Category Archives: Schools

A Muslim girl fights for her individuality


And we mean fight literally.

A wonderful documentary from Jayisha Patel of Australia’s SBS Dateline, a look at Fareeha, a remarkable young Indian women skilled in a very untraditional martial art struggling to make her way to the national championships.

It’s a story about a person from Hyderabad whose dream is to become a police officer so that she can protect young girls in a nation riven by religious and sexual violence.

Her struggle reveals tensions universal in modern life, created when cultural norms created in an era of slow travel and limited technology were evolved at a time when organized religion dominated all aspects of civic and familial life.

While the West dubs the struggle triggered by America’s armed imperialism Islamist, what has happened in the U.S. and Europe might be called a Christianist insurgence. While authoritarianism in the Mideast and North Africa is fueled by an authoritarian interpretation of the Koran and sayings attributed to the Prophet, while the authoritarianism of the West is inspired by an authoritarian interpretation of the Bible, relaying heavily on particularist selection of passages from practices proscribed by Torah and a vision of the imminent future taken from Revelation.

The cultural norms   struggles against are not so different than the gender-based laws many Republicans dream of enacting.

And when you look at how the Christianists really want to control women and their roles, is it really that different from what the Islamists want?

In that context, enjoy a remarkable, true story about a triumphal struggle.

From SBS Dateline:

India’s Wushu Warrior

Program notes:

What happens when cultural tradition clashes with a young person’s dream? Dateline meets a Muslim girl whose passion for martial arts is raising difficult questions for her family.

Chart of the day: EU second language learning


From Eurostat, a look at how many European second school students are studying languages other than their own [click on the image to enlarge]:

blog-lingo

More from the report:

French: second most popular after English

Learning a foreign language at school is very common in the European Union (EU), with more than 17 million lower secondary school pupils (or 98.6% of all pupils at this education level) studying at least one foreign language in 2015. Among them, more than 10 million (58.8%) were studying two foreign languages or more.

English was by far the most popular language at lower secondary level, studied by nearly 17 million pupils (97.3%). French (5 million or 33.8%) came second, followed by German (3 million or 23.1%) and Spanish (2 million or 13.6%).

These data are issued by Eurostat, the statistical office of the European Union. Currently there are 24 official languages recognised within the EU. In addition there are regional languages, minority languages, and languages spoken by migrant populations. It should also be noted that several EU Member States have more than one official language.

Luxembourg, Finland and Italy on top for learning several foreign languages

In 2015, all or nearly all lower secondary school pupils learnt at least two foreign languages in Luxembourg (100%), Finland (98.4%), Italy (95.8%), Estonia (95.4%) and Romania (95.2%). In contrast, fewer than 10% of pupils were studying two or more languages in Hungary (6.0%) and Austria (8.8%).

English, French and German: top 3 foreign languages studied in the EU

English is by far the main foreign language studied during lower secondary education in the vast majority of Member States. In particular, all pupils attend English classes in Denmark, Malta and Sweden.

French is one of the two main foreign languages studied by all pupils in Luxembourg and is also the top foreign language studied in Ireland (by 60.4% of pupils) and Belgium (52.8%). In addition, French is the second most popular foreign language studied at lower secondary level in nine Member States, with the highest shares of learners recorded in Cyprus (89.2%), Romania (83.6%), Portugal (66.6%), Italy (65.4%) and the Netherlands (55.6%).

Besides being studied by all pupils in Luxembourg, German ranks second in eight Member States, with the highest shares being registered in Denmark (73.6%), Poland (69.2%) and Slovakia (53.6%). Learning Spanish is notably popular in Sweden (43.7%) and France (39.0%), while Russian, the only commonly studied non-EU language, came second in the three Baltic States – Lithuania (66.2%), Estonia (63.6%) and Latvia (59.7%) – as well as in Bulgaria (16.9%).

Meanwhile, across the Atlantic. . .

Things are much more provincial here in the U.S., as the Pew Research Center noted in a 2015 report:

[T]he U.S. does not have a nationwide foreign-language mandate at any level of education. Many states allow individual school districts to set language requirements for high school graduation, and primary schools have very low rates of even offering foreign-language course work. Some foreign-language learning standards can be met by taking non-language classes. For example, California requires one course in either the arts or a foreign language (including American Sign Language) for all high school students. Oklahomans can opt to take two years of the same foreign language or “of computer technology approved for college admission requirements.” Conversely, New Jersey students must earn “at least five credits in world languages” or demonstrate proficiency in a language other than English before they can graduate high school.

Perhaps because of these varying standards, few Americans who claim to speak a non-English language say that they acquired those skills in school. Only 25% of American adults self-report speaking a language other than English, according to the 2006 General Social Survey. Of those who know a second language, 43% said they can speak that language “very well.” Within this subset of multilinguals who are well-versed in a non-English language, 89% acquired these skills in the childhood home, compared with 7% citing school as their main setting for language acquisition.

It reminds us of an old joke we heard back in college some 44 years ago:

Q: What do you call someone who speaks three languages?

A. Trilingual.

Q. What do you call someone who speaks two languages?

A. Bilingual.

Q. What do you call a person who speak one language, and that badly?

A. An American.

School shootings link to high unemployment rates


Two charts from the report [open access] featuring [top] the monthly number of shooting events categorized based on number of fatalities [green 0–1, orange 2–5 and red >5] and [below], national unemployment rate peaks [black line] and how they qualitatively align with periods of elevated rates of school shootings [blue bars].

Two charts from the report [open access] featuring [top] the monthly number of shooting events categorized based on number of fatalities [green 0–1, orange 2–5 and red >5] and [below], national unemployment rate peaks [black line] and how they qualitatively align with periods of elevated rates of school shootings [blue bars].

While there are other facts at work in individual cases, ranging from psychopathology and poor home relationships to immediate provocations, could high jobless rates play a key role in America’s school shootings?

That’s the conclusion of a just-published major study from Northwestern University:

A rigorous Northwestern University study of a quarter-century of data has found that economic insecurity is related to the rate of gun violence at K-12 and postsecondary schools in the United States. When it becomes more difficult for people coming out of school to find jobs, the rate of gun violence at schools increases.

The interdisciplinary study by data scientists Adam R. Pah and Luís Amaral and sociologist John L. Hagan reveals a persistent connection over time between unemployment and the occurrence of school shootings in the country as a whole, across various regions of the country and within affected cities, including Chicago and New York City.

“The link between education and work is central to our expectations about economic opportunity and upward mobility in America,” said Hagan, the John D. and Catherine T. MacArthur Professor of Sociology in the Weinberg College of Arts and Sciences. “Our study indicates that increases in gun violence in our schools can result from disappointment and despair during periods of increased unemployment, when getting an education does not necessarily lead to finding work.”

Frequent school shootings have been a major concern in American society for decades, but the causes have defied understanding. The Northwestern researchers used data from 1990 to 2013 on both gun violence in U.S. schools and economic metrics, including unemployment, to get some answers.

“Our findings highlight the importance of economic opportunity for the next generation and suggest there are proactive actions we could take as a society to help decrease the frequency of gun violence,” said Pah, clinical assistant professor of management and organizations at the Kellogg School of Management.

Other key findings include:

  • While Chicago is singled out in the study as one of the six cities with the most incidents from 1990 to 2013, Chicago schools are not any more dangerous than schools in other large cities.
  • Gun violence at schools has not become more deadly over time.
  • Most shootings are targeted, with the shooter intending to harm a specific person.
  • Gang-related violence and lone mass shooters comprise only small fractions of the gun violence that occurs at U.S. schools. Gang-related violence constitutes 6.6% of all incidents.
  • The results suggest that during periods of heightened unemployment, increased gun violence may be a growing risk in American college and university settings.

The study, Economic Insecurity and the Rise in Gun Violence at US Schools, [open access] was published Monday by the journal Nature Human Behaviour.

The research team also found the rate of gun violence at schools has changed over time. The most recent period studied (2007-2013) has a higher frequency of incidents than the preceding one (1994-2007), contradicting previous work in this area. This is a unique contribution made possible because of the researchers’ backgrounds in data science and modeling.

Continue reading

California teacher banned for Black Lives Matter pin


And in California, too — albeit in the conservative Central Valley.

Pathetic.

From teleSUR English:

A California high school substitute teacher was banned from the Clovis Unified School District after wearing a Black Lives Matter pin to class last month, local media reported Saturday.

“They said it was a violation of their policy of being neutral regarding political issues, but I don’t consider it a political statement. It is a moral statement,” David Roberts told local newspaper the Fresno Bee. “I was very surprised because I didn’t think it was a violation of anything.”

After working as a substitute teacher for the district for more than 15 years, Robert has now been banned from working in any of the district’s schools according to an incident report issued last month and seen by the newspaper.

The report claims that Roberts was wearing a “political” button which offended some of the students while also accusing the substitute teacher of not following the lesson plan, which he denied.

“A pin that reads ‘Black Lives Matter’ is not a political button. It is a peaceful request to end this violence,” Roberts said asserting that his firing from the district was solely related to the button.

Israeli shapes a U.S. law enabling campus purges


How would Americans like it if, say, North Korea dictated a law barring criticism of that country on U.S. campuses.

We imagine lots of folks would get righteously upset.

But an Israeli propagandist and former Deputy Prime Minister has done just that.

From the Intercept:

After Donald Trump’s election emboldened white supremacists and inspired a wave of anti-Semitic hate incidents across the country, the Senate on Thursday took action by passing a bill aimed at limiting the free-speech rights of college students who express support for Palestinians.

By unanimous consent, the Senate quietly passed the so-called Anti-Semitism Awareness Act, only two days after it was introduced by Sens. Bob Casey, D-Pa., and Tim Scott, R-S.C.

A draft of the bill obtained by The Intercept encourages the Department of Education to use the State Department’s broad, widely criticized definition of anti-Semitism when investigating schools. That definition, from a 2010 memo, includes as examples of anti-Semitism “delegitimizing” Israel, “demonizing” Israel, “applying double standards” to Israel, and “focusing on Israel only for peace or human rights investigations.”

Critics have pointed out that those are political — not racist — positions, shared by a significant number of Jews, and qualify as protected speech under the First Amendment of the Constitution.

According to the draft, the bill does not adopt the definition as a formal legal standard, it only directs the State Department to “take into consideration” the definition when investigating schools for anti-Semitic discrimination under Title VI of the Civil Rights Act.

Now why do we say that the law is the creation of an Israeli propagandist?

That’s because those key words — demonizing, delegitimizing, demonizing — are the formula created by Israeli political propagandist, Natan Sharansky, a former Israeli Deputy Prime Minister and Minister for Jerusalem and Diaspora Affairs and a good friend of Sheldon Adelson, the zealous Ziocon and Las Vegas casino magnate, and newspaper publisher who poured $25 million into a Trump-supporting PAC and sits on Trump’s inauguration committee.

Sharanksy,’s formulation is a brilliant semantic coup, employing words of such vagueness that they can be applied to virtually any critic of Israeli policies.

We know that, because they have been applied to us, repeatedly, first when reporting on the actions of a campaign launched against the Berkeley Daily Planet, a paper that came under fire from a motley crew of militant Ziocons angry because the paper published letters critical of Israeli government policies toward its Palestinian population.

Hillary Clinton lead the way

Attesting to the brilliance of Sharansky’s word-spinning is the fact that it was adopted as the adoption of that very definition of antisemitism by the State Department under Hillary Clinton.

Surely it’s legitimate to criticize the actions of a government which clearly applies double standards by seizing land and homes of non-Jewish citizens while not taking the same actions toward the property of its Jewish citizens.

Similarly, one could question’s Israel’s legitimacy, given that the state was created as the result of an accord between by the British and French governments without the consent of those who lived their, the majority of them not Jewish.

As for demonizing, what word could be more vague?

Trump-inspired hate floods the nation’s classrooms


Not only are incidents of overt racism and hatred on the rise in the nation’s schools, fear is leading teachers not to talk about it.

From the Southern Poverty Law Center:

In the first days after the 2016 presidential election, the Southern Poverty Law Center’s Teaching Tolerance project administered an online survey to K–12 educators from across the country. Over 10,000 teachers, counselors, administrators and others who work in schools have responded. The survey data indicate that the results of the election are having a profoundly negative impact on schools and students. Ninety percent of educators report that school climate has been negatively affected, and most of them believe it will have a long-lasting impact. A full 80 percent describe heightened anxiety and concern on the part of students worried about the impact of the election on themselves and their families.

Also on the upswing: verbal harassment, the use of slurs and derogatory language, and disturbing incidents involving swastikas, Nazi salutes and Confederate flags.

Teaching Tolerance conducted a previous survey in March, when we asked teachers how the primary campaign season was affecting our nation’s students. The 2,000 educators who responded reported that the primary season was producing anxiety among vulnerable students and emboldening others to new expressions of politicized bullying. Teachers overwhelming named the source of both the anxiety and the behavior as Donald Trump, then a leading contender for the Republican nomination.

Since Trump was elected, media have been awash in reports of hate incidents around the nation, including at schools. Some detractors have characterized the reports as isolated, exaggerated or even as hoaxes. This survey, which was distributed by several organizations (see About the Survey for a complete list), via email and social media, offers the richest source of information about the immediate impact of the election on our country. The findings show that teachers, principals and district leaders will have an oversized job this year as they work to heal the rifts within school communities.

The survey asked respondents a mix of easily quantifiable questions and also offered them a chance to describe what was happening in open-ended questions. There are over 25,000 responses, in the form of comments and stories, to the open-ended questions. It will take time to fully analyze and report on those comments. This report provides a high-level summary of the findings.

Here are the highlights:

  • Nine out of 10 educators who responded have seen a negative impact on students’ mood and behavior following the election; most of them worry about the continuing impact for the remainder of the school year.
  • Eight in 10 report heightened anxiety on the part of marginalized students, including immigrants, Muslims, African Americans and LGBT students.
  • Four in 10 have heard derogatory language directed at students of color, Muslims, immigrants and people based on gender or sexual orientation.
  • Half said that students were targeting each other based on which candidate they’d supported.
  • Although two-thirds report that administrators have been “responsive,” four out of 10 don’t think their schools have action plans to respond to incidents of hate and bias.
  • Over 2,500 educators described specific incidents of bigotry and harassment that can be directly traced to election rhetoric. These incidents include graffiti (including swastikas), assaults on students and teachers, property damage, fights and threats of violence.
  • Because of the heightened emotion, half are hesitant to discuss the election in class. Some principals have told teachers to refrain from discussing or addressing the election in any way.

Read the rest.

John Oliver tackles school resegregation in the U.S.


Racism is at the heart of the neoliberal agenda, whether it’s cutting taxes, fighting public healthcare and social security, privatizing prisons, deregulating the finance industry, or weakening environmental protections.

But nowhere is the racism more evident than in the simultaneous defunding of public schools and the rise of corporate charter school industry.

Public schools run by public employees and directly answerable to the communities they served were once the bulwark of the American educaitonal system [and, yes, they were flawed.

The movement towards privately owned schools was spurred by Brown v. Board of Education, the landmark Supreme Court ruling barring racial segregation of public schools.

White flight followed, and has only intensified over the years, and that resegregation is the focus of the latest episode of the latest episode of Last Week Tonight, John Oliver’s weekly series for HBO.

From Last Week Tonight:

School Segregation: Last Week Tonight with John Oliver

Program notes:

Public schools are increasingly divided by race and class. John Oliver discusses the troubling trend towards school resegregation.