From 2005, Unionism and Democracy, sponsored by the Albert Shanker Institute in cooperation with the AFT International Affairs Department (edited). Given the fight for democracy today—given the assault on universal suffrage, on workers’ rights, on a free media, and an independent judiciary—it is worth revisiting this piece.
Within the AFT’s motto—“Education for Democracy, Democracy in Education”—are several important ideas. One is that the common good is served by the creation, through a public education system, of an informed and knowledgeable citizenry. That is why post-colonial Americans first agreed to pay for the education of other people’s children. Second is the idea that, beyond the democratic content of such an education, the public school system—as a common place for educating all children equally—transmits and promotes a democratic sensibility and culture. And third is the idea that if education is for democracy, then education system should be democratic itself and that free teachers unions can play a unique role promoting democracy, not only in the classroom but in the workplace. Teachers and other educational employees should, therefore, be fully empowered through the unions of their choice and that they control.
In the second post of the Shanker Institute's Constitution Day 2022 Blog Series, guest author James Dawson, a UFT Teacher Center Instructional Coach at Paul L. Dunbar Middle School in the Bronx and Shanker Civics Fellow, contends that by infusing the concept of civic readiness into lessons, we are able to impart civic knowledge while encouraging civic engagement.
When I first started coaching my school's social studies team, I was excited and naive. Excited by the chance to share my enthusiasm for (and, if I flatter myself, my considerable knowledge of) history Old World and New, ancient and modern. I was surprised to discover that my retention of the latter was considerably less than I had envisaged; I was surprised and dismayed that only a few students shared my enthusiasm. The narratives of the human experience that had drawn me to my history classes, my teachers’ descriptions of the earthier and less celebrated sides of well-known historical figures, their ponderings on the “could-have-beens” that would changed the course of the river of time, enthralled me.
Guest Author Sam Shube is the CEO of Hagar -- Jewish Arab Education for Equality, which operates the only bilingual, Arab Jewish school in the southern Israel. He also established Scout Troop Adam, Israel's first integrated scout troop. Originally published in The Times of Israel, September 12, 2022..
It’s been 21 years, but the Manhattan skyline remains tragically orphaned. Visiting New York on 9/11 brings back echoes of the panic and the fear that changed something, deep down, in the collective consciousness, the angst that stripped away our certitudes in the permanence of democratic life. I remember trying, desperately, to call the continental United States from my office in Jerusalem, eager for the slightest piece of news about my older brother who worked on the 66th floor of 2 World Trade Center. Communications, of course, were down, and it took several hours until I heard that he had surfaced, covered in soot, in lower Manhattan.
In this first Constitution Day 2022 Blog Series post, Guest author Sean Thomas, a Shanker Institute Civics Fellow and National Board Certified Teacher, encourages his students to develop a deep personal relationship with the U.S. Constitution because when students become aware of how to exercise their democratic liberties, they can accomplish amazing things.
Democracies work best when the citizens of a nation hold their government accountable. In democracies, the people must take responsibility for their government, its actions, and its laws, because we are the people who put our political leaders in power. The personal responsibility to hold the government accountable is a benefit to all of society. John Locke said, “…by consenting with others to make one body politic under one government, puts himself [people] under the obligation to everyone in that society.” In order to do this, the people must be aware of the role of government and the job it’s supposed to fulfill. The citizenry must also be aware of when the government is overstepping, so it can check the government’s power. For the United States, the rule of law that establishes the role and limitations of government can be found in the seven articles and twenty-seven amendments contained in the U.S. Constitution.
As a teacher, I encourage my students to not only read the U.S. Constitution, but also to have a deep, personal relationship to it. If students develop this relationship, they have the ability to understand the debate around what the different clauses in the Constitution mean. They can develop an informed position on the rights that are ensured to the people and they can challenge and discuss the variety of interpretations presented to them by politicians, media pundits, and other parts of society. It also helps my students realize that interpretations change over time and allows them to advocate for issues and causes they are passionate about through constitutional arguments. Most importantly, it teaches my students not to be controlled or overly influenced by people who provide interpretations of the Constitution to support a specific political agenda.
On the last day of the Constitutional Convention on Sept. 17, 1787, Elizabeth Powel of Philadelphia asked Benjamin Franklin, "Well, doctor, what have we got—a republic or a monarchy?" to which Franklin replied: "A republic, if you can keep it."
America is built on the foundation of democracy. The preamble to the U.S. Constitution spells out the democratic principles we seek to achieve for "We the People.” The Constitution was written, the preamble says, “in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty.”
Now, 235 years later, as we celebrate Constitution Day on Sept. 17, 2022, our Constitution is considered the longest-serving Constitution in the world. The U.S. Constitution and the freedoms granted within it belong to all of us, as long as we can keep it.
Guest author J. Brian Atwood, former National Democratic Institute President and U.S. Agency for International Development Administrator, discusses how education is the key to preserving democratic values in an era of conspiracy theories and polarized political combat in the Philippines, the United States, and around the world.
The election of Ferdinand Marcos’s son "BongBong” in the Philippines and the revelations of the January 6 Committee in the United States, were the focus of a recent panel at the Albert Shanker Institute in Washington DC.
I was joined by two dynamic union leaders, President Randi Weingarten of the American Federation of Teachers (AFT) and Annie Geron, General Secretary of the Philippines Public Services Labor Independent Confederation, in a discussion of democracy’s challenges and a call to action to preserve democratic institutions in both countries.
Labor unions were in the forefront of the wave of democratic change in the 1980s and 90s; they continue to see their mission as defending human and democratic rights, not only for their own members, but for society as a whole. Unions played a central role in that era in the battle to overthrow communism and autocratic governments.
The Albert Shanker Institute is honored to welcome Jeffrey C. Isaac, the James H. Rudy Professor of Political Science at Indiana University, Blooomington, to the Shanker Blog. Professor Isaac offers needed perspective on what the activism of Russian teacher Ms. Irina Milyutina should mean to American educators.
I was struck by Ms. Milyutina’s statement, “I’m doing it because my heart tells me to. I stand for justice, for peace and good relations with other countries, for progress…“ “My heart tells me to” represents the universality of educators who have historically chosen to stand up in the center of the struggle. Yes, educators are often backed up intellectually by data, surveys, strike votes, or evidence, and hearts tell educators based on the experiences the heart has recorded in the profoundly privileged space of teaching and learning. The actions that Ms. Milyutina’s heart has produced should challenge all educators to listen to their hearts and match her strength in our own activism for her and Ukraine’s school communities. That is exactly where Professor Isaac’s piece leaves us, to connect the challenge of Ms. Milyutina’s activism with our own and do something. Beyond finding NGOs to donate to, changing social media profiles, and educating ourselves, educators are in a powerful position to educate others. Let’s show Ms Milyutina we hear her heart. This piece was originally published on March 6, 2022 on Democracy in Dark Times. - Mary Cathryn Ricker
Democracy has to be born anew every generation, and education is its midwife. -John Dewey (1916)
Education is a dangerous thing for authoritarian leaders and regimes, for it nurtures free-thinking individuals capable of asking questions and seeking their own answers. For this reason, teachers have long been on the front line of the struggle for democracy.
In the U.S., teachers are facing a well-orchestrated political campaign by the far-right to limit the teaching of certain subjects and perspectives in public schools, all in the name of a “patriotism” that is manifestly hostile to a multi-ethnic and multi-racial democracy and a well-educated citizenry.
Right now Russian teachers are facing an even more nefarious and powerful campaign by Vladimir Putin to restrict education and attack academic freedom in the name of his brutal war of aggression in Ukraine.
Our guest author today is Randi Weingarten, president of the Albert Shanker Institute and the American Federation of Teachers.
We are witnessing the most ominous threats to our democracy in our lifetimes—from the January 6 insurrection and attempt to overturn the results of the presidential election, to the slew of voter suppression laws recently passed by Republican-controlled state legislatures, to the anti-democracy forces working to interfere with vote counting and even manipulate the outcome of elections. Another threat to democracy receives scant attention despite its substantial impact—the disenfranchisement of voters with disabilities. One in four people in America lives with a disability, and many face steep obstacles that make it difficult or impossible to vote.
Our responsibility as citizens is not just to vote; it is to demand Access and accessibility so that everyone who is eligible can vote and every vote is counted. That means fighting against voter suppression laws that disproportionately target racial minorities, older Americans, veterans, and low-income voters. And it includes demanding that people with disabilities have the unfettered ability to vote. The fight for voting rights is one that should include everyone. When we help each other vote, we are helping our democracy thrive.
In honor of Constitution Day (September 17th), this blog series invites teachers and leaders in the field of civics and democracy education to address the question: Why is it important to teach the Constitution? Our final guest author in this series is Randi Weingarten, president of the Albert Shanker Institute and the American Federation of Teachers. Other posts in this series can be found here.
At a time when the future of American democracy hangs in the balance, how should we teach the U.S. Constitution?
The Preamble to the Constitution, where the framers laid out its purposes, provides us with six words that help answer this question. The Constitution was intended, its authors wrote, “to form a more perfect union.” With this phrase, the framers made it clear that they did not conceive of the Constitution or the republic it established as a finished product, perfect and complete for all time, but as a work in progress, in need of continuous renewal and “re-founding.” By the design of the founders, the Constitution is a living compact, changing and evolving with “we the people” who authorize it and give it legitimacy anew with each successive generation of Americans.
In honor of Constitution Day (September 17th), this blog series invites teachers and leaders in the field of civics and democracy education to address the question: Why is it important to teach the Constitution? Our guest author today is Jordann Lankford-Forster. an educator and an IEFA instructional coach for Great Falls Public Schools in Great Falls, Montana. Jordann is A’aniiih and Anishinaabe, and her A’aniiih name is Bright Trail Woman. Other posts in this series can be found here.
American Indian Federal policy has historically played a significant role in tribal sovereignty. This is always a difficult subject to explain because it is so multifaceted. Prior to colonization, tribal sovereignty was exercised absolutely, with tribes interacting on a government-to-government basis, and under total self-sufficiency. Today, major contributing factors to achieving total sovereignty include location, access to resources, and relationship status with the Federal Government. It is important to remember that tribal sovereignty—or the ability to remain separate and independent—looks different for every tribe. As (the 574) tribes and individual American Indians navigate their future, the Constitution is continually referenced as a means to gain a strong foothold within the country that we now know as the United States of America.
I teach in a small district in Great Falls, Montana. Our student population is 16.5 percent American Indian and 44 different tribes are represented within our school system. My district is considered “urban” because it is in a city rather than located on a reservation. In 1972 the Montana Constitution was revised to recognize the “distinct and unique cultural heritage of American Indians” and to be “committed in its educational goals to the preservation of their cultural integrity.” And, as a district, we are continually trying to ensure we honor that. At times, it is difficult for my students because they do not always feel like they have a sense of identity within this country.