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UC Santa Cruz Other Recent Work UC Santa Cruz Other Recent Work Title Mike Rotkin on the Rise and Fall of Community Studies at UCSC, 1969-2010 Permalink https://escholarship.org/uc/item/4xp901f2 Authors Rotkin, Mike Rabkin, Sarah Juniper Regional History Project, UCSC Library Publication Date 2013-09-11 Supplemental Material https://escholarship.org/uc/item/4xp901f2#supplemental eScholarship.org Powered by the California Digital Library University of California Mike Rotkin on the Rise and Fall of Community Studies at UCSC, 1969-2010 Interviewed and Edited by Sarah Rabkin Santa Cruz University of California, Santa Cruz University Library 2013 This manuscript is covered by copyright agreement between Mike Rotkin and the Regents of the University of California dated August 26, 2013. Under “fair use” standards, excerpts of up to six hundred words (per interview) may be quoted without the University Library’s permission as long as the materials are properly cited. Quotations of more than six hundred words require the written permission of the Head of Special Collections and Archives and a proper citation and may also require a fee. Under certain circumstances, not-for-profit users may be granted a waiver of the fee. For permission contact: Irene Reti [email protected], Oral Historian, Special Collections and Archives, McHenry Library, UC Santa Cruz, Santa Cruz, CA, 95064. Phone: 831-459-2847 Contents Introduction 1 Early Life 6 Starting College at Cornell 31 Volunteers In Service To America (VISTA) 49 Antiwar Activism at Cornell 76 Cornell Migrant Labor Project 93 Coming to Santa Cruz 101 The History of Consciousness Program 106 Teaching Assistantships 110 Bill Friedland as Mentor 114 Community Studies – Early Years 127 Learning in Graduate Study Groups 139 Introduction to Marxism Class 164 Consensus Decision-making in Community Studies 176 Faculty Dual Affiliations 184 From Boards to Departments, and the Colleges’ Shifting Role 189 Evolution of the Community Studies Program 197 The Extended University 215 Being Hired as a Lecturer 221 Becoming Field Study Coordinator 240 Curriculum and Pedagogy in Community Studies: Developing Critical Thinkers, Participant Observers, and Agents of Social Change 249 Grounded Theory 278 Community Studies’ Academic Mission 283 Field Study Coordinator in Community Studies 304 Taking On the Supervision of All Full-time Field Studies 323 Students Serving the Community 330 Surveying Community Studies Graduates 334 Community Studies Senior Capstone Options 346 Completing the Ph.D. in History of Consciousness 357 The Graduate Program in Social Documentation 363 The Collapse of the Undergraduate Program in Community Studies 375 About the Interviewer and Editor 461 Mike Rotkin on the Rise and Fall of Community Studies at UCSC, 1969-2010 1 Introduction On campus and in the Santa Cruz community, Michael [Mike] Rotkin has for several decades been a widely recognized public figure. He has served as a community organizer, a multi-term mayor and city councilmember, a board member for the Santa Cruz County chapter of the American Civil Liberties Union (ACLU), a local and statewide leader in the UC-AFT (the union representing lecturers and librarians in the UC system), and a teacher and field study coordinator in UCSC’s Department of Community Studies. This oral history focuses on Rotkin’s experiences in community studies and his reflections on the evolution of that undergraduate major from its inception in 1969 to its suspension in 2010. Born in 1945, Rotkin grew up in a semi-rural Maryland suburb of Washington, D.C., absorbing a sense of civic engagement and a penchant for community activism from his politically active parents—a high-school history teacher and a U.S. Patent Office employee. Before graduating from Cornell University in English literature in 1969, Rotkin spent a year as a community organizer in Florida, working with Latino and African American migrant workers under the aegis of Volunteers in Service to America—the domestic version of the Peace Corps, founded in 1965 and eventually folded into the AmeriCorps program network in 1993. The VISTA experience contributed to Rotkin’s developing critique of American political and economic institutions while providing on-the-ground training in community organizing. This education deepened upon his return to campus, with his involvement as a leader 2 in the student anti-war movement and in fieldwork with Cornell’s Migrant Labor Program under mentors Bill Friedland and Dorothy Nelkin. Rotkin came to Santa Cruz in 1969, initially to work as an assistant to Friedland, who had been hired to organize an undergraduate program in community studies at UCSC.1 Accepted in the fall of 1969 into the second cohort of graduate students in the interdisciplinary History of Consciousness program, he began working as a teaching assistant in community studies courses taught by Friedland, Michael Cowan, Ralph Guzman, and other faculty members. An enthusiastic teacher, Rotkin continued taking on TAships every academic quarter, until eventually community studies hired him as a lecturer (in 1976) and coordinator of field studies (in 1979). Four years into his graduate work, he also began teaching in the Extended University, an experimental experiential education program designed to provide university-level education to employees of the Model Cities Program (an offshoot of Lyndon Johnson’s Office of Economic Opportunity) in Fresno, California. While a student in histcon, he started a graduate study group on Marxism that ultimately led to the development of his widely popular, long-running undergraduate Introduction to Marxism course. In this series of four oral history interviews, conducted on January 7th, 10th, 15th and 22nd, 2013 at my home in Soquel, California, Rotkin traces the evolution of the community studies curriculum in detail and discusses its philosophical underpinnings. He emphasizes the distinctive pedagogical approach— envisioned by Bill Friedland and developed with program colleagues—in which 1 See Sarah Rabkin, Interviewer and Editor, Community Studies and Research for Change: An Oral History with William Friedland (Regional History, UCSC Library, 2013). Available in full text at http://library.ucsc.edu/reg-hist/friedland Mike Rotkin on the Rise and Fall of Community Studies at UCSC, 1969-2010 3 students took preparatory courses prior to embarking on extended field placements, then returned to campus for analytical and synthetic work. Courses emphasized an ethnographic approach to field study, a structural understanding of social inequities, the development of critical thinking, and a dialectical relationship between theoretical and experiential learning. Individually tailored study programs were built around each student’s primary interests, while all students in the major underwent training and practice in the theory, art and practice of participant observation, including the preparation of field notes. The oral history also covers the board/department’s consensus-based approach to self-governance and the involvement of students in curricular decision-making in the program’s early years. Rotkin describes the challenges of training, advising, supporting, and overseeing undergraduate students doing field work with local, national and international community-based organizations. He provides examples of the varied types of field placements to which students had access as well as the senior theses they produced, and he describes the educational and professional trajectories of some of the department’s graduates, many of whom went on to elite graduate programs or became founders and leaders of influential nonprofit social justice organizations and community service agencies. He also assesses criticisms levied at the major’s experiential emphasis, asserting that the most dismissive of these were often based on ignorance of the program’s rationale, curriculum, and achievements—including a series of laudatory external reviews that extolled the “master’s-level” quality of departmental senior theses. 4 “I think from the very beginning,” he says, “community studies was perceived by many of the other faculty and by the administration—perceived—as a somewhat flaky program, based on absolutely no factual information. … We have allies in other departments on other campuses, but we’re also deeply disrespected by the general senate faculty, because we’re involved in experiential education. They know nothing about our senior theses or our external reviews, or that we have a coherent curriculum that requires students to … come out of this prepared to do work of a certain kind that’s very rare at the undergraduate level. …So we’re having constant running battles about resources.” He offers a detailed narrative and thoughtful analysis of the department’s eventual decline and dissolution and, more broadly, of the related social, political, cultural and economic forces that caused the UCSC campus to retreat from its early emphases on pedagogical experimentation, interdisciplinarity, experiential learning, and undergraduate education. Mike Rotkin and I came to this collaboration as collegial acquaintances, having worked together previously for several years on the coordinating committee of the UC-AFT union local. As in that setting, his participation in these oral history interviews was lively and enthusiastic. An indefatigable raconteur, clearly not a stranger to the process of pondering his experiences and constructing narratives about them, he readily drew on an abundant store of anecdotes and memories—some poignant,
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