Socialism, Part Six: What It May Look Like, or Visions of a Better Kind of Society Without Employers

The following is a continuation of previous posts on the possible nature of socialism that excludes the power of employers as a class.

In the following, Tony Smith elaborates on the capital-assets tax, which is the basis for the generation of new investment and the supply of public goods. From Globalisation: A Systematic Marxian Account (2006. Boston: Brill), pages 304-305:

(v) The origin of funds for new investment and public goods is a flat tax
on the non-labour assets of all enterprises.16 In Schweickart’s proposal, the
rate of this tax is initially set by a democratically elected legislature, operating
on the national level. This legislature also decides on the appropriate division
of revenues between funding for national public goods and funds that are
allocated to democratically elected regional and local legislative bodies. Each
of these assemblies, in turn, must also decide upon the level of funding for
public goods to be supplied in the relevant geographical area vis-à-vis the
level of funds set aside for distribution to the level below it. These legislative
bodies can also set aside a percentage of funds for investment in areas of
pressing social needs.


(vi) After all decisions have been made regarding the general level of new
investment and the order of social priorities, and after funds required for
public goods on the national, regional, and local levels have been allocated, the remaining revenues are distributed to local communities on a per capita
basis (at least this should be the presumption in the absence of compelling
reasons to do otherwise, such as the need to temporarily favour historically
disadvantaged regions). Community banks would then undertake the actual
allocation of new investment funds to worker collectives. The boards of
directors of these banks would include representatives of a broad range of
social groups affected by the banks’ decisions. New enterprises would be
formed, and existing ones expanded, through allocations by community banks
rather than private capital markets.

The capital-assets tax assumes that the workers have right of use of most of the means of production of our lives (there may be some room for independent businesses, but they do not form the bulk of economic activity). If they do, then instead of new investment being derived from the private decisions of boards of directors of corporations, it is derived from a democratically-elected national legislature which sets the rate of the capital-assets tax.

There are two general aspects to the tax (like any tax): the flow from a source to the government and the flow of the tax to institutions. The source is the capital assets used by democratic worker cooperatives. It is a flat-rate tax based on the value of the means of production that is applied to capital assets used by workers.

The flow of the revenue generated by the tax to people only arises after deductions from revenue required for investment in projects at the national level. Once this has been deducted, then the revenue is distributed to the regional communities on a perc capita (per person) basis; the regional democratic bodies which in turn allocate investment funds for investment in projects at the regional level. The remainder is then allocated to the local community via public banks, likewise on a per capita (per person) basis.

This principle of distribution of the revenue generated from the capital-assets tax on a per capita basis means that, in areas where there is a concentration of means of production relative to the number of people who live in the area, the outflow of taxes paid will be relatively greater than the inflow of revenue from taxes when compared to areas where the concentration of means of production is relatively smaller.

The capital-assets tax is to replace interest and dividend payments. As noted in the previous post on this topic, since many workers in the more industrialized capitalist countries have at least some investments in the stock market or hold bonds, GICs, and so forth and, furthermore, pension funds are generally linked to investment, a policy that at one sweep sought to abolish interest and dividend payments may well be opposed by the working class, initially. Consequently, some form of transitional program may be necessary, one where interest and dividend payments are gradually phased out, or one where compensation for nationalization occurs. In any case, the ultimate goal is to abolish interest and dividend payments and replace them with a flat capital-assets tax.

 

 

Do Collective Agreements Convert Working for an Employer into Decent Work?

Tracy McMaster is a union steward for Local 561 of the Ontario Public Service Employees Union (OPSEU); she was also vice-president of the local union at one point. However, she prides herself most on her activity of organizing part-time college workers (she works at a college as a library technician). . On March 25, 2019, in a short video (Stewards Assembly 2019), she refers to the need to organize part-time college workers (where she works). She also refers to “a full-time decent unionized job.” This implies that as long as it is full-time and unionized, the job is decent.

Of course, organizing part-time workers so that they obtain increased wages or salary and better benefits (or receive benefits in the first place since many part-time workers do not receive benefits at all) is something to be praised. However, the standard of evaluation for what constitutes a decent job is whether there is a collective agreement that protects a certain level of wages and working conditions.

Such a standard is never questioned. Ms. McMaster never questions that standard throughout the video. Indeed, right after the quoted reference “full-time decent unionized jobs,” she ends with the rhetorical question: Right? Exactly. She believes that a full-time, unionized jobs are by definition decent. To question such a view does not form part of her union activity.

She argues that part-time workers were working under “unjust, awful condition…takes away the dignity of everybody’s job.” Since employers (presumably, or perhaps also students and others–she leaves it unspecified what she means by “people treating others with disrespect”) treat part-time workers with little respect, then full-time unionized workers find that others do not treat them with respect.

She points out that she received solidarity from both the local union presidents in 24 different colleges as well as various labour councils throughout Ontario and especially the labour council in Toronto.

She then claims that it was “an amazing, amazing accomplishment” that the part-time workers “just last week have their first collective agreement.” She is “so proud” that she “was involved in this project.”

Of course, she should feel that she, along with others, has accomplished something. The question is: Is it enough? She herself claims that the job of the labour movement is to find workers who need a union and to organize them. The standard or definition of what constitutes decent work is, then: organized workers who belong to a union.

When I questioned this definition when Ms. McMaster called for solidarity for striking brewery workers here in Toronto because all the striking workers wanted were “decent jobs” and “fair wages,” , the “labour movement” reacted to my questioning with hostility (For example, Wayne Dealy, executive director for Local 3902 of the Canadian Union of Public Employees (CUPE), called me a “condescending prick.”)

Let us take a look at the collective agreement–“an amazing, amazing accomplishment” according to Tracy McMaster.

The memorandum of agreement contains typical clauses in a collective agreement: union representation, rights of union representatives, within limits, to take time off for union business (with compensation in some cases); work hours and scheduling, wages, rate of increase of wages and when that will take affect, period of paying the wages, shift premium, reimbursement of tuition and maintenance of salary if time off is required for courses approved by the employer, kilometrage allowance, developmental leave for furthering academic or technical skills that will enhance their work for the College, holidays, vacations, personal leave without pay, bereavement leave, jury/witness duty, citizenship leave, pregnancy leave, parental leave, health and safety (provision of clothing, work stations, safety devices, environmental conditions, seniority and its loss, layoff and recall, waiver of rights/severance, job postings/promotions, excluded positions, complaints/grievances, duration (until January 31, 2021).

This set of clauses is certainly likely better than wages and working conditions for part-time workers in many industries. As a consequence, as I have indicated in various posts, unions are much more preferable than non-unionized settings for many workers (although wages and working conditions for other industries should also be compared to gain a more accurate picture of workers’ situations in various non-unionized and unionized settings. Fear of unionization by some employers may motivate them to enhance wages and working conditions in non-unionized industries.)

Granted that, should we still not ask whether such jobs are decent?

How does the above change the general power of employers to treat workers as things that do not participate in the formulation of the goals of the organization to which they belong? Thus, the management rights clause states, in “Memorandum of Settlement:
The College Employer Council for the College of Applied Arts and Technology and Ontario Public Service Employees Union on behalf of the College Support Staff Part-Time”:

5 MANAGEMENT FUNCTIONS

Union Acknowledgements

The Union acknowledges that it is the exclusive function of the Colleges to:
•maintain order, discipline and efficiency;
•hire, discharge, transfer, classify, assign, appoint, promote, demote, lay off, recall and suspend or otherwise discipline employees subject to the right to lodge a grievance as provided for in this Agreement;
•generally to manage the College and without restricting the generality of the foregoing, the right to plan, direct and control operations, facilities, programs, courses, systems and procedures, direct its personnel, determine complement, organization, methods and the number, location and positions required from time to time, the number and location of campuses and facilities, services to be performed, the scheduling of assignments and work, the extension, limitation, curtailment or cessation of operations and all other rights and responsibilities not specifically modified elsewhere in this Agreement.

The Colleges agree that these functions will be exercised in a manner consistent with the provisions of this Agreement.

Ms. McMaster does not even bother to explore whether her characterization of inclusion of such part-time workers under the rule of managerial power–despite the existence of a collective agreement–actually expresses something decent. She ignores completely the management-rights clause and idealizes the collective agreement. This is typical of the social-democratic, reformist left.

Despite Ms. McMaster’s rhetoric to the contrary, the collective agreement cannot be characterized as amazing–unless you have a low standard of what amazing means. Part-time workers now have some protection from arbitrary treatment by employers (subject to a grievance process) and some control over their working lives. However, the collective agreement only limits management rights–like all collective agreements. It does not prevent workers at the various colleges from being used, day after day, for purposes over which they have no control (see The Money Circuit of Capital). To call this “dignity” is rhetoric. It is undignified and humiliating. All workers deserve to control their lives collectively–and that does not mean by limiting such control via management rights.

There is, of course, little point in trying to convince Ms. McMaster and other trade unionists of their lack of critical distance from collective agreements and collective bargaining. They wholeheartedly identify with the process and consider any questioning of such a process and its results to be tantamount to insanity.

It is better to practice the politics of exposure–showing the limitations of their own point of view and the limitations of what their own standards of evaluation for justice and fairness (in the video, Ms. McMaster wears a t-shirt with the inscription “We Stand For Fairness!”). Behind her, there is a poster with what appears to be the inscription “The Future Needs Good Jobs.”

The future certainly does not good jobs–but jobs controlled by workers and their community–without employers.

The future of good jobs for the social-democratic left, however, is just more of the same–collective agreements and the daily grind of working under the dictatorship of employers, limiting their power but not struggling to abolish it.

What if a worker works in a unionized setting but does not find that the work reflects being a decent job? For unionists, the worker should try to change working conditions through the next round of bargaining. However, if the worker finds working for any employer to be objectionable, unionists having nothing to say–except “Suck it up.” Or, alternatively, they will express the rhetoric of “decent work” and so forth and ignore the reality of managerial power and how degrading it is for a majority of workers to be dictated by a minority of representatives of employers.

Ms. McMaster, like her social-democratic colleagues, have a lot to answer for when they idealize collective agreements. They ultimately justify the dictatorship of employers over workers despite their rhetoric to the contrary.

It is, of course, ultimately up to workers themselves whether they wish to organize for purposes of remaining within the limits of the power of the class of employers or whether they wish to organize for going beyond that power. The attempt to go beyond that power is both much more difficult and much more risky. On the other hand, given the emergence of right-wing movements and political parties, it is also risky organizing only to limit the power of employers.

To sum up: Evidently, it it has been argued that the answer to the question whether collective agreements convert working for employers into decent work depends on the level of your standard for deciding what decent work is. The level of many unionists is the collective agreement itself. I have argued, in this and other posts, that level is wholly inadequate. Workers deserve a much higher standard, but to achieve such a standard requires going beyond limitations to employer power and to the power of their representatives via management; it requires questioning any agreement between employers and workers as embodying decent work.

We deserve much better than just collective agreements. We deserve to control our own lives collectively.

The Poverty of Academic Leftism, Part Three: Collective Bargaining and the Interests of the Working Class

This is a continuation of a critique of an academic leftist (aka academic historical materialist), the philosopher Jeff Noonan.

Another example of the limitations of Professor Noonan’s analysis is the following
(from Thinkings 4Collected Interventions, Readings, Evocations, 2014-2015,page 10):

And sometimes it is necessary to struggle to protect or extend our rights as workers to help determine our conditions of work.

The context for the statement is Professor Noonan’s defense of workers’ right to strike. The problem with this argument is located in his use of the word “sometimes.” Since order-in-council 1003, enacted in 1944 during the Second World War, workers have not had the right to strike during the terms of a collective agreement in Canada. What happens during the terms of a collective agreement? Workers are generally expected to grieve an order, a procedure and so forth by management but continue to work. Is this something with which Professor Noonan agrees? His use of the word “sometimes” seems to imply that as well as his defense of the right to strike–a right that legally arises only after the expiration of a collective agreement.

But what of the need to struggle during the terms of a collective agreement? It may appear that Professor Noonan is sympathetic to the working class and to socialism, and yet his silence concerning, on the one hand, the general legitimacy of collective agreements in the context of the power of a class of employers and, on the other, his silence concerning the need to engage in struggle during the terms of a collective agreement demonstrate the limitations of his approach.Indeed, the International Workers of the World (IWW) have recognized the need to engage in struggle in various forms, with escalating consequences rather than just the strike; the strike, rather, is a high-end pressure tactic and not generally the first form of tactic to engage in in order to achieve workers’ own ends.

This does not mean that workers will engage in struggle continuously; workers of course need to pick and choose their struggles. However, the defense of the right to strike without any mention of the need to struggle against employers during the term of a collective agreement (and not just in the form of grievances) is a very limited defense of the interests of the working class.

It may seem that Professor Noonan recognizes the limitations of collective bargaining. He says the following (page 11):

Collective bargaining is a difficult process. At its best, it is a rare opportunity for workers to participate in the determination of their conditions of work, rather than simply accept whatever conditions are offered. Collective bargaining allows workers to deliberate together as a democratic body about how they think their work should be organized and compensated and to make their case to the employer. Despite what employers publicly maintain, there is no equality of power. Since employers retain ultimate legal control over the workplace, since they continue to draw full salary during any work stoppage, and since the legislative deck is stacked in their favour, without solidarity, both between members of the bargaining unity and between the bargaining unit and the wider community of labour and concerned citizens, the employer is typically in an advantaged position.

How does “solidarity, both between members of the bargaining unity [unit?] and between the bargaining unit and the wider community of labour and concerned citizens” overcome the power of employers as a class? A particular employer may have to concede relative defeat due to certain favourable conditions of a particular section of the working class, but the fact that workers still have to work for an employer involves “an advantaged position” of employers as a class–including the relatively “disadvantaged” employer.

Further evidence of the inadequacy of Professor Noonan’s position can be seen from the following (page 11):

We have only taken strike votes in the face of protracted impasses at the bargaining table over issues of fundamental importance to the membership.

Professor Noonan is trying to present the Windsor University Faculty Association as being reasonable; it does not engage in needless strike votes but only “over issues of fundamental importance of the membership.” This seems eminently reasonable–except it neglects the management rights clause, implicit or explicit, in collective agreements. What if an issue arises “of fundamental importance” to “the membership” during the term of a collective agreement that is not grievable?

Professor Noonan, further, argues the following (page 12):

Why, then, has bargaining often stretched into the fall? The answer is that both sides have too often brought so many items to the table that it took that long to work through them all in a responsible manner.

Perhaps university professors, who have greater control over what they do, how they do their work, and when they do their work than most other employees, need not bring “so many items to the table,” but the implicit or explicit management rights clause for most employees involves the general power of employers and their representatives, managers, to determine what to do, how to do it and when to do it. It is quite understandable why there are many items on the negotiating table from employees’ point of view–the collective agreement is a limiting document, restricting the power of management to exercise its right as management.

In fact, when I was a member of a negotiating team for Operating Engineers Local 858, Prince George, British Columbia, Canada, I consciously tried to show the workers how many items on the table we had to remove in order to obtain what we obtained by presenting all items desired on the left-hand side of the bargaining bulletin and either an x or check mark on the right-hand side. The union business manager had to present this format to a ratification meeting for those in Prince George (because she had asked me to draft it), but since the bargaining unit extended beyond Prince George, ratification also assumed the form of mail-in ballots. The union business manager changed the format to show only what we won before sending out an information bulletin.

Professor Noonan says, further (page 12):

Nevertheless, despite the nightmares of right-wing pundits, university faculties are not full of rabid leftists chomping at the bit to prosecute the class struggle (there are a few of us still left, but I can assure everyone we are in a small minority). Most faculty members care most about their research and their teaching, they do not want either interrupted by either lockouts or strikes, and most are loath to engage in struggles that might harm the reputation of the institutions in which their own reputations as academics are forged. You really have to push academics hard to anger them enough as a collective to make them want to strike (or a strongly resist an imposed lockout).

Although some or even many or even most university professors may find doing research and teaching meaningful in itself, as you go down the line of jobs, with less and less control and more precarious work, the extent of a job being meaningful probably decreases correspondingly. Even jobs in schools, with some control over pedagogy can be less important than other aspects of the job (such as pay and vacation). Although workers try to find meaning in their work in various ways (in the brewery, for example, some workers would play “ball” with beer bottles when the foremen were not looking), many workers have families and find the work more a means to an end rather than an end in itself. (This is the “decent work” that social democrats and reformers persistently talk about–without discussion–such clichés).

In the context in which Professor Noonan is speaking–a union of university professors–it may make sense to speak of striking as a last ditch effort by them to avoid a strike if at all possible–it makes less sense as the work becomes less and less meaningful. Workers in various sectors (whether public or private) may not like to strike–it interrupts their own lives and makes life difficult in various ways–but even when a collective agreement is signed, they are more prone to strike and engage in covert (and, if necessary, overt) actions that express their treatment as things to be used by employers.

Professor Noonan’s neglect of the relatively privileged status of university professors in relation to other workers leads him to assert the following:

Whether or not it was ever practiced in reality, the principle of collegial self-governance is the goal to which universities should aspire. Unlike for profit businesses, universities do not have owners whose goal is to maximise profits. Instead, all members of the institution– faculty, librarians, learning specialists, lab technicians, students, support workers, and administration have the same goal—the advance of human knowledge and creativity in the widest and most comprehensive sense. If that claim is true, then it should follow that all the groups who together make up the university ought to cooperate (not without respectful disagreement) in the determination of the budgets, policies, rules, and goals that guide the institution’s mission. The best ideas emerge through deliberative and democratic argument—no one group knows best just because of the position they occupy in the hierarchy.

This view is ideology in the worst sense of the term. In a society dominated by employers–including public-sector employers like universities, it is highly unlikely that such workers as “lab technicians, students and support workers” have the same goal–“the advance of human knowledge and creativity in the widest and most comprehensive sense.” Such a view may apply in a socialist organization, but to assume such a situation in universities, which function in a capitalist context, is bound to lead to inadequate policies and theories.

Consider support workers. I worked twice at a university library, once doing my practicum to obtain a library and information technology diploma from the Southern Alberta Institute of Technology (SAIT) at the University of Calgary main library, in the cataloguing department. At the University of Calgary, I noted that the work situation was characterized by a very hierarchical, top-down power structure. One worker commented that she would prefer a benevolent dictator to a mean one; of course, but why have a dictator at all? At least this worker recognized that there was a dictator–unlike Professor Noonan.

At the University of Manitoba Dafoe Library, the same hierarchy existed, but there was even more repression (including racist oppression). Was “the left” at the University even aware of this? Not that I could see. Has Professor Noonan even inquired about the working conditions of subordinates at the University of Windsor? Has he tried to criticize trade unionists who adopt an ideology of “decent work?”

It is much easier to criticize from afar than near at hand–much less dangerous. Talk of “democracy” that does not threaten one’s own work position is pure rhetoric.

As I wrote in my previous post:

Furthermore, a few privileged sets of workers (such as tenured university professors) may seem to have “decent jobs,” but even that situation has eroded over time. It should not be forgotten that such relatively privileged workers exist in a sea of workers, whether unionized or not, who are things to be used by employers systematically and legally. University professors cannot engage in research, teaching and administrative activities unless there are other workers who produce their food, clothing, cars and so forth.

This division of labour is implied in a poem by one of the most famous poets of Gutemala, Otto Rene Castillo (from Apolitical Intellectuals):

Apolitical Intellectuals

One day
the apolitical
intellectuals
of my country
will be interrogated
by the simplest
of our people.

They will be asked
what they did
when their nation died out
slowly,
like a sweet fire
small and alone.

No one will ask them
about their dress,
their long siestas
after lunch,
no one will want to know
about their sterile combats
with “the idea
of the nothing”
no one will care about
their higher financial learning.

They won’t be questioned
on Greek mythology,
or regarding their self-disgust
when someone within them
begins to die
the coward’s death.

They’ll be asked nothing
about their absurd
justifications,
born in the shadow
of the total lie.

On that day
the simple men will come.

Those who had no place
in the books and poems
of the apolitical intellectuals,
but daily delivered
their bread and milk,
their tortillas and eggs,
those who drove their cars,
who cared for their dogs and gardens
and worked for them,
and they’ll ask:

“What did you do when the poor
suffered, when tenderness
and life
burned out of them?”

Apolitical intellectuals
of my sweet country,
you will not be able to answer.

A vulture of silence
will eat your gut.

Your own misery
will pick at your soul.

And you will be mute in your shame.”

Collective agreements do not exist in a vacuum but form part of interrelated social relations; to exclude such relations when considering the nature and legitimacy of collective agreements is to empty collective agreements of the background conditions which give them meaning in the first place.

What’s Left, Toronto? Part Five

As I indicated in an earlier post, on September 19, 2018, several leftist activists gave a talk about what was to be done in the city of Toronto, Ontario, Canada. The talks were posted on the Socialist Project website on October 7, 2018 (also posted on YouTube) (What’s Left, Toronto? Radical Alternatives for the City Election). As I indicated in my earlier posts, over the next few months, I will be analyzing some or all of the talks from a Marxian perspective.

The fourth presenter is preceded by a few comments from Herman Rosenfeld, the moderator of the series. Mr. Rosenfeld made the following remarks about the next presenter, James Nugent: “James was involved in some of the struggles to try to reclaim and create decent jobs in a number of neighbourhoods in Toronto.” I had occasion to remark about a similar comment when Mr. Rosenfeld opened the series. I wrote in the first post:

He [Mr. Rosenfeld] mentions “decent, secure jobs with decent pay.” Why any self-declared socialist feels compelled to declare, at this stage of capitalism, to pair the term “decent” with “jobs” and “decent” with “pay” other than fear of alienating his social-reformist allies or due to opportunism is beyond me.”  I leave it to the reader to make her/his own judgement. (See further What’s Left, Toronto? Part One).

Now, let us proceed with an analysis of James Nugent’s presentation. Mr. Nugent refers to community benefits agreements (CBAs). They have employment equity or affirmative action conditions attached to them. Mr. Nugent refers to the Eglinton Crosstown CBA and the Woodbine Casino CBAs. A CBA imposes conditions of employment that are linked to benefiting the community or communities where a project is being built. For example, in the case of the Woodbine Casino CBA,

The agreement requires that 40 per cent of all new employees will be hired from the local area, with some of those jobs filled with the assistance of social organizations in the community. The agreement also stipulates that 10 per cent of all construction-related job hours will have to be filled using apprentices or journeypersons from the surrounding area. (Council Approves Community Benefits Agreement for Woodbine Casino)

Mr. Nugent argues that there are several problems with such agreements, ranging from trade offs between different neighbourhoods or different social groups to merely reformist efforts or even neoliberal CBAs or negotiated neoliberalism.

Nonetheless, he identifies some positive aspects to CBAs, such as bringing to the public eye in an the idea of employment equity again, which had been suppressed since the 1990s; employment equity or affirmative action has an advantage over protests of being an offensive rather than an offensive tactic. Furthermore, it also permitted grassroots social groups and unions to meet in the same room in order to discuss issues rather than going their separate ways, which is usually the case.

Despite these positive benefits, Mr. Nugent’s focus is allegedly elsewhere: he argues that the CBAs have a radical potential if the focus is not on the outcomes but rather on the potential for radical organizing. He outlines five principles for transforming CBAs into a radical movement.

The first principle is that work on a CBA should not focus on results or outcomes but rather on organizing for power and building a radical movement that is capable of forcing the government to give them what they want. There should not be a continual process of negotiations for meager reforms. The goal should be for building a powerful social movement.

The second principle is that it is necessary to raise expectations. This raising of expectations, however, needs to be done honestly. It is necessary to indicate that no positive outcomes may result but that if no one tries, then there will automatically be no positive changes. It is in the process of trying to win honestly that power structures will be created.

The third principle (it is unclear to me whether raising expectations honestly is the third principle, but I assume it forms part of the second principle) is that coalitions that lead to the creation of structures of power need to be led by grassroots groups, not by social agencies that are too tied to the state and funding.

The fourth principle is the building of a broad-based coalition for struggle. Our strength is in numbers. What is necessary is link up issues, such as the CBA with affordable housing groups, anti-poverty groups, groups working with ex-offenders and anti-privation groups.

The fifth principle is that it is necessary to engage, to organize and not focus on servicing the needs of a few (however real such needs are). Employment equity is important, but what is more important is consciousness-raising. People involved in CBAs need to understand the broader picture, understand that they are part of a social movement and themselves become leaders of such a movement.

Mr. Nugent then seems to add a sixth principle: leadership needs to emerge from the social movement itself and not from some professional individuals (such as unionists). In this way, a radical democratic and decentralized organizing structure of power will emerge.

Mr. Nugent sums up by arguing that CBAs need to become a movement building tool to build radical and lasting power.

These principles seem sound for developing some power, but what kind of power? And what does Mr. Nugent mean by radical? Like other presenters, he never gets around to discussing what that means. He never relates this to the issue of how the building of power is to be related to the power of employers at work–a daily experience for billions worldwide and millions of workers within Canada.

The idea of radical democratic organizations sounds very fair and open-minded. However, it is, in the context of lives dominated by the power of employers as a class, just rhetoric. Building structures of power that fail to have the focus of taking back control of our lives by taking back and reorganizing the property of the conditions for producing our lives (the machines, buildings and land required for us to produce our own lives) are bound to fail.

In other words, it is an issue of the kind of structures of power that are built that will decide whether they are really radical or not. Are such structures that are built designed to fight against the power of employers as a class? Or are they designed to fight within such structures? For example, what is Mr. Nugent’s position with respect to collective-bargaining structures? To unions? Such structures, if challenged by grassroots leaders, are bound to push back and fight against such grassroots leaders. He skirts the question entirely by claiming that leadership needs to arise organically and not be part of professional organizations (such as unions).

He also skirts the question by claiming that traditional work in CBAs is valuable in itself; he probably fears alienating union leadership directly. Thus, John Cartwright, president of the Toronto and York Region Labour Council, indirectly endorses traditional CBAs; in the fall 2016 Toronto & York Region Labour Council newsletter, Labour Action, Mr. Cartwright, in his “Message from the President,” refers to such agreements; he is also a member of the Community Benefits Ontario network.

Employment equity or affirmative action as a goal need not of course be opposed and can be beneficial to certain groups, but if they are framed entirely within the general social relation of employer-employee relations, then they will inevitably have limits imposed on them not just externally but internally. The participants will subjectively consider employment equity without considering how to frame such a policy in such a way that it questions the class of employers.

Where is there evidence that Mr. Cartright questions the legitimacy of the power of employers as a class? As I wrote in another post:

Consider the rhetoric of John Cartwright, president of the Toronto & York Region Labour Council, in his open letter of January 30, 2018, wrote the following: “We need to fight for labour law reform including broader based bargaining so that precarious workers can have a vehicle in which to achieve dignity and economic justice.”

What does Mr. Cartwright mean by economic justice? Collective agreements? Since he does not explain what he means (a characteristic of rhetoric), we will assume that he means collective agreements between employers and unions.

Collective agreements, as I have persistently argued, are generally better than just relying only on employment law, but to imply that they somehow embody economic justice as Mr. Cartwright does justifies the continued treatment of human beings as things, as means to ends defined by dictators called employers (see The Money Circuit of Capital).

Mr. Nugent, perhaps, believes, like Mr. Rosenfeld, that the goal should be “decent jobs.” That is to say, the goal is to create unionized jobs for all. For anyone who has read some of the posts on this blog, it is obvious that the concept of “decent jobs,” with their associated collective agreement (and collective bargaining), are generally better than jobs without unions, without collective bargaining and without collective agreements.

Collective agreements, however, as this blog constantly stresses, are holding agreements that continue to express exploitation and oppression. A few privileged sets of workers (such as tenured university professors) may seem to have decent jobs, but even that situation has eroded over time. Furthermore, it should not be forgotten that such relatively privileged workers exist in a sea of workers, whether unionized or not, who are things to be used by employers systematically and legally. University professors cannot engage in research, teaching and administrative activities unless there are other workers who produce their food, clothing, cars and so forth.

This division of labour is implied in a poem by one of the most famous poets of Gutemala, Otto Rene Castillo (from   Apolitical Intellectuals):

Apolitical Intellectuals

One day
the apolitical
intellectuals
of my country
will be interrogated
by the simplest
of our people.

They will be asked
what they did
when their nation died out
slowly,
like a sweet fire
small and alone.

No one will ask them
about their dress,
their long siestas
after lunch,
no one will want to know
about their sterile combats
with “the idea
of the nothing”
no one will care about
their higher financial learning.

They won’t be questioned
on Greek mythology,
or regarding their self-disgust
when someone within them
begins to die
the coward’s death.

They’ll be asked nothing
about their absurd
justifications,
born in the shadow
of the total lie.

On that day
the simple men will come.

Those who had no place
in the books and poems
of the apolitical intellectuals,
but daily delivered
their bread and milk,
their tortillas and eggs,
those who drove their cars,
who cared for their dogs and gardens
and worked for them,
and they’ll ask:

“What did you do when the poor
suffered, when tenderness
and life
burned out of them?”

Apolitical intellectuals
of my sweet country,
you will not be able to answer.

A vulture of silence
will eat your gut.

Your own misery
will pick at your soul.

And you will be mute in your shame.

Collective agreements do not exist in a vacuum but form part of interrelated social relations; to exclude such relations when considering the nature and legitimacy of collective agreements is to empty collective agreements of the background conditions which give them meaning in the first place.

In relation to Mr. Nugent’s presentation, the vagueness of the concept of what is radical permits Mr. Nugent to propose what he calls radical without really detailing what he means–a very unfortunate characteristic of these presentations so far. Vagueness of meaning permits individuals to evade intellectual (and, ultimately, practical) responsibility for their beliefs, as John Dewey, the American philosopher of education noted long ago (from How We Think, 1910/2011, How We Think, pages 129-130):

A being that cannot understand at all is at least protected from mis-understandings. But beings that get knowledge by means of inferring and interpreting, by judging what things signify in relation to one another, are constantly exposed to the danger of mis-apprehension, mis-understanding, mis-taking—taking a thing amiss. A constant source of misunderstanding and mistake is indefiniteness of meaning. Through vagueness of meaning we misunderstand other people, things, and ourselves; through its ambiguity we distort and pervert. Conscious distortion of meaning may be enjoyed as nonsense; erroneous meanings, if clear-cut, may be followed up and got rid of. But vague meanings are too gelatinous to offer matter for analysis, and too pulpy to afford support to other beliefs. They evade testing and responsibility. Vagueness disguises the unconscious mixing together of different meanings, and facilitates the substitution of one meaning for another, and covers up the failure to have any precise meaning at all. It is the aboriginal logical sin—the source from which flow most bad intellectual consequences. Totally to eliminate indefiniteness is impossible; to reduce it in extent and in force requires sincerity and vigor. To be clear or perspicuous a meaning must be detached, single, self-contained, homogeneous as it were, throughout.

Mr. Nugent is certainly correct to emphasize the need for focusing on having individuals and groups start to look at the bigger picture, but he fails to delve into the nature of that bigger picture.

My prediction is that, in say three years, the issue of the power of employers as a class will not be addressed by Mr. Nugent; his radicalism probably will extend only within the limits defined by such power.

What’s Left, Toronto? Certainly not a radical agenda–so far.

Employers as Dictators, Part Two

Union reps typically refer to fair compensation in order to justify their short-term actions. Of course, there is nothing wrong with short-term goals as such, but when they are presented as the same as what should be a long-term goal (fairness and freedom), then such goals become an ideology that justifies the power of employers as a class.

Contrast, for example, the following quote from Ms. Anderson’s book and a discussion I had with a union rep.

From Elizabeth Anderson, Private Government: How Employers Rule Our Lives (And Why We Don’t Talk about it), page 40:

I expect that this description of communist dictatorships in our midst, pervasively governing our lives, open to a far greater degree of control than the state, would be deeply surprising to most people. Certainly many U.S. CEOs, who think of themselves as libertarian individualists, would be surprised to see themselves depicted as dictators of little communist governments. Why do we not recognize such a pervasive part of our social landscape for what it is? Should we not subject these forms of government to at least as much critical scrutiny as we pay to the democratic state?

The social-democratic left do not engage in “critical scrutiny” of the “forms of government” of employers. Rather, they use as their standard improved working conditions relative to immediate working conditions–but they leave out any reference to the need to critique the dictatorship of employers.

Thus, I had a conversation with a union rep on Facebook–Dave Janssen–on the issue of fair compensation. Mr. Janssen, according to the Facebook page, “is an integral leader with the TAWC [Toronto Airport Workers’ Council] and the IAMAW [International Association of Machinists & Aerospace Workers] . He continuously strives to improve safety standards and the overall working conditions for the 49,000+ workers at Toronto Pearson [International Airport].”

Here is the following conservation:

Dan Janssen is at Toronto Pearson International Airport.

June 23 at 1:59 PM · Mississauga ·

Today was the Safety Expo event at Terminal 3 for the Canadian Airports Safety Week. It was a great opportunity to speak to my coworkers at YYZ [Toronto Pearson International Airport] about the importance of coming together to improve working conditions. Amazing to see so much support for flight attendants, as they need a change to federal labour laws that will ensure they are fairly compensated for their work. TAWC: Toronto Airport Workers’ Council [Facebook page]

9 Comments

Fred Harris What determines being “fairly compensated?” Can labour laws really ever “ensure they are fairly compensated?” Or is this an illusion? A cliche? Can any amount of money be considered “fairly compensated” when the people receiving the money are used as things for other persons’ purposes?

Please explain what “fairly compensated” means. Otherwise, the reference to “fairly compensated” is a cliche and does workers a disservice.

Dan Janssen For flight attendants, being fairly compensated means actually being paid for hours worked. The current model used around the world allows FAs to be paid only when the door of the aircraft is closed prior to pushback, not for any time spent prior to the flight departing.

Fred Harris It is more fairly compensated if they are paid for hours worked. How is it fairly compensated if they receive such pay?

When I worked in a brewery, we were paid for hours worked according to that definition (of course, not for travel to and from work). If we were paid for travel time and for hours worked, would we then have been fairly compensated?

I fail to see how that can be so. Firstly, we were things to be used by employers for the end of profit–no matter what our current pay. Secondly, of course the question arises: where does the profit come from except from the workers’ labour in the first place.

Thirdly, even if there were no profit, flight attendants would still be things to be used for purposes external to their own lives; it is not they who democratically control their own working lives.

Fourthly, flight attendants operate within a social division of labour that is determined by the general structure of the economy. They are not free to choose different kinds of activities, within the limits of their time and abilities and those of other workers because they are economically dependent on an employer.

They are unfree in various ways.

Fighting for higher earnings is always necessary–to refer to “fairly compensated”–that does workers a disservice. How can any compensation be adequate to such a lack of freedom when working for an employer?

Dan Janssen I see where you are coming from. This campaign for fair compensation has been resonating with all of our coworkers in support of flight attendants since it was launched. We are open to suggestions if you would like to put forward any ideas.

Fred Harris My suggestion is: cease referring to it as fair compensation. Use the relative term “fairer” and explain why there can be no such fair compensation. Explain that workers deserve much more than that–to control their own working lives and that a fight for increasing compensation for flight attendants is one step in a link of steps to eliminate the power of employers over workers and over our lives in general.

In other words, what is needed is an approach that links up, explicitly, one particular fight against employers with a general fight against employers.

Another aspect would be to start a discussion–or campaign–to question both explicit and implicit management clauses in collective agreements. Why do they exist? Why do employers have such power? What are the implications of managerial power for the limitations of legal union power?

What of collecting several management rights clauses in various collective agreements at the airport and having discussions over such clauses via emails, to the general membership, asking them what they think about this power? What of steward training that shows the limitations of collective agreements in relation to the power of unions?

Why not expand such discussions by linking them to other aspects of power by employers (their legal power, their political power, their social power and so forth)?

Fred Harris Any responses to the suggestions?

Dan Janssen Yes Fred, please come out to one of our TAWC open meetings and put your ideas forward to the council to be actioned. Our meetings are open to all airport workers, unionized or not and anyone can bring forward ideas, events, actions, etc. Decisions are made as a group. Message the page with your email and we will add you to our email list.

Fred Harris Another suggestion: Have a discussion (both among union reps and among the general membership of various unions) concerning the lack of discussion about the origin and nature of employers in the Ontario history curriculum (and the origin and nature of employees, of course, since employers without employees is impossible).

In other words, have a discussion about this issue in order to counter the silent indoctrination of hundreds of thousands of students concerning their probable future lives as subordinates to the power of the class of employers–unless they organize not only to oppose that power but to overcome it.

Fred Harris Not really feasible. I already attempted to question the idea of $15 and Fairness” at a public forum, and despite raising my hand a number of times to ask a question, I was not recognized by the chair–Sean Smith.

Secondly, I have experienced hostility by union members (rather, union reps) before concerning such ideas. I doubt that my ideas would be taken seriously if I broached the issue.

To be fair to Mr. Janssen, he did invite me to attend the Toronto Airport Workers’ Council (TAWC), but as I indicated above, in a public forum, I was not recognized by Sean Smith (a member of another union, Unifor), and Mr. Smith is a member of TAWC. Indeed, on the TAWC Facebook page, along with Mr. Janssen and others, there is a short passage about Dan Janssen and Sean Smith : ” Sean Smith (UNIFOR) and Dan Janssen (IAMAW) spent some time going over the history, past actions and structure of the Toronto Airport Workers’ Council to a captive audience of MAN [Manchester International Airport) workers from various companies and job functions.”

Although it is possible that Mr. Smith inadvertently did not recognize me when I raised my hand several times to ask the question about why the campaign for $15 and “Fairness” had the campaign linked to the concept of fairness, I am skeptical about such a view. I was sitting on an end chair in a direct line of sight with Mr. Smith. Furthermore, when one of the members of the audience who was instrumental in campaigning for the $15 and “fairness” raised her hand (Pam Frache), she was not only recognized by the chair but spoke for much longer than normal.

Given my skepticism about Mr. Smith’s attitude towards my views, and given the close relation between Mr. Smith and TAWC, it is unlikely that my views would be taken seriously at such meetings. Mr. Janssen’s invitation, then, though it may look democratic, may be less so.

Or perhaps I am wrong. Should I attend such meetings despite the probable ridicule of my views? What do you think? Any suggestions about what should be done?

The Radical Left Needs to Call into Question Existing Social Institutions at Every Opportunity, Part One

Before I obtained a so-called permanent teaching position (I will explain in a much later post why I use the word “so-called”), I worked for a number of years as a substitute teacher (with short periods of term teaching positions). I became an executive member of the Winnipeg Teachers’ Association (WTA) (in the province of Manitoba, Canada), representing substitute teachers.

The WTA had an education fund for the executive, where each member, if approved by the executive, could access up to $3,000 for educational purposes. A condition for obtaining such funds was a summary of the educational experience and its publication in the WTA newsletter.

I used this situation as an opportunity to criticize the limitations of the educational experience.

Of course, representatives should not limit themselves to such criticism but rather perform their representative function in order to enhance the democratic nature of the union or association to which they belong. To that end, I and others on the Substitute Teachers’ Committee created a survey for substitute teachers and used the results of such a survey to criticize the policy of the WTA of permitting only permanent teachers the right to apply for permanent positions (substitute teachers paid association dues and consisted of usually 700-900 paying members of around 4000 members, but they did not have the right to apply for permanent positions).

Below is a copy of the draft (written in 2007) as well as the critical summary of my educational experience.

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To the Negotiations Committee

As members of the same organization, all should be treated in the same way unless there are sufficient differential grounds for distinguishing the members and for thus treating them on a differential basis. However, that does not mean that substitute teachers should necessarily all have the same rights as permanent contract teachers.

A basic principle of political philosophy is that all should be treated the same unless there are differential conditions for treating some differently from others. There are differential conditions, at least in the case of substitute teachers who are relatively new. Would it be fair, for instance, that permanent contract teachers, who by definition generally expect to work for the same employer for years, be reduced to the same rights as a beginning substitute teacher? Attachment to a particular employer for an increasing length of time forms the basis for privileging permanent teachers over substitute teachers, just as the principle of seniority does in unions.

However, as substitute teachers are engaged in employment with the same employer for an increasing length of time, the grounds for differential treatment become less and less valid.

Of course, the reported statistics from the survey of substitute teachers do indicate that there is a substantial percentage of substitute teachers who have been employed by the Division for a number of years. Their exclusion from any consideration of whether they can apply for positions is less valid than the exclusion of shorter term substitute teachers. Of course, the exact cut off line is not easy to define, but the issue is first of all whether all substitute teachers should be banned from applying for positions. Perhaps there are counterarguments which justify such exclusion, and I would like to hear such arguments. Lacking such counterarguments, substitute teachers with a certain period of employment with the Division should have the right to apply for positions as they arise, just like permanent contract teachers.

Addressing now the issue of those with a shorter period of employment with the Division, the Division may agree to allow them to apply for positions once the third round of blue sheets have been distributed.

In other words, there would be two sets of substitute teachers, those with sufficient length of service to be able to apply for positions immediately, and those with less service, who would be able to apply for positions on the third round of job postings.

Although this two-tier system of selection may be preferable, it may not be possible during the 2009 round of bargaining; a collective agreement involves two parties, and it may be impossible to negotiate the “best” scenario in any particular year of bargaining. Consequently, there are two alternative proposals: a “bottom-line one,” and a preferred (but perhaps unrealistic) one at this stage. The important point is to have substitute teachers’ concern about the right to apply for job postings addressed.

Proposed “bottom-line clause”: All substitute teachers shall have the right to apply for job postings during the third round of postings of the blue sheets.”

An alternative would be as follows: Substitute teachers who have substituted for the Division for at least ten (10) years shall have the right to apply for job postings. Substitute teachers with less than 10 years of substitute teaching shall have the right to apply for job postings during the third round of postings of the blue sheet.”

Of course, the exact wording is irrelevant at this stage. It is the concept that matters.

Fred, chair, Substitute Teachers’ Committee

The critical summary of my educational experience (

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The Double-Bind of Teachers as Employees

On September 21 [2007], I attended a seminar on Employment Law Essentials. It covered various topics, including the difference between an employee and an independent contractor, pre-employment inquiries, employment standards and workplace harassment policies.

There were two areas of most relevance to teachers: a discussion of the nature of an employee and the issue of the age at which people can become employees.

Let us start with the last issue first. The age at which people can become employees is relevant for teachers since the age at which students can become employees then arises. Generally, it is very difficult for students under the age of 12 to become employees. On the other hand, it is less difficult for students between the ages of 12 and 16 to obtain a permit. Four people must be in agreement if those between 12 and 16 are to become employees: the student, the parent, the principal and the employer. Since being an employee may affect school work, teachers who are concerned about some of their students working as employees may consult with the principal since the latter needs to agree to such employment.

Addressing now the first issue—the nature of an employee—there are four criteria for determining whether a person is an employee or has her or his own business (is an independent contractor): lack of control over the work performed (how, when and where the work is to be performed), the ownership of tools, possibility of loss or gain and the extent to which the person is integrated into the employer’s operations. The criterion of loss or gain is inapplicable to the situation of teachers. The criterion of integration is only used in borderline cases. Hence, the question of the status of teachers is reduced to the two criteria of control and ownership of tools.

In the seminar, we briefly discussed whether teachers are employees. Although teachers may control the order in which the curriculum is presented, it is the Division, generally, which determines standards of performance for teachers. Another aspect of control is whether the employer determines where and when work is done. Teachers work for the Division and not for specific schools. The collective agreement may modify the power of the employer, but it does not fundamentally alter the situation—as teachers in low-enrollment schools may discover when they are transferred to other schools. In terms of control, teachers are employees.

The other criterion for determining who is an employee is the ownership of tools. In the case of teachers, although the latter may personally purchase items for use in the classroom, it is the Division which owns the buildings, the things in the building and so forth. The fact that the Division may represent the vague public because of the payment of taxes does not change the situation.

Since the situation of teachers satisfies the two major criteria for determining whether teachers are employees, it can indeed be concluded that they are employees.

The collective agreement does not change the status of teachers as employees; it modified the conditions of employment—certainly an important characteristic—but it does not fundamentally alter the employer-employee relationships as such. For example, employment standards are such that judges will take into account length of service to an employer when considering notice required, but the judge will not take it into consideration when the issue of dismissal arises. Arbitrators of collective agreements, on the other hand, do take into account length of service when considering the issue of dismissal.

The issue of control is full of interesting sub-issues. One of the issues that were brought up was whether employees who are under the control of employers are extensions of the will of the employer. They are. This situation, however, has major social implications. If employees are extensions of the will of the employer, then employees are means to the ends specified by the employer.

Immanuel Kant, a German philosopher, argued that it is a categorical ethical imperative to treat all human beings as ends in themselves. If we apply the philosophical principle of the unity of the ends in the means and the means in the ends, then to treat human beings as ends in themselves is to have them participate in the process of defining their own ends. They need to be able to contribute to the formation of the ends toward which their activity tends: living democracy rather than formal democracy.

Being an employee, however, which involves being an extension of the will of the employer, clashes with the principle of treating human beings as a unity of both means and ends in the same process. Human life is split, with teachers being extensions of the will of the Division. Their personhood is suspended to the extent that they cannot formulate the ends of their own activity in conjunction with the activity of other teachers.

This clash applies to other employees in other domains, such as waiters and waitresses, bus drivers, factory workers, office workers and so forth. In the specific case of teachers, though, there is an added contradiction. Teachers are supposed to treat students as ends in themselves: the formation of character. To do so, they need to have students learn to unify the ends in the means and the means in the ends. If, however, part of their function is to prepare students for their status as employees, then their educative function clashes with their function within the school system. This is the double bind of teachers: being an employee, on the one hand, and being an educator within an economy dominated by the employer-employee relation on the other.

Are teachers in a double bind? What do other teachers believe?

Fred Harris, executive member

Management Rights, Part Seven: Public Sector Collective Agreement, Quebec

It is fascinating how the social-democratic or reformist left, with their talk of “good contracts,” “decent work,” a “fair deal,” and “economic justice” and so forth do not feel that they have the need to justify themselves. They assume what they must prove to workers–that a collective agreement expresses “good contracts,” and so forth.

Do you think that collective agreements as a whole, which concentrates decision-making power in a minority called management, express good contracts? Fairness? Decent work? A fair deal? Economic justice?

What do you think of the following?

From

Agreement concluded
between
the Management Negotiating Committee for English-language School Boards (CPNCA)
and
the Centrale des syndicats du Québec on behalf of the professionals’ unions represented by its bargaining agent, the Fédération des professionnelles et professionnels de l’éducation du Québec (CSQ)
2015-2020,

page 12:

ARTICLE 2-2.00 RECOGNITION
2-2.01
The union recognizes the board’s right to direct, administer and manage, subject to the provisions of this agreement.

Of course, it may be the best contract under the power relations that currently exist–but that is not the same thing as claiming that it is a “good contract.” Ideologues for unions may counter that it is implied that the power relations are unfair. But if so, why is it that the union bureaucracy does not bring it out explicitly? Are they afraid that some workers might start organizing to overthrow (abolish) those conditions?

Where and where is there discussion and debate over such issues? Certainly not in Toronto, Ontario, Canada. Trying to bring such issues out into the open results in insults (I was called a condescending prick by one union representative; a Facebook friend called me “delusional” when I tried to link the issue of the power of employers to the issue of the state of Ohio prohibiting girls who were raped from having abortions).

Should we not be discussing the issue of why management rights exist? Should we not be discussing what the implications of such rights have on our working and daily lives? Should we not be discussing what we should be do about the problem of a minority dictating to a majority?

Working for an Employer May Be Dangerous to Your Health, Part Three

The attitude of much of the left in Toronto (and I suspect elsewhere in Canada and the world) is that working for an employer is not all that bad. Why else would the left not object to references to “decent work,” “fair contracts,” “economic justice,” and so forth by union reps, or the coupling of some needed labour-law reforms and an increase in the minimum wage in Ontario with the concept of “fairness”? (All these terms are used by the social-democratic left in Toronto.) This attitude of treating working for an employer as really not that bad is something they share with their bourgeois counterparts.

Personal crime is considered to be real crime–but corporate crime is not really treated as something as bad or worse than personal crime. This can be seen when comparing the attitude of Canadian federal legislation towards personal crime and the attitude of that government and other participants when formulating legislation that was supposed to protect workers from acts deemed criminal in nature by corporations following the Westray mine explosion. The first quotation relates to the government’s attitude towards personal crime. From Steven Bittle, Still Dying for a Living:
Shaping Corporate Criminal Liability After the Westray Mine Disaster,
doctoral dissertation, page 2:

Consistent with the cultural obsession over crime control, in the fall of 2003, the
Canadian government introduced stringent new anti-violence legislation aimed at some of Canada’s worst offenders – those with a well documented track record of reckless behaviour and responsibility for multiple and egregious acts of violence. The legislation had all-party support (Archibald, Jull and Roach 2004: 367), signalling a consensus for the need to better protect Canadians from violent crime. The government characterized its legislative initiative as a significant step towards ensuring that offenders are held criminally responsible for their harmful
behaviour (Department of Justice Canada 2003). Legal observers suggested that it represented a fundamental change, perhaps even a revolution, in assigning criminal liability (Archibald, Jull and Roach 2004: 368). News items cautioned would-be criminals that they were in for a wake-up call once the new law took effect (Mann 2004: 29). It thus appeared that if violent crime was the problem, then harsh new penalties were the solution.

The proposed legislation for corporate crime expressed a different attitude in various ways, such as the time elapsed between the Westray mine explosion (May 9, 1992) and the proposal for legislation for corporate crime, or the attitude of participants in the legislative process concerning the seriousness of the crime. From Little, page 2:

However, peeling back the veneer of the federal government’s so-called crackdown on violent crime reveals a much different story. To start, it took more than ten years to introduce a new law in response to a single and violent mass killing in which twenty-six Canadians died. What is more, despite widespread political support, many politicians – particularly those with an affinity for law-and-order policies – cautioned against going too far in terms of holding offenders
criminally responsible for their harmful acts (Bittle and Snider 2006). Also curious was that both the media and general public expressed little interest in the new law, hardly the status quo for issues of violent crime. Moreover, since its enactment, there have been only two charges laid; a particularly worrisome trend given that recent research reveals an increase in the forms of violence that the legislation was intended to address (Sharpe and Hardt 2006). In fact, it would
appear that the most significant development associated with the new legislation is the emergence of a crime (un)control industry, one in which lawyers offer for-fee courses that potential offenders can take to learn about the new law and the steps they must follow to avoid criminal responsibility (for example, see Gonzalez 2005; Guthrie 2004).

The focus on violent personal crime that leads to injury or death and the absence of such focus on corporate crime that leads to injury or death is tantamount to a form of silent indoctrination. Such silent indoctrination parallels the silent indoctrination of school history curricula, which do not permit students to come to understand how and why employers (and employees) arose (see previous posts on this silent indoctrination in schools).

This focus on violent personal crime, of course, forms the regular diet of many television programs. Similarly, the silence concerning violent corporate crimes (if indeed they are considered crimes at all) also forms the regular diet of most television programs and documentaries.

Should there not be constant discussion concerning this silent indoctrination within the labour movement? Is there? If not, why not? Or is the macro problem of around one thousand workers dying every year at work and hundreds of thousands of injuries (and diseases) not a problem that is to be immediately addressed but only “in the long run?” For those who die or who are injured, there is no “long run” since the problem which they face is immediate and due to ignoring the macro problem in the past.

Where is the left that is bringing out these issues? Or is the left busy formulating platitudes, such as “decent work,” “fairness,” “economic justice,” and so forth? ]

Does not the left have an attitude that working for an employer is really not all that bad? Do they not share the same attitude as the politicians, who did not want to go too far in the legislation? Or those on the left who talk of “decent work,” “fairness,” “economic justice,” and so forth while all the while assuming that decent work, fairness and economic justice can somehow be realized while the class power of employers still exists.

What do you think?

Worker Resistance Against Management, Part Three

This is a continuation of a series of posts on worker resistance. The following was written by Herman Rosenfeld. Since it formed part of a course that he, Jordan House and I presented for workers at the Toronto Pearson International Airport, I am including the preliminary instructions and the subsequent questions so that others can modify and make use of it in similar courses.

Getting a Shift Back to Work and Overtime Action

  • This is a Small Group Activity
  • Read both short stories and answer the questions below together
  • Be prepared to describe each collective struggle to the whole class, and report your answers
  • You have 25 minutes to complete this exercise

In the later 1980s, at an auto assembly in Toronto (closed in 1994), there were two rotating production shifts, of approximately 1,000 workers per shift. Once shift worked on days , often with a sixth day shift (Saturday), scheduled as an overtime day. Another shift worked afternoons.

The plant churned out full-sized vans that were popular with companies and recreational buyers. The vans were extremely popular across North America, and with only two plants producing them, it seemed that the jobs were secure.

The union local had a history of militancy, with wildcat strikes, overtime boycotts, and various forms of collective resistance, often in response to things like difficulties getting washroom breaks, work intensification, and excessive discipline issued for minor offenses. as well, there had been a number of collective work refusals over health and safety issues that seemed to get resolved rather quickly.

One day, the plant superintendent announced that the market for vans was softening and that they would reduce production to one shift.

After a transition period, the plant laid off the low-seniority workers, eliminated the afternoon shift and began production with the one-day shift with higher seniority workers. Soon after, at a union meeting, people were wondering if there truly was any downturn in sales. The meeting decided to strike a voluntary committee to investigate with car dealers just how large their inventory for vans really was. The committee was made up of elected committeepersons, members of the Local Union Executive, and volunteers from the group of laid-off workers. They also resolved to organize a biweekly meeting of all the laid-off workers, to regularly discuss their situation and develop a common strategy to force the boss to hire them back to work.

They found that no matter where they called, dealers all claimed that they were short in their inventories of vans, that demands for the vehicles was rising and that there seemed to be no need to cut production.

After about 2 months management announced that it would schedule a Saturday overtime shift. This caused huge debates and divisions within the membership, especially those who were working. A number of the higher seniority workers argued that they needed to have their Saturday overtime, and that it was their “right” as  a consequence of seniority. A minority threatened violence against anyone who tried to keep them from getting to work on Saturday. Others were angry, and saw it as an attack on the rights of all the workers, scheduling a Saturday overtime shift when half the local was on layoff. Further, they asked, how could they need overtime if, as they claim, they don’t have enough orders to justify full production here?

The laid-off workers, along with the union activists on the voluntary committee, also asked that question. And, collectively, they debated what they should do about the scheduled Saturday.

Doing nothing would be out of the question. Organizing a picket line to stop workers from coming into work on Saturday would make sense, but the level of opposition from the minority of workers who supported the scheduling of the overtime, might lead to sharpening divisions and even violence. After a heated discussion, a group of about 100 people decided on the following course of action: they would organize an informational picket line, explaining why it was wrong for the boss to schedule Saturday overtime while a shift was laid off–reminding people about the true state of the van market, and asking people to make their own choice about working. They would also make a push–through phone calls and personal visits–to bring out large numbers of the laid-off workers to the picket line around the plant.

As well, they made a push in the local and national media: press releases; calling up every media outlet; massive distribution of leaflets announcing the informational picket and an educational leaflet, explaining the links between the ease of management’s shutting down Canadian facilities, in the context of the looming debate over Free Trade with the U.S.

The day of the picket-demo was cold, with sleet. But there were hundreds of laid-off workers handing out leaflets to the workers entering the plant. Some turned away, and they barely had enough to work the shift. But there were discussions and no violence. There was also national and local press coverage–of the absurd reality of a plant with over 1000 people on layoff working a mandatory overtime day. People across the country read, heard about it and watched it. The laid-off workers got some recognition of their collective plight. Rank and file workers, activists and union officials were interviewed. The shift ran, but there were a number of stoppages, due to the low level of staffing for the day

A week later, the company announced that the laid-off shift would be brought back in in a couple of weeks.

Three years later, management announced that van production would end at that facility and 3 years after that announcement, the plant closed.

Questions

  1. What were some of the plans and decisions that made this action successful?
  2. What were some of the limits of this action–and things that might hold the union local back from moving forward after this action? How might these limits be addressed?
  3. What lessons can be learned from this experience for your own workplace, union and efforts to build the power of workers there?

A Case of Silent Indoctrination, Part Five: The Alberta, Northwest Territories and Nunavut History Curriculum and Their Lack of History of Employers and Employees

This post is a continuation of previous posts on the Canadian history curriculum. The background to the post is provided in the first post (see A Case of Silent Indoctrination, Part One: The Manitoba History Curricula and Its Lack of History of Employers and Employees).

But just a reminder: the research question is: Does the history curriculum (or, if not available, the social-studies curriculum) provide much of an opportunity for students to understand how and why employers (and employees arose)?

Given that the Nunavut and Northwest Territories history (social studies) curriculum follows the Alberta curriculum, the following is relevant for Nunavut and the Northwest Territories.

The Alberta curriculum has two aspects to the grade 12 social studies curriculum: 30-1 deals with perspectives on ideology and 30-2 deals with understandings of ideologies.

Using the search term “employ,” I came up with zero relevant hits. The same result applies to the grade 11 curriculum: 20-1 is Perspectives on Nationalism and 20-2 is Understandings of Nationalism. In the grade 10 social studies curriculum, which consists of 10-1: Perspectives on Globalization and 10-2 Living in a Global World, there is only one relevant hit: students are to examine the impact of globalization on employment issues; it is unlikely that the issue of why work assumes the form of the employer-employee relation would be addressed given the lack of concern for such an issue in the other provincial curricula.

Using the search term “work” resulted only in one hit in all three curricula—in a negative sense of referring to research skills that prepare students for the world of work—without specifying the existence of employers and employees as aspects of work in modern capitalist relations. The curriculum designers evidently did not consider it necessary to explain the emergence of the employer-employee relation; they presupposed its existence—as do many intellectuals. Both the curriculum designers and many intellectuals lack critical thinking skills.

Using the search term “class,” I found, on pages 20 and 32 of 30-1 and 30-2, respectively, a reference to class in the context of exploring themes of ideology, and class system on pages 21 and 33 of 30-1 and 30-2, but that is all. Although there exists a possibility for exploring the question, such a possibility is very remote since there is no elaboration of what the inquiry would involve. It is doubtful that the authors of the curriculum even thought about it.

Using the search term “capital,” on pages 21 and 33 of 30-1 and 30-2, respectively, there is a reference to laissez-faire and welfare capitalism, but again without elaboration. On page 25 of 30-2, there is a reference to capitalism, but it is conjoined with the term democratic, and claims that they are linked to the values of individualism and liberalism. Many employees, however, have experienced the opposite: the suppression of their individuality as they are required to follow the rules and orders of representatives of employers. As for liberalism—the concentration of wealth indicated above in the Saskatchewan curriculum indicates the extent of liberalism characteristic of modern capitalist relations in Canada (and throughout the world).

These curriculum documents express more the ideology of the capitalist class than they do the working class since they are silent about the experiences of the working class as employees and, indeed, as a class in opposition to the power of the class of employers.

The left in Ontario has not remained silent about Ontario conservative premier Doug Ford’s backwards move of rejecting a revised sex-ed curriculum and the reversion to a 1998 sex-ed curriculum. However, it has remained silent over the indoctrination which occurs in the history curricula of various provinces. Why is that?