An interview with, Jennifer, a militant student-worker in Seattle on: revolutionary study groups with the Black Orchid Collective, organizing against union bureaucracy and non-profit recuperation, & creating a solidarity network across the university for worker, student, and community control.
Summary: Drawing on organizing experiences in Seattle and the University of Washington, Ariel speaks of tensions in horizontalist movements. Within the university, she reflects on an anti-capitalist approach to service learning, organizing within and against a graduate student union, and creating a student-worker coalition. Across the university-city boundaries, she analyzes Occupy Seattle and resistance to both the non-profit- and academic-industrial complexes.
Drawing on first-hand experience, Matthew Evsky* shares a recent history of student and labor organizing at and around the City University of New York (CUNY), including the Adjunct Project, Campus Equity Week, the CUNY Time Zine, Occupy CUNY, and the Free University of NYC. He delves into the complex relationships between students, contingent faculty, the broader faculty union, and the confusing processes of university exploitation. The emergence of Occupy CUNY burst into a week of action with a student sit-in that was violently repressed by campus security. Although seeing undergraduate organizing as the driving force behind a revival of campus activism, Occupy CUNY connected radicals with each other and built supportive direct relationships across divisions of workers and students. Emerging from a working group on radical pedagogy, the Free University of NYC has enabled people to transform classrooms into spaces of radicalization.
Summary: From the wilderness of adjuncting to university occupations and the Quebec student uprisings, professor Alison Hearn (U. of Western Ontario) discusses how we can create organizing grounds in the ruins of universities. The classroom presents possibilities for connecting pedagogy with organizing, while grappling with the tensions of context, faculty authority, and student resistance. Rather than falling into either authoritarian or hippy-dippy, de-professionalized modes of teaching, Hearn talks about how an ethically responsible approach can escape the academic capitalist rat race and build relationships across divisions of workers and students.