Sojourner's Blog

May 28, 2010

Invest in Congress

Filed under: Political Economy — brucehartford @ 7:43 pm
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This month (May, 2010), we’ve seen Wall Street lobbyists showering cash down upon Congress in an effort to prevent any effective regulatory laws from being passed. It all reminds me of something I wrote in 2001 which is clearly still relevant today:

“Since I’m someone who often reads the S.F. Chronicle’s business section my friends consider me a financial expert, and I’m often asked for investment advice, particularly how we aging “Boomers” can prepare for our “golden years.” Stocks? Real estate? Mutual funds? Marijuana/cocaine?

According to a recent PBS Macneil-Newshour report, Enron Corporation contributed $1.8 million to Congressional campaign coffers over the past year, and received $280 million in direct benefits from the “economic stimulus” package. That’s a Return on Investment (ROI) of 1,555%. Which compares quite favorably to the typical 5-10% annual return on mutual funds, the 10-15% savvy investors have been reaping from NASDAQ and other stock markets, or even the 15-20% skilled house-flippers have been making in the red-hot Bay Area housing market. And it’s far more than the 300- 400% profit margin enjoyed by Mendocino pot growers or Colombian drug lords importing blow in wholesale lots.

The conclusion is obvious. Only saps invest in stocks (or, for that matter, cocaine). To make real money, you invest in Congress. Which makes sense, because under our free-market system we have the best Democracy that money can buy. To prepare for our “golden years” I propose that we pool our meager resources, form an investment co-op, purchase some members of Congress, and then let the good times roll. From what I’ve been reading, Representatives are quite reasonably priced these days, and while Senators are, of course, more costly you don’t need as many of them.”

May 6, 2010

SNCC & Today’s Education Struggle

Filed under: Education — brucehartford @ 12:07 am
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At the 50th Anniversary conference/reunion of the Student Nonviolent Coordinating Committee (SNCC) in Raleigh, NC, we gray-headed Freedom Movement veterans met with more than 50 college activists from a number of HBCUs, and young activists from organizations such as the Young Peoples Project, The Gathering For Justice, and other groups. The topic was today’s education fight. A number of the plenary speakers including Jim Lawson, Harry Belafonte, Bob Moses, and others raised education-related issues, and there were well-organized small-group discussions on the topic.

Starting from the premise that a quality education is a fundamental human right, we looked at two questions:

  1. What defines a quality education?
  2. Should we have a constitutional amendment ensuring the right to a quality education?

The main points that I took away from the discussion:

  1. The fight for a quality education from pre-K to PhD is a key civil rights struggle of the 21st Century.
  2. Framing the issue around “quality education” raises the problem of defining “quality.” The power-structure defines a “quality education” as one that trains young people to be docile and productive hired laborers in an economy that serves the interests of the elite. But for us, a “quality education” is one that prepares young people to be sovereign citizens of a democratic society. So perhaps a better way of stating our goal is “democratic education” or “empowering education,” rather than “quality education.”
  3. The phrase “sovereign citizens of a democratic society” uses the word “citizen” in the broadest sense — making no distinction between “legal” and”illegal,” or social security card vs green card vs no card. “Citizen” is used in the “We the people” sense that all who contribute, work, and live in a community are citizens of that community regardless of arbitrary divisions imposed by the power structure.
  4. At root then, a “quality education” is a question of political power. A very few special schools for the elite (Andover, Punahou, Harvard, Yale, etc) inculcate in their students the assumption that they will be the rulers of tomorrow and prepare them for the acquisition and application of political and economic power. But the schools of the many do the opposite — they instill a sense of political powerlessness. At best the schools for the many prepare young people for a life of hired labor, at worst they don’t even do that. But even the “good” schools that train well-paid hired labor cannot guarantee that those “good” jobs won’t disappear as soon as the power elite can find someone somewhere to do that work at lower wages and greater profit.
  5. The Freedom Movement of the 1960s won victories by exposing the contradictions between the best aspirations of American traditions and the racist/exploitative realities, and by organizing and mobilizing masses of people to demand that America live up to its promises. Can we do the same around education? Can we make the Constitution a tool for reaching/educating/organizing large numbers of people who are not (yet) radicalized, by demanding that a “quality education” be made a constitutional right like free speech, freedom of religion, trial by jury and the right to own a gun?
  6. The very first words of the Constitution are: “We the people … do ordain and establish this Constitution for the United States of America.
    It does not say: “We the President”
    It does not say: “We the Congress”
    It does not say: “We the Supreme Court”
    It does not say: “We the states”
    It does not say: “We the citizens”
    It says “We the people … do ordain and establish…”

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