Ocean Hill-Brownsville and the Change in American Liberalism

Total Page:16

File Type:pdf, Size:1020Kb

Ocean Hill-Brownsville and the Change in American Liberalism Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2008 Ocean Hill-Brownsville and Changes in American Liberalism Andrew Geddings Childs Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES OCEAN HILL-BROWNSVILLE AND CHANGES IN AMERICAN LIBERALISM BY ANDREW GEDDINGS CHILDS A Thesis submitted to the Department of Humanities in partial fulfillment of the requirements of the degree of Master of Arts Degree awarded: Fall Semester, 2008 The members of the committee approve the thesis of Andrew Childs defended on August 21, 2008. Dennis Moore Professor Directing Thesis Susan Wood Committee Member Neil Jumonville Committee Member David Johnson Dean of Department of Humanities Joseph Travis Dean of College of Arts and Sciences The office of graduate studies and the college of arts and sciences has approved the thesis of Andrew Childs. ii I would like to dedicate this thesis to my parents and sister. Without their steadfast guidance, support and urging, many of my accomplishments would only be dreams. iii ACKNOWLEDGEMENTS I would like to acknowledge all the members of my Committee: Dr. Susan Wood, for all her keen advice into perspective and how to frame the issue, Dr. Neil Jumonville for his amazing breadth and depth of knowledge and insightful comments, and Dr. Dennis Moore. I have never met a more astute, kind, patient and thoughtful editor than Dr. Moore. I am truly thankful to him for allowing me to take some of his expertise with me. iv TABLE OF CONTENTS ABSTRACT……………………………………………………………………………..vi INTRODUCTION………………………………………………………………………..1 EDUCATION: THE SAVIOR OF THE SOUL………………………………………….7 THE BLIGHTED LAND………………………………………………………………..14 SHANKER OR MCCOY………………………………………………………………..21 PROFESSIONALISM AND MERITOCRACY AGAINST COMMUNITY CONTROL……………………………………………………………………………….30 “INTEGRATIONIST LIBERALISM” OR NEOLIBERALISM………………………..38 CONCLUSION...……………………………………………………………………......47 REFERENCES…………………………………………………………………………..50 BIOGRAPHICAL SKETCH..…………………………………………………………...56 v ABSTRACT This thesis explores the relationship of the confrontation at Ocean Hill- Brownsville and a change away from New Deal liberalism and toward separatism. Through historicizing this issue, I also critique the changing nature of professionalism, the push for community control and decentralization of schools, and how these ideas influenced democracy in education. Various people involved in the confrontation during the summer and fall of 1968 represent the particular positions of each side of the issue. Further, these two sides are also personified in the AFT (American Federation of Teachers) and the advocates of community control and decentralization. Through my examination, I attempt to locate the importance of the experiment in community control in the Ocean Hill-Brownsville district under the greater context of American liberalism. vi OCEAN HILL-BROWNSVILLE AND THE CHANGE IN AMERICAN LIBERALISM While the confrontation at Ocean Hill-Brownsville occurred four decades ago, the event’s importance to American liberalism is largely unexplored. A few scholars such as Marilyn Gittell and Richard Kahlenberg have commented on the incident’s significance to liberalism, I attempt to build upon their research and contextualize Ocean Hill- Brownsville’s role in the change in liberalism that occurred in the late 1960’s. Building on a synthesis of previous scholars’ work, I attempt to locate the confrontation as part of a change in American liberalism which is reflective of the changing culture of the 1960’s. Finally, I will explore the impact this change had on education As Gittell notes in “Community Control of Education”, “the Ocean Hill- Brownsville confrontation revealed an entanglement of strange alliances. For the most part, conservatives and the more radical left empathized with the black poor. The beneficiaries of the New Deal liberal social revolution were juxtaposed against them. These new political and social alignments caused by the school crisis indicate a confusion widespread in the nation. People most reluctant to change, those nostalgically yearning for the Roosevelt era, are reactionary liberals. Theirs is basically a quantitative social philosophy conceiving the root cause of poverty to be merely a lack of money. They naturally resist structural and qualitative changes” (9). She and other scholars illustrate how the Ocean Hill-Brownsville controversy brought friend and foe together and 1 simultaneously alienated traditional social and political partners throughout the summer and fall of 1968. It is important to note that when speaking of the incident at Ocean Hill- Brownsville, we must understand that the confrontation lasted several months throughout the summer and fall of 1968. Moreover, while I am interested in the event as a whole, the reader should also understand that during Ocean Hill-Brownsville, there were many smaller incidents that together, characterize the entire fiasco. As many before me have duplicated in detail, the events of that summer and fall, I am not going to simply summarize their reports. Rather, I suggest that readers wanting a detailed account of the events leading up to and including the confrontation at Ocean Hill-Brownsville should consult chapters 5, 6, and 7 of Windell Pritchett’s Brownsville Brooklyn: Blacks Jews and the Changing Face of the Ghetto. The new pacts and rifts created from the struggle at Ocean Hill-Brownsville resulted in a cultural smog, where accusations of anti-Semitism and racism, notions of jobs security, ideas about professionalism and meritocracy versus decentralization, and questions concerning the very tenets of liberalism and democracy, all hung like a pall over New York City. The teachers’ strike in Ocean Hill-Brownsville, born from this miasma of causes and sociopolitical forces, underscores the turbulent sixties. The controversy is an entanglement, not only of causal factors but of implications as well. To understand the social and political ramifications of Ocean Hill-Brownsville, we must endeavor to untangle the constituent parts from one another and trace their genealogy to the present. Through historicizing the issue, I seek to situate Ocean Hill-Brownsville as a pivotal point in the history of American liberalism from which modern concepts of liberalism in part, inherited their critical, social capital. This issue is important not only because 2008 is the fortieth anniversary of the strike but also because exploring the incident illuminates many of the contemporary issues surrounding education and professionalism within education. Further, I also believe that neoliberalism (admittedly a vague idea, yet one that many scholars use), can trace some of its ideological ancestry to the confrontation at Ocean Hill-Brownsville as well. While Ocean Hill-Brownsville occurred forty years ago, many critics continue to write about ways the relationship between race, civil rights, and labor is still contested; this is especially true in the wake of the movement away from what Gittell deems “a new 2 deal liberal society” (9) and toward new concepts of liberalism and even neoliberalism. Moreover, while Ocean Hill-Brownsville revealed the latent yet rumbling tensions of peoples’ associations to organized labor and racial identity, one must ask: How much has changed since the uneasy truce after Ocean Hill-Brownsville? Have we resolved the tensions between organized labor and feelings toward racial identities? How did Ocean Hill-Brownsville change the nature of professionalism and viewpoints on meritocracy? Likewise, what legacy did Ocean Hill-Brownsville leave for education and education policy? At the very heart of the matter, the incident raised questions about community control of education, and advocates of community control accused the professionals of being elitist and out of touch. Are professional educators any less elitist and more in touch with community needs than in 1968? To speak of changes in liberalism and neoliberalism invokes many branches of ideas. I am only interested in the braches that affect ideas about education or rather, their effect on education, and how those ideas have some of their roots in the Ocean Hill- Brownsville crisis. During the late 1960’s, no one used the term neoliberal or neoliberalism when describing the conflict at Ocean Hill-Brownsville. Nevertheless, if we speak of a change in liberalism, then neoliberalism is certainly part of that change and even grows from it. I am investigating neoliberalism’s social, economic, and political fabric but, only as it relates to ideas about education. For purposes of this paper, I agree with the article by Amy Wells et al., “Defining Democracy in the Neoliberal Age: Charter School Reform and Educational Consumption” where they define neoliberalism as “free-market policies that encourage private enterprise and consumer choice, reward personal responsibility and entrepreneurial initiative, and undermine governments’ incompetent bureaucracy” (343). I am interested in discovering neoliberalism’s history as part of the change in liberalism and how both relate to Ocean Hill-Brownsville. I contend that Ocean Hill-Brownsville, as a pivot point, offers insight into the formulation of neoliberal ideas and a division between classical ideas about liberalism and the new separatist liberalism of Malcolm X and Stokely Carmichael. Ironically, the shifting of emphasis toward race and
Recommended publications
  • Download Annual Report
    The New Conservative Flagship ANNUAL REPORT 2020A About American Compass Table of Contents Our Mission To restore an economic consensus that emphasizes the importance of family, community, and industry to the nation’s liberty and prosperity: 1 Founder’s Letter 4 REORIENTING POLITICAL FOCUS from growth for its own sake to widely shared economic development that sustains vital social institutions. SETTING A COURSE for a country in which families can achieve self- sufficiency, contribute productively to their communities, and prepare the next 2 Year in Review 10 generation for the same. Conservative Flagship 12 HELPING POLICYMAKERS NAVIGATE the limitations that markets and government each face in promoting the general welfare and the nation’s security. Changing the Debate 14 Our Activities Creating Community 16 AFFILIATION. Providing opportunities for people who share its mission to The Commons 18 build relationships, collaborate, and communicate their views to the broader political community. Our Growing Influence 20 DELIBERATION. Supporting research and discussion that advances understanding of economic and social conditions and tradeoffs through study of history, analysis of data, elaboration of theory, and development of policy 3 Our Work 21 proposals. ENGAGEMENT. Initiating and facilitating public debate to challenge existing Rebooting the American System 22 orthodoxy, confront the best arguments of its defenders, and force scrutiny of unexamined assumptions and unconsidered consequences. Coin-Flip Capitalism 26 Our Principles Moving the Chains 30 AMERICAN COMPASS strives to embody the principles and practices of a healthy democratic polity, combining intellectual combat with personal civility. Corporate Actual Responsibility 34 We welcome converts to our vision and value disagreement amongst A Seat at the Table 38 our members.
    [Show full text]
  • Civic Education: Is There Common Ground? March 13, 2019 | Noon to 2:00 P.M
    Conversation Series Civic Education: Is There Common Ground? March 13, 2019 | noon to 2:00 p.m. LEO CASEY Leo Casey is the executive director of the Albert Shanker Institute, a think tank established by the American Federation of Teachers which focuses on issues of public education, unionism and democracy promotion. He previously served as vice president from academic high schools for the United Federation of Teachers (UFT), New York City’s 200,000 person strong teacher union. After a stint in political organizing, Casey began his teaching career at Clara Barton High School in the Crown Heights section of Brooklyn, where he taught for fifteen years. For ten years in a row, his classes— composed entirely of students of color, who were largely immigrant and predominantly female—won the New York City championship of the national We The People civics competition, winning the New York State championship four times and placing fourth in the nation twice. Casey won many additional awards for his teaching and was named national Social Studies Teacher of the Year for the American Teacher Awards in 1992. In 1999, Casey became a full-time UFT special representative for high schools and was elected vice president from academic high schools in 2007. While vice president, he taught a class in Global Studies every day at Bard High School Early College in Manhattan. He has a long history of union involvement, including work as a United Farm Worker’s organizer and participation in the first unionization drive of graduate teaching assistants in Canada, serving as vice president of the Graduate Student Union at the University of Toronto and on the executive of the Ontario Federation of Students.
    [Show full text]
  • Workshop in Urban Ethnography Spring 2013
    Yale University Workshop in Urban Ethnography Spring 2013 The Craft of Nonfiction Nicholas Lemann Dean, Henry R. Luce Professor Columbia University Graduate School of Journalism Nicholas Lemann is Dean of the Graduate School of Journalism at Columbia University. Under his leadership, the Journalism School has launched significant new initiatives in investigative reporting, digital journalism, executive leadership for news organizations, and other areas. Lemann is a staff writer for The New Yorker and has published five books, most recently Redemption: The Last Battle of the Civil War (2006); The Big Test: The Secret History of the American Meritocracy (1999), which helped lead to a major reform of the SAT; and The Promised Land: The Great Black Migration and How It Changed America (1991), which won several book prizes. He has written widely for such publications as The New York Times, The New York Review of Books, The New Republic, and Slate and worked in documentary television with Blackside, Inc., Frontline, the Discovery Channel, and the BBC. The Craft of Nonfiction Mr. Lemann will discuss the craft of long-form journalism, with particular attention to how practitioner-teachers can take advantage of being located in a university to enrich their own work and to teach students. He will also discuss the similarities and differences between journalism and sociology, and journalism’s current state of health. Lunch Served * * * All Welcome Monday, February, 18, 11:30a-1:20p 210 Prospect Street, Room 203, New Haven For more information: [email protected] Yale.
    [Show full text]
  • The Battle to Integrate New York City's Public Schools
    Bowdoin College Bowdoin Digital Commons Honors Projects Student Scholarship and Creative Work 2019 "This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools Anne Fraser Gregory Bowdoin College, [email protected] Follow this and additional works at: https://digitalcommons.bowdoin.edu/honorsprojects Part of the Education Commons, and the Urban Studies and Planning Commons Recommended Citation Gregory, Anne Fraser, ""This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools" (2019). Honors Projects. 131. https://digitalcommons.bowdoin.edu/honorsprojects/131 This Open Access Thesis is brought to you for free and open access by the Student Scholarship and Creative Work at Bowdoin Digital Commons. It has been accepted for inclusion in Honors Projects by an authorized administrator of Bowdoin Digital Commons. For more information, please contact [email protected]. "This is N.Y.C. Not Little Rock": The Battle to Integrate New York City's Public Schools An Honors Project for the Department of Africana Studies by Anne Fraser Gregory Bowdoin College, 2019 ©2019 Anne Fraser Gregory Acknowledgments This project would not have been possible without the support of the entire Africana Studies Department, particularly my readers, Judith Casselberry and Tess Chakkalakal, and especially my advisor Dr. Brian Purnell, who has been a role model to me since my first class with him in Africana Studies 1101. My wonderful family and my network of supportive friends and peers here at Bowdoin also created the productive space in which I could study and conduct my research, and I could not be more grateful for them.
    [Show full text]
  • Board of Directors
    Albert Shanker Institute THE CHALLENGES FOR DEMOCRACY IN THE MIDDLE EAST: THE ART OF THE POSSIBLE February 6-7, 2007 PRESENTERS/MODERATORS Antonia Cortese Toni Cortese, executive vice president of the American Federation of Teachers, is a former officer of the New York State United Teachers (NYSUT). She was elected NYSUT second vice president in 1973, a position she held until 1985, when she was elected first vice president. Among her many professional activities, Cortese has served on the AFT executive committee and as a member of the National Board for Professional Teaching Standards, which develops and administers assessments leading to the certification of accomplished teachers. She has served as an appointee of the U.S. Department of Education to the National Assessment Governing Board which is responsible for the National Assessment of Educational Progress (NAEP). A vice president of the national AFT for many years, she also serves as an AFT representative to the Learning First Alliance, a national coalition of major education organizations. David N. Dorn David Dorn is International Affairs Director at the American Federation of Teachers (AFT) where he has supervised the expansion of AFT international work on behalf of human and teachers’ union rights and its support for the development of democratic teachers unions in emerging democracies in Eastern and Central Europe, Russia and Central America. He has overall responsibility for the development and implementation of Education for Democracy/International (ED/I) projects which promote educational activities that improve the teaching of democracy and civics throughout the world Heba F. El-Shazli Heba El-Shazli is the Regional Program Director for the Middle East and North Africa programs at the Solidarity Center, AFL-CIO since September 2004.
    [Show full text]
  • How the Seventies Changed America
    How the Seventies Changed America NICHOLAS LEMANN To many Americans, it was the "loser" decade, a ten-year hangover from the excesses of the sixties, a time of bitter disillusionment, what with Watergate and the withdrawal from Vietnam, the only war America ever lost. It was a plastic era, to use Norman Mailer's term, that featured polyester suits and disco music. Many Americans still regard the 1970s as a vague interim between the liberal idealism and social upheaval of the six- ties and the conservative individualism of the eighties. But to journalist Nicholas Le- mann, looking back from today's vantage point, the seventies can no longer be dismissed as "the runt decade" in which relatively nothing significant occurred. On the contrary, he finds profound importance in terms of several "sweeping historical trends" that began or were accelerated in the seventies and that went on to shape what American society has become in our time. First, he says, it was the decade in which geopolitics started revolving less around ide- ology than around oil and religion. He cites the 1973—1.974 oil embargo of the oil- producing Arab-Muslim states as the "epochal event" of the decade, one that dashed the 1960s assumption of endless economic growth and prosperity for all in the United States. The oil embargo spurred the growth of the Sun Belt, initiated a period of stagger- ing inflation, and marked the end, maybe forever, of "the mass upward economic mobil- ity of American society." And that in turn fragmented the country into squabbling inter- est groups that cared more about looking out for themselves than about sacrificing for the national good.
    [Show full text]
  • Albert Shanker: Reflections on Forty Years in the Profession
    Reflections on Forty Years in the Profession By Albert Shanker I have spent almost 40 years as a teacher and a trade unionist. The majority of those years were spent in fighting to gain collective bargaining rights for teachers and in using the collective bargaining process to improve teachers' salaries and working conditions. But during the past decade, I've devoted most of my time and energy working to professionalize teaching and to restructure our schools. Some of the people who hear me speak now seem to think this represents an about face on my part. They are surprised at this message coming from a union leader—and one who has been in jail for leading teachers out on strike, at that—but they probably put it down to my getting mellower in old age or maybe to wanting to assume the role of "elder statesman." Some union members, too, believe they are seeing a shift in my positions. Perhaps so. But it's not that I have abandoned any of my former views, and it’s certainly not an attempt to go back to the good old days before collective bargaining when teachers and administrators in a school were supposedly one big, happy family; and teachers behaved in a "professional" manner. As a matter of fact, memories of those days still make it hard for me to talk about professionalism without wincing. "That's Very Unprofessional, Mr. Shanker!" The word professional was often used then to beat teachers down or keep them in line. I can remember my first exposure to it as a teacher.
    [Show full text]
  • The Promised Land, and the Big Test
    Writing Literary History . The Promised Land, and The Big Test an interview with author . Nicholas Lemann Literary Journalism Studies Vol. 3, No. 1, Spring 2011 10 Literary Journalism Studies Writing Literary History . Nicholas Lemann n a wide-ranging interview, Nicholas Lemann, Idean and Henry R. Luce professor at the Co- lumbia University Graduate School of Journalism in New York City, talks with Norman Sims about the many influences on and challenges posed by his literary histories, The Promised Land: The Great Black Migration and How It Changed America (11), and The Big Test: The Secret History of the American Meritocracy (1). But in this instance, lit- erary history does not refer to histories of literary movements, or authors. Instead, the discussion harks back to an earlier tra- dition when the writing of history was considered a literary endeavor, as reflected, for example, in Clarendon’s History of the Rebellion, or Gibbon’s Decline and Fall of the Roman Empire. The tradition is alive and well today practiced mostly by journalists who seek the story or narrative in the history. Norman Sims is regarded as one of the senior scholars in the field of literary journalism studies. Sims is currently professor of jour- nalism at the University of Massachusetts Amherst. He is the edi- tor of two anthologies, his landmark The Literary Journalists (Ballantine, 1984) and Literary Journalism (Ballantine, 1995, edited with Mark Kramer); editor of a groundbreaking collection of scholarly articles by several authors, Literary Journalism in the Twentieth Century (Northwestern University Press, 2008); and author of a history, True Stories: A Century of Literary Journalism (Northwestern University Press, 2007).
    [Show full text]
  • The Ideological and Organizational Origins of the United Federation Of
    City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2014 The Ideological and Organizational Origins of the United Federation of Teachers' Opposition to the Community Control Movement in the New York City Public Schools, 1960-1968 Stephen Brier CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_pubs/199 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] CONTROVERSY / POLÉMIQUE The Ideological and Organizational Origins of the United Federation of Teachers' Opposition to the Connnnunity Control Movennent in the New York City Public Schools, 1960-1968 Stephen Brier IN THE STRIKE THAT CHANGED NEW YORK, historian Gerald Podair argues that race was the fundamental issue that divided the city during the United Federation of Teachers' (UFT) strike that shut down the New York City public schools for weeks in the fall of 1968, idling more than a million students.^ Running along a black-white (or, more pointedly, a black-Jewish) binary, Podair's analysis depicted the largely Jewish teachers union,^ led by Albert Shanker, in opposition to black militant (and increasingly black nationalist) elements in several poor communities in Brooklyn and Manhattan that supported com- munity control and opposed the UFT strike. Inflected by a then relatively new "whiteness" studies interpretation, Podair's analysis of the UFT'S success in winning the strike focused on its and Albert Shanker's efforts to generate a 1.
    [Show full text]
  • Alfred Max Loewenthal Papers
    http://oac.cdlib.org/findaid/ark:/13030/kt4v19r7f9 No online items Register of the Alfred Max Loewenthal papers Finding aid prepared by Dale Reed Hoover Institution Library and Archives © 2016 434 Galvez Mall Stanford University Stanford, CA 94305-6003 [email protected] URL: http://www.hoover.org/library-and-archives Register of the Alfred Max 80189 1 Loewenthal papers Title: Alfred Max Loewenthal papers Date (inclusive): 1886-1980 Collection Number: 80189 Contributing Institution: Hoover Institution Library and Archives Language of Material: English Physical Description: 59 manuscript boxes, 5 oversize boxes, 2 motion picture film reels(25.6 Linear Feet) Abstract: Correspondence, memoranda, reports, minutes, serial issues, other printed matter, and motion picture film relating to electrical workers' unions in the United States, to teachers' unions in the United States and abroad, and to socialism, communism, and Trotskyism in the United States and especially in the labor movement. Creator: Loewenthal, Alfred Max, 1916-1980 Hoover Institution Library & Archives Access The collection is open for research; materials must be requested at least two business days in advance of intended use. Publication Rights For copyright status, please contact the Hoover Institution Library & Archives. Acquisition Information Acquired by the Hoover Institution Library & Archives in 1980. Preferred Citation [Identification of item], Alfred Max Loewenthal papers, [Box no., Folder no. or title], Hoover Institution Library & Archives. 1916
    [Show full text]
  • ALBERT SHANKER INSTITUE Unions Shaping Good Schools: Where Every Child Graduates; Every Diploma Reflects Achievement June 4-5, 2007
    ALBERT SHANKER INSTITUE Unions Shaping Good Schools: Where Every Child Graduates; Every Diploma Reflects Achievement June 4-5, 2007 PARTICIPANTS Paul E. Almeida President, AFL-CIO Department for Professional Employees Karen Aronowitz President, United Teachers of Dade Brian Baker Professional Issues Director, Texas Federation of Teachers Barbara Byrd-Bennett School Executive-in-Residence, Cleveland State University; former chief executive officer, Cleveland, Ohio, Municipal School District Colleen Callahan Director of Professional Issues, Rhode Island Federation of Teachers and Health Professionals Leo Casey Special Representative for High Schools, United Federation of Teachers Kathleen Cashin Regional Superintendent, Region 5, New York City Jean Clements President, Hillsborough Classroom Teachers Association David K. Cohen John Dewey Collegiate Professor of Education and Professor of Public Policy, University of Michigan. Toni Cortese Executive Vice President, American Federation of Teachers, Rudolph Crew Superintendent, Miami-Dade County Public Schools Thomas R. Donahue Past President, AFL-CIO Bob Edwards Host, The Bob Edwards Show; Interim National President, American Federation of Television and Radio Artists Marian Flickinger President, Norfolk Federation of Teachers Benjamin Frisbie Chair, NYSUT Committee on Teacher Centers; Member, NYSUT Board of Directors Nanciann Gatta Assistant Superintendent, Niles Twp. High School District 219 Milton Goldberg Former Director, Office of Research, U.S. Department of Education 1 Sam Holtzman
    [Show full text]
  • Brokaw Receives Standing Ovation at Awards Dinner War Portrayed
    THE MONTHLY NEWSLETTER OF THE OVERSEAS PRESS CLUB OF AMERICA, NEW YORK, NY • April/May 2013 Brokaw Receives Standing Ovation at Awards Dinner mie Doran arrived EVENT RECAP: APRIL 24 wearing a tartan kilt by Aimee Vitrak and Fabio Bucci- The past year was just as daunt- arelli wore aviator ing in terms of press freedom and sunglasses, but they its toll on journalists and journalism were award winners as in years past, but the mood in the so shaking up the room managed to be festive. Per- status quo seemed a haps journalists have grown numb part of their job and to the bad news, or at least decided gave a rebel quality to honor those journalists who were to the room. tenacious and even lucky enough The candle that is Michael Dames lit at the beginning to walk away from scenes in Syria, Tom Brokaw accepts the OPC President’s Award China, Southern Africa, Nigeria, of the dinner hon- launched an internet campaign free- Honduras, Afghanistan and many ors those journalists other dangerous and difficult places who are killed or missing in action. jamesfoley.org to raise awareness to tell the story, when so many of This year’s tribute was again a mov- for their son’s situation and to urge their compatriots have not. ing one with Diane and John Foley the Syrian government to release The 74th OPC Annual Awards lighting the candle for all journal- him. The Foleys are all-too familiar Dinner started on the thirty-fifth ists and in particular, for their son to concerns of journalist safety and floor of the Mandarin Oriental James Foley who has been missing press freedom as James was also where guests mingled around two in action in Syria since Thanksgiv- taken for a month by the Libyan well-stocked bars, rounds of hors ing Day 2012.
    [Show full text]