Comments on: Triumphant Managerialism, And The Strategy Of Intellectual Non-Engagement And Avoidance http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance Fri, 10 Feb 2012 02:46:25 +0000 hourly 1 http://wordpress.org/?v= By: Edwize » IF THE LEADERSHIP OF NEW YORK CITY’S DEPARTMENT OF EDUCATION WERE CAPABLE OF SHAME… http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3837 Edwize » IF THE LEADERSHIP OF NEW YORK CITY’S DEPARTMENT OF EDUCATION WERE CAPABLE OF SHAME… Thu, 05 Jan 2006 19:33:46 +0000 http://edwize.org/?p=216#comment-3837 [...] Filed under: General — Leo Casey @ 2:32 pm Then the recent New York Times commentary on the outrageous situation at the elite Brooklyn Technical High School, A Bully on the Wrong Side of the Principal’s Desk, would lead to a collective hanging of heads and averting of eyes in the old haunt of Boss Tweed on Chambers Street.   How else could an educational leader of integrity respond to the Times’ revelations? To the knowledge that, having been given a pre-publication copy of this New York Teacher exposé of the pattern of egregious misconduct by Tech’s Principal and Assistant Principal of English, and an opportunity to correct the situation without publication, Tweed did nothing. And worse, that it then permitted the Principal and Assistant Principal to mount unsatisfactory ratings against the teachers who had gone on the record regarding the damage being done to Brooklyn Tech and its students?   This is Tweed’s triumphant managerialism stripped of its ideological pretense, defending the actions of supervisors without regard for the most elementary standards of stewardship for the education of New York City’s youth.   There is little question but that the most transparent of ‘double standards’ is being employed here. Could one imagine a situation in which a teacher conducted a class the way the Assistant Principal of English did, teaching the notorious Amiri Baraka ‘Somebody Blew Up America’ poem, with its anti-Semitic conspiracy theory of September 11 and its claims that Jews were forewarned of the attacks on the World Trade Center, and still remain in the classroom, much less without an official reprimand?   And what but a ‘double standard’ can explain how a 15 year veteran educator could be hounded from Brooklyn Tech for assigning a supposedly pornographic novel [Russell Banks’ Continental Drift, a work that was a Pulitzer prize finalist] while Assistant Principal of English taught Nuruddin Farah’s Secrets, which opens with scenes of group masturbation and sexual intercourse with a cow? Secrets appeared on Tech’s summer reading list, under the name of Tech principal, at the very same time he was pursuing disciplinary action against the teacher who had assigned Continental Drift. Scholars of contemporary literature would agree that both Banks and Farah are skilled authors and practitioners of the writing craft, widely respected in the field and worthy of study by young people of an appropriate age and maturity. But the record of grievances and professional conciliations on the Principal’s efforts to discipline the teacher who assigned Continental Drift indicate that the DOE officials knew so little about the literature in question that they kept misidentifying the author and the title of the book. It seems that all they know is how to provide unquestioning support to the principal.   For a number of years now, the New York Times and the New York Daily News have published articles chronicling the misconduct of Brooklyn Tech’s administration. They have told the story of how the Brooklyn Tech administration has consistently put the interests of Tech students last, as they closed down award winning Shakespearean programs, and kept students from participating in robotics, chess and state and national debating competitions – all programs which were run by teacher critics of the Tech administration. In January 2003 [$] and again in January 2004 [$], the Times published extended articles on the exodus of accomplished teachers from Brooklyn Tech that had taken place in response to an administrative campaign of vindictiveness, noting how the departing teachers had been received as the excellent educators they were by their colleagues and supervisors in their new schools.   It is hard to believe that Deputy Chancellor for Teaching and Learning Carmen Fariña was unaware of this published record, or of the fact that three of the four Tech teachers targeted for ‘U’ ratings in 2005 had gone on the record criticizing the Principal in the New York Teacher article. [‘U’ ratings are so rare in Tech that in 2004, not a single teacher received one.] Yet in the October 23 Daily News article, Brooklyn Tech’s Crass Warfare, Fariña is quoted as saying that the complaints of teachers, parents and students at Brooklyn Tech are an "union ploy to pick on a particular principal who exercises his right" to give teachers unsatisfactory ratings. "He does what he feels like he needs to do,” she told the News, “to make the teachers the best possible."   Such a statement makes one want to cry out “Shame!” But an invocation of ‘shame’ would make sense only if the top leadership at Tweed had not long since surrendered its capacity for that emotion. [...] [...] Filed under: General — Leo Casey @ 2:32 pm Then the recent New York Times commentary on the outrageous situation at the elite Brooklyn Technical High School, A Bully on the Wrong Side of the Principal’s Desk, would lead to a collective hanging of heads and averting of eyes in the old haunt of Boss Tweed on Chambers Street.   How else could an educational leader of integrity respond to the Times’ revelations? To the knowledge that, having been given a pre-publication copy of this New York Teacher exposé of the pattern of egregious misconduct by Tech’s Principal and Assistant Principal of English, and an opportunity to correct the situation without publication, Tweed did nothing. And worse, that it then permitted the Principal and Assistant Principal to mount unsatisfactory ratings against the teachers who had gone on the record regarding the damage being done to Brooklyn Tech and its students?   This is Tweed’s triumphant managerialism stripped of its ideological pretense, defending the actions of supervisors without regard for the most elementary standards of stewardship for the education of New York City’s youth.   There is little question but that the most transparent of ‘double standards’ is being employed here. Could one imagine a situation in which a teacher conducted a class the way the Assistant Principal of English did, teaching the notorious Amiri Baraka ‘Somebody Blew Up America’ poem, with its anti-Semitic conspiracy theory of September 11 and its claims that Jews were forewarned of the attacks on the World Trade Center, and still remain in the classroom, much less without an official reprimand?   And what but a ‘double standard’ can explain how a 15 year veteran educator could be hounded from Brooklyn Tech for assigning a supposedly pornographic novel [Russell Banks’ Continental Drift, a work that was a Pulitzer prize finalist] while Assistant Principal of English taught Nuruddin Farah’s Secrets, which opens with scenes of group masturbation and sexual intercourse with a cow? Secrets appeared on Tech’s summer reading list, under the name of Tech principal, at the very same time he was pursuing disciplinary action against the teacher who had assigned Continental Drift. Scholars of contemporary literature would agree that both Banks and Farah are skilled authors and practitioners of the writing craft, widely respected in the field and worthy of study by young people of an appropriate age and maturity. But the record of grievances and professional conciliations on the Principal’s efforts to discipline the teacher who assigned Continental Drift indicate that the DOE officials knew so little about the literature in question that they kept misidentifying the author and the title of the book. It seems that all they know is how to provide unquestioning support to the principal.   For a number of years now, the New York Times and the New York Daily News have published articles chronicling the misconduct of Brooklyn Tech’s administration. They have told the story of how the Brooklyn Tech administration has consistently put the interests of Tech students last, as they closed down award winning Shakespearean programs, and kept students from participating in robotics, chess and state and national debating competitions – all programs which were run by teacher critics of the Tech administration. In January 2003 [$] and again in January 2004 [$], the Times published extended articles on the exodus of accomplished teachers from Brooklyn Tech that had taken place in response to an administrative campaign of vindictiveness, noting how the departing teachers had been received as the excellent educators they were by their colleagues and supervisors in their new schools.   It is hard to believe that Deputy Chancellor for Teaching and Learning Carmen Fariña was unaware of this published record, or of the fact that three of the four Tech teachers targeted for ‘U’ ratings in 2005 had gone on the record criticizing the Principal in the New York Teacher article. [‘U’ ratings are so rare in Tech that in 2004, not a single teacher received one.] Yet in the October 23 Daily News article, Brooklyn Tech’s Crass Warfare, Fariña is quoted as saying that the complaints of teachers, parents and students at Brooklyn Tech are an "union ploy to pick on a particular principal who exercises his right" to give teachers unsatisfactory ratings. "He does what he feels like he needs to do,” she told the News, “to make the teachers the best possible."   Such a statement makes one want to cry out “Shame!” But an invocation of ‘shame’ would make sense only if the top leadership at Tweed had not long since surrendered its capacity for that emotion. [...]

]]> By: firebrand http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3759 firebrand Wed, 28 Dec 2005 18:44:09 +0000 http://edwize.org/?p=216#comment-3759 Redhog. Give em time. They will start as soon as the new assignments are required of us. When does that happen Feb. 1st or so? Bet you see/hear of plenty of letters then. The principals didn't even know what to do with themselves until recently. They were meeting every week to figure out how to implement the new assignments. They had no idea whether to scatch their watches or wind their butts. They've only just got on the same page. The letters will come. Plenty of them. Redhog. Give em time. They will start as soon as the new assignments are required of us. When does that happen Feb. 1st or so? Bet you see/hear of plenty of letters then.

The principals didn’t even know what to do with themselves until recently. They were meeting every week to figure out how to implement the new assignments. They had no idea whether to scatch their watches or wind their butts. They’ve only just got on the same page.

The letters will come. Plenty of them.

]]> By: Persam1197 http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3740 Persam1197 Wed, 28 Dec 2005 14:21:54 +0000 http://edwize.org/?p=216#comment-3740 Redhog, I agree with you to a point. My chapter leader is amazed at the increase in letters in the file as well as disciplinary meetings with individual staff at my school. At our UFT meeting, we were discussing the change in tone by the administration. They're not ogres, however, the feeling is that the DOE wants to see more U-ratings system-wide (I think we're at 1% at present). This is coming from the Region at the very least. It is difficult for our chapter to make the contract work for us since there are disagreements on the language between our district rep and the Region. There's a lot of ambiguity and lack of foresight in this new contract. As a former chapter leader myself, I don't envy the work my chapter leader is facing. Another factor to the success of your school may be that your school may have more seasoned personnel. These new smaller schools are usually staffed with a disappropriate number of newbies that have to be "educated" with regards to the history of the union. Redhog, I agree with you to a point. My chapter leader is amazed at the increase in letters in the file as well as disciplinary meetings with individual staff at my school. At our UFT meeting, we were discussing the change in tone by the administration. They’re not ogres, however, the feeling is that the DOE wants to see more U-ratings system-wide (I think we’re at 1% at present). This is coming from the Region at the very least. It is difficult for our chapter to make the contract work for us since there are disagreements on the language between our district rep and the Region. There’s a lot of ambiguity and lack of foresight in this new contract. As a former chapter leader myself, I don’t envy the work my chapter leader is facing.

Another factor to the success of your school may be that your school may have more seasoned personnel. These new smaller schools are usually staffed with a disappropriate number of newbies that have to be “educated” with regards to the history of the union.

]]> By: redhog http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3710 redhog Tue, 27 Dec 2005 11:01:14 +0000 http://edwize.org/?p=216#comment-3710 Since the new contract, there has not been even one disciplinary letter-in-file in my rather large school. It is not because my principal is a saint or that teachers are martyrs. It is because we know how to make the Contract work for us and it does indeed perform superbly when wielded as the weapon and healing tool that it is. Since the new contract, there has not been even one disciplinary letter-in-file in my rather large school. It is not because my principal is a saint or that teachers are martyrs. It is because we know how to make the Contract work for us and it does indeed perform superbly when wielded as the weapon and healing tool that it is.

]]> By: Persam1197 http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3709 Persam1197 Tue, 27 Dec 2005 00:12:03 +0000 http://edwize.org/?p=216#comment-3709 I would like to see more classroom teachers posting as well. I've encouraged my colleagues in my school to check Edwize out. There's a lot of potential here for us in this medium. There's a lot of venting done here, but I do see some constructive responses as well. When it's time to vote again for the UFT officers, it will be intriguing to hear what our brethren across the city think. I agree with Chaz that more attention needs to be made to our work in the classroom. The contract was a complete disaster as my chapter leader is overwhelmed with marked increases in letters to the file and disciplinary actions. One of my colleagues is getting a reprimand for excessive absences despite having medical excuses for back ailments from a car accident. Perhaps there should be a separate category for postings relevant to the classroom for teachers (and I mean teachers only) to discuss and another section for the extra stuff that's interesting but not germaine to the craft. I would like to see more classroom teachers posting as well. I’ve encouraged my colleagues in my school to check Edwize out. There’s a lot of potential here for us in this medium. There’s a lot of venting done here, but I do see some constructive responses as well. When it’s time to vote again for the UFT officers, it will be intriguing to hear what our brethren across the city think.

I agree with Chaz that more attention needs to be made to our work in the classroom. The contract was a complete disaster as my chapter leader is overwhelmed with marked increases in letters to the file and disciplinary actions. One of my colleagues is getting a reprimand for excessive absences despite having medical excuses for back ailments from a car accident.

Perhaps there should be a separate category for postings relevant to the classroom for teachers (and I mean teachers only) to discuss and another section for the extra stuff that’s interesting but not germaine to the craft.

]]> By: Chaz http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3656 Chaz Thu, 22 Dec 2005 21:57:30 +0000 http://edwize.org/?p=216#comment-3656 redhog; I am well aware that you are a classroom teacher, one of the very few who are allowed to post articles. However, almost all the givebacks Randi gave up occur in the classroom while the non-classroom teacher reaped the benefits of the raise. Why shouldn't I be resentful? Randi & her stooges are not subject to the corporal punishment/sexual harrassment issues, the micromanaging, the ungrievable letter in the file, the 22 month freeze of per session pay, and the stealth sixth period. I am certainly thrilled to see Leo Casey publishing articles about Darfur and the wacked headline of this thread which have nothing to do with classroom teaching. I guess I just can't understand why our union is not fighting for our rights in the classroom! Finally, redhog I can only finsh this comment with the statement "we agree to disagree" redhog;

I am well aware that you are a classroom teacher, one of the very few who are allowed to post articles. However, almost all the givebacks Randi gave up occur in the classroom while the non-classroom teacher reaped the benefits of the raise. Why shouldn’t I be resentful? Randi & her stooges are not subject to the corporal punishment/sexual harrassment issues, the micromanaging, the ungrievable letter in the file, the 22 month freeze of per session pay, and the stealth sixth period.

I am certainly thrilled to see Leo Casey publishing articles about Darfur and the wacked headline of this thread which have nothing to do with classroom teaching. I guess I just can’t understand why our union is not fighting for our rights in the classroom!

Finally, redhog I can only finsh this comment with the statement “we agree to disagree”

]]> By: redhog http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3645 redhog Thu, 22 Dec 2005 08:56:02 +0000 http://edwize.org/?p=216#comment-3645 Chaz: I am not the center of even my own universe, so I don't expect to be the center of your reference, but I comment on Edwize a lot, and have been a middle-school classroom teacher, sans plums or fluff jobs,for 34 years, and I support Randi. Chaz: I am not the center of even my own universe, so I don’t expect to be the center of your reference, but I comment on Edwize a lot, and have been a middle-school classroom teacher, sans plums or fluff jobs,for 34 years, and I support Randi.

]]> By: Chaz http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3642 Chaz Thu, 22 Dec 2005 03:20:33 +0000 http://edwize.org/?p=216#comment-3642 redhog; Maybe I'm missing something but I have not seen articles from the many (any?) of the classroom teachers that comment on Edwiz. In fact almost all the posts are from non-classroom teachers who seem more interested in presenting their own agenda than what is of interest in the NYC classroom. As for seeking to besmirch the Union...The inferior, anti-classroom teacher contract that the Union negotiated speaks for itself. redhog;

Maybe I’m missing something but I have not seen articles from the many (any?) of the classroom teachers that comment on Edwiz.
In fact almost all the posts are from non-classroom teachers who seem more interested in presenting their own agenda than what is of interest in the NYC classroom.

As for seeking to besmirch the Union…The inferior, anti-classroom teacher contract that the Union negotiated speaks for itself.

]]> By: redhog http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3626 redhog Wed, 21 Dec 2005 04:21:30 +0000 http://edwize.org/?p=216#comment-3626 Chaz: How can a thoughtful person, as I concede you are, despite our differences, claim that Edwize is not open to all opinions? There are some vehement comments, occasionally quite unconscionable, posted here. In your travels and surfing, have you found a single other comparable outlet for democratic expression of any public or private organization's members? Name one! The suppression of bad taste is not a moral necessity and one cannot legislate civility. But do not soil yourself by seeking to besmirch this Union, especially its leadership. Doing so is beneath contempt and beyond the pale. Chaz: How can a thoughtful person, as I concede you are, despite our differences, claim that Edwize is not open to all opinions? There are some vehement comments, occasionally quite unconscionable, posted here. In your travels and surfing, have you found a single other comparable outlet for democratic expression of any public or private organization’s members? Name one!
The suppression of bad taste is not a moral necessity and one cannot legislate civility. But do not soil yourself by seeking to besmirch this Union, especially its leadership. Doing so is beneath contempt and beyond the pale.

]]> By: Chaz http://www.edwize.org/triumphant-managerialism-and-the-strategy-of-intellectual-non-engagement-and-avoidance/comment-page-1#comment-3623 Chaz Tue, 20 Dec 2005 23:22:15 +0000 http://edwize.org/?p=216#comment-3623 redhog: Please don't insult me. Even a stopped clock is right twice a day. Further, Edwiz should be open to all opinions even if we don't agree with them. That is what makes us the "brightest".....Except for voting yes on the last contract. redhog:

Please don’t insult me. Even a stopped clock is right twice a day. Further, Edwiz should be open to all opinions even if we don’t agree with them. That is what makes us the “brightest”…..Except for voting yes on the last contract.

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