Corruption in Chicago Schools?

It certainly shouldn't surprise any Chicagoan that the admissions process for our city's selective admission schools might be tainted.

For one thing, Marj Halperin, a long-time resident, former journalist (and much more), and parent of two who attended schools in the CPS system, broke this story about, oh...20 years ago? Her investigative report, published in Chicago Magazine (download scan here), detailed the ruses—from creating fake older siblings so the actual children could qualify for the sibling lottery and "principal choice" categories, to giving sizable donations to their school of choice—of many of her (and my) acquaintances, friends and neighbors. Some of Chicago's so-called "best" magnet schools were implicated—Hawthorne comes to mind—and the parents involved were everyday folks, a slice of the city, albeit well-resourced.

For another, this is Chicago, in Illinois, where our politicians from the highest levels on down, set the tone and model the behavior. Where there's a trough, they are grubbing. Is it surprising when we follow their lead? And isn't the toxic combination of access and entitlement ("I know how to get want I want, therefore I deserve to!"), salted with a dash of desperation ("Where will my children go to school?"), likely to foster sorry behavior?

If we care about each other we will push to make the circumstances—too few wonderful schools for all our children—and the kind of debates I hope these parents had with themselves before they made the choice to step over others and around the democratic process of the lottery system, obsolete.

CHiaRtS is On the Scene

For all those who have been asking, CHiaRts (not sure what the upper-and-lower variations signify) is scheduled to open this fall, 2009, with an incoming class of 150.

The school's website is lush and slick, loads 'o visuals. Its newly hired department heads, Lisa Johnson-Willingham (LinkedIn, Facebook, and curiously, the school left her hyphen off its hiring announcement), Betsy Ko, Rob Chambers (Facebook, LinkedIn...), and Diana Stezalski, all seem like accomplished artists but none are certified teachers, though Ko is studying education at DePaul. In fact, on its FAQ page, in answer to the probably often-posed question, "Who will teach at CHiaRts?" the school glides past the question of education and credentials and describes a faculty of "full-time academic educators and artist-teachers" (huh?) and "part-time artists-teachers" (sounds like...saving money?).

Too bad. There is actually quite a lot to learn about education, through education. Places that value what education offers hire the most highly educated people they can. I wish the school would acknowledge that, as a model for its students and as a nod to and appreciation of the work of teachers who study pedagogy as well as poetry, performance and painting. My students have fully engaged themselves in both; who's hiring out there?

Also oddly, the CHiaRts website notes an anti-discrimination policy that is out-dated—“handicap” anyone?—and incomplete—where is sexual orientation? I guess this is what happens when folk who aren’t actually all that concerned about the details of education set up schools. Yet, language matters, policy matters, laws and history matters—get it right; it’s important.

Majority of Illinois Colleges and Universities Flunk LGBTQ Equity

Chicago - The Illinois Safe Schools Alliance (the Alliance) just released Visibility Matters, the first statewide report card on LGBTQ presence in higher education and teacher preparation in Illinois. This landmark report examines the inclusion of sexual orientation (SO) and gender identity (GI) in university policies related to anti-discrimination and in student codes of conduct, and for SO and GI specifically in teacher education programs. Seventy-two percent, or forty-one out the state’s fifty-seven teacher education preparation programs, received a failing grade of F.

“Our taskforce is composed of researchers and scholars from Illinois universities,” states Associate Professor Erica Meiners, Professor of Education and Women’s Studies at Northeastern Illinois University and member of the Pre-Professional Project of the Alliance that authored the report. “We evaluated these programs based on the web because prospective teacher education students research potential programs via the internet and want to know how programs include and address LGBTQ communities.”

The report will be sent to university and college presidents across the state, and to the heads of teacher preparation programs.

“This project,” states Therese Quinn, Associate Professor of Education at the School of the Art Institute and member of the Pre-Professional Project, “aims to educate universities and colleges across Illinois that LGBTQ visibility and policies matter. We welcome amendments to this report. We are not interested in failing grades as an end-point; instead, this report shows where institutions can improve.”

The report offers a number of recommendations to improve grades, to strengthen policies and to increase LGBTQ visibility. Stacey Horn, Associate Professor at the University of Illinois at Chicago, the sole institution to receive an A, acknowledges that, “We expect teacher education programs to address all components of diversity – race, gender, ethnicity – and that sexual orientation and gender identity are also important aspects of the diversity picture.”

The full report, Visibility Matters: Higher Education and Teacher Preparation in Illinois: A Web-based Assessment of LGBTQ Presence, is available online here.

Gallery 37 and Censorship of Student Art

Tomi Mick, a home-schooled high school-age student was taking AP photo classes at Gallery 37, called a protest for Dec. 19, when her photos, a series exploring female bodies at different ages, was censored from the final exhibition. The protest was organized by Females United for Action (FUFA), a Chicago-wide social change organization for people who identify as young women and gender-queer/ gender-neutral youth, with the leadership of youth of color at the center of their organizing. FUFA is a sister group of Women and Girls Collective Action Network. Here, Tomi shows her censored art in front of Gallery 37. Students going and going from classes in the building were overwhelmingly supportive of Tomi and FUFA’s requests that Gallery 37:

• Educate students and parents about the need for freedom of artistic expression;
• Clearly outline its art-making boundaries;
• Meet with youth from FUFA to discuss setting a policy welcoming thought-provoking art and young feminist visibility.

These seem like reasonable, even fairly mild, requests.

Here is Tomi’s statement about what happened to her:

Gallery 37 in downtown Chicago, Illinois has a very prestigious AP art program for high school juniors and seniors looking to advance in their art career and prepare AP portfolios. They advertise their students as "the best of the best," and once inside, they force us through tons of college prep workshops and encourage us to apply to at least 10 art schools each.

I auditioned for and was admitted to the AP Photographic Explorations program. As a photography student of two years (this being my third), I was ready to explore my ideas and find my artistic concentration. Recently I've been working on images that portray women in un-conventional ways in order to challenge common ideas about the female body. I created an unfinished piece of my little sister, me, and my mother, neck to belly-button, nude. The photos are created to sit next to each other in chronological order. They are supposed to demonstrate the differences in our bodies due to age, development, shape, body-type, etc. I was hoping to post the series in this Friday's end of the semester's art show. My teacher, Mr. Cinoman, was with me all the way. He supported me when my idea was just an idea, and he supported me once it was executed. Monday, 4 days before the show, Mr. Cinoman tells me that he decided that my piece was too controversial to display, and that I would not be able to put them in the show. He also refused to give me my prints until the end of the two-hour period, after I said that I was leaving and not coming back.

There were never any written or verbal rules explaining what the boundaries were at Gallery 37, and as I said before, my teacher supported me until he had time to think about "the conservative Hispanic parents" that would be attending the show (Yes, he really said that).

Art is supposed to be controversial. We can't stand for this type of censorship of arts, especially the body-positive feminist kind. :) Who knows how many young artists have lost the desire to make art after encountering programs like this?

There’s a lot packed into Tomi’s analysis, but the bottom line is that a young woman lost a chance to show her art and get real feedback from an audience. But Tomi and FUFA turned this into a “teachable moment” anyway. Good for them. But too bad for all the rest of Gallery 37’s students that the organization, or perhaps just one teacher, couldn’t figure out how to educate by showing this work.

Making Chicago’s Schools Safer for All: Gardens, Solidarity and Social Justice

Before it went belly-up, Chicago’s nascent gay-and-allies high school was known as Social Justice Pride Campus, then, in an apparent attempt to gain broader support, it took on the name Social Justice Solidarity Campus. The former name—Pride—was the inaugural version; the planners switched to the latter—Solidarity—after encountering opposition, notably by evangelical ministers. The shift in nomenclature is telling; the school’s planners always seemed stuck somewhere between missions—were they about fostering gay pride or developing between-group solidarity? And, as seems likely, were they trying to mollify the wrong folks? After all, these ministers think queers are doing “the work of the devil.” Why try to reason with that?

Queer youth suffer in many schools, that’s for sure. But I still have questions: Will the goal of safety for gender and sexual minority youth be best achieved through the establishment of one school or the enforcement of the city’s already strong anti-discrimination policies? What about providing education toward justice for queer youth across city schools? Remember when Billie Jean King donated $10,000 to provide copies of the film It’s Elementary: Talking About Gay Issues in School to every school in Chicago? What would happen if Duncan and Daley required these schools to show the film and discuss the “issues”? Can schools be made safer across the board, say, by repairing every broken window, boiler, and plaster wall, filling classrooms with art, plants, books, and computers, inviting neighbors to visit classes and plant school gardens, and strongly representing love and respect for every person in the building and community, so that all kids flourish? Bigger vision, bigger results.

Let’s refuse to let Daley spend a penny on the Olympics before every child is safe in every Chicago school.

And every school has a garden.

Jihad for Love at Senn High School

Gay Muslim filmmaker Parvez Sharma visited Nicholas Senn High School and showed his film, Jihad for Love. In this picture, Senn LSC member, student Umme Rubab, listens to a student’s comment. Over 70 IB, GSA and other Senn students attended, along with some community members, teachers and others. We loved the talk and film; Sharma is funny and generous—he stayed after the screening for over an hour to answer every question students asked, and gave us all a tutorial in Islamic precepts. He also invited students to continue the dialogue about Islamophobia and homophobia at the film’s blog.

Another great event at a school that everyone should know about.

Statement of Support for Professor William Ayers

October 14, 2008

We, the University of Illinois at Chicago (UIC) College of Education Alumni Board, write to champion our colleague Professor William Ayers। A purpose of our Alumni Association is to “support the College’s mission of ensuring that all children and youth in America’s urban schools receive a quality education।” This charge describes Dr. Ayers’ contributions in our field and to Chicago; his work toward that end has been unceasing.

Dr। Ayers is a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago, a nationally known scholar, member of the Faculty Senate at UIC, Vice President-elect of the American Educational Research Association, and a sought after speaker and visiting scholar at other universities. Throughout his twenty years as a valued faculty member at UIC, Dr. Ayers has taught, advised, mentored, and supported hundreds of undergraduate, Masters and Ph.D. students. Helping educators develop the capacity and ethical commitment to promote critical inquiry, dialogue, and debate; to encourage questioning and independent thinking; and to value the full humanity of every person and to work for access and equity are Professor Ayers’ essential commitments. His unflagging dedication to these goals is an inspiration to College of Education students and alumni.

We reject the recent and ongoing derogations of his character in the media and blogosphere, and by politicians, and stand beside Professor William Ayers, an advocate for education devoted to human enlightenment and liberation. That goal is also ours.

The University of Illinois at Chicago (UIC) College of Education Alumni Board

Contacts:
Patrick O’Reilly, Vice President of UIC COE Alumni Board
Therese Quinn, Ph. D., Member of UIC COE Alumni Board