Larry Grathwohl:
"I asked, 'well what is going to happen to those people we can't reeducate, that are diehard capitalists?' and the reply was that they'd have to be eliminated. And when I pursued this further, they estimated they would have to eliminate 25 million people in these reeducation centers. And when I say 'eliminate,' I mean 'kill.' Twenty-five million people. I want you to imagine sitting in a room with 25 people, most of which have graduate degrees, from Columbia and other well-known educational centers, and hear them figuring out the logistics for the elimination of 25 million people. And they were dead serious."
http://www.youtube.com/watch?v=HWMIwziGrAQ
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Written by major players in the small schools movement, this collection of essays points to the ways that school restructuring strategies connect to the ongoing pursuit of social justice. Activists, scholars, practitioners, and theorists review how and why small schools work for students, provide thick descriptions of the small schools strategy in action, and draw together theory and practice to indicate what must be done to realize educational equity and social justice. Chapters are: (1) "Simple Justice: Thinking about Teaching and Learning, Equity, and the Fight for Small Schools" (William Ayers); Response: "Our Country Is Rich, Our People Are Poor: Education, Justice, and the Politics of Structural Adjustment" (William H. Watkins); Response: "A Gesture toward Justice: Small Schools and the Promise of Equal Education" (Sonia Nieto); (2) "Remembering Port Huron" (Michael Klonsky); (3) "The Crisis of Relationships" (Deborah Meier); (4) "Who Leads Small Schools?: Teacher Leadership in the Midst of Democratic Governance" (G. Alfred Hess, Jr.); (5) "John Dewey as a Philosophical Basis for Small Schools" (William H. Schubert); (6) "Education for Activism: Mississippi's Freedom Schools in the 1960s" (Charles M. Payne); (7) "Where Race and Class Are Not an Excuse: Reflections on Education in Barbados and the American Education Dilemma" (Pedro Noguera); (8) "Art, with Algebra, Guards the Gate" (Susan Klonsky); (9) "Social Justice and Small Schools: Why We Bother, Why It Matters" (Rick Ayers); (10) "Practicing Social Justice in the High School Classroom" (Deborah Stern); (11) "When Jamas Is Enough: Creating a School for a Community (A Conversation with Tamara Witzl)" (Gabrielle H. Lyon); (12) "Small Schools Are Not Miniature Large Schools: Potential Pitfalls and Implications for Leadership" (Nancy Mohr); (13) "Life after Small Schools: The Met's Quest for Social Justice" (Dennis Littky, Farrell Allen); (14) "A Small Price To Pay for Justice" (Michelle Fine); and (15) "Engaging the System" (Gil Schmerler). (Contains references in most chapters, an index, and contributor profiles.) (SV)
At the US Dept of Education website: http://eric.ed.gov/?id=ED445877
A closer look at some of those chapters:
(2) "Remembering Port Huron" (Michael Klonsky);
Port Huron refers to "The Port Huron Statement" - an SDS manifesto which called for "wrest[ing] control of the educational process from the administrative bureaucracy" to fulfill their agenda.
(9) "Social Justice and Small Schools: Why We Bother, Why It Matters" (Rick Ayers);
(10) "Practicing Social Justice in the High School Classroom" (Deborah Stern);
(13) "Life after Small Schools: The Met's Quest for Social Justice" (Dennis Littky, Farrell Allen);
(14) "A Small Price To Pay for Justice" (Michelle Fine);
"Social Justice"
The SDS agenda promoted by the US Department of Education!