AFT Apologists Defend the Indefensible

A couple of comments from readers about my take on CTU's betrayal of teachers are worth noting.  The first from edblisa:

Lois has a point. No, it's not ideal that the CTU is offering worker protection to unqualified teachers, but these are young people that were told a lie to get them to join into the TFA scheme. These are people who needed a job so that they could support themselves and family. They are people who have tried to do right by children even if they didn't go about it the right way. They still need some protection from abuse. There has got to be some kind of compromise to help these people.

The young privileged millennial resume builders who enlist in TFA for their two years of service to the corporate elimination of the teaching profession and bolster the staff of dehumanizing charter schools could have been, yes, duped when they signed up. However, if one joins the Nazi Party thinking it is an innocent patriotic enterprise, one does not continue as a Nazi when when one finds out what one has done out of naivete or stupidity.  Just following orders is not an excuse, just as needing a job to pay back school loans is not an excuse, just like resume building for law school is not an excuse.

There can be no protection for those engaged in morally reprehensible acts, which are socially unjust to the core, even if Weingarten would like to sign up charter "teachers" counteract the cratering of AFT membership that is resulting from real teachers who are appalled at AFT's self-serving compromises.

The other comment is from Michael Fiorillo:

I loathe charter schools and look forward to the day when the last one has a stake driven through its heart. However, workers deserve the right to unionize, period. And if enough charter schools unionize, they will then cease to be the teacher union-busting panacea the Overclass wishes them to be. At that point, should it arrive, there might be hope to integrate some of them into the public school system.

First, Michael assumes that workers, regardless of the the job, deserve to unionize.  And I suppose they do.  That fact, however, does not require AFT of NEA to offer affiliation to teachers working in sweat shop charters that are abusing children and exploiting female workers on a daily basis through draconian discipline systems and cultural sterilization practices and authoritarian management schemes. If charter workers were real teachers, rather than alt-cert know nothings, they could exercise the option to work in humane schools, either private or public.  Since they are not teachers, however, real schools don't want them.  Sorry about that.

Hoping to "integrate" some the charter reform schools into the public system will require the public systems to accept the unacceptable and to embrace the morally reprehensible.  School boards, I hope, will resist such an atrocity, even if AFT and NEA and NPE have no such reservations. 

Stanley Fish Supports Higher Ed Unions (gasp) and Declares "We are All Badgers Now"

This has to rank right up there with Diane Ravitch coming down from her neat corporate view at 20,000 feet to see the destruction among children, parents, and teachers on the ground.  As I said thank you and welcome to Diane, I extend the same hand of solidarity to Stanley Fish, whose behind on most faculty labor issues over the years has been so tight as to blunt even any needle potentially driven by a 16 ounce hammer (I hope I said that in a way that wasn't too offensive to Stanley).

From the New York Times:

A conversation about unionization and higher education between Stanley Fish and Walter Benn Michaels, professor of English at the University of Illinois at Chicago.

SF: In over 35 years of friendship and conversation, Walter Michaels and I have disagreed on only two things, and one of them was faculty and graduate student unionization. He has always been for and I had always been against. I say “had” because I recently flipped and what flipped me, pure and simple, was Wisconsin.

When I think about the reasons (too honorific a word) for my previous posture I become embarrassed. They are by and large the reasons rehearsed and apparently approved by Naomi Schaefer Riley in her recent op-ed piece “Why unions hurt higher education” (USA Today). The big reason was the feeling — hardly thought through sufficiently to be called a conviction — that someone with an advanced degree and scholarly publications should not be in the same category as factory workers with lunch boxes and hard hats. As Riley points out, even the American Association of University Professors (AAUP) used to be opposed to unionization because of “the commonly held belief that universities were not corporations and faculty were not employees.”

WBM: But at UIC, where I worked for Stanley and where many of us are working right now to build a union, “a lunch bucket faculty for a lunch bucket student body” is a standard way of describing us, originally intended as a form of condescension but increasingly accepted as a badge of honor. Why is it a bad thing that our students aren’t as rich as the ones at Northwestern or the University of Chicago? Why is it a bad thing to accept the fact that we are workers? We’re fortunate that some of us are pretty well-paid workers, but many of us aren’t and, well-paid or not, we all have less and less of a say in what our university does and how it does it. When workers want a voice, what do they do? Unionize! So even though our job descriptions range from professor to principal investigator and we make more books than widgets, that’s what we’re tying to do.

SF: I have to agree. If “unions are not corporations” ever was a good argument, it isn’t anymore because universities, always corporations in financial fact, become increasingly corporate in spirit every day; and if I and my colleagues are not employees, from whom do we receive salaries, promotions, equipment, offices, etc., and to whom are we responsible in the carrying out of our duties? (If it looks like a duck . . . .) It’s not God and it’s not (despite some claims to the contrary) students, and it’s not awestruck admirers of our dazzling intellects. It must be our employer, and if that is so the only question becomes whether, as employees, we can do better for ourselves by ourselves or whether we will be in a stronger position if we unite.

That’s not the simple question it appears to be, because for a small percentage of academics there is something like a free agent market: another university comes calling and you’re in the nice position of being able to pit your current employer against your suitor and wait to see who will come up with the best package. But most of us are not in this position, and so it doesn’t pay (quite literally) to conceptualize our situation as if we were all stars. Once we accept as a baseline the average hardworking instructor or the completely vulnerable adjunct the case for unionization, at least on the level of professional self-interest, seems compelling.

It has not seemed compelling to those who see an ill fit between what is essentially a meritocracy (the question asked in tenure and hiring meetings is always “Who is the smartest?”) and the tendency — or so it is said — of unions to protect members who are marginally competent. If academics opt for unions and “a belt-and-suspenders security,” Riley warns, we might “expect that even the laziest, most incompetent or radical professor won’t get fired.”

It is when I read a sentence like this one of Riley’s that I come to my senses and recognize what’s going on. “Lazy” and “incompetent” go together; they point to deficiencies we don’t want our teachers to display. But “radical” is a political judgment. What Riley fears is that if colleges and universities were unionized, teachers with far out, discomforting ideas couldn’t be fired. It’s hard to imagine a better argument for unions (and also for tenure). The autonomy and independence of the academy is perpetually threatened by efforts to impose an ideological test on hiring and firing decisions. The goal is always to create a faculty that has the right (pun intended) partisan hue. Riley makes no bones about it. Letting the unions get a foothold “could . . . make the environment more left leaning.” The message is clear: keep those unions out so that we can more easily get rid of the lefties.

WBM: At UIC, we’re not so worried about our bosses weeding out the radicals — our administration has been staunch in its support of academic freedom. But what amazes us is the idea that somehow a faculty can’t be both unionized and, to use the word invoked by Riley in her USA Today piece and by our own provost in his communications to the faculty, “elite.” This would come as a shock to the Rutgers philosophy department, which works on a unionized campus and which is nonetheless ranked as one of the two best in the U.S. And it’s even a bit of a shock to the UIC English department, which isn’t as elite as Rutgers philosophy but is (according to the National Research Council) among the top 20 in the country, and which almost unanimously supports unionization. Riley may think that only the “laziest” want unions, but our ranking is based largely on the strength of faculty productivity — it’s the hard-working ones who want the union most.

Why? Because we think that the people who actually do the teaching and the research should have more of a say in how the teaching and the research gets done. Riley quotes the president of the University of Buffalo saying, “Unionization runs contrary to what you’re socialized to do if you’re a researcher. The notion of belonging to a herd seems on the face of it inappropriate.” But since when does having a voice in what happens in your own workplace count as belonging to the herd? The president of Buffalo, despite the fact that Buffalo is itself unionized, apparently thinks that rugged individualism consists in shutting up and doing what management tells you to do.

But why should we shut up? Who else actually cares about our teaching and research? People like Riley claim that we should be worried about how unionization will “affect the quality of higher education in America.” But whether you’re a radical or a conservative, a Republican or a Democrat, it’s easy to see that the unions aren’t what’s destroying the public colleges and universities. In the last 10 years, we’ve seen Illinois and states all around the country beat a rapid retreat from their commitment to public higher education. We’ve seen the increased transfer of undergraduate teaching to non-tenure-track faculty who are paid at a wage that, if they were supporting a family of four, would qualify them for food stamps. We’ve seen more money spent on administering universities and less money spent on the teaching and the research that are the only reasons the universities exist in the first place. Unions aren’t the problem. They’re the beginning of the solution.

SF: The erosion of support for public higher education is a part of a larger strategy designed to deprive public employees of a voice and ensure the triumph of conservative/neoliberal policies. Republican legislators in New Hampshire propose taking the vote away from college students and say straight out that they want to do it because students are known to be liberal. Governor Walker of Wisconsin cites budgetary woes as the reason for taking away the bargaining rights of public sector unions, but everyone knows his real reason is to reduce union membership (why join and pay dues if there is no longer any strength in numbers?) and thus dry up support that would have gone largely to Democratic candidates. Wisconsin Senate Majority Leader Scott Fitzgerald (shouldn’t there be a patent on names?) makes it official: “If we win this battle and the money is not there under the auspices of the unions . . . President Obama is going to have a . . . much more difficult time getting elected.”

Fitzgerald, Walker and Riley remind me of something I had forgotten, cocooned as I have been in the small world of the academy. With apologies to John Donne, “no university is an Island” and “ask not at whom the union-bashing is aimed; it is aimed at you,” even if you (like me) are relatively insulated from its immediate effects. Should Governor Walker have his way (as it seems he has), should New Hampshire Republicans succeed in disqualifying citizens likely to vote against them, should Riley’s admonition that “students, parents and taxpayers . . . think twice about how unionization affects the quality of higher education” be heeded, the result will be a further entrenchment of the interests that labor to monopolize wealth and power and to create a world in which any of us can be dismissed in the name of achieving a “more flexible workforce,” that is, a workforce that has no choice but to accept whatever its masters deign to offer.

We are all badgers now.

WBM: Hey, UIC faculty — sign the card!

Chicago Charter School Teachers Vote to Join Union

From WGN:

There's another first in Chicago's decade-plus history of charter schools: a teachers' union.

After a year of meetings, teachers at three campuses of Civatas Schools' Chicago International Charter Schools filed notice Friday with state and local officials that they had voted to form a union.

The teachers at three campuses of the Civatas Schools' Chicago International Charter Schools have been meeting for nearly a year to consider forming a union and recently the majority of teachers voted to support the move.

While the charter school has 12 campuses in Chicago, the vote only affects teachers at three locations: Wrightwood, 8130 S. California Ave.; Northtown Academy, 3900 W. Peterson Ave.; and Ralph Ellison, 1817 W. 80th St. The three campuses have about 115 teachers, the majority of whom voted to join, officials said.

Emily Mueller, a high school Spanish teacher at Northtown Academy, said she was one of the first teachers to begin working to form a union in the living room of one of the teachers nearly a year ago.

Mueller said that among the main reasons teachers wanted union representation was for job security. Currently, teachers at most charter schools are given yearly contracts that must be renewed spring. Similarly, pay raises for the following year are often determined on a case by case basis at the school, Mueller said.

She said that teachers wanted more of a say in the number of classes they teach as well as better benefits.

"We have felt that we needed more of a voice with decisions being made at our school, some teachers felt they wanted more job security," Mueller said. "The administration has an obligation to sit down with us and bargain collectively."

Officials said that three-quarters of the teaching staff signed documents to be the first unit represented by the Chicago Alliance of Charter Teachers and Staff, an affiliate of the Illinois Federation of Teachers and the American Federation of Teachers. . . .