Critical Education Articles Placed in the Teacher Staff Lounge While I Was a Teacher, Part Eight: The Mind-Body Problem

This is a continuation of earlier posts.

When I was a French teacher at Ashern Central School, in Ashern, Manitoba, Canada, I started to place critiques, mainly (although not entirely) of the current school system. At first, I merely printed off the articles, but then I started to provide a summary of the article along with the article. I placed the summaries along with the articles in a binder (and, eventually, binders), and I placed the binder in the staff lounge.

As chair of the Equity and Justice Committee for Lakeshore Teachers’ Association of the Manitoba Teachers’ Society (MTS), I also sent the articles and summary to the Ning of the MTS (a ning is “an online platform for people and organizations to create custom social networks”).

As I pointed out in a previous post, it is necessary for the radical left to use every opportunity to question the legitimacy of existing institutions. In fact, I could have placed this (and other posts in this series) under the title that I have used for another series of posts, “The Radical Left Needs to Call into Question Existing Social Institutions at Every Opportunity.” For further understanding of the stressful context in which I provided the summaries, see the post  A Worker’s Resistance to the Capitalist Government or State and Its Representatives, Part Eight.

The context of summaries related to the brain was that the principal of Ashern Central School, where I worked, started talking about “brain research’ and how teachers needed to implement such research in their daily teaching practice. He even placed an article on brain research in our school mailboxes. As a consequence, I researched the issue and provided critical summaries that critiqued his reductionist view of human intelligence as “brain work.”

The relevance of the issue has to do with division of labour between intellectual labour and manual labour. Typically in schools, there is an emphasis on “academic learning”–which means purely intellectual pursuits at the expense of the use of the body as an essential aspect of the learning process. To ignore such issues is to ignore a cleavage in our society that needs to be repaired through the creation of a socialist society that eliminates such a division of labour.

I must emphasize that such work is necessary despite the possible negative repercussions by management. If we are afraid to question management and employers in our own workplace, how can we expect others to challenger their particular employer? How can we expect to unite to challenge the class of employers generally if we fail to challenge our own particular employer?

It is much easier to criticize other employers than one’s own–just as it is easier to criticize other nations than one’s own.

Such criticism is also necessary since the class power of employers is supported in various ways, including ideological means. To fail to challenge the power of the class of employers in diverse domains makes it all the more difficult to challenge them at the economic and political level. This is a typical weakness of social-democratic or reformist approaches to challenging the class power of employers. They idealize one or more domains (such as the public sector or education or law) without engaging in inquiry into the real nature of these domains (see, for example, Reform versus Abolition of Police, Part Two).

Good morning, everyone,

I sent the attached article last night to the ESJ Ning. If anybody has any suggestions for improvement (in terms of content or in terms of attempting to communicate with the ESJ chairs), I would appreciate it.

I prefaced it with the following:

The author (Eric Bredo) of the following article, “Evolution, Psychology and the Reflex Arc Concept,” argues that John Dewey’s 1896 article, which criticized the reflex arc concept of psychology, formed an initial ground for Dewey’s critique of modern school systems. Dewey incorporated Darwin ’s theory of evolution in his psychological theory and in his educational theory.

The reflex arc of psychology incorporated the difference and link between sensory nerves and motor nerves, on the one hand, and the spinal cord and the brain on the other. Psychologists interpreted the link in purely mechanical terms (one following the other in time). They interpreted the response of human beings as merely a mechanical following on a predetermined stimulus. Ideas mechanically emerged and were then mechanically transformed into responses as the spinal cord and the brain created images, which then led, mechanically, to responses through the motor nerves. The spinal cord and the brain served as mechanical mediators between the senses and the motor response.

Dewey criticized this theoretical psychological model because living beings do not act in exactly the same manner as inanimate nature; although living beings are always physical-chemical beings, they have additional properties that modify the behavioural attributes of the physical-chemical world. Dewey used the illustration of a child who reaches for a bright candle. The child is not stimulated by the bright candle to reach the bright candle, nor is the stimulated with another, independent stimulus when she is burnt. Rather, the child is actively involved in determining the nature of the stimulus through the act, in the first instance, of looking (through the use of head muscles and eye muscles). The child’s use of motor muscles and nerves leads to a sensation of seeing the bright candle so that motor action mediates the sensation (or the supposed stimulus). The stimulus is not therefore “given” passively but actively is achieved through the child’s own act. The achieved stimulus, through the act of looking then guides another, interrelated act of reaching for the candle (if it is within reach and, if not, in the act of walking towards the candle). The act of looking guides (limits) the act of reaching, and the act of reaching guides (limits) the act of looking. Each act is functional with respect to the other act within the total act.

The so-called stimulus of the bright light from the candle itself depends on the context of the child seeking to find out what the nature of the bright candle is by reaching for it. To reach for it, she must first orient herself and her body parts so as to get a clearer view of the source of the brightness (clarification is required through the act of looking). She then further clarifies the nature of the object through the act of reaching, which is mediated through the persistent act of looking. Without such a mediation, the act of reaching may well lead to overshooting or undershooting her grasp and thereby lead to a failure to act according to her intended goal of reaching for the bright candle.

The stimulus of the bright candle is thus a product (and not something “given” or antecedent to the act of looking). The stimulus is constituted in part through the act of looking; the child is just as much implicated in the construction of the stimulus as is the existence of the bright candle in the child’s environment.

The assumption that the response of reaching for the bright candle is independent of the act of looking is typical of a mechanical view of the situation. The act of reaching, however, is not just a physical act but an act impregnated with intent: it is reaching for the bright candle. It is a purposive act. To be successful, the act of looking must mediate the act of reaching. The act of looking, though initial in time in relation to the total act of touching the bright candle and hence in that sense the stimulus, must function to control the act of reaching so that the response is not a response to the stimulus but a response into the stimulus. The act of reaching mediates in turn, the act of looking; the act of looking is limited by the act of reaching (the child just cannot look anywhere). Just as life is a process which is mediated by implicit goals that limit actions (the goal of the reproduction of life, for example), so too is an act, with limiting actions that mutually define the total act. Each sub-act must be linked to and mediate the other sub-acts, and the total act (the ultimate goal) must mediate each sub-act from the beginning.

Once the goal of reaching the candle has resulted in a burn and the withdrawal of the hand by the child, the act of looking may then mean the sensation of burning under certain circumstances. The act of looking is modified in meaning because of the earlier experience of looking and reaching for the bright candle—if the child learns to connect her acts to the consequences (doing and undergoing). One aspect of learning is, then, to connect up one’s acts with the consequences of those acts.

The act of looking is mediated by spatio-temporal movements (such as the act of reaching); we learn to observe not just with our eyes but with our previous experiences that incorporate other acts (such as spatio-temporal movements through locomotion). The act of looking is adapted to (modified by) the act of moving. Similarly, when we move, we learn to mediate our locomotive acts (adapt, control or limit them) through our sense acts.

If a similar situation presents itself, but the nature of the object is unclear, then inquiry is needed to determine the nature of the object before acting intelligently. The nature of the stimulus needs to be reconstructed so that an appropriate response can be forthcoming. It is here that the emergence of consciousness is relevant; consciousness emerges when there is an ambiguous situation, giving the child the time necessary to inhibit action and reflect on and explore the situation.

The nature of the object needs to be clarified, not absolutely, but in relation to the earlier experience of the child. The child does not know what to do because of the ambiguity of the object. Once the object is clarified, then the child can act in a unified manner again intelligently. To act without clarifying the nature of the object would be unintelligent.

Inquiry (and exploration), then, forms an essential condition for all learning. Furthermore, inquiry involves an evolving relationship between the child and her environment. Both the child and the environment undergo reconstruction or evolution, with the child learning, in part, through her own actions (self-determination).

Since both the child and her environment undergo induced change through the initiation of the child’s own actions, by changing her environment she may (if she connects her actions to the consequences of her actions) change her own capacities (habits or structures that have a function in the environment). Learning then can be considered self-change through action on the environment in such a way that new connections, both “subjective” (structural habits internal to the individual) and “objective” (structural conditions in the environment). The terms “subjective” and “objective” are in quotation marks because, in reality, the life process always involves the living being and its environment.

Schools typically waver between treating the child (the living being) as primary and the environment as secondary, or the environment as primary (as in outcome-based education) and the child as secondary. The life process, however, is a continuous process that can only be separated into subjective and objective aspects for specific purposes as, for example, when the relationship breaks down.

In real learning, it is the situation and not one side or the other of the life process that is changed since the situation requires inquiry and change (which involves both aspects of the life process—although not necessarily in equal measure, depending on the situation). The rhythm of life requires varying focal points as the situation develops: the drama of life.

Human life, however, generally involves others as part of the environment so that the immediate environment for most individuals is social (and even when it is not, it is mediately, through language—a social product—as well as the production for the conditions of life, such as food, clothing and shelter).

More concretely, in educational terms, learning must involve the participation of the student in her education, but the environmental conditions must involve the setting of situations that involve the need for inquiry. Inquiry also requires the use of the body, and the use of the body can be intelligent or unintelligent. Learning is not some academic exercise (although the modern school system treats it that way). Intelligence is really an adverb—to act intelligently, which in turn reflects back on the individual as a characteristic of the individual—the intelligent person (an adjective). Thought and intelligence are not abstract characteristics of individuals but active ways of acting in the world. It may be necessary to step back and reflect (distancing oneself from the environment)—but only in order to act more intelligently in the world.

The contempt for bodily activity characteristic of the modern school system is in essence contempt for real intelligence. The typical split of “mind” and “body” that has typified philosophical disputes since Plato, with the bias towards the abstract, the academic and the spiritual and against the concrete, the practical and the instrumental, is really against real inquiry and elitist—and against real education.

Bodily habits, provided that they enable students to expand and deepen their connections to their environment instead of restricting it, express the developmental process of education. Habits form the stable means by which consciousness, with its focus on foreground, becomes part of the habitual bodily actions that stabilize our recurrent relations to the environment and thus form the basis for generalization (not just “concepts” characteristic of elitist views of education). The development of the consistent habit to engage in inquiry is the ultimate goal of education—education as growth.

Fred

The Real World of the Rule of Law: Courts as Oppressive Organizations, Part One

Introduction 

The following series of posts are meant to complement the series of posts on the issue of reforming versus abolishing the police (see for example Reform or Abolition of the Police, Part One or Reform Versus Abolition of the Police, Part 8: The Police and the Political Economy of Capitalism).

The following is mainly a series of quotes from the book by Doreen McBarnet (1983) Conviction: Law, the State and the Construction of Justice as well as short commentaries related to the quotes. I use her book as a way of exposing the real nature of the rule of law and the role of courts in both hiding the real nature and enforcing the real nature of the rule of law.

A note on the limitations of the following: Ms. McBarnet draws on English and Scottish law; the situation here in Canada may be somewhat different. If anyone knows of sources relevant for determining the real operationalization of the rule of law in Canada, please provide them in the comments section.

The social-democratic left here in Toronto have little to say about the role of courts in general in oppressing members of the working class, citizens, immigrants and migrants. There are of course particular criticisms of court decisions, but there is no critique of the systemic oppression of the courts.

Alternatively, some social democrats imply that the court system somehow embodies the “rule of law,” which is something positive. Thus, the social democrat Bruce Campbell (Adjunct Professor York University, Department of Environmental Sciences (and former Executive Director (1994-2015) of the social-democratic organization Canadian Centre for Policy Alternatives (CCPA)), in July 2008, published the article “A Denial of Fundamental Justice: Conservatives’ no-fly list violates rights, rule of law” in the CCPA journal The Monitor:

Since September 11, 2001, both Liberal and Conservative governments have introduced a vast array of measures that they claim are needed to combat terrorism. Some are enacted through laws such as the Public Safety Act and the Anti-Terrorism Act. Many others have come into being through bilateral agreements with the United States, such as the Smart Border Declaration and Action Plan, and the Safe Third Country Agreement.

These measures, which dramatically expand state power at the expense of our deeply held rights and freedoms and the rule of law [my emphasis], were not needed to deal with a genuine security threat. They were introduced mainly in response to U.S. government intimidation to bring Canadian security measures into line with draconian U.S. practices, and from Canadian business wanting to “do what it takes” to keep trade flowing across the border. (This harmonization process continues under the North American Security and Prosperity Partnership.)

Components of the Rule of Law

Ms. McBarnet’s book gives the lie to the idea that there is such a thing as the “rule of law” in the sense of the application of laws in a consistent and fair manner. Of what does the rule of law supposedly consist? Page 2: 

The conviction process in the legal sense poses a problem for explanation because it raises a strange paradox. All the rhetoric of justice we are so familiar with presents a picture of a system of criminal justice bending over backwards to favour the defendant rather than the prosecution. Every accused has the right to a fair trial. He is innocent till proved guilty; it is the prosecutor who must prove his case. What is more, the accused has a right to silence, he is not a compellable witness and he need not incriminate himself, so that the prosecutor has to be able to prove his case without the cooperation of the accused

Wow. These are an impressive list of legal rights–if they exist. Did Mr. Campbell inquire into whether in fact they do exist, or did he assume that they existed? 

The Paradoxes of the Rule of Law

Those who refer to the rule of law without further ado have some explaining to do since the rule of law ends up resulting in some interesting effects that seem to contradict its positive nature. Page 2:

The accused need prove nothing, but can choose if he wishes to establish a defence case to counter that of the prosecution with the less stringent requirement not of ‘proof’ but merely of raising a reasonable doubt, and he may use legal expertise to do that. The whole flavour of the rhetoric of justice is summed up in the idea that it is better for ten guilty men to go free than for one innocent man to be wrongly convicted. Why then the paradox that the vast majority of cases processed through a criminal justice system so geared to favouring the accused results in a finding of guilt?

The social-democratic left, like Bruce Campbell, remain silent about this fact of the real rule of law. Why is that? Perhaps because they cling to the rhetoric of the rule of law and hence to its ideology rather than to its real nature? 

The social-democratic or social-reformist left, by clinging to such an ideology, contribute to the perpetuation of the oppressive nature of law. 

Let us continue. Page 2: 

In the rhetoric of justice everyone is entitled to a fair trial; yet most defendants plead guilty. In the rhetoric of justice any reasonable doubt should result in acquittal; yet for the clear majority of cases the court is convinced beyond reasonable doubt, despite all the rhetorical hamstrings on police and prosecution, that the accused is guilty. Why?

One obvious answer is that mainly the guilty pass through the criminal justice system and therefore are indeed found guilty because they are guilty. Page 2: 

One answer might be quite simply that the defendants are guilty; the case against them is too strong to be plausibly disputed; the facts speak for themselves. Sir Robert Mark has suggested indeed that the very limitations placed on police and prosecution bringing a case to court make it highly probable that only the indisputably guilty come through the process at all.

However, being judged guilty of a crime is not a self-evident fact. What activities are defined as crimes and the procedures and the processes for determining whether an activity constitutes a crime are not self-evident; they form part of a social process of defining an activity as a crime. Page 3:

But this is where we come to the process of conviction in its other, subjective, sense. Given the ambiguities and uncertainties that dog real-life incidents, how are clear-cut facts of the case and strong cases produced? How do judges and juries come to be persuaded beyond reasonable doubt by one case or another? Evidence, the facts of the case, strong and weak cases are not simply self-evident absolutes; they are the end-product of a process which organises and selects the available ‘facts’ and constructs cases for and in the courtroom. Behind the facts of the case that convince judges or juries to an unambiguous verdict lies a process of construction and a structure of proof that need to be probed and analysed.

… What exactly are the procedures of criminal justice that are so readily assumed to protect the accused? For though they are constantly referred to in theory and in practice they are remarkably little investigated.

Both the social-democratic left and the right, despite their many differences, share the assumption that the rule of law provides many safeguards for protecting the rights of the accused. Page 5: 

Throughout the debate of the 1970s both those advocating law geared more to crime control, like Sir Robert Mark, or his successor as Metropolitan Police Commissioner, Sir David McNee, and those advocating more effective civil rights, like the National Council for Civil Liberties [NCCL], tend to assume that the law does incorporate safeguards for the accused. Hence from one perspective the police are too hamstrung by the law to do their job and the guilty go free; from the other, the law does not work because the police abuse it to secure convictions. So NCCL writers note: 

All policemen are under the same pressure; bend the rules to deliver the goods in the form of convictions. . . . It is the abuse of police powers in these circumstances-arrest, search and questioning that has created the most intractable police/civil liberty problem in recent years. (Cox, 1975, p. 164. [Ms. McBarnet’s emphasis].

For both the the social-democratic left and the right, the problem is not the rules of law themselves but the abuse of those who are supposed to uphold them. Pages 4-5:

The assumption has been in effect that the law incorporates rights for the accused, and the problem has been simply to ask why and how the police and courts subvert, negate or abuse them.

The Rule of Law as Rhetoric Versus the Rule of Law as Reality

The issue is not this or that particular abuse of the law by judges (courts) and the police; it is obvious that that happens. The issue is whether law as it is operationalized is itself an abuse.

Social democrats and the right both operate at the level of the rhetoric of the rule of law–and not at the level of real law, which is the operationalization or the putting into practice of law on a daily basis. Page 6:

But does the law incorporate due process, safeguards for the accused, civil rights? The vague notion of ‘due process’ or ‘the law in the books’ in fact collapses two quite distinct aspects of law into one: the general principles around which the law is discussed-the rhetoric of justice-and the actual procedures and rules by which justice or legality are operationalised. The rhetoric used when justice is discussed resounds with high-sounding principles but does the law incorporate the rhetoric? This cannot simply be assumed; the law itself, not just the people who operate it, must be put under the microscope for analysis.

It is necessary to inquire into whether the legal system actually does what it claims to do: to protect the rights of citizens (if not immigrants and migrants) from abuse. Page 8:

To question whether the law incorporates its own rhetoric is to ask whether deviation from standards of justice and legality are not merely the product of informalities and unintended consequences at the level of petty officials, but institutionalised in the formal law of the state. This has implications for how the state rules. One of the essential justifications of the democratic state is precisely that it is based on legality, that the relationship between the state and the individuals of civil society is one governed not by the arbitrary exercise of power but by power exercised within the constraints of
law. The criminal justice process is the most explicit coercive apparatus of the state and the idea that police and courts can interfere with the liberties of citizens only under known law and by means of due process of law is thus a crucial element in the ideology of the democratic state. To question whether the law in fact incorporates the rhetoric of justice is to question the ideological foundations of the state. It is to raise the possibility of contradictions within dominant ideology and questions about the mechanics of its management. It is to raise questions about what the whole idea of the rule of law means and how it operates.

The above quotes are taken from chapter one of Ms. McBarnet’s book. Chapter two of her book is titled “Convincing the Court: The Structure of Legal Proof.” She has this introductory thing to say about the rhetoric (not the reality) of legal proof:

The core of the liberal democratic concept of criminal justice is that a person is innocent until proved guilty. Justice does not rule out punishment; on the contrary it deals in ‘just deserts’. What the ideology of justice is opposed to is arbitrary punishment. The important criterion in dealing out ‘just deserts’ is that the recipient should have been proved guilty.

… 

The trial is where that process of proof is not only carried out but put on public display-where justice has not only to be done, but be seen to be done. The plausibility of the trial as a process of proving the accused guilty is one criterion by which the ideology of justice stands or falls.

One of the issues is what judges understand by “reasonable doubt.” In cases where there is a jury, it is still the judge who decides what constitutes sufficiency of proof; it is the jury (if there is one) that decides whether what is offered as proof is credible or not. In other words, if the jury finds certain events are indeed facts (are credible), the number of credible facts  will determine whether the accused is considered guilty or not (and the number of pieces of credible facts is determined by the judge). Page 13: 

So the courts have drawn a line at what will do as proof. Prosecutors do not have to prove everything a jury might want to know, they only have to produce a sufficiency of evidence. Juries have to be convinced beyond reasonable doubt-but they cannot choose the issues that they have to be convinced about: sufficiency and credibility are distinguished in law. The law defines how much evidence constitutes ‘sufficient’ to prove a case and it is the judge’s role to decide that this standard has been met. The jury’s role is to decide whether they believe it. But the legal demands involved in ‘sufficiency’ are often rather lower than one might expect. Indeed from judges’ summing-up addresses it seems clear they recognise they have to persuade juries-whose only knowledge of the law is after all the rhetoric-that enough evidence is not as much as they might think.

Ms. McBarnet then provides evidence from real court cases of how judges impose their own view of what constitute sufficient evidence to convict (to find the accused guilty as charged). Pages 13-14: 

In Case 103 where the accused was charged with theft but the goods were still alongside the car they had been stolen from, the judge took pains to point out this was not mere attempt but legally constituted theft:

But note this, ladies and gentlemen, [then he picked up and read from a legal text] it is sufficient to complete the crime of theft if the thing be removed for the shortest time and [loudly] but a small distance … and he continued for two minutes with the details.

The same applies in another case:

In Case 91 the judge addressed the jury:

You might expect you would need an eye-witness for proof, but that is not necessary in cases of theft. There are facts and circumstances from which theft can be inferred without eye witnesses. Here the Crown can infer theft according to the doctrine of recent possession …

Again, in another case: 

In Case 93, where one of the charges was breach of the peace, the judge (the same one as in Case 103) again read from a law book on the definition of the offence (having prefaced the law with the comment that this was a common but fundamental offence, ‘because without the peace there is no order, and if there is no order there is certainly no civilisation as we have been brought up to know it’):

Breach of the peace is behaviour which “might reasonably be expected to lead to lieges being upset”. Note that “might be”. There is no need to lead evidence that anyone was upset.

He continued on the question of evidence for the second charge of assault with an ornamental sword:

It was perhaps revealing that the accused’s idea of assault was an idea held by many-hitting a person. That is not the law. An assault in law [and out comes the book again] is an intentional attack on the person of another whether it injures him or not. To aim a blow at a victim is an assault though the blow never lands, to set a dog on someone, to make a gesture of violence are all assaults. Disabuse yourself of the idea that there’s got to be blood, got to be bruises. To aim a blow, a fist, a boot [pause] a sword,
[pause] is assault.

The reality of what constitutes “reasonable doubt” and the rhetoric of the prosecutor having to prove “beyond a reasonable doubt” gives the lie to those who claim that we merely need to transform the legal system, such as the social democrat Herman Rosenfeld, here in Toronto. Let us see what he writes:

Shouldn’t that institution [the police] be thoroughly transformed, by political struggle, into a more humane, limited and less autonomous one?

(For a criticism of his defense of the idea of “transforming” the police into “a more humane, limited and less autonomous institution,’ see, among others, the post Reform or Abolition of the Police, Part One). 

Although Mr. Rosenfeld refers to the police, his logic applies as well to the courts. Perhaps Mr. Rosenfeld and other social democrats will provide us with a description of how they propose to reform the courts in such a manner that judges do not influence how “reasonable doubt” is defined. 

My prediction is that they will neither provide any such description nor, for that matter, will they actually attempt to “transform the courts (and police) into “a more humane, limited and less autonomous institution.” I have not seen any articles written by Mr. Rosenfeld that indicates that he has initiated any attempt to “transform the police (and courts] into a more humane,, limited and less autonomous institution.”

This should not surprise those who read this blog. Social democrats often. on the one hand, accept the rhetoric (ideology) expressed by various social institutions and, on the other, do not lift a finger to really change those institutions in any fundamental way.

I will continue quoting from McBarnet’s book and providing comments in the next post in this series. 

A Worker’s Resistance to the Capitalist Government or State and Its Representatives, Part Eight

Introduction

This is a continuation of a previous post that illustrates how politically biased the capitalist government or state and its representatives (such as social-democratic social workers) are when it comes to determining real situations–especially when a person self-declares as a Marxist.

Just a recap: I filed a complaint with the Manitoba Institute of Registered Workers against a social worker who had written a court-ordered assessment concerning my wife at the time, myself and my daughter, Francesca Alexandra Romani (ne Harris). I am using the initials S.W. for the social worker. Mr. S.W., claimed that my claim that the mother of my daughter was using a belt and a wooden stick to physically abuse her, was “somewhat ridiculous.” Mr. S.W. was much less concerned about determining the truth of this claim (which is in fact true) than with my so-called indoctrination of my daughter in my “Marxist ideology.”

Since the civil trial in April 1999, my daughter complained of the following  (as of February 18, 2000—it should be noted that the following does not include the many times Francesca told me that Francesca’s mother had hit her before Feburary 18, 2000): 1. Her mother was using a wooden stick on her buttocks; 2. Her mother used a belt to spank her on the same area; 3. Her mother grabbed Francesca and forced her into the apartment building; 4. Her mother had grabbed Francesca’s throat in the elevator and warned her not to tell me that her mother had hit her; 5. Her mother shoved Francesca to the floor on two separate occasions; 6. Her mother hit Francesca on the head with a book; 7. Her mother pulled Francesca’s hair; 8. Her mother scratched Francesca with a comb.

This contrasts with Mr. S.W.’s allegation, as noted in the last post, that ” Mr. Harris’ explanation for contacting the Agency [Winnipeg Child and Family Services] was somewhat ridiculous. He said that the child had made some vague indications that she may have been spanked.”

Mr. S.W. was much less concerned about the truthfulness of Mr. Harris’ claim (which is true) than with Mr. Harris’ Marxists ideas.

The Manitoba Institute of Registered Social Workers rejected my complaint, claiming that Mr. S.W. did not contravene the code of ethics of registered social workers in Manitoba.

I then filed a complaint against Winnipeg Child and Family Services (WCFS) with the Manitoba Ombudsman, and during their so-called inquiry, the WCFS threatened me in a letter with consulting their legal counsel and phoning the police on me. The Manitoba Ombudsman found the actions of the WCFS to be reasonable both before the letter and the letter itself: 

Our office has investigated the concerns you raised and have concluded that the position taken by WCFS as outlined in their letters of January 13, 2003 and January 22, 2004 is not clearly wrong or unreasonable. Accordingly there is no recommendation that can be made on your behalf.

So far, the Winnipeg Child and Family Services, the Manitoba Institute of Registered Social Workers and the Manitoba Ombudsman proved themselves to be anything but institutions that reflected any kind of fairness or equitable treatment. Quite to the contrary. They either involved oppression in one form or another or justification of such oppression by vindicating an oppressive institution. 

The social-democratic left rarely take this integrated nature of the oppressive powers linked to the capitalist government or state into account when formulating tactics and strategy. Indeed, many on the left even idealize such oppressive features by calling for, without qualification, the expansion of public services–as if such public services were not riveted with oppressive features. 

Immediate Family Context, Or How I Failed Francesca, My Daughter, the First But Not the Last Time  

As I indicated in my last post in this series:

In my next post, I will fast forward to 2007-2008, when Francesca skipped school so much that she was obliged to repeat grade eight in 2008.

I started my Ph. D. in 2002 and received a scholarship for three years, from 2002 until 2005, which helped financially, gave me some time to work on my studies without having to work as much as a substitute teacher, and enabled me to register Francesca in extra curricular activities without going into further debt (I owed around $16,000 from student loans associated with attending a bachelor of education program between 1994 (when Francesca was born) and 1996).

After 2005, however, I had to increase my work as a substitute teacher and, despite this, I increased my debt (by 2008, I had a credit card debt of around $7,000 and about $20,000 in student debt).

In the 2006-2007 school year, Francesca attended Elmwood High School, an inner-city high school not too far from the house where she lived with her mother. I was concerned about the impact her experiences at that school would have on her–as well as the kind of friendships she was establishing. (I had substituted at the school only a few times; my experiences did not impress me. For example, I substituted in one class that could lock from the inside. I had a key to the room where I was substituting, but it was in my jacket in the classroom. One student got up and left for no reason, and I followed him outside. Some students locked me out of the classroom. I had to go to the office and have the vice-principal open the door. I can certainly understand why students would do what they did in the context of an oppressive classroom setting–but I did want my daughter to learn something as well.

For the school year 2007-2008, her mother agreed to have her attend River Heights School, a middle-years school where I had substituted as well. The teaching, as far as I could see, was more rigorous, and there were more opportunities for extra-curricular activities.

However, my need to earn a living and my work on my doctoral dissertation led me to fail Francesca by not ensuring that everything was working out well at the new school. Her uprooting from her friends, and my lack of monitoring her situation, led to her skipping school more and more (I assume–her mother had fully custody–but I could have been much more active in ensuring that she felt more at home in the school and, if not, at least tried to talk to her and support her in attending. Francesca, it is true, erased messages that I received from school concerning her attendance–but that is hardly an excuse for my lack of rigor in monitoring the situation.

Furthermore, I should have known that something was wrong. At one point, she stole coins from one of my drawers. At another point, I had dropped her off for her swimming lesson at the Pan Am Pool in Winnipeg, and I received a call; the police had been called. Francesca had been caught stealing money from a purse in one of the lockers. Francesca was not charged–I convinced the police that this would not happen again. There is a difference between personal theft, which is wrong and theft from large stores and from companies–I told Francesca I do not do that not because it is wrong but because it is not worth the consequences of possibly going to jail or at least a criminal record. On the other hand, Francesca’s own defense of herself in front of the police was impressive.

In any case, I failed Francesca by not monitoring her situation. Not for the last time.

As I wrote in my last post in this series:

By that time, not even her mother could control her. Nor could I. Francesca had been violent towards me since 1999, when her mother refused to let me see Francesca or let  Francesca to see me for almost three months. 

In 2008, I obtained a position as a permanent teacher in September 2008, in Ashern, Manitoba, a very small town about 160 kilometers north of Winnipeg. Francesca’s mother agreed to have Francesca live with me since her mother could no longer control her. I decided to home school Francesca while living in Ashern and teaching there. I enrolled Francesca in distance education courses in June 2008, and I gave her the courses. She then left with her cousin, Laura, for Kelowna, a city in the province of British Columbia. I expected Francesca at least to work a bit on the distance education courses during the summer of 2008. She never did. That was the beginning of our problems. 

Since Francesca was going to be taught by me by means of home schooling and distance education, I set up a schedule for the various courses. For example, for the social studies course, I wrote the following: 

Assumption: Two days of work before August 31 and every day working on social studies Studying every day working on social studies until finished.

With such a start date, it is necessary to finish about 4 pages of the distance education package per day. The 4 pages do not mean just 4 pages of reading. It means that whatever is assigned for the 4 pages must be read or done and understood. For example, on page 3 of Lesson 1 for Module 1, it is necessary to become familiar with the Table of Contents by doing the exercise. 

Module 1
August 21=Lesson 1, page 4 
August 26=page 8
August 31=Lesson 2, page 12
September 1=page 16
September 2=Page 20
September 3=Lesson 3, page 24
September 4=page 28
September 5=32
September 6=Lesson 4, page 36
September 7=Lesson 5, page 40
September 8=Lesson 6, page 44
September 9=Lesson 7. page 48
September 10=page 52
September 11=Lesson 8, page 56
September 12=Lesson 9, page 60
September 13=Lesson 10,page 64
September 14=page 66, Review for Test 1
September 15=Test, Module 1
September 16=Review test, Module 1

How I Failed Francesca, My Daughter, A Second Time 

We started to argue shortly after we moved to Ashern. Francesca did not study as she needed to if she were going to finish grade 8. In retrospect, I should have either hired a tutor (if possible since Ashern only had a population of 1,400) or registered her in the school where I was going to teach. I was afraid, though, that if I registered her in the school where I taught, she and I would have further arguments that would spill over into my workplace and, I could lose my job. For those who abstractly consider this irrelevant, I will simply point out that economic security forms a vital component of why the working class has a tendency to fight for socialism (see Marc Mulholland (2009), “Marx, the Proletariat, and the ‘Will to Socialism’,” Critique: Journal of Socialist Theory,” pages 319-343, Volume 37, Number 3; and by the same author (2010) “‘Its Patrimony, its Unique Wealth!’ Labour-Power, Working Class Consciousness and Crises: An Outline, Consideration” pages 375-417, Volume 38, Number 3.

The social-democratic left do not even talk about the conflict that members of the working class often face between their existence as members of a family and as members of the working class (wage workers, or workers who must subordinate their will to an employer) and how this contradiction ties into government actions. It is ironic because many movies and tv programs do just that–in a conservative manner, of course. How many reading this post have not watched a movie or tv program where the protagonists experience a conflict between the existence as family members, as members of the working class or as members of the state? 

For example, Raju Das, in his book Marxist Class Theory for a Skeptical World, recognizes that family relations aid in identifying the class interests of family members. Thus, he writes (page 42): 

A woman who is a school teacher and married to a working class man is not in the same class location as another woman school teacher married to a male ceo (1989d: 328). So the class location of husbands and wives should be treated as a function of both direct class location and their mediated location. Sometimes they can have a common class location and sometimes different.

Mr. Das is primarily concerned with indicating the primacy of class position or location (relative to, for example, being a member of a family); this is important, but from a practical point of view of how to organize the working class into a class capable of overcoming those class recognitions, we need to acknowledge and take into account the relationships that retard class consciousness or accelerate it.

Being a member of a family can do both. On the one hand, being a member of a family can make workers more militant as they struggle to maintain and improve their family life. On the other hand, it can also make workers more conservative when being a family member results in acceptance of subordination of the worker’s will to the power of the employer. For example, I remember one worker in the capitalist brewery where I worked (in Calgary, Alberta, Canada), who explicitly stated that his family was more important than his job. Of course, what a person says and what a person does need not coincide, but to ignore the importance of the family to members of the working class, organizationally, is bound to be fraught with problems.

Or it can result in contradictory tendencies since workers can be pulled in opposite directions simultaneously. Blindness on the part of academic Marxists to these issues indicate the extent to which Marxism as theory has become divorced from Marxism as practice. 

In any case, I made the wrong decision by trying to homeschool Francesca on my own. We generally worked on her studies together after supper; before supper I prepared lessons and marked other students’ work. I worked late at night and on the weekend on my doctoral dissertation (which I finished in 2009, the following year).

Our arguments became more and more heated as it became evident that Francesca was falling further and further behind. I was becoming the person and father that I did not want to become–an oppressive father by pressuring Francesca to keep to the schedule. I had to revise the schedule several times, but it was always in need of revision.

One time, when we were arguing over her studies, Francesca, who was in the kitchen, picked up a pot lid and threw it at me like a frisbee. The lid nearly hit my face; she could have easily hurt me. I walked up to her and put her in a headlock, forced her to the ground, and obliged her to state that she would not throw anything further at me. She promised not to do so. 

I do not to this day regret doing this; Francesca was out of control and could have easily thrown a knife at me. 

Another time, we were arguing about her studies, and she punched me in the face. I pinned her arms in order to prevent her from hitting me again. I do not regret doing that either. 

There was another time, however, which I do regret. We usually studied on the futon in the living room (where I slept). Francesca obviously felt tense when we were studying, and when she did not understand something, she would dig her elbows into my side. 

One day, I was sitting on the futon, with Francesca on the right. We were studying, and I was drinking some tea. She began to dig her elbow into my right side, and it hurt. I responded spontaneously, and the tea went flying from my hands. Unfortunately, some of the tea hit Francesca’s face. She started to cry. Fortunately, the tea was not hot enough to burn her–but it could have been. 

Yes, I stand condemned for hurting my daughter. The mitigating circumstance is that, unknown at the time, I had invasive bladder cancer, and the cancer had blocked my right kidney (it no longer functions). That is why I was having pain on my right side, and that is why it hurt when Francesca dug her elbow into my right side. 

I had had drops of blood in my urine on and off for some time (usually at the end of urination). I had gone to the doctor’s office when I lived in Winnipeg, but he discouraged me from getting a scan because of the expense–it was a time of cutbacks, and he also discouraged me from having a cystoscopy (he said it was not a pleasant procedure–which it is not. But having cancer is also not pleasant). He thought it was a urinary infection and prescribed some antibiotics. The blood went away, but it returned when I was living in Ashern with Francesca–but it was much worse than before. 

I started to urinate blood–my urine was red rather than yellow. After the incident with the tea, I showed Francesca this by showing her the toilet, which was filled with blood. This had no effect in her increasingly violent behaviour towards me or in the advance of her studies. 

I went to see the doctor in Ashern, and he at first recommended antibiotics, if I remember correctly. Eventually he recommended a CT scan. 

Francesca also started to communicate with her mother; undoubtedly, she was complaining about me and our relationship. She wanted to return to live with her mother. 

I felt that I could not handle Francesca anymore, and since she was indifferent to my health, I also responded inappropriately by indicating that I never wanted to see her again. I failed Francesca again. 

In early January, I took Francesca back to her mother’s place. Within a couple of weeks, though, Francesca and her mother fought again to the point that Francesca started living with her cousin, Laura, who already had children and was foster parenting. I did not communicate with Francesca, though–I was still hurting from her apparent indifference to the deterioration of my health. 

The Experiences of a Sick Worker

In the meantime, I tried to hide my sickness from my employer, Lakeshore School Division,  until I obtained my permanent position as a teacher, by cleaning up red spots that splashed on the men’s bathroom floor. 

In January or February, I believe, the Ashern doctor informed me that the CT scan indicated that I had a tumor, but that I should not worry–in most cases tumors are benign. 

In March, 2009, I was diagnosed with invasive bladder cancer. I waited for about two weeks before I communicated with Francesca.

I had surgery, but my urologist indicated that the tumor was too big to remove entirely through surgery without removing the whole bladder. He recommended chemotherapy followed by radiation. 

In the meantime, Laura, Francesca’s cousin, was married to Sean, whose mother started to tutor Francesca. I also paid for an independent tutor for Francesca. She did finish grade 8. 

In June 2009, the chemotherapy oncologist had his intern inform me that I had a 60 percent chance of dying in the next five years since the cancer had penetrated the muscle; I told Francesca this.  He recommended the removal of the bladder. My urologist, who was also a professor at the University of Manitoba, informed me that surgery was the typical treatment for bladder cancer in North America whereas in Europe doctors usually tried chemotherapy followed by radiation to see if the tumor could be eliminated. I chose chemotherapy. 

The chemotherapy worked during the summer of 2009. There was no visible cancer after the nine weeks of chemotherapy. 

Francesca, in the meantime, started to attend St. James Collegiate in grade 9 and continued to live with Laura. 

My urologist still recommended radiation treatment, but for some reason it took a long time before I saw the radiologist. After some time, the radiologist informed me that she refused to perform the radiation treatment because she claimed that my intestines and my bladder were too close together. She did indicate, however, that there was a procedure for placing a mesh inside me in order to shift the intestines out of the way in order to receive radiation treatment. 

I reluctantly agreed to the surgery. The surgery was scheduled on April 19, 2010. Before that, on March 10, I believe, I received a letter from the doctor who was to perform surgery. I had to provide the letter to my employer in order to obtain time off. 

Francesca and I were not getting along at the time. She was becoming more religious and refused to hear anything about the theory of evolution or my Marxist ideas. 

Francesca’s Apprehension by the Winnipeg Child and Family Services: Oppression by a Welfare Service

On March 10, the day that I received the letter from the surgeon, I went to Tim Horton’s across from St. James Collegiate. I was going to tell Francesca about the surgery, show her the letter and also give her a book on evolution. She was, however, if I remember correctly, with another friend. She was taking the bus to return, I assumed, to Laura’s place. I decided that I would make a copy of the letter and put the book and the letter in the mailbox at Laura’s place. 

I made a photocopy of the letter at Shopper’s Drug Store along the way, and then was going to go to Laura’s place by cutting across from Portage Avenue, ironically between the Manitoba Teachers’ Society building (McMaster House), on the one hand, and the building where the MTS Disability Plan office was located (as well as the Winnipeg Teachers’ Association-see illustrations below). 

I took this route because Francesca was living on Nightingale Rd, where Laura, her cousin, lived; this was a shortcut that Francesca had showed me (see map below).

However, as I was turning to enter the shortcut, I saw Francesca walking towards this shortcut; she had obviously taken the bus, had gotten off and was going to take the short cut. I drove a little further on, parked the car, got out and gave her a photocopy of the doctor’s letter and the book on evolution.

I left to return to Ashern, Manitoba, 166 kilometers north of Winnipeg (where I worked as a French teacher); that evening, however, I received a phone call from the Winnipeg Child and Family Services (WCFS) indicating that Francesca had been apprehended by the WCFS and that I was forbidden from seeing her–on pain of being arrested. It was claimed that I had cornered Francesca and that she was afraid of me. It was also claimed that I had choked Francesca some tima ago, thrown her to the ground and that on another occasion I had pinned her arms.

I fought against this oppression for the next month. The WCFS sought custody from both parents, and I attended a meeting with a judge and the lawyer for the WCFS. The lawyer tried to insult me by asking whether I had ever been “psychologically assessed,” to which I responded by asking him the same question. I indicated to the judge how Francesca had been physically abused in various ways. The judge indicated that if the issue went to court and he were judge and the WCFS lost, then he would have no choice but to grant custody either to me or to the mother. Given Francesca’s and my present rocky relationship, I could not fathom our getting along together. Furthermore, now that it was probably that Francesca had played some part in the false accusations of choking her and throwing her to the ground, I felt that I could not trust her.

Of course, I did not feel that Francesca’s mother should have custody given the history of physical abuse.

I went to court one final time, indicating that I would abandon custody–but without prejudice.

The whole experience was very stressful.

On April 19, I had surgery in Winnipeg at the Health Sciences Center, but I had a lung infection and stayed in the hospital for 16 days. Francesca visited me once, and when I tried to talk to her about the claim that I had choked her and threw her to the ground by reminding her that I had put her in a headlock and forced her to the ground until she agreed not to throw anything else at me, she claimed that the choking and throwing her to the ground was a different occasion. Since there was no other occasion, my suspicion that she played some role in her apprehension by the WCFS was confirmed.

Expression of My Opposition to the NDP, a Social-Democratic Government 

Once I left the hospital around May 5, 2010, I stayed with a friend in Winnipeg for a couple of months. Since I knew that I had not choked Francesca nor threw her to the ground, her apprehension by an organization that was instrumental in contributing to her physical abuse and her violence towards me angered me, to say the least. I began to send emails to the New Democratic Party (NDP, the social democratic party in Canada); the NDP were in power in the province of Manitoba. In one email, I titled it “J’accuse”–a take on the following (from Wikipedia):

J’Accuse…!” (French pronunciation: ​[ʒ‿a.kyz]; “I Accuse…!”) was an open letter published on 13 January 1898 in the newspaper L’Aurore by the influential writer Émile Zola. In the letter, Zola addressed President of France Félix Faure and accused the government of anti-Semitism and the unlawful jailing of Alfred Dreyfus, a French Army General Staff officer who was sentenced to lifelong penal servitude for espionage. Zola pointed out judicial errors and lack of serious evidence.

I sent, among other things, a table that contained some of Francesca’s and my experiences with the WCFS (I will be posting a modified version of this table (the updated version is more inclusive) on this blog, much of which I have included in this series of posts. I also sent the material to the  Manitoba Minister of Justice and to the Manitoba Minister of Education. I also began to send the material to government institutions outside the province of Manitoba. 

Return to Teaching Before My Arrest by the Royal Canadian Mounted Police (RCMP)–and Revelations

I returned to Ashern in the summer of 2010 to prepare for teaching. The surgery had failed–the radiation oncologist still refused to perform radiation because, she argued, my intestines were still too close to the bladder. 

On October 6, 2010, Darrell Shorting, of the Anishinaabe Child and Family Services, called me at school. It was recess time (Ashern Central School, where I worked, was a grade 5-12 school). He stated that he knew what I had done, namely, choked Francesca and threw her to the ground. Mr. Shorting obliged me to inform the principal at the time (Mr. Chartrand) that I was under investigation. 

I was put on administrative leave for perhaps one week. The staff, I believe, were told that it was medical, so I  felt obliged to leave Ashern early every day early. 

I had a subsequent meeting with Randy Chartrand, the principal, and Janet Martell, the superintendent. I categorically denied having choked Francesca and throwing her to the ground. 

Lakeshore School Division decided to have me placed in the clinical supervision model for the year; my performance as a teacher was evaluated by Randy Chartrand, the principal at the time. I passed the assessment. 

During the 2010-2011 school year, a few curious experiences arose with the RCMP. It was my habit to go, every Saturday at 12: 15, to a coffee and bakery shop called “Just My Kind of Bakery,” about a block and a half from where I lived. (see photo below). I read the Saturday Winnipeg Free Press there. I could have easily walked to the bakery, but I also often worked on either preparing lessons or marking student work after having read the paper and needed . I also generally bought groceries afterwards. It was more convenient to take the car with the newspaper and school work. 

Screenshot (1)

One time, I left the house where I lived at around 12:15 on Saturday, as usual, on a fall day, and I saw two RCMP cars enter the alleyway behind the row of buildings that included Just My Kind of Bakery. They went to the end of the alley, turned right and then turned right again–going towards Just My Kind of Bakery. I did not make anything of it–until I arrived at Just My Kind of Bakery. I took the shortest route to the bakery, but to park at Just My Kind of Bakery, I had to cross the yellow line. When I got out, the RCMP officers from the two cars approached me, and one of them stated that what I had done was illegal–I had crossed the yellow line. When I asked how I was supposed to get to Just My Kind of Bakery, he stated that I could approach the bakery from the other side in order not to have to cross the yellow line (the same route that they had taken–although they did not say that). Of course, apart from this instance, I had never seen the RCMP ever enforce this “law” during the three-and-half years that I lived there. 

Sometime afterwards, I believe, I moved to the window seat in Just My Kind of Bakery because I wanted to be able to identify my accuser, Darrell Shorting. I suppose the workers there felt “threatened”–but my purpose was a typical claimed right of an accused–to confront one’s accuser. I had been charged and condemned for physically abusing Francesca without a trial; I wanted to know who was it who was accusing me (apart from the fascist organizations called Child and Family Services, whether in Winnipeg or in Ashern). 

Ashern Anishinaabe Child and Family Services 

Screenshot (3)

Relation of Just My Kind of Bakery (Indicated by Fork and Knife) and Ashern Anishinaabe Child and Family Services

Screenshot (4)

Another time, I was going to the school when it was dark to obtain something from the school in preparation for lessons; I saw an RCMP car nearby. 

I forget exactly when, but Francesca contacted me, and we began to see each other. It must have been in 2011, before April 4. By coincidence we went to see a movie called “The Dilemma,” with Vince Vaughan as actor, among others. The dilemma was whether Vaughn, who saw his business partner and friend, should tell him that he had seen his wife kissing another man. My dilemma was whether I should confront Francesca with the false allegation of choking her and throwing her to the ground. After the movie, I dropped her off, and I decided to talk to her about it. We talked on the phone, and I indicated that I had not choked her nor threw her to the ground. She said that it did not matter since she forgave me. I insisted, however, that I had done no such thing. If I remember correctly, she hung up. When I tried calling back then and other times, there was no answer. 

It was around the same time, or perhaps a little earlier, that Francesca was temporarily living with the parents of the husband of Laura since one of the teenagers who lived under Laura’s care had apparently tried to commit suicide, and there was blood in the house. I went to see Francesca there, and she told me for the first time that she had been sexually abused by Juan Ulises, the common-law husband, when she was a child. Given that she still claimed that I had choked her and threw her to the ground, I did not believer her at the time. Now I do. I attributed her earlier violence towards me to her mother’s physical abuse. However, even after she admitted that I had not choked her nor threw her to the ground, she insisted that Juan Ulises had sexually abused her. Her extreme violence towards me can be ascribed both to the physical and emotional abuse of her mother, the lack of action by the WCFS, the Progressive Conservative government and the NDP social-democratic government (elected in 1999)–and her sexual abuse by Juan Ulises. 

My Arrest and Harassment by the RCMP 

Just before the spring break, I noticed that two RCMP cars were parked outside the house where I lived and had flashed their lights. 

After spring break, on Sunday evening, there was someone stamping outside the house–and when I looked outside, there were a couple of flashes of light from one of the RCMP cars. I heard a knock on the door, got dressed and opened the door. There were two RCMP officers at the door. They indicated that I was under the arrest. When I asked what charge, they asked whether I wanted others to hear about the charges or whether it would be better to hear about them inside. I “invited” them inside. They informed me that I was charged with three counts of assault of Francesca. I asked them what the charges were. Two of the three were the same allegations as the Winnipeg Child and Family Services–choking Francesca and throwing her to the ground. The third allegation was new–assaulting Francesca by throwing tea at her. The RCMP officer also indicated that I was not to approach Francesca and not to leave the province; otherwise, I would be put in jail. I was fingerprinted at a later date. 

On the following Saturday (April 9, 2011),  for the first time ever, several RCMP officers (some in street clothes) sat opposite me at “Just My Kind of Bakery” in Ashern, probably to intimidate me and to ensure that I was no longer looking out the window to see who Darrell Shorting was. One of the officers, not in uniform, was the father of one of my former French students at the secondary level. On April 16, 2011, several RCMP officers once again do the same thing, including the father once again–this time in uniform. 

(As an aside, it may be that Darrell Shorting is the same person who complained about how children in First Nations communities should be kept in their own communities rather than shipped to Winnipeg under the “protection” of Winnipeg Child and Family Services (https://www.cbc.ca/news/canada/manitoba/cfs-is-new-residential-school-system-says-former-cfs-investigator-1.2788730 ). If so, then Mr. Shorting saw fit to falsely accuse me of choking Francesca and throwing her to the ground and contributing to Francesca’s legal separation from me. Mr. Darrell, Shorting, as the article shows, was a former CFS abuse investigator for Aninshinaabe CFS.) 

An Oppressive Working and Living Atmosphere

I returned to school next morning to teach. Curiously, one of the parents of a student I was teaching wanted to attend my class. I “agreed” to this. 

Subsequently, at a teacher’s meeting, in May 2011 I believe, Neil MacNeil attended. He was a former teacher at Ashern Central School who had taught their for around 30 years. He was a principal in another school in another town within the same school division, but he was going to become the new principal at Ashern Central School during the 2011-2012 school year. At the meeting, he stated that he wished he could teach French since the French program was going downhill–which in itself I found inappropriate and humiliating since it was I who taught French.

Later that month, I was informed that I would no longer be teaching French at the high-school level (grades 9-12)–but I would still be teaching French in grades 6-8 (another teacher would teach French at the grade 5 level). Jennifer Bjorg, the daughter of the former French teacher whom I replaced once she retired (Darlene Hanlon), would be teaching basic French at the high-school level. 

I enjoyed much more teaching French at the high-school level. It was optional for students, and most students wanted to be there and learn French. Since I did not like teaching basic French in the earlier years–especially since it was obligatory although many students did not really want to learn it–the stripping of my seniors French class resulted in an oppressive atmosphere for me.

Near the end of August, when I went outside, I found that one of the windows of my car had been smashed. The rock was still in the car. I went to the RCMP station a few blocks away to report it. The RCMP officer said that they could do nothing and that fingerprints could not be obtained from a rock. Nothing was done about it. There was no inquiry into the vandalism at all–further proof against the idealized version of the police by the “Marxist” Herman Rosenfeld (see, for example, Reform versus Abolition of Police, Part Two).  

The oppressive atmosphere where I worked and lived increased substantially when I was assigned the position of a glorified teaching assistant by having to supervise one special needs student instead of teaching the seniors French classes in September, 2011. It was humiliating, and my heart started to pound excessively in September 2011. Furthermore, I was placed on clinical supervision once again–with Neil MacNeil as principal, not Randy Chartrand. 

I started to have problems sleeping at night due to the pounding heart. I started to take sleeping pills–which did not reduce the pounding heart, but they at least permitted me to distance the pounding heart sufficiently to sleep. I also started to drink a maximum of a cup of red wine every day (a measuring cup since I knew what alcohol could do to a person–my father had been an alcoholic and died when he was 50). (In fact, I started to drink red wine twice a week because my former supervisor for my master’s degree and Ph. D. Rosa Bruno-Jofre, who had cancer around the same time as I did, recommended a book “Foods That Fight Cancer.” In that book, the author recommended drinking red wine since it had a concentrated chemical not as easily metabolised if a person ate only red grapes. Drinking red wine every day, though, was due to the oppressive situation). 

The whole situation was oppressive. Ashern is a very small town–around 1,400 people. I never stated to anyone that I had been arrested, but the three charges were to be addressed when a judge was to hear the  charges. I did not attend personally (I hired a criminal lawyer “at a reduced rate” because I was a member of the Manitoba Teachers’ Society–Josh Weinstein It cost me around $3,000). Obviously many people knew about the arrest. I could not rest neither at work nor at home.

I also started having problems teaching French with some of the students. I always had classroom management problems in the grades 7 and 8 levels, and they intensified as the year proceeded. I also experienced the oppression of the principal hovering around the classrooms where I taught, looking in whenever he wanted. 

Of course, the threat of being jailed if I tried to communicate with Francesca was also oppressive.

In October, I believe, I started to see Gene Degen, a counsellor for the Employee Assistance Program (EAP) at the Manitoba Teachers Society building–the very building where I allegedly cornered Francesca and frightened her. I also inquired about going on sick leave.

The extent of the feeling of oppression can be seen from a series of communication between Adele Field Burton, case manager for the Disability Benefits Plan of MTS and me: 

— On Wed, 11/2/11, Adelle Field Burton <afieldburton@mtsdbp.ca> wrote:

From: Adelle Field Burton <afieldburton@mtsdbp.ca>
Subject: Apology
To: “Fred Harris” <umharri5@yahoo.com>
Received: Wednesday, November 2, 2011, 8:44 AM

Hi Fred

I am sorry if I have offended you or misunderstood what you were trying to say.  It was not my intention.

You are entitled to apply for benefits if you are medically unable to work.

I am here to help if needed.

Take care,

 Sincerely,

  Adelle Field BurtonBA BSW CCRC

Case Manager

Disability Benefits Plan of The Manitoba Teachers’ Society

101-2639 Portage Ave, WPG, MB R3J 0P7

Direct phone:  934-0383

Toll-free phone: 1-866-504-9373 ext.207

Fax: 957-5347

Toll-free fax:  1-866-216-9014

Email: afieldburton@mtsdbp.ca

 

From: Fred Harris [mailto:umharri5@yahoo.com]
Sent: October-31-11 10:03 PM
To: Adelle Field Burton
Subject: RE: Stress Leave

Hello Adele,

I find the contents of your email interesting–in its naivety.

Fact 1: I went to see a brand new doctor since my previous doctor had left Ashern (a typical phenomenon in rural areas, so I am told).

Fact 2: I only indicated that I was under extreme stress; I did not elaborate.

Fact 3: The doctor listened to my heart.

Fact 4: I had an EKG.

Fact 5: He prescribed to me a drug and told me to look up on the Net its effects.

Fact 6: I looked up on the Net the drug and discovered that it was addictive.

Fact 7: I purchased the pills–with the intention of taking them for the purpose of addressing my immediate concerns–my stress as expressed in my increasingly intensified heart.

Fact 8: It was the pharmacist who informed me (not the doctor) that the pills would likely have no effect for the period of the prescription; it would be necessary to take the pills for probably six weeks to notice any effect.

Fact 9: I have been taking over-the-counter sleeping pills to try to sleep; although they do not alter the pounding heart, they do allow me to exist in a state of semi-sleep, with the feeling (though not the fact) of a pounding heart to be less intense;

Fact 10: You presumed that I refused to take the pills based on my Marxist beliefs;

Fact 11: My immediate concern is my constant pounding heart and a solution to that–not in 6 weeks henceforth.

Fact 12: Neither the doctor nor you seem to recognize what stress involves and what the person under stress needs.

Opinion: I do not appreciate your “aside” etc. You apparently have little understanding of the situation.

As an “aside,” on November 15, I have a cystoscopy. On Novemeber 17 I will have a CT scan. Anyone who knows anything about those who have experienced cancer can infer that at least some will be nervous about such procedures because of the possible outcome of a a negative diagnosis. Indeed, I had a conversation yesterday with my advisor for my Ph. D. about this since she had colon cancer at the same time as I had invasive bladder cancer.

Furthermore, on November 16 is the court date. Couple that with the clinical supervision and the humiliation of being shifted to “teaching” one student for 8 weeks and for being denied the right to teach senior-high French this year (despite having taught it for three years in a row), my stress level is quite comprehensible.

I will address my problems and my needs without your help. Should I need assistance, I shall contact another person from MTS.

Rest assured that I have no intention of ever contacting you again.

Dr. Fred Harris, Marxist

— On Mon, 10/31/11, Adelle Field Burton <afieldburton@mtsdbp.ca> wrote:

From: Adelle Field Burton <afieldburton@mtsdbp.ca>
Subject: RE: Stress Leave
To: “Fred Harris” <umharri5@yahoo.com>
Cc: “Roland Stankevicius” <rstankevicius@mbteach.org>, “Adelle Field Burton” <afieldburton@mtsdbp.ca>
Received: Monday, October 31, 2011, 5:15 AM

Hi Fred

I am sorry to hear that things are feeling worse for you.

 

I guess there are a couple of things for clarification. 

Although you are certainly under stress, this is not a diagnosis, it is a cause.   In order to take time off work for medical reasons you need to have a note from a medical doctor that states you are unable to work for “medical reasons” (that includes psychological). If your doctor is prescribing an anti-depressant then likely feels you are exhibiting signs of depression.  I do have clients who chose not to take medication as a first line of treatment, preferring to use talk therapy first.  My approach to that is – Unless there is a past history of mental health problems where medication has been useful, I think it is reasonable to try counselling first but if after 6 months, the depression (etc.) is not improving, then medication becomes a part of “appropriate care and treatment”.

So I guess the first thing is to see if your doctor will support your going off work for medical reasons.  If he does, then I can refer you to a psychologist – I would try to chose one who I think might fit for you.

If your doctor does not support medical leave and you still feel that is necessary, I can refer you to a psychiatrist who would just provide a medical opinion on whether you could work and provide treatment recommendations.  It would mean one, two-hour visit.  I would be clear with him about your concerns with psychiatry and I believe that your concerns would not be well-founded.  There is really no other way to confirm your medical status if your doctor does not agree with time off.

As an aside, it sounds like you may be choosing what you consider to be the “lesser of two evils”, so I still wonder about your ability to participate fully in sessions with the psychologist.  In any case, I would rely on the psychologist’s assessment of whether that was taking place.  I wish there was some way we could help without impacting your philosophical beliefs but I am not sure what that would look like.  The plan document is very clear about appropriate care and treatment.

Please let me know how you would like to proceed.

Sincerely,

Adelle Field BurtonBA BSW CCRC

Case Manager

Disability Benefits Plan of

The Manitoba Teachers’ Society

101-2639 Portage Ave, WPG, MB R3J 0P7

Direct phone:  934-0383

Toll-free phone: 1-866-504-9373 ext.207

Fax: 957-5347

Toll-free fax:  1-866-216-9014

Email: afieldburton@mtsdbp.ca

In October, I had a meeting with Mr. MacNeil, the new principal. Among other things, claimed that the staff found the articles on educational matters that I provided in a binder (and then binders) in the staff lounge to be disdainful. No staff member had ever expressed such a view to me. It was obvious, though, that Mr. MacNeil, thoroughly incorporated into the oppressive school system, had disdain for such articles (especially since some of them were directed against his views–such as his views on the “teenage brain”) (see for example Critical Education Articles Placed in the Teacher Staff Lounge While I Was a Teacher, Part Four: Brains, the Body and Intelligence or Critical Education Articles Placed in the Teacher Staff Lounge While I Was a Teacher, Part Six: The Reduction of the Nature of Teenagers to Their Brains).

In November 2011, the charges of assaulting Francesca were dropped–with no explanation at all. 

I was to begin teaching an English class and a math class in November 2011, which I did–as well as the grades 6-8 French.

Neil MacNeil, the principal, submitted his clinical supervision report in December, 2011, evaluating my teaching during November and December 2011. I responded with around a 42-page critique, but I submitted it to Roland Stankevicius, a staff officer at the time with Manitoba Teachers Society (and later General Secretary), for comment. He recommended reducing it in certain places (and eliminating all evidently emotional language), so the final response was around 32 pages. Mr. Stankevicius indicated at the time that the clinical supervision report reflected badly–on Mr. MacNeil:

— On Mon, 12/19/11, Roland Stankevicius <rstankevicius@mbteach.org> wrote:From: Roland Stankevicius <rstankevicius@mbteach.org>
Subject: RE: Response to Clinical Evaluation
To: “Fred Harris” <umharri5@yahoo.com>
Received: Monday, December 19, 2011, 9:32 AM

 

Hi Fred,

I have tried to play the role of editor here.  Cut down on the length, improve tone.  The strikeouts should be deleted in my opinion and the yellow highlights added.

You have provided a very scholarly response but it needs to be shortened.  I hope you agree with my suggestions. Please call me over lunch to discuss.

Best to get this put away. You have made your points here.  NM does not look good in a lot of how he states his observations (in my opinion).

I really liked the John Lennon analogy.

Take care,

Roland Stankevicius

MTS Staff Officer

888-7961 ext. 236

831-3069 (direct)

299-6401 (cell)

email: rstankevicius@mbteach.org

(I will be publishing, in several parts, my reply to Mr. MacNeil’s assessment sometime on this blog.) 

However, Janet Martell, the superintendent and Mr. MacNeil had other plans. Mr. MacNeil, Ms. Martell, Leanne Peters, assistant superintendent, had a meeting with Mr. Stankevicius and me on February 13. Mr. Martell mentioned my cancer and my arrest–without Mr. Stankevicius responding at all to this. I was to be put on “intensive clinical supervision”–which meant that I would be put under her supervision–all supposedly to provide supports for my teaching. However, Mr. Stankevicius, a staff officer at the time with Manitoba Teachers Society (and later General Secretary) indicated that it was a prelude to my being fired. The starting date was to be February 14, 2012 (see letter below): 

Fred Harris
Box 473
Ashern, MB
R0C 0E0

February 14, 2012

Dear Mr. Harris:

Intensive Guided Supervision

This correspondence is further to our meeting on February 13th, 2012. Also in attendance at the meeting was Neil MacNeil, Principal, Ashern Central School, Roland Stankevicius, MTS Staff Officer, and Leanne Peters, Assistant Superintendent, Lakeshore School Division. During this meeting, we discussed the need to move you from a clinical model of supervision to the Intensive Guided model as per Lakeshore’s Regulations and Procedures.

This change in supervision is necessary as your competency in providing a quality education to our students has been brought into question and your teaching is deemed unsatisfactory by myself, as determined in consultation with Neil MacNeil. We clarified the procedures and reviewed, in general terms, the elements and expectations of good teaching and professional responsibility. We discussed the opportunity you would have to assist in determining supports required to meet the expectations. The timelines, in a broad sense, would run from today’s date until the end of April 2012. At the conclusion of the timeline, I will convene a meeting of all participants to determine the outcome of the Intensive Guided Supervision. Possible outcomes are as follows:

  • Recognition that the plan to achieve satisfactory teaching was successfully completed, or

  • A recommendation to the Board of Trustees for termination of your contract.

A second meeting has been scheduled for Friday, February 17th at 9:30 a.m. at Ashern Central School to develop a plan for Intensive Guided Supervision. The plan will include:

  • a clear description of the areas requiring improvement,

  • a clear description of the expected changes in those areas requiring improvement,

  • a description of resources available within and outside the division to assist the teacher to improve teaching performance,

  • the timeline for satisfactory improvement to occur,

  • the meeting dates to review progress, and

  • an outline of the evaluation process and timelines which shall be followed, including expected dates of reports, both interim and final.

At this meeting, you will have the opportunity not only for input into the process, but to request clarification of any component of the supervision model, which will ensure you are in complete understanding of the Division’s expectations. If you are successful in meeting these expectations and demonstrate your desire and ability to continue to do so, no further changes in your performance will be necessary.

I am optimistic that regardless of what has happened in the past, progress can be made to the benefit of all concerned.

Sincerely,

Janet Martell

Superintendent/CEO

CC: Personnel file

Neil MacNeil, Principal, Ashern Central School

Leanne Peters, Assistant Superintendent, Lakeshore School Division

Roland Stankevicius, MTS Staff Officer

On February 16, 2012, I had a meeting with Mr. Stankevicius and a lawyer for MTS at the MTS building (McMaster House): 

Marni Sharples <msharples@mbteach.org>
To:umharri5@yahoo.com
Cc:rstankevicius@mbteach.org
 
Wed., Feb. 15, 2012 at 1:37 p.m.
 
 
Thank you!
 
Marni Sharples      
Coordinator, Teacher Welfare
The Manitoba Teachers’ Society
191 Harcourt Street
Winnipeg, MB  R3J 3H2
‘ (204)837-4666 Ext. 239 or 1-800-262-8803
(204) 831-3077 or 1-866-799-5784
8 msharples@mbteach.org
 
 
—–Original Message—–
From: Fred Harris [mailto:umharri5@yahoo.com]
Sent: February-15-12 12:36 PM
To: Marni Sharples
Subject: Re: Meeting – Thursday, February 16th
 
Hello Marni,
 
Yes, I will be attending.
 
Fred
 
— On Wed, 2/15/12, Marni Sharples <msharples@mbteach.org> wrote:
 
> From: Marni Sharples <msharples@mbteach.org>
> Subject: Meeting – Thursday, February 16th
> Cc: “Roland Stankevicius” <rstankevicius@mbteach.org>, “David Shrom
> Received: Wednesday, February 15, 2012, 10:26 AM
 
>
> Dear Mr. Harris:
>   
> On behalf of Roland Stankevicius,
> this will confirm that a meeting has been scheduled for
> 10:30 a.m., Thursday, February 16th in Room A, McMaster House, MTS.
>   
> Please confirm your attendance by
> return email.
>   
> Thank you.
>   
> Marni Sharples
> Coordinator, Teacher
>  Welfare
> The
>  Manitoba Teachers’ Society
> 191 Harcourt
> Street
> Winnipeg, MB
> R3J 3H2
> ‘
> (204)837-4666 Ext.
> 239
>  or 1-800-262-8803
> 6
> (204)
> 831-3077 or 1-866-799-5784
> 8

On February 16, 2012, I had a meeting with Mr. Stankevicius and David Shrom, a lawyer (probably a labour lawyer–he has since been on an arbitration board). Mr. Shrom informed me that the issue was grievable, meaning that the issue could be grieved on the basis of collective agreement provisions (but he did not specify, if I remember correctly, which provisions could be used to justify the grievance). However, he (or Mr. Stankevicius) indicated that, despite being grievable, I would still have to undergo intensive clinical supervision while the grievance was in process. Since I had no further desire to work for Lakeshore School Division (or for that matter any other employer), I decided not to pursue the grievance and made a deal to agree to resign if I was “allowed” to work one day in March to qualify for short-term disability until I qualified for long-term disability;

Bureaucratic Rules for Going on Short- and Long-term Disability 

Fred Harris <umharri5@yahoo.com>
To:rstankevicius@mbteach.org
 
Sat., Feb. 18, 2012 at 9:29 a.m.
 
 
Hello Roland,
 
I received a doctor’s note yesterday for two weeks. I will fax that to the Division office. I also explained to the doctor the situation in relation to std [short-term disability], and he stated that he had no problem with signing another doctor’s note afterwards.
 
What are other conditions for std? Seeing a doctor regularly? Other conditions attached? What is the level of benefits?
 
I understand that I will have to work at least one day in March. In what would that consist? And where? I am unconcerned about the other teachers knowing about the situation–they undoubtedly will be curious. However, I have no desire to see Neil.
 
I do have some questions. Is std to be a bridging gap for ltd [long-term disability]? However, I skimmed through the ltd plan, and a condition for ltd is that the teacher still be employed. If the idea is to negotiate a deal and terminate, then I would not qualify for ltd. So I am unsure of this.
 
I also am wondering about prospects for future employment in other divisions. I would probably start out as a substitute teacher, but then again I do now know how difficult it is to be on the substitute teachers’ list in various divisions. Any ideas?
 
I also, as you know, plan on going to Toronto. Whether this year or next I am unsure. What probable impact, if any, would this have on working in Toronto, at least initially, as a substitute teacher?
Fred
— On Fri, 2/17/12, Roland Stankevicius <rstankevicius@mbteach.org> wrote:

From: Roland Stankevicius <rstankevicius@mbteach.org>
Subject: FW: Lakeshore short term disability insurance (std)
To: “Fred Harris” <umharri5@yahoo.com>
Received: Friday, February 17, 2012, 12:24 PM

Hi Fred, I heard your voicemail message.  I am in the office call if you are available.

Further to the previous email.

The note for next week can be “on sick leave for an indefinite period while under doctor’s care and will be reassessed on 28th February.”

The matter is that you need to be ‘not on sick leave’ for at least a day (at work) on or after March 1st.  It is a bit complicated but basically you will be transitioning from one medical leave to the other and therefore will need a second medical note after March 1st.

Roland Stankevicius

(204) 888-7961 ext. 236

1-866-494-5747 ext. 236

(204) 831-3069 (direct)

299-6401 (cell)

email: rstankevicius@mbteach.org

 

From: Roland Stankevicius
Sent: February-17-12 11:14 AM
To: ‘Fred Harris’
Subject: Lakeshore short term disability insurance (std)

Hi Fred,

I hope your meeting yesterday afternoon went well and I hope that our meeting with David Shrom was helpful as well.

I have some information about the short term disability plan that Lakeshore now has as part of your benefits package.

The Lakeshore STD plan start on March 1st 2012.  It is 3rd party plan through Wawanesa Insurance and they have some very specific requirements.

As a contractual part of the plan you need to be at work (not sick) on or after March 1st  to be eligible for insurance benefits going forward.

So your sick leave needs to be interrupted (be at work) for at least one day (March 1st  or any day thereafter) to apply/be eligible for benefits.

As part of my discussions with Janet (next week), and with your input, we will work this out.

Therefore your sick leave note should be for a period up to February 29th  return to work after that (one day). 

A new sick leave note post March 1st  (for the insurance company) will have you eligible for their benefit after your sick leave days expire.

I’m sure you have some questions about this. Feel free to call on this or any other matter.

Roland Stankevicius

(204) 888-7961 ext. 236

1-866-494-5747 ext. 236

(204) 831-3069 (direct)

299-6401 (cell)

email: rstankevicius@mbteach.org

My email to a doctor involved specifying what was required to satisfy the short-term provisions of the disability program: 

From: Fred Harris <umharri5@yahoo.com>
To: “samy.faltas@hotmail.com” <samy.faltas@hotmail.com>
Sent: Wednesday, March 28, 2012, 02:09:46 p.m. EDT
Subject: Doctor‘s Note
 
Hello Doctor Faltas,
 
I am a patient of yours who saw the psychiatrist, Dr.Morier.
 
Lakeshore School Division requires a doctor‘s note, with two parts to it.
 
The first part should indicate that I was capable of working on March 23 (whether formulated as alternative work or simply as work is your decision).
 
The second part then should indicate that I was not capable of working as of March 26. The MTS representative (union representative) suggested that the wording should indicate that I am incapble of performing full-time teaching duties due to general stress and anxiety (this last wording, he suggested, should also be used for the Wawanesa form when you fill it out after having received the Dr. Morier’s report). Of course, it is up to you how you formulate the note.
 
The note can be addressed as To Lakeshore School Division
 
The note can be sent to the following address:
 
Lakeshore School Division
Box 100
Eriksdale, MB
R0C 0W0
 
If you have questions of the Division, you can phone the Division at 739-2101 and ask for Janet Martell (superintendent).
 
If you have any questions for me, my cell number in Winnipeg is: 951-2764.
 
Thank you, Dr. Faltas.
 
 
Fred Haris

 

Political Lessons to Be Learned

When we look at all these experiences, it can be seen that the government and its representatives in many ways functions to oppress workers and citizens. The left seem oblivious to this aspect of the regular person’s experiences. Indeed, the left’s frequent reference to the solution of “expanded public services,” for many sounds like a call for an expanded system of oppression. Is there really any wonder why workers and citizens have moved to the right in many instances? The left, of course, absolves itself of any responsibility for this turn. It chastises the lower levels of the working class for, for instance, voting for the likes of Trump, while it fails to look critically at its own contribution to the continued oppression of workers and citizens. 

It should be noted that, in some ways, I was a lucky person. I was to receive short-term and then long-term disability. A friend of mine who worked in a private school ended up in the psychiatric ward after suffering constant criticisms from administration and relatively well-off parents. He received no financial help whatsoever. 

Of course, my luck is relative; I would have preferred, of course, not to have had to experience such “luck” in the first place. 

In another post in this series, I will outline the oppression that I experienced while on short- and long-term disability.