The National Network Opposing the Militarization of Youth (NNOMY)
By Pat Elder -
In describing Grapes’ Iraq War exploits, Benedictine’s student newspaper dismissed the fact he was accused of ordering marines under his command to shoot four captured prisoners. Grapes refused to talk to government investigators, citing his Fifth Amendment rights.
It’s quite a lesson for students at Benedictine, which is kind of a poster child for the modern militarized Catholic school. Every year Benedictine requires all juniors to take the military entrance exam. The school operates an Army JROTC program and has a student organization that teaches students how to use small arms. Of course, these are expected activities in a military school. The question is whether these activities are appropriate in a Catholic school.
By Victoria Harper, Truthout | Interview
Discussing his new book, Henry A. Giroux argues that what unites racist killings, loss of privacy, the surveillance state's rise, the increasing corporatization of US institutions and growing poverty and inequality "is a growing threat of authoritarianism - or what might be otherwise called totalitarianism with elections."
Victoria Harper: Your new book has a very provocative and suggestive title: The Violence of Organized Forgetting. How does the title work as an organizing idea for the book?
Henry A. Giroux: We live in a historical moment when memory, if not critical thought itself, is either under attack or is being devalued and undermined by a number of forces in American society. Historical memory has become dangerous today because it offers the promise of lost legacies of resistance, moments in history when the social contract was taken seriously (however impaired), and when a variety of social movements emerged that called for a rethinking of what democracy meant and how it might be defined in the interest of economic and social justice.
Kate Connell -
In the spring of 2014, I went to observe a career day at Santa Barbara High School, where my son is enrolled. There were a variety of organizations with representatives and literature tables. The Marines and the Navy recruiters were also there. They were soliciting student contact information. The Marine’s “survey” form included questions such as, “Did you know that the Marine Corps has a $150,000 scholarship?” and “Did you know that the qualifications for the Marine Corps are higher than the standards of UC Santa Barbara?” I told them that under the school’s existing recruiting protocol they were not allowed to get student information directly from students, and that they had to go through the Santa Barbara Unified School District office.
I turned around and saw the school's career counselor and approached him, reminding him about the school's recruiter protocol. He didn’t recall that part of the protocol and said he would talk to the military recruiters about it. I asked, “What about the information they have already gathered from students?” I went back to the Marine recruiters and repeated that they were not allowed to solicit student information. I picked up the surveys they had collected and said that I was going to tear them up and throw them out. They consented, so I ripped them up.
I went to the Navy recruiters’ table and told them the same thing. They had a binder with the protocol in it and looked it up. The Navy recruiter said, "That's correct, here it is, in 'G.'" (G. Recruiters visiting schools shall not at any time solicit contact information directly from students or require it as a condition to participate in an activity or receive an award or gift.) I said, "I am going to take this sign-up sheet and tear it up," holding it up for them to see, and they also said ok.
Monica A. F. Lounsbery, Kathryn A. Holt, Shannon A. Monnat, Thomas L. McKenzie, and Brian Funk - Physical inactivity is receiving growing attention given its documented relationship to a variety of chronic health (Strong et al., 2005) and metabolic challenges (Owen, Healy, Matthews, & Dunstan, 2010) and the fact that most adults and children do not meet physical activity guidelines (Troiano et al., 2008; USDHHS, 2008). For over two decades, the importance of schools in providing and promoting physical activity has been consistently emphasized (Institute of Medicine, 2013; Pate et al., 2008), but with the reauthorization of the Elementary and Secondary Education Act of 2001, school physical activity programs, including physical education (PE), have instead sustained reduced time and resource allocations (McKenzie & Lounsbery, 2009).
PE is a primary strategy because it (a) is institutionalized as part of the K-12 curriculum and as such, has the potential to reach nearly all students, (b) is the only program where the least active children can experience physical activity at higher intensities, and has the potential to significantly contribute to daily accrual of moderate to vigorous physical activity, increase fitness, develop and improve motor and other generalizable skills. Though PE is a key evidence-based strategy for providing and promoting physical activity (Institute of Medicine, 2013; Ward, 2011) and a goal of Healthy People 2020 (U.S. Department of Health and Human Services, 2010) there are many practice and policy barriers to its effective delivery; thus, its potential to impact health has not been fully realized (McKenzie & Lounsbery, 2009). Among these policy barriers is the pervasive practice of allowing waivers/exemptions and/or substitutions for physical education. This includes allowing alternative programs such as JROTC (Junior Reserve Officer’s Reserve Corps), interscholastic sports, marching band, cheerleading, and community sports to substitute for PE enrollment (NASPE, 2012), a practice which has been of great concern to the profession (Abernathy, 1960; NASPE, 2006; Sims, 2011) and public health officials (e.g., Centers for Disease Control and Prevention, 2011) for many years.