Tag Archives: Black Lives Matter

Why Teachers’ Unions Are Losing Membership (And Dues)

Teachers Unions

by Christopher Paslay

Surveys show that many teachers see their unions as too leftist.

America needs organized labor, especially when it comes to our country’s educators. For decades, teachers (most of whom were women with no political rights) were offered low pay and had no control over their working conditions or the direction of their profession.

In 1857, forty-three educators came together in Philadelphia to change all of that. Forming what would become the National Education Association (NEA), the new union focused on raising teacher salaries, reforming child labor laws, and educating emancipated slaves.

A half-century later, a sixth-grade schoolteacher from Chicago named Margaret Haley came along. Frustrated by her low wage and the treatment she was receiving from her principal, Haley joined a group of elementary schoolteachers from Chicago in 1916 and went on to form the American Federation of Teachers, whose goal was to unify educators across the country.

Throughout the 20thCentury, the NEA and AFT would go on to fight for the rights of teachers, women, and minorities—not only revolutionizing the education profession by securing fair wages and safe working conditions—but also helping to bring equality to America’s marginalized groups along the way.

But in 2018, America’s two biggest teachers’ unions find themselves in a challenging situation. According to Kate Walsh, president of the National Council on Teacher Quality, a nonprofit, nonpartisan research and policy organization, teachers’ unions may be losing power. She writes:

Make no bones about it. Teachers unions are reeling from a game-changing decision from the U.S. Supreme Court. . . . The public may not have much noticed, but unions feel they are standing at a precipice, not at all certain they can maintain the power they’re long accustomed to wielding.

After the high court sided with Janus in Janus vs. AFSCME, public-sector workers will no longer be required to contribute to their unions, something nearly half of all states — including Minnesota — require regardless of whether teachers choose to belong to the union. The nation’s largest union, the National Education Association (NEA), having just held its annual convention in Minneapolis, expects to be hard hit. It’s anyone’s best guess how many of the 78,000 active teachers who currently contribute to the Education Minnesota union will opt out in the years ahead, but the initial hit will almost certainly include some 7,000 teachers who have already registered their discontent over having been forced to contribute.

Internal documents from the NEA predict the union could lose up to 300,000 members nationwide. The AFT, which has 15 of its 22 largest state affiliates in former agency-fee states, will be affected even more by Janus.

So why are teachers’ unions having such an issue with dues and membership? Union officials will undoubtedly point the finger at the Janus ruling, but this is by no means an adequate answer. The recent Supreme Court decision doesn’t bar educators from joining unions or paying dues, it simply gives them a choice. The real question that must be addressed is this: Why, if given the choice of joining a union and paying dues, are so many teachers opting out?

One major reason, other than simple finances, is that teachers’ unions have become far too political as of late. More specifically, they’ve veered too far left. According to Walsh, independent surveys consistently report that only half of all teachers see their union as “essential” and that many see “political activity as too leftist.”

Incredibly, only half of all teachers voted for Hillary Clinton in 2016. This is quite concerning, given the fact that the NEA and AFT combined to donate $33 million to political campaigns in 2016—over 93 percent to Democrats. But the fact that the Democrats lost the Presidency in 2016 (and over 1,000 total seats, including the House and the Senate, during the Obama years), doesn’t seem to register with union officials. Instead of taking stock of the diverse political affiliations and interests of their members, the NEA and AFT have done the complete opposite: they’ve doubled-down on their polarizing agendas, becoming even more political and even more leftist than ever before.

At the NEA’s annual convention in Minneapolis early this month, the union presented former San Francisco 49er quarterback Colin Kaepernick with their highest honor—the NEA’s President’s Award. Perhaps awarding Kaepernick, a man whom many see as disrespectful to law enforcement and the military, wasn’t the best choice when trying to increase union membership? That wasn’t the only thing that could be seen as polarizing by new teachers trying to decide if they want to become NEA members. According to the National Review:

The NEA adopted 122 total New Business Items, including commitments to promote the Black Lives Matter Week of Action (including supporting BLM’s demand that “ethnic studies be taught in pre-K-12 schools”), to support “a strategy postponing confirmation of a Supreme Court justice until after the mid-term election,” and to encourage teachers to assign readings that “describe and deconstruct the systemic proliferation of a White supremacy culture and its constituent elements of White privilege and institutional racism.” The NEA also promised to respond “in support of and in solidarity with immigrant families who are separated, incarcerated, or refused their legal right to request asylum due to the heartless, racist, and discriminatory zero-tolerance policies of the Trump administration.”

Basically, the NEA is saying screw you to any current or future member who supports the President, which is quite mind-boggling, being that nearly 63 million Americans voted for Trump in 2016—over 105,000 of them from Philadelphia alone.

The AFT went hard left as well. They unanimously endorsed a “public investment strategy for health care and education infrastructure,” which includes free tuition at all public colleges and universities, and “taxation of the rich to fully fund” a raft of education programs.

Again, doubling-down on a socialist agenda might not be the best approach when trying to court future dues-paying union members, especially if the AFT is interested in any political diversity whatsoever (which clearly they’re not).

Remember: The Janus decision merely provides America’s teachers with a choice: To join/pay dues, or not to join/pay dues. The fact that more and more teachers are opting for the latter might be a wakeup call to union officials to become a little more politically diverse, or at least soften some of their left-leaning political agendas.

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10 Reasons to Skip ‘Black Lives Matter Week’ in Philadelphia

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by

Christopher Paslay

If you’re thinking of joining BLM’s Action Week in Philadelphia, you should reconsider.  

My name is Christopher Paslay, a 20-year veteran of the Philadelphia School District, and I’m officially skipping the Black Lives Matter “Week of Action” planned for Philadelphia public schools. For two decades I’ve been a dedicated English teacher, mentor, and coach, and have written hundreds of articles demanding respect, equality, and justice for our children, communities, and schools.

But I won’t be wearing a BLM button or t-shirt next week, or implementing any BLM curriculum in my English classes (even though I have an M.Ed. in Multicultural Education).

Here are 10 reasons why:

1. Students shouldn’t be shunned for supporting Trump or being Republican. Ironically, although “Diversity” is the first of BLM’s 13 “Guiding Principles,” which states they are committed to “acknowledging, respecting and celebrating differences and commonalities” which include race, religion, age, gender identity, sexual identity, economic status, and immigration status, nowhere in BLM’s 13 Guiding Principles do they acknowledge accepting differing political ideologies. In other words, it doesn’t appear that conservatives and/or Republicans are welcomed by this group.

Perhaps I’m misinterpreting BLM’s website and mission, and if I am, I apologize. However, after reading BLM’s calendar of events for their planned “Week of Action” in Philadelphia, it becomes quite clear that they have no tolerance for political diversity.

In a “kick off event” titled “Courage for Racial Justice in the Era of Trump,” which was scheduled for Friday, January 13, BLM’s discrimination is quite clear. The event description reads, In this time of mass incarceration, mass deportation, anti-Muslim sentiment, profound economic inequality, and the election of Trump, all of our social justice movements are coming together to build powerful resistance to the death culture. Additionally, people of all backgrounds are becoming active for the first time and looking for direction, as many are horrified by what the election of Trump means for our country.

 The death culture? Strong words. So it’s obvious this “Week of Action” does not include any Philadelphia teacher, student, parent, or community member that voted for or supports Trump. This is quite interesting, because 105,418 people voted for Trump in the City of Philadelphia. 105,418. And apparently none of these Philadelphians are being made to feel welcome.

2. Students shouldn’t be taught to obsess over race, religion, gender, and sexuality. Sure, teens must be taught not to discriminate (consciously or unconsciously), but BLM’s fixation on race, religion, gender and sexuality is excessive and counterproductive. Teens should be taught to see people as people, and judge them by their character—not by their gender, skin color, etc. Viewing the world through the lens of various isms is unnatural and unhealthy.

For example, the BLM curriculum for Wednesday, 1/25, deals with the themes of “Queer Affirming” and “Trans Affirming,” and aims to teach teens to free themselves “from the tight grip of heteronormative thinking,” and to combat “trans-antagonistic violence.” Seriously? Instead of allowing our teens to naturally interact with one another and develop relationships organically, we’re going to burden them with such intellectual concepts as trans-antagonistic violence?

3. Students don’t need more lessons in rebellion and resistance. One of the central tactics of BLM is resistance and civil disobedience, as is documented by their disruptive (and sometimes destructive) past. Although there is value in learning about political activism, Philadelphia youth should master the skills of teamwork and collaboration before being exposed to the thrills of shutting down a highway via a protest rally or march. Interestingly, BLM’s city-wide MLK march scheduled for Monday, 1/16, calls for a day of “action” and “resistance”.

4. Students shouldn’t be taught to oppose Two-parent families. One of BLM’s 13 Guiding Principles, titled “Black Villages,” states, We are committed to disrupting the Western-prescribed nuclear family structure requirement by supporting each other as extended families and “villages” that collectively care for one another, and especially “our” children to the degree that mothers, parents and children are comfortable.

Why would BLM want to commit to disrupting the nuclear family when 40 years of educational research proves that children raised in two-parent families have higher academic achievement, better emotional health, and fewer behavioral problems than children born out of wedlock or raised “collectively” in alternative situations? I’m not sure. All I know is that BLM’s curriculum for Thursday, 1/26, addresses their “Black Village” theme which indeed calls for the disruption of nuclear families.

5. Students shouldn’t be taught to demonize those with opposing views. It’s clear that the 105,418 people who voted for Trump in Philadelphia are not accepted by BLM (or by the Caucus of Working Educators, who are co-hosting the “Week of Action”). The same goes for any Philadelphia teacher, student, parent, or community member who voted for Trump or supports him for any number of reasons. But it’s not enough that these Trump supporters and/or Republicans are rejected and ostracized, no; the various policies that they believe in and voted for must be defined as hateful.

“Join us in the necessary work to oppose policies based in hate,” states the itinerary for BLM’s city-wide MLK Day march.

6. Students shouldn’t be taught to glorify repressive dictators who violate humans rights. It’s no secret BLM glorifies Fidel Castro. According to Human Rights Watch, “During Castro’s rule, thousands of Cubans were incarcerated in abysmal prisons, thousands more were harassed and intimidated, and entire generations were denied basic political freedoms. . . . Many of the abusive tactics developed during his time in power – including surveillance, beatings, arbitrary detention, and public acts of repudiation – are still used by the Cuban government.”

What does BLM say about Castro’s recent death? “We are feeling many things as we awaken to a world without Fidel Castro. There is an overwhelming sense of loss, complicated by fear and anxiety. Although no leader is without their flaws, we must push back against the rhetoric of the right and come to the defense of El Comandante,” BLM posted on the internet after his death.

7. Students shouldn’t be taught to value some black lives more than others. BLM’s selective morality is troubling. What are our youth to think when young black lives are taken on a daily basis—mostly by other young black people—and BLM remains silent? When Philly youth die at the hands of gangbangers or drug dealers, and BLM are nowhere to be found? No marches. No rallies. No nothing. Day in, and day out. What are our students to think? That these black lives don’t count? In 2015 alone, nearly 6,000 blacks were killed by other blacks in the United States, and BLM didn’t say a word.

8. Students shouldn’t be taught by a group that was built and perpetuated on false narratives. BLM came to national attention when Michael Brown was reportedly shot and killed in cold blood—kneeling on the ground with his hands up—by Officer Darren Wilson in Ferguson, Missouri. I say reportedly because after the case was properly investigated, it was discovered that Brown was actually shot after punching Wilson in the face, and trying to take his gun. The Washington Post called the “hands up, don’t shoot” meme one of the biggest lies of 2015.

 Another false narrative is the Trayvon Martin killing. After an investigation at the local, state, and federal level—and after U.S. Attorney General Eric Holder did all he could to nail Zimmerman on Civil Rights violations—it was discovered that George Zimmerman indeed shot Martin in self-defense . . . after, according to multiple witnesses, Martin knocked Zimmerman to the ground and was pounding his head on the cement. This doesn’t stop BLM from still propagating the myth that Martin was killed in cold blood by an angry white racist, who, by the way, isn’t white but Hispanic. According to the Caucus of Working Educators website which is promoting BLM’s Week of Action, “In 2012, Trayvon Martin was gunned down by George Zimmerman and the victim was posthumously placed on trial for his own murder.”

9. Students shouldn’t be taught by a group that celebrates JoAnn Chesimard, a convicted cop killer. Black Lives Matter co-founders Patrisse Cullors and Opal Tometi publically praise convicted cop killer JoAnn Chesimard, a.k.a. Assata Shakur, who is currently living in exile in Cuba and wanted by the FBI for the murder of a New Jersey state trooper. Words from a letter Shakur wrote, titled “To My People,” have been recited at BLM meetings. Mumia Abu Jamal, H. Rap Brown, and George and Jonathan Jackson are also convicted cop killers that BLM activists have praised.

10. Students shouldn’t be used as political pawns. What is BLM’s “Week of Action” really about? Growing their organization by indoctrinating our city’s children with their “social justice” curriculum. Curriculum which, at the time of this writing, still doesn’t exist. I’ve looked for it on the internet far and wide—I’ve even clicked on the links provided by the Caucus of Working Educators—but it’s not there.

Perhaps it will be posted soon, so educators have adequate time to vet it. Either way, I won’t be teaching it. Nor will I be wearing the BLM buttons or shirts. I’m going to pass on BLM’s “Action Week,” and if I were a parent of a Philadelphia school student, I’d demand that my child’s teachers and principals pass on it, too.

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Filed under Free Speech, Multiculturalism, Politically Neutral Classrooms