Public Education: Not for Sale. Proceedings of a public education conference sponsored by the Coalition for Public Education
In May 2000, the Coalition for Public Education brought together educators, parents, students, support workers, administrators and other conscientious citizens from around British Columbia to learn about the commercial intrusion into the public education system, and to develop plans for stopping and reversing the corporate takeover of schools, colleges and universities. The Public Education: Not for Sale! conference was designed the counter the World Education Market, an international corporate extravaganza held in Vancouver to create opportunities for private corporations to profit from public education.
Drawing on expertise from all over North America, the Public Education: Not for Sale! conference put local battles over corporate sponsorship, exclusive marketing arrangements, and commercialisation of curriculum and research into a global context; demonstrated the harm created by corporate intrusion into classrooms and campuses; provided examples of where such commercialisation has been successfully resisted; detailed the means by which corporate influence can be uncovered and fought; and exposed the myths used to justify the dismantling of the public education system.
In the not too distant past, Canadian schools, colleges and universities were places where young people and educators could escape the marketplace, at least for a few hours, and engage in the noble task of building our democracy by developing minds to fulfill social, cultural, intellectual and economic roles in our society. All of this changed, however, in the early 1980s when provincial and federal governments began to cut funding for public services of all types, including public elementary, secondary and post-secondary education.
Administrators squeezed every dollar to try and compensate for the funding cuts, but governments kept demanding further spending reductions. Strapped for cash, school, college, and university administrators, with the encouragement of governments, turned to the private sector in an attempt to replace lost government funding. Although corporations initially responded favourably, charitable donations dried up in the face of increasing requests from all areas of the public sector.
In an attempt to raise more money from the private sector, enterprising administrators and corporate marketers devised various schemes to allow corporations to achieve greater recognition for their contributions and to market their products to students, alumni and their families. These practices were quickly taken up by other schools, school districts, colleges and universities and have become commonplace. Thus, where once you would have been hard-pressed to find a corporate logo in a school or on a campus, they now litter hallways, school buses, and even urinal stalls across the country.
While the debate rages about the effect of this unfettered advertising on children and young people, corporations have moved beyond philanthropy and advertising to begin to exert control over what is taught in our schools, colleges and universities. In addition to pressuring educators to adopt their worldview, many industries and corporations have gone into the curriculum business themselves, providing business-friendly lesson plans to teachers or selling their curriculum to governments and school boards as a cost-saving alternative.
Although the corporate presence in classrooms and on campuses spans many decades, the recent explosion of corporate sponsorship, marketing and control in education threatens to overwhelm us. Fortunately, educators, students, parents and other publicly-minded individuals are pushing back against the tide, to stop the expansion of the corporate presence in the education system, and to restore the ideal of education as a public good. For unless we are vigilant, there is a very real danger that our public education system is up for sale to the highest bidder.
The World Education Market
It is in this context that Reed Midem, a world leader in organizing trade shows, conceived of the World Education Market, an international corporate extravaganza with the following goals:
- To buy and sell educational content, products, rights, systems, solutions, and services.
- To develop multinational and multisectorial partnerships.
- To co-finance and co-produce new resources and services.
- To access pedagogical and technical expertise and experience.
- To share information on international marketing in education, partnerships and resources that work, and the best practices in education internationally.
Reed Midem solicited support for the proposed trade show from a number of national governments, and the government of Canada was an early supporter. In partnership with the government of British Columbia, Canada was successful in having Vancouver selected as the host city for the first two years of the event. Between the two levels of government, more than $600,000 was spent to ensure that this trade show would be held in Canada.
The inaugural show in May 2000 attracted 458 exhibitors from 34 countries, offering products ranging from textbooks to learning software to distance education courses to complete curricula. Although the majority of exhibitors were private sector companies, a substantial number of public schools, colleges, universities and government agencies also attended the show to hawk their wares.
Coalition for Public Education
The World Education Market also attracted the scrutiny of education groups in British Columbia. Concerned that the trade show presented a one-sided view of education as a commodity to be bought and sold, the Coalition for Public Education organized a counter-conference to coincide with the World Education Market. The Public Education: Not for Sale! conference advanced the view that education is not an industry, it is a public good, and knowledge is a gift to give, not a commodity to sell.
The Coalition--whose members are the B.C. Teachers' Federation, Canadian Union of Public Employees, B.C. Government and Service Employees' Union, Canadian Federation of Students, College Institute Educators' Association, and Confederation of University Faculty Associations of B.C.--brought students, educators, education support workers, parents, administrators and government officials together to learn about the profound effects of corporate involvement in the classroom and on campus, and to discuss how to stop the takeover of public education by private companies.
The Commercial Transformation of Education
The Public Education: Not for Sale! conference opened with a keynote address from Dr. Alex Molnar, director of the Center for the Analysis of Commercialism in Education, at the University of Wisconsin-Milwaukee. CACE publishes an annual report tracking trends in commercialism in U.S. schools, from which Dr. Molnar drew examples of the excesses of commercial intervention in the classroom.
He recounted the efforts of a school district administrator in Colorado-the self-proclaimed "Coke Dude"-to encourage principals to allow students to purchase Coca-Cola products throughout the school day and to consume them in class so that the district could reap a larger benefit from a sponsorship agreement (Appendix I). Dr. Molnar noted the efforts of McDonald's to have their lesson plans on nutrition propagated throughout the schools. He told attendees about the phony science lessons designed to demonstrate that Campbell's Prego brand spaghetti sauce was thicker than its competitors, and that Gushers candy can demonstrate principles of volcanic eruptions.
Dr. Molnar told conference participants that corporate intrusion into the classroom is real and deliberate. He spoke of the work of Edward Bernays, one of the early practioners of public relations who, in his 1928 book Propaganda, said, "The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country." As early as 1929, Dr. Molnar said, the National Education Association in the United States was surveying school officials to determine the volume and use of sponsored materials, and reviewing state laws and policies dealing with such materials. In the mid 1950's, U.S. educational associations were issuing pamphlets to teachers on the selection and use of sponsored materials.
Dr. Molnar noted that in her 1979 book Hucksters in the Classroom, Sheila Harty recalled a 1976-77 survey of member teachers of the National Educational Association, which found that about half of U.S. teachers used sponsored materials. In addition to discussing the ethical dilemmas in using sponsored materials, Ms. Harvey also found many examples of bias, racial prejudice, sexism, inaccuracies, and incomplete or outdated information in the materials.
So although commercialism in the schools may be more visible now, Dr. Molnar concluded, it has long been with us. The current threat is in the complete takeover of our classrooms by the marketers. Educators, administrators and parents have been silent about this trend, or worse cheerleaders for it, for too long. If our children are to be more than consumers, he said, then it is up to all of us to take action now.
Why is Our Public Education System being Sold Out?
After Dr. Molnar's compelling call to action, conference participants divided into workshops in the morning and afternoon to discuss various aspects of the selling off of public education.
Workshops with Seth Klein of the Canadian Centre for Policy Alternatives, Globe and Mail columnist Naomi Klein, and Maria de la Luz Arriaga, Mexican coordinator of the Tri-National Coalition in Defense of Public Education, gave a "big picture" from which to view local fights against commercialization. The neo-conservative agenda (or the neo-liberal agenda, as it is called elsewhere in the world) is to transform the exchange of all goods, and most services, to private transactions, thereby providing opportunities for commercial enterprises to generate profit. The only functions of governments would be to maintain order through the police and courts, and to protect against foreign incursion through the military.
The neo-conservatives claim that this will increase efficiency and provide individuals with more "free choice" in the selection of goods and services. However, the reality is far different from the theory. Witness what happened in Latin America since the International Monetary Fund and World Bank imposed neo-conservative policies as a condition for helping these out governments in financial crisis. The elites have flourished while large portions of the population have gone barefoot. Child labour is unregulated and teachers routinely deal with children fainting in class from hunger. Young people are jailed for protesting in defense of their constitutional right to post-secondary education. In practice, the neo-conservative agenda has substituted private gain for the public good.
Whose Culture is This?
Understanding the impact of cultural products was the theme of workshops given by Dr. Steve Kline, professor of Communications at Simon Fraser University, Heather-Jane Robertson, author of No More Teachers, No More Books: The Commercialization of Canada's Schools, and Dr. Donald Gutstein, senior lecturer in Communications at Simon Fraser University and author of e.con: How the Internet Undermines Democracy.
Dr. Kline contended that it is impossible to build a safety wall around our schools to keep out the negative aspects of popular culture, because the students bring it in with them from the outside world everyday. Furthermore, even when schools try to construct such walls, they undermine their own efforts. For example, despite fears about the violence, hatred and sexual content on the Internet, schools are requiring that students complete assignments using the Internet. Part of the solution, according to Dr. Kline, is for decision makers to take a critical look at the technologies they bring into the classrooms and to constrain the use of the technologies for the intended educational purpose rather than let others define their uses.
Educators losing control of technology was also the theme of Ms. Robertson's presentation about the efforts of the Youth News Network (YNN) to gain access to the captive market of Canadian students. In exchange for "donations" of computers and television equipment, schools must require students to watch a daily program of youth-oriented news and commercials. Studies of Channel One, a similar service in the United States, found that schools with high concentrations of poor students were almost twice as likely to use the service as schools serving more wealthy students, and that students who watched Channel One were more likely to express materialist values. Fortunately, provincial governments in British Columbia and Manitoba have prohibited YNN, and efforts to establish in Ontario have been under whelming. It is likely, however, that YNN or a similar enterprise will try again in the near future to gain a foothold in Canadian schools.
However, Canadians can't even trust their own governments to provide them with the information they want or need. Dr. Gutstein described the efforts of governments to use the Internet to sell off, or charge for access to, the country's public information sources. According to Dr. Gutstein, unprecedented expansion of intellectual property rights (copyrights and patents) has created favourable conditions for large corporations to control and profit from information that used to be freely available. Federal and provincial governments are delivering customers to these companies by subsidizing school and library connections to the Internet, at the same time they are cutting support for traditional book and journal acquisitions. Even when the large corporations provide the information at no or low cost to educational institutions and libraries, users become a captive audience to on-screen advertisements. Dr. Gutstein's solution is for citizens to create the means to control publi! c in formation and keep it public both through community ownership and dissemination and through pressuring governments to stop of the sell off of this public resource.
How Can You Get the Goods on Corporate Deals?
Information is crucial to countering the commercialization of our schools, colleges and universities. In workshops with Sarah Schmidt, a freelance journalist who uncovered secret corporate deals at the University of Toronto, David Anderson, a Vancouver teacher who discovered aggressive marketing of computers to schools, and Gil Yaron, a lawyer who focuses on corporate responsibility and accountability, participants learned how to dig up information on corporate donations and sponsorships, and what laws might help them uncover and stop these deals.
Ms. Schmidt and Mr. Anderson told of their use of meeting records, freedom of information legislation, and informants to unearth details of corporate contracts and sponsorship deals. While a reporter for the University of Toronto student paper The Varsity in 1997, Ms. Schmidt broke the story about a donation from Joseph L. Rotman Foundation to the university's Faculty of Management that allowed the Foundation to withdraw the donation if at any time over a 14-year period if the Foundation was unsatisfied by the Faculty's performance. Ms. Schmidt picked up the lead on this deal through combing institutional reports, and was aided by freedom of information requests and informants in digging up the details on this and other sponsorship arrangements at the University. Mr. Anderson studied meeting records, probed decision-makers, and called for the assistance of fellow teachers in uncovering the details and implications of a partnership deal between the Vancouver School Board and! IBM . He learned that a "donation" of computers from IBM required the school board to purchase expensive software that has proven unreliable and requires more technical support than the school board can provide.
Mr. Yaron outlined six strategies for resisting these types of deals and the creeping privatization of education: using freedom of information legislation, challenging exclusive corporate deals as in violation of the Competition Act, challenging the decisions of school boards and boards of governors as violations of administrative law, organizing a citizen-initiated referendum (where legislation exists to do so) to raise public awareness and create new law, using the power of public-sector and labour-sponsored pension funds to divert money away from corporations with practices harmful to public education, and carrying out direct legal action under common law for the effects on the health and minds of students.
Where's the Harm?
Despite the wealth of information available, there is still disbelief amongst the public that corporate sponsorships could cause any harm. There is, however, real harm, as was exposed in workshops with Karin Jordan, a researcher with the national office of the Canadian Union of Public Employees, Sean Cook, a Coquitlam teacher, Dianne Dunsmore, a Surrey teacher, Darcy Stemmler, a student journalist at Capilano College, Dr. Bill Graham, president of the University of Toronto Faculty Association, and Dr. Claire Polster, a University of Regina sociologist and author of The Future of the Liberal University in the Era of the Global Knowledge Grab.
Speaking on private/public partnerships, Ms. Jordan noted that although such projects are predominantly, if not entirely, publicly funded that it is the private sector that receives credit for the project and derives profit from it, understating, if not undermining, the public sector contribution to the project. In some instances, the private sector partner even retains ownership of buildings, and the public purse foots the entire bill for construction, plus a profit for the private sector partner, through long-term lease arrangements. Moreover, where the private sector operates a publicly-funded project, they are often held to lower standards of quality and accountability than if a public sector agency had been in charge.
Questions of nutritional quality were top issues when Mr. Cook, Ms. Dunsmore and Mr. Stemmler analysed the corporate incursion into school cafeterias. Cash-starved school, college and university boards have given fast food companies exclusive access to the captive student market. Where school and college students used to eat well-balanced meals prepared by nutritionists and students in cooking and catering programs, they now have their choice of empty calories provided by McDonalds, Taco Bell, Pizza Hut and the like. Mr. Cook and Ms. Dunsmore noted deep contradictions for teachers attempting to instruct students on a healthy lifestyle, only to have their efforts undone by a visit to the school cafeteria.
It's not just the body weight of our children being affected by corporate deals; it's their very lives. Dr. Graham told the story of University of Toronto researcher Dr. Nancy Olivieri who had discovered potentially lethal side-effects in a drug she was testing to treat a rare blood disease in children. When she tried to publicize the side effect of the drug, Apotex, the company who manufactured the drug and paid for the study, threatened to sue her and officials at Toronto's Hospital for Sick Kids, where she was carrying out the research, harassed her. University officials were largely silent, and it was only later learned that the university was at the time in negotiations with Apotex for a new donation of several million dollars.
Dr. Polster noted that Dr. Olivieri's story is just the tip of the iceberg. The private ownership and control of research done in publicly-funded universities has grown substantially over the past number of years to the point that many faculty and administrators blithely accept it as inevitable. The only way to counter this is to declare an immediate halt to this sell off of publicly-supported research, and to work at reversing institutional and governmental policy. Only in this way, is there any hope of keeping publicly-supported research for the public good.
What Can be Done?
The commercial takeover of our public education system is not inevitable, but it will take work to stop it. In a workshop on school board polices to protect against commercialism, Andrew Hagelshaw, Executive Director for the Center for Commercial-Free Education, discussed his organization's successful efforts to have the Berkeley (California) School Board ban advertising and logos in classrooms, instructional material, on sports uniforms and equipment, and on school facilities. The key, said Mr. Hagelshaw, is to find out about these deals, expose them, and get the community to take action. In as little as five minutes, a citizen can make a phone call and let the local school board know that the corporate incursion into the classroom is unacceptable.
In another workshop, participants heard about union and community campaigns to stop and reverse the sell-off of public services. Maureen Shaw, President of the College Institute Educators' Association of B.C., Stephen Howard, Communications Director for the Hospital Employees Union, and two representatives from the B.C. Government and Service Employees Union, Mary Rowles, Director of Research, Campaigns and Communications, and Gary Steeves, Director of Organizing and Field Services, talked about how their unions are using the negotiating table to bring services contracted out to the private sector back in to the public sector. Mr. Howard related the efforts of the Hospital Employees' Union to make a cultural change amongst union members, to help them recognize that privatization is not inevitable, and to equip their members with the tools to stop contracting out of public sector services. According to Ms. Shaw, B.C. college instructors employed a similar strategy when they ! succ eeded in convincing the provincial government to provide public colleges and institutes with the first opportunity to bid on contracts to provide training services to government. Furthermore, the agreement requires private sector contractors to provide levels of quality and accountability similar to the public sector institutions. Ms. Rowles and Mr. Steeves used examples from Ontario and British Columbia to illustrate how the negative consequences of privatizing public services can be explained to the public.
Taking the Message to the Public
Spurred on by what they were learning in the workshops, participants encouraged conference organizers to put into action what the speakers had been saying. So, mid-morning on the second day of the conference, participants traveled by bus, taxi, car and foot to the site of the World Education Market conference. Once there, participants staged a demonstration outside the entrance to attract the attention of radio, television and newspaper reporters on their way into the building to cover a news conference scheduled by World Education Market organizers. With chants of "Hey, hey, ho, ho, corporate control has got to go!" "Public Education - Not for Sale!" and "Plato not Pepsi!" about 200 demonstrators succeeded in capturing the attention of all the major media outlets in the Lower Mainland. The demonstration also received international attention, with conference organizers conducting media interviews with television reporters from as far away as France and Brazil.
Getting down to Work
Energized by the demonstration, conference participants returned to their meeting rooms to discuss what action could be taken at their own schools, colleges and universities. People discussed strategies for getting information on corporate deals, for getting the message out to parents of school children, how to get school boards to take responsibility for decisions taken by local principals on accepting sponsorship, how schools can start weaning themselves from corporate dollars, and how educators, students, parents, administrators and the general public can work together to stop, and ultimately reverse the commercial takeover of public education.
Battling the Myths
If the efforts to reverse the commercialisation of our schools, colleges and universities are to succeed, the defenders of public education will need to tackle numerous popular myths. So, in the closing session of the conference, Dr. Neil Brooks, a professor at Osgoode Hall Law School and an expert on tax law and taxation policy, skillfully dissected the myths used to justify the privatization of public services. The biggest myth, according to Dr. Brooks, is that if public schools were turned over to the private sector, then students and parents would benefit from the competition between the schools. The evidence simply doesn't support this, said Dr. Brooks. In fact, the only time that this theory about the market works is when the goods or services are not particularly important. But when services are important, like the education of children, the theory falls apart because people won't have full knowledge about the quality of each school, they won't be willing to shift th! eir children from school to school in search of a better school, and they will want their children to attend a school close to their home so that their kids can interact with other neighbourhood kids and build a sense of community. The way to ensure that public schools are meeting the needs of children and their families is not to sell them off, Dr. Brooks continued, but to provide more and better opportunities for students and parents to engage in meaningful discussion about schools and education.
So, why is there this great pressure to sell off the public school system? The answer is power and money. There is a small minority of people, said Dr. Brooks, who are trying to gain more power and money and they see the $6 billion a year spent on education in Canada as a way to do it. Not only would this greedy minority fatten their pocket books at our expense, but they would also gain control over what the next generation will learn. Rather than preparing our children to think for themselves and question what they read, see and hear, the corporate powers would rather have docile consumers. This is profoundly undemocratic, said Dr. Brooks, and a tragic legacy to leave our children. We have a responsibility, he concluded, to equip future generations to surpass us in their depth of knowledge and their breadth of vision.
The next steps are up to the educators, students, parents, administrators, support workers, union members, small business owners and all the conscientious citizens who want a public education system that operates in the public interest. There are many resources available to help stop and reverse the commercialization of the public education system (attached is a list of key resources available in print and on the Internet).
In British Columbia, the Coalition for Public Education continues to work in support of a publicly funded and operated education system that serves the lifetime learning needs of British Columbians. Interested individuals and groups are encouraged to contact the Coalition partners for more information and assistance in dealing with these issues.
The Coalition for Public Education affirms that:
- Education is a public trust, not a business
- Knowledge is a gift to give, not a commodity to sell
- Schools are communities, not corporations
- Students are citizens, not consumers.
The Public Education: Not for Sale! conference was made possible with financial support from the members of the Coalition for Public Education and from the Government of British Columbia through the Ministry of Education and the Ministry of Employment and Investment.
These proceedings were assembled by Robert Clift, Executive Director of the Confederation of University Faculty Associations of B.C., with the considerable assistance of Nancy Knickerbocker of the B.C. Teachers' Federation and Roseanne Moran of the College Institute Educators' Association of B.C. Thanks are also due to the officers and staff of the member organizations of the Coalition for Public Education, without whom the conference would not have been possible.
May 9, 2001
B.C. Teachers' Federation
100 - 550 West 6th Avenue
Vancouver, B.C. V5Z 4P2
Phone (604) 871-2283
Toll Free 1-800-663-9163
Contact: Nancy Knickerbocker
Canadian Federation of Students
250 - 1385 West 8th Avenue
Vancouver, B.C. V6H 3V9
Phone (604) 733-1880
Contact: Summer McFadyen
Canadian Union of Public Employees - B.C. Division
4940 Canada Way
Burnaby, B.C. V5G 4T3
Phone (604) 291-9119
Contact: Keith Reynolds
College Institute Educators' Association
301 - 555 West 8th Avenue
Vancouver, B.C. V5Z 1C6
Phone (604) 873-8988
Contact: Maureen Shaw
B.C. Government and Service Employees Union
4911 Canada Way
Burnaby, B.C. V5G 3W3
Phone (604) 291-9611
Contact: Carol Nielson
Confederation of University Faculty Associations of B.C.
309 - 207 West Hastings Street
Vancouver, B.C. V6B 1H7
Phone (604) 646-4677
Contact: Robert Clift
DISTRICT 11'S COKE PROBLEM
(Reprinted from the February 1999 edition of Harper's Magazine)
From a September 23, 1998, letter sent to the principals of School District 11 in Colorado Springs, Colorado, by John Bushey, the district's executive director of "school leadership." In September 1997, the district signed an $8 million exclusive vending contract with Coca-Cola.
Here we are in year two of the great Coke contract. I hope your first weeks were successful and that pretty much everything is in place (except staffing, technology, planning time, and telephones).
First, the good news: This year's installment from Coke is "in the house," and checks will be cut for you to pick up in my office this week. Your share will be the same as last year.
Elementary school $3,000 Middle School $15,000 High School $25,000
Now the not-so-good news: we must sell 70,000 cases of product (including juices, sodas, waters, etc.) at least once during the first three years of the contract. If we reach this goal, your school allotments will be guaranteed for the next seven years.
The math on how to achieve this is really quite simple. Last year we had 32,439 students, 3,000 employees, and 176 days in the school year.
If 35,439 staff and students buy one Coke product every other day for a school year, we will double the required quota.
Here is how we can do it:
- Allow students to purchase and consume vended products throughout the day. If sodas are not allowed in classes, consider allowing juices, teas, and waters.
- Locate machines where they are accessible to the students all day. Research shows that vender purchases are closely linked to availability. Location, location, location is the key.
You may have as many machines as you can handle. Pueblo Central High tripled its volume of sales by placing vending machines on all three levels of the school. The Coke people surveyed the middle and high schools this summer and have suggestions on where to place additional machines.
- A list of Coke products is enclosed to allow you to select from the entire menu of beverages. Let me know which products you want, and we will get them in. Please let me know if you need electrical outlets.
- A calendar of promotional events is enclosed to help you advertise Coke products.
I know this is "just one more thing from downtown," but the long-term benefits are worth it.
Thanks for all your help,
The Coke Dude
On the Web
- B.C. Teachers' Federation - www.bctf.ca/education/#commercial
- Canadian Centre for Policy Alternatives - www.policyalternatives.ca
- Canadian Teachers' Federation - www.ctf-fce.ca/e/what/ni/public.htm
- Center for the Analysis of Commercialism in Education - www.uwm.edu/Dept/CACE
- Center for Commercial-Free Education - www.commercialfree.org
- Coalition for Public Education - www.bctf.ca/NotForSale
- Gutstein, Donald. e.con: How the Internet Undermines Democracy (Toronto: Stoddart, 1999)
- Harty, Sheila. Hucksters in the Classroom: A Review of Industry Propaganda in Schools (Washington, D.C.: Center for Study of Responsive Law, 1979)
- Klein, Naomi. No Logo: Taking Aim at the Brand Bullies (Toronto: Knopf Canada, 2000)
- Robertson, Heather-Jane. No More Teachers, No More Books: The Commercialization of Canada's Schools (Toronto: McIntyre & Stewart, 1998)
- Robertson, Heather-Jane and Barlow, Maude. Class Warfare: The Assault on Canada's Schools (Toronto: Key Porter Books, 1994)
- Tudiver, Neil. Universities for Sale: Resisting Corporate Control over Canadian Higher Education (Toronto: James Lorimer and Company Ltd., 1999)
- Turk, James L. The Corporate Campus: Commercialization and the Dangers to Canada's Colleges and Universities (Toronto: James Lorimer and Company Ltd., 2000)
- Kuehn, Larry. Ten Problems with Charter Schools. Available on the Internet at www.bctf.ca/ResearchReports/95ei06/index.html
- Molnar, Alex. "Colonizing Our Future: The Commercial Transformation of America's Schools," Social Education, November/December 2000 pp. 428-438. Available on the Internet at www.uwm.edu/Dept/CACE/documents/cace-00-05.htm
- Molnar, Alex and Morales, Jennifer. Commercialism@School.com: The Third Annual Report on Trends in Schoolhouse Commercialism. Available on the Internet at www.uwm.edu/Dept/CACE/documents/cace-00-02.htm
- Polster, Claire. "The Future of the Liberal University in the Era of the Global Knowledge Grab," Higher Education, vol. 39, pp. 19-41.
- Press, Eyal and Washburn, Jennifer. "The Kept University," Atlantic Monthly, March 2000, pp. 39-54
List of Speakers and Workshops Presenters
Speakers and Panelists
- Neil Brooks, Osgoode Hall Law School - email@example.com
- David Chudnovsky, B.C. Teachers' Federation
- Ken Georgetti, Canadian Labour Congress
- Andrew Hagelshaw, Center for Commercial-Free Education - firstname.lastname@example.org
- Naomi Klein, Globe and Mail - www.nologo.org
- Alex Molnar, Center for the Analysis of Commercialism in Education - email@example.com
- Barry O'Neill, Canadian Union of Public Employees - B.C. Division
- Heather-Jane Robertson, Author
- Jim Turk, Canadian Association of University Teachers - firstname.lastname@example.org
- Mark Veercamp, Canadian Federation of Students - B.C. Component
Workshops and Presenters
Who is Profiting from Violence in Schools and Society?
- Steve Kline, Department of Communications, Simon Fraser University - email@example.com
The Global Corporate Agenda
- Seth Klein, Canadian Centre for Policy Alternatives - B.C. Office - firstname.lastname@example.org
- Naomi Klein, Globe and Mail - www.nologo.org
Post NAFTA: The Impact on Public Education in Latin America
- Maria de la Luz Arriaga, Department of Economics, Autonomous University of Mexico
School Board Polices to Protect Against Commercialisation
- Andrew Hagelshaw, Center for Commercial-Free Public Education - email@example.com
Tuning Out the Youth News Network
- Heather-Jane Robertson, Author
Reading Between the Commercials
- Donald Gutstein - Department of Communications, Simon Fraser University - firstname.lastname@example.org
- Karin Jordan - Canadian Union of Public Employees
Information Mining: Finding the Fine Print
- Sarah Schmidt, Freelance Journalist - Sarah_Schmidt@telus.net
- David Anderson, Vancouver Teacher - email@example.com
Cola Wars and Burger Battles
- Sean Cook, Coquitlam School Teacher
- Dianne Dunsmore, Delta School Teacher
- Darcy Stemmler, Cap Courier
Protecting the Public Good in Research
- Bill Graham, University of Toronto Faculty Association - firstname.lastname@example.org
- Claire Polster, Department of Sociology, University of Regina - Claire.Polster@uregina.ca
Public Interest Legal Strategies
- Gil Yaron, Citizens' Council on Corporate Issues
Union and Community Campaigns to Resist Privatization
- Maureen Shaw, College Institute Educators' Association - email@example.com
- Stephen Howard, Hospital Employees' Union - firstname.lastname@example.org
- Mary Rowles, B.C. Government and Service Employees' Union
- Gary Steeves, B.C. Government and Service Employees' Union
Last Updated : 01/05/09