Obama's Pal - Bombing Our Enemies Was Immoral, But Bombing Our Own Citizens...
Ayers’s spectacular second act began when he enrolled at Columbia University’s Teachers College in 1984. Then 40, he planned to stay just to get a teaching credential. (He had taught in a “Freedom School” during his pre-underground student radical days.) But he experienced an epiphany in a course taught by Maxine Greene, a leading light of the “critical pedagogy” movement. As Ayers wrote later, he took fire from Greene’s lectures on how the “oppressive hegemony” of the capitalist social order “reproduces” itself through the traditional practice of public schooling—critical pedagogy’s fancy way of saying that the evil corporations exercise thought control through the schools.
It hadn’t occurred to Ayers that an ed-school professor could speak or write as an authentic American radical. “There are vast dislocations in industrial towns, erosions of trade unions; there is little sign of class consciousness today,” Greene had proclaimed in the Harvard Education Review. “Our great cities are burnished on the surfaces, building high technologies, displaying astonishing consumer goods. And on the side streets, in the crevices, in the burnt-out neighborhoods, there are the rootless, the dependent, the sick, the permanently unemployed. There is little sense of agency, even among the brightly successful; there is little capacity to look at things as if they could be otherwise.”
Greene told future teachers that they could help change this bleak landscape by developing a “transformative” vision of social justice and democracy in their classrooms. Her vision, though, was a far cry from the democratic optimism of the Founding Fathers, Abraham Lincoln, and Martin Luther King Jr., which most parents would endorse. Instead, critical pedagogy theorists nurse a rancorous view of an America in which it is always two minutes to midnight and a knock on the door by the thought police is imminent. The education professors feel themselves anointed to use the nation’s K–12 classrooms to resist this oppressive system. Thus Maxine Greene urged teachers not to mince words with children about the evils of the existing social order. They should portray “homelessness as a consequence of the private dealings of landlords, an arms buildup as a consequence of corporate decisions, racial exclusion as a consequence of a private property-holder’s choice.” In other words, they should turn the little ones into young socialists and critical theorists.
All music to Bill Ayers’s ears. The ex-Weatherman glimpsed a new radical vocation. He dreamed of bringing the revolution from the streets to the schools. And that’s exactly what he has managed to do.
In record time Ayers acquired an Ed.D. with a dissertation titled “The Discerning ‘I’: Accounts of Teacher Self-Construction Through the Use of Co-Biography, Metaphor, and Image.” There wasn’t much biography, metaphor, or image in the 180-page text. Ayers’s research consisted solely of a few days spent interviewing and observing the classroom practices of three nursery school teachers he knew personally. (In Ayers’s own autobiographical section of the text—de rigueur for Teachers College dissertations—he reminisced about growing up in a wealthy Chicago suburb, about his warm family, and about having been arrested in campus antiwar demonstrations. Of his bomb-making skills or his ten years in the underground he said not a word.)
With his Teachers College credential in hand, Ayers landed an ed-school appointment back in Chicago, where his father was CEO of Commonwealth Edison and nicely plugged in to the city’s political establishment. These days, Ayers carries the joint titles of Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago. One of his several books on the moral imperative of teaching for social justice is a bestseller in ed-school courses. Like many other tenured and well-heeled radicals, Ayers keeps hoping for a revolutionary upheaval that will finally bring down American capitalism and imperialism. But now, instead of planting bombs in bathrooms, he has been planting the seeds of resistance and rebellion in America’s future teachers, who will then pass on the lessons to the students in their classrooms.
Future teachers signing up for Ayers’s course “On Urban Education” can read these exhortations from the course description on the professor’s website:
“Homelessness, crime, racism, oppression—we have the resources and knowledge to fight and overcome these things.”
“We need to look beyond our isolated situations, to define our problems globally. We cannot be child advocates . . . in Chicago or New York and ignore the web that links us with the children of India or Palestine.”
“In a truly just society there would be a greater sharing of the burden, a fairer distribution of material and human resources.”
For another course, titled “Improving Learning Environments,” Ayers proposes that teachers “be aware of the social and moral universe we inhabit and . . . be a teacher capable of hope and struggle, outrage and action, a teacher teaching for social justice and liberation.”
