Overcoming The Democratic Recession

Our guest authors today are Arch Puddington, (director of research) and David J. Kramer (executive director) of Freedom House, a bipartisan organization founded in 1941 by Wendell Willkie, Eleanor Roosevelt, and others.  It has worked tirelessly over the intervening decades to promote democratic values both at home and abroad. It is best known for its annual Freedom in the World survey, which analyzes the state of political freedom and civil liberties. In 2010, it published The Global State of Workers’ Rights: Free Labor in a Hostile World, a survey of union and workers rights, and a global map of labor rights, with support from the Albert Shanker Institute. Along with the Shanker Institute, Freedom House is also a cosponsor of DemocracyWeb, a resource for history, civics and comparative government education.  Antonia Cortese, secretary treasurer of the Shanker Institute, also serves on the Freedom House Board of Trustees.

As we enter a new decade, the evidence is fast mounting that global freedom is under the most intense pressure it has faced in many years. According to the most recent report issued by Freedom House, 2010 marked the fifth consecutive year of a worldwide democracy recession. During that period, democracy has suffered setbacks in every region of the world.  All of the political institutions that are crucial to democratic governance—including elections, press freedom, rule of law, minority rights—have suffered setbacks.

The palpable lack of confidence among democracies in their own system of government, driven in part by the global economic crisis that has affected market economies more severely than authoritarian ones, partly explains these trends.  Recently, for the first time since the end of the Cold War, western pundits are raising questions about the efficacy of democratic systems.

The “Jobless” Recovery: Implications For Education?

Our guest author today is James R. Stone, professor and director of the National Research Center for Career & Technical Education at the University of Louisville.

The headline of the USA Today article reads: “Tense Time for Workers, As Career Paths Fade Away” (January 13, 2011). The article notes that while most key economic indicators have improved over the past two years, the unemployment rate has remained persistently high. This is a jobless recovery.

Is this a time for pessimism or a time for a reality check?

This is not the first jobless recovery. The recession of the early 1990s spawned books with titles such as The Jobless Future (1994), A Future of Lousy Jobs (1990), The End of Work (1995), The End of Affluence (1995), and When Work Disappears (1996). Any one of those, and many other, similarly-titled books and articles could speak to today’s labor market crisis. Were these authors prescient or is the creative destruction in the labor market wrought by our relatively unbridled free enterprise system’s speeding up the cycles? I’ll leave that for economists to argue.

What is new this time around is the effect of the recession on recent college graduates.

Learning Versus Punishment And Accountability

Our guest author today is Jeffrey Pfeffer, Thomas D. Dee II Professor of Organizational Behavior at the Stanford University Graduate School of Business. We find it intriguing, given the current obsession with “accountability” in education reform. It is reprinted with permission from Dr. Pfeffer’s blog, Rational Rants, found at http://www.jeffreypfeffer.com.

People seem to love to exact retribution on those who screw up—it satisfies some primitive sense of justice. For instance, research in experimental economics shows that people will voluntarily give up resources to punish others who have acted unfairly or inappropriately, even though such behavior costs those doing it and even in circumstances where there is going to be no future interaction to be affected by the signal sent through the punishment. In other words, people will mete out retribution even when such behavior is economically irrational.

Shedding Tears For An Elusive Unity

As anyone who has paid attention to the tragic history of Sudan knows, its internal conflict has been marked by extreme violence toward civilians. In the Darfur region of Northern Sudan, war-related killings, starvation and death from disease have been labeled “genocidal” by international human rights organizations, who have accused the Sudanese government, led by Omar al-Bashir, with attempting to wipe out the black African population of the region. In July, 2010, al-Bashir was charged by the International Criminal Court at the Hague with three counts of genocide in Darfur. He has also been charged with crimes against humanity and war crimes. For detailed background of this terrible conflict, readers are directed to sites here, here, here, and here. This article by a Sudan Star journalist mocks the sudden emotion over the prospect of Sudan’s partition by politicians, especially from a hitherto ruthless leader of north Sudan, Dr. Nafie Ali Nafie.  Dr. Nafie is known for torturing his teacher, for example, simply for teaching evolution.

Tensions are mounting in Sudan, in the run-up to a January 2011 referendum in which Southern Sudan will vote on independence. The Sudanese conflict, which began in 1989, has been driven by historic animosities between the predominantly Arab north, and the black African animist and Christian population in the south.  At stake, from an economic perspective, are Sudan’s large oil reserves, most of which straddles the border between north and south.  The Sudan government and the Sudan Peoples’ Liberation Movement signed a peace agreement in 2005, and the government signed a framework peace agreement with Darfur region rebels in February, 2010.

 Ahmed Elzobier can be reached at ahmed.elzobir@gmail.com.

More On What "Superman" Left Out

Our guest author today is Diane Ravitch, Research Professor of Education at New York University and an historian of education. In addition, she is a nonresident senior fellow at the Brookings Institution in Washington, D.C..  Her latest book is The Death and Life of the Great American School System.

In my recent article for the New York Review of Books about “Waiting for Superman," I praised the SEED Charter School in Washington, D.C. (one of the schools featured in the movie) for their high graduation and college acceptance rates.  I also pointed out, however, that they spend about $35,000 per student, three times as much as normal schools spend.  This fact was not mentioned in the movie.

Nor was the school’s incredibly high attrition rate.  Take a quick look at the graph below (hat tip to Leigh Dingerson).  They start out with about 150 students in seventh grade, but their enrollment slowly declines to around 30 in grade twelve.  This level of attrition is alarming, and it makes any simple evaluation of SEED’s results impossible. 

Narratives To Nowhere

Our guest author today is Arch Puddington, director of research at Freedom House.

I once appeared on a panel on the state of press freedom with a man who had been a reporter with one of America’s prestigious news weeklies. He told of having been on assignment in the Middle East during an especially bloody terrorist atrocity, carried out by Hezbollah, that had killed a number of Americans. When the journalist asked a Hezbollah contact why his group had committed the atrocity, the response was: "You ignored us before we were terrorists; now, after this act, you take us seriously."

The message that the reporter took from these chilling words was not that the men who made the decisions for Hezbollah were ruthless murderers. Instead, he discovered a measure of wisdom in the terrorist’s rationalization: The Western democracies, and especially the United States, had for too long held sway over how events were interpreted, history was written, and the news was reported. He saw as altogether encouraging the emergence of differing narratives about world events, especially in combustible regions like the Middle East, where the voices and opinions of the victimized had been suppressed for too long.

More Than One Way Of Winning

Our guest author today is James R. Stone, professor and director of the National Research Center for Career & Technical Education at the University of Louisville.

In recent years, a consensus has emerged among education researchers and policymakers that all students should graduate from high school both "college- and career-ready." President Obama has made this part of his education agenda. And numerous advocacy organizations have championed the notion. But what does the phrase actually mean?

"College-ready" usually means not needing remedial courses once in college, and "career-ready" is usually equated with college-ready. High standards and expectations are the means recommended to prepare college-ready graduates. This means rigorous courses aligned with standards, and tests to ensure that students meet those standards. Presumably, career-readiness comes with the same requirements. The evidence contradicts the rhetoric, however. Paul Barton at ETS, Peter Cappelli at the Wharton School, and other labor market experts argue that being prepared for college is not the same as being prepared for a successful transition into the workforce.

Perhaps we ought to consider an alternative framework that more clearly defines what college- and career-ready means.

Free Labor In A Hostile World

Our guest author today is Arch Puddington, director of research at Freedom House. The Global State of Workers’ Rights: Free Labor in a Hostile World, the Albert Shanker Institute-supported report he cites below, is available here. A "Map of Workers’ Rights," depicting its findings is here. 

This month marks the thirtieth anniversary of the founding of Solidarity, the independent trade union movement that played so crucial a role in the collapse of Communist rule in Poland and ultimately everywhere else where it held sway. Solidarity emerged from a series of spontaneous strikes called by workers at the shipbuilding yards of Poland’s Baltic coast cities. It quickly spread throughout the country, pulling in workers from steel works, textile mills, and coal mines. Soon, the working class was joined by the intellectual opposition, a loose movement of academics and former student activists that had been gathering momentum as the corruption of the Communist system became increasingly apparent. 

Solidarity thus quickly evolved into a broad movement for democracy, with a free-wheeling press, a diplomatic apparatus, and close ties to Poland’s influential Catholic Church. It was, however, the support of Poland’s huge working class that ensured Solidarity’s staying power. Where Communist regimes had faced down opposition stirrings among students and intellectuals in the past, it had never been confronted by an adversary as large, disciplined, and well-organized as Solidarity came to be.  

It’s worth mentioning during this U.S. Labor Day period that U.S. unions, led by individuals such as AFL-CIO President Lane Kirkland and AFT President Al Shanker (from whom this blog is named), among many others, were Solidarity’s staunchest supporters in the U.S.

What About Curriculum Effects?

Our guest author today is Barak Rosenshine, emeritus professor of educational psychology at the University of Illinois at Urbana-Champaign.

Bill Gates, the Los Angeles Times, and others have argued that teachers should be held accountable for the achievement of their students. This has led to heated debates over the validity and proper use of value added statistical measures. But no one seems to be talking about curriculum effects. What if an excellent teacher is in a school that has selected a curriculum for mathematics or for reading that isn’t very good. How accountable should the teacher be in those circumstances?

Subscribe to Guest Posts