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Voter’s Edge California
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Presentado por
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League of Women Voters of California Education Fund
California Common Cause@CommonCauseCA
November 8, 2016 — Elección General de California
Escuela

Candidato para Director Escolar

Photo de Norma J F Harrison

Norma J F Harrison

Activist, Realtor
Write-In
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Mis 3 prioridades principales

  • Let the community announce its dissatisfaction with this structure, school, attempting to supplant it with the pleasant alternatives.
  • Let the community identify the far reaching changes that must accompany the goal to eliminate the system that daily commits unacceptable and painful indoctrination on children and adults, alike.
  • Let communities come out from under the bullying tactics embedded in school, that fit us into serving this system that enriches those few, that .1%, destroying our beloved Earth.

Experiencia

Experiencia

Profesión:Activist, Realtor
Realtor, self (1987–current)
State Central Committee Member, Peace and Freedom Party — Cargo elegido (2000–current)
County of Alameda Central Committee, Peace and Freedom Party — Cargo elegido (2000–current)
Electronics tech, small, experimental firm in Emeryville (1979–1980)
Electronics technician, Pacific Bell Telephone Co. (1978–1979)
Electronics technician, Lawrence Berkeley Lab. (1976–1978)
Electronics technician journey-person, Lawrence Berkeley Lab. (1973–1976)

Educación

Roosevelt University, Chicago. B.A., 'education' (1963)

Actividades comunitarias

volunteer, Peace and Freedom Party (2000–current)
Volunteer, community food buying club (1972–1977)

Biografía

My Communist father and my mother owned a grocery store.  I clerked there.  I worked in offices.  I married, later bore a child; he, his wife and children have moved around, now live in New Orleans. Later I bore a daughter.  She lives in South San Francisco.  I taught school in the U.S. and Israel.  I've been politically active as long as I've been able.  I supported Henry Wallace, then Vincent Hallinan for President as a member of Young Progressives, a result of McCarthy.  Then Chicago, my hometown, was for me a political desert until SANE nuclear policy and anti-war demonstrations in the 50s and 60s.  I tried to emigrate to Israel to help build the socialist-based nation for 10 months in '65-'66.  I went West to take my daughter to be schooled in ' the revolution', Berkeley, in '72

Preguntas y Respuestas

Preguntas de League of Women Voters of California Education Fund (1)

A recent law made major changes in the way that the state allocates funding to schools.  What will you do to ensure that the public understands your local control formula for school spending and your plan to measure outcomes?
Respuesta de Norma J F Harrison:

 

I'd consult with other office holders before I start trying to work this out.  But I suspect the demands are counter our need to do work that is good for us all and instead furthers the demands I oppose - 'hard' work to maintain the present terribly abusive system. It is reasonable to expect a comfortable, meaningful life instead of one lived under pressure to perform, subject to excessive meaningless 'evaluations'.  Since learning and teaching can arise relative to circumstances rather than according to the insubstantial schedules school imposes on teachers and students alike, detailed planning 5 months into the future rather than responding to circumstances life brings is discouraging - discourages that gold goal, creative thinking.  A person/people could think of an activity wholly out of the planned schedule - a desirable activity - that can't be done because the one planned for that time must be done instead.  

 

Preposterous.

 

Tests must be people's evaluation all along the way of doing what they do.  That means seeing what one has done and figuring out whether that is what was desired or not, and fixing it if not.

 

Obviously it is just that kind of regulation of funding to schools that we have to tackle so, just as we ask for judicial control of sentencing, we ask for control over our lives together to teach and study in order to serve our individual and communal interests.

Likely it would take a while for the public to understand education in our own interests, rather than in the interests of a state designed, as this one is, to support our Owners' interests.  However, since they'd be part of who is acting, having eradicated age segregation, they'd understand and perceive the goals we fought for as being desirable and beneficial.

Preguntas de League of Women Voters—Berkeley, Albany, Emeryville (2)

If you are elected, what would you like to achieve during your term in office?
Respuesta de Norma J F Harrison:

 

Classroom-like study needs to rise in situ.  All the skills can be learned doing our work together, not isolated into 8-, 10 years of unlearning how to read, write, calculate.  Learning the skills has been cast as needing remediation, instead of happening as the natural accompaniment of any study and work.

 

          Teaching and learning needs instead to become us working together regardless of age, altogether because of communal and individual need and desire.  Work needs to become for all OUR benefit, none for our Owners, the profiteers.

 

          I offer the opportunity to enable the discussion of how to remove the present binding form and replace it with the living that will allow us all the joy! of education, the joy of work, of actually participating within our communities, not requiring our children to accept the deception that school equals work.

What would you do to address challenges such as the following? funding and registration; teacher retention and compensation safety; bullying and sexual harassment college and vocational readiness; creating pathways for those who are not college bound
Respuesta de Norma J F Harrison:

 

 This social structure makes destructive demands on children and their communities.  People don’t need to prepare for college/vocational readiness.  People who participate as productive members of society,  of their community, from their earliest days become more and more aware of their capabilities, their tastes for activities, their involvement in maintaining the community and themselves, and their interest in becoming skilled in and knowledgeable about their activities.  They see the value to themselves as well as to the community, of their work, their activities.

 

College and vocational preparedness are necessary for people who have existed outside the mainstream for their lives until the time to prepare to study to participate, instead of participating their whole lives.  Meanwhile, a work force has been doing distasteful work, or, if not distasteful, then in uncomfortable conditions – 8hour days, away from friends and loved ones, meeting demands that are excessive in their structure, instead of cooperative and relevant to one’s own life and community.  Often the immediate surroundings are dangerous, unpleasant.

 

You know what I mean.  We make inordinate concessions to keep the job, because we need it – the job.

 

Living a satisfying life from – oh – I dunno – age 2, participating as a member of the community, obviates bullying; as well, it eliminates crime – street crime.  And it certainly is done in a structure in which there is no boardroom crime, capitalism having been overthrown in favor of the structure that lets us all care for us all and ourselves, not caring for maintenance of The Rich.

The interim actions say to maintain teacher retention and all the other miserable goals in this social structure will have to become anathema instead of continue to be accepted.  Our communal and individual health depend on it.

Creencias poliza

Filosofía política

I thought for the longest time that Jewish Communist was what we all were - well really, all people were - Communist - if not Jewish.  I've spent my lifetime furthering my Utopian idealism. When you read my statement you'll see I know we're all geniuses, we're all - almost all – good.  We need to create the society that permits that – us all to be good.  Capitalism, like monarchy, suppresses our genius and our goodness.  School enables that suppression dividing children into successful, mediocre, and unsuccessful.  It creates angry frustrated people who are to fit into the permitted, wearing jobs, that increase our frustration, anger, and failure.  If people are successful it's mainly to the degree they-we can deal with the constraint that is living in this society,  which is ONLY all about maintaining our Owners, our Rich, our Rulers. 

I see it is necessary for us to affirm together that that is the structure of the society we now live in, to recognize its abusiveness, and to formulate the understanding of the social structure through which we can all live comfortably, securely, satisfactorily – even joyously, with joy in our work study relaxation recreation maintenance and all.

 

Documentos sobre determinadas posturas

It is necessary to counter the insistence that things are improving.

Summary

Things are staying the same for students and communities.  Difficulties remain.  They cannot be modified/reformed/repaired/remediated in the present social structure.  All experience the bullying and disorder this structure naturally gives rise to.

 

Administration's view is narrow, suffers from blinders worn because of the necessity felt to push on regardless the centuries of, again, bullying school does in order to create that stream of bowed headed workers.  The necessity comes from needing a job - a job teaching, clerking, janitor-ing, administering in the school and in the Board offices.

 

 

WRITE IN     Norma J F Harrison for Berkeley School Board Director

 

I have studied ‘education’ for 70 years.  I’ve seen over and over the futility of the constant, always unsuccessful reform efforts.  We’re still left with school.  The reforms do not, cannot! begin to rectify the inadequacy that school is, the role it plays in our singly-minded society directed at continuing our Owners’ profiteering by our labor.

 

The problem is school itself.

 

I tell people ‘we hate school’; we the faculty, staff, parents, communities … and students.  Most people wholeheartedly agree.   Some guarantee ‘I loved it’!  I guarantee they – as do we all – experience selective amnesia, forgetting the treacheries, unceasing, which they set aside in order to get on with life as permitted.  As with jobs, we all accustom ourselves more or less, to our day to day life. We have to accept what’s permitted in order to survive, however wearing or boring or limiting the assignment is.  The few of us who’re fortunate enough to have jobs we like, that make sense, are subject to numerous undesirable conditions likely including having to spend too much time there.

 

School is to repair us.  Its approach is that we’re insufficient, in error; it’s supposed to remediate that.  That’s the opposite of ‘educe’, the root of ‘education’.  ‘Educe’ means that who comes has content, thinks creatively – as we all do, from the time we’re born.  Instead we’re approached as though we need to be taught to think creatively.  The attitude instead is that if the student doesn’t agree with the content, they’re not creatively thinking.

 

The fact is, we’re all geniuses. Genius is not a genetic factor, hovering parents trying to be sure their child gets a good job, to the contrary. 

 

We’re all artists.

 

We’re all teachers and students all our lives.

 

Alienation is defined by our not being permitted to engage our tastes and tendencies.  These are stifled by the insistence that we fill classrooms and school desks and offices, instead; that we must be diploma-ed, degree-ed, in order to get some prestige that allows us – maybe! – to get some good position, which is not like changing the street lights’ light bulbs (an esSENtial task! relegated to lesser status!).

 

People have long known that a four-hour work week overproduces what we need and like, if the full labor force, that’s everyone, all of us, regardless of age, is permitted to participate in production.  Participation in production is what orients us into our communities and into understanding our place in life.  It includes feeling around for what to do – together – or alone. It imbues us with self-respect.

 

Instead we have to accept what’s permitted in order to survive, including that our Owners bomb us – near and far; including that we resist, yet end up fitting ourselves into the imperium.

 

          The artificiality of school lessons, classes, is felt as insults by all concerned: students, teachers, and their families and communities, by forcing age-segregated routinization formations in place of self-respecting participation in society.  Common Core notwithstanding (same ol’), the classroom presupposes students’ interests, and their abilities.  Teachers are to tell themselves as well as the subjects, students and parents, that the lessons are relevant for them, whether they are or not; that the lessons are time-appropriate – in that students’ life, whether the student wants to study that lesson then or not.   

 

          Lessons are externally imposed classroom requirements; – classrooms created as a place for teachers and staff to earn a living, and for children to be warehoused as labor waiting until some artificially determined time to become a full participant in society.

 

          These deformities have to come under discussion in order for us to begin to grasp together, the direction in which our struggle needs to go.

 

          Continually expecting that the major aid to our oppression, school, be made useful, has got to be available for discussion; that, and what the choices need to become. 

 

          The choice obviously is us all doing our lives together. Don’t let the system rip our children from us in order to use the formal stamping machine to fit them into it.  Don’t let the system force children to be made to believe that school equals work.  Don’t make people pretend to do the hammering and sawing of living, cutting milk cartons into house-shapes for some project. Let us ALL DO real work together. 

 

No failure. 

 

No tests in anything like the present form.

 

Classroom-like study needs to rise in situ.  All the skills can be learned doing our work together, not isolated into 8-, 10 years of unlearning how to read, write, calculate.  Learning the skills has been cast as needing remediation, instead of happening as the natural accompaniment of any study and work.

 

          Teaching and learning needs instead to become us working together regardless of age, altogether because of communal and individual need and desire.  Work needs to become for all OUR benefit, none for our Owners, the profiteers.

 

          I offer the opportunity to enable the discussion of how to remove the present binding form and replace it with the living that will allow us all the joy! of education, the joy of work, of actually participating within our communities, not requiring our children to accept the deception that school equals work.

 

Read: School Is The Opposite Of Education, a study to release us from our confinement, by Norma J F Harrison, http://njfhar.wordpress.com/2014/12/10/table-of-contents

 

 

  Alameda County and State of California Peace and Freedom Party Central Committees member 

 

I have completed submission of the necessary write-in candidate papers. 

 

Norma J F Harrison    1312 Cornell Ave.    Berkeley, ca. 94702   510 526-3968

 

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