Henry A. Giroux explains how the Chicago teachers’ union in the last days of the strike conveyed a message to the broader public about how a corporate-driven education system produces deficit forms of pedagogy.
Chicago public school teachers’ demonstration, September 11, 2012 (Photo: Nathan Weber / The New York Times; reproduced courtesy of Truthout.org)
According to Giroux, the strike itself pointed to “a broader set of questions”, not the least of which was the role of public education in providing the formative culture necessary for a vibrant democracy. Read the article…
