The American Government puts legal requirements on educational “standards,” that focused on developing high test scores through the k-12 systems. The standards and testing is to train students to become disciplined obedient workers, loaded with racist, sexist and xenophobic content. A movement has started in Seattle, Washington challenging such tests. We welcome Mamos206 new piece, In the wake of the testing boycott: a 10-point proposal for teacher self-organization that seeks to offer a programmatic perspective of struggle for teachers across the country. This movement, and proposal, links the content of the classroom with class struggle outside of the classroom. Mamos206 argues, “without a sense of collective labor struggle, multi-cultural educators will only be able to go so far in implementing an anti-racist curriculum; we will start to compromise with the white supremacist system in order to keep our jobs unless we know that our coworkers are prepared to strike over it.” This central point is laying the groundwork for a political strike, differing from most economic trade-union strikes.
This proposal offers key positions that are key in developing class struggle in education. One is a clear position against union busting. Two is recognizing that the Seattle Educator’s Association voted to support the boycott in a resolution but not much real practical support. What stands in the way in broadening this struggle is a set of reactionary laws that hold unions back. As a proposal Mamos206 is proposing to form committees that are independent of the union and anti-union groups. Such committees “can choose to defend the union when it’s under attack from the right wing; for example” but also “we should not wait for the union to defend us, our students, or their families.” Continuing this piece argues that the “committees should work in coalition with union reform caucuses like Social Equality Educators to accomplish specific tasks together. However, they should maintain their autonomy and should not get sucked into efforts to run for union office.” Mamos206 brings us back to what such class struggle politics means in the classroom, “Instead of simply fighting for our own narrow interests, teachers should realize that our own freedom, creativity, and well-being is linked with everyone else’s, and our best option is to join these movements, making our classrooms and schools hot beds of creative struggle.” As thousands and thousands of social justice minded young college educated people become teachers, the reality of the schools set in real quick. public school teaching, especially in working class violent environment isn’t a walk in the park. Many teachers become burnout after a few years and either become cog in the educational wheel, or leave the industry.
We welcome Mamos206 proposal as an important step forward for the organization and politicization of teachers across the US. This is a solid first step of combining a social justice perspective in the classroom with a class struggle perspective outside of the classroom.
The teacher, student, and family boycott of the MAP test in Seattle is an inspiring event that has the potential to generate a new wave of organizing in and around public schools. The boycott signals the possibility of a movement for creativity, not control and learning for life, not labor.
However, for these possibilities to come to fruition, teachers need to organize ourselves so that we can continue to take bold direct action. We need to unite with students, their families, and the rest of the working class to create more actions like this one. If we simply return to the same old activist patterns of proposing resolutions at union meetings or lobbying politicians then we will miss the historic possibilities this moment opens. In that spirit, here are a few proposals for how we can move forward.