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{Replace with the Title of Your Dissertation} Redefining Social Movement: Utopianism and Popular Education in Buenos Aires A Dissertation SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY Meghan Krausch IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Prof. Douglas Hartmann, Adviser June 2014 © Meghan Krausch 2014 Acknowledgements If this dissertation has taught me anything, it is that nothing is possible alone. My largest debt is of course to the compañerx students and teachers of the people’s high school. By rights, your names should be on the spine of this dissertation next to mine. Institutional Review Board confidentiality rules prohibit me from naming anyone individually, but my experiences and conversations with you will continue to inspire and define me for the rest of my life. ¡Arriba lxs que luchan! If you are very lucky, the best part about graduate school is the other graduate students. I have been very lucky, and am grateful to too many friends at Minnesota to list them all here. Without the encouragement, support, enthusiasm, and ultimately demanding standards of Erika Busse, I never would have pursued this project. Her mentorship started in my first year and still continues, and I owe her a significant debt for whatever success I have had as a graduate student. Wenjie Liao has been the best friend, partner in crime, and coffee buddy that the world has ever seen. As a friend, she gave me good reason to get up and get to work, sometimes in the form of baked goods, and as a colleague her example has always reminded me why I’ve chosen sociology as my disciplinary home. Wenjie’s efforts to get me to campus were complemented by the constant virtual companionship of Kat Selvocki and Liz Mason-Deese. Kat has been the gracious and helpful repository of all my self-doubts, and Liz has been an extraordinary colleague and friend since fate first introduced us at a hostel my first time in Buenos Aires. Gustavo Antón befriended me for almost no reason during the same trip in 2008 i and has been an invaluable source of friendship, support, and collaboration throughout my various comings and goings over the years. It is hard to account for the deep intellectual influence he and Liz have had on this project. To all of my various writing groups over the last seven years (Kyungmin Baek, Danielle Docka-Filipek, Wen Fan, Shannon Golden, Rachel Grewell, Nate Holdren, Raphi Rechitsky, and Sarah Whetstone, among others): thank you for helping me keep putting one foot in front of the other. Without you, I might still be hiding in my bed from all the big bad writing tasks. I thank Vania Brightman Cox, Yu-Ju Chien, Jasmine Trang Ha, Yagmur Karakaya, Minzee Kim, Rachael Kulick, Shi-Rong Lee, Liying Luo, Dalhia Mani, and June Msechu for helping me better live intersectional feminism (and for a lot of fun times in and out of the data center). I thank my committee for all of their help and support over the years. I have often teased and rarely praised my advisor Doug Hartmann, but dozens of graduate students can attest to the fact that I actually deeply respect his opinions and guidance. His advice is almost always useful and pragmatic, but his willingness to have freewheeling discussions of big ideas was essential to the development of the dissertation as well as my personal intellectual development. Teresa Gowan reached out to me when I was a prospective graduate student, and she has never stopped pushing me to think harder since. David Pellow has made me feel cooler than I really am at all the most crucial junctures (mostly by association with him), and has generously read and commented on each part of this manuscript more times than he will care to remember. Amy Kaminsky has pushed ii me to be more poetic in accepting things as they are (usually by calling me out when I’m being too much of a sociologist), and Rachel Schurman challenged me to be a better scholar and get beyond always pummeling the strawman in “the literature.” I’m sure I’ll be hearing all of your voices in my head as I write for years to come, and my work will be the better for it. Thank you to Wenjie Liao, Liz Mason-Deese, Cyrus Pireh, Melissa Russell Sherwood, Kat Selvocki, Emily Springer, and Andria Strano for proofreading and just generally being helpful people. All remaining errors are of course my own responsibility. I thank Vicente Wong Busse for filling my life with giggles and his dad, Miguel Wong, who shared a seat at the dinner table every Saturday or Wednesday night. Thanks to them my smile wrinkles are developing at the same pace as my wrinkled brow. I thank my family for raising me to have the confidence and sense of humor I needed to get to the end of this project. I am grateful for financial support from the Inter-American Foundation Grassroots Development Fellowship, the Anna Welsch Bright Memorial Fund, the Director of Graduate Studies Discretionary Fund, Council of Graduate Students Travel Fund, and the Beverly and Richard Fink Fellowship. Finally, I thank my partner Cyrus Pireh for his unflagging, unimaginable, and unimpeachable support. Words alone cannot describe what his presence in my life means to me. Whether the task called for a research assistant, a cook, a driver, a friend, or a lover, he has been there, ready to jump in the car and accompany me wherever our wildest dreams take us. iii Dedication This work is dedicated to those compañerxs who have lived and died in the struggle for a better world. The attempt is what gives life its meaning. iv Abstract This dissertation is a case study of a bachillerato popular (people’s high school) in Buenos Aires, Argentina. Founded in the wake of Argentina’s 2001 crisis, the school is a secondary school completion project for adults operating under the umbrella of the “National Assembly,” a large social movement that is structured non-hierarchically and uses consensus-based decision-making. Based on a year of feminist ethnographic fieldwork and supplemental in-depth interviews, the study analyzes daily life at the school to develop a better understanding of social movements more broadly. This dissertation contributes to the existing sociological literature on social movements in three important ways. First, I develop the concept of utopian social movements, a lens for analysis of movements that incorporates meaning-making and claims-making into a single framework (in strong contrast to the popular theoretical paradigm of contentious politics). The school struggles to improve the material conditions of participant activists, a majority of whom are marginalized across multiple axes of difference (i.e., race/nationality, class, and gender). At the same time it seeks to establish the conditions for what is here termed dialogic freedom, the idea of liberation as a condition of being that is dialogic, reflexive, dialectic, and processual. Dialogic freedom is practiced through critical pedagogy as well as a more broadly intellectual vision of politics, and the way it is intertwined at the people’s high school with a daily and long-term struggle to achieve better housing, food, and living conditions is a hallmark of utopian social movements. Second, I show how the school accomplishes its goals by producing a collective subject, which is (re)produced through a combination of structural and affective elements in practice at the people’s high school: non-hierarchy, consensus, mística, and everyday collective effervescence. The case of the people’s high school highlights the centrality of affective practices to liberatory politics, including those movements which take material deprivation as their starting point. Finally, this research makes an important empirical contribution to existing knowledge about social movements by describing in rich ethnographic detail how the school’s ambitious utopian project is carried out by the subaltern and under what conditions. v Table of Contents Acknowledgements …………………………………………………………… i Dedication …………………………………………………………………. iv Abstract …………………………………………………………………. v List of Figures …………………………………………………………………. viii Chapter 1: Introduction to the Project, to Utopian Social Movements, and to the People’s High School ………………………………. 1 Chapter 2: Utopian Social Movements as an Alternative to Contentious Politics: Literature and Theoretical Contribution……………… 38 Chapter 3: At the People’s High School ………………………………………. 72 Chapter 4: The Status Quo along the Riachuelo ………………………………. 95 Chapter 5: Peronism, Dictatorship, and Resistance: A Brief History of Neoliberalism in Argentina …………………………………. 128 Chapter 6: Grading in Utopia ………………………………………………….. 148 Chapter 7: Producing the Collective Subject ………………………………….. 177 Conclusion: Political Education, Contentious Politics, and Utopian Social Change ……………………………………. 227 Epilogue ………………………………………………………………………... 255 Bibliography …………………………………………………………………… 272 Glossary of Spanish-language Words …………………………………………. 280 vi List of Figures Figure 1: Relationship between the People’s High School and the National Assembly ……………………………………. 25 Figure 2: Population Growth in the Villa 21-24, 1940 to 2009 ………………….. 124 vii Chapter 1: Introduction – to the Project, to Utopian Social Movements, and to the People’s High School DECEMBER 2001 On December 19 and 20, 2001, Argentines took to the streets in such numbers and with such force that multiple presidents were forced to resign. The protests, which sounded like people banging on pots to show their outrage, were heard around the world. At least, they were certainly heard around the activist world in the global north; I can remember hearing the story for the first time on the radio in early 2002. Argentines seemed to have accomplished on a larger than life scale what many of us in the global justice movement hardly dared hope for. Before long, the Argentine “revolution” would be enshrined in Naomi Klein’s documentary “The Take,” and a whole generation of U.S.
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