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Is Prison Necessary? Ruth Wilson Gilmore Might Change Your Mind - The New York Times
"“I get where you’re coming from,” she said. “But how about this: Instead of asking whether anyone should be locked up or go free, why don’t we think about why we solve problems by repeating the kind of behavior that brought us the problem in the first place?” She was asking them to consider why, as a society, we would choose to model cruelty and vengeance.

As she spoke, she felt the kids icing her out, as if she were a new teacher who had come to proffer some bogus argument and tell them it was for their own good. But Gilmore pressed on, determined. She told them that in Spain, where it’s really quite rare for one person to kill another, the average time you might serve for murdering someone is seven years.

“What? Seven years!” The kids were in such disbelief about a seven-year sentence for murder that they relaxed a little bit. They could be outraged about that, instead of about Gilmore’s ideas.

Gilmore told them that in the unusual event that someone in Spain thinks he is going to solve a problem by killing another person, the response is that the person loses seven years of his life to think about what he has done, and to figure out how to live when released. “What this policy tells me,” she said, “is that where life is precious, life is precious.” Which is to say, she went on, in Spain people have decided that life has enough value that they are not going to behave in a punitive and violent and life-annihilating way toward people who hurt people. “And what this demonstrates is that for people trying to solve their everyday problems, behaving in a violent and life-annihilating way is not a solution.”

The children showed Gilmore no emotion except guarded doubt, expressed in side eye. She kept talking. She believed her own arguments and had given them many years of thought as an activist and a scholar, but the kids were a tough sell. They told Gilmore that they would think about what she said and dismissed her. As she left the room, she felt totally defeated.

At the end of the day, the kids made a presentation to the broader conference, announcing, to Gilmore’s surprise, that in their workshop they had come to the conclusion that there were three environmental hazards that affected their lives most pressingly as children growing up in the Central Valley. Those hazards were pesticides, the police and prisons.

“Sitting there listening to the kids stopped my heart,” Gilmore told me. “Why? Abolition is deliberately everything-ist; it’s about the entirety of human-environmental relations. So, when I gave the kids an example from a different place, I worried they might conclude that some people elsewhere were just better or kinder than people in the South San Joaquin Valley — in other words, they’d decide what happened elsewhere was irrelevant to their lives. But judging from their presentation, the kids lifted up the larger point of what I’d tried to share: Where life is precious, life is precious. They asked themselves, ‘Why do we feel every day that life here is not precious?’ In trying to answer, they identified what makes them vulnerable.”"

"The National Employment Law Project estimates that about 70 million people have a record of arrest or conviction, which often makes employment difficult. Many end up in the informal economy, which has been absorbing a huge share of labor over the last 20 years. “Gardener, home health care, sweatshops, you name it,” Gilmore told me. “These people have a place in the economy, but they have no control over that place.” She continued: “The key point here, about half of the work force, is to think not only about the enormity of the problem, but the enormity of the possibilities! That so many people could benefit from being organized into solid formations, could make certain kinds of demands, on the people who pay their wages, on the communities where they live. On the schools their children go to. This is part of what abolitionist thinking should lead us to.”

“Abolition,” as a word, is an intentional echo of the movement to abolish slavery. “This work will take generations, and I’m not going to be alive to see the changes,” the activist Mariame Kaba told me. “Similarly I know that our ancestors, who were slaves, could not have imagined my life.” And as Kaba and Davis and Richie and Gilmore all told me, unsolicited and in almost identical phrasing, it is not serendipity that the movement of prison abolition is being led by black women. Davis and Richie each used the term “abolition feminism.” “Historically, black feminists have had visions to change the structure of society in ways that would benefit not just black women but everyone,” Davis said. She also talked about Du Bois and the lessons drawn from his conception of what was needed: not merely a lack of slavery but a new society, utterly transformed. “I think the fact that so many people now do call themselves prison abolitionists,” Michelle Alexander told me, “is a testament to the fact that an enormous amount of work has been done, in academic circles and in grass-root circles. Still, if you just say ‘prison abolition’ on CNN, you’re going to have a lot of people shaking their heads. But Ruthie has always been very clear that prison abolition is not just about closing prisons. It’s a theory of change.”

When Gilmore encounters an audience that is hostile to prison abolition, an audience that supposes she’s naïvely suggesting that those in prison are there for smoking weed, and wants to tell her who’s really locked up, what terrible things they’ve done, she tells them she’s had a loved one murdered and isn’t there to talk about people who smoke weed. But as she acknowledged to me, “Part of the whole story that can’t be denied is that people are tired of harm, they are tired of grief and they are tired of anxiety.” She described to me conversations she’d had with people who are glad their abusive husband or father has been removed from their home, and would not want it any other way. Of her own encounter with murder, she’s more philosophical, even if the loss still seems raw.

“I had this heart-to-heart with my aunt, the mother of my murdered cousin, John. On the surface, we were talking about something else, but we were really talking about him. I said, ‘Forgive and forget.’ And she replied, ‘Forgive, but never forget.’ She was right: The conditions under which the atrocity occurred must change, so that they can’t occur again.”

For Gilmore, to “never forget” means you don’t solve a problem with state violence or with personal violence. Instead, you change the conditions under which violence prevailed. Among liberals, a kind of quasi-Christian idea about empathy circulates, the idea that we have to find a way to care about the people who’ve done bad. To Gilmore this is unconvincing. When she encountered the kids in Fresno who hassled her about prison abolition, she did not ask them to empathize with the people who might hurt them, or had. She instead asked them why, as individuals, and as a society, we believe that the way to solve a problem is by “killing it.” She was asking if punishment is logical, and if it works. She let the kids find their own way to answer."
prison  incarceration  prisons  2019  mariamekaba  ruthwilsongilmore  geography  policy  justice  prisonabolition  abolitionists  restorativejustice  socialjustice  transformativejustice  activism  punishment  vengeance  angeladavis  mikedavis  cedricobinson  barbarasmith  prisonindustrialcomplex  neilsmith  carceralgeography  bethrichie  society  rachelkushner 
7 days ago by robertogreco
A Place of Rage - Wikipedia
"A Place of Rage is a 1991 film by Pratibha Parmar. The film includes interviews of Angela Davis, June Jordan, Trinh T. Minh-ha, and Alice Walker.[1] It discusses and asks for political action regarding racism and homophobia, linking the two issues together.[2] It was created to be aired on British television and it is 52 minutes long.[3]

The main interviews of Davis, Jordan, and Walker were filmed in the present day. Davis and Jordan discuss the effects of Rosa Parks, Fannie Lou Hamer, and other activists; as well as women's roles in black churches during the Civil Rights Movement and the outcome of the 1960s Black Power movement.[3] Parmar took a 1970 prison interview of Davis and intercuts scenes of poetry of June Jordan.[1] The documentary also uses music from the Staple Singers, Neville Brothers, and Janet Jackson as well as documentary scenes of the 1960s.[3]

The film title originates from how the interview subjects say there was a "place of rage" within black people in the 1960s where they collected anger from being oppressed and released it against the persons oppressing them. The interview subjects stated that by the 1990s this shifted to a sense of defeatism and internal repression characterized by drug use and resignation.[3]"

[on demand:

"A PLACE OF RAGE, an exuberant award-winning documentary a film by Pratibha Parmar made its debut in 1991 yet it's content is still one of the richest and most cherished with interviews from Angela Davis, June Jordan and Alice walker. A celebration of the contributions and achievements of prominent African American women, the film features Angela Davis, June Jordan and Alice Walker. Within the context of civil rights, black power, lesbian and gay rights and the feminist movement, the trio reassesses how women like Rosa Parks and Fannie Lou Hamer revolutionized American society and the world generally.

‘A Place of Rage documents the lives and politics of three African-American women. Weaving a narrative of spiritual awakenings, political consciousness and poetry through powerful imagery of Angela Davis speaking, Alice Walker reading and June Jordan teaching, A Place of Rage works like a narrative poem. It takes is title from a statement from June Jordan where she tries to articulate how her poetry and her pedagogy emerges from a ‘place of rage” and builds into some other kind of articulation. The film is moving in its quiet intensity and fascinating in its portrait of three powerful Black artists.’
Judith Halberstam, Professor of English,Gender Studies and American Studies and Ethnicity USC.

Pick of the Week. L.A. Weekly July 1992
Winner of The Best Historical Documentary from the National Black Programming Consortium, 1992.

"This lyrical film begins the much needed exploration of the African-American women who sustained and inspired the Civil Rights Movement of the 60's. By shining an intimate light on some of our best known artists / activists Parmar eloquently reveals the power and poetry of the hidden faces. Her film is a visual embrace of who black women really are. " Jewelle Gomez

"A complex image is created of the times, its ideas, emotions, victories and losses...the kind of analysis historical documentaries on African American life sorely need." - Collis Davis, Afterimage"]

[via: ]
pratibhaparmar  angeladavis  junejordan  trinhminh-ha  alicewalker  1991  racism  race  homophobia  rosapark  fannielouhamer  activism  civilrightsmovement  oppression  blackpower  civilrights  feminism  intersectionality  pedagogy  aplaceofrage  documentary  politics  poetry  blackpantherparty  blackpanthers 
7 days ago by robertogreco
Justice in America Episode 20: Mariame Kaba and Prison Abolition - The Appeal
"On the last episode of Season 2, Josie and Clint discuss prison abolition with Mariame Kaba, one of the leading organizers in the fight against America’s criminal legal system and a contributing editor for The Appeal. Mariame discusses her own journey into this work, provides perspective on the leaders in this space, and helps us reimagine what the future of this system could look like. Mariame’s way of thinking about this system, and the vision of possibilities she provides, is an excellent send-off to our second season."

[full transcript on page]

"I grew up in New York City and came of age in 1980s. So, um, when I was coming of age in the city, it was kind of the early eighties were a fraught moment for many different kinds of reasons. The tail end of deinstitutionalization. So the first time where we actually started seeing homeless people outside on the streets. Michael Stewart was killed by the police in 1983 which was a very big moment for me. I was 12 years old and that really impacted me. My, um, older siblings were very animated by that fact. Um, crack cocaine is coming into being, this is the time of ACT UP. Um, this is when Reagan comes to power. It was a very tumultuous period and moment of time. So coming of age in that time led me to start organizing for racial justice as a teenager. And I also came of age during the time when there was the Bensonhurst case where a young black man was pursued and then killed by a mob of white young people who were close to my age because he supposedly talked to a white girl in a way that people were not happy about. The Howard Beach incident comes up in 1986. There was a lot happening during my teenagers in the city and I did not have an analysis of the criminal punishment system at that time. I just saw a lot of my friends, I grew up on the Lower East Side, so a lot of my friends ending up in juvie and then in prison and I didn’t, and the cops were always in our neighborhood harassing people and I did not really put all these things together, but I had a frame that was a racial justice frame at a very young age, mainly because of my parents. My mom and my dad. Um, my father, who’d been a socialist in the anti-colonial struggles in Guinea. Like I had a politics at home, but all I understood was like they were coming after black people in multiple different kinds of ways. It wasn’t until I was older and I had come back from college, um, I went to school in Montreal, Canada, came back to the city right after, I was 20 years old when I graduated from college, came back to the city and got a job working in Harlem at the, um, Countee Cullen Library and then ended up teaching in Harlem. And it was there that I found out that all of my students were also getting enmeshed in the criminal punishment system. But I still didn’t have a really, like I didn’t have a politic about it. It wasn’t until a very tragic story that occurred with one of my students who ended up killing another one of my students that I became very clearly aware of the criminal punishment system cause they were going to try to, um, basically try him as an adult. The person who did the killing, he was only 16. And it was that incident that kind of propelled me into trying to learn about what the system was, what it was about. And it concurrently, it was also the time when I started to search for restorative justice because it occurred to me, in watching the family of my student who had been killed react to the situation, that they did not want punishment for the person who killed their daughter. They were, uh, they wanted some accountability and they were also talking about the fact that he did not want him charged as an adult."

"people who are practitioners of restorative justice see restorative justice as a philosophy and ideology, a framework that is much broader than the criminal punishment system. It is about values around how we treat each other in the world. And it’s about an acknowledgement that because we’re human beings, we hurt each other. We cause harm. And what restorative justice proposes is to ask a series of questions. Mostly the three that are kind of advanced by Howard Zehr, who is the person who about 40 years ago popularized the concept of restorative justice in the United States. He talks about since we want to address the violation in the relationships that were broken as a result of violence and harm, that you want to ask a question about who was hurt, that that is important to ask, that you want to ask then what are the obligations? What are the needs that emerge from that hurt? And then you want to ask the question of whose job is it to actually address the harm? And so because of that, those questions of what happened, which in the current adversarial system are incidental really, you know, it’s who did this thing, what rules were broken? How are we going to actually punish the people who broke the rules? And then whose role is it to do that? It’s the state’s. In restorative justice it’s: what happened? Talk about what happened, share what happened, discuss in a, you know, kind of relational sense what happened. And then it’s what are your needs? Would do you need as a result of this? Because harms engender needs that must be met, right? So it asks you to really think that through. And then it says, you know, how do we repair this harm and who needs to be at the table for that to happen. It invites community in. It invites other people who were also harmed because we recognize that the ripples of harm are beyond the two individuals that were involved, it’s also the broader community and the society at large. So that’s what restorative justice, at its base, is really the unit of concern is the broken relationship and the harm. Those are the focus of what we need to be addressing. And through that, that obviously involves the criminal punishment system. In many ways RJ has become co-opted by that system. So people were initially proponents of restorative justice have moved their critique away from using RJ and talking about instead transformative justice. That’s where you see these breakdowns occurring because the system has taken on RJ now as quote unquote “a model for restitution.”"

"Restorative justice and transformative justice, people say they’re interchangeable sometimes, they are not. Because transformative justice people say that you cannot actually use the current punishing institutions that exist. Whereas RJ now is being run in prisons, is being run in schools. Institutions that are themselves violently punishing institutions are now taking that on and running that there. And what people who are advocates of transformative justice say is RJ, because of its focus on the individual, the intervention is on individuals, not the system. And what transformative justice, you know, people, advocates and people who have kind of begun to be practitioners in that have said is we have to also transform the conditions that make this thing possible. And restoring is restoring to what? For many people, the situation that occurred prior to the harm had lots of harm in it. So what are we restoring people to? We have to transform those conditions and in order to do that we have to organize, to shift the structures and the systems and that will also be very important beyond the interpersonal relationships that need to be mended."

"I reject the premise of restorative and transformative justice being alternatives to incarceration. I don’t reject the premise that we should prefigure the world in which we want to live and therefore use multiple different kinds of ways to figure out how to address harm. So here’s what I mean, because people are now saying things like the current criminal punishment system is broken, which it is not. It is actually operating exactly as designed. And that’s what abolition has helped us to understand is that the system is actually relentlessly successful at targeting the people it wants and basically getting the outcomes that wants from that. So if you understand that to be the case, then you are in a position of very much understanding that every time we use the term “alternative to incarceration” what comes to your mind?"

"You’re centering the punishing system. When I say alternative to prison, all you hear is prison. And what that does is that it conditions your imagination to think about the prison as the center. And what we’re saying as transformative and restorative justice practitioners is that the prison is actually an outcome of a broader system of violence and harm that has its roots in slavery and before colonization. And here we are in this position where all you then think about is replacing what we currently use prisons for, for the new thing. So what I mean by that is when you think of an alternative in this moment and you’re thinking about prison, you just think of transposing all of the things we currently consider crimes into that new world."

"It has to fit that sphere. But here’s what I, I would like to say lots of crimes are not harmful to anybody."

"And it’s also that we’re in this position where not all crimes are harms and not all harms are actually crimes. And what we are concerned with as people who practice restorative and transformative justice is harm across the board no matter what. So I always tell people when they say like, ‘oh, we’re having an alternative to incarceration or alternative to prison.’ I’m like, okay, what are you decriminalizing first? Do we have a whole list of things? So possession of drugs is a criminal offense right now. I don’t want an alternative to that. I want you to leave people the hell alone."

"Transformative justice calls on us to shatter binaries of all different types. Most of the people who currently are locked up, for example, in our prisons and jails, are people who are victims of crime first. They’ve been harmed and have harmed other people. The “perpetrator,” quote unquote… [more]
mariamekaba  clintsmith  josieduffyrice  prisonindustrialcomplex  prisions  violence  restorativejustice  justice  prisonabolition  punishment  2019  angeladavis  howardzehr  incarceration  community  humans  transformativejustice  harm  racism  responsibility  repair  people  carceralstate  binaries  accountability  police  lawenforcement  jails  coercion  gender  criminalization  humanism  decency  humanity  transformation  survival  bodies  abolition  abolitionists  nilschristie  ruthiegilmore  fayeknopp  presence  absence  systemsthinking  systems  complexity  capitalism  climatechange  climate  globalwarming  livingwage  education  organization  organizing  activism  change  changemaking  exploitation  dehumanization  optimism 
5 weeks ago by robertogreco
Article: Notes On An Anarchist Pedagogy – AnarchistStudies.Blog
"But, at this particularly dark moment in our nation’s history, I feel the need to act inside the classroom in a manner that more readily and visibly embodies the important and insightful critiques and guideposts of critical pedagogy,[2] perhaps in a manner, inspired by Graeber and Haworth, that rejects and abandons (education) policy, and more demonstratively and communally embraces the liberatory and transformative power of education itself, free from the bondage of neoliberalism.

Early on in Fragments of an Anarchist Anthropology, Graeber offers us: “against policy (a tiny manifesto)”. Graeber tells us:

The notion of “policy” presumes a state or governing apparatus which imposes its will on others. “Policy” is the negation of politics; policy is by definition something concocted by some form of elite, which presumes it knows better than others how their affairs are to be conducted. By participating in policy debates the very best one can achieve is to limit the damage, since the very premise is inimical to the idea of people managing their own affairs.

(2004: 9)

And, as the people I have identified in these notes thus far all document, policy (education reform) is little more than a “governing apparatus which imposes its will” on teachers, students, administrators, and entire communities with high stakes testing, the deskilling of teachers, the cuts to and diversion of funding for public education, and the imposition of the corporate model to direct and control all “outcomes”. And, following Graeber’s pushback to “policy”, I want to enact, to whatever degree possible, “an anarchist pedagogy” to acknowledge, confront and overcome the very dominating and authoritarian dynamics at work in the classroom today from kindergarten right on through to graduate school.

I want to evoke and provoke the issue of anarchy as a counterforce and impulse to the “governing apparatus which imposes its will on others”. I want to engage education as the practice of freedom methodologically, and not just ideologically (of course, I would agree that a genuine embracing of education as the practice of freedom ideologically would axiomatically mean to embrace it methodologically as well – as I believe Paulo Freire and bell hooks demonstrate, and many others also successfully participate in such engaged pedagogy).

But for my musings here, I want to consider enacting freedom directly and in totality throughout the classroom. This is the case, in part, because I want to challenge myself, and to some degree many of my colleagues, to once again consider and reconsider how we “are” in the classroom, living and embodying education as the practice of freedom, and, in part, to accept the need to acknowledge, confront and address the reality that we “operate”, however critically, within the very “governing apparatus which imposes its will”. As a result, I am, for the sake of these notes, forcing myself to fully embrace freedom, and, to whatever degree possible, attempting to reimagine and recomport myself toward promoting education as the practice of freedom.

As good a “critical” pedagogue as I believe I am and have been, for me these notes are a call to identify my beliefs, habits and pedagogy, not unlike Descartes’ Meditations on First Philosophy were for him. These notes are a consideration of how I embrace and enact those beliefs, habits and pedagogy, and represent a challenge to improve upon my pedagogy. I have decided that rethinking my own pedagogy in light of an anarchist pedagogy might prove the most challenging, informative and constructive mediation on pedagogy I could contemplate and enact at this moment."

"As many of us directly involved in the “field of education” (working as teachers and administrators from kindergarten through twelfth-grade, or those working in schools of education and on various education initiatives and in policy think-tanks) have witnessed (and sometimes promote and/or confront), there is much emphasis on a “best practice” approach and on “evidence-based” support for said practices. As a result, so much of education research and teaching is “data-driven”, even when the data is suspect (or just wrong). And, still more harmful, there exists a prejudice against “theory” and against a theoretical approach to teaching within a social/political/cultural context that emphasizes other aspects and dimensions of teaching and learning (such as the history and legacy of racism, sexism, class elitism, homophobia and biases against those with abilities and disabilities that render them “problematic” or outside the mainstream of education concern). All of this leads to an obsession with “information”, to the detriment of teaching and learning (see Scapp 2016b: Chapters 5 and 6). We also wind up with no vision or mission – education becomes little more than a “jobs preparatory program” and a competition in the market place. This is what leads us to the litany of reform programs (from the Bush administration’s “No Child Left Behind” to Obama’s “Race to the Top”, never mind the practically innumerable local initiatives attempting to “fix” education). The results are proving disastrous for all.

At the same time, even though someone may employ a theoretical stance and perspective, this doesn’t guarantee a successful classroom dynamic. We need to remember that how we are (a concern of these notes from the very start) is just as important as what we are presenting, and even why. We need to establish trustworthiness and a sense that students have the freedom to explore, challenge, work together, and even be wrong. Of course, I recognize that the classroom dynamics will look different in elementary school than in a graduate seminar, but for the sake of this meditation on pedagogy, I would like to posit that while acknowledging the differences that exist at different levels of instruction, the essential character of “education as the practice of freedom” ought to be manifest at every level, and at every turn. The hard and important work of good teaching is helping to create and establish that freedom."

"There is a long tradition of attempting to create such an “other space”. Feminist pedagogy has argued for and provided such other spaces, at times at grave personal and professional cost (denial of tenure, promotion, as well as ridicule). So too have disciplines and perspectives as diverse as Ethnic Studies and Queer Studies, and Environmental Studies and Performance Studies offered challenges to the constrictive traditional learning environment (space) and also offered new possibilities of reconfiguring those spaces (in and outside the classroom). In his essay “Spaces of Learning: The Anarchist Free Skool”, Jeffery Shantz rightly notes that:

Social theorist Michel Foucault used the occasion of his 1967 lecture, “Of Other Spaces”, to introduce a term that would remain generally overlooked with his expansive body of work, the notion of “heterotopia”, by which he meant a countersite or alternative space, something of an actually existing utopia. In contrast to the nowhere lands of utopias, heterotopias are located in the here-and-now of present-day reality, though they challenge and subvert that reality. The heterotopias are spaces of difference. Among the examples Foucault noted were sacred and forbidden spaces which are sites of personal transition.

(in Haworth 2012: 124)

It is precisely this effort to help create another kind of space, a “heterotopia”, that leads me to disrupt the distribution of the syllabus as the first gesture of the semester, and to solicit and elicit contributions and participation from the class toward this end.

Part of the reason that complying with the “syllabus-edict” is problematic is that it fully initiates and substantiates “the banking system” of teaching that Paulo Freire so astutely identified and named, and so thoughtfully and thoroughly criticized (as oppressive). Participating in the automatic act of handing out the syllabus (hardcopy or electronic) constitutes the very first “deposit” within the banking system, and renders students passive from the very start: “This is what you will need to know!”. So, the very modest and simple gesture of not distributing the syllabus initiates instead the very first activity for the entire class, specifically, a discussion of what the class will be.

Of course, such a stance, such a gesture, doesn’t mean that I would not have thought through the course beforehand. Certainly, I envision a course that would be meaningful and connected to their program of study. But, what I do not do is “decide” everything in advance, and leave no room for input, suggestions and contributions to the syllabus that we create, to enhance the course we create. This offers students a (new?) way of interacting in the class, with each other and the teacher, a way of engaging in social and educative interactions that are mutual and dialogic from the very start. As Shantz claims:

Anarchist pedagogy aims toward developing and encouraging new forms of socialization, social interaction, and the sharing of ideas in ways that might initiate and sustain nonauthoritarian practices and ways of relating.

(in Haworth 2012: 126)

I am claiming that the simple and modest gesture of extending a welcome to participate goes a long way “toward developing and encouraging new forms” of teaching and learning, new forms of mutual and dialogic interaction that are both respectful of the subject matter and of the students, and, if successful, does create the very “heterotopia” Foucault and Shantz describe.

I also ask students about the ways we might be able to evaluate their work and the course itself, evaluate the success of the teaching and learning, and my ability to help facilitate successful teaching and learning. The results vary, but students always come up with interesting and innovative ways to evaluate and … [more]
pedagogy  anarchism  anarchy  deschooling  decolonization  unschooling  learning  teaching  bellhooks  ronscapp  paulofreire  freedom  liberation  neoliberalism  capitalism  lucynicholas  postmodernism  michaelapple  angeladavis  henrygiroux  roberthaworth  descartes  stanleyaronowitz  stephenball  pierrebourdieu  randallamster  abrahamdeleon  luisfernandez  anthonynocella  education  dericshannon  richarkahn  deleuze&guattari  gillesdeleuze  michelfoucault  foucault  davidgraeber  jürgenhabermas  justinmuller  alanantliff  kennethsaltman  davidgabbard  petermclaren  alexmolnar  irashor  joelspring  gayatrichakravortyspivak  colonialism  highereducation  highered  cademia  politics  2018  resistance  corporatization  betsydevos  policy  authority  authoritarianism  howweteach  government  governance  colonization  homeschool  power  control  coercion  félixguattari  conformity  uniformity  standardization  standards  syllabus  heterotopia  lcproject  openstudioproject  tcsnmy  sfsh  cv  utopia  collaboration  evaluation  feminism  inclusion  inclusivity  participation  participatory  mutu 
may 2018 by robertogreco
mordeaux🌹 on Twitter: "Who can forget the rallying cry of the Paris Commune: “To the barricades comrades! And once there we will remember to be realistic about our demands!”"
"Who can forget the rallying cry of the Paris Commune: “To the barricades comrades! And once there we will remember to be realistic about our demands!”

And of course the closing line of the Communist Manifesto: “Workers of the world unite with the progressive elements of the bourgeoisie, you have nothing to lose but your chains and a world to incrementally gain over time so long as it does not disrupt the market”

As the preamble to the IWW constitution says: “The working class and the employing class have nothing in common, except for a genuine desire to make capitalism more humane.”

As Lenin said in 1917: “A fair and reasonable amount of power to the Soviets!”

In the words of Rosa Luxemburg: “Concessions or barbarism!”

The great Fred Hampton: “You can kill a revolutionary, and you probably should unless you want bad news coverage for your movement.”

James Connolly: “The Irish people will only be free, when they can affordably rent everything from the plough to the stars.”

Most importantly Eugene V. Debs: “I said then, and I say now, that while there is a lower class, I am in it, and while there is a criminal element I am of it, and while there is a soul in prison, I will be careful talking openly about prison abolition.”

Thomas Sankara: “We must dare to somewhat improve the future!”

A great one from Fidel Castro: “I find capitalism repugnant. It is filthy, it is gross, it is alienating... because it causes war, hypocrisy and competition. But hey, what are ya gonna do? They have drones now 🤷‍♀️”

In the words of Ho Chi Minh: “The Vietnamese people deeply love independence, freedom and peace. But in the face of United States aggression they have strategically gained a few non-reformist reforms and that’s really all they can hope for.”

Mao: “All reactionaries are paper tigers. In appearance, the reactionaries are terrifying, but in reality, they are made of paper so we have to be very gentle with them and not upset them too much.”

A poignant point from Hugo Chavez: “We must reduce all the emissions that are destroying the planet. However, that requires a change in lifestyle, a change in the economic model: We must go from capitalism to a free market solution that will encourage new efficient technology”

A personal favorite from Assata Shakur: “Everybody in the world, everybody in history, has always gotten their freedom by appealing to the moral sense of the people who were oppressing them.”

Patrice Lumumba: “The only thing which we wanted for our country is the right to a worthy life, to dignity without pretence, to independence without restrictions. This was never the desire of the Belgian colonialists and their Western allies and it’s important to hear both sides”

Angela Davis: “As a black woman, my politics and political affiliation are bound up with and flow from participation in my people's struggle for liberation, and with the fight of oppressed people all over the world against Bernie bros”

Big Bill Haywood: “If one man has a dollar he didn't work for, some other man worked and received a fair market rate for his time.”

Karl Marx: “The executive of the modern state is nothing but a committee for fairly balancing the interests of labor against the realities of the market”"
humor  socialism  communism  capitalism  centrism  politics  democrats  mikemordowanec  vi:justincharles  karlmarx  markets  labor  work  rosaluxemburg  eugenedebs  fredhampton  thomassankara  lenin  iww  hochiminh  assatashakur  patricelumumba  angeladavis  billhaywood  fidelcastro  maozedong  vladimirlenin  hugochávez 
may 2018 by robertogreco
Rebecca Solnit on Skipping High School and California Culture | Literary Hub
"Paul Holdengraber: I had the pleasure, a bittersweet pleasure, of speaking with John Berger two years ago (about two months before he died) and I was so amazed by his extraordinary freedom of thinking. I was wondering, though I was never able to ask him, how much of it came to him from not having been forced into a certain school, or not having gone to all the schools people feel they need to go to in order to think.

It strikes me that you have that same appetite, that same appetite that comes from not having had to follow a certain regime, but rather following what really interests you, what really fills you with passion. I wonder how much of that is true, and how much of that is true to the place you’ve committed yourself to live in.

Rebecca Solnit: I didn’t go to high school and I feel that was one of the great strategic victories of my life. In the 1970s everything was very nebulous and wide open, and I just managed by going to an alternative junior high school through tenth grade, which was a very kind place compared to the place I went to for seventh and eighth grade. Then I took the GED test and started college at 16, to avoid high school altogether.

I remember thinking the GED—which is supposed to test you on everything you’re supposed to know when you graduate from high school—and thinking, “I’ve basically goofed off for two years. I’m 15 and I’m apparently able to acquire all the knowledge you need to get out of high school—what are you doing for those other three or four years?” I’ve always felt that a lot of what people are taught to do is conform and obey a set of instructions about hierarchy. It’s really destructive of the people who succeed in that system, as well as the ones who fail. I know you didn’t grow up in this country—

PH: I’m not sure I grew up. I’m still trying.

RS: Well that too. There’s the people who feel damaged by being unpopular in high school, but there’s a different kind of tragedy of people who were so popular in high school—the homecoming queens, the football captains—who feel as though they’ve arrived at the end of the journey without ever having set out for it, who feel like now they can rest on the laurels, which aren’t the laurels that will matter for the next 50 or 60 years.

It’s a very destructive system of values. You look at schools in other countries and they don’t have proms and homecoming queens and team spirit—this kind of elaborate sports culture that is very heteronormative as well as hierarchical. It also creates monsters out of the boys who are able to get away with bullying and sexual assault because they’re good at sports.

PH: You were mentioning my own upbringing. I grew up, in part, in many different countries in Europe, but one of the countries I lived was Belgium. In the mid-70s they introduced something they called Le Test Américain, “the American test.” You know what that was: multiple choice. I was terrible at it because I always felt ambivalent. I always felt, if you look at it from this perspective, that would be the answer; but if you look at it from that perspective, this would be the answer. And of course that didn’t bode well for school.

I know now that teaching has become so much that—so much about getting the supposed right answer to a question, which really means the right answer to a question if you look at it only from one vantage point. Which is exactly the contrary of what literature teaches, or for that matter, what life teaches us to think and do.

RS: When I was young, in the 80s, I read a wonderful report on why we should teach art in schools, and one of the arguments was that there is no right answer in art. There might be good ways to do things, but there’s no simple one right answer. Two plus two might be four, but the way a bird flies can be represented in innumerable ways.

PH: I wonder also, in your escape from high school, how much California and your interest in California has had to do with the way you think.

RS: One of the things about being deinstitutionalized—because not only did I not go to high school, I did sort of sprint through college and then get a journalism degree that was training to be a writer in a practical sense rather than becoming an academic—was the freedom to be synthetic, to move through what’s considered to be many fields. In fact in Wanderlust, early on, I said that if the fields of study could be considered real fields, then the the history of walking trespasses through many of them on its trajectory. And my life has been kind of like that. There’s a curious thing in academia in which authority is demonstrated by specialization and that you have to color within the lines and stick within the lines of your discipline, which I know a lot of people feel fretful about.

California wasn’t inherently an interest in mine. It was just where my father was born and where I grew up and have lived most of my life. When I was young and working at San Francisco Museum of Modern Art and going to the journalism school at UC Berkeley, I did my thesis on the artist Wallace Berman and I began the process of writing the history that wasn’t available to me to read. When I was growing up in California we were regarded, almost universally, as almost a barbarian hinterland that had gone, as I often say, from wilderness to shopping mall in a single bound. And there was a lot of sneering on the East Coast about us as a place without culture, as a place of yahoos and bimbos and babes and surfer dudes, as lacking the high seriousness.

I have a friend whose East Coast cousin once said to him, “people in California don’t read.” And it was just amazing having someone dismiss the state with the UC system and Stanford and some remarkable intellectuals, from Angela Davis to Garry Snyder.

So I really didn’t grow up here with it being treated as an interesting place, though I loved the landscape, wondered about the Native history, and actually went to Europe because of that yearning for a sense of deep past and time in history. And then came back and had to find a way to locate it in this landscape.

Of course a lot of things have changed. A lot of California history has been written by Mike Davis and many other people since then. But it really was treated as a blank and trivial place when I was younger. There were some California historians, but the public mainstream attitude was very dismissive.

PH: I remember a conversation I had with Werner Herzog who said that in New York they consume culture, and in Los Angeles they actually make it. And it struck me as very interesting because there is such an assumption in New York that everything emanates from here.

RS: I’ve noticed.

PH: That’s a fantastic response, Rebecca. We’ll leave it at that for now."
rebeccasolnit  unschooling  deschooling  2018  interviews  education  california  history  culture  nyc  johnberger  paulholdengraber  values  hierarchy  teaching  art  arteducation  pedagogy  mikedavis  journalism  wallaceberman  eastcoast  angeladavis  garysnyder  conformity 
may 2018 by robertogreco
Angela Davis: 'Democratic Party Is Just as Linked to the Corporate Capitalist Structure as the Republican Party'
" vast number of people in this country, largely white people, who do not recognize that their pain and their suffering is linked to the pain and suffering of black people, of Latinos, [and] Native Americans. They do not realize that they are suffering the consequences of global capitalism. And so you have a capitalist … like Donald Trump, who represents himself as their savior.

[Someone in the crowd screams, "[F—k] Donald Trump!"]

Yeah, we can do that [crowd laughter] but we also have to figure out how to prevent Donald Trump from being elected next month. Now as a person who has been involved in radical politics all of my life, I have never seen the electoral arena as the place where I can express my radical revolutionary politics.

And it's kind of hard to imagine being revolutionary within the existing electoral system. Am I right?

So I think we need a new party. I think we have to start imagining and building a political party that is not linked to the capitalist corporations; a party that is feminist; a party that is anti-racist; a party that is opposed to the occupation of Palestine by the state of Israel; a party that will represent the true needs of the people not only of this country but the people of the world.

And I can also talk about a party that stands for food sovereignty; a party that recognizes that when capitalist corporations are involved in the production of food that human beings need to nourish themselves, they're involved for the purposes of generating as much profit as possible. And therefore they destroy the earth. They create untold pain for the animals that they raise in order to provide food for human beings.

So, I want a radically different kind of political party.

But, unfortunately, it's not going to be possible to build that party between now and Election Day.

[A few in the crowd scream, "Jill Stein!"]

So, as much as I will argue that the electoral arena is not a space where we can exercise our radical politics. I will not tell you not to vote. We all have to exercise the right to vote. We have struggled too long and too hard to give up that right today.

[Someone in the crowd says, "Vote Gary Johnson!"]

I don't know about that.

So I want to ask you to think about the best reason for going to the polls next month. The best reason, in my opinion, is to create the space that will allow us to begin to build our movements, to create flourishing movements, and to build that political party that I was talking about a moment ago.

And you know what will happen if Donald Trump is elected. You know about the consequences for generations to come. The fact alone that it would be possible to stack the Supreme Court in a way that will reverse so many of the gains for which we struggled over decades and over generations.

So what does that mean?

[A few in the crowd scream, "Stein!" "Vote Green!"]

You know, if you go to the polls … and you … if you … I have problems with the other candidate. I have problems with Hillary Clinton—I'm sorry.

[Crowd cheers.]

Because I have problems with the Democratic Party that is just as linked to the corporate capitalist structure as the Republican Party. But I know that if I vote for Donald Trump or if I don't vote for anyone, that I will perhaps be contributing to the possibility of increasing repression over the next decades and let me tell you I know what repression is all about. Early in my career as a political activist, I was charged with murder, kidnapping and conspiracy, and faced the death penalty three times. And it was only because of the development of a mass movement all over the world that my life was saved and that I can be with you this afternoon reflecting on the possibilities of building a movement that is going to safeguard our future.

And, so, let me say that we cannot take where we are for granted. It is wonderful that young people are rising up, not only all [over] this country, but let's remember that our movements are connected with what is going in Brazil, with what is going on in Colombia, with what is happening in Palestine, with what is going on at this very moment in South Africa because they are struggling again to be able to imagine a future that is a future of freedom.

And so let me conclude by saying that there is one river that we have to cross next month. And let's cross that river so that we will be able to begin the process of building a movement that will transform in a revolutionary manner the entire society of the United States of America."
2016  angeladavis  capitalism  democrats  republicans  politics  us  policy  class  race  racism  hillaryclinton  donaldtrump  repression  activism  elections 
november 2017 by robertogreco
Monstrous, Duplicated, Potent | Issue 28 | n+1
"On first read, I was dazzled and bewildered. Desperate to impress the organizer, who I thought brilliant, I strained over it line by line in hopes of insight. In the end, I mumbled through our meeting. I didn’t understand the Manifesto until I’d read it three more times. In truth, I probably still don’t. But for a young woman struggling to understand the world after Hurricane Katrina and a global financial crisis, Haraway beckoned. She offered a way to make sense of the things that seemed absent from politics as I knew it: science, nature, feminism.

The Manifesto proclaims itself to be against origin stories, but its own is hard to resist. In 1982, the Marxist journal Socialist Review — a bicoastal publication originally titled Socialist Revolution, whose insurrectionary name was moderated in the late 1970s as politics soured — asked Haraway to write five pages on the priorities of socialist feminism in the Reagan era. Haraway responded with thirty. It was the first piece, she claimed, she had ever written on a computer (a Hewlett-Packard-86). The submission caused controversy at the journal, with disagreement breaking down along geographic lines. As Haraway later recalled in an interview, “The East Coast Collective truly disapproved of it politically and did not want it published.” The more catholic West Coast won out, and the Manifesto was published in 1985 as “A Manifesto for Cyborgs: Science, Technology, and Socialist-Feminism in the 1980s,” though it has been known colloquially as the Cyborg Manifesto ever since.

In one sense, Haraway did what she was asked: she outlined the contemporary state of political economy from a socialist-feminist perspective. Her reading of the shift to post-Fordism was loose but lucid. The rise of communications technologies made it possible to disperse labor globally while still controlling it, she noted, scattering once-unionized factory jobs across the continents. The gender of industrial work was changing too: there were more women assembling computer chips in East Asia than men slapping together cars in the American Midwest. Automation was lighter and brighter: in place of hulking industrial machinery, our “machines are made of sunshine” — but this light, invisible power nevertheless caused “immense human pain in Detroit and Singapore.” Family structures were changing: mothers increasingly worked outside the home and headed up the household. The result was what Haraway, drawing on Richard Gordon, called the homework economy — a pointed term for what’s euphemistically and blandly called the service economy.

The Manifesto offered a new politics for this new economy. Prescient about the need to organize the feminized, if not always female, sectors, Haraway explicitly called leftists to support SEIU District 925, a prominent campaign to unionize office workers. She also criticized the idea of a universal subject, whether held up by Marxists (the proletarian) or radical feminists (the woman). A new politics had to be constructed not around a singular agent but on the basis of a patchwork of identities and affinities. How, then, to find unity across difference, make political subjects in a postmodern era, and build power without presuming consensus? “One is too few, but two are too many,” she wrote cryptically. “One is too few, and two is only one possibility.” Acting as isolated individuals leads nowhere, but the effort to act collectively cannot leave difference aside. Women of color, Haraway suggested, following Chela Sandoval, could not rely on the stability of either category; they might lead the way in forging a new, nonessentialist unity based on affinity rather than identity.

This is where the metaphor of the cyborg comes in. For Haraway, the cyborg is a hybrid figure that crosses boundaries: between human and machine, human and animal, organism and machine, reality and fiction. As a political subject, it is expansive enough to encompass the range of human experience in all its permutations. A hybrid, it is more than one, but less than two.

In place of old political formations, Haraway imagined new cyborgian ones. She hoped that “the unnatural cyborg women making chips in Asia and spiral dancing in Santa Rita Jail” would together “guide effective oppositional strategies.” Her paradigmatic “cyborg society” was the Livermore Action Group, an antinuclear activist group targeting the Lawrence Livermore National Laboratory, a nuclear-weapons-research facility in Northern California. The group, she thought, was “committed to building a political form that actually manages to hold together witches, engineers, elders, perverts, Christians, mothers, and Leninists long enough to disarm the state.”

What set the Manifesto apart from other reconceptions of feminism was its embrace of science. The cyborg was a figure that only a feminist biologist — herself an unlikely figure — could imagine. While by the 1980s many feminists were wary of biological claims about sexual difference, evading charges of essentialism by separating sex from gender (biology might give you a certain body, but society conditioned how you lived in it), Haraway argued that failing to take a position on biology was to “lose too much” — to surrender the notion of the body itself as anything more than a “blank page for social inscriptions.” Distinguishing her attachment to the body from the usual Earth Mother connotations was its famous closing line: “I would rather be a cyborg than a goddess.”

Who wouldn’t? The cyborg’s popularity was no doubt fueled in part by the vision of a bionic babe it suggested — a Furiosa or the Terminator — though it couldn’t be further from her meaning. Asked what she considered a true moment of cyborgness in 1999, Haraway responded, “the sense of the intricacy, interest, and pleasure — as well as the intensity — of how I have imagined how like a leaf I am.” The point was not that she shared some biological commonality with a leaf, or that she felt leaves to be kindred spirits (though she very well might have). What made her giddy was the thought of all the work that had gone into producing the knowledge that she was like a leaf — how incredible it was to be able to know such a thing — and the kinds of relationship to a leaf that such knowledge made possible.

Despite her frequent reminders that it was written as a “mostly sober” intervention into socialist-feminist politics rather than “the ramblings of a blissed-out, techno-bunny fembot,” many still read it as the latter. Wired profiled her enthusiastically in 1997. “To boho twentysomethings,” they wrote, “her name has the kind of cachet usually reserved for techno acts or new phenethylamines.” (More recently, the entrepreneurial synthetic biologist Drew Endy deployed the Manifesto in support of his bid to label synthetic biological products as “natural” under federal guidelines to increase their appeal to cautious consumers.)

Its Reagan-era coordinates may have changed, but the Manifesto remains Haraway’s most widely read work. The cyborg became a celebrity, as did Haraway herself, both serving as signifiers of a queer, savvy, self-aware feminism. Yet she has grown weary of its success, admonishing readers that “cyborgs are critters in a queer litter, not the Chief Figure of Our Times.”

Somewhat counterintuitively, it’s Haraway herself who sometimes seems the Chief Figure. There’s no Harawavian school, though she has many acolytes. She does not belong to any particular school herself, though many have attempted to place her. You can’t really do a Harawavian analysis of the economy or the laboratory; other than the cyborg, she’s produced few portable concepts or frameworks. Her own individual prominence runs counter to her view of intellectual work as collectively produced. Yet for thirty years she’s been ahead of intellectual trends, not by virtue of building foundational frameworks but by inspiring others to spawn and spur entire fields, from feminist science studies to multispecies ethics. Her work tends to emerge from problems she sees in the world rather than from engagement with literatures, thinkers, or trends, yet it manages to transcend mere timeliness.

Her new book, Staying with the Trouble, is a commentary on the most pressing threat of our era: catastrophic climate change. It’s hard to think of someone better suited to the task. Climate change requires ways of thinking capable of confronting the closely bound future of countless humans and nonhumans, the basis for certainty in scientific findings, the political consequences of such knowledge, and the kinds of political action that such consequences call for. If Haraway has long practiced such hybrid thinking, that also means the problem best suited to challenging her thought — to testing its mettle, and its usefulness to our political future — has decisively arrived."

"Under Hutchinson’s supervision, she wrote a dissertation heavily influenced by Thomas Kuhn’s 1962 landmark The Structure of Scientific Revolutions. Kuhn had caused an uproar with his argument that rather than steadily progressing toward truth, the production of scientific knowledge was marked by conflict and upheaval. What scientists had once been certain was true would eventually be considered wrong. Each emerging framework was often incommensurable with what had come before. Kuhn called this phenomenon a “paradigm shift.” A classic example was the transition from Newtonian physics to Einsteinian relativity."

[See also: "Cthulhu plays no role for me" ]
donnaharaway  2017  science  scientism  feminism  cyborgs  serviceeconomy  economics  academia  philosophy  1982  1985  california  ucsantacruz  queerness  biology  nancyhartstock  marxism  fredericjameson  hueynewton  angeladavis  historyofconsciousness  teresadelauretis  climatechange  anthropocene  naomiklein  blockadia  rustenhogness  kinstanleyrobinson  cyborgmanifesto  jamesclifford  histcon  alyssabattistoni  blackpantherparty  bobbyseale  jayemiller  historyofscience  radicalism  radicalscience  multispecies  animals  praxis  gregorybateson  systemsthinking  language  storytelling  politics  intersectionality  situatedknowledge  solidarity  perspective  thomaskuhn  epistemology  reality  consciousness  primatology  theory  empiricism  octaviabutler  sciencefiction  scifi  patriarchy  colonialism  racism  ignorance  objectivity  curiosity  technology  biotechnology  technofuturism  companionspecies  dogs  ethics  chthulucene  capitalocene  ursulaleguin  utopia  mundane  kinship  families  unity  friendship  work  labor  hope  sophielewis  blackpanthers 
may 2017 by robertogreco
PBS Independent Lens The Black Power Mixtape 720p HDTV - YouTube
"The Black Power Mixtape 1967-1975 mobilizes a treasure trove of 16mm material shot by Swedish journalists who came to the US drawn by stories of urban unrest and revolution. Gaining access to many of the leaders of the Black Power Movement-Stokely Carmichael, Bobby Seale, Angela Davis and Eldridge Cleaver among them-the filmmakers captured them in intimate moments and remarkably unguarded interviews."
1960s  1970s  towatch  blackpower  stokelycarmichael  bobbyseale  angeladavis  eldridgecleaver  history 
february 2014 by robertogreco

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