In this interview, Joe Grim Feinberg shares his experiences with a radically democratic union, Graduate Students United at the University of Chicago. Rather than waiting for recognition from the state, they have thrived by getting together as workers, declaring themselves to be a union, and organizing to improve their working conditions. Joe praises the IWW’s strategy of organizing a union for all workers that, if followed consistently, de facto leads to an anti-capitalist approach. Such a strategy faces many limits, as grad students are habituated into academic professionalism, which goes against the idea of industrial unionism. Instead of professionalizing for individual insertion into the capitalist rat race, academics can take pride in what they do through organizing and taking control of the production process. Continue reading
An Interview with Marianne Garneau
(co-author of “Snapshots of the Student Movement in Montreal”)
Against a kind of activist-y, spectacular politics, Marianne Garneau argues that US students and workers can learn from the Quebec model how to organize our power as a class. Quebec students have kept their tuition low because they’ve historically had a vibrant, militant student movement, one that is willing to strike and directly disrupt, and not wait for the leadership of the business unions. The organizing model is to create directly democratic bodies—department-by-department assemblies—that know how to leverage our power to fuck up the business of the people who are screwing us over, whether they’re our educators or our employers.
by Turiddu Kronstadt
When hired at an entry level university post, whether postgraduate, precarious, or tenure-track, one is often confronted with teaching courses beyond one’s background and/or interests (besides a complete lack of or very limited institutionalised pedagogical experience). That was somewhat the situation for me when I started teaching entire courses by myself under the ever deceptive title of Teaching Assistant. If I wanted a stipend (any stipend, really, at that point) and avoid being encumbered with even more loans than I had already accrued, I had to accept whatever was thrown at me.
It happened to be a lab in introductory physical geography (see syllabus here). I had no college-level teaching experience and had just decided to move away from physical geography after my MSc, so as to concentrate on social theories. The prospect of becoming a dishwasher for tenured faculty unwilling to teach introductory courses was not only irritating (and one must quickly learn to hide such irritation under such relations of power), but overwhelming. It would and did set me back in my studies as a result of having to dedicate many hours to a subject that was to me of little interest at that point. At least I had studied enough physical geography to be competent and to make the (it turns out) typical error of piling readings and gratuitous complexities in the curriculum, all for the sake of completeness and, ultimately, to cover up intense self-doubt or insecurity regarding my competence. Regardless, my involvement in anarchist and other anticapitalist groups (e.g., founding the short-lived Atlantic Anarchist Circle, joining the IWW) could not have been further removed from my institutional education work.