflete School.

Source:

http://mainepublic.org/post/viewing-education-through-lens-broadens-perspective#stream/0

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TUI Care Foundation and Plan International: Empowering Dominican youth through education

Dominican Republic/November 07, 2017/By: Vicky Karantzavelou/Source: https://www.traveldailynews.com

TUI Academy in the Dominican Republic offers career path in tourism industry for young people. Safety network: Children empowered to protect themselves from (re)victimisation of commercial sexual exploitation.

TUI Care Foundation and Plan International team up to bring education and employment opportunities in tourism to young people in the Dominican Republic. Together, the two organisations launched the TUI Academy. Through this initiative 150 disadvantaged girls and boys will receive, throughout a period of three years, a one-year vocational training course preparing them for work in the field of tourism. Furthermore, a top-up educational programme will be offered which, beyond providing employment skills, will also include education on sexual and reproductive health and rights, gender related issues, work safety and financial literacy. This way TUI Academy will help young people to protect themselves from exploitation and make better informed decisions about their future life.

The training includes an internship at Blue Diamond resorts where, among other things, they will be coached by experienced practitioners in their personal progression and development. Upon successful completion of the training, students receive a certification from INFOTEP –the official Dominican institute for vocational training. To support their first steps in the tourism industry, TUI Academy graduates are given working contracts of at least 6 months in duration.

Through TUI Academy, 150 adolescents in 3 communities in Punta Cana will be socially and economically empowered. The first group of 50 students currently undertaking TUI Academy’s educational programme are between 17 and 24 years old and more than half of them are girls. The latter are particularly vulnerable to sex exploitation – currently the teenage pregnancy rate in Dominican Republic is at 21 per cent, doubling the world average – reason why this program aims to have enrolled approximately 70 per cent female participants by the end of it. Day-care services at are at the students disposal and a big focus is being put in those communities surrounding the hotels where they would do their internships. Both measures are key to support participants and hinder abandonment rates.

Jeremy Ellis, Member of the Board of Trustees of TUI Care Foundation, says: “TUI Care Foundation is proud of his long-lasting partnership with Plan International. Together, we can open up new perspectives for young women and men in the Dominican Republic and combat multifaceted and complex issues such as exploitation and unemployment. Prevention and education are key in order to create opportunities for the citizens of tomorrow, and our TUI Academies offer the right environment for this to take place. They contribute substantially to a sustainable development of destinations and by that to empower local communities.”   

Missing education and the lack of employment opportunities for young people drive many of them to the informal sector. Desperately looking for income opportunities some of them end up in the sex industry and find themselves in highly unsafe and dangerous situations. A comprehensive educational and vocational programme as offered at TUI Academy can be their chance for a way out of poverty, unemployment and further. The educational program is linked to the initiative “Down to Zero”, a broader programme financed by the Dutch Ministry of foreign affairs which focuses on combating the sexual exploitation of children and adolescents in touristic destinations. The initiative follows a holistic approach targeting regulations and law enforcement to the strengthening of local NGOs. Its backbone is the training of “Agents of Change”: Child victims and children at risk are enabled to protect themselves from (re)victimisation of commercial sexual exploitation by identifying and reporting cases. They also are engaged in campaigning and decision making, while educating their peers in the community. This gives not only a voice to those unheard but a safety network in which they can rely and use to help each other while preventing new cases. The same approach was tested by Plan International and TUI Care Foundation in the north of Brazil from 2010 to 2014.

Monique van’t Hek, CEO of Plan International Netherlands, explained: “Plan International Netherlands has a long time, intensive and excellent relationship with the TUI Care Foundation, related to the combat of commercial sexual exploitation of children, and the social, economic and personal empowerment of adolescents and youth at risk of commercial sexual exploitation. The TUI Academy in the Dominican Republic is a perfect example of our partnership, by offering 150 adolescents a vocational training, combined with an internship and a 6 months job guarantee at one of TUI/s Blue Diamond Resorts: the resorts need good, qualified and motivated staff and the students will become socially and economically empowered, able to protect themselves from commercial sexual exploitation and have access to decent work.”

Source:

https://www.traveldailynews.com/post/tui-care-foundation-and-plan-international-empowering-dominican-youth-through-education

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