Low-income families in Santa Clara County spend more on transportation than their Bay Area neighbors. When they use transit, they are far more likely to use the bus than light rail—and bus riders face daily inconveniences and indignities that can deeply affect their lives. Two new groups in Silicon Valley have formed to give voice to bus riders and fight for better, more affordable service, and a fair share of transit funding for buses: Transit Riders United (TRU), organized by Working Partnerships USA (WPUSA) and RUTU (Renovadores Unidos de Transportes Urbanos), Riders United for Transportation Revitalization, a project of Sacred Heart Community Service.
By David Bacon
By Alicia Garza
Since the first week of August 2014, a rebellion has grown in St. Louis, Missouri sparked by the murder of unarmed 18-year-old Michael Brown by a Ferguson police officer, Darren Wilson. This is a rebellion fueled by state and police violence in working class black communities and its character demonstrates some very important shifts. Black youth are working diligently to re-calibrate this country’s moral center: building from the Civil Rights and Black Power movements, they have created their own historical identity, rejecting respectability politics, embracing direct action, and tackling new forms of anti-black racism rooted in old forms of slavery. As the black youth in Ferguson are innovating movement vision, practice and purpose, will the rest of us in the progressive movement be able to catch up?
By Movement Generation
As a former history teacher and current organizer in San Francisco, my primary interest in the orginial Freedom School Curriculum is twofold:1 It demonstrates that if society is to be improved, curriculum and pedagogy must be based on the asking of questions, not the answering of them. Secondly, it proves that history is fundamental to understanding the mechanisms of repression today and to the process of empowering students to be active agents of change.
I have taken the explicit goals of the Freedom School’s Citizenship Curriculum2—asking questions to improve society and using history to understand the mechanisms of repression and liberation—as models for my own thinking about education reform today. In placing Freedom Schools within the context of the history of alternative education reform3 to promote more proactive thinking about school reform today, I have come to the following conclusions:
1. Teachers must be a part of the community in which they teach.
2. School reform must be part of a social reform movement.
3. The school community must be clear about the goals of education and must explicitly articulate and defend them at every opportunity.