Puzzle Pieces: Obama’s Political Career Launched By Terrorist William Ayers

Many have been digging into Barrack The Hussein Obama’s past ties to domestic terrorist William Ayers, who admitted to bombing the Pentagon in the 1970’s.  Most of these Investigative Journalists have run into brick walls or strong armed resistance by those who seek to keep Obama’s relationship with Ayers silent. One such author, Stanley Kurtz, has been targeted by the Obama campaign for destruction for his investigation into the relationship.

The One’s campaign has also vigorously sought to silence an ad tying him to William Ayers, and threatened the organization that put the ad together with criminal charges by asking the Justice Department to investigate every person involved with the group and their financial records turned over to the IRS.

Where there is smoke, there is fire – and Obama has worked very hard to make sure these ties have been wiped clean so the American people do not find out who launched his political career.

As I’ve said before – Obama is a Trojan Horse.

Now the puzzle is being pieced together and perhaps the first one to get a glimpse of the real disturbing picture is Andy Martin at the Contrarian Commentary.

 

WILLIAM AYERS HAS BEEN THE MASTERMIND BEHIND THE RISE OF BARACK OBAMA

AYERS HAS DESIGNED AN OBAMA CAMPAIGN STRUCTURE WHICH IS BASED ON AYERS’ THEORIES OF MAOIST REVOLUTION.

THE CHICAGO VERSION OF “FRIENDS”

OBAMA LIED TO ABC NEWS AND A NATIONAL TV AUDIENCE

(NEW YORK, NY)(September 9, 2008) Nailing down the relationship between “mad bomber” William Ayers and Barack Obama has been the greatest challenge of the 2008 presidential campaign.

The second biggest challenge of 2008 has been deciphering and understanding Barack Obama’s campaign structure. His campaign is unlike any other presidential campaign in U. S. history. Obama’s operation is authoritarian, disciplined and centralized in Chicago. Obama’s reliance on a nationwide network of local “offices” and mailing lists points inexorably to a political latticework straight out of William Ayers’ revolutionary playbook.

The bottom line: After an exhaustive investigation ContrarianCommentary.com can confirm that Barack Obama appears to be William Ayers’ “front” for a national, ongoing Maoist-style revolutionary campaign structure which will endure past November 4th.

Ironically, as we searched for the Ayers-Obama relationship in the present, it was staring us in the face: Obama’s campaign is structured precisely the way Ayers would want. That is why Obama has created “Camp Obamas” across the United States to indoctrinate workers, and adopted other similar Fidel Castro/Hugo Chavez tactics.

The puzzle pieces are finally starting to fall into place. Last week we asked why would Black Panther party revolutionary Khalid Al-Mansour start soliciting money for Obama’s legal education? The answer: Ayers and his wife, Bernadine Dohrn, were close associates of the Black Panther Party and even unleashed a terrorist attack on a New York judge who heard a Panther case.

In the 1980’s, the Ayers/Dohrn revolutionary terror network was still working through individuals such as Al-Mansour, who had sufficiently laundered his radical past to assume respectability as a front for a Saudi Prince. The same way Ayers laundered his own past to become a professor of “education” at Illinois’ taxpayer-subsidized university. 

Ayers and Al-Mansour appear to have been in contact. Ayers vouched for Obama to Al-Mansour, who then began a law school fund-raising campaign among prominent African-Americans. 

Obama’s law degree thus appears to have been financed through the encouragement of persons who had been violent revolutionaries and remain unrepentant to this day, the same unconventional way the purchase of Obama’s Chicago mansion was party financed by an Iraqi billionaire. 

Why did Obama get hired as a “summer associate” in 1989 at the law firm which had hired Ayers’ wife, and where Ayers’ father was a prominent friend of the managing partner at Sidley & Austin? The answer is obvious. Ayers was grooming Obama as his future “front.”

Where did Obama get his first and only legal job after Harvard? At a law firm where Tony Rezko was a prominent client and where name partner Judson Miner was a law school classmate of Bernadine Dohrn-Ayers. Yes, the pieces are starting to come together.

Was Obama telling ABC the truth when he said met the Ayers’ at a coffee klatch at the Ayers home in 1995? Ayers had already been working with Obama for seven years; Ayers had appointed Obama to head a $50 million foundation. Did Ayers appoint a stranger? Or a front man? The answer is obvious.

Obama has relentlessly tried to conceal the Ayers/Obama time line, and the ongoing connections between the men. When bits and pieces of the Ayers/Obama relationship have popped up this year, Obama has sought to debunk and deflate each isolated piece of information. No one was able to grasp the big picture.

Until today, no one had actually connected all of the dots. ContrarianCommentary.com is the first to do so.

We always wondered why Obama had structured his campaign the way he did: small “offices” all across the United States. No other presidential campaign has ever done this. Bill Ayers is a proponent of locally based revolutionary tactics. Ayers’ playbook is Mao Tse-Tung’s handbook. And Obama’s campaign structure follows Ayers’ matrix. A nationwide network of “Camp Obamas” controlled from Chicago (i.e. Ayers)? You get the picture.

Obama is not stupid. He is a bright man, very talented, very personable and, until recently, a man without much of a personal history. But there is a shiftless, searching side to Obama’s personality. Due to childhood neglect and abuse, he is a man without a conscience. He was and remains the perfect front for Ayers’ ongoing revolutionary campaign to subvert and subdue the United States of America. 

It can be said without fear of contradiction, a vote for Barack Obama is in reality a vote to put William Ayers in de facto control of the U. S government.

William Ayers is an admittedly unrepentant violent revolutionary who waged war against every American and who today is still scheming to wage war against the United States. This time he wants his headquarters to be in the Oval Office of the White House. 

William Ayers is the mastermind behind the rise to power of Barack Obama. He has been since 1988.

ANDY MARTIN WILL EXPLORE THIS CLAIMS IN A NEW YORK CITY NEWS CONFERENCE WEDNESDAY, SEPTEMBER 10TH (TBA).
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THE AYERS/OBAMA TIMELINE: (Version 1.0; a work in progress; dates are approximate)

1987 William Ayers meets Barack Obama

1988 Ayers solicits Khalid Al-Mansour to raise money for Obama’s Harvard law School education

1989 Tom Ayers and William Ayers get Obama a summer job at Sidley & Austin (where he meets Michelle Obama); Ayers’ wife Bernadine Dohrn also worked at Sidley at about the same time as Barack and Michelle.

1993 Ayers places Obama on Woods Foundation

1995 Ayers makes Obama Chairman of Annenberg Challenge

1995 Ayers hosts a coffee klatch for Obama’s political debut (Obama falsely claims this is when he met Ayers)

2007-2008 The structure of Obama’s presidential campaign increasingly comes to resemble an Ayers-designed national “community organizer matrix” straight out of Maoist theory. This is not merely a presidential “campaign.” Obama’s organization is the first installment of an ongoing movement being paid for with tax-exempt contributions to his campaign, approaching half a billion dollars.

2008Obama In response to ABC News, Obama tells a national TV audience he was “six years old” when Ayers bombed federal buildings, and they are only casual neighborhood acquaintances. A lie.

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14 responses to “Puzzle Pieces: Obama’s Political Career Launched By Terrorist William Ayers

  1. Elena

    Just a hunch…but someone could investigate if Obama ever met Ayers in NYC at Columbia University…I believe both of them were in attendance there at the same time.

  2. Pingback: Obama & Ayers, the Marxist Agenda « td blog

  3. Columbia University and Bank Street College are only four blocks apart: bankstreet.edu/aboutbsc/visiting.html Obama attended Columbia from 1981 – 1984: en.wikipedia.org/wiki/Barack_Obama Ayers received a Master of Education Degree from Bank Street in 1984: en.wikipedia.org/wiki/Bill_Ayers From Ayers blog: “ACADEMIC PREPARATION M.F.A. Nonfiction Writing. Bennington College, 2002. Ed.D. Curriculum and Teaching. Teachers College, Columbia University, 1987. M.Ed. Curriculum and Teaching. Teachers College, Columbia University, 1987. M.A. Early Childhood Education. Bank Street College of Education, 1984. B.A. American Studies. University of Michigan, 1968.” This is Ayers father’s obit. Obama worked for him at some point I believe? What stands out in this obit: http://www.northwestern.edu/newscenter/stories/2007/06/ayers.html for me is this: “He also served on the board of directors of G.D. Searle & Co” GD Searle was the patent holder of aspartame. Sidley and Austin was the lawyer of GD Searle. Both Michelle and Barack Obama worked at Sidley and Austin. Donald Rumsfeld was the CEO of GD Searle. See here: todayyesterdayandtomorrow.wordpress.com/2007/08/10/donald-rumsfeld-in-bed-with-aspartame/ More from William Ayers blog; preservation purposes as well as for further research: “ACADEMIC POSITIONS Distinguished Professor of Education, Department of Curriculum, Instruction and Evaluation, University of Illinois at Chicago, 1999-Present. Professor of Education, Department of Curriculum, Instruction and Evaluation, University of Illinois at Chicago, 1996-1999. Associate Professor, Department of Curriculum, Instruction and Evaluation, University of Illinois at Chicago, 1992-1996. Assistant Professor, Department of Curriculum, Instruction and Evaluation, University of Illinois at Chicago, 1987 1992. Instructor, Pre service Program in Elementary Education, Department of Curriculum and Teaching, Teachers College, Columbia University, 1985 1987. RELATED POSITIONS Distinguished Scholar, McKissick Museum of Education, University of South Carolina, Columbia, S.C., 2005 – present. Senior University Scholar, 1997-present Randolph Distinguished Visiting Professor, Vassar College, Poughkeepsie, N.Y., 2005-2006. Visiting Scholar, Lesley University, Cambridge, Massachussetts, 2003. Founder, Director, Center for Youth and Society, 1999-2002 Co-Founder and Co-Chair, Chicago School Reform Collaborative (The Annenberg Challenge), 1995-2000. Founder, Co-Director, Small Schools Workshop, University of Illinois at Chicago, 1992 2002. Editor, Teaching for Social Justice Series, Teachers College Press. AWARDS To Teach was awarded “Book of the Year” for 1993 by Kappa Delta Pi, an international honor society in education; and the Witten Award for Distinguished Work in Biography and Autobiography in 1995 by the McKissick Museum of Education, University of South Carolina. Champion of the Public Interest. Business and Professional People in the Public Interest. Chicago, Illinois, Spring, 1996. Doctor of Humane Letters, honoris causa, Nazareth College, Rochester, New York, Spring, 1996. Senior University Scholar, University of Illinois, 1997. Alumni Recognition Award, Bank Street College of Education, New York, Fall, 1997. BOOKS (* = refereed) Ayers, W.C., Bernardine Dohrn, Jeff Jones (2006), eds. Sing a battle song: The revolutionary poetry, statements, and communiqués of the Weather Underground 1970-1974. New York: Seven Stories Press. * Ayers, W.C. (2004). Teaching the personal and the political: Essays on hope and justice. New York: Teachers College Press. Ayers, W.C. (2004). Teaching toward freedom: Moral commitment and ethical action in the classroom. Boston: Beacon Press. * Ayers, W.C. (2003). On the side of the child: Summerhill revisited. New York: Teachers College Press. Ayers, W.C. (2001). Fugitive days: A memoir. Beacon Press. * Ayers, W.C. (2001). To teach, 2nd edition. New York: Teachers College Press. Ayers, W.C., Rick Ayers, Bernardine Dohrn, (2001). eds. Zero tolerance: Resisting the drive for punishment. A handbook for parents, students, educators, citizens. New York: The New Press. * Ayers, W.C., Michael Klonsky, Gabrielle Lyon (2000), eds. A simple justice: The challenge of small schools. New York: Teachers College Press. * Ayers, W.C., Jean Ann Hunt, Therese Quinn (1998), eds. Teaching for social justice: A democracy and education reader. New York: Teachers College Press and The New Press. * Ayers, W.C. and Janet Miller (1997), eds. A light in dark times: Maxine Greene and the unfinished conversation. New York: Teachers College Press. Ayers, W.C. (1997). A kind and just parent: The children of juvenile court. Boston: Beacon Press. Ayers, W.C. and Patricia Ford (1996), eds. City kids/city teachers: Reports from the front row. New York: The New Press. * Ayers, W. C. (1995), ed. To become a teacher: Making a difference in children’s lives. New York: Teachers College Press. * Ayers, W.C. (1993). To teach: The journey of a teacher. New York: Teachers College Press. * Schubert, W.H. and Ayers, W.C. (1992), eds. Teacher lore: Learning from our own experience. New York: Longman. * Ayers, W.C. (1989). The good preschool teacher: Six teachers reflect on their lives. New York: Teachers College Press. Chinese edition: 1999, Taiwan, Laureate. Dohrn, B., Ayers, W.C., Jones, J. and Sanchez, C. (1976). Prairie fire. New York: Red Dragon Press. MONOGRAPHS Ayers, W.C. (1991), ed. Mutual gain: A guide sheet series for Local School Councils. Chicago: University of Illinois Cooperative Extension Service. Ayers, W.C. (1991). Mutual gain: An introduction. Ayers, W.C. (1991). The principal: Leading toward mutual gain. Ayers, W.C. (1991). Values and vision: The heart of mutual gain. Ayers, W.C. (1992). Effective schools for the urban poor. Ayers, W.C. (1992). School improvement: Problems and possibilities. Ayers, W.C. (1989), ed. Rethinking urban schools: The Chicago agenda. Chicago: Encyclopedia Britannica Educational Corporation. Ayers, W.C. (1989). Introduction to school improvement. Ayers, W.C. (1989). Democracy and education. Ayers, W.C. (1989). Multicultural education. Ayers, W.C. (1989). Testing and evaluation. Ayers, W.C. (1989). Integrated math and science. Ayers, W.C. (1989). Global education. Ayers, W.C. (1989). Chicago: A resource for children. Ayers, W.C. (1989), ed. The neighborhood schoolhouse that works. Chicago: Neighborhood Schools Coalition. Ayers, W.C. (1968). Education, an American problem. Ann Arbor, Michigan: Radical Education Project. FILMS Sanders, L. and William Ayers (1989). Rethinking urban schools: The Chicago agenda. Chicago: Encyclopedia Britannica Educational Corporation. ARTICLES AND CHAPTERS (* = refereed) * Ayers, W.C. (2005). Teaching toward freedom: Early childhood education and the challenges ahead. Journal of Early Childhood Teacher Education, 26 (3), 321-325. * Stovall, D. and Ayers, W.C. (2005). The school a community built. Educational Leadership, 62 (6), 34-37. Ayers, W.C. (2005). Teaching toward freedom: Early childhood education and the challenges ahead. Early Childhood, Spring 2005, 13-14. Ayers, W.C. (2005). Idealism. Bridge, 2 (2), 7-8. Boudin, C., Dohrn, B. and Ayers, W.C. (2005). Another world is possible: A family’s report from a New Latin America. Heartland, 51, 12-13. Ayers, W.C. (2005). Introduction. In: J.A. Vadeboncoeur and L.P. Stevens, eds. Re/constructing “the adolescent”: Sign, symbol, and body. New York: Peter Lang. Ayers, W.C. (2005). Who in the world am I: Reflections on the heart of teaching. In: Larry Nucci, ed. Conflict, contradiction, and contrarian elements in moral development and education. Mahwah, NJ: Lawrence Erlbaum. Ayers, W.C. (2005). Foreword: What future teachers need to know. In: Paul Chamness Miller, ed. Narratives from the classroom. Thousand Oaks, CA: Sage. Ayers, W.C. (2005). Education for a changing world. In: D.A. Breault and R. Breault, eds. Experiencing Dewey: Insights for today’s classroom. Indianapolis, IN: Kappa Delta Pi. Ayers, W.C. and James O’Brien. (2004). Standards, standards, standards. The Journal of the Learning Sciences, 13 (2), 257-264. Ayers, W.C., Gregory Michie and Amy Rome (2004). Embers of hope: In search of a meaningful critical pedagogy. Teacher Education Quarterly, 31 (1), 123-130. Ayers, W.C. (2004). School Reform. The Encyclopedia of Chicago. The University of Chicago Press. P. 742. Ayers, W.C. (2004). Stokeley Carmichael’s memoir shares hard-won wisdom. Heartland Journal, 50, p.22. Ayers, W.C. (2004). The Texas testing massacre. In These Times, March 1, 2004. Ayers, W.C. (2004). Where we might begin in teaching. Rethinking Schools, Fall, 2004, 45-47. Ayers, W.C. (2003). Foreword to Teaching from the deep end by Dominic Belmonte. Thousand Oaks, CA: Corwin Press. Ayers, W.C. (2003). Jane Addams: History and background. In: Juvenile law 2003: In the best interests of the child. Lake Oswego: Oregon State Bar, 2-1 to 2-15. Ayers, W.C. (2003). Teaching as an ethical enterprise. In: Michael Maniates, Ed. Encountering global environmental politics. New York: Rowman and Littlefield Publishers, 35-43. Ayers, W.C. (2003). The teacher’s obligation. In Sam M. Intrator and Megan Scribner, eds. Teaching with fire. San Francisco, CA: Jossey-Bass. Ayers, W.C. (2003). Teaching as ethical action. In They led by teaching, Sherry L. Field, Michael Berson, eds. Indianapolis: Kappa Delta Pi, 143-145. * Ayers, W.C. (2003). The banality of terror. Humboldt Journal of Social Relations, An Interdisciplinary Approach to the Social Sciences, 27 (2), 36-52. Ayers, W.C. (2003). Humanizing lessons: Reflections and questions after September 11. Heartland Journal, 47, 30-31. Ayers, W.C. (2003). A questionnaire. In: Judith Trustone, Ed. Celling America’s soul. Haverford, PA: Infinity Publishing. 218-220. Ayers, W.C. (2003). The standards fraud. In: Alan S. Canestrari and Bruce A. Marlowe, eds. Educational Foundations: An Anthology of Critical Readings. Thousand Oaks: Sage Publications. Ayers, W.C. (2003). Who in the world am I? Reflections on the heart of teaching. Curriculum and Teaching Dialogue, 5 (1), 1-8. Ayers, W.C. (2002). Afterword to The arts in children’s lives: Context, culture, and curriculum by Liora Bressler and Christine Marme Thompson, eds. Boston: Kluner. Ayers, W.C. (2002). Prelude, Fugitive days. Bennington Review. Ayers, W.C. (2002). Standards or standardization. In: Chester Hartman, ed. Challenges to equality. New York: M.E. Sharpe. Ayers, W.C. (2002). The basics. In: Lenore Sandel, ed. Personal qualities of a language arts teacher. ERIC Clearinghouse on Reading, English, and Communication: Bloomington, IN. Ayers, W.C. (2001). Reflections in the most important educational developments of the 20th century. The Educational Forum, 65 (2), 148-149. Ayers, W.C. (2001). Foreword to A school of our own by Tom Roderick. New York: Teachers College Press. Ayers, W.C. (2001). Foreword to Celebrating city teachers by Jill Sunday Bartoli. Portsmouth, N.H.: Heineman. Ayers, W.C. (2001). Foreword to What it takes to be a teacher by Penny Freppon, Portsmouth, NH: Heinemann. Ayers, W.C. (2001). Basic vocabulary for a beginning teacher, ERIC Clearinghouse for Reading, English and Communication. Ayers, W.C. (2001). Creating the teacher and changing the world. In: Elijah Mirochnik, ed., Passion and pedagogy. New York: Peter Lang. Ayers, W.C. (2001). Standards or standardization. In Hartman, C. ed. Challenges to equality. Armonk, NY: M.E. Sharpe. Ayers, W.C. (2000). Raising kids who stand up for what’s right: Interview. Chicago Parent, October 2000, 56-57. Ayers, W.C. and Dohrn, B. (2000). Resisting zero tolerance. Rethinking Schools, 14 (3), 14-15. Ayers, W.C. (2000). Simple justice. Proceedings from the Bank Street College of Education Annual Conference. New York: Bank Street College. Ayers, W.C. (2000). A Viet Nam odyssey. Streetwise. May 2, 2000. p. 2. Ayers, W.C. (2000). Teachers for tomorrow: Tomorrow. A report on Teachers for Tomorrow, for Quality Education Designs. Ayers, W.C. (2000). The son also rises. Mothering Magazine, 34-37. Ayers, W.C. (2000). Foreword to: Get real: Bringing kids’ learning lives into your classroom. By Jean Anne Clyde and Mark Condon. York, ME: Stenhouse. Ayers, W.C. (2000). Foreword to Teaching from the inside out. Sue Sommers. Alpharetta, GA: Authority Press. Ayers, W.C. (2000). Thinking about teaching and learning. In: Through the looking glass. Duk Young, South Korea. Ayers, W.C. (2000). Standards or standardization. In: Challenges to equality: Poverty and race in America. Washington, D.C.: Poverty and Race Research Action Council. Ayers, W.C. (2000). The standards fraud. In: Joshua Cohen and Joel Rogers, eds. Will standards save public education? Boston: Beacon Press, 64-69. Ayers, W.C. (1999). To the bone: Reflections in black and white. In: Tahar Ben Jelloun, Racism explained to my daughter. New York: The New Press, 138-173. Ayers, W.C. (1999). Cherishing vistas, embracing human beings: Toward peace and freedom. In: Mary Susannah Robbins, ed., Against the Vietnam War: Writing by activists. Syracuse, NY: Syracuse University Press, 287-296. Ayers, W.C. (1999). Just us. First of the Month, p.11. Ayers, W.C. (1999). Who has more fun than us? Nobody. WBEZ Radio Essay, Chicago Matters. April 15, 1999. Ayers, W.C. (1999). The challenge of teaching young children. Early Childhood, A Newsletter of the Winnetka Alliance for Early Childhood. Spring, 1999, p.3. Ayers, W.C. (1999). Education for right now. A conversation with Susannah Sheffer. Growing Without Schooling, Number 128, 20-22. Ayers, W.C. and Therese Quinn (1999). Series introduction to Holler if you hear me by Greg Michie. New York: Teachers College Press. Ayers, W.C. and Therese Quinn (1999). Youth and justice. New Designs for Youth Development, 15 (3), 37-40. Ayers, W.C. and Bernardine Dohrn (1999). Have we gone overboard with zero tolerance? Chicago Tribune, November 21. Ayers, W.C. (1999). The standards fraud. The Boston Review, 24 (6), 16. Ayers, W.C. (1998). Teaching as an ethical enterprise. The Educational Forum, 63 (1), 52-57. * Ayers, W.C. (1998). Children at risk/children of promise. Democracy and Education, 12 (3), 2. * Ayers, W.C. (1998). I search, you search, we all search: Biography and the public voice: In: Craig Kridel, ed. Writing educational biography: Explorations in qualitative research. San Francisco: Garland, 235-244. Ayers, W.C. (1998). Foreword to Kaleidoscope: A multicultural approach for the primary school classroom by Yvonne De Gaetano, Leslie R. Williams, Dinah Volk. Columbus, Ohio: Merrill/Prentice Hall. Ayers, W.C. (1998). An unconditional embrace. Interview with Gabrielle Lyon. Teaching Tolerance, 7 (1), 11-15. Ayers, W.C. (1998). The criminalization of youth. Rethinking Schools, 12 (2), 1-3. Reprinted in Teens at Risk, San Diego, CA: Greenham Press. Ayers, W.C. (1997). Mr. B and Jeff. Educational Horizons, 75 (4), 172-179. Ayers, W.C. (1997). Foreword to She say. He say: Urban girls write their lives by Brett Elizabeth Blake. Albany, N.Y.: SUNY Press. * Ayers, W.C. (1997). I walk with delinquents. Educational Leadership, 55 (2), 48-51. Ayers, W.C. (1997). Standards or standardization? Poverty and Race, 6 (5), 3-4. Ayers, W.C. (1997). Foreword to Making conversation: Collaborating with colleagues for change by Mark Larson. Portsmouth, N.H.: Heinemann. * Ayers, W.C. and Patricia Ford (1996). City kids, city dreams. Rethinking Schools, 11 (1), 3. * Ayers, W.C. (1996). Democracy and urban schooling for social justice and care. Journal for a Just and Caring Education, 2 (1), 85-92. Ayers, W.C. (1996). Foreword to Of borders and dreams: A Mexican-American experience of urban education by Chris Liska Carger. New York: Teachers College Press. * Ayers, W.C. (1995). Popular education: Teaching for justice. Democracy and Education, 10 (2), 5-8. * Ayers, W.C. (1995). A dream that keeps on growing: Myles Horton and Highlander. Democracy and Education, 10 (2), 34-36. * Ayers, W.C. (1995) Social imagination: A conversation with Maxine Greene. Qualitative Studies in Education, 8, (4), 319-328. Carger, C.L. and Ayers, W.C. (1995). It’s just homework. Rethinking Schools, 10 (2), 4 and 7. Ayers, W.C. (1995). Justice and equity. Rethinking Schools, 9 (4), 28-30. Carger, C.L. and Ayers, W.C. (1995). Diverse learners in a multicultural world. Social Studies and the Young Learner, 7 (4), 4-6. Ayers, W.C. (1995). Teacher talk. In: Ellen Meyers, ed. Changing schools, changing roles. New York: Impact. * Ayers, W.C. (1995). Doing philosophy: Maxine Greene and the pedagogy of possibility. In: Craig Kridel, Robert Bullough, Jr., and Paul Shaker, eds. The education professoriate. New York: Garland. (Recipient of the 1997 A.A.C.T.E. Outstanding Writing Award). Ayers, W.C., Warren Chapman, and Anne Hallett (1995). A booster shot for Chicago public schools. Chicago Tribune, January 31, 1995, page 15. Ayers, W.C. (1995). Foreword to Teaching English so it matters by Deborah Stern. Thousand Oaks, CA.: Corwin Press. * Ayers, W.C. and William Schubert (1994). Teacher lore: Learning about teaching from teachers. In Timothy Shanahan, ed. Teachers thinking, teachers knowing: Reflections on literacy and language education. Urbana, Illinois: NCTE. Ayers, W.C. (1994). Chicago: Object of eternal love. Chicago Sun-Times, December 17, 1994, p. 24. * Ayers, W.C. and Klonsky, M. (1994). Navigating a restless sea: The continuing struggle to achieve a decent education for African-American youngsters in Chicago. Journal of Negro Education, 63 (1), 5-18. * Ayers, W.C. (1994). Skin game: Race and racism in teaching and teacher education. In: John M. Novak, ed. Democratic teacher education: Programs, processes, problems, and prospects. Albany, New York: SUNY Press. * Ayers, W.C. (1994). To teach: The journey of a teacher. Democracy and Education, 8 (3), 9-12. Ayers, W.C., and Wynne, E. A. (1993). Debates in education. Curriculum Review, 33 (5), 3-7. * Ayers, W. C. (1993). Learning from children. Teaching and Learning, 7, (3) 15 18. Ayers, W. C. (1993). Learning from children: Advice to new teachers on the dangers of labeling. Rethinking Schools, 8, (1), 14 15. * Ayers, W. C. (1993). A teacher ain’t nothin’ but a hero: Teachers and teaching in film. In: Pamela Bolotin Joseph and Gail E. Burnaford, eds. Images of school teachers in twentieth century America. New York: St. Martin’s Press, 147-156. Ayers, W.C., (1993) Ten ways to be a good school. Heartland Journal, 40, 11. Ayers, W.C. (1993) Building bridges to adulthood. Mothering Magazine, 67, 85 86. * Ayers, W.C. (1993). Chicago: A restless sea of social forces. In: Charles Taylor Kerchner and Julia E. Koppich, eds. A union of professionals: Labor relations and educational reform. New York: Teachers College Press, 177 193. * Ayers, W.C. (1992) The shifting ground of curriculum thought and everyday practice. Theory into Practice, XXXI (3), 259 263. Reprinted in: Marshall, J.D., Sears, J.T., and Schubert, W.H., eds. Turning points in Curriculum. Columbus, OH: Merril. Ayers, W.C. (1992). Finn, Clements ducked the issues. Catalyst, III (8), 19. * Ayers, W.C. (1992). Disturbances from the field: Recovering the voice of the early childhood teacher. In: Shirley Kessler and Beth Blue Swadener, eds. Reconceptualizing early child-hood education. New York: Teachers College Press, 256-266. * Ayers, W.C. (1992). Teachers’ stories: Autobiography and inquiry. In: E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon, eds. Teacher personal theorizing: Connecting curriculum practice, theory, and research. Albany, NY: SUNY Press, 35 49. Ayers, W.C. (1992). Dear President Clinton: Distribute resources equitably. Rethinking Schools, 7 (2), 13 and 15. Ayers, W.C. (1992). The activist library: A symposium. The Nation, 255 (8), 294 295. * Ayers, W.C. (1992). Work that is real: Why teachers should be empowered. In: G. Alfred Hess, Jr., ed. Empowering teachers and parents: School restructuring through the eyes of anthropologists. Westport, CN: Bergin and Garvey, 13 27. * Ayers, W.C. (1992). Autobiography as a means of refinement of in service teachers’ practice. In Leslie R. Williams and Doris P. Fromberg, eds. Encyclopedia of early childhood education. New York: Garland Publishing, 463. Ayers, W.C. (1992). `Nest of woes’ springs from racism. Catalyst, III (6), 17 18. Ayers, W.C. and Wynne, E.A. (1992). Debates in education. Curriculum Review, 31 (5), 3 10. * Ayers, W.C. and Schubert, W.H. (1992). Do the right thing: Ethical issues and problems in the conduct of qualitative research in the classroom. Teaching and Learning, 6 (2), 19 24. Ayers, W.C. (1992). Trickle up: The value of early childhood education in the lives of children and their families. The Winnetka Alliance for Early Childhood Education Newsletter, 3 (2), 1, 5 and 6. Ayers, W.C. (1992). Are we failing to teach teachers? Chicago Tribune, January 6, 1992, 11. * Ayers, W.C. (1991). Grounded insight. In Kathe Jervis and Carol Montag, eds. Progressive education for the 1990’s. New York: Teachers College Press, 125 132. *Ayers, W.C. (1991). Spreading out its roots: Bank Street advisement and the education of a teacher. Thought and Practice, 3 (1), 25 28. Ayers, W.C. (1991). Give smaller schools chance to open, flourish in Chicago. Chicago Sun Times, October 26, 1991, 18. Ayers, W.C. (1991). Create schools within schools. Catalyst, III (4), 12 13. * Ayers, W.C. (1991). Perestroika in Chicago’s schools. Educational Leadership, 48 (8), 69 71. * Ayers, W.C. (1991). Surviving the uncertainties of educational reform. Kappa Delta Pi Record, 27 (4), 99 100. * Ayers, W.C. (1991). Camera obscura. In William H. Schubert and George Willis, eds. Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Albany, NY: SUNY Press, 205 212. * Ayers, W.C. (1991). Democratic visions. Democracy and Education, 5 (3), 33 34. Ayers, W.C. (1991). Reflections on seventh grade camp. Nota Bene, 4 (2), 13 15. Ayers, W.C. (1991). School’s reform efforts are swept under rug. Chicago Sun Times, March 16, 1991, 16. Ayers, W.C. (1991). Oneness and separateness: The importance of being connected. Insights, 26 (1), 10 14. Ayers, W.C. (1991). So far, radical rhetoric, conventional classrooms. Catalyst, II (8), 11 12. * Ayers, W.C. (1990). Small heroes: In and out of school with ten year old city kids. Cambridge Journal of Education, 20 (3), 205 212. Ayers, W.C. (1990). Today is a new beginning…for creative teachers. Chicago Tribune, September 12, 1990, 19. Ayers, W.C. (1990). Classroom spaces, teacher choices. Hungry Mind Review, 15, 3 and 21. Reprinted in: Rethinking Schools, 5 (1). And: The Network of Progressive Educators Newsletter, I (2). * Ayers, W.C. (1990). Rethinking the profession of teaching: A progressive option. Action in Teacher Education, XII (1), 1 5. Ayers, W.C. (1990). Teaching and the web of life: Professional options and folk alternatives. Holistic Education Review, 3 (2), 19 21. Ayers, W.C. (1990). School reform: Not just for Beaver and his friends. Heartland Journal, 31, 6. * Ayers, W.C. (1990). Problems and possibilities of radical reform: A teacher educator reflects on making change. Peabody Journal of Education, 65 (2), 35 50. Ayers, W.C. and Sylvia Peters (1990). Good schools always in the making. Catalyst, I (3), 10 11. Ayers, W.C. (1990). Local school reform’s next phase. Chicago Tribune, January 11, 1990, 27. Ayers, W.C. (1990). With the school reform law enacted, chances for creativity abound. The Chicago Donor’s Forum, VII (1), 8. Ayers, W.C. (1989). A matter of vision: How one educator would launch reform. Chicago Enterprise, 4 (2), 23 24. Ayers, W.C. (1989). Chicago school reform: It could really happen. University of Illinois Chicagoan, September, 1989. * Ayers, W.C. (1989). Headaches: On teaching and teacher education. Action in Teacher Education, XI (2), 1 7. Ayers, W.C. (1989). Reforming schools/rethinking classrooms: Progressive educators gather. Pathways, 6 (1), 28 31. Ayers, W.C. (1989). Reforming schools and rethinking classrooms: A Chicago chronicle. Rethinking Schools, 4 (1), 6 7. Reprinted (excerpts) in: Citizens Schools Committee Report, XII (2), 4. Ayers, W.C. (1989). Chicago, laboratory for schools. New York Times, December 18, 1989, 23. * Ayers, W.C. and William Schubert (1989). The normative and the possible: Values in the curriculum. The Educational Forum, 53 (4), 355 364. Excerpted in: Hass, G. and Forrest W. Parkay (1993), eds. Curriculum planning: A new approach. Boston: Allyn and Bacon, 15 18. * Ayers, W.C. (1989). “We who believe in freedom cannot rest until it’s done”: Two dauntless women of the civil rights movement and the education of a people. Harvard Educational Review, 59 (4), 520 528. Reprinted in: Christine A. Woyshner and Holly S. Gelfond, eds. (1998) Minding women: Reshaping the educational realm. Cambridge, MA: Harvard Educational Review, 249-260. Ayers, W.C. (1989). Differences in the classroom: A challenge for democratic educators. Rethinking Schools, 3 (3), 3. Reprinted in: PENCIL, The Parents’ Education Newsletter of Chicago, Illinois, June, 1989. * Ayers, W.C. (1989). Teaching and being: Connecting teachers’ accounts of their lives with classroom practice. Teaching and Learning: The Journal of Natural Inquiry, 3 (3), 2 16. Reprinted in: Weis, L., Altbach, P.G., Kelly, G.P., and Petrie, H.G. (1991), eds. Critical perspectives on early childhood education. Albany, NY: SUNY Press. * Ayers, W.C. (1989). Childhood at risk. Educational Leadership, 46 (2), 70 72. * Ayers, W.C. (1988). The “long trip”: An exploration of progressive public schools. Teaching Education, 2 (2), 88 93. Ayers, W.C. (1988). School reform legislation was just a start—now the real work begins. Chicago Sun Times, December 31, 1988, 10. Ayers, W.C. (1988). Chicago’s schools: The real work can get underway. Chicago Tribune, December 19, 1988, 19. * Ayers, W.C. (1988). Fact or fancy: The knowledge base quest in teacher education. Journal of Teacher Education, XXXIX (5), 24 31. Ayers, W.C. (1988). Chicago flunks out. Heartland Journal, 29, 6 and 16. Ayers, W.C. (1988). An alternative view of teacher education. UIC Connections, 2 (2), 4 5. * Ayers, W.C. (1988). Young children and the problem of the color line. Democracy and Education, 3 (1), 20 26. * Ayers, W.C. (1988). A teacher’s life more fully lived. Teachers College Record, 89 (4), 580 586. Ayers, W.C. (1987). What do our 17 year olds know? A critique. Education Week, VII (12), 24 and 18. Reprinted in: The Education Digest, LIII (8), 36 39. And: The New York Teacher, 29 (3), 10. Ayers, W.C. (1987). Watching “Platoon” and reading Dewey. Insights, 23 (1), 5 6. Ayers, W.C. (1986). The teacher and the curriculum: An introduction. In: Bolin, Frances S. and Judith M. Falk, eds. Teacher renewal: Professional issues, personal choices. New York: Teachers College Press, 89 91. Ayers, W.C. (1986). The same but different: A male teacher’s perspective. Day Care and Early Education, 14 (1), 24 26. Also published as: Ayers, W.C. (1987). A male teacher in early childhood education. The Education Digest, LII (8), 27 29. * Ayers, W.C. (1986). Thinking about teachers and the curriculum. Harvard Educational Review, 56 (1), 49 51. Reprinted in: Teachers and schools: Ideas for action (1986). Cambridge, Mass: Harvard Educational Review, 74 76. And: Okazawa Ray, M., Anderson, J., and Traver, R. (1987), eds. Teaching, teachers, and teacher education. Cambridge, Mass: Harvard Educational Press, 16 18. Ayers, W.C. (1985). A parent teacher conference: Interpreting Margaret Mahler. Day Care and Early Education, 12 (3), 10 12. Ayers, W.C. (1969). Thoughts on our schools. In: Dennison, G. The lives of children. New York: Vintage Books, 302 304. Ayers, W.C. (1968). Travelling with children and travelling on. This Magazine is About Schools, 2 (4), 110 132. Reprinted in: Repo, Satu (1970), ed. This book is about schools. New York: Pantheon Books. * Ayers, W.C. (1968). Implementing equal educational opportunity. Harvard Educational Review, 38 (1), 142 148. Also published as: Ayers, W.C. (1969). Carolyn and Kelyn. In: Equal Educational Opportunity. Cambridge, Mass: Harvard University Press, 213 220. GRANT SUPPORT Grants obtained for the support of the Small Schools Workshop and/or the Chicago Forum for School Change at the University of Illinois at Chicago, co-director, principal investigator. MacArthur I 1991-92 $150,000 MacArthur II 1992-93 225,000 MacArthur III 1994-95 234,000 Joyce I 1992-93 74,500 Joyce II 1993-94 79,761 Coalition of Essential Schools 1993 61,205 Community Trust 1993 40,000 Dreihaus 1993 10,000 McDougal 1994 10,000 New Prospects I 1993 5,000 New Prospects II 1994 5,000 Relations I 1993 7,000 Relations II 1994 10,000 Schott 1993-94 7,000 Wieboldt I 1993-94 5,000 Wieboldt II 1994-95 10,000 MacArthur IV 1995 100,000 Joyce III 1995-97 264,000 Woods 1995 20,000 Chicago Public Schools 1996 414,000 MacArthur V 1996 100,000 Annenberg 1996 175,000 MacArthur VI 1996 290,406 Relations III 1996 15,000 McDougal II 1996 25,000 Readers Digest 1996-2000 96,372 Joyce IV 1997-1999 337,000 Chicago Public Schools 1997 600,000 MacArthur VII 1997 275,000 Chicago Public Schools,Goals 2000 1997 45,219 Annenberg Challenge 1997 260,000 Annenberg Challenge 1995-2000, co-founder and grant writer 49,200,000 Driehaus 2001 20,000 Fry 2001 20,000 Woods 2001 35,000 Bright Future Ventures 2000 8,000 BOOK REVIEWS Ayers, W.C. (2003). Review of Free schools, free people by Ron Miller. Encounter: Education For Meaning and Social Justice, 16, (1), 53-56. Ayers, W.C. (2001). Race and the city. Review of Leonard S. Rubinowitz and James E. Rosenbaum, Crossing the class and color lines. Chicago: University of Chicago Press. In: Race, Ethnicity, and Education (4) 2, 190-194. Quinn, T. and Ayers, W.C. (2000). Review of Queering elementary education edited by W. Letts and J. Sears. Democracy and Education, 13 (3), 64-65. Ayers, W.C. (2000). Review of The dialectic of freedom by Maxine Greene. Teacher Magazine, April 2000. p. 74. Ayers, W.C. (2000). Small packages, big hopes. Review of Ordinary resurrections by Jonathan Kozol. Chicago Tribune, May 21, 2000. p. 1. Ayers, W.C. (1999). Book review of influential texts. International Journal of Leadership in Education, 1 (3), 313-314. Ayers, W.C. (1999). The influential reader. Teacher Magazine, p. 102. Ayers, W.C. and Therese Quinn (1998). Review of Translating the curriculum: Multiculturalism into cultural studies by Susan Huddleston Edgerton. Journal of Curriculum Theorizing, 14 (1), 47- 48. Quinn, T. And W.C. Ayers (1996). Teaching city children: Linking belief to behavior. Review of Star teachers of children of poverty by Martin Haberman. ATE Newsletter, 29 (6), 5. Ayers, W.C. (1995). Review of A lesson before dying by Ernest Gaines. Teacher Magazine, May-June, p. 39. Ayers, W.C. (1994). Review of Schooling for “good rebels”: Socialist education for children in the United States, 1900-1920 by Kenneth Teitelbaum. History of Education Quarterly, 34 (2), 261-264. Ayers, W.C. (1994). I’m talkin’ about ethics. Review of The book of virtues: A treasury of great moral stories by William Bennett. Rethinking Schools, 8 (4), 1-10. Ayers, W.C. (1994). Review of From archtype to zeitgeist: Powerful ideas for powerful thinking by Herbert Kohl, Democracy and Education, 8, (4), 57. Ayers, W.C. (1993). Learnin’ ’bout a revolution. Review of Schooling for “good rebels”: Socialist education for children in the United States, 1900 1920 by Kenneth Teitlebaum. Nation, 256 (18), 636 638. Ayers, W.C. (1993). Beyond the White House tea. Review of Head Start: The inside story of America’s most successful educational experiment by Edward Zigler and Susan Muenchow. Nation, 256 (4), 133 135. Ayers, W.C. (1993). Review of Savage inequalities: Children in America’s schools by Jonathan Kozol. Mothering Magazine, 67, 62 63. Ayers, W.C. (1992). Review of Schools that work by George Wood. Democracy and Education, 7 (2), 17 19. Ayers, W.C. Following along: Learning from Little Tree. Review of The education of Little Tree by Forrest Carter. Day Care and Early Education, 20 (1), 36 38. Ayers, W.C. (1992). Review of I won’t learn from you by Herbert Kohl. Mothering Magazine, 62, 75. Ayers, W.C. (1991). Review of The education of Little Tree by Forrest Carter. Democracy and Education, 6 (2), 43 45. Ayers, W.C. (1990). Review of Student political activism: An international reference handbook, edited by Philip G. Altbach. Educational Studies, 21 (4), 403 406. Ayers, W.C. and Patricia Hulsebosch (1990). Review of Balm in Gilead by Sara Lawrence Lightfoot. Educational Studies, 21 (2), 188 193. Ayers, W.C. (1990). A dreamer and a doer—education for change. Review of The long haul by Myles Horton with Judith and Herbert Kohl. Day Care and Early Education, 18 (1), 44. Ayers, W.C. (1989). In the land of the differently abled. Review of Under the eye of the clock: The life story of Christopher Nolan by Christopher Nolan. Day Care and Early Education, 16 (4), 32 33. Ayers, W.C. (1988). Review of Sometimes a shining moment: The Foxfire experience by Eliot Wigginton. Radical Teacher, January, 1988, 26 28. Ayers, W.C. (1988). Teacher as citizen/activist. Review of Ready from within: Septima Clark and the civil rights movement edited by Cynthia Stokes Brown. Day Care and Early Education, 15 (3), 42 43. Ayers, W.C. (1987). The world according to Mollie. Review of Mollie is three: Growing up in school by Vivian Gussin Paley. Day Care and Early Education, 15 (2), 42 43. Ayers, W.C. (1987). A study of one outstanding teacher. Review of A teacher at work: Professional development and the early childhood educator by Margaret Yonemura. Day Care and Early Education, 15 (1), 44. Ayers, W.C. (1987). Review of A pedagogy for liberation: Dialogues on transforming education by Ira Shor and Paulo Freire. Teachers College Record, 89 (1), 162 163. Ayers, W.C. (1986). Review of Boys and girls: Superheroes in the dollcorner by Vivian Gussin Paley. Teachers College Record, 88 (1), 131. SELECTED PAPERS, COLLOQUIA, KEYNOTES, SYMPOSIA, AND PRESENTATIONS Lead an Exemplary Life. Monmouth College, Monmouth, Illinois, November 17, 2005. This is Your Hand, This is the World: Teaching in Troubled Times. 33rd Annual Conference, DuPage Association for the Education of Young Children. Naperville, Illinois, November 5, 2005. Small Schools Today. The Coalition of Essential Schools Annual Conference. Boston, Massachusetts, November 4, 2005. Trudge Toward Freedom: Educational Renewal in a Time of Trouble. National Network for Educational Renewal Annual Conference. Myrtle Beach, South Carolina, October 29, 2005. Teachers Living in Difficult Times. University of South Carolina, Columbia, South Carolina, October 27, 2005. Militarization in Schools: What’s at Stake? Northern Illinois Coalition for Peace and Justice, Northern Illinois University, DeKalb, Illinois, October 20, 2005. The Challenge to Early Childhood Education. The 13th Conference of Reconceptualizing Early Childhood Education. University of Wisconsin, Madison, October 18, 2005. Engaging Empire. Third Annual Plowshares and PJSA National Peace and Justice Conference. Goshen College, Goshen, Indiana, October 6, 2005. Kids in School: Legal Issues in Education. Loyola University School of Law, Chicago, Illinois, October 5, 2005. Teaching the Taboo. The Elaine Lipschutz Lecture on Multicultural Issues. Vassar College, Poughkeepsie, New York, September 15, 2005. Becoming a Teacher. Humboldt State University Summer Institute, Arcata, California, August 15, 2005. Critical Needs in Urban Education. Chicago Public School Summer Fellows Program, July 19, 2005. Teaching and Citizenship. The Junior Statesmen Summer School, Northwestern University, Chicago, Illinois, July 14, 2005. Teaching With Hope and Courage. ROC Zaanstreek-Waterland. Amsterdam, The Netherlands, June 20, 2005. Commencement Address. National Teachers Academy, Chicago, Illinois, June 13, 2005. Commencement Address. University of Washington, Bothell, June 8, 2005. Teaching for Transformation. National Association of Early Childhood Teacher Educators Annual Meeting, Miami, Florida, June 2, 2005. Choose Democracy! Conference on Education in the Bolivarian Revolution. Caracas, Venezuela, May 27, 2005. Seeing the Student. The Detroit Institute of the Arts, Detroit, Michigan, May 26, 2005. Small Schools Rock. The Urban Leadership Institute, Milwaukee, Wisconsin, May 13, 2005. Teaching Toward Freedom. Little Red/Elizabeth Irwin School, New York, May 3, 2005. Embarking on a Great Voyage: Moral Commitment in the Classroom. Democratic Dialogue. University of Ottawa, Canada, April 28, 2005. The Weather Underground. Novo Ciné et Ideas. Paris, France, April 27, 2005 Classroom Curriculum, Diversity and Teacher Collaboration. Division B-Curriculum Studies. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 15, 2005. Developing Culturally Relevant Inquiries to Study the Life in Schools, Families, and Communities in Georgia. SIG-Qualitative Research. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 15, 2005. Science Education, Gender and Demography. Division B-Curriculum Studies. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 14, 2005. Shut Up and March: Patriotism and the Threat to Democracy in America’s Schools. Division B-Curriculum Studies. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 12, 2005. Charter Schools and Progressive Educators: Toward a New Politics of School Choice. Division L-Educational Policy and Politics. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 12, 2005. With Enough Shovels: Developing Professional Development. Division K-Teaching and Teacher Education. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 12, 2005. Critical Analyses of School Violence/Discipline Policies and Outcomes for Students. Division G-Social Context of Education. The Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11, 2005. Teaching for Enlightenment and Liberation. Little Village High School, Chicago, Illinois, April 9, 2005. Between Heaven and Earth: What Is Teaching For. Annual Conference of the American Montessori Society, Chicago, Illinois, April 3, 2005. Working With Available Light: Problems and Possibilities of Inquiry Toward Social Justice. Socially Conscious Research Conference. University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, April 1, 2005. Focus on Activism. Wright College, Chicago, Illinois, March 31, 2005. Writing your Life: Personal Essay and Memoir. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, March 3, 2005. Children, Schools and Justice. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, March 2, 2005. Race, Prisons, Torture and American Human Rights. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, March 2, 2005. Don’t Let your Life Make a Mockery of Your Values. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, March 1, 2005. Teaching Toward Freedom. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, March 1, 2005. The Weather Underground. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, February 28, 2005. Another World is Possible: Reflections on War, Democracy and Freedom. University of Illinois at Urbana-Champaign, Unit 1 Residency, Urbana-Champaign, Illinois, February 27, 2005. Poetry of Witness. Guild Complex, Chicago, Illinois, February 26, 2005. Teaching Toward Freedom. University of South Carolina, Columbia, South Carolina, February 24, 2005. Journey of an American Revolutionary. University Libraries Colloquia, Michigan State University, East Lancing, Michigan, February 21, 2005. Diverse Students Achieving Academic Excellence. Yaxche Learning Center, Taos, New Mexico, February 10, 2005. Teaching and Learning in Troubled Times. Open School Conference, Ann Arbor, Michigan, February 5, 2005. A Time of Dissent. Dickinson State University, Dickinson, North Dakota, January 20, 2005. Opening Doors to Literacy. The Chicago Coalition for Literacy, January 19, 2005. Learning To Teach. Chicago Public Schools, First Class Alternative Certification, January 18, 2005. From ‘I Have a Dream’ to ‘Revolution in Values.’ University of Illinois at Chicago, January 15, 2005. Teaching. Little Red School House, New York, January 14, 2005. Creating Responsive Classrooms. Winnetka Alliance 15th Annual Dinner, January 13, 2005. Racism/Prejudice: The Difference Matters. Evanston Township High School, January 12, 2005. Activism. The Mikva Challenge, Chicago, IL, December 20, 2004. Freedom. Third Unitarian Church, Chicago, IL, December 19, 2004. Action-Research. National Louis University, Chicago, IL, December 13, 2004. Education, Our Children and Our Future. University of Detroit Mercy, Detroit, MI, December 2, 2004. Teaching for Justice. Nicole Unrath Memorial Lecture, Valparaiso University, Valparaiso, IN, December 1, 2004. Chicago’s Youth Justice System. University of Illinois at Chicago, Chicago, IL, November 29, 2004. Teaching Toward Freedom. A Clean Well-Lighted Place for Books, San Francisco, CA, November 15, 2004. Teaching Toward Freedom. Cody’s Books, Berkeley, CA, November 15, 2004. Teaching for Social Justice. University of San Francisco, San Francisco, CA, November 13, 2004. Speak Out for Human Rights. University of Wisconsin, Milwaukee, Milwaukee, WI, November 11, 2004. Creating a Successful Strategy for Small Schools. Coalition of Essential Schools, San Francisco, CA, November 11, 2004. Teaching Toward Freedom. Schwartz Bookshop, Shorewood, WI, November 10, 2004. Authentic Educational Reform. Queens College, Queens, NY, October 23, 2004. Teaching Toward Freedom. Shaman Drum Bookshop, Ann Arbor, MI, October 20, 2004. The Art of the Personal Essay: Writing Our Lives. Francis Parker School, Chicago, IL, October 19, 2004. Teaching Toward Freedom. Schuler Books and Music, Okemos, MI, October 13, 2004. Teaching Toward Freedom. Vassar College, Poughkeepsie, NY, October 6, 2004. Teaching Toward Freedom. The Book House of Stuyvesant Plaza, Albany, NY, October 3, 2004. Teaching Toward Freedom. Rainbow Bookstore Cooperative, September 30, 2004. Interpretive/Qualitative Research. National Louis University, September 29, 2004. Teaching Toward Freedom. The Bookstall at Chestnut Court, Winnetka, IL, September 27, 2004. Teaching Toward Freedom. Food for Thought Books, Amherst, MA, September 24, 2004. Teaching Toward Freedom. 57th Street Books, Chicago, IL, September 21, 2004. Teaching Toward Freedom. Barbara’s Bookstore, Oak Park, IL, September 16, 2004. To Teach. University of Illinois at Chicago, September 14, 2004. Foundations of Teaching. Chicago State University, September 8 and 9, 2004. Teaching Toward Freedom. Winnetka Community Nursery School, Winnetka, IL, September 7, 2004. Teaching Toward Freedom. Bank Street Bookstore, New York, NY, September 2, 2004. Teaching Toward Freedom. Northtown Books, Arcata, CA, August 13, 2004. Democratic Spaces. The Kopkind Colony, Guilford, VT, August 1, 2004. Teaching Toward Freedom. National Coalition of Education Activists, Philadelphia, PA, July 29, 2004. Interpretive/Critical Research. National Louis University, July 21, 2004. Teaching and the Web of Life. Massachusetts College of Liberal Arts, North Adams, MA, June 27 and July 15, 2004. Freedom Schooling. Freedom Summer Conference. Detroit, MI, June 18, 2004. Teaching as a Lifetime Calling. Educator Support Network, Chicago, IL, May 21, 2004. Qualitative Research. Columbia College, May 18, 2004. Activism and U.S. History. Curie High School, Chicago, IL, May 11, 2004. Men in Early Childhood Centers. Leadership Connections Conference, Chicago, IL, May 6, 2004. Educating for Creativity. The University of Chicago, Chicago, IL, May 6, 2004. A Kind and Just Parent. University of Chicago, Chicago, IL, May 4, 2004. Weather Underground. University of Chicago, Chicago, IL, May 4, 2004. Education in Out-of-School Sites. Talk to the Education Department at Lincoln Park Zoo, Chicago, IL, April 28, 2004. Teaching and Ethical Action. University of Ottawa, Ottawa, Ontario, Canada, April 26, 2004. Fugitive Days—Then and Now. Puget Sound Community College, Olympia, WA, April 22, 2004. Writing Our Lives. Francis W. Parker School, April 19, 2004. Is the Federal Government Taking Over Educational Research? The Annual Meeting of the American Educational Research Association, San Diego, CA, April 15, 2004. Developing Communities of Practice for Social Justice: Infusion, Inquiry, and Praxis. The Annual Meeting of the American Educational Research Association, San Diego, CA, April 12, 2004. Anything Is Where We Start. Golden Tree School, Chicago, IL, April 8, 2004. Fugitive Days—Then and Now. Francis W. Parker School, April 5, 2004. Juvenile Justice. The University of Michigan, April 1, 2004. To Teach. Teaching Seminar, March 31, 2004. Teaching the Personal and the Political. The Art Institute of Chicago, March 31, 2004. Weather Underground. Dartmouth College, Hanover, NH, March 6, 2004. Weather Underground. Bates College, Lewiston, ME, March 5, 2004. Weather Underground. Portland, ME, March 4, 2004. Building Communities: Teachers and Students. Constructing Charters Conference, Chicago, IL, March 3, 2004. Early Childhood Teaching. University of Illinois at Urbana Champaign, February 25, 2004. Urban Pedagogy. Wesleyan College, Macon, GA, February 20, 2004. The 60’s. Perspectives School, February 12, 2004. An Evening with the Weather Underground. Northeastern Illinois University, Chicago, IL, February 9, 2004. Between Heaven and Earth: Teaching Toward Freedom. Twentieth Annual Open Classroom Conference, Ann Arbor, MI, February 7, 2004. Martin Luther King, Jr.: Myth vs. Reality. Martin Luther King, Jr. Honor’s Conference. Lake Forest Academy, Lake Forest, IL, January 15, 2004. Left Behind–Student Achievement in Chicago’s Public Schools. Public Affairs Roundtable, Chicago, IL, January 6, 2004. Weather Underground. Free High School, Chicago, Illinois, December 1, 2003. Laureate Dialogue. Kappa Delta Pi Annual Convocation, St. Louis, Missouri, November 14, 2003. Civilian Spirits. City Museum, St. Louis, Missouri, November 14, 2003. Rhetoric and Social Movements. Northern Illinois University, October 22, 2003. Good Girls, Bad Girls: Young Women in Trouble with the Law. University of Florida, Gainesville, October 2, 2003. Looking Back/Looking Forward. The Civic Media Center, Gainesville, Florida, October 2, 2003. To Teach. University of Florida, Gainesville, October 1, 2003. Writing Your Life. The English Seminars at the University of Illinois at Chicago, September 22, 2003. KIDS FIRST! National Children’s Law Network, Philadelphia, Pennsylvania, September 12, 2003. Becoming A Teacher. Humboldt State University, Arcata, California, August 15, 2003. Democratic Education for Social Justice. 2003 International Democratic Education Conference, Russell Sage College, Troy, New York, July 17, 2003. American Political Dissent and Its Limits. Fulbright Scholars, Northern Illinois University, July 14, 2003. Fugitive Days. The WELL’s Author’s Forum, Inkwell.vue, June 27, 2003. Commitment to Teach. Chicago Association for the Education of Young Children, June 22, 2003. Weather Underground. The Industrial Workers of the World Midwest Gathering, Milwaukee, Wisconsin, June 20, 2003. Keynote Speaker. Golden Apple Teacher Education 2003-2004 Cohort, Chicago, Illinois, June 2003. So Hard to See: The Promise of Children in a Time of Crisis. Children, Youth and Families At Risk Program, Cooperative State Research Education and Extension Service, Minneapolis, Minnesota, May 15, 2003. Mission Possible Celebration Luncheon. West Leyden High School, Northlake, Illinois, May 8, 2003. Teaching and Learning and Tough Conversation. The Epiphany Series, Lanier Middle School, Houston, Texas, May 6, 2003. Supporting Smaller Learning Communities. The Houston A+ Challenge, Houston, Texas, May 6, 2003. Developing Cross-Cultural Awareness in Educators Through the Artistry of Narrative Inquiry. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 25, 2003. The Art of Narrative Inquiry: Developing Metaphor, Embracing Emotion, and Visualizing Voice. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 25, 2003. In Search of a Form: Jane Addams, Hull House and the Call to Education. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 24, 2003. Wisnieski Award for Teacher Education: Progressive Ideals and Accountability in Teacher Preparation. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 24, 2003. Academic Freedom, The Labor Movement, and the Future of Higher Education. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 23, 2003. Teaching as Ethical Work. Project Teach All Teachers and The Center for Youth and Society, University of Illinois at Chicago, Chicago, Illinois, April 23, 2003. Educating for a Different National Accountability: How September 11 Resonates with Marginalized Youth. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 22, 2003. Accountability and the Politics of Education Reform. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 22, 2003. Listening and Teaching: A Conversation with Studs Terkel. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 22, 2003. Addressing Urban Obstacles in the Academic Achievement of Students. Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 21, 2003. Reflections on the Teaching and Learning of Curriculum Studies: A Panel. American Association for the Advancement of Curriculum Studies, National-Louis University, Chicago, Illinois, April 19, 2003. Teaching, Social Justice, and the Future of Democracy. Department of Educational Psychology and Foundations, Loyola University, April 17, 2003. Zero Tolerance: Resisting the Drive for Punishment in Our Schools. Dialogue on Youth Lecture as part of the Jane Addams Forum, Department of Social Work and Human Services, Lewis University, Romeoville, Illinois, April 16, 2003. Conflict Iraq. Undergraduate Student Government, University of Illinois at Chicago, Chicago, Illinois, April 3, 2003. Fugitive Days. Hot Off The Press 2003 Author Series, Los Angeles Public Library, Los Angeles, California, March 19, 2003. Fugitive Days. KVON-AM, “Morning Edition,” Napa, California, March 17, 2003. Fugitive Days. KRON-TV, San Francisco, California, March 16, 2003. A Kind and Just Parent: The Ideal Versus the Reality. Oregon State Bar, Portland, Oregon, March 14, 2003. Creating Better Small Schools. Lewis and Clark University, Portland, Oregon, March 14, 2003. Curriculum and Instruction. Purdue University, West Lafayette, Indiana, March 6, 2003. Against All War. Loyola University, Chicago, Illinois, February 22, 2003. No War! Adlai E. Stevenson High School, Lincolnshire, Illinois, February 19, 2003. Idealism: A conversation with Bill Ayers. Antioch New England Graduate School, Antioch University, Keene, New Hampshire, January 27, 2003. The Purposes of Education. Evanston Township High School, Evanston, Illinois, November 20, 2002. Speaking of Ethics… Association for Moral Education Annual Conference, Chicago, Illinois, November 7, 2002. Propaganda: War, Terror, and Empire. Chicago Media Watch, Chicago, Illinois, November 2, 2002. Celebrating Invisible Man. The Chicago Humanities Festival, Chicago, Illinois, November 2, 2002. Research and Writing. Lesley University, Cambridge, Massachusetts, October 30, 2002. To Teach. Dixon Elementary School, Chicago, Illinois, October 26, 2002. The Need for Free Thinkers. Beloit College, Beloit, Wisconsin, October 21, 2002. Bringing Theory and Research Together. American Association for Teaching and Curriculum Annual Conference, Tulsa, Oklahoma, October 12, 2002. Voices at the Edge. Great Lakes Booksellers Association, Dearborn, Michigan, September 29, 2002. Narrative Research. Bowling Green State University, Bowling Green, Ohio, September 28, 2002. Inside City Schools. Bowling Green State University, Bowling Green, Ohio, September 27, 2002. Teaching for Change. Bowling Green State University, Bowling Green, Ohio, September 26, 2002. Teaching to Change the World. Teach for America, Chicago, Illinois, August 28, 2002. The Challenge of Small Schools. BPI, Chicago, Illinois, August 26, 2002. Fugitive Days—Personal Reflections on Youth, Activism, and Political Violence. American Psychological Association, Chicago, August 25, 2002. The Wizard of Oz Shows Us How to Teach. Field Ambassadors, Field Museum, Chicago, Illinois, August 24, 2002. Beginning to Teach. Humboldt State University, Arcata, California, August 19, 2002. Zero Tolerance: Resisting the Drive for Punishment. National Coalition of Education Activists Conference, Milwaukee Area Technical College, Milwaukee, Wisconsin, July 26, 2002. Youth Activism. The 62nd Annual Junior Statesmen Summer School. Northwestern University Law School, Chicago, Illinois, July 22, 2002. A Kind and Just Parent. North Lawndale Learning Community, Chicago, Illinois, July 8, 2002. Fugitive Days. Network Chicago, Chicago, Illinois, June 2002. Understanding Our Practices. Montclair State University, Upper Montclair, New Jersey, June 27, 2002. Fugitive Days. Chicago Public Library, Authors Room, May 18, 2002. Graduation Address. The Odyssey Project, Illinois Humanities Council, Chicago, Illinois, May 18, 2002. Dreams Deferred: A Closer Look at School Discipline. Northwestern University School of Law, Chicago, Illinois, May 11, 2002. Teachers Today Teaching for Tomorrow. June Fox Lecture, Lesley University School of Education, Cambridge, Massachusetts, May 9, 2002. Day to Day Organizing. Festival del Pueblo, Northeastern University, Boston, Massachusetts, May 1, 2002. Rebels with a Cause. The National Lawyers Guild, DC Chapter, and Positive Force DC, American University, Washington D.C., April 28, 2002. Intellectuals in Times of Crisis. The Center for Public Intellectuals, University of Illinois at Chicago, Chicago, Illinois, April 20, 2002. Learning to Teach. Elementary Education Program Spring 2002 Open House. University of Illinois at Chicago, College of Education, Chicago, Illinois, April 9, 2002. Research, Writing, Teaching, and Staying Alive. Division B Graduate Student and New Faculty Seminar. Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, April 2002. Division F Graduate Students Fireside Chat with William Ayers. Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, April 2002. Points of Contact: Rural and Urban Views on Small Scale Schooling. Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, April 2002. Fugitive Days Then and Now: Truth, Memoir, and Contemporary Events. Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, April 2002. The Arts in Early Childhood: Curriculum in Context. Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, April 2002. Lifetime Achievement Award Presentation. Division B Business Meeting, Awards Presentations. Annual Meeting of the American Educational Research Association, New Orleans, Louisiana, April 2002. Sticks and Stones: When Words Fail. Speech Communication Department and Departments of History and Political Science, Eastern Illinois University, March 28, 2002. Teaching in Times of Crisis. Western Michigan University, Kalamazoo, Michigan, March 21, 2002. The Barriers to Success in Small Schools. Chicago School Design Competition, BPI, Chicago, Illinois, March 21, 2002. Revolutionary Politics and Prison. State University of New York, Binghamton, Binghamton, New York, March 17, 2002. Moving Beyond Test Scores for Accountability. American Association of Colleges for Teacher Education, Washington D.C., February 25, 2002. Activism for Social Justice and Teaching in an Altered World. Humboldt State University, Arcata, California, February 8, 2002. Teaching for Social Justice In and Out of the Classroom. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 31, 2002. A Kind and Just Parent: The Children of Juvenile Court. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 31, 2002. Learning to Teach, Teaching to Learn. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 31, 2002. Understanding and Documenting the Lives of Others. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 30, 2002. The Schools We Have, the Schools We Need: School Reform and School Transformation. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 30, 2002. Fugitive Days: A Memoir About Political Activism, The Peace Movement and Life on the Run. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 29, 2002. 9/11: Reflections on Terrorism and War. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 29, 2002. Claiming an Education: Moving Beyond Passivity and Cynicism. University of Illinois Urbana-Champaign, Unit One Living/Learning Program, Urbana-Champaign, Illinois, January 28, 2002. Fugitive Days: Reflections—A Political Memoir. The Center for Urban Educational Research and Development, University of Illinois, College of Education, Chicago, Illinois, January 23, 2002. In the Middle. Middle Schools Conference, The Gates Foundation, Seattle, Washington, December 5, 2001. Teachers Can Change Lives. Kappa Delta Pi Convocation, Laureate Presentation, Orlando, Florida. November 10, 2001. Schooling on a Human Scale. The Coalition of Essential Schools, Fall Forum, Seattle, Washington, November 9, 2001. A Simple Justice: Building Smaller, More Effective Learning Communities. Rebuilding Our Families and Communities 2001, Lewis and Clark College, Portland, Oregon, November 1, 2001. And Justice for Some. University of Minnesota Law School. October 13, 2001. Education as an Arena of Political Struggle. Illinois and Wisconsin Sociological Associations, Rockford, Illinois, October 11, 2001. The Power of Activism. Princeton 55, DePaul University, Chicago, October 10, 2001. Zero Tolerance. National Children’s Law Conference, National Association of Counsel for Children, Coronado, California, September 20, 2001. The Challenge of the Middle School. Middle Level Institute, Greenville, South Carolina, July 17, 2001. The Limits and Possibilities of Urban Teaching. Teacher’s Institute, Rochester, New York, July 14, 2001. Changing Schools. Barbara’s Bookstore, Oak Park, Illinois, July 5, 2001. Teaching and The Arts. Urban Gateways, Chicago, Illinois, June 28, 2001. Teaching and Organizing. Cross City Campaign for Urban School Reform, Chicago, Illinois, June 1, 2001. Memorial Day. Peace Action Committee, Rockford, Illinois, May 31, 2001. Teaching. Columbia College/Erikson Institute, Chicago, Illinois, May 24, 2001. The Crisis in Education. Berkeley High School, Berkeley, California, May 11, 2001. Teaching Excellence for Social Justice. University of San Francisco, San Francisco, California, May 10, 2001. Education, Culture, and Community. The Marianne Amare Memorial Lecture, Michigan State University, East Lansing, Michigan, May 8, 2001. Rethinking Communities, Transcending Boundaries. Urban/Suburban Consortium, Evanston, Illinois, April 30, 2001. Releasing the Imagination. Annual Conference, San Diego, California, April 21, 2001. Teachers as Intellectuals. St. Cloud University, St. Cloud, Minnesota, April 20, 2001. Teaching for Justice and Democracy. Nazareth College, River Forest, Illinois, April 5, 2001. Practicing Democracy. Philosophy of Education Annual Meeting, Chicago, Illinois, March 31, 2001. Steps in a Teacher’s Journey: Changing the World. Northeast Conference, New York, March 29, 2001. The Nuts and Bolts of Small Schools. Small Schools Institute, Chicago, Illinois, March 28, 2001. School Reform Today. Concordia College, March 26, 2001. The Educator as Moral Leader. Facing History and Ourselves, Chicago, Illinois, March 13, 2001. Standards, Tests, Quality: Multiple Choice for the New Millennium. Utah Association of Teacher Education, Weber State University, Utah, March 9, 2001. Celebrating Teachers, Creating Schools. Carolina Shout at the University of South Carolina, Columbia, South Carolina, March 3, 2001. Democracy and Education. Illinois Teachers’ Institute, Galesburg, Illinois, March 2, 2001. Building A Qualitative Research Community. University of Missouri-St. Louis, February 23, 2001. On Urban Pedagogy: City Kids, City Teachers. Urban Pedagogy Forum, University of Colorado at Denver, Denver, Colorado, February 19, 2001. Racism and the Class Struggle. North Dakota Study Group, Woodstock, Illinois, February 16, 2001. Teacher Talk. Teach for America, Chicago, Illinois, February 15, 2001. Teaching To Make a Difference. New Educators Support Team (NEST) Project Wide Conference, New York, New York, December 7, 2000. Hidden Questions. Francis W. Parker School, Chicago, Illinois, December 1, 2000. Challenges of Today. Great Cities, University of Illinois at Chicago, Chicago, Illinois, December 1, 2000. The Journey into Teaching. University of Washington, Seattle, Washington, November 27, 2000. Small Schools/Big Schools. University of Washington, Seattle, Washington, Novemb
  4. Remember too Ayers has kids, who aren’t kids anymore:

    Bernardine Dohrn (director of the Legal Clinic’s Children and Family Justice Center of Northwestern University) and also part of the Weather Undgerground, together with William Ayers had a son, Zayd, born in 1977 would now be 31, and Malik, born in 1980 now 28.

    They are also the legal guardians of a boy named Chesa Boudin, the son of David Gilbert and Kathy Boudin, who are serving prison terms for a 1981 robbery of a Brinks truck in Rockland County, N.Y., that left four people dead. Chesa was 14 months old in 1981.

  5. William (Abu-Zayd) Ayers… son Zayd named after his father William, aka Abu-Zayd ?

  6. Pingback: The Trojan Candidate « td blog

  7. Donald Williams

    Let’s see now. Didn’t John McKain covort with communists for 5 years?
    Have any of you ever bothered to check into the Carlisle Group, whose members include the Bush’s, the Cheney’s, the Obama family, the Saudi Royal Family?
    Wasn’t it “W”‘s grandfather who was furnishing the Nazi’s with material with which to build war machines long after the US entered the war? And until FDR put a stop to it.

    You people are a bunch of H…. S… artists.

  8. invar

    You are truly loathesome.

    But then that’s what you clowns from the Daily Kos and Democrat Underground are.

    Listen dufus, McCain wasn’t “CAVORTing” with Communists – HE WAS A PRISONER OF WAR BEING TORTURED BY COMMUNISTS YOU JERK!!!

    And of course the Bush Derangement Syndrome talking point gibberish is the same usual crap as it has been for years.

    Obama is a far bigger Hitlerian threat to American liberty than even Hitler was. All Obama’s associations, all of his mentors, are America-hating ideologues. Ayers is a proud terrorist, who said “We did not do enough” – and Obama sat in a Black Liberation Theology Church for 20 years – absorbing all the hate whites and America speech his spiritual mentor vomited.

    As is usual and true with you people, you ignore and do not debate the facts presented – instead you have to deflect and try to charge others with the very thing your candidate is guilty of.

  9. marti

    Obama said Ayers taught English. Was Ayers an English as a Second Language teacher anytime between 1981 and 1984, perhaps to Obama’s classmate from Pakistan?? Can anyone check?

  10. Pingback: it isn’t coincidence…there is a pattern : NO QUARTER

  11. mentally_ill_voters4McCain

    I’ve got lots of tinfoil. Anyone want a hat?

  12. invar

    Obviously you’re a moron with a reading comprehension problem and a massive case of messiah-itus.

  13. bf

    This article disguts me….with a scripture message on the top of your page, you go on to write words that are false and misguiding and perhaps sinful. If Jesus were on earth today reading this article, I think it would make him sick. All I got from this article was hatefelt theories and words. For my own Christian conscience, I will never read “Sword at the Ready” again.

  14. invar

    Good. Obviously you cannot handle the truth.

    Tell us ONE THING in the article posted that is false OR misguiding. PROVE what you say is false – otherwise the disgusting liar would be the one you see when you look in the mirror.

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