Let Moxlie Creek Breathe Equity and Its Discontents
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Libertarian Marxism Mao-Spontex Open Marxism Popular Assembly Sovereign Citizen Movement Spontaneism Sui Iuris
Autonomist Marxist Theory and Practice in the Current Crisis Brian Marks1 University of Arizona School of Geography and Development [email protected] Abstract Autonomist Marxism is a political tendency premised on the autonomy of the proletariat. Working class autonomy is manifested in the self-activity of the working class independent of formal organizations and representations, the multiplicity of forms that struggles take, and the role of class composition in shaping the overall balance of power in capitalist societies, not least in the relationship of class struggles to the character of capitalist crises. Class composition analysis is applied here to narrate the recent history of capitalism leading up to the current crisis, giving particular attention to China and the United States. A global wave of struggles in the mid-2000s was constituitive of the kinds of working class responses to the crisis that unfolded in 2008-10. The circulation of those struggles and resultant trends of recomposition and/or decomposition are argued to be important factors in the balance of political forces across the varied geography of the present crisis. The whirlwind of crises and the autonomist perspective The whirlwind of crises (Marks, 2010) that swept the world in 2008, financial panic upon food crisis upon energy shock upon inflationary spiral, receded temporarily only to surge forward again, leaving us in a turbulent world, full of possibility and peril. Is this the end of Neoliberalism or its retrenchment? A new 1 Published under the Creative Commons licence: Attribution-Noncommercial-No Derivative Works Autonomist Marxist Theory and Practice in the Current Crisis 468 New Deal or a new Great Depression? The end of American hegemony or the rise of an “imperialism with Chinese characteristics?” Or all of those at once? This paper brings the political tendency known as autonomist Marxism (H. -
In April 1917, John Sharp Williams Was Almost Sixty-Three Years Old, and He Could Barely Hear It Thunder
1 OF GENTLEMEN AND SOBs: THE GREAT WAR AND PROGRESSIVISM IN MISSISSIPPI In April 1917, John Sharp Williams was almost sixty-three years old, and he could barely hear it thunder. Sitting in the first row of the packed House chamber, he leaned forward, “huddled up, listening . approvingly” as his friend Woodrow Wilson asked the Congress, not so much to declare war as to “accept the status of belligerent” which Germany had already thrust upon the reluctant American nation. No one knew how much of the speech the senior senator from Mississippi heard, though the hand cupped conspicuously behind the right ear betrayed the strain of his effort. Frequently, whether from the words themselves or from the applause they evoked, he removed his hand long enough for a single clap before resuming the previous posture, lest he lose the flow of the president’s eloquence.1 “We are glad,” said Wilson, “now that we see the facts with no veil of false pretense about them, to fight thus for the ultimate peace of the world and for the liberation of its peoples, the German peoples included; for the rights of nations, great and small, and the privilege of men everywhere to choose their way of life and of obedience. The world must be made safe for democracy.” That final pregnant phrase Williams surely heard, for “alone he began to applaud . gravely, emphatically,” and continued until the entire audience, at last gripped by “the full and immense meaning” of the words, erupted into thunderous acclamation.2 Scattered about the crowded chamber were a handful of dissenters, including Williams’s junior colleague from Mississippi, James K. -
Academic Freedom and Controversial Speech About Campus Governance — Rogers Brubaker
Academic Freedom and Controversial Speech about Campus Governance — Rogers Brubaker — Rogers Brubaker is Professor of Sociology, University of California, Los Angeles and UCLA Foundation Chair; Visiting Professor, CEU. Classical definitions of academic freedom focused on freedom of re- search and teaching. In the American context, the right of professors to speak freely as citizens outside the university has also been emphasized. But many recent controversies over academic freedom in the US—and I limit my comments to the US—have turned on speech inside the univer- sity yet outside the traditional domains of research and teaching. Research and teaching continue of course to be central to the defense of academic freedom in the face of external pressures, notably from private and public funders, government regulators, and the populist right. But I have been asked to address internal threats to academic freedom. And while some internal controversies have focused on the freedom of research and teaching, many have focused on other issues. The most widely discussed of these controversies have concerned invita- tions to controversial outside speakers. Public attention has focused on efforts by the campus left to “disinvite” or “de-platform” speakers such as Charles Murray at Middlebury and Milo Yiannopoulos and Ann Coulter 93 i6 AF - 00 Book.indb 93 2017.11.22. 9:01 at Berkeley. These widely publicized incidents have already generat- ed a substantial backlash: several conservative state legislatures have passed campus speech bills.1 The campus right has also sought to pre- vent or disrupt events involving controversial (especially pro-Palestinian) outside speakers. But there is another kind of internal academic freedom controversy that I would like to highlight. -
Ideological Diversity Course UNDERGRAD
Free Speech, Viewpoint Diversity, and Higher Education or Bigots and Snowflakes: Living in a World Where Everyone Else Is Wrong COURSE DESCRIPTION In this course, we will address questions surrounding viewpoint diversity. There are two foundational premises for the course. The first is that there is a lack of diversity along this dimension, particularly within the domain of higher education; recent survey data confirm this trend (goo.gl/ddnGEG). The second assertion is that this lack of diversity damages the mission of higher education (we will talk more about this in the first class). Inherent in the definition of viewpoint diversity is the principle that there is a spectrum of perspectives ranging, politically speaking, from staunchly conservative on one end to radically progressive on the other – and that the voicing of perspectives falling along that spectrum should be without social penalty. *Because the tilt in our current context on campus leans left and the material in the course will often refer to the absence and dismissal of opinions that deviate from an orthodoxy, omitted viewpoints often — though not without exception — coincide with non-left views or leftist views that simply ask uncomfortable questions. Using our two assertions as a starting point, we examine issues that students may consider relevant for their academic studies in the social sciences and on campus more broadly. The overarching goal of the course is to introduce students to concepts that will teach them the importance of examining multiple perspectives dispassionately and to think critically in all aspects of their education. Invariably, it is the case that, to cover this material, we will delve into topics and listen to speakers that some will find distasteful or even abhorrent, particularly — although not exclusively — in the fourth section (described below). -
Teaching for Black Lives, Have Been Prepared for Teachers to Use During the Black Lives Matter at School Week of Action
These articles and sample teaching activities from the book, Teaching for Black Lives, have been prepared for teachers to use during the Black Lives Matter at School Week of Action. www.teachingforblacklives.com What is Rethinking Schools? What else does Rethinking Schools do? Rethinking Schools a nonprofit organization that • We co-direct the Zinn Education Project publishes a quarterly magazine, books, and digital www.zinnedproject.org content to promote social and racial justice teaching • We co-sponsor social justice teacher events and pro-child, pro-teacher educational policies. We across the country. are strong defenders of public schools and work hard • We frequently present at local, state and national to improve them so that they do a better job serving NEA conferences and at other teaching for social all students. justice gatherings. • We develop and promote curriculum on pressing Who started Rethinking Schools? issues such as racism and antiracist teaching, Early career educators! But that was back in 1986 so immigration, and support for Black Lives Matter, the founders are not so “early” in their careers any Standing Rock, climate justice, and other social more. However, early career educators remain editors justice movements. and leaders of Rethinking Schools and many write for our magazine. Why is this important? Brazilian educator Paulo Freire wrote that teachers Who runs Rethinking Schools? should attempt to “live part of their dreams within Teachers. We have an editorial collective of practicing their educational space.” Rethinking Schools believes and retired educators from several states and have schools can be greenhouses of democracy and that published articles by teachers from many states and a classrooms can be places of hope, where students and several countries. -
Agrarian Anarchism and Authoritarian Populism: Towards a More (State-)Critical ‘Critical Agrarian Studies’
The Journal of Peasant Studies ISSN: 0306-6150 (Print) 1743-9361 (Online) Journal homepage: https://www.tandfonline.com/loi/fjps20 Agrarian anarchism and authoritarian populism: towards a more (state-)critical ‘critical agrarian studies’ Antonio Roman-Alcalá To cite this article: Antonio Roman-Alcalá (2020): Agrarian anarchism and authoritarian populism: towards a more (state-)critical ‘critical agrarian studies’, The Journal of Peasant Studies, DOI: 10.1080/03066150.2020.1755840 To link to this article: https://doi.org/10.1080/03066150.2020.1755840 © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 20 May 2020. Submit your article to this journal Article views: 3209 View related articles View Crossmark data Citing articles: 4 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=fjps20 THE JOURNAL OF PEASANT STUDIES https://doi.org/10.1080/03066150.2020.1755840 FORUM ON AUTHORITARIAN POPULISM AND THE RURAL WORLD Agrarian anarchism and authoritarian populism: towards a more (state-)critical ‘critical agrarian studies’* Antonio Roman-Alcalá International Institute of Social Studies, The Hague, Netherlands ABSTRACT KEYWORDS This paper applies an anarchist lens to agrarian politics, seeking to Anarchism; authoritarian expand and enhance inquiry in critical agrarian studies. populism; critical agrarian Anarchism’s relevance to agrarian processes is found in three studies; state theory; social general areas: (1) explicitly anarchist movements, both historical movements; populism; United States of America; and contemporary; (2) theories that emerge from and shape these moral economy movements; and (3) implicit anarchism found in values, ethics, everyday practices, and in forms of social organization – or ‘anarchistic’ elements of human social life. -
Metoo, Discrimination & Backlash
WOMEN GENDER& NO. 1 2021 RESEARCH #MeToo, Discrimination & Backlash WOMEN GENDER& RESEARCH VOL. 30, NO. 1 2021 WOMEN, GENDER & RESEARCH is an academic, peer-reviewed journal that: • Presents original interdisciplinary research concerning feminist theory, gender, power, and inequality, both globally and locally • Promotes theoretical and methodological debates within gender research • Invites both established and early career scholars within the fi eld to submit articles • Publishes two issue per year. All research articles go through a double-blind peer-review process by two or more peer reviewers WOMEN, GENDER & RESEARCH welcomes: • Research articles and essays from scholars around the globe • Opinion pieces, comments and other relevant material • Book reviews and notices about new PhDs within the fi eld Articles: 5000-7000 words (all included) Essays or opinion pieces: 3900 words (all included) Book reviews: 1200 words (all included) Please contact us for further guidelines. SPECIAL ISSUE EDITORS EDITOR IN CHIEF Lea Skewes Morten Hillgaard Bülow, PhD, Coordination for Gen- Molly Occhino der Research, University of Copenhagen, Denmark Lise Rolandsen Agustín EDITORS Kathrine Bjerg Bennike, PhD-candidate, Depart- Lea Skewes, PhD, Post-Doc, Business and Social ment of Politics and Society, Aalborg University, Sciences, Aarhus University, Denmark Denmark Tobias Skiveren, PhD, Assistant Professor, School Camilla Bruun Eriksen, PhD, Assistant Professor, of Communication and Culture, Aarhus Univer- Department for the Study of Culture, University sity, Denmark of Southern Denmark, Denmark Nanna Bonde Thylstrup, PhD, Associate Professor, Sebastian Mohr, PhD, Senior Lecturer, Centre for Department of Management, Society, and Com- Gender Studies, Karlstad University, Sverige munication, Copenhagen Business School, Sara Louise Muhr, PhD, Professor, Department of Denmark Organization, Copenhagen Business School, Denmark COVER ILLUSTRATION © Rebelicious. -
The Intolerant Fifth
21 Fordaiiy.analy.~isand.debateonAmeric~ ~nsit' Economistcom/_uMtedst~gs ~: , Ecopomist.com~blo~s/demperabytnamerla Speech on campus ing, according to recent survey published by the Brookings Institution immediately The intolerant fifth after the violence in Charlottesville. Though outnumbered, this vocal mi- nority can have a chilling effect on what everyone else thinks they can say. At Yale, 4z% of students(and n% of conservatives) LOS ANGELES AND WASHINGTON, DC say they feel uncomfortable giving their opinions American universities have afree-speech problem.But it is not what it seems on politics,race, religion and gen- der. Self-censorship becomes more com- «TIBERALISM is white supremacy!" Illiberal impulses can be found in many mon as students progress through univer- l~shouted the students, as their hap- comers of society. But young Americans sity: 6i% of freshmen feel comfortable less speaker—Claire Gastanaga of the who have attended college are in fact more gabbing about their views,but the same is American Civil Liberties Union (ncLv)— accommodating of controversial speakers, true ofjust 56% of sophomores, q9% ofju- looked on.The protesters at the College of like avowed racists, than the general popu- niorsand 30% of seniors. William_ and Mary, the alma mater of lation is (see chart on next page). Nor has University administrators, whose job it Thomas Jefferson, went further still. "The tolerance of extreme views among stu- is to promote hazmony and diversity on revolution will not uphold the consritu- dents changed much in recent years ac- campus,often find the easiest way to do so tion" they chanted on September z~th. -
Behind the Black Bloc: an Overview of Militant Anarchism and Anti-Fascism
Behind the Black Bloc An Overview of Militant Anarchism and Anti-Fascism Daveed Gartenstein-Ross, Samuel Hodgson, and Austin Blair June 2021 FOUNDATION FOR DEFENSE OF DEMOCRACIES FOUNDATION Behind the Black Bloc An Overview of Militant Anarchism and Anti-Fascism Daveed Gartenstein-Ross Samuel Hodgson Austin Blair June 2021 FDD PRESS A division of the FOUNDATION FOR DEFENSE OF DEMOCRACIES Washington, DC Behind the Black Bloc: An Overview of Militant Anarchism and Anti-Fascism Table of Contents INTRODUCTION ................................................................................................................................ 7 ORIGINS OF CONTEMPORARY ANARCHISM AND ANTI-FASCISM ....................................... 8 KEY TENETS AND TRENDS OF ANARCHISM AND ANTI-FASCISM ........................................ 10 Anarchism .............................................................................................................................................................10 Anti-Fascism .........................................................................................................................................................11 Related Movements ..............................................................................................................................................13 DOMESTIC AND FOREIGN MILITANT GROUPS ........................................................................ 13 Anti-Fascist Groups .............................................................................................................................................14 -
Evolutionary Psychology As a Unifying Framework and Meta-Theory
Part V | Chapter 1 Chapter 1 Ultimate explanations: Evolutionary psychology as a unifying framework and meta-theory The term ‘evolutionary psychology’ (EP) was coined during “lengthy and intensive debates about how to apply evolution to behavior” (Tooby & Cosmides, 2005, p. 15) between Martin Daly, Margo Wilson, Don Symons, John Tooby, Leda Cosmides, and David Buss in the 1980s. It is a relatively young and developing way of thinking in psychology that can serve as a meta-theoretical framework, as it builds directly on the foundations of biology. More spe- cifically, EP is based on the only scientific explanation for the complexity of earthly life forms, namely evolution by natural selection. In the scientific community, it is largely ac- knowledged that humans are a product of evolution by natural selection too. We are mammals belonging to the branch of the tree of life called primates and our closest living relatives are the chimpanzees and bonobos, with whom we share a common ancestor that lived some 6 to 7 million years ago. Though such long time spans are beyond our ‘natural’ capacity to comprehend, consider this: the process of evolving from a light-sensitive cell to a human eye can happen in fewer than 400,000 years (Nilsson & Pelger, 1994). Researchers named our species homo sapiens and contemporary researchers have deter- mined our ‘start date’ to be at least 300,000 years ago, based on new homo sapiens findings in Morocco (Hublin et al., 2017). ‘Start date’ is a bit of a misleading term, as there is of course no ‘sudden appearance,’ but a very slow, invisible, and gradual change. -
Teaching When the World Is on Fire
5.625 × 8.75 SPINE: 0.9375 FLAPS: 3.5 EDUCATION $25.99 U.S. With contributions from: Is it okay to discuss politics in class? What are DEBORAH ALMONTASER SARAH ISHMAEL constructive ways to help young people process WAYNE AU NATALIE LABOSSIERE the daily news coverage of sexual assault? How WILLIAM AYERS CRYSTAL T. LAURA can educators engage students around Black BILL BIGELOW MAYA LINDBERG Lives Matter? Climate change? Confederate NOAH CHO JAMES W. LOEWEN statue controversies? Immigration? Hate speech? JUSTIN CHRISTENSEN H. RICHARD MILNER IV Teaching Lisa Delpit’s Other People’s Children, a clas- sic text on cultural slippage in classrooms, has JEFF COLLIER PEDRO A. NOGUERA sold over a quarter million copies. In Teaching ALLYSON CRINER BROWN JAMILAH PITTS When the World Is on Fire, Delpit now turns CAROLINA DRAKE MICA POLLOCK to a host of crucial issues facing teachers and HAZEL EDWARDS JULIA PUTNAM schools in these tumultuous times. Delpit’s sig- CHRISTOPHER EMDIN FREDRICK SCOTT SALYERS When the nature master-teacher wisdom tees up guidance JAY FUNG CARLA SHALABY from beloved, well-known educators along with CAMILA ARZE TORRES GOITIA CAMI TOULOUKIAN insight from dynamic principals and classroom MacArthur Award winner LISA DELPIT is the JESSE HAGOPIAN JONATHAN TUNSTALL teachers tackling difcult topics in K–12 schools Felton G. Clark Professor of Education at South- AMY HARMON DALE WEISS every day. ern University and A&M College. The author of T. ELIJAH HAWKES This honest and rich collection brings Other People’s Children and “Multiplication Is World together essential observations on safety from for White People” and the co-editor, with Joanne Pedro Noguera and Carla Shalaby; incisive ideas Kilgour Dowdy, of The Skin That We Speak (all on traversing politics from William Ayers and published by The New Press), she lives in Baton Mica Pollock; Christopher Emdin’s instructive Rouge, Louisiana. -
Fall 2020 Report
Fall 2020 Report Pictured: Judge Amy Coney Barrett with Professor Robert P. George, October 11, 2019. Judge Barrett visited the James Madison Program to deliver the annual Walter F. Murphy Lecture in American Constitutionalism on “The Constitution as Our Story.” Contents Program Updates 02 Current Visiting Fellows 03 Madison’s Notes Podcast 04 Looking Back: The First 20 Years 06 Academic Year 2019-20 09 About the James Madison Program in American Ideals and Institutions Initiative on Politics and Statesmanship 12 Founded in the summer of 2000, the James Madison Program in American Ideals and Institutions in the Department of Politics at Princeton University is dedicated to exploring Undergraduate Fellows Forum 13 fundamental and enduring questions of political thought and constitutional law. The James Madison Program promotes a greater appreciation of the Western tradition of legal and political 2020-21 Lecture Series and Events 17 thought. It also supports the application of fundamental principles to modern social problems, particularly as they are manifested in the domain of public law. By supporting the study of foundational issues, the James Madison Program seeks to fulfill its mandate of offering civic “The Challenge to ‘Brain Death’: Are We Taking Organs from Living Human education of the highest possible quality. Beings, and If We Are, Does It Matter?” A panel discussion cosponsored by the Center for Human Values, featuring (from L to R): Peter Singer, Princeton James Madison, a graduate of Princeton University, was the principal architect of the University; Patrick Lee, Franciscan University of Steubenville; D. Alan Shewmon, Constitution and fourth President of the United States.