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Mission and Vision

mtebbe

“SAUSD is committed to providing each of its students with a high-quality education, rigorous and advanced programs, and a nurturing, safe environment with state-of-the-art facilities, 21st century learning and technology, and a direct pathway to college upon graduation. Our district proudly boasts one of the highest graduation rates in the state of California.”

Vision Statement

We will work collaboratively and comprehensively with staff, parents, and the community to strengthen a learning environment focused on raising the achievement of all students and preparing them for success in college and career.

Mission Statement

We assure well-rounded learning experiences, which prepare our students for success in college and career. We engage, inspire, and challenge all of our students to become productive citizens, ethical leaders, and positive contributors to our community, country and a global society.

Media Perceptions

mtebbe

The majority of recent articles (as of February 2022) are about the impact of the Omicron surge on teacher and student absences and instruction. In general, I think it’s hard to tell how a school district is perceived through news coverage–I don’t think they reflect community opinion very well.

Article about the district missing paychecks at the beginning of this school year: https://abc7.com/santa-ana-missing-paychecks-sausd-stalled/11036323/

Potential changes to governance structure, including term limits:

https://voiceofoc.org/2021/10/ocs-second-largest-school-district-moves-to-reshape-voter-representation/

Other Organizations

mtebbe

Various unions, including but not limited to:

  • Santa Ana Educators Association
  • California Teachers Association
  • California Federation of Teachers
  • Association of California School Administrators
  • American FEderation of School Administrators

Community organizations:

  • Santa Ana Public Schools Foundation

Funding

mtebbe

The annual operating budget for the district is about $710 million, plus $177 million in "other funds." This needs to be double-checked by someone who has a better understanding of budgets than I do--the 2021-22 budget also has a table that says that total expenditures are just over $1 billion.

California state funding makes up 79% of the budget and likely comes with less strings attached than in a more conservative state. California has a complicated Local Control Funding Formula (LCFF) that makes it harder to separate state/local funding than in many other states--this is another thing I need to do more research on, I currently don't fully understand it. 85% of the district is low-income, so most (if not all) of the schools receive Title 1 funding from the federal government.

Enrollment has declined for the past 18 years and is projected to continue to decline, so funding is declining. COVID-19 has exacerbated the enrollment decline--the district has lost more than 5,000 students in two years. However, this was compensated for by increased federal funding. The last of that funding must be spent by 2024.

Community Engagement and Equity

mtebbe

The school board is elected, so they are at least somewhat accountable to residents of Santa Ana (although the boundaries of SAUSD are not coterminous with the boundaries of the city of Santa Ana--need to look into how ballots are organized). School board meetings are televised and minutes are posted online, but only in English (45% of students are English language learners and far more than that do not speak English at home).

There are two resolutions posted on the district website stating that they do not assist immigration officials or allow them on SAUSD campuses.

The district emphasizes Family and Community Engagement as a practice, not a program. Part of this is the provision of Wellness Centers, which provide family events, classes on physical/mental health and academic support, and connections to other resources. There are also supposed to be FACE staff at every school, but many of the positions are empty. The website also has a resource newsletter, list of food resources, and a "resource support line" that seems to be available in both English and Spanish.

From the website:

Who is invited to engage with the Wellness Centers?

All families are invited to participate in the Wellness Centers. If you have a child in SAUSD, you are invited. And, if you do not have a child and are a community member, you are invited to participate, too! Remember, it takes a village.

This was representative of a general trend of making school facilities and resources available to all community members, not just students and families.

Organizational Structure

mtebbe

SAUSD has 5,000 total employees, including but not limited to: teachers, school administrators (principals), school staff (counselors, librarians, nurses, paraprofessionals, janitors, lunch attendants, etc.), and central administrative employees.

The district is led by a superintendent, an executive cabinet made up of deputy/assistant superintendents, and the school board. The district is also subject to some control by the Orange County Board of Education.

There is an assistant superintendent for Facilities and Governmental Relations who is likely one of the most relevant officials for environmental governance. The Facilities and Governmental Relations division is "responsible for the planning, construction, and maintenance of all schools and ancillary facilities within the Santa Ana Unified School District." They're responsible for the condition of school buildings and school grounds, but it's unclear if they have any control over environmental hazards outside of school grounds that affect the school. It's also unclear what the "governmental relations" part of the division does.

Relevance to Environmental Justice

mtebbe

Schools are a key organization for environmental justice because they (can/should) provide students with the skills necessary to recognize and challenge environmental injustice when they see it. They can also serve as community hubs, contributing indirectly to environmental justice through the development of community social capital and political capacity.

Reading Climate Leviathan

ntanio
Annotation of

While I found the article illuminating (I did not read the book), I am frustrated by, what I found, to be the hegemonic visions of political theory and climate change. Is there no space for feminist epistemological stances when imagining future forms of governance? Even their presentation of Climate X--what seemed to me like a quest for a unifying theory of opposition that is neither realistic nor reflects the how resistence movements however stuttering they may be are also a source of possibility and hope.

climatetechbro

lucypei
Annotation of

I wonder about global corporations and how they might relate to the described US-UN-Western-Elite Climate Leviathan verus Behemoth on the Capitalist side. They already operate beyond nation-state territorial scope. Just from where I'm situated, I've heard a lot of people praising tech companies in the US for being the first to call for work-from-home. Facebook's Data for Good COVID mapping that Tim sent around also looks like a start of a global panopticon that already has the capacity to be monitoring a huge number of people's travel and symptoms, beyond state divisions, in fact explicitly in part because Facebook does not trust state data, and it does not need buy-in at a UN kind of event. People are already consenting in degrees to have Facebook "collect" and aggregate their data for the fun, validation, convenience, etc. of being on social media. As the Western Elite governments go to Behemoth, are the corporations of those elite places the ones to carry on the idea of Leviathan? 

This article also brought to mind a haunting story that I first heard from a fancy robotics professor of a "Noah's Ark" for Elon Musk. I haven't quite figured out how that fits yet with the chart of possibilites offered in the article.

I second Prerna's frustration about citation and writing like one is the first person to think of something. 

prerna_questions&frustrations_leviathan

prerna_srigyan
Annotation of

I admire Mann and Wainwright for taking on the impossible task of coming up with a political theory for climate justice. Their strength lies in how they inadvertently reveal the stubbornness of Leviathan, or liberal democracy. But I must question when abstractions turn into reifications. Like any political theory, it would of course rouse passions and frustrations, so here are mine.

(1)  The political theory of the state that Mann and Wainwright build on follows the tradition(s) of Hobbes, Hegel, Marx, and Walter Benjamin. If we are to limit ourselves in these traditions, there is a still a lot of space to talk about them that Mann and Wainwright keep open. I am intrigued by the phrases "a world without sovereignty is no world at all", and "democracy undoes the very possibility of rule", which reveal how stubborn our political imaginations are. In the construction of these phrases, a world without sovereignty and democracy is not recognizably a world. I think they are quite right here. I hope to explore in my own project the tensions they point out, that this moment reinforces in such a monstrous way: "Leviathan, whether in the Old Testament or in even oldermyths, was never a captive of its conjurer’s will, and remains at large today, prowling between nature and the supernatural, sovereign and subject." (1)

(2) The most obvious critique I have is their lack of imagination for where learning can come from. Their four climate scenarios assume a bipolar world of Asia and United States. Take for example, this quote: "In contrast to sub-Saharan Africa or Latin America, for example, only in Asia—and only with some revolutionary leadership from China—do we find the combination of factors that make climate Mao realizable: massive and marginalized peasantries and proletariats, historical experience and ideology, existing state capacity, and skyrocketing carbon emissions." (10)

The phrase in contrast leaves Africa and Latin America as places without coordinational capacity. We have to remember that the Haitian Revolution  happened in the Caribbean in 1791, a successful proleteriat revolution against a colonial state which had degraded both ecology and humanity. Admittedly the challenges are different in scale and scope today, but we have to be careful about the biases we reveal when we abstract. 

(3) So, where can learning come from? As I write in my annotation on the T-STS COVID project: "The question of political organizing and mobilizing in times of crisis therefore needs to build on movements and organizing that have resulted out of long histories of exclusion. How does movement-building look like to those who have learned to organize in a state that was to them mostly oppressive and withdrawn? Corinna Mullin and Azadeh Shahshahani (2020) reflect on what a transnational perspective on movement-building and organizing looks like. Their excellent article points to early Black radical internationalism and organizations, indigenous internationalism, the international peasant and ecological movement of Via Campesina, the Boycott, Divestment and Sanctions movement, Black for Palestine and The Red Nation movements, for example. In short, we have much to learn from responses by ongoing anti-imperialist movements during COVID-19 which have called for cancellation of neocolonial debt, land repatriation, reconfiguration of gig and hustle economies, just to give a few examples." Where else can we find examples to build on?

(4) So, the world that I live in is not polar, nor is it confined to territorial nation-states. Does it still make sense to speak of the US as representative of liberal democracy? And does liberal democracy mean rule without terror? Mann and Wainwright contrast "Euro-American liberal hegemony" to the "necessity of a just terror" that climate Mao asserts (9). Further, they distinguish the mechanisms of "neoliberal contagion" from global climate change, as if the two operate on separate floating spheres (3). However, as Inderpal Grewal argues in Saving the Security State (2017) and Jasbir Puar argues in The Right to Maim (2017), the security state cannot be separated from the transnational parastatal humanitarian complex that has emerged to address global climate change, among other things. These parastatal organizations work within the contradictions of neoliberalism: benefiting from withdrawing of the state and the increased capacity of the state to surveil (as the COVID19 pandemic sadly shows too) and make citizens which see themselves as exceptional liberals if they participate in that complex. They maintain the US empire and benefit from it. Is there space to talk about present-day imperial projects in political theory about climate activism?

(5) I wished they would have cited and learned from other people who have been saying these things for a long time. Is my wish for them to "talk about everything"? No, my wish for them is to stop speaking as if they are the first ones to speak about this. A footnote would have sufficed. And that is my frustration.