Sunday, May 01, 2016

Letter from Dr Howard Davidson


















Dr Howard Davidson, who retired as Professor of Adult Education at the University of Manitoba, Winnipeg, Canada, is a friend of Talimi Haq School. He visits Kolkata every year, and since 2012 he has been teaching in the school during his time in the city. Here is a letter he wrote about Talimi Haq School:

After teaching public school for many years, I found myself teaching adults confined to a psychiatric hospital, and later prisoners in Canada and the United States. These experiences altered my perspective on education as I witnessed schools functioning not to educate but to keep confined adults occupied and out of trouble. My doctoral work at the University of Toronto in the sociology of education and subsequent research has focused on how education is adversely affected by the constraints of coercive institutional settings, with particular attention to prison education. More recently, I expanded the definition of coercive contexts to research the impact of military occupation and the coercive forces of poverty and racism on education. Currently, I am retired from the University of Manitoba, where I retain the position of senior scholar.

I first met Mr. Ramaswamy in 2007 while visiting in Kolkata, where I had developed a research relationship with faculty in the Department of Sociology at Jadavpur University. We began talking about Talimi Haq School, which he established in 1998, and the vision of its role in relation to the condition of Muslim communities in Kolkata/Howrah. I first visited the school in March 2012.

In my career I have observed schools in North America and abroad, in prisons, mental hospitals, and under war-like conditions. Never have I observed the unique relationship between students and teachers that I witnessed at Talimi Haq School: a remarkable atmosphere of caring and attention to the children’s wellbeing combined with much joyfulness. There was discipline here, but a unique type of discipline that comes not from fear of punishment but from mutual respect and the desire to learn and teach.

From speaking with Mr. Ramaswamy I learned that one objective for the school is to be a catalyst for social change. Education is often described as a means to achieve this objective. Unfortunately, the dominance of neo-liberalism in our thinking about education and development limits the notion of change to enabling individuals to get better jobs instead of change that affects the community collectively. The latter requires learning that enables the community to understand their genuine interests and to develop the capacity to make changes collectively in pursuit of those interests, what is sometimes called critical consciousness. Such consciousness requires the ability to make decisions based not on fear of retribution or short term gain but on what is in the best interest of the community: collective as well as individual wellbeing. Education can teach us to not be a slave to fear and individual gain. That is a unique form of education; I believe that for those learning in the context of coercive forces it is the education we must strive to foster. My experience at Talimi Haq School suggests that this kind of education is trying to emerge at the school, and as educators we are well advised to do what we can to support it.

I hope I have conveyed what I believe to be a remarkable potential for Talimi Haq School. It is impossible to visit the school and not recognize that one is in the midst of a precious learning environment. This preciousness is the result of years of dedication and a great deal of hard work. It is unfortunate, but true, that schooling in the midst of poverty and other coercive forces often becomes a means to merely occupy children’s time, keep them out of trouble, meet objectives determined by others who don’t even care, and worse. This is not the case at Talimi Haq School.

I want to emphasize this precious relationship between the children and their teachers. I think almost anything can be achieved in this environment if the school has the resources it needs to keep operating. The utmost importance must be given to creating a process whereby the school identifies the resources and supports that will optimize the precious relationship between teachers and children that currently exists. 


Howard S. Davidson, Ed.D

Toronto, Canada

Monday, November 07, 2011

Some things never change ...


Concerned New Yorkers protest against slums at
the city's May Day Parade in 1936
.


See more pictures from New York city in the 1940s here.

Thursday, February 10, 2011

Friday, November 12, 2010

Our Teachers



Talimi Haq School (established in 1998) is a grassroots experiment, towards building youth leadership for all-round community development, in Priya Manna Basti, a century-old jute workers' settlement in Shibpur, Howrah (India).

Among the thinkers, teachers, writers, scholars, activists and initiatives we have been inspired by are:

Leo Tolstoy

Rabindranath Tagore

MK Gandhi

Paulo Friere

Shinichi Suzuki

J Krishnamurti

Sylvia Ashton-Warner

John Holt

Jonathan Kozol

Howard Gardner

Abecedarian Project

HighScope Perry Preschool Program

Wednesday, November 10, 2010

Essential viewing

Everyone concerned about children and their raising and education must watch this three-part doumentary on the human brain.

Accessible here.

Born Genius



Make me a Genius



Accidental Genius

Saturday, October 30, 2010

Wednesday, September 22, 2010

Learning landscapes



by Anil Bhattarai
from The Kathmandu Post


It is slowly sinking in among a small but growing number of people that the current education system is highly dysfunctional and is not adequate to address the social and ecological challenges of our time. However, very little thought has gone into exploring the reorganisation of educational process and how physical landscapes of schools could be actively incorporated in teaching-learning process.

Last week I suggested that a creative parent could engage a kid in the learning process both at home as well as outside -- such as while taking her to school, working in the kitchen garden, exploring neighbourhoods, or even while watching television. Often all it requires is asking them questions or telling them stories. Many in fact do that without realising it.

One of the pervasive myths of modern times has been that learning takes place mostly in classrooms. This myth is most prominently played out in the way the teachers near-exclusively focus on textbooks in classrooms. Exams are conducted to test the ability of students to memorise textbooks, and exam marks are taken as exclusive indicator of educational progress.

Perhaps this is the reason why both teachers and parents do not see spaces outside the classroom as sites of learning. Most schools get away with largely barren, monocultured, landscapes precisely because of this. The school grounds are either empty or littered with waste papers and plastics. Classrooms are hot in summer and cold in winter. In cities, classrooms lack natural light. The ventilation is bad. In private schools, the imperative to make quick-bucks often leads to cutting down on necessary investment for learning-friendly classrooms. In state-managed schools, the classrooms are built with minimal regard for the need of those who spend long hours in them - the students. Contractors need to make quick bucks, and the politicians and bureaucrats need some cuts.

This is also the result of lack of creativity on the part of teachers. Schools - private, community-managed, and state-managed - could create classrooms and the larger school landscapes as meaningful sites of learning.

Once as a teaching assistant for a course on globalisation at the University of Toronto, I asked students to, first, make a list of items in the classroom - the overhead projector, the desks, benches, their own laptops, their school bags, pens, among others. And then, I asked them to read their “made in’’ labels. Well, expectedly, most items were made in China.

This was followed by speculative discussions on the process through which some of those items were assembled and transported. The raw materials that made up some parts of their laptops perhaps came from African countries, container-shipped to China. Large fleets of oil tankers and vast networks of pipes transported petroleum that fuelled the factories and transportation system in China. These materials were worked on by Chinese workers from the Chinese hinterlands. Once manufactured, the stuffs were then shipped around the world. Thus, just by examining the flow of materials involved in the making of a laptop, we were able to map out the globalisation process.

With an innovative teacher, this could be done right from day care centres for infants and toddlers onwards. Let me be clear here: I am not suggesting teaching globalisation to an infant, or toddler or even to a six-year old. What I am suggesting is the landscape - both inside the classroom as well as within the school boundary - could be meaningful sites for the learning process.

Infants and toddlers learn through sensory experiences - through seeing, touching, feeling, moving and remaking of objects. In the name of learning, most of our schools deprive small kids from these experiences as they are made to sit still and listen to their teachers. Classrooms of toddlers and infants are often cluttered with desks and benches that hinder their mobility. They have very little to explore.

For higher-age kids, schools can create landscapes that impart both functional skills such as maths, reading and writing as well as make them explorers of the world around them. As an aspiring ecological designer, I have always been fascinated by patterns in nature - in the shapes and sizes of trees, the leaves, the way water flows, or the patterns on land. For one, teaching numbers could be easily done outside the classrooms. Teachers could ask their kids to collect dry leaves from trees and ask them to do basic counting. They can ask them to make a pile of stones and count them. They can teach addition and subtraction by making different piles and either adding to or taking out some stones. Or ask why certain grass has certain number of petals in their flowers. The empty school grounds could be lined up with new tree saplings. The students could count the number of saplings. They can group them into different varieties - such as fruits, vegetables or herbs. They can measure their growth periodically.

When it comes to organising landscapes for learning, mind often is the limit. One can teach about science by exploring those landscapes. One can teach about society through them. Why do people plant fruits? Who has land large enough to plant them? What do people make out of those fruits or vegetables? Who gets to eat? How is food prepared? Who prepares them at home?
Or we can teach the science of gravity by walking students in the ground and throwing a stone up. Or we can teach them biology by exploring how plants grow, fruits ripe or rot, or by showing them how diverse the natural world is. Well there are many more questions that students can explore while learning from landscapes. By near-exclusively focusing on textbook rote learning, most of our schools have not been able to see making and remaking of landscapes as important parts of teaching and learning process. Let’s also not forget: teachers will be surprised how much they themselves could learn in this process.

Image: Courtesy SCEPTrE Fellows

Wednesday, March 24, 2010

On Pedagogy



V Ramaswamy

Ayodhya, 6th December 1992, was a turning point in my life. The enforced curfews forced me to think and feel. The Muslim question in India, and the associated question of my own existential relation to my Muslim fellow-citizens, in flesh and blood, in my own city, and through my life and work – all these questions entered my being, and determined the course of my life in the subsequent years. This was not simply an intellectual matter, though, of course, the objective social, cultural, economic and political aspects also began to get fore-grounded in my thinking and observations. But it was fundamentally a personal, ethical and subjective matter, and one of attention to my own thought process, my conditioned subjectivity, and attention to the attitudes, expressions, views and actions of the different communities I was part of. It was also an innate yearning for union and partnership.

From 1996, I happened to engage with the question of Muslim bastis in Howrah, and in metropolitan Kolkata at large. For here, the nexus of poverty and environmental degradation appeared to have a significant impact, through gastro-intestinal and water-borne diseases, on infant and maternal mortality and morbidity. Thus began an action-research endeavour, which also had the support of the London School of Hygiene & Tropical Medicine, towards understanding this, and trying to do something positive in that context. This was initiated through a state govt project, and then subsequently continued independently by me and my colleagues, through Howrah Pilot Project, a grassroots action organization, which we established in 1997.

The Right to Housing and Pedagogy

But there was another dimension to this whole process, as far as I was concerned. And that is the housing question, of Calcutta’s labouring poor. The question of the city’s squatters and slum-dwellers. My journey, of intellectual, civic and activist engagement with the labouring poor of metropolitan Kolkata began in 1984, when I began working with squatters facing imminent evictions, and joined the Chhinnamul Sramajibi Adhikar Samiti. I had wanted to work on pedagogy. As it turned out, through the journey and the quest for action to transform the cityscape, I arrived only at pedagogy. But that was in the cause of transformative action grassroots action.

The only solution, as I saw it, was community-led redevelopment of bastis, with enabling policy, legal and institutional efforts from the state. That required, most of all, community organizations in bastis, possessing the required awareness, capabilities, motivation, commitment, integrity, sustenance and ownership. Ownership of the vision, strategy and programme, of community action. The value of the land on which the basti-dwellers live is the only resource available in the system for redressing the immense social and human development gap between the basti-dwellers and the city mainstream. Based on this vision, a proposal was made for the city of Calcutta, for comprehensive renewal of blighted inner city neighbourhoods, in the canal-side area of Beliaghata-Manicktala.

But something like this required the action, across the spectrum of stakeholders, and with a bottom-up thrust and vision, through which a real transformation could be achieved, in the social and physical landscape of my city.

That is what I have been seeking. That is what I wanted to be engaged in. Something affecting the city I lived in, affecting my life, and the lives of people around me.

I arrived in Priya Manna Basti, in Howrah, in 1996 and shortly after that decided to personally work towards physical redevelopment, beginning with 1 basti plot. That was indeed foolhardy on my part. But since then I have been educated in the nitty-grittys of poverty and environmental degradation, thika tenancy, illegal building construction, illegal electricity, crime, party functioning and party affiliation, and on daily life in general in basti neighbourhoods.

I deduced that at the very heart of empowered community organizations must be empowered individuals. Achieving this empowerment, at the level of even 1 person – who then has a small nucleus around her - is exactly the process that has to be achieved at a mass scale, with its catalytic and critical mass effects. This is not a mechanical process, it is essentially a human, pedagogical process.

I mean “pedagogy” as in the title of Paulo Friere’s Pedagogy of the Oppressed. Of course, pedagogy is also closely related to the question of education. Dr Siddiqui’s work in this field, about educating a backward minority, and the educational scenario of Kolkata’s Urdu-speaking minority – anyone concerned about this city, and anyone committed to transforming this city towards greater equity and social and economic justice, cannot ignore this work. Sohel Firdos has also undertaken a survey of poor houselholds in PM Basti in Howrah in 2005. That gives us a clear and insightful report on the nature of poverty in our city. Sohel has also undertaken an analysis of the politics of provision of civic amenities in Kolkata. Zakir Hussain too has written about education and slumdwellers in Kolkata.

What we need today is a programme to rescue the tattered fabric and poisoned ethos of this city, on a war-footing.

The road to city renewal

Dr Siddiqui is a genial and gentle person. But looking at the facts, even he is compelled to conclude that what we see is strategic deprivation of a community at large. And reading his analysis of Urdu-medium school system in Kolkata, one cannot but see what’s happening here as a form of ethnic cleansing, in this case ethnic crippling, through depriving a community of education. How it cripples and poisons, I have seen, in PM Basti.

Building leadership, capabilities and ownership among slum youth, through pedagogy, must lie at the core of any action plan. The focus of slum community youth action must be elementary education, and early intervention with poor children. These schools run by slum youth, for poor children, would be centres of pedagogy, the nucleus of slum transformation. They would be involved in pre-primary and primary education, adolescent girl intervention, back-to-school drives with school drop-outs, and literacy for child workers, illiterate youth and women. Not as funded NGOs, but as efforts emerging from the slum community.

If I were given the mandate and the power to define public policy and investment in the interests of Kolkata’s bastis and the city’s labouring poor – I would desist. For I do not, in all honesty, see anything coming out of that. It is like asking for the laws og gravity to be reversed. Substantive improvement in this specific local context, cannot but be from the bottom upwards. The existing conditions, and the long decades of neglect and toxification, the institutional vacuum and lack of capabilities, all make the notion of public policy a delusion. Bottom-up is slow. But its results are certain and enduring and strong. This can mean that with a 15-25 year perspective, one can really transform current reality. Which is the kind of time a phased physical renewal programme would anyway require. But no physical renewal programme has to contend with the Kolkata basti context. I don’t think something like that has been attempted in human history. And looking at the infrastructure side, and thinking at a city-wide and metropolitan scale, basti redevelopment can enable a radical physical transformation of the city.

The top-down would come, it would come subsequently. But public policy must first be preceded by public action, action in the public domain. By the public, by the people. Who see politics as engagement, together with basti-dwellers, in action in favour of the city’s labouring poor. For their rights, as equal citizens. And thus build the civil society of the city.

This city is waiting, for the vision of the empowerment of its marginalized citizens, to be owned in a meaningful sense, by its citizens.

See the city from here

The renowned Scottish town planner, Sir Patrick Geddes, had conceptualized something called an Outlook Tower, which he advocated for every city, so as to enable it to plan the city and its region. Howrah Pilot Project is also a kind of outlook tower, not looking out, out there, but looking in, from “there”, to the grassroots. Howrah Pilot Project is a live laboratory, of community action in the context of chronic poverty.

Image: from Joan Wink's Critical pedagogy: Notes from the real world.

Saturday, February 27, 2010

Commencement address



A commencement address by Wendell Berry to graduates of the College of the Atlantic in Bar Harbour, Maine, June 1989.

IT IS CONVENTIONAL AT GRADUATION EXERCISES to congratulate the graduates. Though I am honored beyond expression by your invitation to speak to you today, and though my good wishes for your future could not be more fervent, I think I will refrain from congratulations. This, after all, is your commencement, and a beginning is the wrong time for congratulations. Also I know enough by now of the performance of my own generation that I look at your generation with some skepticism and some anxiety. I hope that if fifty years, having looked back at the lives that you are now commencing, your children and grandchildren will congratulate you.

What I want to attempt today is to say something useful about the problems and the opportunities that lie ahead of your generation and mine. I know how desirable it is that I should briefly, and I intend to do so.

To ward the end of As You Like It, Orlando says: "I can live no longer by thinking." He is ready to marry Rosalind. It is time for incarnation. Having though too much, he is at one of the limits of human experience, or human sanity.

If his does put on flesh, we know, he must sooner or later arrive at the opposite limit, at which he will say, "I can live no longer without thinking."

Thought - even consciousness - seems to live between these limits: the abstract and the particular, the word and the flesh.

All public movements of thought quickly produce a language that works as a code, useless to the extent that it is abstract. It is readily evident, for example, that you can't conduct a relationship with another person in terms of the rhetoric of the civil rights movement or the women's movement - as useful as those rhetorics may initially have been to personal relationships.

The same is true of the environment movement. The favorite adjective of this movement now seems to be "planetary". This word is used, properly enough, to refer to the interdependence of places, and to the recognition, which is desirable and growing, that no place on the earth can be completely healthy until all places are.

But the word "planetary" also refers to an abstract anxiety or an abstract passion that is desperate and useless exactly to the extent that it is abstract. How, after all, can anybody - and particular body - do anything to heal a planet."

Nobody can do anything to heal a planet. The suggestion that anybody could do so is preposterous. The heroes of abstraction keep galloping in on their white horses to save the planet - and they keep falling off in front of the grandstand.

What we need, obviously, is a more intelligent - which is to stay, a more accurate - description of the problem. The description of a problem as "planetary" arouses a motivation for which, of necessity, there is no employment. The adjective "planetary" describes a problem in such a way that it cannot be solved.

In fact, though we now have serious problems nearly everywhere on the planet, we have no problem that can accurately be described as "planetary". And , short of the total annihilation of the human race, there is planetary solution.

There are also no national, state, or county problems, and no national, state or county solutions.

That will-o-the-wisp of the large-scale solution to the large-scale problem, so dear to government and universities and corporations, serves mostly to distract people from the small, private problems that they may in fact have the power to solve.

The problems, if we describe them accurately, are all private and small. Or they are so initially.

The problems are our lives. In the "developed" countries, at least, the large problems occur because all of us are living either partly wrong or almost entirely wrong. It was not just the greed of corporation shareholders and the hubris of corporate executives that put the fate of Prince William Sound into one ship; it was also our demand that energy should be cheap and plentiful.

Our economies of community and household are wrong. The answer to the human problems of ecology are to be found in economy. The answer to the problems of economy are to be found in culture and in character.

To fail to see this is to go on dividing the world falsely between guilty producers and innocent consumers.

The "planetary" versions - the heroic versions - of our problems have attracted great intelligence. But these problems, as they are caused and suffered in our lives, our households and our communities, have attracted very little intelligence.

There are some notable exceptions. A few people have learned to do a few things better. But it is discouraging to reflect that, though we have been talking about most of our problems for decades, we are still mainly talking about them. We have failed to produce the necessary examples of better ways. The civil rights movement has not given us better communities. The women's movement has not given us better marriages or better households. The environment movement has not changed our parasitic relationship to nature.

The reason, apparently, is that a change of principles or of talk or of thought is impotent, on its own, to change life.

For the most part, the subcultures, the countercultures, the dissenters, and the opponents continue mindlessly - or perhaps just helplessly - to follow the pattern of the dominant society in its extravagance its wastefulness, its dependences, and its addictions.

The old problem remains: How do you get intelligence our of an institution or an organization?

My small community in Kentucky has lived and dwindled for a century at least under the influence of four kinds of organization; governments, corporations, schools, and churches - all of which are distant (either actually or in interest), centralized, and consequently abstract in their concerns.

Governments and corporations (except for employees) have no presence in our community at all, which is perhaps fortunate for us, but we nevertheless feel the indifference or the contempt of governments and corporations for such communities as ours.

We have had no school of our own for nearly thirty years. The school systems takes our young people, prepares them for "the world on tomorrow," which it does not expect to take place in any area, and gives back expert (that is, extremely generalized) ideas.

The church is present in the town. We have two churches. But both have been used by their denominations, for half a century at least, to provide training and income for student ministers, who do not stay long enough even to become disillusioned.

For a long time, then, the minds that have most influenced our town have not been of the town, and so have not tried even to perceive, much less to honor, the good possibilities that are there. They have not wondered on what terms a good and conserving life might be lived there.

In this, my community is not unique, but is like almost every other neighborhood in our country and in the "developed" world.

The question that must be addressed, therefore, is not how to care for the planet, but how to care for each of the planet's millions of human and natural neighborhoods, each of its millions of small pieces and parcels of land, each one of which is in some precious and exciting way different from all the others.

Our understandable wish to preserve the planet must somehow be reduced to the scale of our competence - that is, to the wish to preserve all of its humble households and neighborhoods.

What can accomplish this reduction?

I will say again, without overweening hope, but with certainly nonetheless, that only love can do it. Only love can bring intelligence out of the institutions and organizations, where it aggrandizes itself, into the presence of the work that must be done.

Love is never abstract. It does not adhere to the universe or the planet or the nation or the institution or the profession, but to the singular sparrows of the street, the lilies of the field, " the least of these my brethren."

Love is not, by its own desire, heroic only when compelled to be. it exists by its willingness to be anonymous, humble, and unrewarded.

The older love becomes, the more clearly it understands its involvement in partiality, imperfection, suffering, and mortality. Even so, it longs for incarnation. It can live no longer by thinking.

And yet, to put on flesh and do the flesh's work, it must think.

In his essay on Kipling, George Orwell wrote: "All left-wing parties in the highly industrialized countries are at bottom a sham, because they make it their business to fight against something which they do not really wish to destroy. They have internationalist aims, and at the same time they struggle to keep up a standard of life with which those aims are incompatible. We all live by robbing Asiatic coolies, and those of us how are |enlightened' all maintain that those coolies ought to be set free; but our standard of living, and hence our |enlightenment', demands that the robbery shall continue."

This statement of Orwell is clearly applicable to our situation now, all we need to do is change a few nouns: The religion and the environmentalism of the highly industrialized countries are at bottom a sham, because they make it their business to fight against something which they do not really wish to destroy. . . .We all live by robbing nature. . . . but our standard of living. . . demands that the robbery shall continue.

We must achieve the character and acquire the skills to live much poorer than we do. It is either that or continue merely to think and talk about changes that we are inviting catastrophe to make.

The treat obstacle is simply this: the conviction that we cannot change because we are dependent upon what is wrong.

But that is the addict's excuse, and we know that it will not do.

How dependent, in fact, are we? How dependent are our neighborhoods and communities? How may our dependencies be reduced? To answer these questions will require better thoughts and better deeds to than we have been capable of so far.

I am not trying to mislead you, or myself, about the gravity of our station. I think that we have hardly begun to grasp the seriousness of the mess we are in.

Our most serious problem, perhaps, is that we have become a nation of fantasists. We believe, apparently, in the infinite availability of finite resources. We persist in land use methods that reduce the potentially infinite power of soil fertility to a finite quantity - which we then proceed to waste as if it were an infinite quantity. We have an economy that depends, not upon the quality and quantity of necessary goods and services, but on the moods of a few stockbrokers. We believe that democratic freedom can be preserved by people ignorant of the history of democracy, and indifferent to the responsibilities of freedom.

Our leaders have been for many years as oblivious of the realities and dangers of their time as were George III and Lord North. They believe that the difference between war and peace is still the overriding political - when, in fact. the difference is diminished to the point of insignificance. How would you describe the difference between modern war ands modern industry - between, say, strip mining and bombing, or between chemical warfare and chemical manufacturing? The difference seems to be only that in war the victimization of human is directly intentional and in industry it is "accepted" as a "trade-off"

Were the catastrophes of Love Canal, Bhopal, Chernobyl, and the Exxon Valdez episodes of war of peace? They were, in fact, peacetime, acts of aggression, international to the extent that the risks were known and ignored.

We are involved everywhere in a war against the world, against our freedom, and indeed against our existence.

Our industrial accidents, so-called, should be looked upon as revenges of Nature. We forget that Nature is necessarily party to all our enterprises, and that she imposes conditions of her own.

Now she is plainly saying to us: "If you put the fates of whole communities or cities or regions or ecosystems at risk in single ships or factories or power plants, then I will furnish the drunk or the fool or the imbecile who will make the necessary small mistake."

And so, graduates, my advise to you is simply my hoped for us all:

Beware the justice of Nature.

Understand that there can be no successful human economy apart from Nature. or in defiance of Nature.

Understand that no amount of education can overcome the innate limits of human intelligence and responsibility. We are not smart enough or conscious enough or alert enough to work responsibility on a gigantric scale.

Make a home. Help to make a community. Be loyal to what you have made.

Put the interest of the community first.

Love you neighbors - not the neighbors you pick out, but the ones you have.

Love this miraculous world that we did not make, that is gift to us.

So far as you are able, make your lives independent of the industrial economy, which thrives by damage.

Find work, if you can, that does not no damage. Enjoy your work. Work well.


Wendell Berry is an American man of letters, academic, cultural and economic critic, and farmer.

Friday, December 18, 2009

Amina's articles

Here are Amina Khatoon's articles on the theme "See the City from Here" about life in Priya Manna Basti, in Howrah.

"See the City from Here"

Amina takes a close look at the educational scenario in Priya Manna Basti, and especially the state of primary education. This can be read together with the report of the Pratichi Trust recently released by Prof Amartya Sen. The report is accessible (in 2 parts) here:

Part 1

Part 2

Wednesday, April 08, 2009

Melodious sub-continent


Painting by Jean Kigel

Everyone knows the national anthem of their own country. Some people know something about their anthem, like who wrote and composed it, when it was adopted, what it means and so on.

Very few people know the national anthems of other countries, or care to. But that's to their own loss! For everyone, their own national anthem is something very special. So by knowing another's anthem, one connects with an essential part of them. Its like a people's deep signature. Besides some of the anthems of the world are simply glorious to hear.

We people of the sub-continent of South Asia should hear and learn and know one another's anthems. If nothing else, they are all so melodious, and can be sung with so much feeling. Knowing something of the shared languages of this land, I cannot but be moved to tears by the anthems of Bangladesh, India, Pakistan and Sri Lanka. I like to think all the national anthems of the sub-continent are siblings, which indeed they are, in a very profound sense. And the newest entrant to this melodic family is the anthem of Nepal.

I am reminded of the anecdote in the autobiography of musician Yehudi Menuhin (whose siblings were also accomplished musicians), about someone telling his mother, "Madam, you have a very musical womb!"

So here are the anthems of the sub-continent, in alphabetical order.



Amar Shonar Bangla is the national anthem of Bangladesh. It was adopted in 1972. The song was written and composed by Rabindranath Tagore in 1906. It is in Bengali.

Amar shonar Bangla,
Ami tomae bhalobashi.

Chirodin tomar akash,
Tomar batash,
Amar prane bajae bãshi.

O ma,
Phagune tor amer bone
Ghrane pagol kôre,
Mori hae, hae re,
O ma,
Ôghrane tor bhôra khete
Ami ki dekhechhi modhur hashi.

Ki shobha, ki chhaea go,
Ki sneho, ki maea go,
Ki ãchol bichhaeechho
Bôţer mule,
Nodir kule kule!

Ma, tor mukher bani
Amar kane lage,
Shudhar môto,
Mori hae, hae re,
Ma, tor bôdonkhani molin hole,
Ami nôeon jôle bhashi.


My beloved Bengal
My Bengal of Gold,
I love you.

Forever your skies,
Your air set my heart in tune
As if it were a flute.

In spring, O mother mine,
The fragrance from your mango groves
Makes me wild with joy,
Ah, what a thrill!
In autumn, O mother mine,
In the full blossomed paddy fields
I have seen spread all over sweet smiles.

Ah, what a beauty, what shades,
What an affection, and what a tenderness!
What a quilt have you spread
At the feet of banyan trees
And along the banks of rivers!

O mother mine, words from your lips
Are like nectar to my ears.
Ah, what a thrill!
If sadness, O mother mine,
Casts a gloom on your face,
My eyes are filled with tears!



Jana Gana Mana is the national anthem of India. Composed and scored by Rabindranath Tagore, it was first sung in 1911. It was adopted as the Indian national anthem in 1950. The music for the current version is said to be derived from a composition for the song by Ram Singh Thakur. It is in Sanskrit.

Jana gana mana adhinayaka jaya he
Bharata bhagya Vidhata
Panjaba Sindhu Gujarata Maratha
Dravida Utkala Banga
Vindhya Himachala Yamuna Ganga
Ucchala jaladhi taranga
Tava subha name jage
Tava subha asisha mage
Gahe tava jaya gatha
Jana gana mangala daayaka jaya he
Bharata bhagya Vidhata
Jaya he jaya he jaya he
Jaya jaya jaya jaya he!


O! Dispenser of India's destiny, thou art the ruler of the minds of all people
Thy name rouses the hearts of Punjab, Sindh, Gujarat, the Maratha country,
in the Dravida country, Utkala and Bengal;
It echoes in the hills of the Vindhyas and Himalayas,
it mingles in the rhapsodies of the pure waters of Yamuna and Ganga
They chant only thy name.
They seek only thy auspicious blessings.
They sing only the glory of thy victory.
The salvation of all people waits in thy hands,
O! Dispenser of India's destiny, thou art the ruler of the minds of all people
Victory to thee, Victory to thee, Victory to thee,
Victory, Victory, Victory, Victory to thee!



Sayaun Thunga Phool Ka Hami is the national anthem of Nepal. Adopted in 2007, the lyrics were written by poet Pradeep Kumar Rai, alias Byakul Maila. The music has been composed by Ambar Gurung.

Sayaű thűgā phūlkā hāmī, euṭai mālā nepālī
Sārwabhaum bhai phailiekā, Mechi-Mahākālī
Prakritikā kotī-kotī sampadāko ā̃chal,
Vīrharūkā ragata le, swatantra ra aṭal
Gyānabhūmi, śhāntibhūmi Tarāī, pahād, himāl
Akhaṇḍa yo pyāro hāmro mātṛibhūmi Nepāl
Bahul jāti, bhāṣhā, dharma, sãnskṛti chan biśhāl
Agragāmī rāṣhṭra hāmro, jaya jaya Nepāl
Byakul Maila


We are hundreds of flowers, the one garland - Nepali
Sovereign, spread out from Mechi to Mahakali.
Amassing nature's millions of resources
By the blood of heroes, independent and immovable.
Land of knowledge, land of peace, Terai, hills, mountains
Indivisible this beloved, our motherland Nepal.
The diverse races, languages, faiths, and cultures are so extensive
Our progressive nation, long live Nepal.



The Qaumī Tarāna or Pāk sarzamīn shād bād is the national anthem of Pakistan. Adopted in 1954, the lyrics were written by Hafeez Jullundhri, and the music of the anthem was composed by Ahmed Ghulamali Chagl. It is in Urdu.

Pāk sarzamīn shād bād
Kishwar-e-hasīn shād bād
Tū nishān-e-`azm-e-`alīshān
Arz-e-Pākistān!
Markaz-e-yaqīn shād bād

Pāk sarzamīn kā nizām
Qūwat-e-ukhūwat-e-`awām
Qaum, mulk, sultanat
Pā-inda tābinda bād!
Shād bād manzil-e-murād

Parcham-e-sitāra-o-hilāl
Rahbar-e-tarraqqī-o-kamāl
Tarjumān-e-māzī, shān-e-hāl
Jān-e-istiqbāl!
Sāyah-e-Khudā-e-Zū-l-Jalāl


Blessed be the sacred land
Happy be the bounteous realm
Symbol of high resolve
Land of Pakistan!
Blessed be thou, citadel of faith

The order of this sacred land
Is the might of the brotherhood of the people
May the nation, the country, and the state
Shine in glory everlasting!
Blessed be the goal of our ambition

This flag of the crescent and star
Leads the way to progress and perfection
Interpreter of our past, glory of our present
Knowledge of the future!
Symbol of the Almighty's protection



Sri Lanka Matha is the national anthem of Sri Lanka. Adopted in 1951, the words and music were written by Ananda Samarakoon in 1940. It is in Sinhala.

Sri Lanka Matha, apa Sri Lanka,
Namo Namo Namo Namo Matha.
Sundara siri barini,
Surendi athi Sobamana Lanka
Dhanya dhanaya neka mal pala thuru piri, Jaya bhoomiya ramya.
Apa hata sapa siri setha sadana, jeewanaye Matha!
Piliganu mena apa bhakthi pooja,
Namo Namo Matha.
Apa Sri Lanka,
Namo Namo Namo Namo Matha
Obawe apa widya, Obamaya apa sathya
Obawe apa shakti, Apa hada thula bhakthi
Oba apa aloke, Aapage anuprane
oba apa jeewana we, Apa muktiya obawe
Nawa jeewana demine
Nnithina apa Pubudu karan matha
Gnana weerya wadawamina ragena yanu
mena jaya bhoomi kara
Eka mawekuge daru kala bawina
yamu yamu wee nopama
Prema wada sama bheda durara da
Namo Namo Matha
Apa Sri Lanka,
Namo Namo Namo Namo Matha.


Mother Lanka we salute Thee!
Plenteous in prosperity, Thou,
Beauteous in grace and love,
Laden with grain and luscious fruit,
And fragrant flowers of radiant hue,
Giver of life and all good things,
Our land of joy and victory,
Receive our gratefull praise sublime,
Lanka! we worship Thee.
Thou gavest us Knowledge and Truth,
Thou art our strength and inward faith,
Our light divine and sentient being,
Breath of life and liberation.
Grant us, bondage free, inspiration.
Inspire us for ever.
In wisdom and strength renewed,
Ill-will, hatred, strife all ended,
In love enfolded, a mighty nation
Marching onward, all as one,
Lead us, Mother, to fullest freedom.

Let me in!



A message here, on equal opportunity!

See more of Simon's Cat here and here.

Commodifying kids: The Forgotten Crisis


"The advertising and marketing industry
spends over $17 billion a year on shaping
children's identities and desires."
(Photo: notsogoodphotography)


by Henry A. Giroux
truthout


As the United States and the rest of the world enter into an economic free fall, the current crisis offers an opportunity not only to question the politics of free-market fundamentalism, the dominance of economics over politics, and the subordination of justice to the laws of finance and the accumulation of capital, but also the ways in which children's culture has been corrupted by rampant commercialization, commodification and consumption. There is more at stake in this crisis than stabilizing the banks, shoring up employment and solving the housing problem. There is also the issue of what kind of public spaces and values we want to make available, outside of those provided by the market, for children to learn the knowledge, skills and experiences they need to confront the myriad problems facing the twenty-first century. The road to recovery cannot be simply about returning to modified free-market capitalism and a re-established, utterly bankrupt consumer society. Given all the pain and suffering that the vast majority of Americans have endured, we should ask ourselves if there is not a teachable moment here. What kind of society and future do we want for our children given how obviously unsustainable and exploitative the now failed market-driven system has proven to be?

In a society that measures its success and failure solely through the economic lens of the Gross National Product (GNP), it becomes difficult to define youth outside of market principles determined largely by criteria such as the rate of market growth and the accumulation of capital. The value and worth of young people in this discourse are largely determined through the bottom-line cost-benefit categories of income, expenses, assets and liabilities. The GNP does not measure justice, integrity, courage, compassion, wisdom and learning, among other values vital to the interests and health of a democratic society. Nor does it address the importance of civic participation, public goods, dissent and the fostering of democratic institutions. In a society driven entirely by market mentalities, moralities, values and ideals, consuming, selling and branding become the primary mode through which to define agency and social relations - intimate and public - and to shape the sensibiliti es and inner lives of adults as well as how society defines and treats its children.

While the "empire of consumption" has been around for a long time,(1) American society in the last thirty years has undergone a sea change in the daily lives of children - one marked by a major transition from a culture of innocence and social protection, however imperfect, to a culture of commodification. This is culture that does more than undermine the ideals of a secure and happy childhood; it also exhibits the bad faith of a society in which, for children, "there can be only one kind of value, market value; one kind of success, profit; one kind of existence, commodities; and one kind of social relationship, markets."(2) Children now inhabit a cultural landscape in which they can only recognize themselves in terms preferred by the market.

Subject to an advertising and marketing industry that spends over $17 billion a year on shaping children's identities and desires,(3) American youth are commercially carpet-bombed through a never-ending proliferation of market strategies that colonize their consciousness and daily lives. Multibillion-dollar corporations, with the commanding role of commodity markets as well as the support of the highest reaches of government, now become the primary educational and cultural force in shaping, if not hijacking, how young people define their interests, values and relations to others. Juliet Schor, one of the most insightful and critical theorists of the commodification of children, argues that, "These corporations not only have enormous economic power, but their political influence has never been greater. They have funneled unprecedented sums of money to political parties and officials.... The power wielded by these corporations is evident in many ways, from their ability to eliminate competitors to their ability to mobilize state power in their interest."(4)

As the sovereignty of the market displaces state sovereignty, children are no longer viewed as an important social investment or as a central marker for the moral life of the nation. Instead, childhood ideals linked to the protection and well-being of youth are transformed - decoupled from the "call to conscience [and] civic engagement"(5) and redefined through what amounts to a culture of cruelty, abandonment and disposability. Childhood ideals increasingly give way to a market-driven politics in which young people are prepared for a life of objectification while simultaneously drained of any viable sense of moral and political agency. Moreover, as the economy implodes, the financial sector is racked by corruption and usury, the housing and mortgage market is in free fall, and millions of people lose their jobs, the targeting of children for profits takes on even more insistent and ominous tones. This is especially true in a consumer society in which children more than ever mediate their identities and relations to others through the consumption of goods and images. No longer imagined within language of responsibility and justice, childhood begins with what might be called the scandalous philosophy of money - that is, a logic in which everything, including the worth of young people, is measured through the potentially barbaric calculations of finance, exchange value and profitability. And this is part of the economic crisis that is barely mentioned in the mainstream media.

What is distinctive about this period in history is that the United States has become the most "consumer-oriented society in the world." Kids and teens, because of their value as consumers and their ability to influence spending, are not only at "the epicenter of American consumer culture," but are also the major targets of those powerful marketing and financial forces that service big corporations and the corporate state.(6) In a world in which products far outnumber shoppers, youth have been unearthed not simply as another expansive and profitable market, but as the primary source of redemption for the future of capitalism - even as it implodes. Erased as future citizens of a democracy, kids are now constructed as consuming and saleable objects. Gilded Age corporations, however devalued, and their army of marketers, psychologists and advertising executives now engage in what Susan Linn calls a "hostile takeover of childhood,"(7) poised to take advantage of the economic power wielded by kids and teens. With spending power increasing to match that of adults, the children's market has greatly expanded in the last few decades, in terms of both direct spending by kids and their influence on parental acquisitions. While figures on direct spending by kids differ, Benjamin Barber claims that "in 2000, there were 31 million American kids between twelve and nineteen already controlling 155 billion consumer dollars. Just four years later, there were 33.5 million kids controlling $169 billion, or roughly $91 per week per kid."(8) Schor argues that "children age four to twelve made ... $30.0 billion" in purchases in 2002, while kids aged twelve to nineteen "accounted for $170 billion of personal spending."(9) Molnar and Boninger cite figures indicating that pre-teens and teenagers command "$200 billion in spending power."(10) Young people are attractive to corporations because they are big spenders, but that is not the only reason. They also exert a powerful influence on parental spending, offering up a market in which, according to Anap Shah, "Children (under 12) and teens influence parental purchases totaling over ... $670 billion a year."(11)

One measure of the corporate assault on kids can be seen in the reach, acceleration and effectiveness of a marketing and advertising juggernaut that attempts to turn kids into consumers and childhood into a saleable commodity. Every child, regardless of how young, is now a potential consumer ripe for being commodified and immersed in a commercial culture defined by brands. According to Lawrence Grossberg, children are introduced to the world of logos, advertising and the "mattering maps" of consumerism long before they can speak: "Capitalism targets kids as soon as they are old enough to watch commercials, even though they may not be old enough to distinguish programming from commercials or to recognize the effects of branding and product placement."(12) In fact, American children from birth to adulthood are exposed to a consumer blitz of advertising, marketing, educating and entertaining that has no historical precedent. There is even a market for videos for toddlers as young as four months old. One such baby video called Baby Gourmet alleges to "provide a multi-sensory experience for children designed to introduce little ones to beautiful fruits and vegetables ... in a gentle and amusing way that stimulates both the left and right hemispheres."(13) This would be humorous if Madison Avenue were not dead serious in its attempts to sell this type of hype - along with other baby videos such as Baby Einstein, Brainy Baby, Sesame Street Baby, and Disney's Winnie the Pooh Baby - to parents eager to provide their children with every conceivable advantage over the rest. Not surprisingly, this is part of a growing $4.8 billion market aimed at the youngest children.(14) Schor captures perfectly the omnipotence of this machinery of consumerism as it envelops the lives of very young children:

At age one, she's watching Teletubbies and eating the food of its "promo partners" Burger King and McDonald's. Kids can recognize logos by eighteen months, and before reaching their second birthday, they're asking for products by brand name. By three or three and a half, experts say, children start to believe that brands communicate their personal qualities, for example, that they're cool, or strong, or smart. Even before starting school, the likelihood of having a television in their bedroom is 25 percent, and their viewing time is just over two hours a day. Upon arrival at the schoolhouse steps, the typical first grader can evoke 200 brands. And he or she has already accumulated an unprecedented number of possessions, beginning with an average of seventy new toys a year.(15)

Complicit, wittingly or unwittingly, with a politics defined by market power, the American public offers little resistance to children's culture being expropriated and colonized by Madison Avenue advertisers. Eager to enthral kids with invented fears and lacks, these advertisers also entice them with equally unimagined new desires, to prod them into spending money or to influence their parents to spend it in order to fill corporate coffers. Every child is vulnerable to the many advertisers who diversify markets through various niches, one of which is based on age. For example, the DVD industry sees toddlers as a lucrative market. Toy manufacturers now target children from birth to ten years of age. Children aged eight to twelve constitute a tween market and teens an additional one. Children visit stores and malls long before they enter elementary school, and children as young as eight years old make visits to malls without adults. Disney, Nickelodeon and other mega companies now provide web sites such as "Pirates of the Caribbean" for children under ten years of age, luring them into a virtual world of potential consumers that reached 8.2 million in 2007, while it is predicted that this electronic mall will include 20 million children by 2011.(16 ) Moreover, as Brook Barnes points out in The New York Times, these electronic malls are hardly being used either as innocent entertainment or for educational purposes. On the contrary, she states, "Media conglomerates in particular think these sites - part online role-playing game and part social scene - can deliver quick growth, help keep movie franchises alive and instill brand loyalty in a generation of new customers." (17) But there is more at stake here than making money and promoting brand loyalty among young children: there is also the construction of particular modes of subjectivity, identification and agency.

Some of these identities are on full display in advertising aimed at young girls. Market strategists are increasingly using sexually charged images to sell commodities, often representing the fantasies of an adult version of sexuality. For instance, Abercrombie & Fitch, a clothing franchise for young people, has earned a reputation for its risque catalogues filled with promotional ads of scantily clad kids and its over-the-top sexual advice columns for teens and preteens; one catalogue featured an ad for thongs for ten-year-olds with the words "eye candy" and "wink wink" written on them.(18) Another clothing store sold underwear geared toward teens with "Who needs Credit Cards ...?" written across the crotch.(19)Children as young as six years old are being sold lacy underwear, push-up bras and "date night accessories" for their various doll collections. In 2006, the Tesco department store chain sold a pole dancing kit designed for young girls to unleash the sex kitten inside . Encouraging five- to ten-year-old children to model themselves after sex workers suggests the degree to which matters of ethics and propriety have been decoupled from the world of marketing and advertising, even when the target audience is young children. The representational politics at work in these marketing and advertising strategies connect children's bodies to a reductive notion of sexuality, pleasure and commodification, while depicting children's sexuality and bodies as nothing more than objects for voyeuristic adult consumption and crude financial profit.

For the last few decades, critics such as Thomas Frank, Kevin Phillips, David Harvey and many others have warned us, and rightly so, that right-wing conservatives and free-market fundamentalists have been dismantling government by selling it off to the highest or "friendliest" bidder. But what they have not recognized adequately is that what has also been sold off are both our children and our collective future, and that the consequences of this catastrophe can only be understood within the larger framework of a politics and market philosophy that view children as commodities and democracy as the enemy. In a democracy, education in any sphere, whether it be the public schools or the larger media, is, or should be, utterly adverse to treating young people as individual units of economic potential and as walking commodities. And it is crucial not to "forget" that democracy should not be confused with a hypercapitalism.

Inevitably, humans must consume to survive. The real enemy is not consumption per se, but a market-driven consumer society fueled by the endless cycle of acquisition, waste and disposability, which is at the heart of an unchecked and deregulated global capitalism. Under such circumstances, there are few remaining spaces in which to imagine a mode of consumption that rejects the logic of commodification and embraces the principles of sustainability while expanding the reach and possibilities of a substantive democracy. Juliet Schor touches on this issue by rightly arguing that the real issue is "what kind of consumers do we want to be?"(20) Or, to put it more broadly, what kind of society and world do we want to live in? As politics embraces all aspects of children’s lives, it is crucial to make clear that the rising tide of free markets has less to do with ensuring democracy and freedom than with spreading a rein of terror around the globe, affecting the most vulnerable populations in the cruellest of ways. The politics of commodification and its underlying logic of waste and disposability do irreparable harm to children, but the resulting material, psychological and spiritual injury they incur must be understood not merely as a political and economic issue but also as a pedagogical concern.

At the same time, simply criticizing the market, the privatization of public goods and the commercialization of children, while helpful, is not enough. Stirring denunciations of what a market society does to kids do not go far enough. What is equally necessary is developing public spaces and social movements that help young people develop healthy notions of self, identities and visions of their future no longer defined - more accurately, defiled - by market values and mentalities. Obama's road to recovery must align itself with a vision of a democracy that is on the side of children, particularly young children in need. It must enable the conditions for youth to learn, to "grow," as John Dewey once insisted, as engaged social actors more alive to their responsibilities to future generations than contemporary adult society has proven capable. Such a project requires constructing a politics that refuses to be animated by populist rage so easily misdirected, or by a disdain for the social state, for mutuality, reciprocity and compassion, among other democratic values. In short, it must reject a society whose essence is currently refracted in the faces of children compelled to confront a future that as yet offers very little hope of happiness, or even survival.

.......

Endnotes

(1) Lizabeth Cohen, "A Consumer's Republic: The Politics of Mass Consumption in Postwar America" (New York: Vintage, 2003).
(2) Lawrence Grossberg, "Caught In the Crossfire: Kids, Politics, and America's Future" (Boulder: Paradigm Publishers, 2005), p. 264.
(3) See Josh Golin, "Nation's Strongest School Commercialism Bill Advances Out of Committee," Common Dreams Progressive Newswire (August 1, 2007). Online:http://www.commondreams.org/cgi-bin/newsprint.cgi?file=/news2007/0801-06.htm. Juliet Schor argues that total advertising and marketing expenditures directed at children in 2004 reached $15 billion. See Juliet B. Schor, "Born to Buy" (New York: Scribner, 2005), p. 21.
(4) Juliet Schor, "When Childhood Gets Commercialized Can Childhood Be Protected," in Regulation, Awareness, Empowerment: Young People and Harmful Media Content in the Digital Age, ed. Ulla Carlsson (Sweden: Nordicom, 2006), pp. 114ñ115.
(5) Kiku Adatto, "Selling Out Childhood," Hedgehog Review 5: 2 (Summer 2003), p. 40.
(6) Schor, "Born to Buy," p. 20.
(7) Susan Linn, "Consuming Kids" (New York: Anchor Books, 2004), p. 8.
(8) Benjamin R. Barber, "Consumed: How Markets Corrupt Children, Infantilize Adults, and Swallow Citizens Whole" (New York: W. W. Norton & Company, 2007), pp. 7ñ8.
(9) Schor, "Born to Buy," p. 23.
(10) Alex Molnar and Faith Boninger, "Adrift: Schools in a Total Marketing Environment," Tenth Annual Report on Schoolhouse Commercialism Trends: 2006-2007 (Tempe: Arizona State University, 2007), pp. 6-7.
(11) Anup Shah, "Children as Consumers," Global Issues (January 8, 2008). Online:http://www.globalissues.org/TradeRelated/Consumption/Children.asp.
(12) Grossberg, "Caught in the Crossfire," p. 88.
(13) Linn, "Consuming Kids," p. 54.
(14) Molnar and Boninger, "Adrift," p. 9.
(15) Schor, "Born to Buy," pp. 19-20.
(16) Cited in Brooks Barnes, "Web Playgrounds of the Very Young," New York Times, (December 31, 2007). Online at: http://www.nytimes.com/2007/12/31/business/31virtual.html?_r=1&oref=slogin.
(17) Barnes, "Web Playgrounds of the Very Young."
(18) Editorial, "Clothier Pushes Porn, Group Sex to Youths," WorldNetDaily.com(November 15, 2003). Online: http://www.wnd.com/news/article.asp?ARTICLE_ID=35604. See also Editorial, "Tell Nationwide Children's Hospital: No Naming Rights for Abercrombie & Fitch," Campaign for a Commercial-Free Childhood (June 2006). Online: http://salsa.democracyinaction.org/o/621/t/5401/campaign.jsp?campaign_KEY=23662.
(19) Tana Ganeva, "Sexpot Virgins: The Media's Sexualization of Young Girls," AlterNet (May 24, 2008). Online: http://www.alternet.org/story/85977/.
(20) Juliet Schor, "Tackling Turbo Consumption: An Interview With Juliet Schor," Soundings 34 (November 2006), p. 51.

Henry A. Giroux holds the Global TV Network chair in English and Cultural Studies at McMaster University in Canada. His most recent books include Take Back Higher Education (co-authored with Susan Searls Giroux, 2006), The University in Chains: Confronting the Military-Industrial-Academic Complex (2007) and Against the Terror of Neoliberalism: Politics Beyond the Age of Greed (2008). His newest book, Youth in a Suspect Society: Beyond the Politics of Disposability, will be published by Palgrave Mcmillan in 2009.