by Mindy Clegg

Just a note that some might find the material in my post this month upsetting and triggering, as it deals with forms of abuse.
In 2012, Ashley Diamond, convicted of burglary after her then boyfriend convinced her to pawn a stolen saw, arrived in the custody of the Georgia Department of Corrections (GDC) to begin serving a ten-year term. Unlike other women, Diamond was taken to a men’s penitentiary, where she suffered several years of violence, sexual assault, crass indifference to her plight, and lack of adequate medical care. After smuggling out a video, the Southern Poverty Law Center worked with Diamond to file a lawsuit against the GDC and to get her paroled and to receive compensation for the abuse she suffered.
After struggling to make ends meet and deal with the trauma she experienced, Diamond managed to get treatment in Florida, a technical violation of her parole. As of now, Ashley Diamond is right back where she started—in prison, suffering horrific abuse, and pleading for just treatment from the GDC. But why did this happen? How could this obvious ongoing human rights violation continue in full view of the public? This is primarily happening because when Ashley tells us who she is, some refuse to believe her. She’s a Black trans woman from a small-town, of a working class background. In other words, Ashley’s race, gender identity, and class led some to view her as less worthy of equity and safety. Read more »

Climate change is such a terrifying large problem that it is hard to think sensibly about. On the one hand this makes many people prefer denial. On the other hand it can exert a warping effect on the reasoning of even those who do take it seriously. In particular, many confuse the power we have over what the lives of future generations will be like – and the moral responsibility that follows from that – with the idea that we are better off than them. These people seem to have taken the idea of the world as finite and combined it with the idea that this generation is behaving selfishly to produce a picture of us as gluttons whose overconsumption will reduce future generations to penury. But this completely misrepresents the challenge of climate change.
Adam Smith’s The Wealth of Nations begins with this claim:
Helen Marden. Raja Ampat, 2018.
I know someone—I’ll call him by his initials, KR—who is a Modi supporter. I have known KR for as long as I can remember. He is an intelligent, well-educated, well-travelled man. Now retired, he has a successful career behind him. He is Hindu, but he actively participated in the traditions and practices of other religions. Personally, I have great affection for him. Politically, we are now like oil and water. I usually avoid discussing politics with him because it inevitably ends in an argument: his view of Prime Minister Modi couldn’t be further from mine. In order to understand why people like him 




John Adams was not the kind of man who easily agreed, and it showed. Nor was he the kind of man who found others agreeable. Few have accomplished so much in life while gaining so little satisfaction from it. When you think about the Four Horsemen of Independence, it’s Washington in the lead, Benjamin Franklin, Thomas Jefferson and, last in the hearts of his countrymen, John Adams. You could add to that mix James Madison and even the intensely controversial Alexander Hamilton, and, once again, if you were counting fervent supporters, Adams would still bring up the rear.

Shada Safadi. Promises. 2014.
The overwhelming majority of pre-service and in-service teachers I have worked with over the past two decades believe that they should, first and foremost, love, care, and nurture their students. Everything else associated with what is euphemistically called “best practice,” they believe, will follow. When pushed to describe what loving, caring and nurturing their students actually looks like within and beyond the classroom and school—in theory and practice—many of them have trouble getting beyond superficial appeals to “multiple intelligences,” “diversity,” “safe spaces,” and “culturally responsive pedagogy.” Focused primarily on making their students feel safe and emotionally supported, they’ve reduced their pedagogical responsibilities to a metaphorical big hug. Stir in a tablespoon of standardized ideological content, blend with a half cup of research-based strategies, add a pinch of job training/college prep, stir in a few high-stakes tests and, voilà, the neoliberal agenda for public education is rationalized and set.