Summary: Stevphen speaks on militant research through collaborative, open process publishing, and on negotiating an ambivalent relationship to the university—appropriating resources while refusing to become the administrator of someone else’s precarity.
[This is Part 2, continued from Part 1 here.]
Summary: Stevphen Shukaitis, editor of Minor Compositions, talks about the possibilities for open publishing as an experiment and a provocation. Drawing on his book, Imaginal Machines, he reflects on the challenge of resisting the recuperation of radical energies in work. As a professor in a business school, he shares his approach to radical teaching: using traditional materials for subversive ends.
Printer and writer, Dan S. Wang, talks about his projects that intersect art, politics, and labor—from teaching and public art with college students to anti-war and anti-prison activism, the Mess Hall, and the Compass Group—as collective experiments against individualizing economies of attention. Continue reading
Nick Hengen Fox, a full-time faculty member at a community college, talks about the connections between successful union organizing and the classroom, radical teaching practice, and what “critical university studies” might look like outside of a university. Continue reading
Reflecting on the building occupations at UC Santa Cruz in 2009-2010 and cross-pollination between student and worker struggles, Don Kingsbury highlights the need to excavate and reanimate histories of radical movements. Under the conditions of academic precarity, and against the neoliberal privatization of the general intellect, Don calls for turning communities of necessity into communities of resistance.
Summary: Drawing on experiences with Occupy CUNY, the Adjunct Project, and teaching an ‘Occupy Class’ at Brooklyn College, Steve M. shares insights into the conditions for organizing around universities today. In the face of the challenges of divisions of race and class between students and workers, and across the segregated city, Steve highlights the potentials for bringing militant co-research into coalitions and into classrooms themselves.
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.
An adjunct discusses her experiences with using ‘service learning’ in classes to engage students in militant co-research and community organizing. Such projects can build radical relationships across universities, public schools, and marginalized communities, but require a lot of work – the challenge of building ‘the urban commons.’ Such work must also grapple with the dangers of recuperation in academia. Beyond the university, she discusses her engagement with urban commons in neighborhoods, such as through co-operatives. What kind of advantages and disadvantages does the flexibility of adjunct labor offer? From the position of precarious work and life, how can we organize for mutual aid across our workplaces and communities? Continue reading
Stefano Harney and Fred Moten have collaborated on various projects over the past fifteen years, including a number of essays on the conditions of academic labor. Drawing from the black radical tradition, autonomist and postcolonial theory, they have elaborated an approach to politics that is more concerned with the less socially visible aspects of organization and interaction. Currently they are working on a book entitled the undercommons: fugitive planning & black study that will be released by Minor Compositions / Autonomedia in Spring 2013 [Update: it was released and you can read it here]. As part of that project Stevphen Shukaitis conducted several interviews with them to give an overview of their work and approach. This interview is an excerpt for ClassWarU from their conversation.
Dr. Anna Feigenbaum gives her thoughts on radical teaching and organizing within and beyond the university. Against education that tries to transmit radical politics to students, she recommends an approach that starts with students’ experiences and works with them through the difficulties and challenges they face—and witness—in their everyday lives. Revolutionary pedagogy can be embedded in art and creativity, engaging students through playful, reflexive and collaborative projects. Rather than getting caught up in puritanical self-flagellation over what cannot be achieved, struggles can be seen from a more ecological perspective, one that works both inside and outside institutions simultaneously: chiseling the university’s walls while building cooperative alternatives.