THE ORIGINS AND THEORY BEHIND SOCIAL JUSTICE EDUCATION AND
WHICH SCHOOLS EMPLOY IT AND WHO PAYS FOR IT
(The Relationship with the Unions, Agenda 21 and Sustainable Studies)
by D. Finkle
“As your goal to receive a minor in Social Justice Education, you must choose three electives from the approved list (see Attached). To qualify as a Social Justice Elective, a course must fulfill at least two of the following learning goals:
- Critically engage histories and geographies of domination;
- Critically engage particular population’s experiences of oppression;
- Explore theories of justice in relation to reduction of social inequalities; Examine policy alternatives that foster collective action or redistributive effects.”(Rutgers)1
Welcome to the wonderful world of the lefts’ interpretation of Social Justice Education. In the first report you came to understand where social justice came from and how the left hijacked it in the 20th century. In this second report, we examine the hand of the Unions and the relationship to Agenda 21.
Key words: Affirmative Action, Diversity, Eco-Justice, Critical Theory, Redistribution, Equality= SOCIAL JUSTICE=MARXISM
The Unions have long had a hand in trying to “level the playing field.” They do this through “collective bargaining,” and their policies. In Education, there are three big Unions that come to mind who want to “level the playing field.” They are; the AAUP (American Association of University Professors), AFT (American Federation of Teachers, and the NEA (National Educational Association).
To begin with, let us start with The AAUP. The AAUP consists of professors nationwide from both public and private universities. Its mission is “to advance academic freedom and shared governance, to define fundamental professional values and standards for higher education, and to ensure higher education’s contribution to the common good.”2 The AAUP has a policy and procedure book called (believe it or not) the Redbook.
The page that talks about the Unions commitment to Affirmative Action-or what today is known as “diversity clustering” can be found here: http://www.aaup.org/AAUP/pubsres/policydocs/contents/AAplans.htm.
What diversity clustering means is that every department is to have faculty from different backgrounds in every department on campus. It focuses on ethnicity in the hiring process rather than who is qualified for the job. To achieve clustering in departments, what the human resource personnel (called chief diversity officer on campus) will do is place an ad in the paper asking for a person of a minority background to fill the position. They will sneak the words in carefully such as this ad:
Visiting Assistant Professor of Communication Studies Critical Media Studies
Gustavus Adolphus College invites applications for a one-year position of Visiting Assistant Professor of Critical Media Studies in the Department of Communication Studies to begin September 1, 2012.
We seek candidates who have an earned doctorate or are ABD, but will consider candidates who have a master’s degree in Communication Studies. The successful candidate should have experience developing and teaching courses in media from a critical cultural perspective. We especially encourage applicants who will complement the department’s commitment to civic engagement and social justice. Experience and interest in developing and implementing curricula that address multicultural issues is desirable. A commitment to excellence in teaching is expected.
The successful candidate will teach three courses per semester plus one course in January. Courses will include Media and Society, foundational courses in the major (Interpersonal Communication and/or Public Discourse), and a January Interim Experience course on a special topic in the candidate’s area of interest; a successful candidate with a doctorate or ABD status may teach Media/Power/Culture or an upper-level special topics course.
To apply, send letter of application, curriculum vitae, teaching evaluations, statement of teaching philosophy, transcripts (photocopies acceptable), and three letters of professional recommendation to:
Dr. Leila Brammer, Chair Assistant Professor Search Communication Studies Department Gustavus Adolphus College 800 West College Avenue Saint Peter, MN 56082-1498 www.gustavus.edu/humanresources
For more details, visit the department Website at: www.gustavus.edu/communication or contact Dr. Leila Brammer at 507-933-6190 or firstname.lastname@example.org. Review of applications will begin immediately, and continue until the position is filled.
Gustavus Adolphus College is a coeducational, private, Lutheran (ELCA), residential, national liberal arts college of 2500 students. It is the practice of the College to provide equal educational and employment opportunities for all. We specifically encourage applications from women, minorities, and persons with disabilities. EOE.3
Notice the last sentence in bold. That specifically means if you are white, you need not apply. The AAUP mandates that each institution have a chief diversity officer. In the business world they are called the human resource officer or personnel. Here is another job description for Montgomery County Community College:
This is for a job in the Business Department.
2012-2013 Academic Year Montgomery County Community College is committed to advancing the careers of scholars from historically underrepresented groups. Among the College’s goals are increasing the racial and ethnic diversity of its faculty and broadening access to the college-teaching profession to fully qualified minority scholars. To help achieve these goals Montgomery County Community College sponsors an annual Faculty Diversity Fellowship Program designed to bring a visiting faculty member to the College each year. The Program specifically aims to promote and support the careers of exceptional minority junior faculty. The one-year Program provides funding to assist participants with their professional development as teachers and scholars. Faculty Fellows will teach a reduced load in their fields of expertise and engage fully in the life of the College. They will receive careful mentoring from colleagues not only in their own discipline, but also from faculty and administrators across the College. In return, they are themselves expected to participate as mentors in the College’s Male Minority Mentoring Program. The Faculty Diversity Fellowship Program is designed to provide minority scholars at the beginning of their careers the opportunity to experience fully the life of a college instructor, to continue work on or complete their terminal degree, or to develop and refine their teaching skills.4
Just how committed is the AAUP to promoting Social Justice on campus? Just look no further then check on their website which re-affirms their commitment to diversity. Back in 2007, professors and various scholars have gotten together to form “The Transformative Studies Institute.” Bill Ayers is a member of this group “ They are a 501c3 non profit whose mission statement is, “to provide an inclusive educational space for research and practice for social justice by academics, community organizers, activists, and political leaders”. TSI is managed and operated by fully volunteer academics, activists, and the concerned public. It has been noted by Korgen, Kathleen et al. in Sociologists in Action (2010) as a model for engaging college students with public sociology and increased civic engagement. Their approach is as follows: The Transformative Studies Institute applies a grassroots organizing approach through social media. In addition, TSI’s approach to social change includes coalition building with academic and activist organizations such as Sociologists Without Borders, Project Censored, and the Association for Humanist Sociology. As an educational and activist organization TSI is committed to the social and ecological transformation of society through a global movement for total liberation and freedom based on the following principles of social justice:
▪ The supremacy of community decision-making over corporate governance
▪ Free and equal public education at all levels and the nationalization of all private educational institutions
▪ No corporate governance/involvement in news media and the creation of an independent public foundation with tax funds to finance free and independent journalism
▪ All laws providing full and equal treatment to all individuals and groups regardless of any and all characteristics
▪ Sustainable development and the use of renewable resources for the protection of the environment
▪ Family planning and a woman’s right to make her own reproductive decisions with the availability of the required services
▪ Zero tolerance policies for conflicts of interests for government positions at all levels
▪ Zero political patronage positions at all levels of government
▪ Zero corporate involvement in the political process at all levels
▪ Direct Political and Economic Democracy
▪ Free not for profit universal quality comprehensive health care as a human right.5
Notice how the part that begins with “Sustainable Development” is highlighted. Sustainable Development is a part of what we now know is Agenda 21. Agenda 21 is the UN’s way of saying, “We want to control you.” For more information on Agenda 21 go to this site: http://groups.yahoo.com/group/NJTPLeadership/files/Agenda%2021%20Shared%20Information/Upcoming%20sustainable%20jersey%20workshops%20for%20mayors.pdf.
On campus under the guise of “social Justice,” we have a course called “sustainable studies.” This is the indoctrination part of the UN’s agenda 21 plan.
Of all the campuses that have adopted this program, it is no surprise that Montclair State University is one of them. The funding for this comes from both the students who pay the tuition and a grant by none other than PSEG.6 It is actually called the PSEG Institute for sustainable studies. Click the link here: http://csam.montclair.edu/sustainabilitystudies/. So as long as this campus and others continue to get grant money and funding from private sources, social justices programs will go from one campus to the next. What exactly is sustainable studies?
Sustainable studies are programs that include instruction in sustainable development, geography, environmental policies, ethics, ecology, landscape architecture, city and regional planning, economics, natural resources, sociology, and anthropology.7 These courses teach the following:
Responsible management of land and resource use and promote green technology.
They encompass and focus on how humans interact with environment humans, and promote environmental, economic and social stewardship. Social stewardship is code word for “social justice.”
Focus on decreasing and managing the Western World’s consumption while raising the standard of living of the developing world without increasing its resource use and environmental impact.
Slow the growth of the economy in order to protect the environment.
The social aspect includes providing education (indoctrinating everybody), politically empowering women especially in developing countries; greater regard for social justice, notably equity between rich and poor both within and between countries; and intergenerational equity.8
The University of Massachusetts at Amherst has adopted this motto:
Economic Environmental Vitality Integrity9
To view how they implement their entire “Social Justice” program click on the link: http://people.umass.edu/jgerber/BDIC/sustainablestudies.htm.
Social Justice and the K-12 System
The “Social Justice” curriculum in the k-12 system is primarily influenced by the AFT (American Federation of Teachers), and the NEA (National Education Association). The AFT has professionals and paraprofessionals in the k-12 system and on the campus. The NEA consists mainly of professionals in the k-12 system.
To understand the AFT’s position on “social justice,” listen to president Randi Weingarten here: http://www.youtube.com/watch?v=E_KPmgbq99E
Weingarten states that, “Faculty and staff diversity is also a union issue, essential to achieving union goals of economic and social justice.” In her later comment she writes, “As educators, we know that in order for all students to succeed academically, they need role models and mentors with whom they can identify. The classroom is a more welcoming place when the diversity of the student population is represented in the faculty. In this context, students from underrepresented groups feel less like “strangers in a strange land” and more at ease to share ideas, listen to other perspectives and formulate their own conclusions. Students from the majority population also benefit from learning and exchanging ideas in a multicultural environment that offers a wider range of scholarship and representation of alternative perspectives.”10
Ask yourself, should a union member be promoting social policy and what is to be taught? With regards to the latter statement that “students from the majority population also benefit from learning and exchanging ideas in a multicultural environment” is in part disillusionment. Recent studies done by the campustea suggest otherwise. These students feel alienated in a country that was once their own. In some cases we have noticed the Europeans flocking together to form their own conservative type group. There is some indication that the more courses out there that focuses on ones race, the more racist one becomes. That is not a fact just the opinions of some students. More research is being done in this area.
However, on the morning of Sept 26, Dale and I went to FDU University in Teaneck. We were talking to students about the teaparty movement. In the cafeteria we noticed the following; The Asians sitting at one table, Muslims at another (we know this because they were dressed as so), Africans at another, Hispanics by themselves, and few Europeans sparsely scattered around.
About Randi Weingarten
Randi Weingarten considers herself a “progressive.” She was born in NYC to a Jewish family in 1957 and grew up in Rockland County. She sites two events from her childhood, which helped define her lifelong interest in trade unions and political advocacy. The first was when her mother’s union went on strike when Weingarten was in the eleventh grade. The strike lasted seven weeks. Under New York State’s Taylor Law, her mother could have been fired for exercising her right to strike. Instead, she was fined two days’ pay for every day she was on strike. Weingarten’s father was out of work at the time, and the family suffered through some extremely difficult financial times. The second incident occurred later that same year. The school board cut $2 million from the budget, which (among other things) would have led to the dismissal of the drivers’ education instructor. Weingarten and several other students convinced the school board to let them conduct a survey regarding the impact of the cuts. The survey led several school board members to change their minds, and rescind the cuts.11
She received a Bachelor of Science in labor relations from Cornell University in 1980 and a J.D. from the Cardozo School of Law in 1983.Weingarten then worked as a lawyer for the firm of Stroock & Stroock & Lavan from 1983 to 1986, where she handled several acrimonious arbitration cases on behalf of the UFT(United Federation of Teachers). In 1998, she was appointed the presidency of the UFT by outgoing president Sue Feldman. Sue Feldman at the time became president of the AFT. In 2008, Weingarten became president of the AFT. She is a lifelong Democrat and in 2007, openly admitted to being a lesbian.
HOW FAR DOES THE UNION GO IN PUSHING SOCIAL JUSTICE?
It has long been noted that unions in general “negotiate for social justice” through their collective bargaining power (ie., equal pay, workers rights, job security etc.). The AFT has further promoted “social justice” through their Human Rights and Community Relations Department by offering paid internships in their “Advocacy and Social Justice Internship Program.”The AFT and the AAUP have worked together to push this.
The NEA has a similar view of “social justice.” They even offer a diversity tool kit (click here http://www.nea.org/tools/30414.htm).
Recently, they offered a conference at Chesapeake College titled, “Equity Series Training,”NEA Social Justice dialog. 12
“Rethinking Schools” says it best on how the Unions have a hand in our k-12 system.
1. Defend the rights of its members while fighting for the rights and needs of the broader community and students.
2. Recognize that the parents and neighbors of our students are key allies, and build strategic alliances with parents, labor unions, and community groups.
3. Fully involve rank-and-file members in running the union and initiate widespread discussion on how education unions should respond to the crises in education and society.
4. Put teachers and others who work in classrooms at the center of school reform agendas, ensuring that they take ownership of reform initiatives.
7. Aggressively educate and mobilize its membership to fight for social justice in all areas of society.13
Education unions need to move beyond a crisis orientation and become part of ongoing, long-term coalitions. We must stress constant, grass-roots education and organizing and not just sporadic media blitzes. We must lobby behind the scenes but not forego militant public actions when necessary. We need to build bridges to political leaders and parties, but not rely too heavily on them. We need to work with others to build a political movement that is independent of the Democratic and Republican parties and that focuses on the fight for social and economic justice.
Unions A Call to Action on Social Justice
Social justice unionism cannot be implemented in a top-down fashion. Nor can it be just words on paper. It will require both enlightened leadership and rank-and-file mobilization.
It will mean learning to teach in new ways; restructuring local union activities in new ways; reaching out to different communities in new ways; and building alliances at both local and state levels. It will require the national unions, perhaps one merged national teacher union, to provide leadership to build a national movement for social and economic justice.14
This research was meant to inform the uninformed of “Social Justice Education.” You will now be left with some questions.
When is it the job of the unions to teach social justice on our kids?
To what extent are the taxpayers funding this? What about the value of hard work? Many of our ancestors came to this country with just the shirt on their backs and worked hard so all of us can have what we have today. For those who advocate for redistribution of wealth, why don’t they (Michael Moores, the Elitess) redistribute theirs? Their Social Justice Ideology will be flawed because humans are flawed. Social Justice=Social Injustice.
Kudos (especially to the minority organizations) to those who believe in self-reliance, the free market, and the value of hard work. People of all backgrounds have the right to self -reliance, hard work and the ability to make money on their own. The constitution guarantees every man the right to freedom.
[i] “Rutgers School of Arts and Sciences,” Department of Women’s & Gender and Studies, site created by 2011 School of Arts and Sciences. Rutgers, 2011, http://womens-studies.rutgers.edu/undergraduate/social-justice-minor.
2 “Recommended Procedures for Increasing the Number of Minority Persons and Women on College and University Faculty,” American Association of University Professors, site created by The American Association University of Professors, 2011, http://www.aaup.org/AAUP/pubsres/policydocs/contents/AAplans.htm.
3 “Assistant Professor of English,” Gustavus Adolphus College, site created by Gustavus Adolphus College, 2011, https://gustavus.edu/humanresources/employment/.
4 “Faculty Diversity Fellowship – Business Management/Marketing,” Career Builder.Com, site created by Career Builder.Com, 2011, http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?job_did=J8A2QZ6L5J7LM121Z3H.
5 “The Transformative Studies Institute,” Wikipedia, site created by Wikipedia, 10/10/11, http://en.wikipedia.org/wiki/Transformative_Studies_Institute.
6 “PSE&G Institute for Sustainable Studies,” College of Science and Mathematics at Montclair State University, site created by Montclair State University, 10/10/14, http://csam.montclair.edu/sustainabilitystudies/rfp/.
7”Sustainable Development,” Wikipedia, site created by Wikipedia, 10/10/11, http://en.wikipedia.org/wiki/Sustainable_development.
8”Sustainable Development,” Wikipedia, et, al.
9 “ A Model for Sustainability Education,” Creating a Sustainability Curriculum at the University of Massachusetts Amherst, site created by University of Massachusetts at Amherst, 2011, http://people.umass.edu/jgerber/BDIC/sustainablestudies.htm.
10”Randi Weingarten,” Wikipedia, site created by Wikipedia, 2011, http://en.wikipedia.org/wiki/Randi_Weingarten.
11 “Randi Weingarten,” Wikipedia, et, al.
12 “Diversity Toolkit, Welcome to the NEA’s Diversity Toolkit and All it’s Chapters.” National Education Association, site created by the NEA, 10/14/11, http://www.nea.org/tools/diversity-toolkit.html.
13 “Diversity Toolkit,” et. al
14 “Diversity Toolkit, “et. al
American Association of University Professors, “Recommended Procedures for Increasing the Number of Minority Persons and Women on College and University Faculty,” http://www.aaup.org/AAUP/pubsres/policydocs/contents/AAplans.htm. (10/14/11)
Gustavus Adolphus College, “ 10 Positions Available/Assistant Professor of English Early Modern British Literature,” https://gustavus.edu/humanresources/employment/. (10/7/11)
Rutgers School of Arts and Sciences, “Department of Womens & Gender Studies,” http://womens-studies.rutgers.edu/undergraduate/social-justice-minor. (10/14/11)
National Education Association, “Diversity Toolkit,” http://www.nea.org/tools/diversity-toolkit.html. (10/9/11)
Wikipedia, “Sustainable Development,” http://en.wikipedia.org/wiki/Sustainable_development. (10/1/11)
Wikipedia, “Randi Weingarten,” http://en.wikipedia.org/wiki/Randi_Weingarten. (9/29/11)
Wikipedia, “Transformative Studies Institute,” http://en.wikipedia.org/wiki/Transformative_Studies_Institute. (10/5/11)
University of Massachusetts Amherst, “Creating a Sustainability Curriculum at the University of Massachusetts Amherst,” http://people.umass.edu/jgerber/BDIC/sustainablestudies.htm. (10/6/11)
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Official Copyright Date 10/14/11 by Doreen Finkle
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