Struggling within the struggle.

I am a great admirer of the writings of Maxine Green, Professor Emerita at Teachers College, Columbia University.

So when I was sent a request to put my name on a statement that was created as part of Social Imagination Projects, a project initiated by individuals who have also been inspired by Maxine Greene, I was interested.

The statement is a critique of the today’s standards and accountability-based “education reforms” that embrace corporate ideologies and advance privatization while undermining public education.

I received a response from a grad student who was working on the project. I have no interest in embarrassing anyone, so no names. But he suggested that although he didn’t want to reiterate the distinction between academics and K-12 school teachers, he thought it would be better for me to sign a different statement along with other K-12 teachers and not one signed by education scholars.

This didn’t sound like it was in the spirit of Maxine Greene.

I suggested that if they didn’t want to reiterate the distinction between academics and K-12 teachers, the best way would be simply not to reiterate it.

I also jokingly suggested that since hundreds of thousands of people read my writing, I could see why I wouldn’t be considered a scholar. I sometimes find that academics only consider something successful when the least possible people read it.

I added that he could use my name in any way they felt best.

We are education scholars who support worldwide democratic efforts that demand economic and social justice.

Access to decent education depends upon economic and social justice, and is a fundamental human right that the federal and state courts have recognized as essential to the maintenance and flourishing of a democratic society. Therefore, we oppose the current institutional structure which, instead of taxing the wealthy, diverts millions of dollars from education and denies meaningful educational opportunities, especially, to millions of low income and minority students.

Equally, we oppose today’s “educational reforms” that embrace corporate ideologies and advance privatization while undermining public education. Especially, we oppose NCLB’s test-driven education that truncates, rather than expands, the possibilities of teaching and learning.

We extend our support to a vision of building an education system that works for the children, the society, and the future. We thus declare our solidarity with any movement that exercises the right of all citizens of a democratic society to demand economic and social justice.

If you’re an education scholar and would like to add your name to this statement, please send us a message by clicking here.

1. Maxine Green, Professor Emerita, Teachers College, Columbia University

2. Janet L. Miller, Professor, Teachers College, Columbia University

3. Bill Ayers, University of Illinois at Chicago (retired)

4. Robbie McClintock, Professor Emeritus, Teachers College, Columbia University

5. Michael A. Rebell, Professor, Teachers College, Columbia University / Executive Director, Campaign for Educational Equity

6. Kevin Kumashiro, Professor, University of Illinois at Chicago

7. Nel Noddings, Lee Jacks Professor of Education Emerita, Stanford University

8. Debbie Sonu, Hunter College, City University of New York

9. Victoria F. Trinder, University of Illinois at Chicago

10. Brian Schultz, Northeastern Illinois University

11. Kaoru Miyazawa, Gettysburg College

12. Seungho Moon, Oklahoma State University

13. Robert Lake, Georgia Southern University

14. Fred Klonsky, Carpenter Elementary School (Fred Klonsky Blog)

15. Rick Ayers, University of San Francisco

16. Elisabeth Johnson, College of Staten Island, City University of New York

17. James J. Shields, Emeritus Professor and Director, The Japan Initiative, The City College, City University of New York

18. Randall Everett Alls