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Washington Monthly, Jan-Feb, 2003 by Richard D. Kahlenberg

THE STRIKE THAT CHANGED NEW YORK: Blacks, Whites, and the Ocean Hill-Brownsville Crisis by Jerald E. Podair Yale University Press, $35.00

PUBLISHERS USUALLY WANT book titles to overreach. I remember my initial hesitation when my editor suggested a book I'd written on affirmative action be titled The Remedy. (I gave in when he said people looking for the latest John Grisham novel might buy it by mistake.) So it is rare that we see a book title like this one, which undersells its subject, describing the dispute over the firing of white educators by a local black school board in Ocean Hill-Brownsville in Brooklyn as one that "changed New York." On fundamental issues of race, education, and labor, the new politics that emerged from Ocean Hill-Brownsville in 1968 devastated American liberalism so profoundly that the effects are still being felt 35 years later.

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Jerald Podair's new book does an admirable job of telling all sides of the story itself in a clear and compelling fashion. Understandably frustrated with virulent white resistance to school integration, local black leaders in New York sought to establish "community control" over the schools, with the help of the city's white elite, most notably Mayor John Lindsay and the Ford Foundation's McGeorge Bundy. In May 1968, however, the movement turned ugly when the local Ocean Hill-Brownsville board summarily fired 18 white educators (and one black educator mistakenly included) for not supporting community control. The local school administrator, Rhody McCoy, said his ultimate goal was an all-black teaching force in the community.

Albert Shanker, president of the New York City United Federation of Teachers (UFT), protested the dismissals as a violation of the hard-won union contract requiring due process. When the school board balked at reinstating the teachers, the UFT staged a series of three strikes, which shut down the entire New York City public school system. With 1 million students stranded, in one case for more than a month, the Ocean Hill-Brownsville dispute turned into the largest and longest teachers' strike in American history.

Black activists labeled Shanker and the UFT racist for resisting a measure of black self-government. They noted that blacks constituted just 8 percent of the New York City teaching force (compared to 20 percent of the general population) and called for an elimination of the Board of Examiners' test for entry and promotion. They called for a curriculum teaching "black values," which they defined as "mutuality, cooperation, and community." And they rejected standardized testing for students, because it meant, one member of the African-American Teachers Association (ATA) said, "if a [black] wants to succeed, he has to `become white.'"

Many whites resisted these attacks on merit, and pointed to racism in the black community itself. In a reversal of Little Rock, black mobs surrounded white teachers who attempted to enter school, with some activists threatening to "carry you out in pine boxes." Leaders of the ATA, Albert Vann and Leslie Campbell, called for physical separation of black and white teachers in cafeterias and lounges. Appearing on a radio station, Campbell read aloud a student's poem dedicated to Shanker, which began, "Hey, Jew boy, with that yarmulke on your head/ You pale faced Jew boy--I wish you were dead."

Some liberals like Michael Harrington and Bayard Rustin supported the UFT, but most of the left--including The New York Times, the Village Voice, and New York's ACLU--joined business elites in support of community control. Shanker, who had marched for civil rights in Selma, rejected that approach, saying: "This is a strike to protect black teachers against white racists in white communities and white teachers against black racists in black communities." Because it was illegal for teachers to strike, Shanker later served a 15-day jail sentence.

The UFT eventually prevailed and the teachers were reinstated, but a modified version of community control, in the form of decentralization, took hold in New York, and held sway until very recently. Moreover, many on the left took away a Series of dubious lessons from the controvert: a tendency to view organized labor as backward and primitive; to attack standards of merit as racist; to join conservatives in down-playing the importance of integration.

Podair portrays this story clearly but runs into trouble when he provides an historical interpretation. His main message, repeated throughout. the book, is that the Ocean Hill-Brownsville controversy showed that "blacks and whites inhabited different perceptual universes," viewing the same events very differently. Podair's rhetoric parallels Bill Clinton's refrain after the O.J. Simpson trial. As president of all the American people, Clinton had good reason to fudge the question of whether or not Simpson was guilty, but an historian's obligation is the opposite: to truthfully render reasoned judgment, seasoned with the perspective of time. A fair reading of Podair's evidence suggests that the path taken by the left, forged in Ocean Hill-Brownsville, has done grave damage to the promotion of equality.

Hire education

Washington Monthly, Jan-Feb, 2003 by Richard D. Kahlenberg

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