The indictment of Libby in the States for exposing the identity of a CIA operative who happened to be the wife of a pertinent critic of the evidence put forward for going to war in Iraq, has parrelels with the controversies surrounding the way that the justifications were framed in the UK.
We now know that the Bush administration rubbished its critics knowing that their stated case was wrong and did so in a way which was patently illegal. Although there has been one indictment so far, there is much comment and anecdote to suppose that this was an institutional conspiracy and this reached to the every top. Would the indicted Libby have acted alone without this having been a shared strategy? Most unlikely some might say.
More interestingly there are similarities with the manner and substance of the case that was put prior to and in justification of the war, on this side of the pond. The case made about the cowering of the inteligence services has now been fundamentally made as regards the Bush regime. This inevitably provides further creedance for the case that the inteligence services were likewise treated here in the UK.
Bush may be feeling the heat but Blair is equally as close to the fire and what burns one should apply to both.
Saturday, October 29, 2005
Friday, October 28, 2005
Fences and Windows
A gripping and compelling piece by Naomi Klein
"A few months ago, while riffling through my column clippings searching for a lost statistic, I noticed a couple of recurring themes and images. The first was the fence. The image came up again and again: barriers separating people from previously public resources, locking them away from much needed land and water, restricting their ability to move across borders, to express political dissent, to demonstrate on public streets, even keeping politicians from enacting policies that make sense for the people who elected them.
Some of these fences are hard to see, but they exist all the same. A virtual fence goes up around schools in Zambia ... " Read More (access the fences/windows link.)
"A few months ago, while riffling through my column clippings searching for a lost statistic, I noticed a couple of recurring themes and images. The first was the fence. The image came up again and again: barriers separating people from previously public resources, locking them away from much needed land and water, restricting their ability to move across borders, to express political dissent, to demonstrate on public streets, even keeping politicians from enacting policies that make sense for the people who elected them.
Some of these fences are hard to see, but they exist all the same. A virtual fence goes up around schools in Zambia ... " Read More (access the fences/windows link.)
Wednesday, October 26, 2005
Education news from the Teacher Support Network: Response to the Education White Paper
(As first posted on the Clive Soley Site.)
We are at a crucial point in this country's culture in which we are in a real danger of abandoning a concensus on the social contract. Thatcher denied that it existed, Labour opposed it during the eighties and early nineties and now there is an attempt to sideline this as a left wing issue. All this is being done during a Labour administration which even if you are of the belief that the political system is cynical must still seem shocking. In many minds it seems to perhaps confirm that the most unthinkable changes that would be opposed if implemented by a Tory administration are easily implemented by a Labour one. Entrenching the seemless interests of the establishment which remains in control under its many guises.
I receieved an education in a secondary modern school from 1966 to 1973 when I then went to Art College after taking the then 'O' levels and then 'A' Levels. It was the post war generation who realised and felt keenly the importance of education in its holistic and productive purposes.
My mother was denied a grammer school education in the late 30's because her father claimed that education was wasted on a woman and she was determined that her children were motivated with and valued their education. Education was a gateway to opportunity and perhaps its truest test.
Despite the controversies of the 11 plus system there was a sense of idealism about education and an ownership of it. In many ways it was a time when we were happy to embrace the untidy processes of debate and thinking without being product led, in which we realised that it was the process that was important and resisted the materialistic concerns of utilities for their own sake. In other words we learnt the structures of thinking and learnt the skill of thinking for yourself and did so with others where we learnt the importance of society even if we fiercly debated our concepts of this. Democray and informed democracy was as important then as it remains now.
The reason that I have described this personal story now is to underline that the perception/values of the current debate around the Education Bill has a wider perspective outside of the tit for tat my side your side manner of debate.
Inclusion and empowerment as unselfish social values, we hope, are first experienced at school from the first time we enter our schooling. We spend time through formative years exploring what this means in language, history, arts, culture and the products we produce. Through these values we know the how and we have the opportunity to explore and gain ownership of the why. The debate about private schooling then and now shows that it has never been perfect, however I contend that it has always orbited around this social and cultural force/tendency.
Education is an institution and a value which teaches us about society, about the context of the 'me' in the many and that the resolving of the tension between both makes us all winners. It is a problem shared, it is a problem we need to share and in sharing we find a value for itself. These are social and social democratic values.
The argument and grounded concerns around the Education Bill about unequal access to resources, the division between the haves and have nots are relevant and pressing but are not intended to put the forms of education in stasis. Modern does not equate to valueless.
Having freedom to arbitrate my needs without recourse to the authority of others may seem like a worthy cause. Do we embrace this freedom when the consequence is the risk that we may be excluded from the standards that others have won and take for granted. Is that then freedom that we recognise? Do we embrace the freedom of schools to sort out their admission procedures which will entrench the system of privelige where social and educational difficulty is a burden instead of the litmus test which proves we are all of value?
What do we know of the trickle down argument where quality will percuate down the social scale, where did we hear about this first and are we convinced that this will work? Have we reached mature conclusions? Will this trickle down be thwarted by limited resources and countered by statistical success of the middle class mean?
Informed debate is being truncated by a PM in a hurry. Dissent is to be cowered. Not this time not this time! History informs us that crisees can be precipitated in a short time and take an age to remedy. When the issues and problems surrounding the education bill come home to roost the electorate will remember the voices that were not listened too and the deceit of the party who came to power on the values of meritocracy, access to decision making and the slogan "Education. Education Education".
This breech of trust and faith will take an age to recover from whilst an ex PM with his wife will be earning a mint on the lecture circuit with a peerage to suit.
We are at a crucial point in this country's culture in which we are in a real danger of abandoning a concensus on the social contract. Thatcher denied that it existed, Labour opposed it during the eighties and early nineties and now there is an attempt to sideline this as a left wing issue. All this is being done during a Labour administration which even if you are of the belief that the political system is cynical must still seem shocking. In many minds it seems to perhaps confirm that the most unthinkable changes that would be opposed if implemented by a Tory administration are easily implemented by a Labour one. Entrenching the seemless interests of the establishment which remains in control under its many guises.
I receieved an education in a secondary modern school from 1966 to 1973 when I then went to Art College after taking the then 'O' levels and then 'A' Levels. It was the post war generation who realised and felt keenly the importance of education in its holistic and productive purposes.
My mother was denied a grammer school education in the late 30's because her father claimed that education was wasted on a woman and she was determined that her children were motivated with and valued their education. Education was a gateway to opportunity and perhaps its truest test.
Despite the controversies of the 11 plus system there was a sense of idealism about education and an ownership of it. In many ways it was a time when we were happy to embrace the untidy processes of debate and thinking without being product led, in which we realised that it was the process that was important and resisted the materialistic concerns of utilities for their own sake. In other words we learnt the structures of thinking and learnt the skill of thinking for yourself and did so with others where we learnt the importance of society even if we fiercly debated our concepts of this. Democray and informed democracy was as important then as it remains now.
The reason that I have described this personal story now is to underline that the perception/values of the current debate around the Education Bill has a wider perspective outside of the tit for tat my side your side manner of debate.
Inclusion and empowerment as unselfish social values, we hope, are first experienced at school from the first time we enter our schooling. We spend time through formative years exploring what this means in language, history, arts, culture and the products we produce. Through these values we know the how and we have the opportunity to explore and gain ownership of the why. The debate about private schooling then and now shows that it has never been perfect, however I contend that it has always orbited around this social and cultural force/tendency.
Education is an institution and a value which teaches us about society, about the context of the 'me' in the many and that the resolving of the tension between both makes us all winners. It is a problem shared, it is a problem we need to share and in sharing we find a value for itself. These are social and social democratic values.
The argument and grounded concerns around the Education Bill about unequal access to resources, the division between the haves and have nots are relevant and pressing but are not intended to put the forms of education in stasis. Modern does not equate to valueless.
Having freedom to arbitrate my needs without recourse to the authority of others may seem like a worthy cause. Do we embrace this freedom when the consequence is the risk that we may be excluded from the standards that others have won and take for granted. Is that then freedom that we recognise? Do we embrace the freedom of schools to sort out their admission procedures which will entrench the system of privelige where social and educational difficulty is a burden instead of the litmus test which proves we are all of value?
What do we know of the trickle down argument where quality will percuate down the social scale, where did we hear about this first and are we convinced that this will work? Have we reached mature conclusions? Will this trickle down be thwarted by limited resources and countered by statistical success of the middle class mean?
Informed debate is being truncated by a PM in a hurry. Dissent is to be cowered. Not this time not this time! History informs us that crisees can be precipitated in a short time and take an age to remedy. When the issues and problems surrounding the education bill come home to roost the electorate will remember the voices that were not listened too and the deceit of the party who came to power on the values of meritocracy, access to decision making and the slogan "Education. Education Education".
This breech of trust and faith will take an age to recover from whilst an ex PM with his wife will be earning a mint on the lecture circuit with a peerage to suit.
Tuesday, October 25, 2005
The Big Draw 2
The Big Draw event was very successful at the Academy Art and Craft in Petersfield in Hampshire UK.
Over 100 pictures were done by the same number of peoples. All ages .all abilities and all types of persons participated. The atmostphere and results were revelatory.
I will write more on this very soon. Meanwhile there is a another event next saturday Oct 29th 2005 at the same event. Follow the yelow and orange ribbons from the Waitrose carpark. See you there.
Monday, October 17, 2005
Racism: Discussion Clive Soley Site (Part 2.)
S. In most parts I enjoyed what you have said above. We need to hear more of this story.
Britain is a country born out of multiple cultures there is no mono culture that defines being English. To say otherwise is to fly in the face of our history.
I am ..... Read More
Britain is a country born out of multiple cultures there is no mono culture that defines being English. To say otherwise is to fly in the face of our history.
I am ..... Read More
Racism: Discussion Clive Soley Site
"The strongest racism was coming from the poorest whites" - Margaret Hodges.
I agree with the comment in the Guardian today that the above statement is confounded by the great swathe of the middle classes moving into areas where they do not have to meet the social mix. The reality is that it is the economically poorer groups who meet and deal with, live with the realities of the multicultural society that is the reality today.
The racism that exists in the middle classes is real, subsumed and pervasive. The outward expressions of racism in economically poorer groups (although not excusable.) arises from communities under duress which deserve better from this government. When such a government looks to support from the likes of Ingrid (See her comments elsewhere on this site)it comes as no surprise that this government has lost all moral integrity in talking about social or moral responsibility. read more
I agree with the comment in the Guardian today that the above statement is confounded by the great swathe of the middle classes moving into areas where they do not have to meet the social mix. The reality is that it is the economically poorer groups who meet and deal with, live with the realities of the multicultural society that is the reality today.
The racism that exists in the middle classes is real, subsumed and pervasive. The outward expressions of racism in economically poorer groups (although not excusable.) arises from communities under duress which deserve better from this government. When such a government looks to support from the likes of Ingrid (See her comments elsewhere on this site)it comes as no surprise that this government has lost all moral integrity in talking about social or moral responsibility. read more
Thursday, October 13, 2005
Unemployment
"You have to be very careful that you don't create a poverty trap in the lower waged employment areas. If you compel or ilicit unemployed persons to perform these jobs you reduce if not eliminate the need for employers to pay rates that should be negotiated above the minimum hourly rate, as they have an endless source of labour to refute such claims. This is equally relevant to the public sectors as the private." Read More
Wednesday, October 12, 2005
Learning more regardless of age or success
This is a detail of a self portrait in process. I have done a few of these over the years. You can see more at my site. There is a normal association, where the visual Arts are concerned, with pretentiousness and the use of elite language. Well here's news - not everybody is good - not everybody has some super philosophical approach - not everybody has some family money earned from slavery to allow subsequent generations the ability to spend time on dubious concepts and results.Everybody can and does learn and is continuing to learn. At the age of 50 years of age this ex-Art student and Art Teacher is still learning and enjoying it
Monday, October 10, 2005
Top Schools colonised by middle class parents
"The country's leading state schools are being colonised by the middle classes, educating significantly fewer poor pupils than other schools and excluding less affluent children who live nearby, according to a study obtained by the Guardian."
This story was published in todays guardian. This is not a bland issue of palid significance, but goes to the root of the lie of 'Education Education Education'.
The Educational Charity Sutton Trust has found out that schools anxious to achieve better targets for GCSE results have been covertly using strategies for cherry picking pupils from more motivated backgrounds (i.e middle Class), and disavantaging pupils from other backgrounds because middle class parents have learnt to play the system.
These top schools' have 4% of pupils from deprived backgrounds as opposed to the 14% that should reflect the catchment area that they reside in.
It used to be democratic socialists wish to abandon grammar schools and selection by 11 plus, but we now find that even this system was better in that pupils were at least taken on ability regardless of social background.
This is not an accident but design by Blair. This is living proof that he has squandered the economic boom to bolster inequality. Even as a Labour supporter myself I say shame on you Blair. Your legacy is one of Shame.
Links: Clive Soley MP. The Guardian
This story was published in todays guardian. This is not a bland issue of palid significance, but goes to the root of the lie of 'Education Education Education'.
The Educational Charity Sutton Trust has found out that schools anxious to achieve better targets for GCSE results have been covertly using strategies for cherry picking pupils from more motivated backgrounds (i.e middle Class), and disavantaging pupils from other backgrounds because middle class parents have learnt to play the system.
These top schools' have 4% of pupils from deprived backgrounds as opposed to the 14% that should reflect the catchment area that they reside in.
It used to be democratic socialists wish to abandon grammar schools and selection by 11 plus, but we now find that even this system was better in that pupils were at least taken on ability regardless of social background.
This is not an accident but design by Blair. This is living proof that he has squandered the economic boom to bolster inequality. Even as a Labour supporter myself I say shame on you Blair. Your legacy is one of Shame.
Links: Clive Soley MP. The Guardian
The Big Draw
I shall be taking part in a Drawing power event in the UK towards the end of this month. This will be in Petersfield in Hampshire. UK.
The image shown left, was painted/drawn by me using brush and ink. The theme of the 'Drawing Power' event is 'Taking a Line for a Walk' which was the approach that I took with a series of pieces which you can see on my site here.
The idea is taken from the famous dictum of Paul Klee, who believed that the power of the mind to create something new from within your consciousness without artifice or intention.
In short allowing the story to unfold. On the page of my images shown I am guilty of self selecting the images shown, but they did arise from my exploring this process/idea.
I do think that it is very important that the idea of drawing should be rediscovered as a means of integrating concepts and feelings as a bulwark against the superficiality of so called clever conceptual Art or indeed the modern tendency to create images from photos. Drawing as mere slave to appearance and description.
If you are in the UK or visiting the country I urge you to go to the Big Draw site to locate your local event and take part. Please let me know your experiences or thoughts on this.
Saturday, October 08, 2005
About me
I find the activity of blogging an exciting one. I already publish my own website on http://s115499403.websitehome.co.uk/index.htm which is a subdomain of my other halfs site. My interests are politics and the visual arts. I look forward to an active engagement with any one who wishes to post and respond to posts on this blog.
I will be adding some links which will spreak more clearly my interests and my postings elswhere.
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