Notes from the Editors, November 2012
Abstractbuy this issueFrom September 10–18, 2012, …[the] rank-and-file-led Chicago Teachers Union went on strike in what is the third-largest school district in the nation with some 350,000 students.… Working-class communities in Chicago came massively to the aid of the strikers. More than a strike simply over wages, teachers were fighting against the corporatization, privatization, and degradation of schools, including: education cutbacks; school closings; teacher layoffs; merit-based pay and removal of teacher-seniority protections; loss of benefits; increased class sizes; shortages of textbooks and equipment; longer school days and longer working hours for teachers; excessive testing; teacher evaluation based mainly on student test scores…; the imposition of an increasingly standardized, corporate-derived curriculum; the charterization of schools; and a highly segregated school district.… The Chicago teachers won a number of partial victories as a result of the strike…. This struggle over elementary and secondary education…is at the very heart of class/social conflict in the United States today. Moreover, neoliberal attacks on public education are now occurring on a global level. Consequently, we intend to devote added attention to the battle over K–12 education in future issues of MR.
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