Randi Weingarten’s latest book, “Why Fascists Fear Teachers: Public Education and the Future of Democracy,” released in September by Penguin Random House, positions itself as a crucial resource for educators against rising authoritarianism. The president of the American Federation of Teachers (AFT) and an influential figure in the Democratic National Committee, Weingarten has gained immediate attention with bulk preorders that secured its place on the New York Times bestseller list.
Weingarten has embarked on a promotional speaking tour, highlighting the book’s message at events organized by notable education institutions like the Albert Shanker Institute and Education International. Under the banner “Defending Democracy: How to Stop a Backsliding Democracy,” these events aim to activate educators in the face of perceived threats.
However, critical voices suggest the book may lack the depth expected from a serious political analysis. Detractors argue it oversimplifies complex issues, such as the rise of former President Trump, and the broader social forces driving authoritarianism, while simultaneously downplaying the Democratic Party’s role in shaping the current political landscape. Instead of empowering educators for effective resistance, critics contend that Weingarten’s work may inadvertently disarm them, focusing instead on maintaining the status quo within the Democratic Party.
The book opens with historical reflections on Norwegian teachers who resisted Nazi occupation through nonviolent means, establishing a narrative that glorifies teacher solidarity during oppressive regimes. Yet, critics argue that nonviolent resistance is not the central issue today. Rather, they assert it is crucial to address how to thwart the steady encroachment of authoritarian governance rather than merely reflecting on past struggles.
Weingarten’s message revolves around what she deems essential actions teachers can undertake: imparting knowledge, fostering safe communities, promoting opportunity, and strengthening labor movements. While she aptly identifies attacks on public education as a tactic of the far-right, critics argue that her record reveals a collaborative approach with administrations that have undermined teachers’ autonomy and public education itself, citing instances such as her support for the Obama administration’s school reforms that led to layoffs and increased testing.
Opponents further highlight Weingarten’s affiliations with powerful corporate interests and the Democratic Party, asserting her initiatives often align with preserving the existing political structure rather than challenging it. They accuse her of systematically undermining genuine educator dissent, particularly during significant moments when educators demanded more, such as during the protests over school funding in several states.
Despite the controversy, the book’s publication signifies larger discussions around the role of public education in democracy and the importance of educator activism in combating fascism. In a world increasingly polarized by socio-political divides, Weingarten’s book might rally those wary of authoritarianism, even if it faces significant critiques regarding its approach and conclusions.
The reality remains that current political tensions require more than just traditional forms of advocacy; a fundamental reevaluation of how educators and unions engage with political powers may be necessary to effectively resist growing authoritarian tendencies. As educators across the globe increasingly mobilize against oppressive regimes, the call for new forms of organization and collective action within the education sector gains urgency.