Faculty

DHLI Labor Studies Primer

 

Introduction  

 
My body?—Oh!—, if I could choose,  
I would to ashes it reduce,  
And let the merry breezes blow,  
My dust to where some fading flowers grow.,  
Perhaps some fading flowers then,  
Would come to life and bloom again.,  
This is my last and final will.,  
Good luck to you.

 --Joe Hill, November 19, 1915, afternoon before his death

Few people today would know about Joe Hill, the “troubadour of discontent,” who from the docks of San Pedro, California traveled the trail of migratory laborers and captured their struggles and aspirations in song until his death by execution by the state of Utah. The news of his trial and death crossed the globe at the time yet it barely penetrates the current consciousness of the nation. The forgetting of this shooting star is not as tragic as the absence of his songs that encouraged those who would question their world.


Access to Public Education Guide

NEW Resource for Immigrant Students!
 
Access to Public Education Guide: Unlocking the Key to Our Nation’s Future
 
Authors: National Korean American Service & Education Consortium & Korean Resource Center
 
32 pages. July 2008
 
To obtain a copy, contact Becky Bae at 323.937.3703, ext, 209 or bbae@nakasec.org.  This e-mail address is being protected from spam bots, you need JavaScript enabled to view it .
 
A downloadable PDF is available at:

Approaches for Teaching Labor Studies: Methods for English 101

The following is a guidebook developed by English Instructor, Scott Weigand from LA Valley College on one approach to teaching an English 101 course with a labor studies theme.

From the Introduction:

"In developing a syllabus and course that speaks to some aspect of labor studies or class-consciousness, there are various approaches an instructor can take, especially for a “skills”-based course (as opposed to a “content” course).  Most English 101 course outlines offer faculty a great deal of flexibility in terms of choosing the readings and meeting the course objectives.  For example, one approach for a “labor-themed” English 101 course would be to include different works of literature that thematically address some aspect of labor or working class issues.  Currently in the LACCD, Bruce Anders is one instructor who developed such a course.


Historic March from Hollywood to the Docks Teaching Guide

 

More than 350,000 workers belonging in 30 unions will be renegotiating their union contracts with their employers. This is the largest number of workers in Los Angeles history with contracts expiring in the same year. These workers form a part of the core of the Los Angeles economy. They include actors, janitors, longshoreman, port drivers, homecare workers and teachers.  For those living in the middle class, these negotiations will determine whether they stay in the middle class or fall out. For three straight days from April 15 through April 17, workers representing the 350,000 workers will march 28 miles from Hollywood to the docks to show that they are fighting for good jobs and not just more poverty jobs. This historic event also serves as a teaching moment. It offers us a chance to discuss the meaning of work and class, the role of unions and the future of Los Angeles.


Making Literacy Dangerous Again by Patrick Finn

 Patrick J. Finn, PhD is a leading educational theorist/practitioner and professor emeritus at State University New York, Buffalo. Several of his books and articles focus on pedagogical theory and practice.  His previous books include Helping Children Learn to Read, Helping Children Learn to Read, Second Edition and Helping Children Learn Language Arts.  This document is the text of the lecture he gave during the DHLI Voices and Images event at LA Valley College, "Literacy with an Attitude: Educating Working-Class Youth in Their Own Interest."  In this lecture, Patrick Finn answers the following questions from his seminal text, Literacy with an Attitude: Educating Working-Class Children in Their Own Self-Interest. -Is education different for the working class than it is for those who are expected to achieve powerful status in the community? -Is our current educational system an institution designed to maintain the status quo of social inequality? -Is education neutral?
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