RIC honors Richard Walton


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Richard Walton - June 1 2008As my co-editor, Rhode Island College (RIC) President Nancy Carriuolo will tell you that the late Richard Walton clearly understood the power of the emerging Internet and the power social media would wield in our daily lives.  The beloved social activist and educator who put tireless energy and effort into supporting many worthy causes began emailing and connecting to his family and vast network of friends electronically in the early 1990s. 

 Over 20 years, he would literally write thousands of correspondences on a vast array of topics including serious social causes, baseball and boxing, politics and even entertaining observations about Rhode Islanders and local events.

 Honoring the Late Richard Walton

According to Carriuolo, the late activists and educators love and active involvement in social media prompted the creation of our e-book, The Selected E-Mail Correspondences of Richard Walton, which offers his sampling of correspondence.  As co-editors of this tribute to Walton, we invite you to a RIC Foundation fundraiser, where we will unveil our e-book in his memory, from 2-3 p.m. on Sunday, March 23, at the RIC Student Union Ballroom, 600 Mt. Pleasant Ave., Providence. We will offer readings from this e-book. The suggested donation for the event is $10. Proceeds will be used to equip the English Department Conference Room, which will be named in Waltons honor.

Last winter, Facebook notification of a memorial event held at Roots Cafe in Waltons honor brought Nancy Carriuolo and I together with hundreds of others shortly after Richard’s death to celebrate his extraordinary life.   We began to correspond via Facebook.  She sent me an e-essay that Richard had sent her about the Encyclopedia Britannica going out of print and wondering what would happen to his Encyclopedia Britannica when he passed. In return, I sent her an essay titled The great and good Hammerin’ Hank Tears for my Boyhood Baseball Hero, telling his love and admiration for the legendary baseball player, Hank Greenberg, and the tears he shed for a long dead baseball player.

In our social media chats, Carriuolo admitted that she had saved some of Waltons emails.  Who could delete a correspondence with the subject line:  Do I Really Have to Wear Long Pants? which was written in response to her invitation to recognize Walton as a founding adjunct union president at my opening annual meeting of faculty, administrators, and staff, she remembers, telling me that  I just could not bear to delete any of his emails.  I shot back an email saying that I bet others had saved Richard’s emails, too, then asking her that maybe we should do an e-book?  That was the beginning of our editorial project.

 Waltons 91-page e-book is comprised of electronic correspondence shared by many of his friends and colleagues.  Being a brilliant writer and an observer of life, Walton covered topics as diverse as progressive issues on the topic of homelessness (spending Christmas at Amos House), the Rhode Island governor’s race, national politics, education and womens rights.  He jumped into giving his two cents about the Lions Head, his favorite New York hangout, as well as boxing and baseball, and even his views on religion.

In one of my favorite emails in our e-book, Walton shared his great admiration for the great first baseman, Hank Greenberg of the Detroit Tigers.  His love for this Jewish baseball player began as a small child when he grew up in Providence listening to the game on the radio with his grandfather during an era of rampant anti-Semitism and racism.  Even at the ripe old age of 72, the seasoned journalist wrote a powerful Op Ed in The Providence Journal about Greenberg after reading a four-star review of the movie, “The Live and Times of Hank Greenberg.”  He even admitted that he shed tears over “a long-dead baseball player,” this giving me a glimpse into how Walton as a young man would not accept the bigotry of his time and who would later turn his attention and tireless energy to fighting against society’s ignorance and indifference to the less fortunate.

 As to other e correspondences…

  • On his career choices: Walton admitted, I did turn down a job as an NBC News correspondent because I refused to shave my beard.
  • On the fact that at age 79 he traveled to Shanghai to teach children, he quipped, “It might turn up in a game of Trivial Pursuit some day.
  • On his losing battle with leukemia, Walton noted, Im going on a great adventure.

 The Life and Times of Richard Walton

 With his prominent long white beard and his red bandana, decked out in blue jean overalls and wearing a baseball cap, Walton, who passed in 2012 at the age of 84, was a well-known figure on the Rhode Island scene. In the early 80s, he ran as the Citizens Party vice presidential candidate. Later, he became an early member of the Green Party. At Rhode Island College, where he taught English for more than 25 years, he ran a successful campaign to unionize adjunct faculty, serving as the unions first president.  With his death, RIC President Carriuolo called for lowering the flags on campus to half-staff in his memory. 

Born in Saratoga Springs, New York, Walton grew up in South Providence in the 1930s, graduating from Classical High School in 1945.  After taking a two-year break from his studies at Brown University to serve as a journalist mate in the U.S. Navy, he returned to receive a bachelors degree in 1951.  He whet his appetite for music by working as disc jockey at Providence radio station WICE before enrolling in Columbia University School of Journalism where he later earned a masters in journalism degree in 1955. 

Waltons training at Brown and Columbia propelled him into a writing career.  During his early years he worked as a reporter at The Providence Journal, and the New York World Telegram and Sun. At Voice of America in Washington, D.C., Walton initially put in time reporting on African issues, ultimately being assigned to cover the United Nations.

The prolific writer would eventually publish 12 books, nine being written as critical assessments of U.S. foreign policy.  As a freelance writer in the late 1960s, he made his living by writing for The Nation, The New York Times, The Washington Post, Chicago Tribune, Village Voice, Newsday, The [old] New Republic, Cosmopolitan, even Playboy.

A self-described peacenik, the journalist was known not only for his political views, but also for his charity and volunteer work with such fixtures as the Amos House homeless shelter, The George Wiley Center, grassroots agency that works to alleviate problems associated with poverty and the musical venue Stone Soup Coffeehouse. In fact, for many years he used his birthday party to host a highly regarded and well-attended annual fundraiser to support Rhode Islands homeless community.

 I know that throughout his life, Richard Walton served as a role model for generations of activists, watching out and protecting Rhode Islands voiceless citizens, showing all that positive societal changes could be made through sound arguments.

 E-Book Allows Us to Re-Experience Walton 

 While we can no longer see our friend, Richard Walton, in our daily travels, his essence, keen observations and thoughts about our wonderful world can be found in his e-writings.  As stated in my afterword in Waltons e-book, his emails will magically propel you into the distant past, when he stood among us, allowing us to easily remember our own philosophical banters and discussions with him, even giving us the opportunity to re-experiencing his sharp wit, humor and his humbleness. 

While so painful to admit that he is no longer here, his beautiful and thoughtful and provocative writings to his family and friends make him come alive once again to us.  Just close your eyes after you read the emails in our e-book.  I am sure you will once again feel his energy and essence.   

For more details about RICs reception to honor Walton or contribute to dedicate a room in his honor, contact Paul Brooks at (401) 456-8810. Donations should be made to the RIC Foundation with the notation:  Richard Walton.

Finland Finland Finland, the country where I quite want to teach


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As it turns out, Monty Python was right:  Finland isn’t just a great place for snack lunch in the hall…

It really does have it all:  social democracy, smoked fish, and a public school system that American reformers are beginning to notice.  Too bad they are noticing the wrong thing.

As many of you know, Finland is all the rage in education reform circles these days, particularly among those who don’t think that teacher unions and school governance are the primary problems facing American public schools.  Finnish school children have done very well on international tests in recent years (far better than the middling U.S.), prompting a wave of visits to Scandinavia by American politicians and educators, and speaking tours by Finns here.

Most of the discussion has revolved around their model for the professionalization of teachers — kind of like Denver’s experiment on steroids — and on their lack of emphasis on standardized high-stakes testing and rote learning.  All teachers in Finland must earn masters’ degrees from competitive graduate programs, are paid like professionals, and given responsibilities for curriculum and assessment that vastly exceed those of American teachers in the post-NCLB era.

The curriculum, meanwhile, de-emphasizes competition and tracking, and tends to be much more focused on creative play and vocational preparation than one generally finds in American schools (particularly urban ones).  According to a recent article by Samuel Abrams in The New Republic, Finnish schools provide students with far more recess than their American counterparts — 75 minutes a day at the elementary level, compared to an average of 27 minutes in the U.S.  They also mandate lots of arts and crafts, and more learning by doing.

American school reformers seem to see what they want to see in the Finnish success story.  Liberals (if I can use that word in this context) point to their investment in early childhood education and parental leave policies, as well as the teacher autonomy discussed above.  Conservatives point to the ability of Finnish schools to get high achievement out of students despite large class sizes, and regardless of background.  If they can do it, they argue, why can’t our teachers?  Of course, the ‘blame-the-teachers’ mantra is somewhat undermined by the fact that Finnish teachers are unionized at even higher levels than American teachers are, and also have tenure.

It is also undermined by the fact that levels of inequality and child poverty in the U.S. vastly exceed Finland’s — a critical point.

Anu Partanan, a Finnish journalist, published a thoughtful short piece in the Atlantic Monthly in late December 2011 on K-12 education in her country.  The takeaway:  most American observers have really missed (ignored) what’s at the core of Finnish school reform — equity.

Dissatisfied with the quality of Finnish public education at the end of the 1960s, in 1971 a government commission concluded that economic modernization could only take place if schools were improved.  According to Abrams, Finland committed to reducing class size, boosting teacher pay, and requiring much more rigorous training for teachers.

While the US has focused primarily on ‘excellence’ since 1980 (based in part on the mistaken assumption that we had veered too far in the direction of equity since the mid-50s), Finland launched a concentrated effort to use public education to counteract inequality.  It did this, based on the belief that equity would lead to excellence, and enable resource-poor Finland to compete in an increasingly globalized and post-industrial economy.  This effort was supported by relevant social policies too.

Pasi Sahlberg, director of the Finnish Ministry of Education’s Center for International Mobility and author of the new book Finnish Lessons: What Can the World Learn from Educational Change in Finland?told Partanan that the “main driver of Finnish education policy has been the idea that every child should have exactly the same opportunity to learn, regardless of family background, income, or geographic location. Education has been seen first and foremost not as a way to produce star performers, but as an instrument to even out social inequality.”  At its core, Sahlberg says, this means that “schools should be healthy, safe environments for children. This starts with the basics. Finland offers all pupils free school meals, easy access to health care, psychological counseling, and individualized student guidance.”

While Partanan may not be an experienced observer of American politics and society, she is almost certainly correct that the way that American ‘reformers’ are viewing Finland’s success — ignoring the equity goals that are at the heart of it — demonstrates a kind of willful blindness to what is fundamentally wrong with the opportunity structure in the US, and how it undermines both the quality and distribution of public education.

The money quote:

“It is possible to create equality. And perhaps even more important — as a challenge to the American way of thinking about education reform — Finland’s experience shows that it is possible to achieve excellence by focusing not on competition, but on cooperation, and not on choice, but on equity.

 The problem facing education in America isn’t the ethnic diversity of the population but the economic inequality of society, and this is precisely the problem that Finnish education reform addressed. More equity at home might just be what America needs to be more competitive abroad.”

It is unfortunate that so many of the moderates and liberals who formerly served as voices for equality of opportunity in public schools in the U.S. have fairly tripped over themselves — and others — to leap onto the bandwagon of ‘reform’ as its presently understood.

Originally posted on Chants Democratic blog.