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Switching sides: Whitewashing history in the age of Trump

By: Henry Giroux

Madeleine Albright, without irony, has written a book on resisting fascism. She has also published an op-ed in the New York Times pushing the same argument.

Albright, former secretary of state under Bill Clinton, is alarmed. She wants to warn the public to stop the fascism emerging under the Trump regime before it’s too late.

Unfortunately, moralism on the part of the infamous and notorious is often the enemy of both historical memory and the truth, in spite of their newly discovered opposition to tyranny.

It defies belief that a woman who defended the killing of 500,000 children as a result of the imposed U.S. sanctions on Iraq can take up the cause of fighting fascism while positioning herself as being on the forefront of resistance to American authoritarianism.

Albright appears on ‘60 Minutes’ in 1996.

Denis J. Halliday, the United Nations humanitarian coordinator in Iraq for part of the sanctions era, once said of those measures: “We are in the process of destroying an entire society. It is as simple and terrifying as that.”

Is any policy worth the death of 500,000 children?

Albright, however, is not alone.

Hillary Clinton, herself a former war-monger and an unabashed ally of the financial elite, has also resurrected herself as a crusader in fighting the creeping fascism that now marks the Trump regime.

Speaking recently at the PEN World Voices Festival, Clinton appeared to have completely removed herself from her notorious past as a supporter of the Iraq war and the military-industrial-financial complex in order to sound the alarm “that freedom of speech and expression is under attack here in our own country.” She further called for action against America’s creeping authoritarianism.

‘Flight from memory’

It’s an odd flight from memory into the sphere of moral outrage given her own role in supporting a number of domestic and foreign policies both as a former first lady and as secretary of state.

There was the refusal to punish CIA torturers, the drone killings, the lavishing of funds to the military war machine, the shredding of the federal safety net for poor people and the endorsement of neoliberal policies that offered no hope or prosperity “for neighbourhoods devastated by deindustrialization, globalization, and the disappearance of work.”

Clinton’s critique of Trump’s fascism does more than alert the public to the obvious about the current government, it also legitimatizes a form of historical amnesia and a long and suppressed legacy of cruelty and human misery. It gets worse.

Michael Hayden, the former NSA chief and CIA director under George W. Bush, has joined the ranks of Albright and Clinton in condemning Trump as a proto-fascist.

Writing in the New York Times, Hayden, ironically, chastised Trump as a serial liar and in doing so quoted the renowned historian Timothy Snyder, who stated in reference to the Trump regime that “Post-Truth is pre-fascism.”

And yet he’s now being regarded as an honest, expert commentator on intelligence and other issues.The irony here is hard to miss. Not only did Hayden head Bush’s illegal National Security Agency warrantless wiretapping program while the head of the NSA, he also lied repeatedly about about his role in Bush’s sanction and implementation of state torture in Afghanistan and Iraq.

Dubious heroes

The United States and its Vichy Republican Party has drifted so far to the fascist right that people like Albright, Clinton and Hayden are serving as heroes in the political and ethical resistance to fascism.

While the call to resist fascism is to be welcomed, it has to be interrogated, not aligned with individuals and ideological forces that helped put in place the racist, economic, religious and educational forces that produced it.

I am not simply condemning the hypocrisy of former politicians who are now criticizing the emerging fascism in the United States. Nor am I proposing that only selective condemnations should be welcomed.

What I am suggesting is that the seductions of power in high places often work to impose a silence upon people that allow them to benefit from and become complicit with authoritarian tendencies and anti-democratic policies and modes of governance. Once they’re out of power, their own histories of complicity are too often easily erased, especially by the mainstream media.

Their newly found stances against fascism do nothing to help explain where we are and what we might do next to resist it now that it’s engulfing American society and its economic, cultural and political institutions.

What is often unrecognized in the celebrated denunciations of fascism by celebrity politicians is that neoliberalism is the new fascism.

And what becomes invisible in the fog of such celebration is neoliberalism’s legacy and its deadly mix of market fundamentalism, anti-intellectualism, rabid individualism, unchecked selfishness, shredding of the welfare state, privatization of the public sphere, white supremacy, toxic masculinity and all-embracing quest for profit.

‘Savage politics’

The new and more racist, violent and brutal form of neoliberalism under Trump has produced both a savage politics in the U.S. and a corrupt financial elite that now controls all the commanding institutions of U.S. society.

Systemic corruption, crassness, overt racism, a view of misfortune as a weakness, unapologetic bigotry and a disdain of the public and common good has been normalized under Trump, but it’s been gaining strength for the last 50 years in U.S. politics. Trump is merely the blunt instrument at the heart of a fascistic neoliberal ideology.

We need to be wary, to say the least, about those mainstream politicians now denouncing Trump’s fascism who while in power submitted, as noted U.S. sociologist Stanley Aronowitz puts it, “to neoliberal degradations of health care, jobs, public housing, and income guarantees for the long-term unemployed (let alone the rest of us).”

What is often ignored in the emerging critiques of fascism is neoliberalism’s legacy coupled with the mainstream media’s attempts to hold up many of its architects and supporters as celebrated opponents of Trump’s fascist government.

Trump is the extreme point of a long series of attacks on democracy —and former politicians like Albright and Clinton cannot be removed from that history.

Unchecked and systemic power, a take-no-prisoners politics and an unapologetic cruelty are the currency of fascism because they have long been the wedge that makes fear visceral and violence more than an abstraction.None of these politicians have denounced nationalism, the myth of American exceptionalism and the forces that produce obscene inequality in wealth and power in the U.S., or the oppressive regime of law and order that has ruled the U.S. ruthlessly and without apology since the 1980s.


This lethal mix is also a pathological condition endemic to brutal demagogues such as Trump. Trump and his ilk demand loyalty —not to justice and democracy, but loyalty to themselves, one that stands above the truth and rule of law.

Stamp out amnesia

The calls to resist fascism are welcome, but they can’t be separated from the acts of bad faith that helped produce it.

The fight against fascism is part of a struggle over memory. We must not engage in historical and social amnesia.

It is also a fight to defend the public spheres and institutions that make civic literacy, the public imagination and critical consciousness possible. We must expose the forces that are and have been complicit in the longstanding attack on democratic institutions, values and social relations, especially those that now hide their past and ideological convictions.

Any resistance to fascism has to be rooted in the call to make education central to politics with a strong emphasis on the teaching of historical consciousness and civic literacy as crucial weapons.

At the same time, the fight must be unwavering in its refusal to equate capitalism and democracy. We are at war over not just the right of economic equality and social justice, but also against the powerful and privileged positions of whiteness, toxic masculinity and the elimination of solidarity and compassion.

This is a war waged over the possibility of a radical democracy while acknowledging that the rich and powerful will not give up their power without a fight.

Looking for guidance on fascism in the U.S. today? Listen to Parkland activist Emma Gonzalez, 18, not Albright, Clinton or anyone else who has been complicit. (AP Photo/Andrew Harnik)

And so instead of listening to complicit politicians and others deeply embedded in a system of exploitation, disposability, austerity and a criminogenic culture, we need to listen to the voices of the striking teachers, the Parkland students, the women driving the #MeToo movement, the Black Lives Matter organizers and others willing to make resistance visible, collective and widespread.

The fight against American-style fascism cannot and will not be lead by establishment politicians and pundits parading as the new heroes of the resistance to Trump’s fascism.

Source:

http://theconversation.com/switching-sides-whitewashing-history-in-the-age-of-trump-95729

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EEUU: Betsy DeVos just got exposed for sabotaging the Education Department’s investigation into for-profit colleges

EEUU/ May 15, 2018/By: RACHEL LEAH, SALON/ Source: https://www.rawstory.com

The Education Department significantly scaled back a special team investigating abuses by for-profit colleges, the New York Times reported and Betsy DeVos, the education secretary, has hired several of the people who were formerly employed at the for-profit colleges under investigation. They now hold top positions in the education department, while “The unwinding of the team has effectively killed investigations into possibly fraudulent activities at several large for-profit colleges,” according to the Times.

The original investigative unit was created by the Barack Obama administration in 2016 to look into advertising, recruitment practices and job placement claims at several for-profit institutions, like DeVry Education Group. This was amid the collapse of the for-profit Corinthian Colleges. But student complaints echoed beyond the Corinthian institutions, and pointed to widespread fraud, predatory activities and gross misrepresentation of enrollment benefits, program offerings and job placements rates at for-profit colleges.

This team, which under President Obama included more than a dozen lawyers and investigators, has now been stripped down to three employees. “Their mission has been scaled back to focus on processing student loan forgiveness applications and looking at smaller compliance cases, said the current and former employees, including former members of the team, who spoke on the condition of anonymity because they feared retaliation from the department,” the Times reported.

Early last year, the investigation into DeVry was stopped and a few months later, DeVos hired former DeVry dean, Julian Schmoke, as the investigative team’s supervisor. Investigations into two other large for-profit colleges, Bridgepoint Education and Career Education Corporation, were also halted. And former employees of these institutions, Robert S. Eitel, Diane Auer Jones and Carlos G. Muñiz, were hired by DeVos.

A spokeswoman for the Education Department told the Times that “conducting investigations is but one way the investigations team contributes to the department’s broad effort to provide oversight.” She added that the new employees from the for-profit education industry had not influenced the investigative unit’s task.

Sen. Elizabeth Warren (D-Mass) pointed out that the marginalization of the investigative unit is just one of many of DeVos’ decisions to roll back Obama-era regulations that are meant to protect students from the for-profit college industry. “Secretary DeVos has filled the department with for-profit college hacks who only care about making sham schools rich and shutting down investigations into fraud,” Warren told the Times.

DeVry settled two lawsuits in 2016, one with the Federal Trade Commission for misleading students and one with the Education Department for fraudulent claims about graduation success rates. But the investigative unit continued to look into other claims made by the institution.

Other for-profit colleges like Bridgepoint, which was under investigation, has deep ties to the administration. Bridgepoint is a former client of Mercedes Schlapp, director of strategic communications at the White House. The consulting and lobbying firm, Cove Strategies, which she founded with her husband Matt Schlapp, worked with Bridgepoint and is still a Cove client. “Bridgepoint and other online institutions were persecuted by President Obama’s administration because they dared to bring innovation to the education market,” Matt Schlapp told the Times in an email. “I believe educational innovation and disruption are a fight worth having and it matches the President’s agenda of rolling back the excess of the Obama regulatory stranglehold.”

The Education Department spokeswoman told the Times that the department’s new mission is “focused on weeding out bad actors” across institutions of higher education, “not capriciously targeting schools based on their tax status.”

Source:

Betsy DeVos just got exposed for sabotaging the Education Department’s investigation into for-profit colleges

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Meet the 2018 Teacher of the Year Honored by Trump the White House Doesn’t Want You to Hear (Audio)

USA / May 13, 2018 / Democracy Now

When Mandy Manning received her 2018 Teacher of the Year award at the White House Wednesday, the press was barred from her speech, and President Trump did not mention who she teaches: immigrant and refugee children. While she was at the White House, Manning handed President Donald Trump a stack of letters from her refugee and immigrant students, while billionaire Education Secretary Betsy DeVos looked on. She also wore six politically themed buttons as she accepted her award from Trump, featuring artwork from the 2017 Women’s March, a rainbow flag and the slogan “Trans Equality Now!” Mandy Manning joins us from Spokane, Washington, where she is an English and math teacher at the Joel E. Ferris High School. She was named 2018 National Teacher of the Year by the Council of Chief School State Officers.

 

Transcript
This is a rush transcript. Copy may not be in its final form.

AMY GOODMAN: This is Democracy Now!, democracynow.org, The War and Peace Report, as we turn now to the 2018 Teacher of the Year. When Mandy Manning received her award at the White House on Wednesday, the press was barred from her speech, and President Trump did not mention who she teaches: immigrant and refugee children.

MANDY MANNING: Over the next year, I want students to know I am here for refugee and immigrant students, for the kids in the Gay Straight Alliance and for all the girls I’ve coached over the years, to send them the message that they are wanted, they are loved, they are enough, and they matter.

AMY GOODMAN: That’s 2018 Teacher of the Year Mandy Manning. While she was at the White House, Manning handed President Donald Trump a stack of letters from her refugee and immigrant students. Manning also wore six politically themed buttons as she accepted her award from President Trump, while billionaire Education Secretary Betsy DeVos looked on. Manning’s buttons featured artwork from the 2017 Women’s March, a rainbow flag and the slogan “Trans Equality Now!” This is President Trump presenting her her award.

PRESIDENT DONALD TRUMP: To Mandy and all of the amazing educators here today, your tireless dedication doesn’t just inspire your students, it inspires all of us. And I can tell you, it very much inspires me. We honor you and every citizen called to the noble vocation of teaching. Now it is my privilege to present Mandy with the National Teacher of the Year award.

AMY GOODMAN: For more, we’re joined by Mandy Manning, who has returned from Washington, D.C., to Washington state, to her home in Spokane. There, she teaches English and math to refugee and immigrant students at the Joel E. Ferris High School. She was named 2018 National Teacher of the Year by the Council of Chief School State Officers.

Welcome to Democracy Now!, Mandy, and congratulations.

MANDY MANNING: Thank you. Thanks very much.

AMY GOODMAN: So, can you talk about your message at the White House, what took place on Monday? You were with the secretary of labor, the secretary of education. You were with the president of the United States.

MANDY MANNING: Mm-hmm. So, it actually was on Wednesday afternoon. And the White House really did a good job of honoring us. We had a reception, and we had an opportunity to be on a panel with Secretary DeVos and Secretary of Labor Acosta. The four finalists sat there, and we got to speak about some very, very important issues facing education, like school safety and the opioid crisis. And, of course, I spoke about my students, my immigrant and refugee students at the Newcomer Center here. We had a reception, and then the presentation of the award was next. And I spoke to the audience and gave my remarks, and then we had a short intermission, which is where I had my opportunity to hand the letters to the president from my students. And I also asked him if he would be willing to come to Spokane and meet my students, my immigrant and refugee students, to see how amazing, dedicated, focused and what productive members of our community they are as future citizens of our United States.

AMY GOODMAN: The press was barred from recording your speech?

MANDY MANNING: I didn’t know that until after, after the ceremony, when I spoke with a reporter afterwards. That’s when I found out that my remarks were not witnessed by the press.

AMY GOODMAN: That they were prevented from being in the room. Well, I didn’t think it would be particularly subversive to play a clip of your speech at the White House, but apparently it is, so we’re going to play it from a recording made by a friend of yours on their cellphone. This is a clip.

MANDY MANNING: I am honored and humbled to be the vehicle through which my students may tell their stories. I am here for David, a future IT specialist who hopes to one day be able to attend university. I am here for Tamara, who is currently studying pre-med at Eastern Washington University. I am here for Safa and Tara, both future elementary school teachers. I am here for Safa—I mean, for Solomon and Gafishi, who believe that the United States is the place where they have found the center of their lives, where they can have dreams and hopes to be someone. You see, my students are immigrants and refugees brand new to our nation. I teach in the Newcomer Center at Ferris High School in Spokane, Washington. And all of the students who come through my classroom have three things in common: They are just learning English. They have escaped trauma to find new lives in our nation, and they are focused and determined to be productive citizens of our United States. And most importantly, they succeed.

AMY GOODMAN: The speech no one saw but those in the room, like, oh, the education secretary, DeVos, the labor secretary, Acosta. President Trump, I don’t believe was there at that point. But again, the press barred from being in the room and recording that speech. Mandy Manning, you were talking there about your students. Talk about the countries they come from, as you teach at the—what’s known as the Newcomer Center. President Trump did not mention, in his awarding you the Teacher of the Year award, that you teach refugee and immigrant students.

MANDY MANNING: Yes. So, I teach in the Newcomer Center, which is a specialized English-language development program for brand-new immigrant and refugee students. So these are the students who just came to the country, like one to three months prior to starting school here in the United States. And they also know very little English. So, my students come from all over the world. They come from Iraq, Afghanistan, several countries in Africa, such as Uganda, Sudan, Eritrea, Rwanda, Tanzania—all over. I have Syrian students. I also have current students from Burma-Myanmar. I’ve had students from Micronesia, Malaysia, Chuuk island in Micronesia, the Marshall Islands, students from El Salvador—all over.

AMY GOODMAN: And, Mandy, can you talk about the pins you wore as President Trump recognized you as the Teacher of the Year?

MANDY MANNING: Sure. So, I teach—I not only teach immigrant and refugee students, but I also have worked closely with the Gay Straight Alliance. I was a co-adviser before becoming the Washington state Teacher of the Year. And I also coach girls’ basketball. And on my girls’ basketball team, I have had a trans boy, who had to, you know, be on the girls’ basketball team. But these pins represent my students. And I wanted them to know 100 percent that as I stood there in this White House, that I am there for them. I am there to be the vehicle through which they can tell their stories, and I want to represent them. And so, that’s what my pins represented. And the one from the Women’s March is the one that represents the DREAMers and the DACA immigrants.

AMY GOODMAN: And you were also speaking—this past Wednesday is in the midst of the teacher walkouts and strikes around the country. Can you comment on these?

MANDY MANNING: Well, at the heart of every teacher is their students. And in many states and in many areas, we are underserving many of our students. And sometimes it takes that collective voice, where teachers come together, to ensure that they have the supplies that they need and the equipment and also the compensation to be the very best that they can be for their students. And so, sometimes we don’t have a choice. When we want what’s best for our students, we have to come together with that collective voice, because that’s when we can make change.

AMY GOODMAN: Do you endorse these strikes and walkouts, oh, from West Virginia to Oklahoma to Arizona?

MANDY MANNING: I believe that, yes, anything that we can do to ensure that our students have what they need, because that’s—you know, that’s what teachers want. We want what’s best for the students.

AMY GOODMAN: And, you know, the last time we saw a televised event that involved teachers and students at the White House was after the Valentine’s Day massacre in Parkland, the Marjory Stoneman Douglas High School, February 14th, where both students and staff, teachers, were gunned down. There, they told President Trump directly—some of them said—one, the husband of a teacher, said, “No, we don’t want teachers to be armed.” President Trump and Vice President Pence went to the NRA convention on Friday, right after giving you that award on Wednesday. There, people were not allowed to bring in guns to the NRA meeting, the National Rifle Association meeting. Your thoughts on guns in the schools?

MANDY MANNING: Well, of course, I can only speak for myself, but I will never and do not ever want to carry a gun in the classroom. The most important thing in my classroom is the relationships that I build. And I strongly feel that if we had guns in our schools, and particularly if I carried a gun, it would dramatically impact the feeling in my classroom and my ability to connect with my students. And I just—I think that it’s an idea that is a temporary Band-Aid to make people feel like that might be—make us feel more safe. But in reality, if we bring more guns into the school, I personally would feel less safe. Plus, you know, the relationships that we build and the connections in the community would be so deeply impacted. So, I would never, ever carry a gun in my classroom.

AMY GOODMAN: Did you get a chance to discuss this with Secretary of Education DeVos or Secretary of Labor Acosta—guns in the schools, the strikes, the walkouts?

MANDY MANNING: We did have an opportunity to speak about guns and school safety. But we really focused on the fact that in order to have safe schools, we need to have connected schools, which means students need to feel connected to their peers, they need to feel connected to their teachers, and they need to feel like their school represents them and is a safe place for them. And so that was the focus of our discussion, that the key to school safety is ensuring that teachers can do the things that they need, and have the latitude in their classrooms to meet the needs of the students within their individual classrooms—

AMY GOODMAN: Mandy—

MANDY MANNING: —and that schools need to be places—go ahead.

AMY GOODMAN: Go ahead. “And schools need to be places…”

MANDY MANNING: That meet the needs of the community within which they reside.

AMY GOODMAN: Could you end by sharing a letter from one of your students? You asked them to write letters to President Trump?

MANDY MANNING: Yes. And they wrote just beautiful letters. So I did—I chose one from a student, and I will leave his name off, but from a student from Iraq. So, he says, “Dear President Trump.” Oh, he put his name in here, so I’ll say it. “Dear President Trump, My name is Yusif, and I am from Iraq. In January 2017, you won the presidency. I should have arrived in the U.S.A.; however, because you signed the immigration ban, I had to wait until March. My mother was already here in Spokane, Washington, and I had not seen her in four years. When I graduate from college, I will be a DJ. And if you want to learn more about me and my mom’s story, you can watch our video on YouTube. Search ‘Maha Al’Majidi’ and click on the video called ‘Iraqi refugee reunites with her son.’ Sincerely, Yusif.”

So, the letters are just beautiful. And some are very supportive of the president. Most of them say “thank you” and how much they appreciate being here the United States. And, of course, some—I was just listening to the show, your show, a little bit earlier, and some do speak about his language about people from Africa and how that hurts, and it encourages other people to use that same kind of language. And it does not make for positive connections within our community. So, the students were great. They had great insights into our nation. And they were very respectful and kind.

AMY GOODMAN: Mandy Manning, when President Trump called country—called Africa, which he called a country, Africa, Haiti, other countries “s—hole countries”—I mean, you’re an English teacher. You teach refugees and immigrants. What did you tell your students that day?

MANDY MANNING: I told them that we love them, that we know their value and that we can see that this is a place for them to come to have hope and dreams and be someone, and that we want them here and that they are lovely, beautiful human beings who make the United States a richer, more beautiful country.

AMY GOODMAN: Mandy Manning, we want to thank you for being with us, English and math teacher who teaches refugee and immigrant students from everywhere, from Iraq to Syria to Burma, at the Joel E. Ferris High School in Spokane, Washington. She was just named the 2018 National Teacher of the Year by the Council of Chief School State Officers. Last Wednesday, President Trump presented her with the award during a ceremony at the White House. This is Democracy Now!Stay with us.

Source:

https://www.democracynow.org/2018/5/7/meet_the_teacher_who_staged_a

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¿Quién es la maestra premiada como docente del año que la Casa Blanca no quiere que conozcamos?

Estados Unidos / 13 de mayo de 2018 / Autor: Redacción / Fuente: Democracy Now

Mandy Manning recibió en Estados Unidos el premio 2018 a la Maestra del Año en un evento en la Casa Blanca, pero la prensa no pudo acceder a su discurso y el presidente Trump no mencionó con qué población trabaja como docente: niños y niñas inmigrantes y refugiados. Manning aprovechó su presencia en la Casa Blanca para entregar al presidente Donald Trump pilas de cartas de sus estudiantes refugiados e inmigrantes, ante la mirada atenta de la multimillonaria secretaria de Educación Betsy DeVos. Además, al acercarse a recibir el premio, lucía seis prendedores con consignas políticas que mostraban, por ejemplo, arte de la Marcha de Mujeres 2017, la bandera de la diversidad y la frase “¡Igualdad Trans Ya!”.

Para ampliar esta información, vea (en inglés) nuestra conversación con Mandy Manning que se comunica con nosotros desde Spokane, Washington, donde trabaja como docente de inglés y matemática en la secundaria Joel E. Ferris. Fue nombrada Maestra del Año 2018 a nivel nacional por el Consejo de Directivos de Escuelas Estatales (CCSSO por su sigla en inglés).

Fuente de la Noticia:

https://www.democracynow.org/es/2018/5/7/meet_the_teacher_who_staged_a

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Estados Unidos: Jóvenes demandan en ONU más inversiones en educación

Estados Unidos/12 de Mayo de 2018/Juventud Rebelde

El secretario general de la ONU, António Guterres, y su enviado para la Educación Global, Gordon Brown, recibirán hoy una petición firmada por 1,5 millones de jóvenes que demandan más inversiones en la enseñanza.

El texto será entregado por tres activistas de India, Kenia y Sierra Leona, y después del acto, Brown ofrecerá detalles sobre una nueva iniciativa de Naciones Unidas para financiar la educación global.

Este año, la ONU promueve varios eventos de alto nivel con el fin de ofrecer más espacios a las nuevas generaciones en la organización unilateral.

De acuerdo con el secretario general, los jóvenes son una prioridad para Naciones Unidas y -en ese sentido- es necesario que la organización multilateral sea más relevantes para ellos, dijo a inicios de abril en el foro ‘Invertir en la juventud para contrarrestar el terrorismo’.

Cada vez más, los grupos extremistas violentos se dirigen e invierten en ese sector de la población porque son conscientes de su potencial y de su fuerte deseo de cambio, advirtió en esa ocasión el diplomático portugués.

Por ello, Guterres abogó por ofrecerles mayores oportunidades de educación y empleo.

Casi la mitad de la población mundial (el 46 por ciento) tiene 24 años o menos, en tanto África y el Medio Oriente poseen las mayores proporciones de ese grupo etario, según datos de la ONU.

Esas estadísticas apuntan que más de 260 millones de niños y jóvenes en el mundo no asisten a la escuela, mientras 400 millones solo tienen educación primaria.

Si este problema no se aborda lo antes posibles, la crisis educativa podría dejar a millones de ellos fuera de la escuela o sin aprender las habilidades básicas para el año 2030, lo cual es contraproducente con metas de la Agenda de Desarrollo Sostenible.

Para enfrentar estas dificultades, la ONU aboga por crear el Fondo Financiero Internacional para la Educación, lo cual representaría la mayor inversión de la historia en ese sector.

Se espera que el mecanismo proporcione un flujo de financiación más asequible mediante el establecimiento de un consorcio de donantes y bancos multilaterales de desarrollo, que podrían ayudar a recaudar fondos adicionales y garantizar que se gasten de forma efectiva.

Fuente: http://www.juventudrebelde.cu/internacionales/2018-05-11/jovenes-demandan-en-onu-mas-inversiones-en-educacion

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“Adelante Maestros” el documental mexicano que habla sobre el normalismo rural busca apoyo

México/12 de Mayo de 2018/

Los cineastas austriacos Wolfgang Auer y Fernando Romero-Forsthuber, crearon el documental “Adelante Maestros”, en el cual muestran como es la vida de las Normales Rurales de México, y la finalidad con que fueron creadas.

Por medio de su página oficial de Facebook, buscan el apoyo de cualquier persona para poder llevar acabo este proyecto, para apoyarlo debes ingresar a https://www.kickstarter.com/projects/gaelfilm/adelante-maestros.

En la página de Kickstarter, lo creadores escriben lo siguiente:

Los Normalistas Rurales en México son jóvenes provenientes de familias pobres que estudian para convertirse en maestros de escuela en la tradición de pedagogos como Paulo Freyre, Maria Montessori o Celestine Freinet. Una vez que son maestros, implementan una educación de alta calidad, humanística, progresiva y de mente abierta para niños en las áreas más marginadas y rurales de México.

Pero el Estado corrupto y neoliberal mexicano encabeza una guerra en su contra. La reforma neoliberal de la educación, las campañas de difamación por parte del gobierno y las violentas represiones a las que son sujetos estudiantes y maestros, tienen un solo objetivo: evitar que los Normalistas Rurales inspiren a los niños a que adquieran una “consciencia crítica” y construyan una sociedad justa y libre.

En estos momentos de crisis, los normalistas rurales, junto con movimientos sociales, sindicatos docentes, organizaciones indigenas y activistas defensores de los derechos humanos conducen incandescentes luchas políticas y actos de resistencia para recuperar su derecho a una educación de calidad y para ponerle fin a la impunidad con la que actúa el estado mexicano.

“Adelante, Maestros” es un largometraje documental sobre las dificultades y luchas de los estudiantes normalistas, cuyo idealismo y esfuerzos por el bienestar de la sociedad mexicana enfrentan la hostilidad del estado y sus autoridades.

La recaudación de fondos estará disponible hasta el 1 de junio del año en curso, en la página fondeadora, puedes ver algunas recompensas que puedes obtener si ayudas a que este proyecto se lleve a cabo.

Fuente: http://michoacantrespuntocero.com/adelante-maestros-documental-habla-normalismo-rural-busca-apoyo/
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Los 30 libros de filosofía más importantes del año 1950 al 2000, según los filósofos contemporáneos

Estados Unidos/12 de Mayo de 2018/Periodismo

El sitio Open Culture publicó una lista de los libros de filosofía más relevantes de la segunda mitad del siglo XX. Los creadores de esta lista son el profesor Chen Bo, de la Universidad de Pekín, y la profesora Susan Haack de la Universidad de Miami, una de las apenas dos mujeres de la lista. Bo y Haack realizaron un sondeo con importantes profesores de filosofía, a pedido de una editorial china que buscaba traducir textos relevantes.

Muchos de los grandes filósofos del siglo XX escribieron sus obras importantes en la primera mitad del siglo (Heidegger, Sartre, Russell, Whitehead, las obras más relevantes de la fenomenología, etc.). Por otra parte, muchas de las obras significativas de la segunda mitad del siglo XX reflejan la tendencia de especialización que ha sobrevenido en la filosofía: obras que podrían ser clasificadas como de crítica literaria, sociología, teoría de género, autoayuda, etc. Dicho eso la lista, nos sirve como introducción a diversos autores que no son tan conocidos.

A continuación los 30 autores/obras de la lista:

  1. Ludwig Wittgenstein, Investigaciones filosóficas (Philosophical Investigations)
  2. W. V. Quine, Palabra y objeto (Word and Object)
  3. Peter F. Strawson, Individuos: ensayo de metafísica descriptiva(Individuals: An Essay in Descriptive Metaphysics)
  4. John Rawls, Teoría de la justicia (A Theory of Justice)
  5. Nelson Goodman, Hecho ficción y pronóstico (Fact, Fiction and Forecast)
  6. Saul Kripke, El nombrar y la necesidad (Naming and Necessity)
  7. G.E.MAnscombe, Intención (Intention)
  8. J. L. Austin, Cómo hacer cosas con palabras (How to do Things with Words)
  9. Thomas Kuhn, La estructura de las revoluciones científicas (The Structure of Scientific Revolutions)
  10. M. Dummett, La base lógica de la metafísica (The Logical Basis of Metaphysics)
  11. Hilary Putnam, Las mil caras del realismo (The Many Faces of Realism)
  12. Michel Foucault, Las palabras y las cosas: una arqueología de las ciencias humanas (The Order of Things: An Archaeology of the Human Sciences)
  13. Thomas Nagel, Una visión de ningún lugar (The View From Nowhere)
  14. Robert Nozick, Anarquía, Estado y utopía (Anarchy, State and Utopia)
  15. R. M. Hare, El lenguaje de la moral y Libertad y razón (The Language of Moralsand Freedom and Reason)
  16. John R. Searle, Intencionalidad y El redescubrimiento de la mente (Intentionalityand The Rediscovery of the Mind)
  17. Bernard Williams, La ética y los límites de la filosofía, Descartes: el proyecto de la investigación pura y Suerte moral: Documentos filosóficos 1973-1980 (Ethics and the Limits of Philosophy, Descartes: The Project of Pure Enquiryand Moral Luck: Philosophical Papers 1973-1980)
  18. Karl Popper, Conjeturas y refutaciones: el desarrollo del conocimiento científico (Conjecture and Refutations)
  19. Gilbert Ryle, El concepto de lo mental (The Concept of Mind)
  20. Donald Davidson, Ensayos sobre acciones y sucesos y De la verdad y de la interpretación: fundamentales contribuciones a la filosofía del lenguaje (Essays on Action and Eventand Inquiries into Truth and Interpretation)
  21. John McDowell, Mente y mundo (Mind and World)
  22. Daniel C. Dennett, La conciencia explicada y La actitud intencional (Consciousness Explained and The Intentional Stance)
  23. Jurgen Habermas, Teoría de la acción comunicativa y Entre hechos y normas (Theory of Communicative Actionand Between Facts and Norm)
  24. Jacques Derrida, La voz y el fenómeno y De la gramatología (Voice and Phenomenonand Of Grammatology)
  25. Paul Ricoeur, La metáfora viva y Libertad y naturaleza (Le Metaphore Vive and Freedom and Nature)
  26. Noam Chomsky, Estructuras sintácticas y Lingüística Cartesiana: un capítulo de la historia del pensamiento racionalista (Syntactic Structures and Cartesian Linguistics)
  27. Derek Parfitt, Razones y personas (Reasons and Persons)
  28. Susan Haack, Evidencia e investigación: hacia la reconstrucción en epistemología (Evidence and Inquiry)
  29. D. M. Armstrong, Una Teoría Materialista de la Mente y Una Teoría Combinatoria de la Posibilidad (Materialist Theory of the Mind and A Combinatorial Theory of Possibility)
  30. Herbert Hart, El concepto de derecho (The Concept of Law) y Pena y responsabilidad (Punishment and Responsibility)

Como la mayoría de los trabajos en la lista son de filosofía analítica, el profesor Chen le pidió a Habermas que recomendara algunos trabajos europeos adicionales, y obtuvo lo siguiente: “Axel Honneth, Kampf um Anerkennung (1992), Rainer Forst, Kontexte der Cerechtigkeit (1994) y Herbert Schnadelbach, Kommentor zu Hegels Rechtephilosophie (2001).

Fuente: https://www.periodismo.com/2018/05/11/los-30-libros-de-filosofia-mas-importantes-del-ano-1950-al-2000-segun-los-filosofos-contemporaneos/
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