Education Reconsidered: Beyond the Death of Critical Education
Thursday 16 September 2010
by: Stanley Aronowitz, t r u t h o u t | Op-Ed
(Image: Jared Rodriguez / t r u t h o u t; Adapted: phi1317, massimopersiani)
After years of neglect by politicians and the media, education is now a public issue. The reasons are straightforward: in this depressed economy, credentials seem to have lost their advantage; parents and politicians are complaining that the schools have faltered in delivering what students need; there is a widespread perception that illiteracy is rising, if we mean the ability of more people to read complex texts; and, of course, evaluations of the first year's results of George Bush's No Child Left Behind, with its draconian, high stakes, standardized testing regime, have been disappointing, to say the least. Mainstream educators and commentators are warning that the United States, once in the forefront among advanced capitalist societies in graduation rates, has fallen to 12th place and is still tumbling. Many are concerned that education has become a national security issue. Others point out that the engines of the global economy are math and science and this country is turning out fewer trained physicists, chemists, biologists, mathematicians and computer scientists. A sidelight to the anti-immigration history, some have even warned that the United States is now dependent upon foreigners for its scientific and technological talent. Given that the United States suffers from the plague of historical amnesia, they forget that foreign scientists like Einstein, Fermi and Leo Szilard made many of the scientific discoveries that formed the basis of US temporary superiority in producing weapons of mass destruction such as supersonic aircraft, radar and the atom bomb.
Some have trumpeted as solutions the usual neoliberal bromides - charter schools and for-profit private schools at all levels of the education hierarchy. But the prevailing studies have been no more kind to these alternatives than they have been to failing public schools. Having rejected the long American experiment with progressive education, in which students are the subjects of schooling, not just its object, in the 1980s, school authorities decided that what kids need is more discipline, more time in school and, above all, more homework. Many have added another brilliant policy concept: reward or punish teachers for their students' performance. Teachers' unions have soundly rejected this "solution," calling it a blatant attack on teacher professionalism and living standards, although, at a time of severe cuts in school funding, teacher layoffs and school closings, their resolve to oppose performance-based tenure and layoffs has considerably weakened. Brave denunciations of legislative cuts aside, many locals of both major national teacher unions have meekly accepted layoffs, increased class sizes and have capitulated to performance criteria in many instances. Above all, none of the unions, the most powerful education organizations, academic and educational authorities have offered serious alternatives to the conservative-led drive toward neoliberal privatization. And the left seems content to roll out the usual reform proposals: more money for schools, wider access of poor and working-class students of color to higher education, the end to privatization.
While these reforms are necessary, they are hardly sufficient. The right offers an educational program based on a few principles: keep the kids' noses to the grindstone by testing them into submission; hand off schools to the entrepreneurial profit makers; throw the unworthy, disruptive kids out of school or at least relegate them to "special education," the only thriving sector in k-12. But most educational liberals lack a similarly direct and powerful program. Their proposals are mainly a hodge-podge of Band-Aids. But more important, on the whole, they have accepted the dominant framework: education or, more accurately, schooling should serve the economy; first and foremost students should be prepared to take their respective places in the world of work. Despite the rhetoric of the centrality of critical thinking, a legacy of the progressive era, they have embraced the idea of school as a training ground, and have largely accepted the concept that the main problems of education can be resolved with money and greater access. Not true. What the educational radicals should offer the handwringing liberals is what radicals do best: go to the root of things. Education should be a preparation for life, especially helping kids become active in determining the conditions that most affect them.
The Root of Things
Start with the kids themselves and what they need. Three leading 20th century theorists of developmental psychology agree on one central point. Vgotsky, Piaget and Bruner argue that the curriculum, the heart of school learning, should be articulated with the sensory motor skills of children. They have asserted forcefully that the imposition of academics is inappropriate for young children until ages eight or nine. They reason that, while kids of three to seven have developed significant cognitive abilities, the algorithms associated with the acquisition of most academic skills are really beyond the capacity of most children. This is a time of life when the imagination should be the subject and the object of learning. Reading, writing and math need not be withheld, but the main content of learning at the earliest years can be delivered by means of play. The model of kindergarten is the right one for younger kids. They are learning to get along with their peers; to manipulate objects; to experiment with painting, sculpture and music; and to be able to express themselves orally as well. For kids who express an interest in reading, for example, their interest should be encouraged and the teacher should provide good materials and integrate reading with the play dimension.
Even when academics are placed near the center of the curriculum, the classroom should be transferred, to a large extent, from the school building to the wider world. Vgotsky's point is that confining the kid to a desk for many hours a week subverts what her development indicates: the years 8-12 are times for exploration, for the flowering of curiosity: the city as school means that the museum, research laboratory, health and senior centers, concerts, factories, offices, parks and the streets are all major learning sites. What the school calls "trips" are no longer occasional activities, but are regular events and closely woven into the entire school day or week. In the context of exploration, students meet musicians, artists, industrial and service workers, scientists, urbanists, all of whom become part of the school faculty. Reading, math and science become important components, but in terms of assisting the learner to effectively negotiate her or his environment and to stimulate further critical learning.
At ages 11 or 12, having explored the social and physical environment, the student has acquired the developmental conditions for academic rigor. In this regard, it should be acknowledged that some domains, such as math and science, grammar, history, are full of rote dimensions. But rote should be combined with a broader understanding of the uses of times-tables addition, multiplication and division; algebra and geometry in math; the significance of chronology in the learning of history; the stories, as well as the laws and procedures of physics, chemistry and biology; and the importance of the laws for both practical and theoretical consequences. In our time, ecology should become an important part of every level of schooling and its comprehension should have a theoretical as well as descriptive content.
But history and literature should not be treated as subjects that privilege nationalism. As we now know, so-called American history is closely bounded up with the African slave trade, with the reasons for immigration, with the drive for imperial domination with the need of capital for vast supplies of industrial labor that could not be found in the United States as long as the former slaves were confined to the cotton and tobacco producing plantations of the South and barred, except as strikebreakers, from the metal and textile factories except in times of war, that workers struggles were intrinsic to the American story, giving a lie to the official ideology that America was the great exception to the European experience of class and class struggle. And great American literature was and is produced by blacks as well as whites, and from the slave narratives, the work of Melville and Whitman as well as Hawthorne were always bound up with the narrative of American history.
The distinction between middle school and high school has been challenged by many enlightened school people in recent decades. The 7-12 model could be more widely disseminated because these are the main years for cultivating critical, intellectual capacities. As a small minority of educators have discovered, young people of these ages are able to read original texts rather than suffering the watered-down textbooks, which remain the lifeblood of the curriculum. Music and art must remain a vital component of the curriculum, and students need their own periodicals that they control without interference by school authorities. These are not only important for peer communication, but as places where criticism of both school and society can flourish outside the official channels.
In France, high schools have included philosophy as a required domain in the school curriculum. In some French schools, the philosophy component has either disappeared or been reduced to ethics clarification. But in its classical form, the student graduated high school with a knowledge of the main traditions of European philosophy. They knew the pre-Socratics, Plato and Aristotle, medieval thinkers, Descartes and Kant, Bergson and something of 20th century philosophy. With the partial exception of elite, mostly private schools, philosophy has been excluded from US secondary schools. This omission is a tell-tale sign that we don't take critical thinking seriously as an educational goal. For, if philosophy has pedagogic value, it is to teach students the value of doubt, without which it is impossible to penetrate propaganda and discern the presence of particular interests within knowledge, a discernment that spans the realms of science, the humanities and social studies.
I can hear the critics of these proposals. All well and good, but who will teach all this stuff? What happens to teachers trained in the old curricula? The short answer is that we need a major reformation of education schools. If they are to exist - a proposition that requires extensive review - the students must be required to major in subject matter, and education becomes only a minor. The education minor should not focus on teaching methods, but on the concepts associated with critical thought, that is, philosophy and history, but not only of education. And there needs to be a massive (yes, massive) program of faculty development to prepare experienced teachers for the new curriculum. They should not be "trained" but, even as they widen their own scope, should be asked to participate in planning elements of the curriculum. So the curriculum no longer remains the prerogative of central authorities whether administrative or legislative. The proposal for renovation of teacher education would, of course, involve the professoriate as well.
These ideas are all subject to debate, discussion and revision. For example, some may question the developmental assumptions. For years, head start proponents have favored and implemented a program of early childhood academic learning as a way of creating an even playing field for poor black and Latino children. Some have even argued that, in view of often chaotic surroundings (absent fathers, overburdened mothers, dangerous streets), the school must be a source of order as well as tough love. While these are not small matters, the question is whether an environment conducive to the needs of poor, especially black kids, requires this type of authority or whether a more open classroom can be equally effective if teachers and parents really care for kids and are sensitive to them. In learning regimes in the early years of the Soviet Union, Israel, Nicaragua and Cuba, more creative approaches resulted in high rates of literacy and other types of educational attainment. These experiences should be the object of intensive inquiry. Parents and teacher unions should become part of the planning process for any fundamental educational renovation.
Having said this, I believe that without radical political and social movements standing behind educational change, school reform is unlikely except in the cosmetic sense. But we need projects that challenge the mainstream if there is to be any change at all. At the moment, these projects are few and largely invisible, partly because they have not made a public display of their difference. But education activists need to begin to explore what an education reveille for radicals (to borrow a phrase from Saul Alinsky) would look like.
A version of this article was originally published in The Indypendent.
This work by Truthout is licensed under a Creative Commons Attribution-Noncommercial 3.0 United States License.
Comments
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Thanks for some good
Mon, 08/30/2010 - 16:12 — Jeff (not verified)Thanks for some good thinking and a good article. I enjoy reading distinctive thoughts on our country's education system. I was just noticing something odd in one passage that seems to be a reflection of creeping illiteracy we all endure everyday. I think you might have wanted to say "graduated FROM high school" in this sentence: "But in its classical form, the student graduated high school with a knowledge of the main traditions of European philosophy." Thanks for the wonderful exploration in your article.
Interesting article.
Mon, 08/30/2010 - 17:02 — BillyDoc (not verified)Interesting article. However, like you, I "believe that without radical political and social movements standing behind educational change, school reform is unlikely except in the cosmetic sense." Indeed, I would argue that it is impossible.
All evidence indicates that the United States has been taken over by wealthy elites intent on looting our country into a complacent and desperately cooperative poor society. Educated people will oppose this, so the people now in charge have and will oppose any effort to improve education simply because it is not in their best interests. The near revolution of the '60s must have driven this point home, because since that time education has been systematically degraded. So, the "radical political and social movement" required will be an all out revolution that casts off these parasites who rule us. Nothing short of that will work. It never has. World history is very plain on this point.
The problem with our
Tue, 08/31/2010 - 04:24 — Erich von Freemason (not verified)The problem with our educational system is that reading, writing and arithmetic are no longer required for graduation (or to get a PhD in Education). We don't need studies or the latest technique promoted by some academic blow-hard; just hire teachers who know the three Rs and have them teach them to the kids.
There is a model. It's been
Fri, 09/03/2010 - 02:04 — Teacher (not verified)There is a model. It's been around, it's time tested, it's refined, it's beautiful and it works.
Montessori.
Montessori!
Fri, 09/03/2010 - 02:05 — Anonymous (not verified)Montessori!
Although I'm not a teacher
Thu, 09/16/2010 - 12:44 — MG (not verified)Although I'm not a teacher myself, half of my family are, and not one of them supports No Child Left Behind, and, wait for it, they're all conservatives. They do not support the new rash of charter schools, either, because America needs an educated population, and they were educated in public schools and turned out just fine thank you. Something is broken in our educational system when the opinions of teachers and educators take a back seat to political policy. Once again, it seems the national scourge of corporate voices drowning out the people who do the work around here is a primary reason.
Mountebankeri! They are the
Thu, 09/16/2010 - 13:40 — Vic Anderson (not verified)Mountebankeri! They are the Crown of CREATION and they (still) have no where to go (see JOBS articles below). They need the same degree of Public SCHOOLING we Eternal Flamers received in the '50/60's when we used it to (almost) reform the World, BETTER. Which is why the reactionary gratest generation (of Vipers) instead produced what passes for education today.
What is missing in this
Thu, 09/16/2010 - 13:46 — drosera (not verified)What is missing in this discussion is inquiry. Teaching/learning should be about asking questions, seeking answers, questioning answers. It should also be about problem-solving. There was no mention of science and mathematics--but plenty of literature and history. The author does not understand the power of those fields in solving problems--that is why he ignores them.
The other thing that strikes me is his insistence that children pass through developmental stages at the same rate. We should spend the years between 8 and 11, exploring. Yes, perhaps for the majority of children, but what about those who do not fit the mold? Can interventions speed a child's developmental progress? I don't know, but these are points that should be considered.
i've recently read some
Thu, 09/16/2010 - 13:53 — Taz Delaney (not verified)i've recently read some astonishing data about ignorance in america. it is as if IQs had drastically dropped. 1/4 believe the universe is 5778 years old because the bible tells them so. similar number think that global warming is a hoax and that saddam hussein was behind 911. 9% can't even point to which continent includes america; 30% can't point to england and 82% have no clue where afghanistan is. 1/5 can give a reasonable description of HUGO, the human genome, or what DNA is. 15% of teens think you can only get pregnant if you really love the partner and want a child!
when i was 7, my uncle gave me his old set of the mcguffey school readers, 1-6. the 6th grade volume is far advanced from what most high school grads have ever had to read. the average american in 1950 had a working vocabulary of some 4500 words. that is now down to barely 1500 and koko the gorilla got to where her signing was over 2,000 words! there's a farmer in indiana who has trained pigs to beat humans at videogames...
and MIT now offers over 1200 free courses online, all the way to a degree... but there are 18 attendees online from india for every one in america. and folks wonder why we're rapidly becoming a 3rd world country...
then there's this amazing info... i don't know why it hasn't been applied, but i read 15 years ago that a french group had developed an electronic IQ test which bypasses culture, class. they found that the average baby of 14 months has an IQ of 138, just shy of genius, yet is down to 103 average IQ by age 12. and spychiatry used to claim that IQ was fixed... as interesting is that this IQ tester can also test any mammals. i'd like to see more of them, like dolphins/whales/elephants/gorillas/lemurs, but cats were found between 65-75 and some dogs, particularly jack russell fox terriers, shih tzu and lhaso apsas go as high as 78! now the average american policeman is 96IQ and the average soldier just 98IQ... so if you have two jack russells, they can beat the hell out of any cops or soldiers at chess! as einstein said, "why waste a brain on a soldier?"
Children who live in bad
Thu, 09/16/2010 - 14:26 — radline9 (not verified)Children who live in bad homes for education go to school and then go home to a bad environment. They need to be in live in schools if they are to be educated.
The model on how to destroy
Thu, 09/16/2010 - 14:53 — Anonymous (not verified)The model on how to destroy public eduction was implemented in California by Ron Reagan. But the simple answer is not reverse Ron Reagan's disastrous decisions, but look at India, China, Europe, Canada for examples of what does work. Then do that. Yeah - I know - socialism, not invented here. Until we admit what the problem is, we will go forward blaming the teachers (union people) for the screw-ups of the politicos.
There is only one thing I
Thu, 09/16/2010 - 17:24 — CleverTitania (not verified)There is only one thing I would add to Aronowitz's suggestions, which are an exceptional concept of a school system that has a chance of educating not just indoctrinating kids into capitalism.
We also need to stop believing that every child learns the same way. Comprehensive testing of a child's best input method is key to each child's success. Not only would this improve so-called "special education" but it would improve the educational quality of many more students. Dyslexia is just one learning disorder. The different forms of Agnosia (involves retention/recall problems of certain kinds of information, i.e. visual, auditory, text) have been estimated to affect up to 20% of the population. But since no one is working on any kind of testing for these disorders, most children (and adults) affected never even know they have them.
We need to better understand how people learn so we can better understand how to teach them.
And Jeff, because High School can refer to a specific institution or a the broader concept of secondary education, both are grammatically acceptable.
"In this depressed economy,
Thu, 09/16/2010 - 17:53 — Anonymous (not verified)"In this depressed economy, credentials seem to have lost their advantage." This is interesting, but I would argue lack of emphasis on credentials can be a good thing. The education system will continue to fail. Poverty will continue to rise. Our current model is not working. We do not need everyone to be Einstein, who by the way was a horrible student. The only solution is decentralized sustainable communities, and education that supports (and is supported by) this.
AsTaz Delaney hinted, the
Thu, 09/16/2010 - 18:28 — Anonymous (not verified)AsTaz Delaney hinted, the elephant in the room is religion. No other so-called "first world" nation has such a shockingly high proportion of religious people. Nor do they have so many "adults" who believe the earth is just 6,000 years old, that angels actually exist and that prayer is an effective tool for fighting disease.
Teaching may be the most noble of all professions and yet we pay them almost nothing. Teachers constantly dig into their own pockets to pay for classroom supplies. The reason so many teachers are willing to make concessions is because many of them realize that as bad as the situation is today, losing even more teachers would make it worse for their students.
At the same time, school administrators tend to be grossly over-paid. If we are to be serious about education, we need to cut administrative salaries and start paying teachers what they're worth. Then we need to hire more of them. We need to tax the businesses that rely on an educated work force to pay for that education.
There are two major factors
Thu, 09/16/2010 - 18:37 — Realist (not verified)There are two major factors that differentiate the high schools of the 40's and 50's from those of today. First, and most important, is that teachers had to have a degree in the subject they were teaching. A degree in education was desired but not required. Second, all the high schools were segregated by gender. Raging hormones, and the desire to appeal to the opposite gender were deferred to after-school hours.
I personally was required to obtain a degree in Education, although I already held a Masters' degree in Physics, and minored in Math as an undergrad. I went to the first and last classes each semester, and aced the finals. There were three courses required, "Teaching of Math in the Secondary School", "Teaching of Science in the Secondary School" and "Teaching in the Secondary School" In all these courses, the main principle was that I learned that "Every child has individual differences and we must cater to those" One should not need a degree in education to learn that. All the information in these classes could have been condensed into at the most two hours of a seminar. The course in "Education Statistics" where we were taught how to find a Mean, a Median, and an Average, could have been condensed into one or two lectures. Teachers need to know their subject matter, show and enthusiasm for it, and learn about their students.
What is said is good but
Thu, 09/16/2010 - 18:48 — Dr Susan Reibel Moore (not verified)What is said is good but incomplete, as many of your respondents have said.
Children in kindergarten can be taught sight-sound links basic to the capacity to DECODE print effectively. Those with special needs can be identified early, which is essential. Reading DECODING precedes Reading COMPREHENSION. Many children all over the globe have problems with both. They fail at school. All the play in the world won't help with this.
My PhD is in Eng Lit, so I am not exactly hostile to the Humanities and the development of imagination. But scientific knowledge, grounded also in a different form of imaginative intelligence, is also essential to humanity.
Anon is on the money about
Thu, 09/16/2010 - 18:51 — oudiva (not verified)Anon is on the money about teacher/administrator pay, and it's the same at all levels of education: Administrators make far too much money and teachers - who, after all, are the ones doing the real work of the schools - make too little and get no respect.
BTW, nowhere does the Bible talk about the age of the earth; that was an extrapolation by one Bishop Usher in the 17th (?) century. But the people who believe in a young earth probably don't know that either....
As a believer, what amazes me more than anything is how little so-called "religious" people actually know about the Bible. Everybody talks about it, but nobody reads it.
It is fear easier to rule by
Thu, 09/16/2010 - 20:40 — aimlowjoe (not verified)It is fear easier to rule by fear when the citizens are uneducated and it is hard to educate children 1 out of 5 are living below the poverty level.
This has not happened by accident.
Aimlow Joe was here.
Even the best and brightest
Thu, 09/16/2010 - 21:26 — Dean P (not verified)Even the best and brightest in politics seem buy into education as primarily preparation for work. Better to be an informed, rational citizen than merely a good worker.
I object to the statement
Thu, 09/16/2010 - 22:10 — Peacedragon (not verified)I object to the statement that the addition and multiplication tables must be learned entirely by rote. The student could count out 5 pebbles and then three pebbles, put the piles together and count to discover that 5 + 3 = 8. Similarly by making 3 rows of five pebbles each she could discover that 3 times 5 is 15. She wouldn't want to do this with all the combinations, but this would lead to an understanding oof addition and multiplication and as a bonus the commutative laws would be obvious. Too much drill on the facts seems useless, since lator on she will be introduced to a calculator.
Here is another example of a
Thu, 09/16/2010 - 22:12 — Anonymous (not verified)Here is another example of a beautiful, time tested and true education that works via many of the concepts that you mentioned. Waldorf!
The flaw in the article is
Thu, 09/16/2010 - 23:05 — Anonymous (not verified)The flaw in the article is casting the situation in a right-left or conservative-liberal context. The foundation problem is too many humans to educate, and, to a lesser degree, too many immigrants, legal and illegal, that must be educated to assimilate to the degree that they are functional in the U.S.A. education system. The road to hell is paved with good intentions and the path to a better future, if there be one, is to first acknowledge the foundation problem.
Students that drop out
Fri, 09/17/2010 - 07:30 — J. Edwards (not verified)Students that drop out aren't going to become physicists. Here then is the crux of this article:
"Many have added another brilliant policy concept: reward or punish teachers for their students' performance."
This site doesn't like it when our upper middle class - liberal elites have their toes held to the fire.
This article purports to argue on behalf of the students, on behalf of better education yet fails to mention the #1 impediment to better schooling: The inability of boards to weed out poor teachers.
This is my last time here since this site works in the words of Noam Chomsky to support "liberal elites as the foppish courtiers of power and privilege."
Good bye.
I teach in a school in
Fri, 09/17/2010 - 08:23 — Anonymous (not verified)I teach in a school in Central California with a majority of students who are Mexican-American or Mexican immigrants. While some do well, others fail. Gangs influence many of the students. Other students come from working class families who do not have the income for buying computers and having the internet at home. Teachers put in their time (and some money) to try to educate these kids. There's grants for various programs, and the school is using a "small learning community" structure in which students get opportunities to take field trips to various nearby locales where they can see real people in real jobs. If I do have a gripe about many of these students, it's their reading level. It is as though they weren't given the opportunity to learn to read well enough to succeed in reading and understanding more complex texts. I doubt many of my 12th grade Econ students would be able to read this article and understand much of it. Yet they can understand a film like "Sicko" and how America lacks in having socialistic programs. So many are now "visual" learners. Graphic organizers have replaced texts for the most part. It's almost funny to compare a history text, with few pictures or graphics of any kind, that my dad read in the late 1930's in his high school days with the present day history text, chock full of photos, captions, graphs, and other "visual-learning" adaptions. By the way, my dad was a blue collar worker and WW2 Navy vet, and never went to college. He's always been a reader, and set that example for me when I was a child.
Societies tend to get the
Fri, 09/17/2010 - 09:07 — Anonymous (not verified)Societies tend to get the pedagogy they deserve.
One of the principal causes of bad education in our society is Schools of Education and the banks and shoals of semi-literate frauds and mountebanks who feed there.
Another cause is the notion that the child in school--because s/he is MY child--must be a perfect, and that the school is a contractor charged with fulfilling that perfection.
This is a fundamentally antisocial idea.
As long as America has a fundamentally antisocial view of society, education will continue to be the province of hucksters and its institutions will become more and more derisory.
Thank you! Finally!
Sat, 09/18/2010 - 08:34 — Christine (not verified)Thank you! Finally!
Someone finally brought child development into the discussion. When we adapt method and curriculum to readiness (and learning styles, preferred modalities, interests, aspirations, etc.), rather than the other way around, we'll have happy, motivated, and successful learners of every age. If only educators could focus on learners, not on an imposed, standardized curriculum that has little to do with real human beings or a fulfilling life! Students must pick up on the disrespect that our schools project on them.
Note to Jeff: There are many differences between American and British English. 'To graduate high school' and 'to be in hospital' are typical British forms.
Every student who enters a
Sun, 09/19/2010 - 19:20 — Christine (not verified)Every student who enters a classroom is different from every other... in background, aptitude, interest, learning style, experience, etc. So, why are teachers held responsible for the results of a test at the end of the year when physicians aren't held accountable for the level of their patients' health at discharge? Everyone who enters a doctor's office comes with genes, environment, habits, history, etc. different from those of every other person. If physicians aren't expected to have all their patients in the top 10% of health, then why are teachers penalized when their students aren't all in the top percentiles of test results? Think about it.
The death of critical
Tue, 09/21/2010 - 00:48 — Anonymous (not verified)The death of critical education isn't the problem; the death of critical thinking is.
Anonymous on 9/17 at 14:07 -
Mon, 09/27/2010 - 11:54 — Frances in California (not verified)Anonymous on 9/17 at 14:07 - your post is full of dung . . . but . . . I fault your education.
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Mexico Institute A Stronger Future: Policy Recommendations for U.S.-Mexico Relations Taking advantage of the once-every-twelve-year phenomenon of simultaneous presidential elections in the United States and Mexico, a binational group of top opinion leaders and policymakers were convened by the Wilson Center and The Annenberg Retreat at Sunnylands to craft a new agenda for U.S.-Mexico relations. Throughout three days of intensive discussion, a series of fresh ideas and recommendations for a stronger bilateral partnership emerged and now form the contents of this report. read more About the Mexico Institute Quick Links New Publications The Latest from the Mexico Institute A Stronger Future: Policy Recommendations for U.S.-Mexico Relations Publication // Jul 16, 2012 Taking advantage of the once-every-twelve-year phenomenon of simultaneous presidential elections in the United States and Mexico, a binational group of top opinion leaders and policymakers were convened by the Wilson Center and The Annenberg Retreat at Sunnylands to craft a new agenda for U.S.-Mexico relations. Throughout three days of intensive discussion, a series of fresh ideas and recommendations for a stronger bilateral partnership emerged and now form the contents of this report. more Latino Leadership Project: Release of Task Force Findings Event // July 23, 2012 // 9:30am ¡ª 11:00am The Woodrow Wilson Center's Mexico Institute, together with the Pacific Council on International Policy, is pleased to extend a special invitation to you to join us for the release of the findings of the Latino Leadership Project Task Force. more Webcast How to Build a 21st Century Border Event // July 16, 2012 // 2:00pm ¡ª 4:00pm We cordially invite you to a discussion on developing efficient and secure border management strategies. As one of the architects of the 21st Century Border initiative, Alan Bersin, Assistant Secretary of International Affairs and Chief Diplomatic Officer for the Department of Homeland Security, will deliver a keynote address. Our panel will then seek to identify the key challenges and opportunities regarding both the security and economic dimensions of border management. more Webcast A Stronger Future: Policy Recommendations for U.S.-Mexico Relations Event // July 11, 2012 // 12:30pm ¡ª 2:00pm The Woodrow Wilson Center and the Annenberg Retreat at Sunnylands cordially invite you to the launching of a report that contains a set of fresh policy recommendations for the winners of the U.S. and Mexican 2012 presidential elections. more Mexico Institute: June Highlights Article // Jul 03, 2012 Each month, the Mexico Institute will review and highlight the month¡¯s activities and feature them here. 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