The National Network Opposing the Militarization of Youth (NNOMY)

  Versión en español
February 22, 2025 / Greg Alderete / The Suburban Times - In our schools, where young minds are meant to learn the art of questioning authority and embracing the complexity of human experience, the presence of Junior ROTC is a stark contradiction to these ideals. This program, designed to inculcate a militaristic mindset, pushes the notion that violence is an acceptable solution once diplomacy fails—a notion that has been used to justify brutal acts of killing throughout history.

By introducing teenagers to a worldview where the defined enemy must be eliminated, we risk teaching them that conflict can only be resolved through violence. This black-and-white perspective, one where under some circumstances killing is sanctioned and under others it is not, undermines the moral and ethical development that education should foster. Instead of nurturing critical thinking, empathy, and an understanding of the power of nonviolent resistance, Junior ROTC reinforces obedience and the glorification of force.

Book review: They Came for the Schools: One Town’s Fight Over Race and Identity, and the New War for America’s Classrooms | Versión en español

January-March 2025 / Isidro Ortiz, PhD / Draft NOticesDraft NOtices - Written by acclaimed investigative journalist Mike Hixenbaugh, this book is worth an earnest read because of its focus, timeliness and documentation. It will be of interest to a diverse audience, especially those concerned with public schools and their roles and impact on youth development in society, and how elements of the Right have managed to achieve political power.

COMD, Project YANO and other organizations engaged in counter-recruitment and anti-militarism work have long recognized public schools as sites of ideological and political contestation. Fueled by this understanding, they have struggled to influence policies and practices like the involuntary placement of students in JROTC. Regrettably, as this book makes clear, they have not been the only ones to recognize the role of schools in shaping the country’s political climate.

In a clearly written exposé that draws from interviews and secondary sources such as school district records, Hixenbaugh chronicles the recent rise of a Christian conservative campaign that targets education policy. He tells how this movement is not just an attempt to convert public schools into private institutions but encompasses a powerful drive involving the imposition of Biblical values in schools, the banning of books, the redesign of curricula and the limiting of the rights of students of color and LGBTQ students. To his credit, he does so with clear investment in the outcomes of this campaign, searching for glimmers of hope that resistance to the movement will spread and succeed.