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.
– An Interview with Matthew Evsky (Part 2) –
In this interview, Matthew Evsky* speaks on ways that the education system is bound up with policing, mass incarceration, and settler colonialism. How can we integrate education struggles with abolitionist, decolonial approaches? For resistant alternatives, we can look to Liberation Schools and free, cooperative universities embedded in communities. Facing major barriers to these from racism, we must call on white people to renege on their racist bargain with the state and capital. How can we popularize such an abolitionist politics with narratives that convince people to be for annihilating the very system that gives them privileges?
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.
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
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.