by William Ayers Crystal Laura & Rick Ayers ‧ RELEASE DATE: Jan. 16, 2018
A valuable compendium of responses to the shallow, classist hostility to public education.
A methodical dismantling of the coordinated tenets of the free market assault on public education.
Education professors William Ayers (Univ. of Illinois, Chicago; To Teach: The Journey of a Teacher, 2010, etc.), Laura (Chicago State Univ.; Being Bad: My Baby Brother and the School-to-Prison Pipeline, 2014), and Rick Ayers (Univ. of San Francisco; An Empty Seat in Class: Teaching and Learning after the Death of a Student, 2014, etc.) bring formidable progressive rhetoric to the reform debate. They argue against the conservative refrain that "unruly students, lazy and incompetent teachers, and apathetic administrators together destroy an adequate academic environment." They view this outlook as specious and so multilayered that it demands a fully structured response. Consequently, they debunk 19 "myths" contributing to this free-wheeling scorn toward public education. The authors touch on many aspects of this discussion, including controversies around charter schools, privatization initiatives, and inequitable allocation of resources. In each chapter, the authors point out the slick bombast of figures like Michelle Rhee and Donald Trump—e.g., the assertion of “the disastrous consequences of allowing the teachers’ unions and their special interest bosses to hold sway over future generations.” They rebut these conceits with a “Reality Check,” evidence-based narratives contradicting each purported reactionary viewpoint. It’s an effective approach, as when they argue that high-pressure standardized testing does not give education a high-priced corporatized sheen but confers advantages to the privileged and amplifies stress for all students. Furthermore, the myth that “Good Teaching is Entirely Color-Blind” is alluring because it “fails to take aim at the institutional and societal structures of privilege and oppression based on race.” The authors also attack the pernicious idea that “Teachers Have It Easy” by explaining how experienced, compassionate instructors “are being driven out of the profession in record numbers.” The authors render their arguments with strong rhetoric, but in emphasizing multicultural awareness and unorthodox teaching methods as solutions, they may not sway the mainstream conservatives whose views they ably counter.
A valuable compendium of responses to the shallow, classist hostility to public education.Pub Date: Jan. 16, 2018
ISBN: 978-0-8070-3666-2
Page Count: 256
Publisher: Beacon Press
Review Posted Online: Dec. 3, 2017
Kirkus Reviews Issue: Dec. 15, 2017
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edited by William Ayers ; Bernardine Dohrn & Rick Ayers
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by Dave Cullen ‧ RELEASE DATE: April 6, 2009
Carefully researched and chilling, if somewhat overwritten.
Comprehensive, myth-busting examination of the Colorado high-school massacre.
“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.
Carefully researched and chilling, if somewhat overwritten.Pub Date: April 6, 2009
ISBN: 978-0-446-54693-5
Page Count: 406
Publisher: Twelve
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Feb. 15, 2009
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by Dave Cullen
by Debbie Hagan ‧ RELEASE DATE: July 1, 2004
Bias notwithstanding, particularly against what's called the "elites" of the legal profession, this is an intriguing look at...
A spirited account of how the relatively recent establishment of the Massachusetts School of Law struggled to survive despite the concentrated opposition of the American Bar Association.
In a style reminiscent of Tracy Kidder, freelance journalist Hagan conjures up a number of the colorful characters who helped launch MSL in the late '80s. Among the more flamboyant actors in this legal drama is Michael Boland, who founded MSL's immediate predecessor, the Commonwealth School of Law. Although it quickly shut down, due to Boland's mismanagement, he made at least one good move in hiring Lawrence Velvel as dean. By Hagan's account, Velvel, who has made a career out of his contrarian positions, was ideally suited to be dean of the fledgling school. After Commonwealth collapsed, Velvel and a cadre of motivated students formed MSL to take its place, offering a new model of legal education that targeted older, working-class students, offering them a practical education in the nuts-and-bolts of practice. With Boland out of the picture, Velvel and his partners still encountered opposition from the ABA, which refused to accredit the school. The central charge here against the ABA is that it seeks to maintain the status quo of the legal profession by stifling innovation and denying an affordable legal education to non-traditional students. Although MSL went as far as bringing an antitrust suit against the organization, it never received the accreditation it needed for perceived legitimacy. Nonetheless, Hagan, whose subjective viewpoint should be assumed, highlights what she considers the school's successes. (MSL, not Hagan, holds the copyright to the book–it's certainly a good piece of recruitment material.)
Bias notwithstanding, particularly against what's called the "elites" of the legal profession, this is an intriguing look at the near-insurmountable hurdles in creating a new breed of law school.Pub Date: July 1, 2004
ISBN: 0-7618-2838-9
Page Count: -
Publisher: N/A
Review Posted Online: April 14, 2011
Review Program: Kirkus Indie
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