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Dialogic: 03/01/2005 - 04/01/2005
The Wayback Machine - http://web.archive.org/web/20070705225234/http://dialogic.blogspot.com/2005_03_01_archive.html

Thursday, March 31, 2005

Thinking About Radical Democracy, Pt. 2

(for my students working on social/collective memory projects--the links are all updated. Suggestions for this list are appreciated...)

Orion: Environmental Discourse and Dissent

Green Social Thought

Radical Democracy: A Contested Terrain

Rules for Radicals

The Democratic Promise: Saul Alinsky and His Legacy

Fast Food Nation and McDonaldization

History of Radicalism in the U.S.

Abolitionist Movement

Civil Rights Movement

Marxist Internet Archive

Eugene Debs, Labor Organizer

Feminist Movement

Marcus Garvey, Black Nationalist Leader

Labor Movement

Abbie Hoffman

Populism

Socialism

Utopian Communities

The Student as Nigger

John Taylor Gatto: Challenging the Myths of Modern Schooling

Raoul Vaneigem: The Revolution of Everyday Life

Resources for Studying Propaganda

The Memory Hole: Freeing of Information in Action

On the Poverty of Student Life

Language of the War on Terror

Independent Media in a Time of War

Indy Media

Nancy Snow: Rebranding of America

Poet/Performer Saul Williams

Politics of University Teaching in Post 9/11 America

Socialist Equality Party Presidential Candidate Bill Van Auken: "An American Tragedy"

Douglas Rushkoff's Open Source Democracy

Chris Hedges: The Meaning of War

Stonewall Riot and Its Aftermath

Wikipedia: Stonewall Riots

Stonewall Riots, 1969

Nickle and Dimed: On (not) Getting By in America

Barbara Ehrenreich

Crucial Texts of Radical Democracy

Thomas Frank: Architecture of a New Consensus

Culture-Trafficking for the 21st Century

Terry Tempest Williams: Open Spaces of Democracy

Terry Tempest Williams: Ground Truthing

BBC Documentary: The Power of Nightmares

Paul Kivel: Are You Mentoring For Social Justice

Skidmark Bob, Musical Activist

Stokely Carmichael: Architect of Black Power

George Soros: The Bubble of American Supremacy

Race and Collective Memory Bibliography

Without Sanctuary: America's Dark History of Racialized Violence (caution)

Ron Strickland's Marxist Cultural Theory

Tony Kushner: Radical Pragmatist

Race: The Power of an Illusion

Ubu Web: Freedom as Creativity

Martin Luther King's Radical Message

Michael Moore: White Frights

Remembering Johnny Cash

U.S. Prison Boom

How the Other Half Banks

Hakim Bey: Poetic Terrorism

Situationist International: Resisting the Society of the Spectacle

Bureau of Publis Secrets

Howard Zinn: Our War on Terrorism

The Nation: Our Debt to Bill Moyers

Arundhati Roy: Instant Mix, Imperial Democracy (Buy One, Get One Free)

Project Censored Annual Reports of Year's Top Censored News Stories

Guy Debord: Society of the Spectacle

Slavoj Zizek: The Passion

Raymond Federman: The Real Begins Where the Spectacle Ends

Emma Goldman: Minorities vs. Majorities

Emma Goldman Archives

Anarchist Archives

Mary Wolstoncraft: Vindication of the Rights of Women

Elizabeth Cady Stanton: The Solitude of Self

National Women's History Project

Gloria Steinem

Angela Davis: Radical Activist/Black Feminist

Combahee River Collective Statement: Genesis of Black Feminism

Feminist Writing Space

bell hooks: writing and resistance

The Beautiful Enigma of Radical Democracy

International Women's League for Peace and Freedom

Peace Women

Extreme Democracy

American Indian Movement

Alcatraz Is Not an Island: Reclaiming Native Land

Alice Paul

David Morris: The End of Reason

The End of Reason
David Morris
AlterNet

An Excerpt:

Organized superstitions might be more socially supportable if their creed included a provision accepting the organized superstitions of others. Unfortunately, modern religions do not practice tolerance. For example Alabama Chief Justice Roy Moore gained widespread fame and even adulation when he refused to obey court orders to remove from the Alabama Courthouse a huge stone tablet on which was inscribed the Ten Commandments. When he was asked how he would react to the suggestion that a monument to the Koran or the Torah also be placed in the Courthouse he brusquely declared he would prohibit such an installation.

A few months later, Lt. Gen. William G. "Jerry" Boykin, the new deputy undersecretary of defense for intelligence explained why he knew he would win his battle against Muslims in Somalia. "I knew my God was bigger than his. I knew that my God was a real God and his was an idol."

The creationism vs. evolution debate also illuminates this intolerance. Christians insist that their creation myth represent the creationist side. But there are many creationist myths, many of which predated both Christianity and Judaism. If evidence is not needed, why exclude any superstitions? As Sam Harris notes in The End of Faith, "there is no more evidence to justify a belief in the literal existence of Yahweh and Satan than there was to keep Zeus perched upon his mountain throne or Poseidon churning the seas."

The impact of moving towards "superstition-based institutions" would be highly controversial, quite educational, and on the whole exceedingly salutary. Consider the impact on the audience if we switched the interchangeable terms in President George W. Bush's following statement, posted on a federal web site:

I believe in the power of superstition in people's lives. Our government should not fear programs that exist because a church or a synagogue or a mosque has decided to start one. We should not discriminate against programs based upon superstition in America. We should enable them to access federal money, because superstition-based programs can change people's lives, and America will be better off for it.


Entire Essay

Wednesday, March 30, 2005

An Informal Film Series About Place and Walking as Knowing as Making

I would like to know about more films like these:

An Informal Film Series About Place

Its great to know that there are other people who are thinking along the same lines as you... I wonder if I can make it to Champaign for one of the walks:

Walking as Knowing as Making: A Peripatetic Investigation of Place

Mickey Z: Fischer's Gambit

(courtesy Press Action and Scratchings)

Fischer's Gambit, Accepted (by Iceland): The Endgame of an American Chess Genius
By Mickey Z.

There is a certain allure when an icon vanishes at the peak of his fame. The myth of early death has elevated legends like Marilyn Monroe, Bruce Lee, and Jim Morrison to veritable sainthood. However, there is something even more tangible in this myth when a figure simply “walks away” from fame. Greta Garbo and J.D. Salinger made self-imposed exile their greatest career move. Like royalty in exile, Bobby Fischer is no less reclusive.

Fischer's Gambit

Census: Nation's Public Schools in the Red

(courtesy of NCTE)

Census: Nation's Public Schools in the Red
The Boston Globe

According to a Census Bureau report, the nation's public school systems are sinking further into debt. In the 2002-03 school year they had over $250 billion debt -- up 11 percent from the previous year. The District of Columbia, New Jersey, and New York recorded the highest per-pupil spending, while Utah ranked last in per-pupil spending at nearly $4,900.

Census: Nation's public schools in the red

Read the Census Bureau report, "2003 Annual Survey of Local Government Finances -- School Systems" at
Report on American Schools

Mark Engler and Paul Engler: Stokely Carmichael "Architect of Black Power"

(for my students researching black power movements)

(originally received as an email)
Memoirs from the "Architect of Black Power"

A review of:
Ready for Revolution
by Stokely Carmichael (Kwame Ture)
by Mark Engler and Paul Engler

Late in 2003, a collection of Martin Luther King's papers scheduled for auction was opened for public viewing in New York City. Among the most interesting items in the exhibit was a telegram sent from Malcolm X in June of 1964. Malcolm and Martin have long been considered to embody two impulses within the civil rights movement, and the telegram put the split on sharp display: "We have been witnessing with great concern the vicious attacks of the white races against our poor defenseless people there in St. Augustine, [Florida,]" Malcolm X wrote to Dr. King. "If the Federal Government will not send troops to your aid, just say the word and we will immediately dispatch some of our brothers... The day of turning the other cheek to those brute beasts is over."

Many would dispute the idea that nonviolence had been exhausted in 1964. But within a few years, a new generation of civil rights activists would move to the forefront, advocating a distinctly un-Gandhian brand of militancy. Chief among them was Stokely Carmichael, whose autobiography, Ready for Revolution, was just published--five years after his death--with the help of his friend, the writer Michael Thelwell. The book shows several reasons why Carmichael is a leading figure in the movement's transition. He braved some of the most dramatic and resolutely nonviolent actions of the early 1960s, yet later ushered in a new era of "Black Power." Ready for Revolution makes a significant contribution to the U.S. civil rights literature by providing inside perspectives on how the movement's organizing changed dramatically in only a few years. But ultimately it does little to account for how "Black Power" affected the collapse of Carmichael's own organization, the Student Nonviolent Coordinating Committee (SNCC).

Understanding Carmichael's significance in the movement first requires clearing up several misconceptions. The mainstream media used the activist as a convenient peg on which to hang everything that suburban white America had to fear about African-American militancy. Critics blamed his inflammatory statements ("When you talk about black power, you talk about bringing this country to its knees... of building a movement that will smash everything that Western civilization has created") for the riots that shook cities from Watts to Detroit to Newark--uprisings that clearly reflected deep social tensions, not the speech-making of a single individual.

Even the stories that have defined his image within activist circles are often off-base. On the organizer's behalf, Thelwell convincingly argues that Carmichael's infamous sexist remark (answering "prone" to a question about the place of women in the movement) was a joke taken out of context. Mary King and Casey Hayden, the supposed targets of the quip, defend Carmichael as being one of the men in SNCC most sympathetic to their criticisms of patriarchy within the organization. Similarly, mention of how white organizers were kicked out of SNCC during Carmichael's leadership should not overlook the fact that he opposed the move, and that he was consistently critical of the extreme black nationalist staffers in SNCC's Atlanta office, who, he argued, could not effectively mobilize their communities.

Ready for Revolution devotes some 800 pages to the task of debunking popular misconceptions and giving a picture of who Carmichael actually was. Given the bombast that characterized his most famous speeches, the book is surprisingly measured and conversational. Made up largely of Carmichael's recorded oral recollections, edited by Thelwell, it provides a detailed context for his evolution as an activist.

Carmichael spent the earliest years of his life in Trinidad, surrounded by his aunts and matriarchal grandmother. At age eleven, however, he was brought by his parents to New York City. As a student at the prestigious Bronx Science High School, Carmichael was influenced by watching the Garveyite soap-box speakers in Harlem, and he befriended Gene Dennis, son of a well-known Communist Party USA figure. But his real political formation came when he attended Howard University. There he quickly rose to the leadership of the Nonviolent Action Group (NAG). As he writes of the civil rights activists, "It was a lot like finding a long-lost family that you hadn't previously known about, but with whom you instantly recognized your kinship." Impassioned discussions about politics frequently kept students up through the night ("NAG folk would argue with a sign post," Carmichael says) and forged deep ties.

In 1961, as an affiliate of SNCC, Howard's NAG sent activists to join the Congress on Racial Equality's (CORE) 1961 Freedom Rides to integrate interstate bussing. At 19 years of age, Carmichael was one of the two youngest riders to be jailed in Mississippi's infamous Parchment Penitentiary. Veteran activists would later recall the horror and pride they felt when seeing Carmichael writhing on the ground and singing "I'm Gonna Tell God How You Treat Me" as punitive prison wardens used metal vises on his wrists to force him to give up a mattress, one of his jail cell's few amenities. At the same time, SNCC chairman John Lewis would write in his own autobiography that Carmichael showed "not much interest in Gandhi or the principles of nonviolence or even the Bible." In contrast to many others in the community, Carmichael viewed the actions tactically, rather than through a religious lens. "For me and most of my friends," he writes of nonviolence, "it was merely a valuable if limited strategy."

In the early years after its 1960 founding, SNCC, like Howard's NAG, was a tight-knit, interracial group of young activists. As scholar Clayborne Carson relates, SNCC quickly gained the reputation of being the "shock troops" of the civil rights movement, willing to work in the most dangerous areas of Mississippi, and pioneering new forms of nonviolent protest. Committed to on-going organizing, SNCC criticized Martin Luther King's Southern Christian Leadership Conference (SCLC) for creating "massive, temporary mobilization and press agentry as opposed to creating powerful organized communities capable of sustaining political struggle." Carmichael writes: "Here comes SCLC talking about mobilizing another two-week campaign, using our base and the magic of Dr. King's name. They are going to bring in the cameras, the media, prominent people, politicians... turn the place upside down, and split."

Carmichael graduated Howard and moved south to become a full-time SNCC staffer in 1964, shortly before Bob Moses launched the historic Freedom Summer campaign. Freedom Summer was different from previous efforts because it imported hundreds of young activists from the North to work on dangerous voter registration drives. Moses picked Carmichael to lead the mobilization in the crucial Mississippi Delta. "It's not just political sophistication" that was required, Moses relates in a quote that Thelwell includes in the book. It was "a feel for the common person which allows you to... really be accepted by them... But you could have that and not have the ability to work with the white northerners.... Stokely was able to move back and forth among all those levels."

While Freedom Summer was a great success--culminating in the dramatic appearance of the Mississippi Freedom Democratic Party delegation at the 1964 Democratic Convention in Atlantic City--it also created organizational problems for SNCC. Carmichael writes, "SNCC now had a heightened presence and visibility nationally. As a result, the organization would soon be confronting unfamiliar problems of growth and affluence... Overnight the staff--which means the organization--was fixing to double in size." He adds, "SNCC could never go back to being the organization/family it had once been or perceived itself to be."

The growth in the organization also created an ideological opening. Many of the newer staff members, most vocally represented by SNCC's Atlanta Project, did not share the organization's earlier commitment to disciplined nonviolence and questioned the goal of integration. In 1966 the growing tension led to the first-ever contested battle for SNCC's leadership positions. After a prolonged dispute, John Lewis, a religiously oriented activist who led the organization's participation in the White House Conference on Civil Rights, was ousted as SNCC's chairman. Carmichael took power. Although he personally opposed the Atlanta group, his candidacy was bolstered by the fact that he had organized the Lowndes County Freedom Organization in Alabama in 1965, an all-black political party that later became the inspiration for California's Black Panthers.

Carmichael himself is critical of civil rights histories that suggest a sharp divide between the early "beloved community" period of SNCC activism, and the later "Black Power" phase. He contends that "the new direction was simply a necessary response to current political realities." For Carmichael, the transition may well have appeared natural and inevitable, in large part because he had long argued for a move away from "the pain-and-suffering school" of nonviolence. But lack of reflection in Ready for Revolution about Carmichael's own choices, given the particular circumstances of the time, has two consequences: One the one hand, the organizer likely does not give himself enough credit for his insight and influence as a leader. On the other, the book lacks an honest defense of his most controversial political decisions.

It was during Carmichael's leadership of SNCC that Ebony editor Lerone Bennett, Jr. would dub him "the architect of Black Power." Carmichael states that after publicly championing the use of the phrase, he "spent his entire term as chairman doing little else but defining" it. He contends, both here and in earlier books, that Black Power is not a call for separatism. Rather, he explains, "this was simply about the power to affirm our black humanity... and to collectively organize the political and economic power to control and develop our communities... Being pro-black didn't mean you're anti-white."

Carmichael brought several significant insights to his analysis of the concept, including the need for the civil rights movement to shift its focus from the rural South to the ghettos of the urban North. Along with this geographical move, he worked to popularize the concept of institutional racism. "When unknown racists bomb a church and kill four children, that is an act of individual racism, widely deplored by most segments of the society," he wrote. But when "five hundred Negro babies die each year because of a lack of proper food, shelter, and medical facilities... [society] pretends it doesn't know of this situation." Finally, he struck a powerful cultural chord. Carson quotes Bennett writing, "it was the genius of Stokely Carmichael to sense the mood gestating in the depths of the black psyche and give tongue to it."

However, Black Power also caused serious problems for SNCC. Many mainstream civil rights leaders condemned the use of the phrase. Although Martin Luther King would not join them in denouncing SNCC, he immediately saw the organizational consequences that would come from the rhetorical positioning. He pointed to the political limitations of organizing only in majority-black communities and he also contended that, no matter how much explaining Carmichael did, Black Power would always carry a charged connotation. Unlike "black consciousness" or "black equality," King argued, it would bring overwhelming media condemnation, alienate liberal funders, and fracture alliances with unions and other supporters.

In Ready for Revolution Carmichael admits that "Dr. King's judgement about the 'unfortunate choice of language' proved to be prescient and, if anything, understated." But at the same time, he does not take responsibility for his choices, opting instead to blame the media for its predictable overreaction. Similarly, he expresses shock in his autobiography that mainstream civil rights organizations distanced themselves from SNCC. But at the time he fashioned his politics to alienate those very organizations in order to reorient the movement in a more radical direction.

A key example of this contradiction is in Ready for Revolution's description of the planning for the 1966 Meredith March in Tennessee. "The notion of 'taking over' or even 'leading' the march wasn't in our thinking," Carmichael states in the autobiography. "All we wanted was to give it direction. I honestly couldn't think of any valid... reason why all the organizations couldn't participate amicably." However, in his Pulitzer Prize-winning Bearing the Cross, civil rights historian David Garrow cites several earlier interviews in which the activist claimed to have purposefully driven out moderate representatives of the NAACP and the Urban League. "We wanted to pull [Martin Luther King] to the left," Carmichael argues in this earlier account. "Once we got rid of the right wing completely, King would have to come to the left." The moderates "fell completely into the trap and stormed out of there."

It is disingenuous for Ready for Revolution not even to acknowledge the changed position. By neither defending nor rebuking his earlier strategies, Carmichael leaves a less useful guide for present-day activists. Under his leadership, SNCC abandoned militant nonviolence and failed to consolidate its organizing program. It would collapse completely within a few years. It is impossible to say in hindsight what decisions might have altered this fate. However, it is possible to compare SNCC with other models of the time. While Carmichael is right to argue that some change in civil rights strategy was inevitable, SCLC was also pushing for a shift to the North. Furthering their role as the "shock troops" of nonviolence, SNCC activists might have used dynamic urban direct action to highlight economic injustice and institutional racism. Instead, such creative actions were largely missing in the new stage of the movement, especially with SCLC weakened after Dr. King's death.

Carmichael briefly served as a spokesperson for the Black Panther Party, but he observes that the organization's lack of organizing experience and institutional memory limited their ability to form lasting structures. This weakness was exacerbated by the media firestorm and the government repression that followed the Panther's highly visible promotion of armed self defense. Lacking effective organization, in SNCC or in the Panthers, those radicalized by the rhetoric of Black Power were largely unable to carry forward the momentum of the earlier civil rights movement.

While Carmichael was only SNCC Chairman for one year, he remained a popular speaker and media personality throughout the late 1960s. By the time the press spotlight faded, he had moved to Africa. There he took the name Kwame Ture and devoted the rest of his life to organizing for a form of Pan-African socialism. Most of the African revolutions that he supported collapsed under the pressure of foreign intervention and neo-colonialism. Ready for Revolution does not provide a very useful perspective on these events. The book's view of fallen martyrs in Ghana and Guinea lacks any critical distance, leaving the reader wishing that Ture had applied the same level of constructive scrutiny to African leaders as he had to SCLC.

Kwame Ture always considered himself first and foremost an organizer. While finally succumbing to cancer in 1998, he maintained an admirable lifelong commitment to anti-racist politics. Documenting this dedication, Ready for Revolution will stand as a significant historical resource. But in failing to fully reckon with Ture's own role at a pivotal movement in civil rights history, it leaves a key story untold. Organizers of the future will miss having a more probing reflection on critical times.

-- Mark Engler is a writer and activist based in New York City. Paul Engler is an organizer with the Hotel Employees and Restaurant Employees Union (HERE), Local 681, in Anaheim, California. They can be reached at engler@democracyuprising.com.

For more articles visit Democracy Uprising

Dove: Campaign for Real Beauty

A source in one of my student's papers... haven't had time to check out fully, but it seems interesting:

Campaign for Real Beauty

Tuesday, March 29, 2005

The Barbie History of America

The Barbie History of America

Monday, March 28, 2005

U.S. Broadcast Exclusive: Secret U.S. Plans for Iraq's Oil Spark Political Fight Between Neocons and Big Oil

U.S. Broadcast Exclusive: Secret U.S. Plans For Iraq's Oil Spark Political Fight Between Neocons and Big Oil
Amy Goodman and Greg Palast
Democracy Now

In an explosive new report, investigative journalist Greg Palast charges that President Bush was planning to invade Iraq before the September 11th attacks and was considering two very different plans about what to do with Iraq's oil. The plans reportedly sparked a political fight between neoconservatives and big oil companies. Greg Palast joins us in our firehouse studio and we air his exclusive report, "Secret U.S. Plans For Iraq's Oil" for the first time in this country.

President Bush was planning to invade Iraq before the September 11th attacks and was considering two very different plans about what to do with Iraq's oil. The plans sparked a political fight between neoconservatives and big oil companies and may help explain the recent appointments of Paul Wolfowitz to head the World Bank and John Bolton as ambassador to the United Nations. That's the explosive charge in an expose by investigative reporter Greg Palast. This exclusive report aired on the BBC last week. This is the first time it is being showed in the United States.


Watch/Read the Original BBC Broadcast and the Discussion Between Amy Goodman and Greg Palast

Center For Tactical Magic

Center For Tactical Magic

From Transformation Magic:

Escapism & Escapology

It is difficult entering into a discussion about "transformation" without invoking one of the most illustrious transformers of space, condition, and perception - the great escape artist, Houdini. Here it is important to distinguish between escapology and escapism: while 'escapology' is the study and practice of escape methods, self-releases, and liberation strategies, 'escapism' denotes flights of fancy, the diversions of entertainment, and departures from the constraints of reality. Houdini was an escapologist; yet, his grand appeal to audiences everywhere was inextricably tied to our own compulsions towards escapism. His self-releases from a wealth of snares and traps were as much about his own mastery over the material bonds which held him as they were about his audience's desire for liberation from individual and collective holds, whether they be physical or otherwise. In one of his more famous advertising posters, he is billed "The World's Handcuff King & Prison Breaker" and we are informed that "nothing on earth can hold Houdini a prisoner." Why should one care that a man can free himself from penal confines and the tools of authoritarian restriction? To both the criminal-minded and the law-abiding citizenry these acts are representative of weaknesses and vulnerabilities within the institutional structure. Security, fear, strength, weakness, potentiality, liberation, and restriction are the spectres invoked by Houdini to haunt the subjective collective mindspring of his audience. While many of his escapes were enacted as part of elaborate prop-ridden stageshows, the prison escapes, handcuff releases, and especially his open public challenges drew strength from the quotidian confines of our constructed society and its corresponding psychological ecology. There could be no better illustration of Foucault's assertion that ours is a disciplinary society comprised of a network of enclosures and spaces of control. When Houdini responded to public challenges, he was relying on peoples' ability to identify the restrictions within their own lived environments as well as their desire to witness an escape from such controls. Sailor's ropes, a carpenter's ladder, a clinician's gurney, a milk jug or a mail bag - these are the materials of daily existence; the products of what Deleuze refers to as "a generalized crisis in relation to all environments of enclosure - prison, hospital, factory, school, family."


Real Magic/Reel Magic


But today the social controls have expanded in a multitude of directions - pharmaceutical, molecular, genetic, digital as well as fiscal, ideological, and juridicial. One can hardly imagine Houdini possessing the same level of success within our contemporary social fortress. Even the contemporary televised hype surrounding David Blaine's 3-day encasement in a block of ice barely scratches the surface of our group catharsis. What does ice have to do with our current situation? Where's our entry point beyond mere entertainment? While the shaman might employ various conjuring techniques (illusionistic tricks), anthropologists inform us that there is no discrimination in shamanism between the 'fact' and the 'work of art.' Although contemporary Western civilization is largely devoid of a magical world-view which assumes "everything is real magic" the blurred milieu of media, mediated experience, and the social imaginary equally fails to discriminate between the 'fact' and the 'work of art.' In much the same way that linear perspective was an historical invention which transformed the eye into a technology through which all experience could be rationalized, recorded and described, our contemporary mass media has had a neutralizing effect on our other senses. But instead of "magic," we are offered the Baudrilliardian world of simulation, a world where "vision cannot distinguish between what is seen and the mediation of that scene." Indeed then, this is no different than the shaman's worldview - this is real magic... or so we are led to believe.

To quote the mime, Marcel Marceau, "When the man in the street forgets his dream the theater becomes a myth and a dispenser of signs." Although the vast majority of creative expressions of liberation are manifested within the fantasy world of Hollywood, we already understand that Hollywood is unreal even if its effects may thoroughly permeate our reality. Despite critics' antagonisms that "Experience is not real unless it is recorded and validated through the media" millions of New Yorkers didn't need CNN to tell them that the skyline had been dramatically redrawn on September 11th …even if the rest of us did. Admittedly, mass media possesses some of the capabilities to redirect those imaginative forces that help determine our view of "reality" but clearly they lack the great shamanistic abilities unleashed through more physical means of mediation. Prior to this tragedy there was no escape artist, magician, shaman, or movie capable of illustrating, with the same efficiency, the intrinsic weaknesses within our society of control. Instead, we faced the beast itself. Our subjective collective congregated in one transactive locale to bear witness to the horrors of entrapment and the precluded dangers inherent within the illusion of a maximum security state.

...

Magical Thinking

In the articulations of cognitive scientists we are told, "Children blur the border between thinking and doing, between the inner space of imagination and the outer space of objectivity. The young child confuses the volitional act of willing with causality." How familiar is this terrain to the "adults" within our society? Is there not a similar confusion between thinking and doing expressed in the hypocrisy of those Americans who heed religious doctrines which champion the virtues of charity, tolerance, and austerity while they lead lifestyles quite to the contrary? Too often is this childlike condition equally expressed by those "progressive"-minded members of the public (liberals, leftists, etc) who believe that shifting one's consciousness is, in and of itself, a political act which will lead to significant change. Unfortunately, power maintains itself quite nicely when people are content to simply 'think' about an alternative realty. Perhaps that is why both Dante and Zen Buddhists claim that the lowest "hell" is reserved for those who can do 'good' but choose to do nothing. Such are the fecund conditions nourishing the insidiousness of the Commodity and the modus operandi of Debord's "spectacle": "So far from realizing philosophy, the spectacle philosophizes reality, and turns the material life of everyone into a universe of speculation." On the contrary, change and effect come to bear only when philosophy is a subjective proposition, desire and praxis that are applied to the event. In this way "magical thinking" drops its cloak of transcendental escapism and materializes as a political counterperception - an alternative worldview that summons the creative and prophetic power of the multitude and necessitates acts of conviction in order to realize transformation.

...

The Good, the Bad, and the Transformative

The "magical thinking" of a child enables a shifting understanding of the objects around him in a manner which determines use based on needs and desires: an orange is only an orange if he is hungry, otherwise it is a ball; a toy; an experiment waiting to happen. Similarly, sabotage is a creative redress of use-value, redefining prescribed usages in a manner which converts the currency of material meaning and cavorts with the cohorts of agency and alienation. Eco-defenders defeat bulldozers by introducing dirt into the oil filters and crankcases thereby destroying the earthmover with earth rather than the other way around. Such transformative inversions of power relationships highlight not only the creative appropriation of seemingly innocuous elements but a greater inclination toward the elaborate integration of all things related; an almost magical perspective that, far from being limited to the child's experience, sees nonapparent links and connections amidst the chaotic distrust of stagnating states of ordered (d)efficiency. Moving stealthily between method and effect, it becomes unclear where the borders lie. One no longer sees the fence, but the opening; not the matrix, but the code. Here then, is the magical art: Such an art may be good or bad when judged by aesthetic standards, but that kind of goodness or badness has little, if any, connection with its efficacy in its own proper work. The measure of magical prowess is then seen to be determined by the ruler of affect. The overall stageshow, s?ance, exhibit, or protest shapeshifts in our minds as we attempt to tie it to our expectations and resolve it within predetermined categories. In the end, we are left wondering what has changed and how. The borders are still present - very much so. But somehow we find ourselves on the other side.


Entire Text of "Transformation Magic"

Sunday, March 27, 2005

Hari Kunzru: Beyond Good and Evil

Beyond Good and Evil?
Hari Kunzru
MetaMute

Fantasy literature has never been so popular, but Hari Kunzru reads between the lines and finds unsettling parallels with recent calls for moral certainties in the ‘war against terrorism’


Article Link

Jonathan Melsic: At Your Leisure

(Courtesy of Melissa. I suppose my blogging is a major waste of time... ;)

At Your Leisure
Jonathan Melsic
Chronicle of Higher Education

Shouldn't you be getting back to work? I mean, reading this column isn't going to help you work more efficiently. It isn't going to teach you a new job skill. And it isn't going to help you get that job you're seeking elsewhere in this publication. Shouldn't you be spending this time doing something, you know, productive?

We all want to be productive. Academic departments want to hire job candidates who look like they will be productive, who will publish and give guest lectures and attract more and better students. So candidates like me have to prove, above all else, that we will be productive scholars. And of course, the best way to prove that is to be productive already.

We hear that requirements for tenure have increased in the past two decades, such that the professors who make tenure decisions today might not have been granted tenure if current standards had been in place when they were coming up. We hear that requirements for hiring tenure-track faculty members have similarly increased, as young scholars have to prove in graduate school that they are ready for the research demands they will face as faculty members.

At a forum on the academic job search during my first year as a doctoral student in religious studies, I heard a very accomplished professor say that "one or two well-placed publications" as a graduate student ought to get you hired. (Feel free to laugh; I did at the time, right before crying.)

How long before a publication record as an undergraduate is going to be required for acceptance into a Ph.D. program?

I'll grant that the profession gains something by demanding such levels of productivity -- more books and articles and lectures must mean that we collectively have more knowledge, right?

But we're losing something, too, and it isn't just sleep, as I fret over whether three conference presentations and a book review are enough. We're losing academic leisure, and if we continue to lose it, we will lose the soul of the profession itself.

The philosopher Josef Pieper went so far as to say that if people give up on leisure in favor of orienting everything in their lives toward work, we will destroy our entire culture, because the cultural activities that make life worth living -- religion, creating and appreciating art, conversation, thoughtful reflection -- depend on leisure for their existence.

Pieper feared that modern industry, economics, and ideology were conspiring to make people identify themselves strictly as workers, spelling the end of the life of the mind. An overworked populace literally does not have time to think. Pieper would be horror-struck by the thought of people like me clawing after that patent absurdity, the "academic job."

This year, supporting myself on up to 60 hours a week of doing nonacademic work, and then trying to concentrate for 15 or 20 hours a week on my scholarly work, I've had no leisure. I have largely failed to accomplish the goals of professional improvement I set for myself in my first column.

As an unpaid postdoc at a research center at the University of Virginia, I have a title and an office and my presence is tolerated, but I also envy the "real" postdocs there who get paid to have leisure, to think and discuss their thoughts and build up momentum on their projects, wishing that like them, I could be spending my time discovering my scholarly voice and learning more about the endlessly fascinating subject of my research.

Instead, I've worked mostly at jobs I could have done even before I graduated from college: I've been a sushi chef, a parking-lot attendant, a tutor, a waiter, a research assistant, and a columnist. I haven't been much of a scholar.

But by Pieper's account, neither are many of those who hold academic posts and crank out article after article.

Sheer volume of work is not the sole measure of an intellectual; we also "produce" with the insight accidentally made, the sudden glimpse of the big picture, the spark of a brand new idea that may or may not be completely ludicrous. We can't schedule those moments neatly in the hour between meeting with an advisee and entertaining a visiting lecturer. We can't know when they will strike, if at all, so the best we can do is be attentive to them, let them happen, and, when they do, realize their value.

Departments want to hire good intellectuals, and good intellectuals make the insights that most people cannot but that our culture needs in order to avoid stagnation. The trouble is that insightfulness does not show up on a CV, and it's very hard, in a 30-minute chat around a flimsy table in one of those tiny, curtained-off interview "rooms," to learn if a person is insightful enough to be worth hiring as an assistant professor.

So when I was interviewed at the American Academy of Religion meeting, I fell back on trying to convince my interviewers that I have been and will continue to be productive as a scholar. I stopping just short of declaring, "Chapter 4, I'll have you know, is forthcoming in the Journal of Unread Research Papers. Forthcoming! See? Productive! Me!"

I worry that by playing the productivity game, I am selling out. But I also need to admit that as I form my professional identity, I am still very much enthralled with the prospect of being one of those highly visible, highly productive academic superstars.

I wonder, then -- who is the better academic? The one with a dozen books to her name, who cancels class so she can be interviewed on NPR, and who, like a strung-out rock star standing onstage in the 17th city in 18 days, glances down at a crib note before telling the audience, "What a pleasure it is to be here at Our Lady of the Four-Four Teaching Load"? Or is it the academic who never got promoted past associate professor who works the backyard grill at the end of the spring term, asking the B-minus student what her favorite book is while rooting around in the cooler for another veggie burger?

We all know which of those two is paid more. But which one is living the life of the mind more authentically? Which one is doing more for our culture? Which one would you want as your colleague?

Despite my fantasy of being a Keynote Speaker or Guest Editor or Scholar in Residence, I also hope to be a colleague who won't tire of picking the brain of the extremely intelligent person in the office next door, not to get an idea for a class or an article, not to impress the department head, but just to learn more about something I don't know adequately.

What academics do in such leisured moments is our contribution to culture. The mere fact that we have the kinds of conversations that we do have every now and again, when we're not rushing off to scope out the new journals or make it to a committee meeting or schmooze with the dean, should be enough to justify our occupation and place in society.

And yes, I realize that I'm on very thin, elitist ice.

But we who (let's face it) are educational elites need to ensure that when those who work in the real world peer in at us, they don't just see more of what they already know -- people hunkered over computer keyboards, hoping the phone doesn't ring.

We in the humanities in particular like to complain about how students care only about getting a good job after graduation, and so they only care about getting a good grade in our classes, which they only take because they have to. We wonder (mostly among ourselves, but occasionally to the students' faces) where their intellectual curiosity went, whether they ever read Pascal or Austen or Whitman for fun (like we did).

But do we, in the way we approach our jobs, show students an alternative? Do we show them, rather than merely tell them, that devotion to the objects of our study is a worthwhile way to go through life, even if it means that we cannot point to our productivity on a pie chart?

I think we hold back out of fear of being laughed off. But when humanities professors try to defend their pursuits to those whose only criterion for judging anything is its immediate usefulness, then the game is already over. We lose by forfeiting the assumption sitting at the foundation of academe: that production and consumption, accomplishment and profit are not what life is ultimately for.

However long my CV is, I am going to try to measure myself as an academic by the insights I've made and told people about, the ideas others have bounced off me, and the number of business majors I've convinced to make Pascal's Pens?es their bedtime reading. If I wanted instead to be measured by my quarterly billable hours, I would have sought a different degree.

Link for this Article

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Jonathan Malesic earned his Ph.D. in religious studies from the University of Virginia. He is chronicling his search for a tenure-track job this academic year.

Kajitani and Bryant: A Ph.D. and a Failure

(Courtesy of Melissa who knows what I am going through--I'm currently applying and interviewing for university, technical and community college positions--there is a lot of stigma associated with which path I choose.)

A Ph.D. and a Failure
By MEGAN PINCUS KAJITANI and REBECCA BRYANT
Chronicle of Higher Education

As graduate career counselors at two major research universities, we encounter the F-word a lot, but not the one you think. The F-word we hear is "failure" -- a nasty, horrible utterance applied to many an overachieving Ph.D. who falls short of finding a tenure-track job.

Fear of that word -- for the summa cum laude, the Phi Beta Kappa, or the NSF grant recipient -- can become debilitating and demoralizing, turning a once confident and optimistic young adult into a depressed, panic-ridden, and paralyzed recluse. Unfortunately, we are not exaggerating.

The real problem here is the painfully constrictive definitions of failure and success within academe.

Failure, says academic culture, is anything other than achieving the ultimate goal of a tenure-track professorship. More specifically, the epitome of success is a tenure-track job at a major research university. You're still successful, albeit to a lesser degree, if that job is at a liberal-arts college, and even less so if it's at a community college. But a nonacademic career, well, that's just unacceptable.

That may seem a harsh indictment, but we've witnessed such attitudes time and again in our own experiences as former doctoral students and in those of the graduate students we now advise.

We know there are exceptions: deans who boldly pay for programs to help graduate students explore diverse career opportunities; faculty advisers who surreptitiously write reference letters for their students to apply to law school, to teach at a community college, or to seek a nonacademic job. And attitudes vary somewhat among disciplines.

But there are countless faculty members, administrators, and students themselves who continue to perpetuate a narrow definition of success in academe. Anything else is "less than."

Unfortunately, the hard facts show again and again that only a small percentage of doctoral students can achieve the success of becoming a tenure-track professor at a research institution. In their study, "Ph.D.'s -- 10 Years Later," Maresi Nerad and Joseph Cerny found that only 58 percent of Ph.D.'s in English were on the tenure track or tenured 10 years after graduation. Of those, less than a fifth worked at top research universities (The Chronicle, September 10, 1999).

Those numbers do not include the approximately 50 percent of students -- cited by Barbara E. Lovitts in Leaving the Ivory Tower: The Causes and Consequences of the Departure From Doctoral Study -- who never even completed their Ph.D.'s. Thus, a great majority of students who begin doctoral programs will never reach the "nirvana" of the tenure track. What happens to all of those students who don't make the cut?

Perhaps such figures help explain the recent finding that "depression and other forms of mental distress" were a serious problem in a study of more than 3,100 graduate students at the University of California at Berkeley. According to the study: "Nearly half of all survey respondents (45 percent) reported an emotional or stress-related problem that significantly impacted their academic performance or well-being." Another 67 percent reported feeling hopeless at times, 95 percent felt overwhelmed in graduate school, and 54 percent said they had felt so "depressed that it was difficult to function." About 10 percent had seriously considered suicide, and one in 200 had actually attempted suicide in the last year.

The Berkeley study cites dysfunctional relationships with faculty advisers, significant family responsibilities, financial difficulties, isolation from campus life and student resources, and an inability to recognize the symptoms of a psychological problem as possible reasons for graduate students' declining mental health.

We argue that all of those factors are part of the overall academic culture that privileges a narrow and largely unreasonable standard of success.

We've had to confront the academic line about failure in our own lives: One of us (Rebecca), a Ph.D. in musicology, recently ran into a former professor who said Rebecca would "never be truly happy" if she did not become an academic musicologist. The other (Megan) completed four years of doctoral work in communication before deciding that her current staff position allows her the balance that she wants in her life, as well as the opportunity to have a daily impact. But Megan has been scolded by people she barely knows for "giving up" and not becoming a professor. (Since when did a master's degree and a meaningful career become failure?)

We've also heard the stories of students who come to us for career advice:


A Ph.D., thrilled to land a faculty position at a liberal-arts college near her home, is asked by her dissertation adviser when she was going to "get a job." Presumably, a "real" one.

An alumnus, unwilling to spend yet another year unsuccessfully searching for a tenure-track position, moves on to a new career. He hides his choice from his former adviser, fearing his mentor's disappointment.

Two graduate students who are pursuing community-college careers are terrified to tell their dissertation committees, and another student fears that her fellow graduate students will shun her for considering leaving her Ph.D. program for the nonprofit world.
During a recent meeting of a new career-support group for graduate students, the topic of "feeling like a quitter" evoked painful emotions from many participants and was revealed as their biggest obstacle in choosing an alternative career path, with "not knowing there were other options" a close second. Clearly the myopic mission of many doctoral programs often clashes with graduate students' changing priorities, and could be a factor in academe's high attrition rates.

At both of our universities, we have established programs and counseling services to help graduate students counter the idea that they are successful only if they become research faculty members, and to help them explore other potential career options.

This spring the University of Illinois at Urbana-Champaign held a well-attended symposium titled "Defining Academic Success," during which faculty and staff members from non-research-oriented institutions shared their stories and introduced students to new notions of a successful academic career.

At the University of California at San Diego, a workshop on "Alternatives to Academia for Graduate Students" drew a standing-room-only crowd last year, prompting an encore this year that attracted more than 100 graduate students.

At both institutions, we encourage graduate students to learn about the academic job search process early on in graduate school, so they can better prepare for what it requires and make conscious choices about whether it feels right for them.

What can be done on your campus?

If you're a faculty member, open your mind to a diversity of career choices for your advisees. Validate their interest in teaching or other work, not just academic research. Acknowledge alumni or former students who have "succeeded" in a range of career paths. Be realistic with students about the job market, as well as your own experience in it, and realize that not everyone wants to do what you do.

If you're an administrator, support career panels, workshops, and conferences that validate a variety of career options. Offer mental-health services for graduate student and training programs for faculty mentors. Conduct studies on graduate-student attrition and satisfaction on your campus.

If you're a graduate student, step outside of the limited perspective of the Ph.D. world and look at other versions of success. Consider what you need to be happy and successful, not just your adviser's definition. Cover your bases by pursuing other interests or experiences during graduate school; don't put all of your eggs in one basket. Take advantage of workshops and support services, and demand them if they're not available. Finally, realize that sometimes changing your mind is the right decision.

For all parties involved, we urge a re-examination of success and failure in doctoral studies. The abundance of shame, depression, anxiety, and paralysis among incredibly talented and capable graduate students can be lessened by offering them more options for a satisfying life and career, and more validation for their choices. Think about that the next time you inflict the F-word on yourself or on others.

Current Link for the Article
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Megan Pincus Kajitani is the graduate-student adviser in the Career Services Center at the University of California at San Diego. A former journalist, she received her M.A. in communication arts from the University of Wisconsin at Madison. Rebecca Bryant is the director of the Graduate College Career Services Office at the University of Illinois at Urbana-Champaign. She earned her Ph.D. in musicology from the University of Illinois.

Fahrenheit 9/11 for Grown-ups: Media Education Foundation's New Documentary Hijacking Catastrophe

Posted this last year, but this seems like a good time to revisit this documentary:

The Media Education Foundation has released a new documentary:

Jhally, Sut. “Hijacking Catastrophe: 9/11, Fear & the Selling of American Empire.” Democracy Now (September 10, 2004)

Hijacking Catastrophe Website
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Thanks to Bill who pointed out that the whole video is available at:

Information Clearing House
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Jensen, Robert. "Fahrenheit 9/11 For Grown-ups." Tom Paine (September 17, 2004)

Emily Alpert: Rainbow and Red

On the role of two-spirit people in traditional Native American societies.

Rainbow and Red
Emily Alpert
In the Fray

Coined in 1990 at an annual conference of queer-identified Native people, the International Two-Spirit Gathering, the term “two-spirit,” encompasses various American Indian traditions of tolerance and celebration of gender-variant people. Unlike modern concepts of sexuality, two-spiritedness refers less to sexual orientation than to gender, reflecting the idea that in a single person, both masculine and feminine energies may reside. Prior to the conference, the concept was referred to by different terms in each tribe: For example, winkte in Lakota, a Sioux dialect, n?dleeh? in Navajo, or problematically called berdache, a French word sometimes translated as “slave boy.”


Entire Article

Thursday, March 24, 2005

James Vanlandingham: Florida Bill Aims to Control ‘Leftist’ Professors

Update: In the comments, Dr. CAB suggested we look at Oneida J. Meranto's case as an example of this trend in Colorado and Continental OP suggested this special issue on Legislating Academic Freedoms

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Republicans on the House Choice and Innovation Committee voted along party lines Tuesday to pass a bill that aims to stamp out “leftist totalitarianism” by “dictator professors” in the classrooms of Florida’s universities.

The Academic Freedom Bill of Rights, sponsored by Rep. Dennis Baxley, R-Ocala, passed 8-to-2 despite strenuous objections from the only two Democrats on the committee.

The bill has two more committees to pass before it can be considered by the full House.

While promoting the bill Tuesday, Baxley said a university education should be more than “one biased view by the professor, who as a dictator controls the classroom,” as part of “a misuse of their platform to indoctrinate the next generation with their own views.”

The bill sets a statewide standard that students cannot be punished for professing beliefs with which their professors disagree. Professors would also be advised to teach alternative “serious academic theories” that may disagree with their personal views.

According to a legislative staff analysis of the bill, the law would give students who think their beliefs are not being respected legal standing to sue professors and universities.

Students who believe their professor is singling them out for “public ridicule” ? for instance, when professors use the Socratic method to force students to explain their theories in class ? would also be given the right to sue.

“Some professors say, ‘Evolution is a fact. I don’t want to hear about Intelligent Design (a creationist theory), and if you don’t like it, there’s the door,’” Baxley said, citing one example when he thought a student should sue.

Rep. Dan Gelber, D-Miami Beach, warned of lawsuits from students enrolled in Holocaust history courses who believe the Holocaust never happened.

Similar suits could be filed by students who don’t believe astronauts landed on the moon, who believe teaching birth control is a sin or even by Shands medical students who refuse to perform blood transfusions and believe prayer is the only way to heal the body, Gelber added.

“This is a horrible step,” he said. “Universities will have to hire lawyers so our curricula can be decided by judges in courtrooms. Professors might have to pay court costs ― even if they win ― from their own pockets. This is not an innocent piece of legislation.”

The staff analysis also warned the bill may shift responsibility for determining whether a student’s freedom has been infringed from the faculty to the courts.

But Baxley brushed off Gelber’s concerns. “Freedom is a dangerous thing, and you might be exposed to things you don’t want to hear,” he said. “Being a businessman, I found out you can be sued for anything. Besides, if students are being persecuted and ridiculed for their beliefs, I think they should be given standing to sue.”

During the committee hearing, Baxley cast opposition to his bill as “leftists” struggling against “mainstream society.”

“The critics ridicule me for daring to stand up for students and faculty,” he said, adding that he was called a McCarthyist.

Baxley later said he had a list of students who were discriminated against by professors, but refused to reveal names because he felt they would be persecuted.

Rep. Eleanor Sobel, D-Hollywood, argued universities and the state Board of Governors already have policies in place to protect academic freedom. Moreover, a state law outlining how professors are supposed to teach would encroach on the board’s authority to manage state schools.

“The big hand of state government is going into the universities telling them how to teach,” she said. “This bill is the antithesis of academic freedom.”

But Baxley compared the state’s universities to children, saying the legislature should not give them money without providing “guidance” to their behavior.

“Professors are accountable for what they say or do,” he said. “They’re accountable to the rest of us in society … All of a sudden the faculty think they can do what they want and shut us out. Why is it so unheard of to say the professor shouldn’t be a dictator and control that room as their totalitarian niche?”

In an interview before the meeting, Baxley said “arrogant, elitist academics are swarming” to oppose the bill, and media reports misrepresented his intentions.

“I expect to be out there on my own pretty far,” he said. “I don’t expect to be part of a team.”


House Bill H-837 can be Viewed Online

Earlier posting on similar movements along these lines:

Is Your Professor Political?

Tarrou on an Essential Choice

"All I maintain is that on this earth there are pestilences and there are victims, and its up to us, so far as possible, not to join forces with the pestilences."

The character Tarrou in Albert Camus' novel "The Plague" (1947)

Critical Art Ensemble: When Thought Becomes a Crime

Critical Art Ensemble: Performative Critics of Corporate Bio-Technology Practices

US Government's Attacks on Performance Group Critical Art Ensemble

When Thought Becomes a Crime

US Government Paranoia in Action: FBI Abducts Artist, Seizes Art

Park, Paula. “Buffalo Case Highlights MTAs: Material transfer agreements can be misunderstood or considered an annoyance, say officials.” The Scientist (August 9, 2004)

Critical Art Ensemble's Online Performative Critiques:

Critical Art Ensemble. “Cult of the New Eve.” (2004: Online Visual and Textual Project)

---. “Flesh Machine.” (2004: Online Visual and Textual Project)

---. “Gen Terra: Transgenic Solutions for a Greener World.” (2004: Online Visual and Textual Project)

---. “Society For Reproductive Anachronisms.” (2004: Online Visual and Textual Project)

---. “The Therapeutic State.” (2004: Online Visual and Textual Project)

Critical Art Ensemble, Beatriz da Costa and Claire Pentecost. Contestational Biology.” (2004: Online Visual and Textual Project)

Critical Art Ensemble, Beatriz da Costa and Shyh-shiun. “Free Range Grain.” (2004: Online Visual and Textual Project)

Books by Critical Art Ensemble Available Online:

Critical Art Ensemble. Digital Resistance: Explorations in Tactical Media. (Autonomedia, 2001)

---. Electronic Civil Disobedience & Other Unpopular Ideas. (Autonomedia, 1996)

---. The Electronic Disturbance (Autonomedia, 2000)

---. Flesh Machine: Cyborgs, Designer Babies and New Eugenic Consciousness. (Autonomedia, 1998)

---. Molecular Invasion. (Autonomedia, 2002)

Action Site Set Up to Help Defend Critical Art Ensemble

Critical Art Ensemble Defense Fund

Wednesday, March 23, 2005

Robert Jensen: Politics of Teaching in Post 9/11 America

September 11 and the Politics of University Teaching
by Robert Jensen
Common Dreams

At various time in my teaching career -- more than ever since Sept. 11 -- I have been advised by faculty colleagues that I should avoid being "too political" in the classroom. To the degree that the advice is simply pragmatic -- avoid being political to avoid being criticized -- I can understand it. But I find the suggestion hard to reconcile with my conception of what higher education should be in a pluralist democracy. Embedded in that advice are several key reasons for this culture's intellectual and political crisis, and in particular the failure of the contemporary university.

Teaching is political.

I teach in a journalism department, where I have a role in training people who allegedly will provide the information citizens need to participate in a democratic system of governance that is based on the idea that those citizens are the sovereign power. Most journalists practice that trade in large corporate institutions that are themselves at the heart of the system of power in the society. Is there a way to imagine teaching journalism in a manner that isn't intensely political?

I use the term "political" not to mean partisan -- for or against any particular politician, policy, or party -- but instead to refer to the play of power in a society. Everyone lines up in some relationship to power, either in defense of, or resistance to. Claims of taking a neutral stance -- especially when made by privileged professionals -- are illusory; neutrality is simply another way of supporting the existing distribution of power. (Just imagine how we would examine a claim by Soviet academics that they were neutral as to the system of power in their nation and were teaching so as not to take political positions. What would we say about them?) To challenge power is political. To support power is political. To avoid the question is political.

Take the question of the forces that shape the news. One approach to that issue is Edward Herman's propaganda model, which highlights the role of ownership and ideology in the formation of mainstream news. I teach that model in my introductory journalism class because I believe it is the most compelling way to help explain how commercial journalism works. My decision is informed by my intellectual evaluation of the work, but no doubt my politics play a role as well. If someone consciously rejects the model and refuses to teach it, that decision is political in the same sense. And if one claims to be neutral and avoids the issue, that too is political.

So, it is not the case of some professors being political and some not. We all are political, which affects both what we take to be relevant intellectual questions and how we frame the presentation of those questions. In a healthy system, there would be ongoing engagement about such intellectual and political matters among faculty members, who are bound to have differing views. One or another of these views might emerge as more compelling than others. One or another might emerge as dominant based on the interests of power. But all the positions are equally political.

How does one come to hold political opinions?

A deeper problem with the advice to avoid being political is the notion that intellectual work somehow separate from politics. But we should ask: How does one come to hold a political position? Is it arrived at randomly? Is it based on wholly arbitrary assertions? Or, does one have a clear argument with credible evidence to support those opinions? If so, is there not always intellectual work behind a
political position?

This culture too often treats political opinions as if they were merely subjective judgments. Certainly some component of our political decision-making includes statements that are subjective in some sense -- they are about principles that cannot be proved by reason and evidence, such as the answer to the question "what does it mean to be a human being?" But statements of such first principles are the
beginning of a coherent political argument, not the end. The formation and articulation of political viewpoints requires intellectual work if those viewpoints are to be of value in public dialogue.

So, if most of what we talk about in a journalism class is inextricably political, and if it is important to provide a coherent argument for one's political judgments, professors should make clear their own political positions that are relevant to the class and explain to students how they came to hold those positions. That is not the same thing as proselytizing. It need not be coercive but can be a healthy process in which professors model an intellectual method that can counter the shallow, superficial political discourse that
dominates in news coverage, television talk shows, advertising, and political campaigns. This should be one of the central goals of a university.

That task can, of course, be done badly. Professors can lose sight of the need to create the most open atmosphere possible for that intellectual work and political thinking. We can lose track of the central goal of helping students develop their own critical thinking skills. We can forget that our job is not simply to tell students what opinions they should hold but to challenge them to think deeper about their own positions, or in some cases to think enough to form opinions for the first time. I assume every professor, myself included, at some point has made such mistakes. At that point, the crucial question is whether students feel free enough to challenge the professor. Has the professor created a truly open and engaged classroom so that the class can help the professor correct herself or himself?

The bargain professors make

I take most of these points to be not terribly controversial. I have made these claims often and have yet to hear a colleague offer a serious rebuttal. If that is so, then why do people keep telling me to
avoid being political in the classroom?

It may be that the advice is shorthand for "you do a bad job of teaching material that has controversial political content" or "I don't like your left/radical political positions and I wish you would stop teaching material related to those positions." If the former, then I would ask that my critics tell me what they think I am doing wrong so that I can have the chance to evaluate the criticism and make necessary changes. If they mean the latter, then I would ask them to critique my political positions (and defend their own) so that we could have an intellectual and political discussion that might be valuable for all concerned.

After a dozen years of teaching, I have come to believe the reason for that advice is much more troubling, and is rooted in the bargain with power that allows us our privilege.

We should start by being clear that professors are an incredibly privileged lot -- at least those of us who have steady jobs at reasonable salaries with reasonable benefits. (More and more teaching work is performed by large numbers of adjuncts and part-time instructors who do not have those protections, but even they, by comparison with most of the rest of the population, have considerable privilege.) Professors are relatively autonomous and do work that is generally invigorating and enjoyable. I feel privileged, and I'm grateful for the privilege.

As is almost always the case in hierarchical systems with unequal distributions of power, such as the contemporary United States, people are given privilege with the expectation that they will serve that system. It is my experience that values such as a sincere belief in the value of free thought and liberal education motivate people to join the university enterprise. But it is equally clear that the system has its own demands. Because it is a liberal pluralist institution, not a totalitarian monolith, there is some variation in how successfully individuals can resist the demands of the system. But in general, to the degree that professors accept the existing configuration of power they will be accorded the privileges with minimal interference. To the degree they challenge that power, rewards will be less forthcoming and the potential for interference enhanced.

Rather than confront this, it is much easier for professors to imagine that they are outside that system of power and can evaluate the world from some more-or-less neutral position. It's easier to say things such as, "I try just to teach the facts, not my political opinions" and ignore the way in which every decision in teaching -- from the choices of subject matter and texts to the way the course is organized and the way power is distributed within the classroom -- is deeply political.

Teaching is about our opinions. The relevant questions are: How well can we defend our opinions? How well can we articulate the unstated assumptions that frame our questions as well as our answers? How willing are we to subject our teaching to scrutiny? How well do we listen to feedback from colleagues and students?

September 11

All of these questions have been very much on my mind since September 11, but they also were very much on my mind on September 10. In that sense, nothing changed for me in my teaching. But because of my antiwar writing and speaking, and the heightened level of public visibility that has come with those activities, the questions are also quite clearly on the mind of my critics and, I assume, my students. Because of the intensity of the emotions around the events of September 11, it has been more important than ever for me to foreground these questions in my classroom.

Based on reactions in and out of class, I know that many students are angry about things I have said or written outside of class, and about some discussions we have had in class. I am well aware that I have made many students uncomfortable. I do not consider that to be a problem, for I can't imagine a meaningful higher education experience that does not make students uncomfortable at some point. One shouldn't attend university simply to have existing beliefs reinforced. Students should confront alternative explanations, including those that conflict with their own deeply held beliefs. Inevitably, if one is dealing with topics that are important, that will mean students will be uncomfortable.

More than ever, this semester I have tried to monitor whether I present material in a way that makes it difficult for students with contrary opinions to speak. I have not always been sure I did all that I could to create the ideal classroom. I have on some days left the classroom wondering whether I talked too much and shut off student discussion too early; on other days, I fear that, in the interests of airing the maximal number of views, I let some students ramble on too long in a manner that bored others. I thought about those questions regularly before September 11. I hope I will continue to ask myself those questions as long as I am teaching.

I cannot speak for my students; I do not know for sure that I have taught in a way that makes the discomfort they might feel intellectually and politically productive. But I do know that at many moments I have felt uncomfortable. I assume that if I am in territory that challenges my own beliefs and forces me to think more deeply about what I am saying in class, then at some level I have succeeded.

Link to the Article
Published on Thursday, December 6, 2001

Robert Jensen is a professor of journalism at the University of Texas at Austin, a member of the Nowar Collective, and author of the book Writing Dissent: Taking Radical Ideas from the Margins to the Mainstream (Peter Lang USA). He can be reached at rjensen@uts.cc.utexas.edu. His writing is available online at Jensen's Writings.

Congratulations Air America!

Congratulations to Air America which will be celebrating its 1 year anniversary on March 31 and HBO recently released a documentary about the station called Left of the Dial.

"Still Patience... and What I Would Believe If I Believed": Pt. 2

I'm struggling with a lot these days and seeking to understand something beyond myself... Memsamechnun is pushing me (which I appreciate) to wrestle with my cynicism. Below is a comment that extends an earlier posting and comments...

To Read the Original Post and Comments

Sorry Memsamechnun, I'm dealing with some difficulties in my personal life as well, perhaps my reply came off worse than it was intended.

I am a person of deep faith that there is something more. I pray and seek answers. I try to commune as able with other life forces (human, animal, and other earthly manifestations)... I don't know if there is something more, but I won't rule it out.

My reply to Still Patience was a claim of radical doubt framed in a way that keeps me working on my own beliefs instead of securing my insecurities by forcing others to reinforce my apprehensions through their embrace of my doubt.

I don't seek converts. My doubt and fear and alienation is painful. I wouldn't wish it on my worse enemy. It is markedly so because I was raised to "believe" and I remember those earlier golden moments when I had no doubt about the meaning of the world, my life, and what would happen to me when I died--I was part of the chosen... and I knew where the others were going...

Harris does go overboard and I'm not sure if he really thinks it is possible or good that religious thought disappear. I watched the scientific movie (about quantum theory) "What the Bleep" the other night and it seemed to be very religious ... maybe science really is becoming religion? But what is Harris saying that makes sense? Is there something wrong with religion in its roots (at least the monotheistic types)? What has been the result of radical belief that views all other beliefs as wrong or worse evil? Can I really engage and respect you if I believe that because of your faith you are evil and will be condemned to eternal flames? How can that ever allow for true communion and dialogue?

As for Rushkoff, who I respect, and feel indebted to, his book on religion really seemed simplistic in that he mapped it out as if it was the latest media trend ... I don't know... have you E.L. Doctorow's "The City of God"? The characters in there evince a belief that I think is closer to my own form of faith which struggles with doubts raised by experience of the world... or if I was to have a faith maybe it is more tied into the larger earthly forces that govern our lives and the communion of beings on this planet (maybe along the lines of the doomed characters of James Welch "Fool's Crow"). I of course have just chosen two novels as examples and perhaps that says a lot about how I view other holy texts.

Memsamechnun, I respect your struggle to understand and your ability to question inspires me.

Peace friend!
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One last question, what scares me more radical doubt or radical belief? What has caused more pain in the world? Which leads to productive questions?

In Memory of Rachel Corrie: 1979-2003



More Photos

Remembering Rachel Corrie

Tuesday, March 22, 2005

Halliburton: Business as Usual?

Business As Usual?
By Michael Isikoff and Mark Hosenball
Newsweek report posted at MSNBC

Halliburton’s CEO says his company is pulling out of Iran. But a corporate subsidiary is still going ahead with a deal to develop Tehran’s natural gas fields.


Full Article

From Classroom to Community and Beyond: Educating for a Sustainable Future

Remember when we cared about the future that we would be leaving for our children and grandchildren? Remember when we defined education as something more than just penciling in the correct answer on a test? Remember when we recognized that education is not just prepared/deposited and that learning doesn't begin/end at the classroom doors? Remember when we thought of an active, informed citizenry, people who ask questions and know how to pursue answers, as the best hope for a strong democracy?

Here is an example of forward-looking educational propositions from the Clinton years (just beginning to perceive some possibilities--yeah you asshole they had flaws, but at least they were thinking about it), think about these in the context of the underfunded, ignored, testing-as-all-powerful-measurement device, "No Child Left Behind", Bush policies... for crying-out loud the Pentagon, the Pentagon!!! released a REPORT! stating that we are destroying the environment and that this is our most important concern/danger for the future. When will we learn? Who has the courage to speak the truth-to-power...

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FROM CLASSROOM TO COMMUNITY AND BEYOND: EDUCATING FOR A SUSTAINABLE FUTURE
Report of the Public Linkage, Dialogue, and Education Task Force of President Clinton's Council on Sustainable Development

February 1997

From Ch. 2:

Education for sustainability is the continual refinement of the knowledge and skills that lead to an informed citizenry that is committed to responsible individual and collaborative actions that will result in an ecologically sound, economically prosperous, and equitable society for present and future generations. The principles underlying education for sustainability include, but are not limited to, strong core academics, understanding the relationships between disciplines, systems thinking, lifelong learning, hands-on experiential learning, community-based learning, technology, partnerships, family involvement, and personal responsibility.
-- President's Council on Sustainable Development

How Can Education for Sustainability Be Accomplished?
Education for sustainability can give people the tools, skills, and experience they need to understand, process, and use information about sustainable development. It will help them make individual and collective decisions that both benefit themselves and promote the development of sustainable communities. And it will provide a means for creating a more highly skilled and globally competitive workforce and developing a more informed, active, and responsible citizenry.
But how can it be accomplished? The following are key principles about education for sustainability that the Task Force identified.

Education for sustainability must involve everyone.
Education on any topic, but particularly on sustainability, should flow from school to community and back again. Educators at all levels should reach beyond school walls, as many successful programs already do, to involve parents, industry, communities, and government in the education process. Colleges and universities should work with other schools and communities -- to deliver information, identify questions for research, and provide direct services to help solve community problems. For their part, communities should take a stronger interest in educating their citizens for sustainability, recognizing that current and future generations will need to be well-educated on this topic in order to bring about a sustainable future.

Education for sustainability emphasizes relationships between formal and nonformal education.
It thrives in all types of classrooms, exposing students to local, state, national, and international issues through hands-on, experiential learning in alternative educational environments -- such as wading through streams to do water quality testing, volunteering in the community, or participating in school-to-work programs. Because sustainability is all-encompassing, learning about it cannot and should not be confined to formal settings such as schools, universities, colleges, and training institutions. Nonformal education settings, such as museums, zoos, extension programs, libraries, parks, and mass media, provide significant opportunities to complement and build on classroom learning. This means that formal and nonformal educators should work together to produce an educated citizenry.

Education for sustainability is about connections.
Educating for sustainability does not follow academic theories according to a single discipline but rather emphasizes connections among all subject areas, as well as geographic and cultural relationships. Rather than weaken the rigor of individual disciplines, education for sustainability offers an opportunity to strengthen them by demonstrating vital interrelationships. For example, Dartmouth College requires students to take an international leadership course stressing business and environmental components. Students must strive to achieve high standards within the core disciplines, even as they develop an understanding of the connections across these disciplines. Further, education for sustainability involves consideration of diverse perspectives, including those of ethnic groups, businesses, citizens, workers, government entities, and other countries.

Education for sustainability is practical.
While delving into many disciplines, education for sustainability helps students apply what they learn to their daily lives. It engenders a sense of efficacy. Part of sustainability education is learning citizenship skills and understanding that citizens have the power to shape their lives and their communities in light of their vision of a healthy and prosperous future.

Education for sustainability is lifelong.
Continual efforts should be made to institute programs about sustainability in a variety of arenas, including the workplace and community centers and through the media. A citizenry knowledgeable about the benefits of sustainable living will have the capacity to create and maintain lasting change. Benefits to the individual include an understanding of and ability to participate in the social and economic changes that will affect their lives. For example, many communities have used planning processes that engage citizens in defining a desired future plan for their community. Using their plan, citizens work to achieve a sustainable future for themselves, their children, and their community.

Policy Recommendation 1:

Formal Education Reform
Encourage changes in the formal education system to help all students (kindergarten through higher education), educators, and education administrators learn about the environment, the economy, and social equity as they relate to all academic disciplines and to their daily lives.

Action 1. Parents and representatives from states, schools, educational organizations, community groups, businesses, and other education stakeholders should identify the essential skills and knowledge that all students should have at specified benchmark grades for a basic understanding of the interrelationships among environmental, economic, and social equity issues. This set of voluntary standards could serve as a model for states and communities to use in setting their own requirements for academic performance.
Action 2. State officials, school administrators, and other educators and stakeholders should continue to support education reform; emphasize systems thinking and interdisciplinary approaches; and pursue experiential, hands-on learning at all levels, from elementary and secondary schools to universities, colleges, community colleges, and technical schools.

Action 3. Colleges and universities should incorporate education about sustainability into pre-service training and in-service professional development for educators of all types, at all levels, and in all institutions.

Action 4. Schools, colleges, and universities should promote curriculum and community awareness about sustainable development and should follow sustainable practices in school and on campus.

Policy Recommendation 2:

Nonformal Education and Outreach
Encourage nonformal access to information on, and opportunities to learn and make informed decisions about, sustainability as it relates to citizens' personal, work, and community lives.

Action 1. Nonformal educators should encourage lifelong learning about sustainability through adult education programs, community and civic organizations, and nonformal education programs -- such as those sponsored by museums, zoos, nature centers, and 4-H clubs -- so that individuals can make well-informed decisions.
Action 2. Media strategists and sustainable development experts should develop an integrated approach for raising public awareness of and support for sustainability goals, conveying information on indicators of sustainable development, and encouraging people to adopt sustainable decision making in their daily lives.

Action 3. A new or expanded national extension network should be developed to provide needed information to enhance the capacity of individuals and communities to exist sustainably.

Action 4. Local and state governments should continue to extend their partnerships with community organizations and other levels of government to support community sustainability planning processes and periodic assessments.

Action 5. Employers -- in partnership with all levels of government, community organizations, businesses, educational institutions, and others -- should develop training programs to create a workforce with the skills and abilities needed to adapt to changes brought on by the national and global transition to sustainability.

Policy Recommendation 3:

Strengthened Education for Sustainability
Institute policy changes at the federal, state, and local levels to encourage equitable education for sustainability; develop, use, and expand access to information technologies in all educational settings; and encourage understanding about how local issues fit into state, national, and international contexts.

Action 1. Federal, state, and local governments should form partnerships with private sector organizations, businesses, professional societies, educational institutions, and community groups to develop and implement coordinated strategies supporting education for sustainability.
Action 2. The public and private sectors should support the development of and equitable access to enhanced multimedia telecommunications technologies and improved clearinghouse capabilities that promote an understanding of sustainability.

Action 3. Educators in both formal and nonformal learning programs should help students understand the international factors that affect the nation's transition to a sustainable society.

Action 4. Formal and nonformal educators should ensure that education for sustainability invites and involves diverse viewpoints, and that everyone -- regardless of background and origin -- has opportunities to participate in all aspects of the learning process. This will ensure that education for sustainability is enriched by, and relevant to, all points of view.

Read The Entire Report

EPA To Drop 'E,' 'P' From Name

(Onion piece, courtesy of Melissa Purdue via Anna Froula)

EPA To Drop 'E,' 'P' From Name
WASHINGTON, DC

Days after unveiling new power-plant pollution regulations that rely on an industry-favored market-trading approach to cutting mercury emissions, EPA Acting Administrator Stephen Johnson announced that the agency will remove the "E" and "P" from its name. "We're not really 'environmental' anymore, and we certainly aren't 'protecting' anything," Johnson said. "'The Agency' is a name that reflects our current agenda and encapsulates our new function as a government-funded body devoted to handling documents, scheduling meetings, and fielding phone calls." The change comes on the heels of the Department of Health and Human Services' January decision to shorten its name to the Department of Services.

Neuorscientist Sam Harris: The End of Faith

Website for the book The End of Faith: Religion, Terror, and the Future of Reason

Various audios/videos of Sam Harris, including C-SPAN2; On Point Radio; A Debate with Ralph Reed; O'Reilly Factor; and Faith Under Fire show:

Listen/Watch

This important and timely book delivers a startling analysis of the clash of faith and reason in the modern world. The End of Faith provides a harrowing glimpse of mankind’s willingness to suspend reason in favor of religious beliefs, even when these beliefs inspire the worst of human atrocities. Harris argues that in the presence of weapons of mass destruction, we can no longer expect to survive our religious differences indefinitely. Most controversially, he maintains that “moderation” in religion poses considerable dangers of its own: as the accommodation we have made to religious faith in our society now blinds us to the role that faith plays in perpetuating human conflict. While warning against the encroachment of organized religion into world politics, Harris draws on insights from neuroscience, philosophy, and Eastern mysticism in an attempt to provide a truly modern foundation for our ethics and our search for spiritual experience.


Book Excerpts

Free Press: Big Media Ownership Reports

Free Press

BIG MEDIA SEEN STAYING BIG EVEN IF VIACOM SPLITS
By Kenneth Li
Few investors and analysts see seismic shifts in an industry that has spent decades bulking up, following the Viacom disclosure.

TRIBUNE TO FIGHT RULING ON HARTFORD HOLDINGS
Tribune Co. said a federal judge ruled that its holdings of newspaper and television assets in the Hartford, Conn., market violated federal media ownership rules.

NEWS CORP. ACQUIRES ALL OF FOX
Rupert Murdoch's News Corp. persuaded Fox Entertainment Group Inc. minority holders to accept $6.6 billion for their stock, giving him full control of assets including Fox News Channel and the 20th Century Fox film studio.

DILLER JUMPS INTO SEARCH WARS WITH ASK JEEVES DEAL
By Jefferson Graham, USA Today
Media mogul Barry Diller's IAC/InterActiveCorp said Monday that it will spend $1.85 billion to acquire fourth-ranked Internet search engine Ask Jeeves.

BBC STAFF EXPRESS OUTRAGE AT 'MURDEROUS' CUTBACKS
By Jason Deans, John Plunkett and Julia Day
The BBC director general Mark Thompson has been accused of "ripping out the heart" of BBC programming as journalists greet the news of job cuts in the newsroom with fury and bewilderment.

MEDIA FIRMS PIECE TOGETHER NEW STRATEGIES
By Frank Ahrens
After a decade of growth by acquisition, media conglomerates such as Viacom, Sony Corp. and Time Warner Inc. are beginning to reconfigure, pushed by new technologies and changing consumer habits.

Still Patience... and What I Would Believe If I Believed

Despite my turning away from organized religion I still have a strong interest in religious belief and desire to improve myself and come to some form of peace/relation with this world/universe. Thus, I am always interested in genuine attempts to deal with belief/faith and was intrigued by this post (amongst other good postings at Still Turning):

In Your Patience

My reply to the post:

Winning your own soul also could refer to the fact that we must be careful of losing our soul in the desire to compete in illusionary games of capturing the minds of others (spiritually, materialistically, philosophically or politically) ... this insanity of demanding that others feel, think, or believe as "I/We" do must stop... its a destructive controlling process that leads to no good and much evil (as I understand evil)

Those that believe they must win souls have something buried deep inside them that scares them and that they fear condemns their soul to damnation--better that they face up to that fear/sin and allow the rest of us to go about our business of living and working on our own souls.

The devil (if I believed in such a thing--but metaphors are powerful) "wins" souls... God (if I believed in such a thing--but metaphors are powerful) does not compete for our souls, he is the light that will attract those who work on their own soul building their own personal vision through reflective soul-searching and reaching out to others (in a dialogic sense of comunication and exchange, not competition and defeat). The devil demands we submit to him, God wishes us to dialogue and commune with her, learning as we grow, living through example, and being there when others need us (not stalking them with our pronouncements of good/evil)

Least that is what I would believe if I believed ...

Melanie Gilligan: The Enthralled Dog

The Enthralled Dog: A Variant Technology
by Melanie Gilligan, MetaMute

The recent revelation of certain dogs' ability to predict their masters' epileptic seizures is certainly good news for sufferers. Melanie Gilligan looks at the implications for cognitive science and our understanding of the complex interactions between biological 'networks'.

Entire Article

Monday, March 21, 2005

ACTION ALERT: Anti-Environment Extremist Heads to Senate Vote

A Message from the League of Conservation

We need your help to stand up against the lifetime appointment of anti-environment extremist William Myers to be a senior federal judge. As expected, yesterday a committee voted along party lines to pass his nomination on to the full Senate for a final showdown vote. The vote is scheduled to take place just after Easter, so we don't have much time to act!

The only way to stop this former mining lobbyist from undermining environmental laws for decades is to flood the Senate with e-mails, calls, and letters. E-mail your Senators NOW! Then call (202) 224-3121 and tell them directly.
To Send an Email


A special request: As an environmentally-focused organization, LCV isn't usually involved in judicial nominations. But more than ever, lifetime appointments have a huge impact on environmental policy -- especially with George W. Bush starting to pack the courts with pro-polluter judges. Coordinating this massive strategy is an unexpected strain on our budget -- please consider making a contribution to LCV to help defray the costs of this mobilization. We'll use the funds to turn up the heat on Bush, Myers, and the Senate.

To Donate

Myers is being nominated to the Ninth Circuit Court of Appeals, which has jurisdiction over some of the nation's most pristine wilderness areas, including California, Oregon, Washington, Arizona, Montana, Idaho, Nevada, Alaska, and Hawaii. We cannot take the risk of having a friend of the mining industry in this post. He's a danger to the Clean Water Act, our wilderness areas, and the Endangered Species Act.

Together we can send a message to George Bush that we don't want anti-environment extremists sitting in judgment of the laws that protect our air, land, water, and wildlife.

Thanks.

Sincerely,

Betsy Loyless
Vice President for Policy & Lobbying
League of Conservation Voters

Paul Loeb: The Impossible Will Take A Little While

THE IMPOSSIBLE WILL TAKE A LITTLE WHILE: A Citizen's Guide to Hope in a Time of Fear
Paul Loeb

A few years ago, I heard Archbishop Desmond Tutu speak at a Los Angeles benefit for a South African project. He’d been fighting prostate cancer, was tired that evening, and had taken a nap before his talk. But when Tutu addressed the audience he became animated, expressing amazement that God chose his native country, given its shameful history of racial oppression, to provide the world with an unforgettable lesson in reconciliation and hope. Afterward a few other people spoke, then a band from East L.A. took the stage and launched into an irresistibly rhythmic tune. People started dancing. Suddenly I noticed Tutu, boogying away in the middle of the crowd. I’d never seen a Nobel Peace Prize winner, still less one with a potentially fatal disease, move like that―with such joy and abandonment. Tutu, I realized, knows how to have a good time. Indeed, it dawned on me that his ability to recognize and embrace life’s pleasures helps him face its cruelties and disappointments, be they personal or political.

Few of us will match Tutu’s achievements, but we’d do well to learn from someone who spent years challenging apartheid’s brutal system of human degradation, yet has remained light-hearted and free of bitterness. What allowed Tutu, Nelson Mandela, and untold numbers of unheralded South Africans to find the vision, strength, and courage to persist until apartheid finally crumbled? How did they manage to choose forgiveness over retribution while bringing to justice the administrators and executioners of that system? What similar strengths of spirit drove those who challenged America’s entrenched racial segregation, or the dictatorships of Eastern Europe and Latin America? What enables ordinary citizens of today to continue working to heal their communities and strive for a more humane world, despite the perennial obstacles, the frequent setbacks?


Read the Entire Excerpt-Essay

Tom Regan: Is US Losing Moral Authority on Human Rights?

Is US Losing Moral Authority on Human Rights?: Experts say prisoner abuses, war in Iraq undermine effectiveness of State Department human rights report.
Tom Regan
Christian Science Monitor

Normally when the US State Department issues its annual report on human rights abuses around the world, those nations named in the report can be counted on to dismiss any claims made in the report. But the chorus of those damning the State Department's effort this year have been much louder and more aggressive because of one country these critics claim the report excluded - the United States itself.
The Washington Post reported last week that countries like China, Russia, Mexico and others accused the US of a double-standard in talking about human rights abuses, after a year that saw the abuse of prisoners at Abu Ghraib and Guantanamo, as well as questions raised about the level of force used by US troops in Iraq in dealing with journalists and Iraqi civilians.

'The US State Department in its human rights report blames countries such as Egypt and Syria for using torture; however, there is not even a mention of the incidents in Abu Ghraib prison in Iraq,' complained the mainstream Turkish newspaper Hurriyet. 'Of course, there is no mention of Guantanamo, either.'

The Post reports that Jose Luis Soberanes, president of Mexico's Human Rights Commission, citing the "treatment of Mexicans who sneak across the border" into the US, referred to the US report as "the donkey talking about long ears" ? the Spanish-language equivalent of "the pot calling the kettle black" ? "because the United States violates human rights, especially those of our countrymen."


Entire Article

Amy Goodman, Jim Lobe and Njoki Njoroge Njehu: Bush Names Iraq War Architect Paul Wolfowitz to Head World Bank

Bush Names Iraq War Architect Paul Wolfowitz to Head World Bank
Democracy Now

President Bush named Deputy Defense Secretary Paul Wolfowitz to become the new president of the World Bank. Woflowitz is one of the chief hawks within the Bush administration and was a leading architects of the Iraq war. Amu Goodman speaks with journalist Jim Lobe of the 50 Years is Enough network and Njoki Njoroge Njehu of Inter Press Service.


Watch/Read the Report

Cushing N. Dolbeare Dies at 78; Lifelong Fair Housing Crusader

Cushing N. Dolbeare Dies at 78; Lifelong Fair Housing Crusader
By Matt Schudel
Washington Post

Cushing N. Dolbeare, 78, who spent more than half a century as an advocate for low-income Americans priced out of the nation's housing market, died March 17 of cancer at her home in Mitchellville.

After the Nixon administration's temporary suspension of all programs for low-income housing in 1973, Ms. Dolbeare formed a national organization to spotlight that need. She assembled a coalition of labor, civil rights, religious and social groups to create the National Low Income Housing Coalition in 1974.

She remained a tireless, fair-minded voice throughout the country and on Capitol Hill for millions of Americans who had difficulty finding affordable places to live. Known for her ability to unite seemingly disparate groups, she found common ground between the financial interests of the real estate industry and the moral interests of advocates for the poor. She freely crossed party lines, forming unlikely alliances of conservatives and liberals.

Andrew Cuomo, secretary of the Department of Housing and Urban Development under President Bill Clinton, once called Ms. Dolbeare "the Rosa Parks of housing."

Carla Hills, HUD secretary in the administration of Gerald R. Ford, praised Ms. Dolbeare yesterday for "the absolute fairness of her advocacy. I think she was indispensable to the cause. She made a genuine difference."

After forming a housing coalition in the garage of her home on Capitol Hill, Ms. Dolbeare was its president from 1977 to 1984 and 1993 to 1994. She founded the Low Income Housing Information Service and was executive director of the National Rural Housing Coalition from 1974 to 1977. She served on the president's Commission on Housing in 1981 and 1982 and chaired a HUD and Environmental Protection Agency joint task force on the hazards of lead paint from 1993 to 1995.

"Cushing was the godmother of the affordable housing advocacy movement," Sen. Paul S. Sarbanes (D-Md.) said in a statement. He added that her "commitment, careful analysis and attention to the facts . . . made her respected by all."

She remained chairman emeritus of the housing coalition until her death. She delivered a speech to the National Council of State Housing Agencies last week, in which she quoted the 1933 inaugural address of Franklin D. Roosevelt, in which he described a nation in which one-third of the population was "ill-fed, ill-housed and ill-clothed." Ms. Dolbeare said that a third of all Americans, as many as 95 million people, still face deficiencies in housing.

"Cushing was both the conscience and the brains of the affordable housing movement," said Sheila Crowley, the current president of the housing coalition.

Among her other achievements, Ms. Dolbeare devised an annual analysis called "Out of Reach," using a formula called the "housing wage" that dramatically spotlighted the gap between income and housing costs. The housing wage calculates what someone would need to earn to afford rent on a two-bedroom house. According to the coalition's most recent figures, housing in the District of Columbia is more costly than that in any state in the nation. Based on the housing wage formula, a person earning minimum wage would have to work 125 hours a week to afford a two-bedroom house.

"Throughout my career," Ms. Dolbeare told a House subcommittee in 1995, outlining the source of her advocacy, "I have viewed housing as the basis of family, neighborhood and community life."

Still, Ms. Dolbeare was never satisfied that her work was done. In a 2002 interview with the National Housing Institute, she said, "The housing problem is much worse now than it was when I got into housing."

Cushing Niles Dolbeare was born in Hartford, Conn., and moved across the United States as a child with her parents, who were among the country's first management consultants. By the time she graduated from Pennsylvania's Swarthmore College in 1949, she had attended the founding conference of the United Nations in 1945 and worked in Germany on postwar reconstruction efforts.

One of her first jobs was as a speechwriter for Sen. Hubert H. Humphrey, who was invited to talk before a national housing convention.

"I didn't know much about housing," Ms. Dolbeare said in 2002, "but I made it sound as if he did."

In 1952, she was named assistant director of the Citizens Planning and Housing Association of Baltimore. From 1956 to 1971, she was managing director of the Housing Association of Delaware Valley in Philadelphia. After consulting for several years on housing and migrant labor issues, Ms. Dolbeare formed the National Low Income Housing Coalition in 1974.

Among her many honors were the 2002 Heinz Award for the Human Condition from the Heinz Family Foundation. She donated the $250,000 prize to the housing coalition for an endowment fund.

She lived in Washington from 1977 to 2002, when she moved to Mitchellville.

Survivors include her husband of 49 years, Louis P. Dolbeare of Mitchellville; two children, Niles Dolbeare of San Francisco and Mary Dolbeare O'Kane of Seattle; a sister; and four grandchildren.

Article Link

Sunday, March 20, 2005

I Had a Good Time in San Francisco!

(Thanks to good friends Danny and Wes, and new friends Nate, Amy, and Casey... if you ever hang out in Haight Asbury make sure to visit the Gold Cane)



Joan Miro "The Ubu King"

Mathmagenic: Two Papers, Me in Between

Lilia of Mathmagenic is writing an essay for a special issue on blogging that I'm putting together for Reconstruction and has posted about the process... here is her original posting and below is my response:

Two Papers, Me In Between

Lilia,

This is a powerful beginning--I'm very impressed by your ability to reflect on the process, to reach across the printed page and engage in a dialogic exchange with the authors and to bring a sense of "living" into your writing (the flowers at the end were very effective). After reading this I feel as if I was sitting across the table chatting with you...

This is autoethnography in its essence... viewing knowledge as a "verb"... a process, not a cut-and-dried body of facts, but a mutable and situational experience. Intellectuals interact with knowledge almost as if it were a companion species that shapes us as we shape it.

I'll suggest three of my current favorites of this style of autoethnography (although only Goodall calls it that):

Michael Pollan's Botany of Desire

Donna Haraway's The Companion Species Manifesto

H.L. Goodall's Writing the New Ethnography

Environmental English Studies: The Poetics of Relations

(Special thanks to ASLE-CCCC's special interest group for an amazing conference and to Derek Owens for his support of graduate students projects. Because our presentation were limited in time I skipped the theory and discussed the course framework and various student projects in my Environmental English Studies courses. As promised to the audience, I am posting the theoretical statement of the presentation. This is one part of my dissertation, other concerns not covered have to do with monocultures of the mind, pseudo speciesization, fantasy theme analysis, poetics of relation, politics of classification, companion species theory, autoethnographic writing and restorying ecosystems. Comments and questions appreciated.)

CCCC 2005: San Francisco March 16-19, 2005
Derek Owens Chair
"As We Shape Space, So Space Shapes Us: Critical Geography and Place-Based Literacies in Composition"
Presenter: Michael Benton
(Uncorrected Draft: March 7, 2005; Presentation March 19)

Environmental English Studies: The Poetics of Relation

My Environmental English Studies theory is not just about “place.” In its emphasis on our connection to place it is also an understanding of our situational contexts? It is a multiliterate “poetics of relation” (Glissant). It is the development of multiperspectives that transcend our increasingly systemic monological discourse, or globalized monoculture (Vandana Shiva, 1993), through an emphasis on environmental awareness and the public sphere. In my experience of learning and teaching this is one of the most powerful and accessible methods for the development of insights into how we perceive the world according to our situational, locational, embodied, communal, local, and global realities.

Environmental English Studies is the attempt to recognize the interconnected and interrelated meanings of life in this world and a call for knowledge that is future-directed. It is the political recognition that “culture sits in places” and cannot be separated from the places in which it was produced (Escobar). Through the development of a “politics of place” we can produce our own multiliterate “poetics of relation” that recognize our broader orientation as intellectuals in the environment-at-large. This broader intellectual environment is the “public sphere” in which various “communities of meaning” compete for attention and in which “public opinion is formed and policy decisions are made” (Sanchez-Casal and Macdonald, 10-14; Strickland,165; also see Arendt; Borradori; Habermas).

Habermas’s original historical narrative of the rise and fall of an 18th century public sphere (1962/1989) is well-known and has been critiqued for its exclusionary nature. Responding to these critiques Habermas himself later revisited the concept in “Further Reflections on the Public Sphere” (1992) and Philosophy in a Time of Terror (2004). The rise of the 18th century public sphere coincided with the rise of capitalism/industrialism, print-based mass communication, technological optimism and nationalistic movements (also see Benedict Anderson). Its strength was the core literacy of the elite members of the public sphere who shared a common knowledge of essential texts, similar class experiences and a vested-interest in the continuation of the current social system. There was an emphasis on debating and forming policy through reasoned discussion “among private people that tended to be ongoing" (Habermas, 1997: 238). Habermas provides three key features of the public sphere that can serve as a model of participatory democracy: The first is “inclusive,” in that participation is open to all; the second is “egalitarian,” in that all participants are considered equal in the enactment of debate and dialogue; and the third, is “openness,” in that any issue can be raised for rational debate (Habermas, 1997, pp. 238-239). These three factors can serve as an ideal model of a public sphere in which citizens engage in rational debate concerning the policies that govern their lives (Baoill).

Unfortunately, we are currently faced with a perplexing problem in regards to the functioning of the public sphere in the American democratic process. There has been a beneficial rise in the level of social participation for many people in our multicultural society, but a concomitant result has been the increasing fragmentation of a perceived public sphere shared by everyone in which public intellectuals could reasonable discuss and form public policy. Additionally the increasing speed of mediated information exchanges works in the interest of expert political actors because most people have little time to think about and critically absorb the onslaught of information. Slowly, but surely, citizens have been weaned from debating their own positions based upon reasoned discussion of ideas in public forums, to an almost complete reliance on their perception of political personas as portrayed in public spectacles (Debord; Borradori 56-57). While the public sphere has retained its separation from state influence, it has been colonized by corporate culture and reflects a culture of “branding,” “mcdonaldization,” and “disneyification” (Baudrillard; Boje and Dennehy; Klein; Lasn; Ritzer; Snow). This “branding” of public issues and political actors reflects the changing role of active citizens to clients of the state and passive consumers in a corporate culture (Dennis; Snow). This leads to citizens absolving their response-ability to engage in the public sphere in return for simply consuming “in order to feel part of the social milieu” (Mclaren and Leonardo: 218). Engaged political action becomes simplified consumer reaction, as George Bush encourages us to respond to the 9/11 attacks on the World Trade Towers: “We can’t let the terrorists stop us from shopping.” Is this the essential freedom of our current political situation? Are we now a “democracy of consumers” reduced to the concerns of “possessive individualism” (Giroux, 173; MacPhearson; Norris)

In this contemporary public sphere those who are most educated about political issues and public policy in our society generally are committed in their political stances, thus, contemporary politics aims toward those who are uncommitted and wavering, those that are least uninformed, due to time-constraints and/or indifference, resulting in a further simplification of the issues. Political discourse then becomes a campaign of slick advertisements devoid of content and those that shout loudest and the most, with memorable jingles and slanderous attacks, generally win. This manipulation, or branding, of public opinion ignores rational debate of real issues because it is not needed to achieve success. The branding of issues encourages monologism, in which a small range of media experts and political actors speak, while the public passively listens, or, at best, repeat what they hear from these media experts. This is a shift from the bottom-up debate of the public sphere, to a top-down imposition of limited choices. This top-down effect is increased through the dualistic political system in which allegiance is unchanging and open for rational debate, while real discussions about the multiple issues and perspectives in our society fall by the wayside. The dominant two-party system frames what we will care about and effectively silences any positions that fall outside the scope of their interest. According to Giovanna Borradori, this “monologism refers to the idea that the individual’s participation in the public sphere is limited to the simple sharing of her already constituted opinions and moral decisions.” This contemporary monoculture generally benefits “private interests rather … [than] serving the public interest” and is a symptom of a larger global threat of a single-minded technocratic order (Borradori, 59, 58; Vandana Shiva, Frederick Buell).

Habermas’s later theory of “communicative action” understands that without citizen “sense of involvement with the well-being of the collectivity there is no public sphere,” thus, any degradation of the public sphere translates into a decline in civic participation and concern about environmental conditions (Borradori, 62). Faced with this current trend Environmental English Studies should support “a new range of social movements whose focus is the well-being of the life world in the face of … the encroachment of system-imperatives” and media consolidation (67). As a discipline concerned with language, representation and communication within the context of broader environmental issues we should pay close attention to the production of “communities of meaning” as those that oppose alternative forms of knowledge increasingly have acting and educating to shut down public opinion (see listing of FIRE’s manuals). Susan S?nchez-Casal and Amie A. Macdonald state that communities of meaning:
are defined by a complex of factors including social location, cultural identity, epistemic standpoint, and political convictions. Thus, communities of meaning are also communities of knowing, places where people discover some commonality of experience through which they struggle for objective knowledge. (11)


This understanding would include the production of “counter-narratives” by “communities of meaning” and the development of “new interlocutors in and out of the academy” in the interest of our shared project of restoring the ecological commons and the public sphere (Damon, 33, 46; Freire, 84-86; Sanchez-Casal and Macdonald, 10-14; Strickland, 165-166).

The well being of our material environment is increasingly dependent on the general public’s recognition of the problems threatening our places. In our current society the presentation of problems and issues is severely limited by the continuing consolidation of the major media companies and their dependence upon the two-party system for the framing of what is acceptable for the people to discuss and what is off limits for polite media (see Project Censored’s yearly roundup of the top 25 censored stories: http://www.projectcensored.org/publications/2005/index.html ). This monocultural media system is strangling the effectiveness of our democratic system in that it is dulling the civic spirit of developing citizens. Recently a study reported that many high school students believe that the first amendment isn’t very important and that “government censorship of newspapers may not be a bad thing” (“First Amendment No Big Deal Students Say.”). A sophomore in my business writing course responded to this report:
I think the reason students think and feel the way they do about the first amendment is because my generation has never been fully educated on the first amendment or even the Bill of Rights in general. Of course most students have probably had to memorize the amendments in one history class or another, but I honestly don’t think any of us have had an in-depth education about the Bill of Rights. I know that I personally have never done much more with the amendments than memorized them and had a test on them. I could probably name all ten amendments in the Bill of Rights but I don’t think I could tell you the rights that all of them protect. … I remember the topic coming up many times in my high school classrooms, but I do not even remember a time where I learned what is already censored and what is not. To this day I still do not know. Honestly, I did not know that as of right now newspapers could not be censored. After thinking about it, I realize how it would be a bad thing, but until now, I have never really been made to think about it. … You had said that you were greatly disturbed by this article. I, on the other hand, am not. I think this is because I have never known anything different and because I am in this generation, I cannot see what the problem is like an outsider could. By your reactions I would assume that you grew up with a different attitude and education when it comes to the amendments. Perhaps, it should be the responsibility of your generation to educate us and make us appreciate the rights that we have and what they actually are. Otherwise, I think this trend is going to continue in the direction that it is heading: less education and less concern about our rights granted through the amendments.

Faced with this reality, the role of higher education in the public sphere, proposals for reinvesting in the health of the public sphere, and the struggles for control of public discourse, must be a part of the overall project of an Environmental English Studies.

Environmental English Studies is more than an understanding of our connection to place it is also an understanding of our situational contexts? It is the recognition of how we are influenced by material relations and discursive realities. It is the recognition of the effect of the various communities we belong to and how they shape our understanding of the world. It is an awareness of how language codes the way we view the world, and how membership in various communities influence our experience and understanding of the world. It is the self-reflective move to think upon our own conceptual frameworks and how they shape our own textual production. This includes explorations of the operations of power in the production of place(s), the inclusions and exclusion of community, and the politics of representations of place. Teaching and learning isn't just a matter of skill acquisition or knowledge transmission. It's about building identities and cultures, communities and institutions. “We humans learn from one another. And that is only possible in the public space of a culturally stimulating milieu” (Habermas, 2004: online). While developing the necessary skills to participate in democratic processes we also need to develop the necessary critical awareness of how they operate and who is included and excluded from their benefits (Sasaki). As Stuart Hall reminds us, the discourse of a naturalized consensus erases the fact that “it comes from a place, out of a specific history, out of a specific set of power relations … [and] speaks within a tradition” (185).

This is what I love about our country...you've got congress holding hearings on..STEROIDS! Of course...

A guest rant from Abby Normal ...

This is what I love about our country...you've got congress holding hearings on..STEROIDS! Of course, this is the same committee that can hold hearings on Enron, Worldcom, etc. They could hold hearings on the misuse of intelligence to get us in a despicable war, They could hold hearings on torture, bribery, missing funds, illegal propoganda, which the assministration puts out in the form of fake newscasts, anything at all that actually matters to our lives. The fuckers might even want to look into this, which is the cause of my rant!!!

What Abby Believes is More Important Than Celebrity Jocks Taking Steroids

George F. Will, Jr.'s Attack on PBS' Funding: Continuing Assault by Reactionary Forces on Critical Voices

(courtesy of Mason)

Just one argument against his claim...

Frontline
Frontline Video

Also, Bill Moyer's career at PBS is a significant argument for this publicly funded institution:

Bill Moyer's on the Media

Actually check out the rest of the articles from Yes! magazine's special issue on Media That Sets Us Free!

Will, what a joke, a shriveled up, inconsequential reactionary trying to tell us what is and isn't relevant.

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Time For Big Bird To Get Off The Dole
George F. Will, Jr.

In 1967, the Corporation for Public Broadcasting was born. Public television was a dubious idea even when concocted as a filigree on Lyndon Johnson's Great Society. Why should government subsidize the production and distribution of entertainment and, even worse, journalism? Even if there were - has there ever been? - a shortage of either in America, is it government's duty to address all cultural shortages?

Today, with iPod earphone cords dangling from millions of heads and movies flooding into homes where they jostle for plasma screen time with video games, Americans are entertaining themselves into inanition. Furthermore, journalism and imitations of it have become social smog. Even in airport concourses you are bombarded by televised human volcanoes verbally assaulting each other about the "news," broadly defined to include Kobe Bryant's presence on Michael Jackson's witness list.

In 1967, public television did at least increase, for many people, the basic television choices from three - CBS, NBC, ABC - to four. Not that achieving some supposedly essential minimum is the government's business. In today's 500-channel environment, public television is a preposterous relic.

The Public Broadcasting Service recently tried an amazingly obtuse and arrogant slogan: "If PBS doesn't do it, who will?" What was the antecedent of the pronoun "it"? Presumably "culture" or "seriousness" or "relevance." Or something. But in a television universe that now includes the History Channel, Biography, A&E;, Bravo, National Geographic, Disney, TNT, BBC America, Animal Planet, The Learning Channel, The Outdoor Channel, Noggin, Nickelodeon and scads of other cultural and information channels, what is the antecedent?

Now PBS is airing some HBO films. There is a nifty use of tax dollars - showing HBO reruns. Which contribute how to "diversity"?

The recent spat about Buster, PBS's cartoon rabbit, visiting two lesbian parents quickly became a second spat about the Education Department's threat to stop financing Buster. But a third spat should have been about why the Education Department (a fourth spat: Is that department necessary?) is paying for any of Buster's adventures. Is there a desperate shortage of television cartoons? Is Buster to other cartoons as Beethoven is to Bon Jovi?

Public television, its supporters say, is especially important for poor people who cannot afford cable or satellite television. But 62 percent of poor households have cable or satellite television, and 78 percent have a VCR or DVD player.

Public television is akin to the body politics’ appendix: It is vestigial, purposeless and occasionally troublesome. Of the two arguments for it, one is impervious to refutation and the other refutes itself.

The impervious argument is: The small size of the audiences for most of public television's programming proves how necessary public television is. The big networks gather big audiences by catering to vulgar cultural tastes, leaving the refined minority an orphan, because any demand the private market satisfies must be tacky.

The self-refuting argument is: Big Bird. Never mind that the average age of PBS viewers is 58. "Sesame Street" - see how its merchandise sells, and Barney's, too - supposedly proves that public television can find mass audiences.

But the refined minority, as it sees itself, now has ample television choices for the rare moments when it is not rereading Proust. And successes such as "Sesame Street" could easily find private, taxpaying broadcast entities to sell them.

President Johnson, no slouch at the "progressive" rhetoric of platitudinous gush, said the prospect of public television should fill Americans with "the same awe and wonderment" that caused Samuel Morse, when he successfully tested his telegraph, to exclaim, "What hath God wrought?" But by 2002, PBS president Pat Mitchell was warning: "We are dangerously close in our overall prime-time numbers to falling below the relevance quotient."

Public television's survival, with no remaining rationale, should fill students of government with awe, wonderment and melancholy. Would it vanish without the 15 percent of its revenues it gets from government? Let's find out.

George F. Will Jr. AKA Stoner is a syndicated writer in Washington.

Cornelia Green: Imax Theaters in the South Pull Science Films That Mention Anything That Contradicts Fundamentalist Beliefs

A New Screen Test for Imax: It's the Bible vs. the Volcano
Cornelia Green
New York Times

The fight over evolution has reached the big, big screen.

Several Imax theaters, including some in science museums, are refusing to show movies that mention the subject - or the Big Bang or the geology of the earth - fearing protests from people who object to films that contradict biblical descriptions of the origin of Earth and its creatures.


Entire Article

Monday, March 14, 2005

What We Write and Why

(Collaborative piece that we originally published in Reconstruction V. 3.1 Winter 2003)

Michael Benton, Alan Clinton, Davin Heckman, Subhash Jaireth, Marc Ouellette, and Matthew Wolf-Meyer

"There is neither a first word nor a last word. The contexts of dialogue are without limit. They extend into the deepest past and the most distant future. Even meanings born in dialogues of the remotest past will never be finally grasped once and for all, for they will always be renewed in later dialogue. At any present moment of the dialogue there are great masses of forgotten meanings, but these will be recalled again and again at a given moment in the dialogue's later course when it will be given new life. For nothing is absolutely dead: every meaning will some day have its homecoming festival." (Bhaktin 1979, 170)

I/WE: respons(e)/ibility

"The disobedient reader as writer is no longer a shadow on the text, but rather makes the text a shadow of her own" (Walker 1995, 11).

<1> To ask why we write is also to ask why we read. The pragmatic answer is "to find proof" -- to find proof of like-minded thinkers, to find support for our own arguments, to discover that we are not alone in our thinking, our assumptions and problems. The transcendental answer is "to educate" -- to inspire our own thinking, to see new realities, to uplift ourselves through another writer's use of language. And the middle road: "Because there is a need."

<2> Why do we write what we write? I think the word "we" needs to be replaced by "I" because writing is ultimately a personal quest, although it is also true that all writing is culturally situated in the sense that I/we don't write in a vacuum, and that language which I deploy to write is already given to me/us; to say "I" is to imply "we" and vice versa -- we are always already writing assemblages.

<3> Because of my life experiences I sense that "reality," "truth," and "knowledge" are socially constructed and reflect power structures. At the same time I retain a humanist belief in an individual's abilities to seek out particular truths. I believe, though, that critical consciousness requires one to weigh their own beliefs and challenge them constantly through interaction and dialogue with other theories and belief systems. I still retain a Romanticized belief in the power of intellectual efforts peppered with an existential pessimism concerning the motives of those who have the power to re-present the resulting "truths" and "reality."

<4> There are three words that can be invoked to illuminate the urge that compels me to write. The first word is respons(e)/ibility. It seems that I, like many others who write, situate myself within Socratic tradition according to which our place is also in the Agora and the bazaar, the places from and in which we can participate in the "great" symposium of humanity. By doing this we become the constituents and the constitutors of the public sphere, one of the important features of which -- that which sustains it as public sphere, to borrow Habermas's words -- is democratic and social communication. One of the essential conditions to maintain such communication is to feel responsible to respond, hence the word respons(e)/ibility. I feel responsible to respond to utterances, speaking(s), writing(s) and acting(s) by other participants. The need of a meaningful communication asks from me, to paraphrase one of Bakhtin's central themes, not only to listen and read but also to speak and write. By adding my voice to the cacophony of voices I try to unsettle the power/knowledge relations that operate within [dominate] the public sphere.

Trans/Pan: translation

"Writing is [or can be] a transgression of boundaries, an exploration of new territory. It involves making public the events of our lives, wriggling free of the constraints of purely private and individual experiences. From a state of modest insignificance we enter a space in which we can take ourselves seriously. As an alternative to accepting everyday events mindlessly, we recall them in writing." (Haug 1987, 36)

<5> I write to be human. Learning from Lacan and Derrida, I know that words are never perfect, but all the same there is a kernel of usefulness that enables me to connect with someone else. Whether or not I am doomed through the secular sin of a break with the origin, there persists the desire for community, which enlists perceived similarities for the negotiation of difference -- a return to unity. It is this Burkean notion of rhetoric, which is necessitated by unintelligibility but activated by intelligibility, which animates the spaces of everyday life. The contact between the ambiguous and the unambiguous generates the tactics and practices of making do, which preserves the agency of human existence. Far from the "humanist" prescriptions of the modern era, there is an equally humanist subtext which escapes power in all its forms (science, law, force, rationality) -- a practice of everyday life which is compromised, mobile, mutable -- but always made sane by the desire to love, to build community, to communicate the truth.

<6> The best way to gain the requisite self-awareness of one's own beliefs is to write about them. Once one has gained a conscious understanding of their self (and this must be the first step) then they can begin to use this base as a launching pad to written explorations of the outer-world of "other" individuals, groups, and cultures.

<7> The second word is translation, understood both as "rendering" and "movement." Each time I write, I find myself translating (rendering, moving to and fro) some one else's ideas, concepts, thoughts, and images (the already written, read and seen) into my ideas and images. To a large extent this is because I am confronted with the given-ness of verbal and non-verbal languages. I continually move between langue and parole, between the oral and the written, and vice versa. I continually traverse the routes from the visible (the seen and the shown) to the verbal and vice versa. As if, to use de Certeau's image, I walk and talk at the same time, as if talking/writing would always take me to other places. But writing as translation also tells me that each event of translation is associated with a certain degree of refraction. Like rays of light, ideas, images and thoughts bend, get refracted, change their trajectory. It is, as if, however careful one may not be when one pours water from one jar to another some of it is always spilt.

<8> As a way of mediating between familiar and unfamiliar, writing, in the broadest sense of the word, is an issue of ethical responsibility. It is communication and the context for its reception that generates peace and builds understanding. Learning to communicate, then, is a moral practice that calls writers to approach the truth of clear and honest communication in the most practical sense of the word, even if it is difficult to understand.

<9> It is essential that students, instructors, and theorists resist the pigeonholing process of dogmatic thinking and learn to range across all boundaries/borders, raiding disciplines/movements for useful techniques, using what is at hand when needed, and never fearing (loss of "face," respect, position) to change one's mind when situations and environments prove the present methods inadequate. Perhaps this pedagogical/theoretical parasitism is antithetic to academia? But this stance, this philosophy of writing, is essentially a call for new modes of meaning-making and transdisciplinary sharing in order to track a constantly changing and complex era.

<10> Writing is teaching, reading an education. The best writers are not those who have to prove a point (how good of a writer he or she is), but rather those who can enlighten a reader. The best writers are those who see beyond themselves, see beyond their success, and can perceive the success of their students, of their readers. No writing should be done for the pure satisfaction of the author (although this should not discredit writing); writing should always be done for the satisfaction of a nebulous audience - whoever the author decides it should be. And it should be written to bring out the best in -- to educate -- that audience, to inspire them to think, to change, to write. If the world writes, and if the world reads, maybe we can make use of the Information Age after all...

Return: reflexive

"Art is not a mirror held up to reality, but a hammer with which to shape it."
---Bertolt Brecht.

"I'm just looking for one divine hammer … I'll bang it all day long."
---Breeders "Divine Hammer" (1993).

<11> Oftentimes we repress our motives to such an extent -- for reasons of efficiency, self-protection, or otherwise -- that they become completely invisible to us. We may even consider "motivation" beside the point and, denying our own crimes, something only applicable to criminals. In the case of professional activities, we may delegate motivational responsibility to the profession itself -- the scientific method, the Hippocratic oath, the Grand Directive. If Nietzsche is to be believed, however, all of our activities can be interpreted as confessions, as "unacknowledged autobiography." Whether or not this is true in all cases, it would seem a fruitful exercise to take Nietzsche at his word, to look for the confessional elements in our most impersonal-seeming endeavors.

<12> The third word is reflexive. Metaphorically it means to be able to carry a mirror that would make the bearer aware of the world behind him/her, the cultural and cognitive topography of one's location, which on the one hand helps one to say what she/he want to say but simultaneously limits what can be said. It also means that one is always interrogating his/her own project. This interrogation of what one has written and is in the process of writing doesn't have to be outside the writing. The writing, the text, has to make the reader conscious of this reflexive, the sideways, glance by foregrounding it. Preference, then, should be for writing that reflects the anxiety, the tension and the unsettledness of writing.

<13> Too often academics, especially in the Humanities, receive criticism for being insulated from and even disinterested in the so-called "real world." Saying "I don't know" cannot and should not be a sign of ignorance or weakness. Yet many of us live in fear of being "exposed." Every semester I see posters and receive emails for workshops promising to help instructors overcome "imposter syndrome" in the classroom. The self-help mantra of afternoon Talk TV meets academia albeit in the wrong direction. In the Humanities we have to try to prove the validity and the applicability of the seemingly esoteric work we do. Even Northrop Frye spent most of his career trying to elevate (the study of) literature to the level of a sacrament so that it stopped being a frivolous pursuit. In many jurisdictions there is an ongoing war on teaching, especially at the secondary and post-secondary levels. Teachers and professors are portrayed as lacking in ambition or usefulness. The credibility of educators is constantly compromised by budget-cutting beancounters who see tenure as the refuge of the inept. Understandably, teachers feel threatened when confronted with the prospect of what they do not know. Admitting that one does not know is admitting that "those who can't do, teach." Educators have been facing this cheap slight for years, but we must face the reality that even academics work in a world which measures respect in dollars and cents -- i.e., my research grant is bigger than your research grant, my publications are more prestigious than yours, etc.

<14> Looking over what's been written, note that the writing grows progressively more interesting in its exactness and less useful to a general audience, for no one who is reading this journal is able to live our childhoods, nor can we live each other's. It is the dilemma of fascination, what Lacan noted of his seminar on "The Purloined Letter": "For I often say to you very difficult things, and I see you hanging on every word, and I learn later that you did not understand. On the other hand, when one tells you simple things, almost too familiar, you are less attentive. I just make this remark in passing, which has its interest like any concrete observation. I leave it for your meditation." And I do the same.

The cutting room floor:

<15> With my own students I try to maintain the balance of being intellectually challenging with being personally approachable. For me, this is related to the balance between theory and practice, but it all goes back to the basic concept of admitting what I do not know rather than showing off what I do know. A past course I worked on had two main themes: the relationship between mass culture and popular culture and the relationship between resistance and hegemony. Ultimately, these relationships boil down to one: the need to be an individual vs. the need to belong. Rudolph the Red-Nosed Reindeer summarizes the paradox perfectly when his friend Hermie, the elf dentist, explains the concept of independence to the young buck. Rudolph responds, "Let's be independent together!" I see this as the ruling paradox of popular culture, but that doesn't solve anything. Recognizing this much is just being clever about being clever. What I want to know, and probably won't ever know, is when, how, and why does a learned behavior, like the paradox of independence, become an instinctive response.

<16> Every user of language has to negotiate its given-ness to satisfy the contingencies of our projects.

"Also, I think it has to do with being part of the TV generation, and as a group we were much more visually literate in a certain kind of way than the previous generation, not necessarily in terms of quality, but certainly in terms of quantity. And that sort of sheer mass of data required a different sense of the politics of seeing, and for the people I know, I think the politics of seeing is a more key issue than the art of vision." (Wees 1993, 90-91)


Works Cited

Bakhtin, M.M. (1986) "Methodology for the Human Sciences," Speech Genres and Other Late Essays, trans. Vern W. McGee, ed. Caryl Emerson and Michael Holquist. Austin: U of Texas Press.

Haug, Frigga, et al. (1987) "Memory-Work as Social Science Writing." Female Sexualization: A Collective Work of Memory. trans. Erica Carter. NY: Verso.

Walker, Nancy. (1995) The Disobedient Writer: Women and Narrative Tradition. Austin: University of Texas Press.

Wees, William C. (1993) Recycled Images: The Art and Politics of Found Footage Films. NY: Anthology Film Archives.

Sunday, March 13, 2005

Arundhati Roy: Instant Mix, Imperial Democracy (Buy One, Get One Free)

I read this in Arundhati Roy's latest collection An Ordinary Person's Guide to Empire. This is a brilliant speech that all American's should hear and take the time to reflect upon. I would encourage you to read the text first before you watch the video of the speech (to absorb the word free of the distractions of the audience)--but either way it is important that we take the time to listen to these words.
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As Roy states:

The battle to reclaim democracy is going to be a difficult one. Our freedoms were not granted to us by any governments. They were wrested from them by us. And once we surrender them, the battle to retrieve them is called a revolution. It is a battle that must range across continents and countries. It must not acknowledge national boundaries but, if it is to succeed, it has to begin here. In America. The only institution more powerful than the U.S. government is American civil society. The rest of us are subjects of slave nations. We are by no means powerless, but you have the power of proximity. You have access to the Imperial Palace and the Emperor's chambers. Empire's conquests are being carried out in your name, and you have the right to refuse. You could refuse to fight. Refuse to move those missiles from the warehouse to the dock. Refuse to wave that flag. Refuse the victory parade.

You have a rich tradition of resistance. You need only read Howard Zinn's A People's History of the United States to remind yourself of this.

Hundreds of thousands of you have survived the relentless propaganda you have been subjected to, and are actively fighting your own government. In the ultra-patriotic climate that prevails in the United States, that's as brave as any Iraqi or Afghan or Palestinian fighting for his or her homeland.

If you join the battle, not in your hundreds of thousands, but in your millions, you will be greeted joyously by the rest of the world. And you will see how beautiful it is to be gentle instead of brutal, safe instead of scared. Befriended instead of isolated. Loved instead of hated.

I hate to disagree with your president. Yours is by no means a great nation. But you could be a great people.

History is giving you the chance.

Seize the time.
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Click on the this link to access more essays/lectures by Arundhati Roy.

Her first novel The God of Small Things catapulted her to worldwide fame and notoriety.

Identity, Place, Knowledge

(notes from studies)

I am following Mouffe (1988) in suggesting that every agent occupies multiple subject positions. And although there are many possible constructions of these “multiple subjectivities,” they must be articulated, that is, constructed politically through discourse (by which Mouffe means the full range of speech acts and other practices). Subject positions and identities are neither pre-existing, nor analytically or politically privileged. Mouffe, therefore, is opposed to any form of class reductionism and to the notion of a paradigmatic expression of class position. Significantly, Mouffe does not claim that class is nonexistent, or that it cannot become the basis for counterhegemonic struggle, only that it is one of an array of available subject positions that must be politically articulated in order to become the locus of social struggle. At the same time, the range of possible emergent identities is not infinite. In the contemporary period, race, class, gender and sexuality have become visible and politicized as particularly powerful axes of social experience, knowledge and politics―that is, of identity. (Conway, 2004: 26)

Collective identities are actively constructed while constantly interacting with and being shaped by multiple social forces (Alvarez and Escobar, 1992: 321). Therefore, all forms of collective action (perhaps all social processes) need to be understood, at least in part, in terms of identity formation. (Conway, 2004: 27)

New spaces of resistance are being opened up, where our “place” (in all its meanings) is considered fundamentally important to our perspective, our location in the world, and our right and ability to challenge dominant discourses of power. (Keith and Pile, 1993: 6)

Recent developments in radical geography have problematized place as a process (Massey 1994). Places are constantly being produced through social relations and practices, which are inherently dynamic and conflictual. Places are produced through social contestation. The production of space as place is riven through with the exercise of power(s) and resistance(s). Places cannot be represented as internally coherent or unitary, nor can they be conceived as static pieces of ground or neutral stages on which action takes place. Finally, and relatedly, especially under conditions of globalization, places can no longer be conceived of as pre-given or bounded locals. Places are being constituted in significant ways by forces and conditions arising beyond the place, including the globalization of place, trade, finance, international migration, environmental crises and transnational social movements. This is a new way of seeing place, and it complicates any inquiry into the relationship between places and their social movements. (Conway, 2004: 35-36)

Place-based identities are not necessarily place-bound identities nor naively preservationist nor politically conservative. (Conway, 2004: 37)

The identities of place are always unfixed, contested and multiple. And the particularity of any place is, in these terms, constructed not by placing boundaries around it and defining its identity through counterposition to the other which lies beyond, but precisely (in part) through the specificity of the mix of links and interconnections to that “beyond.” Places viewed in this way are open and porous. (Massey, 1994: 5)

Massey argues for the possibility of a progressive and “global sense of place,” in which specificity of a place is constituted by the “particular constellation of social relations [of many scales], meeting and weaving together at a particular locus” and interacting with the “accumulated history of a place” (1994: 154). In this conceptualization, places retain their uniqueness without fixing essentialist identities and boundaries (Massey 1994). Places are thereby produced by social relations that stretch across space and through time-memory-history. (Conway, 2004: 38)

Alvarez, Sonia E. and Arturo Escobar. “Theoretical and Political Horizons of Change in Contemporary Latin American Social Movements.” The Making of Social Movements in Latin America. Eds. S.E. Alvarez and A. Escobar. Boulder, CO: Westview Press, 1992:

Conway, Janet M. Identity, Place, Knowledge: Social Movements Contesting Globalization. Halifax, Nova Scotia: Fernwood, 2004.

Keith, Michael and Steve Pile. “The Politics of Place.” Place and the Politics of Identity. eds. M. Keith and S. Pile. NY: Routledge, 1993:

Massey, Doreen. Space, Place and Gender. Polity Press, 1994.

Mouffe, Chantal. “Hegemony and New Political Subjects: Toward a New Concept of Democracy.” Marxism and the Interpretation of Culture. Urbana: University of Illinois Press, 1988:

Saturday, March 12, 2005

I'm Heading to San Francisco

Any suggestions of cool local spots...

Unique places/cafes/pubs/bookstores/shops/happenings-events/restraunts/etc...

Naomi Klein: Can Democracy Survive Bush's Embrace?

(courtesy of Thoughts on the Eve of the Apocalypse)

Can Democracy Survive Bush's Embrace?
Naomi Klein
The Nation

It started off as a joke and has now become vaguely serious: the idea that Bono might be named president of the World Bank. US Treasury Secretary John Snow recently described Bono as "a rock star of the development world," adding, "He's somebody I admire."

The job will almost certainly go to a US citizen, one with even weaker credentials, like Paul Wolfowitz. But there is a reason Bono is so admired in the Administration that the White House might just choose an Irishman. As frontman of one of the world's most enduring rock brands, Bono talks to Republicans as they like to see themselves: not as administrators of a diminishing public sphere they despise but as CEOs of a powerful private corporation called America. "Brand USA is in trouble...it's a problem for business," Bono warned at the World Economic Forum in Davos. The solution is "to re-describe ourselves to a world that is unsure of our values."


Entire Article

Naomi Klein: Baghdad Year Zero

Update of an earlier post from 9/14/04:

A cleaner version of Naomi Klein's "Baghdad Year Zero" has recently been posted at Harper's here

This is an essential essay about the Business of War.

Friday, March 11, 2005

Jenny Blair: What You Should Not Forget

(courtesy of Mason,--got me thinking about how our perspectives shift throughout our journey in life (hours, daily, weekly, monthly, by year, decade/s, etc) and the influence of what we choose to remember and forget--how that shapes our understanding and meaning. The style/perspective of this essay seems to be influenced by Atul Gawande.)

What You Should Not Forget
By Jenny Blair, M.D.
Hartford Courant

“O, I have pass'd a miserable night, So full of ugly sights, of ghastly dreams…"
-- Shakespeare, "Richard III"

Drunk drivers crash, and come to you. They breathe in and they breathe out, and the reek of alcohol mingles with the sweetish smell of blood. They lie with eyes half-open, snoring, too drunk to know they are injured. Their clothes are strewn like trash around the room, filthy with blood and the rubbed-in dirt that a sot collects.

The nurse has spotted you in the hallway and asks you to come in and speak to the wife of your patient, one of those drunks who lost control in the middle of the night. Thirty hours later, she has found him, and she is frantic at the sight of his face, which is broken, swollen, barely recognizable. You would rather look at his face, though, than hers.

Some of the senior residents have grown coarse. The unrepeatable words they speak are at grave odds with their white coats. They guffaw about the hopelessness of people's injuries. They call each other by their last names and say, "Quit your whining" when one of the medical students confesses that she vomited yesterday during rounds.

Your pager chortles a different, more insistent tune. It's a code. You put aside your paperwork, shoulder your bag, and find the nearest stairwell; where like an iron filing you join the people from all directions moving straight to the patient whose heart has stopped. The patient lies there unconscious, a set of memories in a fading body that no longer has a right to modesty. Someone's at the groin trying to insert a venous line. Someone's at the head trying to push down a breathing tube. Someone's leaning broad-shouldered over the chest doing CPR. You glimpse a pair of flaky feet, a thin neck, an unresisting arm with its messily taped-on IVs. A heart monitor jaggedly registers every chest thrust, but nothing native in between. The room is full of people. You're unsure whether they - and you - are there to help, or just to watch.

A resident belittles one of the interns in front of four or five colleagues. Because 11 new traumas came into the ER last night, she has not completed a small task on one of the stable patients upstairs. Her hair is tangled; she hasn't had a moment's rest during her 24-hour shift, and she is angry. As you try to console her, you hear yourself calling that resident things you never say about other people. You feel sick.

A man comes in with terrible frostbite. He is homeless, a drunk, an illegal alien who hardly knows a word of English. Through an interpreter, he tells you that his friends took his shoes as a joke. Now he sits with his bleeding toes propped on a pillow and gestures mournfully at them every morning when you come in. While they heal, he will be there for months, as he has no place to go.

Some joke.

"From that time on she had known that beauty is a world betrayed. The only way we can encounter it is if its persecutors have overlooked it somewhere."
-- Milan Kundera, "The Unbearable Lightness of Being"

An elderly veteran with the AIDS virus shows you a gratitude so intense it seems to sanctify him, when all you've done is arrange a referral to another doctor. He holds your hand in both of his, looks you in the eye, and says, "Thank you for everything you've done, doctor." He says it over and over.

A friend has e-mailed you a few exquisite lines by a Spanish poet, followed by his own translation. You read it in the din of the emergency room. You print it out, fold it, and put it in your pocket, so you'll know it's there all day.

A nurse scolds you because you did not say "good morning" before you walked up and asked her something. You feel ashamed, and grateful for your shame.

Lunch today was packed by a sister who stayed up late to stir-fry it. You haven't seen her in two days, but she has rubbed cheese on a grater over the vegetables to make them taste better.

A rumor goes around among the nurses: Doctors Without Borders has announced that they have actually been given enough money for their tsunami relief effort.

You decide to buy the man with frostbite a newspaper in his own language.

The attending physician this week knows your name. He calls you by it, and he looks you in the eye. To every patient on rounds, he introduces you and every other resident and medical student in the group. He speaks to the patients as human beings, in sharp contrast to everyone around him. Somehow he has not been worn down. He touches each patient on the shoulder. He is unhurried. "How else can we help this lady?" he asks us earnestly, once he has named every strategy he can think of.

As he says it, a strange thought comes: If this doctor asked, you would do anything for him. You are unaccustomed to feeling that way. You didn't know you still could. You had forgotten that there can still be heroes.

Jenny Blair is a graduate of the Yale School of Medicine. She is now a resident in emergency medicine at the University of Chicago. All patients' stories are real, but their identities are concealed for confidentiality reasons.

Essay Link

Terence Samuel: A Minimum of Effort

Another example of the disconnect of our lawmakers and their continuing cruelty, yes, cruelty, intentional cruelty, uncaring, inability to understand or straight-out malice.

(courtesy of Tom Paine)

"A Minimum of Effort: Republicans make lots of arguments against the minimum wage -- just not good ones."
Terence Samuel
The American Prospect

Watching Congress debate the federal minimum wage is a bit of an out-of-body experience. On this, more than on almost any other issue, the majority of the people involved in the debate have little or no experience with the circumstances they invoke to advance their arguments. The base salary for a member of Congress is $158,100 a year, which puts him or her -- in their present jobs, at least -- somewhere above three times the median household income in the United States.

And last year, as more Americans fell into poverty, median household income remained slightly above $43,000 per year, while the poverty rate rose to 12.5 percent from 12.1 percent two years earlier: That’s nearly 40 million people living in poverty. Women and children bear the brunt of the hardship. Women saw an actual decline in wages for the first time in three years; there were more children in poverty, and more without health insurance, than the year before.

Still, we endured another passionate debate in the U.S. Senate this week about the minimum wage and whether an increase would help or hurt those people who live in the economic margin. Iowa Democrat Tom Harkin, who supports an increase of the $5.15-an-hour base wage, put it in perspective.

“Since 1997,” he said, “the last time we raised the minimum wage, members of Congress have raised their own pay seven times in the last eight years, by $28,500. Think about that: We vote to raise our pay seven times in eight years by $28,500, but for minimum-wage workers earning $10,700 a year, we can’t vote to raise their minimum wage. Shame on the Senate.”


Entire Article

The Trouble With Wal-Mart: An Interview With Liza Featherstone

The Trouble with Wal-Mart: An interview with Liza Featherstone
by Carrie McLaren
Stay Free!

If there is one chain that stands above all others in deserving your wrath it is Wal-Mart. The most successful retailer in the world is, not coincidentally, a pioneer of some of the shadiest business practices imaginable. I'm not just talking about reckless sprawl, Kathy Lee's sweatshop line, or the censorship of popular music, but about Wal-Mart's uncanny knack for uncovering some of the most innovative ways to screw people over, all the while maintaining its wholesome, all-American image. For instance, the company locks late-shift employees in at night, forbidding them to leave the store. Managers have required workers to clock out yet stay on the job, in order to avoid paying them overtime. The company has hired illegal immigrants and forced them to work seven-day weeks without breaks. It spies on employees, fires anyone remotely suspected of union activity, violates child-labor laws, and discriminates against female employees.

It is this last misdeed that Liza Featherstone focuses on in her new book, Selling Women Short: The Landmark Battle for Workers' Rights at Wal-Mart. Featherstone, a New York--based journalist, chronicles the emergence of Dukes v. Wal-Mart, a class-action suit by Wal-Mart's women workers that is currently winding its way through the courts. In telling the employees' stories, Featherstone discusses the broader societal impact of the retail giant, and the terrifying prospect of its continued growth. Wal-Mart thrives in part by offering poor and working-class people (its primary consumer base) the lowest prices around. But this boon to consumers is also a disaster for workers and local community members. That is, it hurts the very people it helps. Reading Featherstone's book made me realize that shopping at Wal-Mart is a little like smoking crack: the low-prices undoubtedly fill a need (particularly for the poor) but they only come back to bite you in the end.


Read the Interview
-------------------------------------------------------------

Bill in the comments also suggests:

Wal-Mart Values

Will Labor Take the Wal-Mart Challenge

Down and Out in Discount America

Inside the Leviathan

Is Your Professor Using the Classroom as a Platform for Political Agendas?

Courtesy of Anna Froula, who set it up perfectly:

"Came across this today. I hope we all realize that politics is an entirely separate entity from literature and the arts and that we all teach accordingly."

Is Your Professor Using the Classroom as a Platform for Political Agendas?

My question: is it possible to teach history, art, literature, philosophy, science, business, economics, etc... without a political agenda? Is pretending that you have no politics and teaching it as the dominant society constructs a subject a political agenda? Is it possible to "profess" or hold an "opinion" or construct a history or create art that is free of "bias" or "political agendas"?

United For Peace and Justice: Protesting Iraq War II on the Second Anniversary of Its "Official" Start

ACTION ALERT * UNITED FOR PEACE AND JUSTICE
| 212-868-5545
============================================
UP THE PRESSURE ON THE $82 BILLION
Congressional votes coming up - let them know:
No more money for war - Bring the troops home now!
See below for action and protest ideas
============================================

On Tuesday, March 15th the House of Representative is scheduled to vote on the president's request for an additional $82 billion for the war in Iraq. Just a few days later the 2nd anniversary of the beginning of that war will be marked by protest activities in at least 300 cities around the country, and scores of other places around the world. (Visit United For Peace to find an action near you, or to list your event.)

Now is the time to ratchet up our pressure on Congress and let them know how disgusted we are at the waste of our tax dollars for this deadly, criminal war. They have the power to stop the flow of money. Many of you have already made calls, sent faxes, and organized lobby visits. Let's expand and intensify those efforts by bringing more people and stronger tactics into the struggle to stop this obscene $82 billion appropriation.

What You Can Do:

**CALL YOUR HOUSE MEMBER NOW. Call your representative between now and next Tuesday when the House votes on the $82 Billion supplemental request. Tell them to vote NO. It's a straightforward message: Not one more dime for this war! Visit for contact info.

** PLAN NOW TO PRESSURE YOUR SENATOR LATER THIS MONTH. Congress is in recess between March 21 and April 1. During that time many members are in their home states. The $82 billion request will be taken up by the Senate after that recess, so this two-week period is the perfect opportunity for us to bring our message to our senators.

We urge you to make plans now for a visit to your two senators during this time. Depending on your senators' past stance on the war and their stated position on the $82 billion, your "visits" might be anything from a meeting with your senators or their key aides to a picket outside of their offices to a sit-in or other nonviolent civil disobedience action inside. It's time that the pro-war Democrats, in particular, feel our grassroots outrage.

** PRESSURE THE SENATE APPROPRIATIONS COMMITTEE. We do not have an exact date yet, but sometime in early April the Senate Committee on Appropriations will have a hearing on the $82 billion budget request before it goes to the floor of the Senate. Every member of that committee needs to be flooded with phone calls, faxes, emails and visits. The full list of the committee members is below, and for information on how to contact them click here. Even if you do not live in a state that has a senator on this committee, the members should hear from you.

In all of these activities, our message should be clear: Stop the war in Iraq, bring the troops home now, no more money for this war!

Please contact United for Peace and Justice if there is anything we can do to help your local efforts. Be sure to check our web site for new resources and organizing materials.

Let us use the occasion of the second anniversary of the war to re-double our efforts to bring the troops home. And let's make sure Congress gets the message: the antiwar movement is watching what they do!

MEMBERS OF THE SENATE APPROPRIATIONS COMMITTEE

Republican Members
Cochran, Thad (MS) , Chair
Stevens, Ted (AK)
Specter, Arlen (PA)
Domenici, Pete (NM)
Bond, Christopher (MO)
McConnell, Mitch (KY)
Burns, Conrad (MT)
Shelby, Richard (AL)
Gregg, Judd (NH)
Bennett, Robert (UT)
Craig, Larry (ID)
Hutchison, Kay (TX)
DeWine, Mike (OH)
Brownback, Samuel (KS)
Allard, A. (CO)


Democratic Members
Byrd, Robert (WV), Ranking Member
Inouye, Daniel (HI)
Leahy, Patrick (VT)
Harkin, Tom (IA)
Mikulski, Barbara (MD)
Reid, Harry (NV)
Kohl, Herb (WI)
Murray, Patty (WA)
Dorgan, Byron (ND)
Feinstein, Dianne (CA)
Durbin, Richard (IL)
Johnson, Tim (SD)
Landrieu, Mary (LA)

===========================================
MARCH 18-20: GLOBAL DAYS OF PROTEST ON THE TWO-YEAR ANNIVERSARY OF THE IRAQ WAR
* End the War * Bring the Troops Home Now * Rebuild Our Communities *
Visit for more information and to endorse
===========================================
ACTION ALERT * UNITED FOR PEACE AND JUSTICE
| 212-868-5545
To subscribe
===========================================

Thursday, March 10, 2005

Quiddity

I've always liked this word, ever since coming across it as a word/place of power/mystery in the magical struggles of Clive Barker's characters in the novels Imagica(oh how I wish Pie o' Pah would dispatch the unholy being who decided to split the novel into two paperbacks in order to maximize profit at the expense of art--do yourself a favor and find the original single novel in hardback) and The Great and Secret Show ... the word is sensual and powerful, use it with care and respect!

---------------------------------------------------------------------------

Merriam Webster's Word of the Day

quiddity \KWID-uh-tee\ noun

*1 : whatever makes something the type that it is : essence
2 a : a trifling point : quibble b : crotchet, eccentricity


Example sentence:
"We wanted to enhance [the house] without 'countrifying' it ― for it to retain its quiddity, its 'whatness.'" (April Gornik in Architectural Digest, April 1989)

Did you know?
When it comes to synonyms of "quiddity," the Q's have it. Consider "quintessence," a synonym of the "essence of a thing "sense of "quiddity" (this oldest sense of "quiddity" dates from the 14th century). "Quibble" is a synonym of the "trifling point" sense; that meaning of "quiddity" arose from the subtler points of 16th-century academic arguments. And "quirk," like "quiddity," can refer to a person's eccentricities. Of course, "quiddity" also derives from a "Q" word, the Latin pronoun "quis," which is one of two Latin words for "who" (the other is "qui"). "Quid," the neuter form of "quis," gave rise to the Medieval Latin "quidditas," which means "essence," a term that was essential to the development of the English "quiddity."

*Indicates the sense illustrated in the example sentence.

Gregory Colbert: Ashes and Snow

Ashes and Snow
Exhibition by Gregory Colbert
Orion



The Creation of Myth
by Susanna Helm

Myths are allegories that illuminate sacred truths. Creation. Prometheus and Pandora. Adam and Eve. Central to our interpretation of not only the numinous, but of the world around us, they are meant, partly, to instruct, to "teach us how to conduct ourselves during the stages of our lives," in the words of Joseph Campbell, powering all our actions and beliefs.

Myths awaken in us the wonder of the child within. Children experience an innate bond with the natural world, a bond supported by the stories and ancient legends passed down through cultures. As we age, the bond is gradually diminished -- stories forgotten and myths untold -- and replaced with logic and pragmatism. The myths that once validated a social order based on interconnectedness have been supplanted by newer ones -- the myth of individualism, of cultural superiority, of progress and prosperity. And the social order they now support is one that seems ever farther removed from the numinous. The belief systems they engender lead us farther and farther from the still-necessary underlying truths of the old stories. Our separation extends across time to religion, geopolitics, race, class, and even species. The old bond broken, our mindless self-interests range across the globe, treading more and more cruelly and carelessly upon the natural world in a dangerous dance of dissolution.

Creation myths often spoke of sacred animals that played integral parts in the formation of the natural world, but these beliefs no longer seem essential to our industrialized consciousness. Animals are no longer esteemed as the sacred basis for existence, but rather as resources to be employed in our service. At a time when respect for our environment and the creatures living within it appears largely absent from our actions, it is worrisome to have strayed so far from the mythology of our cultures.

If humanity is to tread more carefully, to guard that its footprint does not irreparably mar that on which it depends, it is in desperate need of a new mythology -- one that transcends the artificial boundaries of culture, nation, religion, and species; a mythology that carries with it the innocence of childhood, the compassion born of a connection to all living things, the shared recollection of oneness.

Gregory Colbert's timeless epic of serenity, grace, and poetic connectedness bestows this new mythology upon an age in need. In Colbert's images, humans and animals are woven together into a tender and majestic tapestry, each thread connected to the other. Speaking to us through the layers of our logic and reason, he reaches out to the innocent children we might still become.

And not a moment too soon.


More Images From the Exhibit

The Nomadic Museum

Sean Hawkey: Nepali Bloggers Break Media Blockade

"Nepali Bloggers Break Media Blockade"
Sean Hawkey
World Association for Christian Communication

Just as blogger Salam Pax became a candid source of information deep inside Iraq as it came under attack, outwitting the strictest of controls on reporting, so Nepalis are blogging their way through Royal censorship and media restrictions.

A month into the coup that has imprisoned journalists and prohibited critical reporting of the takeover, King Gyanendra has now imposed a blanket ban on independent reporting on the Maoist insurgency. Journalists are now required to only use information from the army or police on security issues.

But gagging the media under the state of emergency has not been able to control bloggers, and news is pouring out about the situation the people of Nepal are suffering.

The Nepalese state has years of experience in blocking sites, many of them pro-maoist. Recently, however, even mainstream media has been blocked, such as NepaliPost.com and NewsLookMag.com. The new blogs which are flauting the new rules are becoming widely referenced across the internet by international organisations and press. Their content, critical of the human rights and freedom of expression violations being committed by the coup government, is being extensively reproduced. While the blogs themselves may eventually be blocked within the country, their content will still be available. And as people begin to search for reliable information, and in this it certainly looks like Nepal is following the pattern seen elsewhere, these blogs will become a very popular alternative to mainstream press.


Entire Article

Wednesday, March 09, 2005

Guides to Understanding "Globalization"

(I put this together for students--feel free to suggest other sources)

Globalization Guide

Globalization: A Primer

Landscapes of Global Capital

Alternet: Globalization Coverage

Globalization: Key Concepts

Manfred Steger's Seminar on Globalization

PIPA Introduction to Globalization

Radical Teacher: What is Globalization

UNESCO: 25 Questions About Culture, Trade and Globalization

A Christian Perspective on Sustainability and Globalization

Global Policy Forum's Intro to Globalization

Guide to Understanding World Music Industry

Access Newspapers/Magazines of the World

-------------------------------------------------------------

The Continental Op recommends these books:

Lechnyr & Boli, The Globalization Reader -- a decent collection of
pieces from both "cheerleading" and critical perspectives

Malcolm Waters, Globalization -- a decent overview/introduction to the subject

Jeremy Brecher, et al, Globalization from Below -- exactly what you'd
expect from South End Press

Pierre Bourdieu, Acts of Resistance & Firing Back -- the liberationist
manifesto from My Favorite Frenchman

Daily KOS: Three Books All Progressives Should Read

Daily KOS gives suggestions for three essential reads to understand where we are post 2004 elections, the first two are Thomas Frank's and George Lakoff's recent books, which I read before the elections, but this third one sounds very interesting, especially as this is what I keep saying about Christianity--that it has been hijacked by a small group who have detached the radical essence of this religion--thanks, I'll look for it (visit the link below for info on the other two books):

The final book progressives must read is "God's Politics" by Jim Wallis. I don't know what I can say to give this book justice except it's one of the best books on the subject I've ever read. A couple of things this book did for me was to show me that it's a vocal minority of evangelical Christians, splinter groups if you will, that give the evangelical Christian community a bad name, and that Christian values ARE progressive values. It was the evangelicals who marched with Dr. King to fight for civil rights and worked to eliminate hunger and poverty in the world, and when have you ever heard those things being a priority in the conservative world. Another was to recenter me on what is really important.

The book is crammed with useful information (I hesitate to use the word ammunition) that if used could give the evangelical Christians a reason to vote for the good guys again. I've already used some of what Wallis suggests to win over some of these Christians, and to drive the neocons into a fit of rage. It's almost 400 pages in length but worth every second in reading.


Three Books Progressives Must Read

PolicyBusters!

Check out the new weblog PolicyBusters!

For democratic citizens around the world are tired of simply being "allowed" to "have their say" from the sidelines of policymaking processes from which they are excluded. Democratic citizens understand that democratic society and government is constituted only through their own participation in the policymaking process. All the rest is commentary. --Which is not to sideline the value of commentary, but simply to emphasize that democratic commentary develops in relation to active engagement in the policymaking process, not from the sidelines where neoliberal institutions would like to keep us.

Neoliberal institutional frames of policymaking seek to keep democratic citizens on the sidelines, restricted to voicing their opinions about things over which they have no control. Truly democratic institutional frames engage citizens in the work of policymaking, where the knowledge invested in democratic people becomes the power to change policy.


Open Democracy is About More than "Allowing Citizens to Have Their Say" on the Sidelines of Policymaking

Tuesday, March 08, 2005

Ethnography for the 21st Century

(I published this originally at In the Fray)

Ethnography For the 21st Century:

If you have never seen Douglas Rushkoff's documentary Merchant's of Cool check it out online. Its hosted by PBS and was first broadcast on their show Frontline. I've been using it regularly in my college writing courses to explore the media's role in the production of identity. Part of the appeal of the documentary is Rushkoff's balanced, self-reflective (questioning his position and insights) approach to the materials. He is an ethnographer seeking to understand youth culture, media appropriations of these youth cultures, and their attempts at resisting the pervasive infuence of mainstream media cultures. His genius is that always he lets the subjects "speak" for themselves and never simply dismisses them. If they come off as hopeful, predatory, intelligent, foolish or cool, it is because of their acts or thoughts.

For a more predatory group of corporate ethnographers (used very loosely) that exploit young people's desires to voice their opinion and get their cultural efforts noticed stop by the Look-Look website. They are featured in Merchants of Cool, but to get the full sense of what they are about you need to read their statements at their website. It isn't just that they are charging corporations big bucks to find out what the next youth trend will be, its that they couch it in a pose of helping young people achieve a voice in society and to let their concerns be noticed.

Guillermo Gomez-Pena and Roberto Sifuentes in their Temple of Confessions diorama performances reverse this modern ethnographic gaze in order to expose its predatory nature. They critique the dominate culture's power to classify and regulate, by turning stereotypes inside-out, exploding cultural myths and, most importantly, allowing their audiences to reveal their own place in the national narratives. For a detailed analysis of their deconstructive performances visit my Reconstruction Review of the Temple of Confessions performances in Bowling Green, Ohio and Detroit, Michigan. Cultural performers like Gomez-Pena and Sifuentes are restor(y)ing the modernist practice of ethnography in order to reconstruct a 21st century (auto)ethnographic poetics. As Norm Denzin reminds us in his latest book, Performative Ethnography (Sage, 2003) we all perform culture and this is not an innocent practice, with this realization the critical thinker develops a clear and honest statement of their position as a writer-producer of knowledge and re-cognizes their role in the production of ethnographic knowledge.

Moving to the forefront of the development of a 21st century autoethnographic poetics are new websites rich with stories by the people who live these stories. These autoethnographic documents speak for themselves and so I'll leave you with three of my current favorites

Zone Zero: Exposiciones

Home Project

21st Century Neighborhoods

While the world is continuing to speed along in a confusing, chaotic manner, there are those that are taking the time to provide us with glimpses of their particular realities. Won't you do the same? The world benefits from the free exchange of ideas and open dialogue!

Michael Benton

Listen to The Wombat, For He Is Wise

(courtesy of the Holisticstoner and special thanks to Melissa for the title suggestion)

All is One

Douglas Rushkoff: Open Source Democracy

Announcing a new open source publication from Douglas Rushkoff author of the book Media Virus , the comic Club Zero-G and the documentary Merchants of Cool

A text-only document is available through the Gutenberg Project . The URL to get the book is:

HTML version

It's also available in a dressed-up, easier-to-read, PDF version at:

PDF version

If you enjoy this production from Demos you should check out their other publications:

Demos


Here is the introduction to "Open Source Democracy" by Douglas Rushkoff:

"The emergence of the interactive mediaspace may offer a new model
for cooperation. Although it may have disappointed many in the
technology industry, the rise of interactive media, the birth of a new
medium, the battle to control it and the downfall of the first
victorious camp, taught us a lot about the relationship of ideas to the
media through which they are disseminated. Those who witnessed or,
better, have participated in the development of the interactive
mediaspace have a very new understanding of the way that cultural
narratives are developed, monopolised and challenged. And this
knowledge extends, by allegory and experience, to areas far beyond
digital culture, to the broader challenges of our time.

As the world confronts the impact of globalism, newly revitalised
threats of fundamentalism, and the emergence of seemingly
irreconcilable value systems, generate a new reason to believe that
living interdependently is not only possible, but preferable to the
competitive individualism, ethnocentrism, nationalism and particularism
that have characterised so much of late twentieth-century
thinking and culture.

The values engendered by our fledgling networked culture may, in
fact, help a world struggling with the impact of globalism, the lure of
fundamentalism and the clash of conflicting value systems. Thanks to
the actual and allegorical role of interactive technologies in our work
and lives, we may now have the ability to understand many social and
political constructs in very new contexts. We may now be able to
launch the kinds of conversations that change the relationship of
individuals, parties, creeds and nations to one another and to the
world at large. These interactive communication technologies could
even help us to understand autonomy as a collective phenomenon, a
shared state that emerges spontaneously and quite naturally when
people are allowed to participate actively in their mutual
self-interest.

The emergence of the internet as a self-organising community, its
subsequent co-option by business interests, the resulting collapse of
the dot.com pyramid and the more recent self-conscious revival of
interactive media’s most participatory forums, serve as a case study in
the politics of renaissance. The battle for control over new and little
understood communication technologies has rendered transparent
many of the agendas implicit in our political and cultural narratives.

Meanwhile, the technologies themselves empower individuals to take
part in the creation of new narratives. Thus, in an era when crass
perversions of populism, and exaggerated calls for national security,
threaten the very premises of representational democracy and free
discourse, interactive technologies offer us a ray of hope for a
renewed spirit of genuine civic engagement.

The very survival of democracy as a functional reality may be
dependent upon our acceptance, as individuals, of adult roles in
conceiving and stewarding the shape and direction of society. And we
may get our best rehearsal for these roles online.

In short, the interactive mediaspace offers a new way of
understanding civilisation itself, and a new set of good reasons for
engaging with civic reality more fully in the face of what are often
perceived (or taught) to be the many risks and compromises
associated with cooperative behaviour. Sadly, thanks to the
proliferation of traditional top-down media and propaganda, both
marketers and politicians have succeeded in their efforts to turn
neighbour against neighbour, city against city, and nation against
nation.While such strategies sell more products, earn more votes and
inspire a sense of exclusive salvation (we can’t share, participate or,
heaven forbid, collaborate with people whom we’ve been taught not
to trust), they imperil what is left of civil society. They threaten the
last small hope for averting millions of deaths in the next set of
faithjustified
oil wars.

As the mainstream mediaspace, particularly in the United States,
becomes increasingly centralised and profit-driven, its ability to offer
a multiplicity of perspectives on affairs of global importance is
diminished. In America, broadcasting the Iraq war meant selling the
Iraq war. Each of the media conglomerates broadcast the American
regime’s carefully concocted narrative, so much so that by the time
the war actually began a Knight Ridder poll found that half of

Americans believed that Iraqis had participated directly as hijackers
on 11 September 2001. The further embedded among coalition
troops that mainstream reporters were, the further embedded in the
language and priorities of the Pentagon they became. Dispatches
regularly referred to the deaths of Iraqi soldiers as the ‘softening of
enemy positions’, bombing strikes as ‘targets of opportunity’, and
civilian deaths as the now laughable ‘collateral damage’. This was the
propagandist motive for embedding reporters in the first place: when
journalists’ lives are dependent on the success of the troops with
whom they are travelling, their coverage becomes skewed.

But this did not stop many of the journalists from creating their
own weblogs, or blogs: internet diaries through which they could
share their more candid responses to the bigger questions of the war.
Journalists’ personal entries provided a much broader range of
opinions on both the strategies and motivations of all sides in the
conflict than were available, particularly to Americans, on broadcast
and cable television.

For an even wider assortment of perspectives, internet users were
free to engage directly with the so-called enemy, as in the case of a
blog called Dear Raed, written by what most internet experts came to
regard as a real person living in Baghdad, voicing his opposition to
the war. This daily journal of high aspirations for peace and a better
life in Baghdad became one of the most read sources of information
and opinion about the war on the web.

Clearly, the success of sites like Dear Raed stems from our
increasingly complex society’s need for a multiplicity of points of
view on our most pressing issues, particularly when confronted by a
mainstream mediaspace that appears to be converging on single,
corporate and government-approved agenda. These alternative
information sources are being given more attention and credence
than they might actually deserve, but this is only b ecause they are the
only ready source of oppositional, or even independent thinking
available. Those who choose to compose and disseminate alternative
value systems may be working against the current and increasingly
concretised mythologies of market, church and state, but they
ultimately hold the keys to the rebirth of all three institutions in an
entirely new context.

The communications revolution may not have brought with it
either salvation for the world’s stock exchanges or the technological
infrastructure for a new global resource distribution system. Though
one possible direction for the implementation of new media
technology may be exhausted, its other myriad potentials beckon us
once again. While it may not provide us with a template for sure-fire
business and marketing solutions, the rise of interactive media does
provide us with the beginnings of new metaphors for cooperation,
new faith in the power of networked activity and new evidence of our
ability to participate actively in the authorship of our collective
destiny."

Sean Hannity is a Liar!

(courtesy of Shannon)

Sean Hannity is a Liar

Sean Hannity: Republican Sexual Hypocrisy

The Document Sean Hannity Doesn't Want You to See

Sean Hannityis a Liar: Part Deux

Sean Hannity: Repugnant Liar

Sean Hannity

Sean Hannity: Love Story

Sean Hannity: Excellence in Spin Award

Sean Hannity: Misleading Claim About Jefferson

Sean Hannity: Smug Deceptive Hypocrite

Sean Hannity: Lies About Bush Tax Cuts

Sean Hannity: The Blowhard Next Door

Sean Hannity: The Bully

Sean Hannity: The Doctored Clip He Doesn't Want You To See

Monday, March 07, 2005

Representative Sam Johnson: "Nuke Syria"

(courtesy of Voices in the Wilderness)

“Syria is the problem. Syria is where those weapons of mass destruction are, in my view. You know, I can fly an F-15, put two nukes on ‘em and I’ll make one pass. We won’t have to worry about Syria anymore.”

Rep. Sam Johnson (R-TX) Texas Republican Congressman

Also:

Texas Republican Congressman: "Nuke Syria"

Peace

Oxford English Dictionary definition of "peace":

1. a. Freedom from, or cessation of, war or hostilities; that condition of a nation or community in which it is not at war with another. b. (With article.) A ratification or treaty of peace between two powers previously at war. (Also, formerly, a temporary cessation of hostilities, a truce.) In Hist. often defined by of with the name of the place at which it was ratified. c. With possessive or of (the peace of any one, his peace, etc.): A state or relation of peace, concord, and amity, with him; esp. peaceful recognition of the authority or claims, and acceptance of the protection, of a king or lord. Obs.

2. Freedom from civil commotion and disorder; public order and security.

3. a. Freedom from disturbance or perturbation (esp. as a condition in which an individual person is); quiet, tranquillity, undisturbed state. Also emphasized as peace and quiet(ness). bill of peace: see quot. 1848. b. In and after Biblical use, in various expressions of well-wishing or salutation. Following L. pax and Gr. , peace often represents Heb. shlm, properly = safety, welfare, prosperity.

4. a. Freedom from quarrels or dissension between individuals; a state of friendliness; concord, amity. kiss of peace: a kiss given in sign of friendliness; spec. a kiss of greeting given in token of Christian love (see PAX) at religious services in early times; now, in the Western Ch., usually only during High Mass. b. transf. An author or maintainer of concord. c. = kiss of peace, PAX1 2: see a above. Also, an action symbolizing the kiss of peace. Now usu. a light embrace, a hand-shake, or a bow. d. with the peace of (repr. L. pace): = without offence to; begging
pardon of. rare1.

5. Freedom from mental or spiritual disturbance or conflict arising from passion, sense of guilt, etc.; calmness; peace of mind, soul, or conscience.

6. a. Absence of noise, movement, or activity; stillness, quiet; inertness.

[...]

11. at peace. a. In a state of concord or friendliness; not at strife or at variance; at (any one's) peace, at peace with him (obs.). b. In a state of quietness, quiet, peaceful.

12. on, o, of peace: in peace, in quiet. Obs. rare.

13. to hold, (less usually keep) one's peace: to remain quiet or silent; to keep silence, refrain from speaking. arch.

14. to keep the peace (keep peace): to refrain, or prevent others, from disturbing the public peace (see 2, 10); to maintain public order; to prevent, or refrain from, strife or commotion.

15. a. to make peace: to bring about a state of peace, in various senses: (a) to effect a reconciliation between persons or parties at variance; to conclude peace with a nation at the close of a war; (b) to enter into friendly relations with a person, as by a league of amity, or by submission; (c) to enforce public order; (d) to enforce silence. b. to make one's, or a person's, peace: to effect reconciliation for oneself or for some one else; to come, or bring some one, into friendly relations (with another). (In quot. c1400, to admit a person to friendly relations with oneself.)

16. no peace for the wicked [Isaiah xlviii. 22, lvii. 21]: no rest or tranquillity for (the speaker); incessant anxiety, responsibility, or work.

- "Peace," n. Oxford English Dictionary. Ed. J. A. Simpson and E. S. C. Weiner. 2nd ed. Oxford: Clarendon Press, 1989. OED Online. Oxford University Press. 4 Apr. 2000.
Citation Link

Tom Hayden: The Conscience by the Pond

(Courtesy of Prophet or Madman)

The Conscience by the Pond
Tom Hayden
Orion

Since Thoreau drafted both Walden and Civil Disobedience in the two years spent at Walden Pond, we must conclude that there was only one Thoreau, not an earlier nature writer and a later champion of Indians, Mexicans, tax-refusing war resisters, and violent abolitionists. The message linking all the issues Thoreau addressed was to live naturally wild and free, like the rest of Creation, not in conformity to institutions or dogma. "Action from principle," he wrote in Civil Disobedience, "the perception and the performance of right, -- changes things and relations; it is essentially revolutionary, and does not consist wholly with any thing which was." In essence, action -- the fully lived life -- creates an evidence of its own that the social order can change, just as the natural order changes through the drama of evolution.


Entire Column

Sunday, March 06, 2005

Daily Show On "Fact" Obssessed Bloggers

(courtesy of Jill/Txt for the latest link to this)

Another brilliant bit from The Daily Show:

The Daily Show: On "Fact" Obssessed Bloggers

Lannan Reading & Conversation: Eavan Boland with Nicholas Jenkins

Eavan Boland explores the relationship between gender, art, and national identity in her work. She was born in Dublin, Ireland in 1944 and educated in London, New York and Dublin. Her most recent book of poetry, Against Love Poems, concerns marriage and "the stoicism of dailyness" she explains. Of writing poetry she says,"I don't write a poem to express an experience. I write it to experience the experience." Boland first read for the Readings & Conversations series in 1994 and was a recipient of the Lannan Literary Award for Poetry that year. A regular reviewer for the Irish Times, she has been a professor of English at Stanford University since 1995, and serves as the Director of Stanford’s Creative Writing Center.

Nicholas Jenkins is an assistant professor in the English Department at Stanford University. He writes about and teaches 20th-century culture and literature, especially poetry. Dr. Jenkins is currently completing two books on the poet, W.H. Auden.


Eavan Boland Reading & Conversation

O.J. Simpson Coloring and Activity Book

(courtesy of Community Arts Network)

O.J. Simpson Coloring and Activity Book

A Christian Warning on Protecting Against Media Bias

Good advice... The Christian Century gives me hope in these days of Christians who are not Christians...

Reprinted in The Christian Century

Media bias:

Christians, by reason of their commitment to a higher authority, should be wary of official versions of the truth―not just those from governments, but those from the media as well. The range of news stories is often limited, and the point of view inevitably carries bias. Here are some strategies for overcoming news media bias: Seek news sources outside the U.S. Become alert to the bias built into mainstream news coverage. Ask yourself whose voices are getting a hearing in the news coverage. Pay attention to the framing of a story. Is some larger narrative suggested? Ask yourself how many viable options are portrayed in the news. For example, are only two extreme examples posed as possibilities? Look at the stories that get buried deep in newspapers. Why don’t they get more prominent play? (Currents in Theology and Mission, February).

Saturday, March 05, 2005

Scriptorium

From the website:
 
The Modern Word is a large network of literary sites dedicated to exploring twentieth century writers who have pushed the envelope of traditional narrative and structure. This includes many writers associated with Modernism, surrealism, “magical realism,” and postmodernism. Our mandate includes both writers who have experimented with prose styles and narrative conventions, such as Joyce, Burroughs, or Pynchon, and those who use literary techniques to frame alternate ways of perceiving reality, such as Borges and Philip K. Dick. 
 
Scriptorium


 

CFP: Theories/Practices of Blogging

This is a call for papers for a special theme issue on “blogging” to be published as a threshold issue in the journal Reconstruction. The editors of this theme issue are looking for papers/projects/manifestos on the subject of “blogging.”

Possible topics:
Theorization of the Blogosphere
Blogging Manifesto
Politics and/of Blogging
Aesthetics of Blogs
Activist Blogging
Auto/Biographical Blogs
New Media/Communication Theories and Blogging
New Journalism Blogging
Civil Rights of Bloggers
Global Culture and Blogging
Local Culture and Blogging
Education and Blogging
Gender and Blogging
Race and Blogging
Collective Blogs
Community of Bloggers
Unrealized Potential of Blogging
Critiques of Blogging
Representations of Space/Place on Blogs
Purpose of a Unique Individual/Collective Blog
Audio and Visual Blogs

We are especially interested in the experiences, theories and perspectives of those who actually blog. We are looking for longer theoretical essays and shorter statements/manifestos about blogging--including pieces that have already been posted on your blogs. We are also soliciting reviews of books about blogging and your favorite weblogs. Deadline for submissions is October 6, 2005.

Feel free to propose other topics to the editors: Michael Benton (University of Kentucky; editor for Reconstruction; founder of the blog Dialogic) and Nick Lewis (founder of the Progressive Bloggers’ Alliance and other projects). Send all queries, proposals and manuscripts to mdbento@gmail.com

Friday, March 04, 2005

J.T. Gatewood: On Naomi Klein's "Tyranny of Brands"

J.T. Gatewood took the time to give a lengthy response to an earlier posting of Naomi Klein's Tyranny of the Brands, so I'm posting it here so that he can get some feedback (as I am busy doing dissertation writing and preparing for the CCCC's conference in San Francisco). Thanks J.T.
--------------------------------------------------

I read the article and would like to give my view on a few points that the author brings up by talking about Nike. Michael Jordan is a label, but he is still an athlete. The way his name is used to market products has changed, but if he wasn’t able to do what he did, then we would never know about Michael Jordan. Instead of Nike commercials featuring highlights of Mike on the basketball court, they now talk about what he stood for in the culture of the NBA. He represents an ideal of perfection or striving to be the best. The philosophy is sound, but the goal is very unlikely. The ideal of perfection is unattainable, but the idea of trying to be good or great at something is reasonable and positive. The marketing behind Mike would be valid if it was set to an attainable standard. Do impressionable youth think that they can be Michael Jordan? If they do, then they are mistaken. They can strive to be great, but the corporate branded ideal of perfection as a standard is detrimental to an individual’s concept of reality. I have never heard of a Michael Jordan superstore. I think the writer is merging the brand of Mike with the brand and products of Nike. Michael has had celebrities endorsing him and his represented products ever since he started playing in the NBA. This is not a new concept in Nike marketing. Spike Lee was the first back in the 80’s when he came up with the Mars Blackmon character and the “it must be the shoes” campaign. In this incident, the exposure of both individuals had a positive reciprocal effect. Jordan put Spike Lee on the scene, and Spike helped to drive the popularity of Mike and his shoes. This type of advertising has been a staple for Nike. Do you remember the “Bo Knows” ads of the 80’s? These commercials featured professional athletes from every major American professional sport and even musicians such as Bo Diddly. Nike featured many different individuals in these commercials, thus appealing to a wider range of an audience, thus selling more shoes. The message behind the campaign is not as impractical as the one in the new Jordan ads, but I get the impression that Nike was saying that these shoes will allow you to be like Bo Jackson, who was a phenomenal two sport athlete. This once again is a fallacy and an unattainable ideal.
I found it very interesting how the author talks about how corporations take but do not give back. As a consumer, I would prefer to spend my money on something that will boost American employment. It doesn’t seem ethical to sell something at a 400% markup, when only a small percentage of the revenue generated from that sale goes to the laborer, and practically none of it is put into the American labor market. What I am trying to say is that Americans don’t benefit from buying products such as Nike shoes because we are not paid to make them. Nike is taking money from consumers who largely make up the American working force, but give nothing back to this group in the form of employment and wages. How do you think Nike can afford to pay Lebron James $100 million for endorsing their shoes? No wonder basketball shoes cost upwards of $200 a pair. Corporate Nike and the athletes they pay to endorse make a fortune, but the average consumer that buys the product is putting his money in the pockets of the wealthy. The little man takes it on both ends. He is overcharged for something that has no monetary wage benefit to the economy in which he or she functions. Very little of the money spent on Nike products goes back into the American economy. As for marketing to and the branding of children, the need for fancy tennis shoes is typically a priority of youth. Parents will pay this money in order to make their children happy because that is what’s important to them. The visuals and the individuals in the ads are designed to appeal to children, and I am sure the nag factor also affects a parent’s decision to buy their child these shoes. Nike gets them hooked early by affiliating their products with sports role models. The main hobby of the vast majority of boys in this country is watching and playing sports. I myself was infatuated with Nike shoes as a youngster. Nike preys upon this fact and it works. As an ending statement, I would like to say that as we continue to move towards a more global economy and see the role of American labor as increasingly service oriented, I am sure that America will continue to see an increase in consumer dissatisfaction with this culture and continued protests.

J.T. Gatewood

Susan Sontag: Ecology of Images

Images are more real than anyone could have supposed. And just because they are an unlimited resource, one that cannot be exhausted by consumerist waste, there is all the more reason to apply the conservationist remedy. If there can be a better way for the real world to include the one of images, it will require an ecology not only of real things but of images as well.
--Susan Sontag, On Photography (180)

An Ode to Failure: Here's to the Great American Loser

(courtesy of Mason who emailed it to me, Jules who posted it on the MediaSquatters listserv, and Strange Proportion for a clean copy)

An Ode to Failure: Here's to the Great American Loser
The Economist

There will be plenty of cuddlier films at this weekend's Oscars than Clint Eastwood's “Million Dollar Baby”. The film tells the story of a young woman, played by Hilary Swank, who escapes from a life of drudgery by spending her every spare hour in a boxing gym. For a while, it looks as if she is talented enough to escape. Then the fates deal her a terrible blow: she loses her championship fight, is horribly injured and persuades her trainer, played by Mr Eastwood, to kill her.

Dirty Harry's former friends on the right have reacted with horror to the film's unAmerican enthusiasm for euthanasia. In fact, the film is most remarkable as an extremely American parable on success and failure. When Ms Swank gets injured, her trainer is eaten up with guilt. But she tells him not to be so hard on himself: she is far happier to have tasted a little success and ended up a cripple than to have remained a nobody.

Americans have always been excessive worshippers of what William James called “the bitch goddess success”. Self-help gurus have topped the bestseller list since Benjamin Franklin published his autobiography. Americans are much more likely than Europeans to believe that people can get ahead in life so long as they are willing to work hard. And they are much more likely to choose a high-paying job that carries a risk of redundancy than a lower-paid job that guarantees security.
But you can't have winners without losers (or how would you know how well you are doing?). And you can't broaden opportunity without also broadening the opportunity to fail. For instance, until relatively recently, blacks could not blame themselves for their failure in the “race of life”, in Abraham Lincoln's phrase, because they were debarred from so many parts of it. Now the barriers are lifted, the picture is more complicated.

All of which creates a huge problem: how exactly should a hyper-competitive society deal with its losers? It is all very well to note that drunkards and slackers get what they deserve. But what about the honest toilers? One way to deal with the problem is to offer people as many second chances as possible. In his intriguing new book “Born Losers: A History of Failure in America” (Harvard), Scott Sandage argues that the mid-19th century saw a redefinition of failure―from something that described a lousy business to something that defined a whole life.

Yet one of the striking things about America is how valiantly it has resisted the idea that there is any such thing as a born loser. American schools resist streaming their pupils much longer than their European counterparts: the whole point is to fit in rather than to stand out. American higher education has numerous points of entry and re-entry. And the American legal system has some of the most generous bankruptcy rules in the world. In Europe, a bankrupt is often still a ruined man; in America, he is a risk-taking entrepreneur.

American history―not to mention American folklore―is replete with examples of people who tried and tried again until they made a success of their lives. Lincoln was a bankrupt store-keeper. Henry Ford was a serial failure. At 40, Thomas Watson, the architect of IBM, faced prison. America's past is also full of people who came back from the brink. Steve Jobs has gone from has-been to icon. Martha Stewart has a lucrative television contract waiting for her when she comes out of prison.

A second way to deal with losers is to celebrate them―or at least sing about them. Perhaps in reaction to the relentless boosterism of business life, American popular culture often sympathises with the losers. In Arthur Miller's “Death of a Salesman” Willy Loman chooses to commit suicide rather than spend the rest of his life “ringing up a zero”. John Updike's “Rabbit” Angstrom is a lecherous car salesman whose best days were on a school basketball court. Scott Adams's Dilbert is a diminutive Everyman trapped in a cubicle. Where would country music be without broken hearts and broken-down trucks?

But even in the loser-loving bits of popular culture, the American obsession with success has a habit of winning through. More often than not, born losers turn out to be winners in disguise. In one version of this idea, the loser turns out to be a winner by virtue of his very ordinariness. The hero of Frank Capra's “It's a Wonderful Life” is a small-town plodder who hovers on the edge of ruin; but in the end the film concludes triumphantly, “No man is a failure who has friends.”
In another version―the one that burst on the scene with James Dean and was rapidly institutionalised by the counter-culture―the loser turns out to be a winner because he is a rebel against society's repressive norms. He is freer than the average American because he isn't encumbered with property (he has nothing to lose); or he is more genuine because he lives according to his own lights, rather than artificial conventions. Bob Dylan was a master of counter-cultural inversion. “The loser now/Will be later to win”, he rasped at one point. “She knows there's no success like failure/And that failure's no success at all”, he moaned at another.

H.L. Mencken had a grumpy verdict on this attitude to success and failure: for him, the typical American was “vexed, at one and the same time, by delusions of grandeur and an inferiority complex”. Delusions of grandeur are certainly common: “American Idol” presents a limitless supply of talentless narcissists, each convinced he is the next Frank Sinatra. Inferiority complexes are common too: America is also full of perfectly successful people who are obsessed by their failure to live up to their self-help manuals. But Mencken still seems too cynical. The worship of success inspires not just extraordinary achievements but also worthwhile failures. That is the unsettling but very American message of “Million Dollar Baby”.

F. Fielding: Dear Adjunct Faculty Member

The dirty secret of higher education--most of this is true based upon my experiences, except I get paid $2,200 a course... I know people who get as low as $1300 a course.
--------------------------------------------------------------------
Chronicle of Higher Education

Dear Adjunct Faculty Member:

It's come to our attention that we may have openings to teach two upper-level classes next fall, and although we can't offer you appointments at this point, we would like the names of those interested in teaching these required courses. We need to make clear that indicating your willingness to teach these classes in no way guarantees your employment next year.

In order to be eligible to teach the classes, you must have: a Ph.D., experience teaching the subject matter, a good teaching record, and an intangible quality that we don't want to define because we feel that definition would make it tangible. We will pay you roughly $4,000 a class regardless of your experience.

We will, however, need a complete job file, a letter of intent, and a criminal background check if you wish to become part of the department in this manner. We can't be expected to know who you are -- even those of you who have been here for too long.

At this point in the academic year, we know that people tend to get anxious about whether they will be able to feed themselves or their families in the future, or if they should sign a lease for next year since so few of you seem to own your own houses.

In light of the desperate situation many of you seem to find yourself in, we'd like to take this opportunity to offer some suggestions if you really want to be rehired:


Win a teaching award. That makes us look good, and we like that.

Get high student evaluations. Even though none of us take these seriously, because many of us don't get high student evaluations, it is an indication that students won't complain about you. And again, that makes us look good.

Be a man. When we do decide to turn a part-time job into a full-time temporary position or to hire a full-time administrator for a program -- although we won't guarantee those people future employment either -- they are somewhat more secure, and it is always a man who gets the job. That is not, as some have suggested, "gender bias." It's just that men are better. We find that to be true even among our tenured faculty members.

Be young. We like to think of you as our children (the ones who didn't get into private schools), and that becomes difficult when you become older than us.

Marry one of us. While we cannot guarantee you a tenured position unless you marry a really important one of us, we can guarantee that you won't have to stand in line like everyone else to get your class assignments, and you will always be able to teach upper-level courses, even if there are other adjuncts more qualified than you. If you have to divorce someone else in order to marry one of us, well, let's just say there's precedent.

Know your place. You are teaching staff. We are research staff. Don't give papers. We thought we made it clear by not giving you any release time or travel money that we don't want you to produce scholarship. Even though it has been statistically proven that many non-tenure faculty members will be in residence longer than some of their tenure-track counterparts, even though many of you have taught more classes than some of the rest of us will teach in our lifetimes, we prefer to pour all of our money and support into people who will complete a book and then leave us for someplace "better" or "warmer."

Who needs money? Last year it came to our attention that those of you who didn't have sufficient income needed to retain another job. Don't do this. When it comes time to report your outside activities to the state, that is a problem for us. We prefer the alternative that many of you reported -- food stamps and other welfare programs. Take heart. Even on a poverty-level income, you are a philanthropist. You, along with the Mellon Foundation, support our research.
We trust that with your education you will be able to understand the complexities of our sentiments -- that you are all completely invaluable and yet expendable. It is, after all, the human condition. And we are in the humanities.

We want to remind you that this is a great university, with a great faculty. We are excited about things to come.

Sincerely,

The Assistant Directors of Something Large and Important

--------------------------------------------------------------------------------

F. Fielding is the pseudonym of an adjunct faculty member at a research university in the Midwest.

Article Link

Wednesday, March 02, 2005

Lannan Readings & Conversations: Margaret Atwood with Valerie Martin

This is easily one of the best ones I have listened to so far. Margaret Atwood's reading is powerful and includes bits from shorter pieces (very funny), The Handmaid's Tale (with background details) and her latest novel Oryx and Cake (also with background details). This is essential listening for anyone interested in her work or good literature.

Margaret Atwood is an international literary star and one of Canada's most celebrated authors. A truly extraordinary and prolific writer, Ms. Atwood has published more than 35 books, in which she has explored the issues of our times, capturing them in the satirical, self-reflexive mode of the contemporary novel. Her most recent works include the best-selling novels, Alias Grace, Cat's Eye, and The Robber Bride; the collections Wilderness Tips and Bluebird's Egg; and The Blind Assassin, for which she won the Booker Prize. Ms. Atwood's latest book, Oryx and Crake, is a dark and witty look at a world left devastated in the wake of ecological and scientific disaster. In praise of Atwood the Houston Chroniclesays, "Atwood takes many trends which exist today and stretches them to their logical and chilling conclusions…."

Valerie Martin is the author of two collections of short fiction and seven novels, including Italian Fever, The Great Divorce, and Mary Reilly. Her most recent novel, Property, is set in the surreal heat of the antebellum South during a slave rebellion, and takes the form of a dramatic monologue, bringing to the page a voice rarely heard in American fiction: the voice of a woman slave holder.


Margaret Atwood Reading & Conversation

Helen Keller: Problem With Emphasis on Charity, Instead of Changing the Conditions

So long as I confine my activities to social service and the blind, they compliment me extravagantly, calling me 'archpriestess of the sightless,' 'wonder woman,' and 'a modern miracle.' But when it comes to a discussion of poverty, and I maintain that it is the result of wrong economics -- that the industrial system under which we live is at the root of much of the physical deafness and blindness in the world --that is a different matter!


-- Helen Keller, in a letter to Socialist Party presidential candidate Robert LaFollette, 1924.

(sourced from Fred Pelka'a "Helen Keller and the FBI )

Sam Spade: Online Tracker

A way to check up on those that harass you online through posts and emails--courtesy of the Feminist Science Fiction, Fantasy and Utopia website who gets their fair share of wacko unsolicited emails:

Sam Spade

New York City Indy Media: Teacher Caught on Tape Pulling Chair From Under Student Refusing to Stand for National Anthem

Is this how we are educating our children?

(courtesy of Abby Normal)

"A high school teacher in Brick, NJ pulled a chair from under a student after the student refused to stand for the national anthem. The school suspended one student for filming the incident, but has yet to punish the teacher."

Listen/Watch the Incident

Pratap Chatterjee and Amy Goodman: Intelligence Inc

(courtesy of Elenamary)

"Intelligence Inc: The Privatization of U.S. Interrogations at Abu Ghraib, Guantanamo and Afghanistan"
Pratap Chatterjee and Amy Goodman
Democracy Now

We look at how private contractors are now working at almost every level of the so-called war on terror, specifically in military interrogations at Abu Ghraib, Guantanamo and Afghanistan. We speak with investigative journalist Pratap Chatterjee. He is author of "Iraq, Inc." and his latest article is called "Intelligence Inc.: Military Interrogation Training Gets Privatized."


Watch/Read the Entire Program (8 mins)

Giorgio Agamben: Life, A Work of Art Without an Author: The State of Exception, the Administration of Disorder and Private Life

German Law Journal No. 5 (1 May 2004) - Special Edition
"Interview with Giorgio Agamben ? Life, A Work of Art Without an Author: The State of Exception, the Administration of Disorder and Private Life"
Interviewer Ulrich Raulff

1] Raulff: Your latest book The State of Exception has recently been published in German. It is an historical and legal-historical analysis of a concept that we, at first blush, associate with Carl Schmitt. What does this concept mean for your Homo Sacer project?

[2] Agamben: The State of Exception belongs to a series of genealogical essays that follow on from Homo Sacer and which should form a tetralogy. Regarding the content, it deals with two points. The first is a historical matter: the state of exception or state of emergency has become a paradigm of government today. Originally understood as something extraordinary,an exception, which should have validity only for a limited period of time, but a historical transformation has made it the normal form of governance. I wanted to show the consequence of this change for the state of the democracies in which we live. The second is of a philosophical nature and deals with the strange relationship of law and lawlessness, law and anomy. The state of exception establishes a hidden but fundamental relationship between law and the absence of law. It is a void, a blank and this empty space is constitutive of the legal system.

[3] Raulff: You wrote already in the first volume of Homo Sacer that the paradigm of the state of exception came into being in the concentration camps, or corresponds to the camps. The indignant outcry of last year as you applied this concept to the United States, to American politics, was predictably loud. Do you still consider your critique to be correct?

[4] Agamben: Regarding such an application, the publication of my Auschwitz book brought similar remonstrance. But I am not an historian. I work with paradigms. A paradigm is something like an example, an exemplar, a historically singular phenomenon. As it was with the panopticon for Foucault, so is the Homo Sacer or the Muselmann or the state of exception for me. And then I use this paradigm to construct a large group of phenomena and in order to understand an historical structure, again analogous with Foucault, who developed his “panopticism” from the panopticon. But this kind of analysis should not be confused with a sociological investigation.

[5] Raulff: Nevertheless, people were shocked by your comparison because it seemed to equate American and Nazi policies.

[5] Agamben: But I spoke rather of the prisoners in Guant?namo, and their situation is legally-speaking actually comparable with those in the Nazi camps. The detainees of Guantanamo do not have the status of Prisoners of War, they have absolutely no legal status. They are subject now only to raw power; they have no legal existence. In the Nazi camps, the Jews had to be first fully “denationalised” and stripped of all the citizenship rights remaining after Nuremberg, after which they were also erased as legal subjects.

[6] Raulff: What do you understand the connection to be to America’s security policy? Does Guant?namo belong to the transition you have previously described from governance through law to governance through the administration of the absence of order?

[7] Agamben: This is the problem behind every security policy, ruling through management, through administration. In the 1968 course at the Coll?ge de France, Michel Foucault showed how security becomes in the 18th century a paradigm of government. For Quesnay, Targot and the other physiocratic politicians, security did not mean the prevention of famines and catastrophes, but meant allowing them to happen and then being able to orientate them in a profitable direction. Thus is Foucault able to oppose security, discipline and law as a model of government. Now I think to have to have discovered that both elements ? law and the absence of law ? and the corresponding forms of governance ? governance through law and governance through management ? are part of a double-structure or a system. I try to understand how this system operates. You see, there is a French word that Carl Schmitt often quotes and that means: Le Roi reigne mail il ne gouverne pas (the King reigns but he does not govern). That is the termini of the double-structure: to reign and to govern. Benjamin brought the conceptual pairing of schalten and walten (command and administer) to this categorization. In order to understand their historical dissociation one must then first grasp their structural interrelation.


The Entire Interview

Susanne Antonetta: Language Garden

I watched the documentary Why Dogs Smile and Chimpanzees Cry? last night and then came across this essay this morning while eating breakfast. I recommend them both for some insight into the (obvious to me) fact that animals have emotions as humans understand them and have the ability to communicate through language. Perhaps its not the animals who haven't evolved, but us humans who cannot take the simple step to recognize the dignity and rights of our fellow beings?

Language Garden: Does an Orangutan Find Freedom in the Gift of Words? Do We?

Tuesday, March 01, 2005

Lannan Readings & Conversations: Mei-mei Berssenbrugge with Arthur Sze

Mei-mei Berssenbrugge is the author of ten collections of poetry, including Fish Souls, Summits Move with the Tide, Random Possessions, Sphericity, and The Four Year Old Girl. Her work has been described as "spiritual exercises in physical form." Ms. Berssenbrugge has received fellowships from the NEA and two American Book Awards from the Before Columbus Foundation. She read on April 1, 1999, and discussed her work with Lannan Poetry Award winner, Arthur Sze.

Arthur Sze has published six collections of poetry, including The Redshifting Web, Archipelago, and River, River. Mr. Sze, who teaches at the Institute for American Indian Arts in Santa Fe, received a 1995 Lannan Literary Award for Poetry.

Mei-Mei Berssenbrugge Reading & Conversation

Mohamad Ozeir: Reading the Arab Press on Recent Events in Lebanon

READING THE ARAB PRESS: A VICTORY FOR DEMOCRACY IN LEBANON, MIDDLE EAST BY MOHAMAD OZEIR, PACIFIC NEWS SERVICE

EDITOR'S NOTE: Some Middle Eastern media are excitedly predicting the arrival of democracy not only in Lebanon, but in the entire region. PNS contributor Mohamad Ozeir, former editor of the Arab American Journal, monitors Arab press for New California Media. He was born in Lebanon and worked there as a journalist from 1980-85.

SAN FRANCISCO--The sudden resignation of the Syrian-backed Lebanese government on Feb. 28 represented a sea change in the ongoing debate about democracy in the Arab World.

What made this resignation a major front-page story in the Arab press was not Prime Minister Omar Karami's dramatic announcement in front of parliament that his government would step down. It was not the element of surprise, which made the parliament's president, Nabih Berry, a Karami supporter, complain about not being consulted. It was not the subject of the questioning, which was the touchy issue of former Prime Minister Rafiq Hariri's assassination two weeks ago. It was, many Arab media agreed, the fact that the resignation came in response to a popular uprising.

When cabinet and parliament members were gathering for the showdown between the opposition and the government, they had to wade through streams of people, mostly students and young professionals who challenged the curfew in downtown Beirut. The crowds gathered in the tens of thousands, near the gravesite of Hariri in the city's main square, waving Lebanese flags and demanding the resignation of the government, the truth about Hariri's assassination and the immediate withdrawal of Syrian troops and intelligence agents from Lebanon.

With huge TV screens installed in the square a few blocks from the parliament building, the demonstrators were able to follow their representatives' speeches and react to their words. The roar of thousands of raised voices was clearly heard on the other side. The loudest roar came as Karami announced the government's resignation.

"The democratic scene has been completed here in Lebanon," said Al Jazeera reporter Abbas Nasser in his live coverage from the square. "People took to the streets in a peaceful demonstration, a parliament questioned the government in a harsh way, and a prime minister consequently resigned. It is an unusual precedent in the Arab World."

Alqabas Daily in Kuwait asked on its front page, "Is it Lebanon's Spring?", comparing Beirut's events to "Prague Spring" in 1968 when the people of Czechoslovakia challenged the Soviet grip of their country. Along with the front-page story, Alqabas published 17 other related reports on the developments in Lebanon.

Al-Seyassah Kuwaiti daily printed full-page pictures of the crowd in downtown Beirut. The front-page editorial described the uprising as a full democratic protest in tune with the values of freedom and human rights. The editor of Al-Seyassah, Ahmad Al-Jarallah, predicted that the effects of the Lebanese movement would reach many other Arab capitals.

Al-Rai Al-Aam, another daily paper in Kuwait, put the protest ahead of the resignation. Its headline read, "Tens of thousands chant for truth, freedom, and a Syrian pullout." A columnist in the paper called the resignation of the government "a unique Arabic event where a government steps down in the face of a peaceful demonstration demanding freedom, truth, and independence."

In Saudi Arabia the headline of Al-Reyad Daily read, "Karami's Government collapsed to the beat of the downtown protest." The leading Egyptian daily, Al-Ahram, reported, "the Lebanese government was forced to resign in the face of thousands demanding a Syrian withdrawal."

In Amman, Jordan, Oraib Al-Rentawi wrote in Addustour Daily, "Lebanon deserves to brag among Arabs that it was the first in freedom and diversity before, and it is the first and most loyal in democracy now." He called on Arab parliaments and councils to learn from the Lebanese experience and to get some courage and responsibility from Lebanese people and legislators. He predicted that "Lebanon Spring" would trigger a domino effect in the Arab world that "won't stop until a lot more statues in the Arab capitals follow the path of Saddam's statue in Baghdad."

Along with this excitement, many Lebanese columnists warned that this is only the beginning of the change and not the end. They called on all involved parties to resolve the crisis intensified by Hariri's death through dialogue and peaceful means to retain national unity.

Despite all the tension created by the resignation and political uncertainty, the popular movement had center stage in the reports and comments of the Lebanese press. Ghassan Tueni, the publisher of the leading Lebanese daily Annahar, sees the events as a lesson: "When a popular majority inspires a parliamentarian minority, it forces the cabinet to resign."

He called the events "a day of victory for democracy."

Bob Cornett: Summits and Education, Myths and Mandates

(This is one of the groups that I am helping out. My blogging colleague Oso, in San Diego, hooked me up, in Lexington, KY, with the educational activist Bob Cornett of the Grandparent Coalition, in Frankfurt, KY, after they had put an ad on Blogger Corps from Washington D.C., for an activist who would help them set up a weblog for their own organizational site. Maybe this web stuff does have potential for real-world activites.)

Summits and Education: Myths and Mandates
Bob Cornett
Grandparent Coalition

I've just watched, on C-SPAN, the National Governors Association "Summit" about the "crisis" in America's high schools. We are graduating a smaller percentage of the young people now, they said, than was the case at the time of another educational "Summit" two decades ago.

I've attended several National Governors Association meetings -- I used to work with that organization -- and I have high respect for the organization's nonpartisan commitment to the nuts and bolts of better government. I therefore found myself particularly interested in what was being said.

Guest speaker Bill Gates, who is the biggest of all the business barons, was especially impressive. He views good schools, not only as providing corporations with a competent labor force, but as a moral imperative; he believes, on moral grounds, that all young people should be able to go to college and thereby have equal opportunity to succeed in life. I'm convinced that Mr. Gates is genuine in his commitment to young people.

Bill Gates is not an expert in education, as he himself points out, and neither are governors. Mr. Gates, however, has apparently been listening to some sound advice: he emphasizes that learning needs to be "relevant" to the lives of the students, and he understands that small schools are better than large ones. I saw little evidence, however, that Bill Gates' understanding was shared by governors and others at the meeting. What I saw, instead, was a perception that industrial processes, with their characteristic top-down controls, are appropriate to children's learning.

One of my friends -- a wise old man (almost as old as I am) -- put things this way: " The issue is whether the schools are to be relevant to the government or relevant to the children". This summit, judging from what I saw on C-SPAN, regards education as serving the government and the business world more than the children.

Dr. Larry Cuban, Professor of Education Emeritus at Stanford University, in his book -- "The Blackboard and the Bottom Line" -- refers to a former CEO who once believed that business processes should apply to schools, but ultimately came to recognize that he had not known what he was talking about. That CEO, Jamie Vollmer, said this about a speech he had once made to a group of educators: " In retrospect, the speech was perfectly balanced -- equal parts ignorance and arrogance."

The Governors summit was not perfectly balanced with equal parts ignorance and arrogance: the school superintendent from San Francisco, who was allowed to talk for a minute or two, was clearly on the side of the children, and the children had other knowledgeable advocates at the meeting. But both ignorance and arrogance were represented.

Politicians very much like the attention they get in Washington; I could almost see some swelling up when David Gergen observed that one or more of the governors might someday be President of the United States. Getting attention in Washington, although lots of fun, cannot get the education job done, however. Learning -- real learning, connected with the relevance of real life -- has to be done in the communities where the children live. This means that those who know and cherish the children as unique individuals, not as mere items in an assembly process, are absolutely essential to accomplishing the task.

Most governors understand politics quite well and some understand bureaucracies; but when you put governors together as a group (at Governors Association meetings), they can't see -- at least not clearly -- all the way from good intentions through the bureaucratic processes that control the schools. There is little awareness, at the level of the Governors Association, that looking to bureaucracies to achieve, for example, more "parental involvement" does not produce the hoped-for results. Government bureaucracies, in the nature of the beast, seek to exclude. Business executives don't understand much about bureaucracies, either; if they did, they wouldn't be leading cheers for a top-down system that would make Soviet-style commissars proud.

I was close to the situation, years ago, when the National Governors Conference made its decision to first locate its headquarters in Washington. At about the same time, The National Conference of State Legislatures declined to locate in Washington, opting for Denver instead. The Conference of State Legislatures has just issued a report that sharply criticizes some of the top-down federal mandates, including the testing requirements. The report recommends, for example: "Remove the one-size-fits-all method that measures student performance and encourage more sophisticated and accurate systems that gauge the growth of individual students and not just groups of students." (This report is available at press-room@ncsl.org)

The Conference of State Legislatures demonstrates a deeper understanding of real learning than was shown at the Governors Association summit. This difference in understanding is, in my judgment, due partly to the difference in location of the two organizations: ignorance and arrogance are more abundant in Washington than in Colorado. Another, but more important, difference is in timeframe perspective. CEOs, in governments as well as corporations, tend to be short timers; the next election or the next quarterly report are their reference points.

Our present situation, in which children are confined to classrooms prepping for the mandated, standardized, and privatized testing regimes instead of engaging in relevant learning, may serve the short-term interests of some CEOs, but the long-term learning needs of the children are being seriously compromised.

It is in the local community where real education summits must be held, where parents, grandparents, neighbors, and all stakeholders can join with the over-stressed teachers to refocus education to emphasize real learning rather than just the phony goal of more mandated tests.

The two most pervasive myths in public education today are (1) that we have "local control" of education and (2) that tests somehow substitute for actual learning. It is time to explode both myths.

The education of children is far too important to be left to politicians and business tycoons.


Bob Cornett

Onechildatatime@hotmail.com
Grandparent Coalition

Kembrew McLeod: Freedom of Expression?: Overzealous Copyright Bozos and Other Enemies of Creativity

Download a PDF copy of this book online

Publisher Blurb: In 1998, university professor and professional prankster Kembrew McLeod trademarked the phrase "freedom of expression" as a joke, an amusing if dark way to comment on how intellectual property law is increasingly being used to fence off the culture and restrict the way we're allowed to express ideas. But what's happened in recent years to intellectual property law is no joke and has had repercussions on our culture and our everyday lives. The trend toward privatization of everything―melodies, genes, public space, English language―means an inevitable clash of economic values against the value of free speech, creativity, and shared resources. In Freedom of Expression?, Kembrew McLeod covers topics as diverse as hip-hop music and digital sampling, the patenting of seeds and human genes, folk and blues music, visual collage art, electronic voting, the Internet, and computer software. In doing so, he connects this rapidly accelerating push to pin down everything as a piece of private property to its effects on music, art, and science.

In much the same way that Eric Schlosser's Fast Food Nation tied together disparate topics through the narrative thread of the fast food business, and written in a witty style that brings to mind media pranksters like Al Franken, Ken Kesey, and Abbie Hoffman, Freedom of Expression? uses intellectual property law as the focal point to show how economic concerns are seriously eroding creativity and free speech.

Praise for Freedom of Expression?
“A very funny treatment of an increasingly serious problem: the use of intellectual property rights in ways that suppress instead of foster creativity.”
―William Fisher, Hale and Dorr Professor of Intellectual Property Law, Harvard University

“Freedom of Expression is one of the sharpest weapons in the culture wars being waged over the extensive protections now accorded to intellectual property. A lively read, the book brims with humor, juicy examples, and the voices of those whose creativity is threatened and endangered. If you had any doubts about the way intellectual property is shaping popular culture, Kembrew McLeod will dispel them. The privatization of culture has found its most trenchant critic.”
―Rosemary Coombe, author of The Cultural Life of Intellectual Properties

“People, this is it…. A must-read for anyone who wants to actually change the way digital culture operates.”
―Paul D. Miller aka. Dj Spooky that Subliminal Kid

“The ability of creators to parlay their expressive efforts with technology falls within a battleground that accountants, lawyers, and lawmakers dictate with barbed boundaries. That’s as impossible as owning the air itself, which Kembrew McLeod states and identifies clearly.”
―Chuck D, Public Enemy

“Professor McLeod’s book should be required reading for anyone concerned with having free speech and free press as the trademarks of Rupert Murdoch, Wall Street and the kingpins of Madison Avenue. The stakes are somewhat high ― like the future of our society.”
―Robert W. McChesney, author of The Problem of the Media

“Kembrew McLeod has written a lively and funny book about life in the age of Intellectual Property Madness. In the spirit of Woody Guthrie himself, this book is your book.”
―Siva Vaidhyanathan, author of The Anarchist in the Library

About the Author
A journalist, activist, artist, and professor in the Department of Communication Studies at the University of Iowa, KEMBREW McLEOD is the author of Owning Culture: Authorship, Ownership, and Intellectual Property Law (Peter Lang, 2001) and has written music criticism for Rolling Stone, the Village Voice, Spin, and Mojo. He is also the coproducer of a 2001 documentary on the music industry, Money for Nothing: Behind the Business of Pop Music, and a documentary on intellectual property law, Copyright Criminals, which will be completed in 2005.


Kembrew

Sarah Posner: The Secret Society

SECRET SOCIETY
Sarah Posner, Gadflyer
Reposted at AlterNet

Just who is the Council for National Policy, and why isn't
it paying taxes?

AlterNet