Violence Against Women and the Oppression of Women is not a “Woman’s Problem”

The following are my remarks made at a rally and vigil for the 8th Anniversary of the women who were murdered on Imperial Avenue in Cleveland, Ohio. 

My name is Melissa Marini Svigelj-Smith. I am honored to have this time here with you today, and sickened by a society that allows for the repetitive horrific acts, like those of Anthony Sowell, to occur at all.

I am here today because as an educator and as a woman, I recognize that our need and desire to nurture each other is not a hindrance but a redemptive strength.

When we join together, our real power is rediscovered and bolstered. It is this alliance among women and our friends that is the worst fear of those in power in our system of electoral dysfunction.

Let us be clear. Violence against women and children, the oppression of women and children, is NOT a woman’s problem. It is the problem of a patriarchal capitalist system, which benefits from the oppression and exploitation of women, children, and people of color.

It is a patriarchal, colonial, racist, and imperialist system that profits off of treating others like they are less than human. It is not a “woman’s problem.”  

I am here today because interdependency between women, and collaboration with our male allies, is the path to dismantling a system that promotes or allows subjugation, violence, poverty, and oppression to exist.

Within our alliances and our interdependency of different strengths, acknowledged and equal, we can demolish houses like the one that used to stand here on Imperial Avenue. And we can disassemble a system that still allows for unaccountable police chiefs, mayors, prosecutors, and other elected officials… a system that allows for men like Anthony Sowell to exist and perform unspeakable acts.

Audre Lorde said “Difference is that raw and powerful connection from which our personal power is forged. As women, we have been taught either to ignore our differences, or to view them as causes for separation and suspicion rather than as forces for change…”

Well, women here today and the enlightened men who join us, know the strength and power among us. Education and the creation of community are the tools of liberation.

Systematic oppression is not an accident or illusion. It is a tangible design evident right here, right now. And now is always a time to do what is right.

So I stand here today calling out all of those not here. It is time for those enjoying the privileges of safe communities and safe water and safe housing and safe schools, and with police forces who protect and serve, to stand up and speak out.

We already know the instruments of justice. We’ve even named them: unity, empathy, equity, compassion, love, peace, and a dialectical ability to seek and discover the humanity in every person’s story. There is no excuse for apathy. Liberation and justice are too long overdue.

No justice. No peace. Know justice. Know peace.

*Lorde, Audre. “The Master’s Tools Will Never Dismantle the Master’s House.” 1984. Sister Outsider: Essays and Speeches. Ed. Berkeley, CA: Crossing Press. 110- 114. 2007. Print.

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Figure Out My Color

This poem was a result of the collaborative effort of three of my students.

This is from The Urban Youth Collaborative’s Facebook post:

**POWERFUL** Yesterday, our young people in UYC participated in a National Day of Action with the NYC Coalition for Educational Justice calling for racial justice in our classrooms! Watch youth leader Estefany Valera, recite a poem written by 3 young men currently in the Cuyahoga County Juvenile Detention Center, in Cleveland. The poem was written to be read on Columbus Day, soon to be known as #IndigenousPeopleDay #NYC#Education4Liberation

The Video: The Urban Youth Collaborative Event

The poem:

Figure Out My Color

The police thought I had a gun one time and they asked me

“where’s the gun, where’s the gun?”

I didn’t have a shirt on

so it was obvious that I didn’t have a gun

in my waistband

and they checked my pockets

and they thought I had a gun

but I didn’t.

Now think for a minute…

What if it was you

Stopped for being brown

For being in a certain part of town

For being too poor

to afford

To be free?

Do we even know what we celebrate today for?

Is it just celebrating more

Of the punishing of the poor?

Enslavement, rape, disease, genocide

Are these sources of pride?

History lies

Mothers cry

For those who’ve died.

Living in a country

Where the flag waves

For the home of the brave

“Don’t flee!”

“Get on your knees!”

Police scream at me.

Does anyone hear my plea

To end painful legacies?

For people who will stand

For their fellow man?

~From students being held at the Cuyahoga County Juvenile Detention Center in Cleveland, Ohio, in Melissa Svigelj-Smith’s classroom. 

 

Cleveland Truth Commission on Poverty

I was honored to have my son represent us at this event while I was at #NPEOAK17.

His presentation:

Hello.  My name is Angelo Svigelj-Smith, and I am here today representing my mother, Melissa Marini Svigelj-Smith, who is in her 20th year as a high school teacher in Cleveland Public high schools. Currently, she is teaching at our county’s juvenile detention center. She is also a community activist and advocate. It is her students’ voices that will be heard today from recordings made at the Cuyahoga County Juvenile Detention Center. Before those statements are read, my mom had a few things to share about poverty and education in Cleveland.  

From my mother, Melissa:

As a long time advocate for social justice, I became dismayed and disillusioned a few years ago as I was told by those in higher administrative positions to do things that I did not feel were beneficial for my students, and sometimes even harmful;  all so that they could pass high stakes standardized tests.

And so that later those tests could be used to call students, schools, or teachers “failing.” Then, those with a profit motive could come in and get a slice of the $800-900 billion dollar education spending pie.  

Instead of quitting the teaching profession entirely four years ago, I decided to take a position at our county juvenile detention center, and to fight the system from within. In my new position I have been privy to and witness to an egregious exploitation of our city’s children all in the name of education privatization and profits.

Each week I document the educational atrocities committed against our children because of a culture of profit and competition. Treatment and conditions my students must experience, policy makers and others with privilege would never accept for their own children, but because the great majority of my students are from low-income households and brown, they are subject to these episodes of educational malpractice.

My students have had art, music, physical education, library time, foreign languages, and vocational classes taken from them. They are often in buildings with extreme heat or extreme cold. They walk to school, or stand at RTA bus stops, in neighborhoods filled with violence, crime and abandoned houses. They have the latest fads or trends tried out in their classrooms, even though there is no research to support these latest trends, but someone is always making a profit off of them. They are more likely to have temporary teachers instead of career professionals. Their neighborhood’s public schools are too often demolished or sold to private real estate holders, so that they can be used for profit-making charter schools.

I have students who were enrolled in ECOT, Regent, Bridgescape, and Lake Erie International (just to name a few) who arrive to me without making any progress towards graduation after months and years at these charters, but those charter schools have been paid with state tax dollars just because my students’ names were on their rosters, and no one is holding the charter schools accountable.

I have students who have never been in trouble before, but after one fight, triggered by a traumatic event in their life due to the poverty and violence that surrounds them, they are expelled from school and given no other treatment or consideration for their true issues or the sources of their pain.

In the most extreme and sorrowful cases, I have attended wakes and vigils for my students, and I’ve visited students in prisons across the state who are sometimes the cause of those wakes and vigils. It is a sick and vicious cycle that we would do everything in our power to stop if these kids had different zip codes, or if they were visitors at a republican convention, or part of a sports franchise.

For these reasons, I am part of the #WeChoose campaign. “It is a declaration from hundreds of thousands of parents and students in cities across the United States with a clear, yet profound message – we refute and resist corporate education policies that are inflicted upon our children without our voice.

The failure of previous administrations to respect the voices of all Americans has set the tone for this perilous moment that we are in now.

We reject appointed school boards. We reject zero tolerance policies that criminalize our children. We reject mediocre corporate education interventions that are only accepted because of the race and socio-economic status of the children served.

We choose equity.”

I hope that you will consider joining us. You can find more information at https://www.j4jalliance.com/wechoose/ – the Journey for Justice website.

If you would like to read more about my work as an educator and advocate, please read some of my blogs on msvigeljsmith.blog.

Thank you for this opportunity to have a voice for educators and students confronting the impact of poverty every day in their classrooms across America.

 

Address to Cleveland Mayoral Candidate Forum August 22nd, 2017

I meant to publish this in August, but didn’t get to it, and I had one for September also, which has turned into two for October and quite possibly even three or four for October. I’ll catch up! 

From Facebook: Thank you to Melissa Marini Švigelj-Smith of OH BATs for this Badass speech at a Cleveland Mayoral Forum: https://www.facebook.com/meryl.johnson.3/videos/10207704256283174/?fref=gc&hc_location=ufi

The words: Thank you to all of you for taking the time to be here today and for listening to our questions and concerns, and thank you to Kathy and the other organizers for planning and preparing for the event today.

My name is Melissa Marini Švigelj-Smith. I just began my 20th year of teaching in Cleveland Public High Schools, and my fourth year of teaching young men at our county’s juvenile detention center. Like most folks in this room, I stand here today as an activist; fighting for the education equity all our children deserve.  

There are so many issues surrounding education in our city, state and country that it is difficult to narrow the scope of the topic. For our purposes this evening, I have narrowed it down to three issues.

The first issue is poverty in our city. Over half of our city’s children are living in poverty. In February I published a blog titled “My Students Pay Every Day for Their Free Lunch.” In it, I shared the effects of poverty on students according to the  American Psychological Association. I listed things like inadequate nutrition and food insecurity, lack of access to health care, being at greater risk for poor academic achievement, dropping out of school, behavioral and socio-emotional problems, physical health problems, and developmental delays. Additionally, chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory which may impact their ability to learn. Poverty also perpetrates a violence upon our young people that leaves educators like me spending weekends or breaks visiting students in state prisons and attending wakes. This pattern of violence should not be replicated in our schools with zero tolerance policies and the policing of our children, excessive testing, a dulling down of the curriculum, and the elimination of classes and activities that make schools a place kids want to be.   

Furthermore, our schools should not be blamed for the poverty that our society allows to continue to exist, nor should they be expected to treat society’s ills without the necessary resources and services needed.

The second issue is charter schools, whether they’re labeled “for profit” or “nonprofit.” The unregulated charter industry in this state is costing our most impoverished districts the most financially and academically. I deal with charter schools across our county as I search for student records and piece together student transcripts. As the charter schools siphon millions of dollars from taxpayers throughout the state, the great majority of the time they are NOT outperforming our public schools. In fact, they offer less academically, place profit over what is best for children, and are chronically negligent, unreliable and inconsistent with regard to my record requests. During our first week of school, Invictus School sent me a transcript for a bright and curious student who has been enrolled with them for over a year. He has only earned half a high school credit. This is just one example of the educational malfeasance that I document every week. Children deserve equity in education, not the illusion of choice.

Finally, I question takeovers and mayoral control of schools in largely urban and economically disadvantaged areas where there are concentrated areas of people of color. When democracy is stripped away from any citizen, all of us are more susceptible to tyranny and despotism. Soliciting citizens to vote for tax levies to support the schools they aren’t able to democratically participate in governing is just a supplementary insult.

With this information in mind, I humbly submit the following questions for your pondering and response:

  1. How can we use our funds and resources to protect and nurture the most vulnerable children and families in our city just as well as we protect and provide for visitors to our downtown? Or our sports teams?
  2. How can we protect our tax dollars and citizens from predatory charter schools and vulture education profiteers?
  3. How can we halt corporate control that deletes democracy and treats our kids like products and numbers instead of the resilient and brilliant human beings that come to my class every day?

Thank you again for your time and attention.  

 

Hope Happens When Opportunities for Hope are Created

I was honored to be asked to write a blog post for Education First’s blog site, which I am also sharing here.

As an educator for 18-21 year-old boys at our county juvenile detention center, sorrow can often feel like a constant companion. There are days when the drenched weight of my students’ stories and struggles shrinks me to frustrated, unfeigned tears, but only when I’m alone at home much later into the day. It is my home and personal life that have shaped the educator and advocate/activist that I have become. Recently, when I was discussing with my 17 year-old son whether or not I thought it was a good idea for him to walk two blocks alone in downtown Cleveland, he provided me with a jarring reminder: “Mom, I look like the monster that other people are afraid of. Don’t worry about me,” he said, as if that was supposed to offer me a semblance of comfort. My thoughtful, polite, intellectual, kind, dedicated son is over six feet tall with keen brown eyes, beautiful brown skin and lovely tumbling dreadlocks. He could be mistaken for any number of the young men I greet in class at work each day, and none of them are monsters.

My son’s words still conjure a feeling of dread within me. They are foreboding and cause my stomach to contort and form a lump, which rises into my esophagus and threatens to appear as a burst of emotional moisture in my eyes. Yet, it also motivates me to keep working, because there is much work to be done on behalf of my son and all young men who may or may not look like him. Thanks to a generous grant as a  NoVo SEL Innovation Award recipient, this work that is so necessary has support and endurance.

Recognizing three years ago when I began teaching at the Cuyahoga County Juvenile Detention Center (CCJDC) that social and emotional learning (SEL) was going to continue to be an integral part of my practice, I immediately reached out to many of the community contacts I had previously collaborated with while teaching in other public high schools. I planned to continue to provide multifarious SEL learning moments in a variety of modalities for my students. In addition to a trauma-informed classroom approach to teaching, incorporated into our daily classroom routine are the practices and concepts of gratitude, mindfulness, breathing exercises, growth mindset, short term and long term goal setting, and reflection.  A community partnership with SPACES, supported by the NoVo grant, offers an exceptional additional opportunity for students to interact with a diverse array of artistic mediums, facilitated by international, national, and local artists, that are then used as a component of our classroom’s community service and outreach. Written reflections from the young men overwhelmingly cited these artistic experiences, and the opportunity to do something kind for someone else, as their favorite activity in class.

Not only is it crucial for my students to be exposed to the talents and resources that surround them in the community, but it is equally as important that those in the community change their proximity to the young men in my classroom. I strive to plant seeds of hope in the young men who arrive to me, but we must also vigorously attempt to change the narratives surrounding them in our community. As an educator, neutrality simply is not an option. I am pleased to share that two artists who interacted with my young men valued and enjoyed their time with them so much, that they refused the small stipend that SPACES was able to dispense as a result of the NoVo grant. Thus, we were able to offer additional activities we had not originally planned.

Art is a natural medium for social and emotional learning. It allows for the exploration of self, which was quite evident when one young man explained his painting as a representation of the voices he hears. It improves self-management because producing art naturally de-escalates stress levels. Many of the activities, like paper making, screen printing and audio recordings, required a collaborative effort, which improves relationship skills. Having their art valued and appreciated contributes to their confidence and sense of self-efficacy. The empathy expressed and perspectives taken by the young men as they created place mats and cards for ill children at the Cleveland Clinic and pen cases for staff members, or as they decorated cupcakes and cookies for younger students and flower pots to grow milkweed in to help save monarch butterflies, are moments that burst the reality bubbles many people previously resided in.

During a printing activity, some students could not resist the urge to mark their art with street or gang affiliated tags. Although it is their reality, displaying art with gang suggestions would violate school policies. Not willing to throw their creations aside, I cut out the letters and they remained in a large envelope for weeks.  After reflecting on my students’ life stories, I used the cut out letters to create a message on a large poster that could be representative of the essential way my students may differ slightly from my own sons, or kids any of us might know: they haven’t been given opportunities or circumstances that instill in them a hope for their futures. The message I created from their letters for their gallery exhibit at SPACES read “Hope happens when opportunities for hope are created.”

Hope cannot be taken for granted or neglected. It is the beginning of every movement, every struggle, and every idea. It is also the origin of the art collaboration between my classroom of 18-year-old boys at the Cuyahoga County Juvenile Detention Center, SPACES, and the generous NoVo Foundation.  I keep hoping that one day we will make sure every child feels they have a future to look forward to. I am profoundly grateful for all of those involved in supporting and accomplishing that goal.

May we all find more ways to create hope for others.

Melissa Marini Švigelj-Smith, July 2017

 

 

 

March for Impeachment July 2017

(2 minute limit) (video clip)

Thank you so much to all of you for being here today.

My name is Melissa Marini Svigelj-Smith, and I am here today representing hundreds of thousands of education activists and advocates across this nation who are fighting for the schools ALL our children deserve.

We are here today to march for impeachment, and it is a patriotic cause. However, this isn’t just about impeaching Donald Trump. An impeachment would just land Mike Pence in the Oval Office and no one here wants that either.

No. This is also about the impeachment of a system that manifested the successful election of Donald Trump.

There is no doubt that our country is in a state of what I like to refer to as “electile dysfunction.” And how can those in power who oppress and disenfranchise maintain their power?

Part of their plan includes an attack on and starvation of the foundation of our democracy: our public schools.

They de-fund education and steal tax dollars to promote a for-profit education system, particularly in the urban neighborhoods of our most vulnerable citizens.

They demonize teachers and allow for conditions in our public schools that they would never accept for their own children.

We know that education is essential to human liberation. An uneducated or poorly educated populace is much easier to manipulate and control.

In the spirit of liberation, we fight for the impeachment of anyone who promotes oppressive practices in schools; practices forced upon us by Trump and his cabinet, and by legislators and corporations, without any regard for what is best for our children or for our country.

We demand that curriculum and classroom practices be culturally relevant, comprehensive, engaging, challenging, and promote critical thinking,

We call for an end to harsh zero tolerance policies and the policing of our children, and instead call for the implementation of restorative practices that do NOT disproportionately put children of color on the school-to-prison pipeline.

We call for the impeachment of any public official who does not support bills or amendments that equitably and fully fund education –  NOT mass incarceration or deportation.

Yes, we are gathered here today to demand impeachment, but I plead with all of you to remain vigilant and diligent in the fight for our public schools. They are the keys to liberty and justice for all, and we cannot salvage our democracy without them.

Are our children being taught what democracy looks like?

THIS is what democracy looks like!

Are our children being taught what democracy looks like?

THIS is what democracy looks like!

Do Your CTU Dues Benefit You, or Just A Lucky Few?

Do your CTU dues benefit you, or is your money going to a lucky few?

And Social Justice for AllCTU could be a union of social movement seeking social justice for all, but the current corporate model it espouses under AFT seems to be only benefiting a few.

Power tends to corrupt, and absolute power corrupts absolutely. ~ Lord Acton

     Let me begin by stating that I am a strong supporter of unions as a movement to create greater equity and opportunity in our society. I believe in the collective power of the masses to initiate changes that will benefit the greatest number of members in our society. The way unions were organized amid dire threats and violence to improve the lives of workers as they fought for living wages, limits to the workday and workweek, and safer conditions in the workplace was heroic. I appreciate the sacrifices that teachers before me made to improve working conditions and student learning conditions. I also believe that hard work outside of contracted hours deserves fair payment. However, as I review the 2016-2017 and 2017-2018 budget for the Cleveland Teachers Union (CTU), it isn’t pride or admiration that swells within me.

     While my net pay is less than it was before our recent two-percent increase, the latest budget proposal approved at the CTU May 2017 delegate assembly shows a 7.89% increase in the CTU President’s Salary from $38,000 to $41,000 (line item 70190). This is in addition to the President’s Second Salary and benefits reimbursement (line item 70195) that increased from $100,000 to $108,000. Those line items do not include the annual expense account for the president of $2500 (line item 70200), and the president’s automotive stipend of $3600 annually (line item 70201). Combined, being president of the Cleveland Teachers Union provides a benefits and salary package of $155,100. Plus, the president no longer has to teach in a classroom under the stressful and oppressive mandates that everyone else is subjected to (TDES, TBTs, SLOs, SGMs, etc.) because CTU work is a president’s full time job. I am not advocating for less for anyone, but I am questioning why all of us are not seeing a similar increase in benefits. I am questioning why the CTU president has an additional union salary that is higher than what our paraprofessionals make for an entire year of work. I am questioning why the Cleveland Metropolitan School District’s Chief Executive Officer, Eric Gordon, has declined an automotive stipend in his past two contracts, and has agreed to increases in his salary that are comparable to what teachers receive, yet the union president has a car stipend and a union salary increase that is almost four times what teachers received.

     Here are several other line items that members may ask about in the latest budget, since our dues have increased to almost $1000 per year:

  • Why is there a 43.75% increase for the 5 trustees (line item 70235) from $3840 each to $6000 each?
  • Why is the telephone bill $26,000/year (line item 70125)? Is that what it costs to provide all of the union executives union-provided iphones?
  • Where are the receipts for the committee expenses? How do the two or three parties that the Social Committee (line item 70250) has each school year cost the same amount as workshops provided a few times per year by the Salary and Benefits Committee (line item 70255) or the Civil, Democratic and Human Rights Committee (70260)?
  • How much money and how many resources could we save by providing online digital versions of publications instead of paying the full $9600/year (line item 70280)? Why are we paying a retired CTU member to run the Critique instead of hiring an active member?
  • Why did the amount for AFT/TEACH conventions double from $15,000 to $30,000 (line item 70320)? Are we questioning why AFT is spending more on these conventions when membership is lower?
  • Why did OFT go from 0 to $20,000 (line item 70325)? How does that one convention within our state cost 66% as much as the AFT/TEACH national convention? In a state in which teachers, public schools and unions have been under a barrage of attacks, will spending this much money on the convention produce results? Will attendees leave with more than OFT party favors? Will they leave with skills and strategies to fight the decimation of public education that they can share with members?
  • How does sending union executives or other union members to professional development conferences for $29,500 benefit students or rank-and-file members? What do those who attend bring back from these professional development conventions that we do not already have or cannot already obtain from members in CTU? (line items 70335, 70336)
  • Why are we paying so much for parking (from $16,000 to $18,000 line item 70217)? The residential rate is $150/month at the Halle Building. It costs $1800/person for 10 people to have monthly passes year round, so who gets monthly passes? Do our offices have to be downtown, or could they be in a less expensive neighborhood that needs some revitalization?
  • Why are we paying so much for rent and electricity ($200,000/year line item 70120)? We could purchase a $750,000 dollar building for that amount in Cleveland over the course of five years, employ local union laborers for repairs and upkeep, and not have to spend money on rent or parking ever again.  Would a financial adviser recommend an upfront investment that could save money for members in the long term?  
  • Why is there a 3% increase in Staff Salaries (line 70215)? How are there still union salary steps and levels when this sort of system has been destroyed for everyone still in the classroom full time?
  • Does the financial incentive (line item 70215) of being a union executive (with allowable hours away from classroom assignments) contribute to a climate of corruption within our union? Remember when there was a suggestion by union executives to stop mailings to members’ homes, even though those mailings cost our union absolutely nothing? Luckily, the idea was defeated because the alleged complaints about receiving home mailings were not more fierce than the complaints by members concerning other AFT mailings (I’m really sick of AFT trying to sell me insurance and credit cards, but welcome alternative perspectives from rank-and-file-members in my mailbox).
  • Why are CTU members paying more in dues than ever before, and paying higher salaries for union positions than ever before, yet our membership has dropped over the past 15 years by approximately 40%? Shouldn’t less membership mean less work to be done, less salaries to be paid, and less positions that need filled?

     Over a century of political and economic attacks on teachers, teacher unions and public education are also an attack on women, children, and the working class. Huge pay inequities between men and women and women’s suffrage were driving forces among early social movement unionists and activists like educator Margaret Haley, and social justice activist Susan B. Anthony in 1853. Those early activists recognized the connection between protecting teachers’ rights and students’ rights when it was time to negotiate contracts and working conditions. Currently, an evolution in large urban teachers unions, like Chicago and Milwaukee, has reclaimed the social justice roots of unions, aligning themselves with community groups and other unions to improve the communities in which they work, and the lives of their students as part of a comprehensive strategy to improve education for students. AFT President, Randi Weingarten’s, continued support of charter schools, which were formed to decimate unions and undermine public schools, is a strong indication that we cannot rely on top leadership to guide us in a shift back to social justice unionism. It must begin from within our local unions by rank-and-file members who recognize the union as a medium for democracy and social justice activism, not as an entity that suppresses dissent in order to maintain the power and benefits of a few.

Link to May CTU Approved Budget Documents

 

 

St Paddy’s Day, Starvation & Public Education

Perhaps you’re recovering this weekend, along with many others, from the celebrations on St. Patrick’s Day which were full of parades, green clothing, Irish whiskey, green beer, and corned beef. Setting all of the green fun aside, the history of Irish immigrants is dark and rich, and should prompt all of us to question why we continue to allow those in power to starve the poor.

    During the first winter of famine in Ireland in the mid-1800s, hundreds of thousands of Irish peasants starved, while landlords and the British exported 17 million pounds sterling worth of food that could have prevented the starvation. As those Irish who were able to migrated to other countries for survival, the British government and Anglican church did nothing on behalf of the poor in Ireland to stop the starvation.

    In America, Trump’s recent budget proposal could cut programs that feed poor children and the elderly, and his Secretary of Education mocks our national free lunch program. Are we any better today than the capitalist and colonial forces that sacrificed Ireland’s peasants over 150 years ago? Looking at the deprivation, violence, trauma, and toxins that are allowed to surround the students I serve in Cleveland, Ohio, I’m uncertain that we’ve learned anything from history.

    According to Feeding America, in 2015, 42.2 million Americans lived in food insecure households, including 29.1 million adults and 13.1 million children. What does it mean to live in a country where over one-third of the adults are obese, and a country that exports $131 billion in foods, feeds, and beverages, yet fails to provide its most vulnerable citizens with access to adequate nutrition? Maybe it is time to examine what it means when food remains a commodity, instead of a human right.

    What happens when the same destructive global system of profit that pervasively commodified food is applied to education? We’re left with segments of the population starved of adequate learning materials, resources, qualified instructors, enrichment activities, and the arts, and a citizenry devoid of the ability to think critically. We’re left with colonizers telling certain demographics that they aren’t worthy of democratically controlled school boards or neighborhood schools, but that they are still good enough to pay taxes. We allow for fallacious ideas like competition, charters, vouchers, and the generation of standardized products formerly known as children to invade our common schools and devour public funds. We become victims of profiteers and eduperialists who legally plunder millions (billions?) of public dollars to inflate their personal wealth at the expense of educating all children. We manifest a destiny that empathetic future historians will surely reflect upon with shock, dismay and horror.

    As we recover and rejuvenate from St. Patrick’s Day shenanigans, we don’t have to let the dismal tragic details of Irish immigration get us down, but perhaps we can reflect upon our country’s obsession with capitalism and the commodification of things that everyone should have access to as human beings. Consider the words of Fintan O’Toole, a columnist for The Irish Times:

“We either wink at a racism that affords most of us the privilege of a white skin,” he wrote. “Or we honour the struggles of so many millions of Irish immigrants to be accepted as equal human beings.” … Will we stand “up for all of those who share the Irish experience of having to overcome poverty and prejudice in order to make decent lives for our children?

Ar scáth a chéile a mhaireann na daoine. (Gaelic)

Under the shelter of each other, people survive.

 

 

 

     

Organize, educate, agitate, must be our war cry. (Susan B. Anthony)

The following is the speech I gave as a (very honored to be included) speaker at the International Women’s Day Rally & March in Cleveland, Ohio, on March 8th, 2017, on a very windy day at Willard Park. 

International Women’s Day March & Rally Cleveland, Ohio, 2017

Thank you so much to all of you for being here today.

My name is Melissa Marini Svigelj-Smith, and I am here today representing 100s of local education activists, 1000s of education advocates statewide, and hundreds of 1000s of education activists & advocates across this nation who are fighting for the schools ALL our children deserve.

When government officials and the business community attack teachers and public schools, you better believe that it is an attack on women, who make up over 75% of the teaching profession. It is an attack on our children. It is an attack on our democracy.

We know that education is essential to human liberation.

In this spirit of liberation, we fight to dismantle oppressive practices in schools; practices placed upon us by legislators and corporate interests without any regard for what is best for our children.

We demand that curriculum and classroom practice be culturally relevant, comprehensive, engaging, challenging, and promote critical thinking, and that these practices be based on research and the input of educators, not based on the whims of politicians or the profit margins of corporations.

We call for an end to harsh zero tolerance policies and the policing of our children, and instead call for the implementation of restorative practices that do not disproportionately put children of color on the school-to-prison pipeline.

We support local democratically elected school boards. Because if you can vote to have your taxes raised to support a school district, then you should be able to vote for who is on the district’s school board.

We demand an end to high stakes standardized testing, a system rooted in eugenics and racism that has done nothing to improve teaching and learning for our students, but has created a false narrative about “failing public schools” and “bad teachers.”

We want community schools that are provided with funding and resources to offer the wrap around services that families surrounding those schools need.

School reforms should meet the needs of children in classrooms, not corporations.

All children deserve prepared, experienced and fully licensed teachers.

And all children and all schools must have equitable access to resources and adequate funding.

I plead with all of you today to remain vigilant and diligent in the fight for our public schools.

Until the government ends the test and punish system, tell your child’s school that your student will not be participating in the state’s punitive system of  high stakes standardized testing. Refuse the tests!

No more of our tax dollars to millionaires and billion dollar corporations, so that they can sell our kids developmentally inappropriate tests and then call our kids failures.

Hold public officials accountable. Budget bills must equitably and fully fund education –  not mass incarceration.

We must fight this battle not because education is called a civil rights issue, but because education is an inalienable human right.

Our children need us too much to get tired of being in this battle.

They may have demolished and neglected the buildings we use for education, but they cannot decimate our desire to educate & be educated.

They will continue to wage this political and corporate war on educators: the Liberators.

But they cannot  liquidate our aspirations for liberation.

Education is liberation. Education. Liberation. Education. Liberation.

 

 

 

  

 

My Students Pay Every Day for Their “Free” Lunch

     When billionaire Betsy Devos, the woman who bought the Secretary of Education position in Donald Trump’s administration, addressed attendees at the Conservative Political Action Conference on Thursday, she received a lot of criticism from people who actually care about children for a remark she made in which she claimed to be the first person to tell Bernie Sanders “to his face that there’s no such thing as a free lunch.” Although her comment was meant to be humorous, those of us who possess an ounce of humanity know that there is nothing funny about children living in poverty. However, this may be the one and only time that I can actually agree with the literal words of Betsy Devos. There is no such thing as a free lunch. In fact, my kids pay every day.

      According to a 2016 report from the Annie E. Casey Foundation, 1 in 4 kids in Ohio, about 600,000 children, are living in poverty.  In the city that I teach in, Cleveland, 53.2% of children are living in poverty. Our children absolutely pay every single day of their lives for the meager opportunity to have a “free lunch.” They may not be paying with the currency that Betsy DeVos and her wealthy cronies value, but they are paying in many other ways that matter so much more. Below are just a few examples from the American Psychological Association:

Effects of child poverty

  • Poverty is linked with negative conditions such as substandard housing, homelessness, inadequate nutrition and food insecurity, inadequate child care, lack of access to health care, unsafe neighborhoods, and under-resourced schools which adversely impact our nation’s children.
  • Poorer children and teens are also at greater risk for several negative outcomes such as poor academic achievement, school dropout, abuse and neglect, behavioral and socioemotional problems, physical health problems, and developmental delays.
  • Economists estimate that child poverty costs an estimated $500 billion a year to the U.S. economy; reduces productivity and economic output by 1.3 percent of GDP; raises crime and increases health expenditure (Holzer et al., 2008).
Poverty and academic achievement
  • Chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory which may impact their ability to learn.
  • The academic achievement gap for poorer youth is particularly pronounced for low-income African American and Hispanic children compared with their more affluent White peers.
Poverty and psychosocial outcomes
  • Children living in poverty are at greater risk of behavioral and emotional problems.
  • Unsafe neighborhoods may expose low-income children to violence which can cause a number of psychosocial difficulties. Violence exposure can also predict future violent behavior in youth which places them at greater risk of injury and mortality and entry into the juvenile justice system.
Poverty and physical health

Children and teens living in poorer communities are at increased risk for a wide range of physical health problems:

  • Low birth weight
  • Poor nutrition which is manifested in the following ways:
    1. Inadequate food which can lead to food insecurity/hunger
    2. Lack of access to healthy foods and areas for play or sports which can lead to childhood overweight or obesity
  • Chronic conditions such as asthma, anemia and pneumonia
  • Risky behaviors such as smoking or engaging in early sexual activity
  • Exposure to environmental contaminants, e.g., lead paint and toxic waste dumps
  • Exposure to violence in their communities which can lead to trauma, injury, disability and mortality

    As I was leaving a wake this morning for a teen I knew who was killed while at a playground in Cleveland, the price that my students pay because of poverty weighs heavily on me. There are no free lunches. My kids might get some free food at the schools they attend, but no one can tell me that they aren’t paying.