Tag Archives: democracy

Why the UBC Leadership Crisis Matters Beyond the Ivory Tower

The ongoing drama at University of British Columbia may look like a tempest in a teapot, but the dispute among university governors, managers, and faculty has implications that reach beyond the ivory tower.

Two principles are at the heart of the crisis: transparency in governance and academic freedom.

The early August announcement that Arvind Gupta had suddenly and immediately resigned as president was startling, coming just 13 months after his term began. In March 2014, UBC Board Chair John Montalbano said “The opportunity to lead one of the world’s great universities attracted outstanding candidates, but Dr. Arvind Gupta clearly stood out as the best choice to lead this great university.”

What happened?

Well, Montalbano and the UBC Board are not saying. The Board justifies its silence by pointing to non-disclosure agreements, which they drafted and signed, as did Gupta.

Non-disclosure agreements protect secrets. The Board ruled out issues of competence, discipline, and health as reasons for Gupta’s departure. Which makes many wonder why no reasonable explanation has been offered.

Why shouldn’t we just accept the Board’s decision and move on? Because effective oversight of government and public institutions requires transparency, access to information, which helps to hold officials accountable and ensure public interests are served.

B.C. Premier Christy Clark, who is responsible for appointing a majority of the UBC Board, says “open government is about giving people a sense of confidence that government is working for them, not trying to do something to them.” And, that is exactly the point. Clandestine Board meetings – which are the norm at UBC – and refusal to fully disclose information lead people to believe that something is being done to them.

Mark Mac Lean, UBC Faculty Association president, has argued that in “the absence of an informed explanation” any non-disclosure provisions related to Gupta’s departure are “contrary to the public interest and contrary to the best practices expected of a major public institution.” If you support open and transparent government, I do not understand how you could disagree.

Two days after the Gupta announcement, Kris Olds, a UBC graduate and global higher education expert, wrote that a key lesson from recent university leadership crises is that an early lack of transparency and full communication heightens the risk of a major crisis erupting.

And just days later, as predicted, UBC was in damage-control while the crisis went from from bad to worse, with a faculty revolt and full blown public relations disaster.

A major complicating factor is the allegation that Board Chair Montalbano interfered with the academic freedom of Professor Jennifer Berdahl, attempting to silence her. A charge he has denied.

Following the announcement of Gupta’s departure, Berdahl wrote that perhaps Gupta had “lost the masculinity contest among the leadership at UBC, as most women and minorities do at institutions dominated by white men.”

Some in the media have dismissed Berdahl’s analysis; made jokes about it.

Research on the gendered nature of work is no joke, but only a few insiders know whether this dynamic applies in Gupta’s case. Berdahl’s perspective isn’t constructed out of thin air, it is based on her experience of UBC as workplace and her academic expertise.

As the Montalbano Professor in Leadership Studies, Berdahl studies power, discrimination, harassment, and diversity. Her mandate is to promote diverse leadership. One of the research groups she leads focuses on work as a masculinity contest, an effort that is, ironically, funded by donations from Montalbano and his employer, Royal Bank of Canada.

So when the board chair – who also happens to be on the advisory board of your faculty, and a major donor to the university ­– calls to discuss your critical analysis of the decision he just announced, direct threats do not have to be made. The power imbalance makes it nearly impossible the conversation to be a collegial exchange.

Obviously, Berdahl was not cowed, but it’s fair to say that in similar situations many others would be. As a recent New York Times article puts it “when you’re in charge, your whisper may feel like a shout.”

Universities exist for the common good, not to further the interest of an individual or institution as a whole.

And, as the influential 1940 statement of American Association of University Professors argues, the common good depends upon the free search for truth and its free expression. These are principles that are clearly stated and even extended further in the policies of UBC.

Transparency in governance and academic freedom contribute in profound ways to the health of democracy and the common good.

Secrecy is an obstacle to good and open governance.

Actions that have the effect of intimidating or harassing (whether intended or not) undermine the ability of people to “freely work, live, examine, question, teach, learn, comment and criticize,” activities that the UBC Board of Governors state they are committed to maintaining at every level of the university.

It is time for the Board to start walking its talk, if they don’t they are damaging more than a university.

[This article was published August 27, 2015 in the Times Colonist (Victoria, BC).]

CFP: Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:


West Chester University
700 South High St, West Chester, PA 19383

2015 theme:
critical pedagogy vs. capital:
reigniting the conversation

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

  • Marxism
  • Post-structuralism/post-modernism
  • Anarchism
  • Challenging the unholy trinity of state, capital, and religion
  • Class and the capital-labor dialectic
  • Identity and economics
  • Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
  • Reform versus revolution
  • Socialism, communism, & democracy
  • Affect theory and the new materialisms
  • The knowledge economy, post-Fordism, and “cognitive capitalism”
  • Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

Critical Education to publish articles series “The Media and the Neoliberal Privatization of Education”

Forthcoming articles in the current volume of Critical Education will include a special series examining The Media and the Neoliberal Privatization of Education, edited by Derek R. Ford (Syracuse University), Brad Porfilio (California State University, East Bay), and Rebecca Goldstein (Montclair State University).

The series will be launched on March 30, 2015 and run through August 15, 2015.

Here is a full listing of forthcoming articles in Critical Education, from March through September 2015:

Critical Education
ISSN 1920-4125

Forthcoming Articles in Volume 6:

Volume 6 Number 6
March 21, 2015
‘That would give us power…’ Proposals for Teaching Radical Participation from a Society in Transition
Edda Sant
Manchester Metropolitan University

Volume 6 Numbers 7-16
Critical Education series The Media and the Neoliberal Privatization of Education
Editors: Derek R. Ford, Brad Porfilio & Rebecca Goldstein

Volume 6 Number 7
March 30, 2015
The News Media, Education, and the Subversion of the Neoliberal Social Imaginary
Derek R. Ford
Syracuse University
Brad Porfilio
California State University, East Bay
Rebecca A. Goldstein
Montclair State University

Lessons from the “Pen Alongside the Sword”: School Reform through the Lens of Radical Black Press
Kuram Hussain
Hobart and William Smith College
Mark Stern
Colgate University

Volume 6 Number 8
April 15, 2015
Breathing Secondhand Smoke: Gatekeeping for “Good” Education, Passive Democracy, and the Mass Media:  An Interview with Noam Chomsky
Zane C. Wubbena
Texas State University

Volume 6 Number 9
May 1, 2015
Speaking Back to the Neoliberal Discourse on Teaching: How US Teachers Use Social Media to Redefine Teaching
Kessica Shiller
Towson University

Volume 6 Number 10
May 15, 2015
Political Cartoons and the Framing of Charter School Reform
Abe Feuerstein
Bucknell University

Volume 6 Number 11
June 1, 2015
Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America
Michelle Gautreaux
University of British Columbia

Volume 6 Number 12
June 15, 2015
Re-Privatizing the Family: How “Opt-Out” and “Parental Involvement” Media Narratives Support School Privatization
Amy Shuffelton
Loyola University Chicago

Volume 6 Number 13    
July 1, 2015
Learning from Bad Teachers: The Neoliberal Agenda for Education in Popular Media
José García
University of Texas at Austin

Volume 6 Number 14
July 15, 2015
#TFA: The Intersection of Social Media and Education Reform
T. Jameson Brewer
University of Illinois at Urbana-Champaign
Matthew Wallis
University of Illinois at Urbana-Champaign

Volume 6 Number 15 
August 1, 2015
Engagement with the Mainstream Media and the Relationship to Political Literacy: The Influence of Hegemonic Education on Democracy
Paul R. Carr
Université du Québec en Outaouais
Gary W. J. Pluim
Lakehead University
Lauren Howard
Lakehead University

Volume 6 Number 16
August 15, 2015
Teach For America in the Media: A Multimodal Semiotic Analysis
Sarah Rose Faltin Osborn
University of Nebraska-Lincoln
Jessica L. Sierk
University of Nebraska-Lincoln

Volume 6 Number 17
September 1, 2015
Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education
Joseph Paul Cunningham
University of Cincinnati

Neoliberalism and the Degradation of Education (Alternate Routes, Vol. 26)

Alternate Routes V 26 cover

Alternate Routes: A Journal of Critical Social Research

VOL 26 (2015)

NEOLIBERALISM AND THE DEGRADATION OF EDUCATION

Edited by Carlo Fanelli, Bryan Evans

Contributors to this anthology trace how neoliberalism has impacted education. These effects range from the commercialization and quasi-privatization of pre-school to post-secondary education, to restrictions on democratic practice and research and teaching, to the casualization of labour and labour replacing technologies, and the descent of the university into the market which threatens academic freedom. The end result is a comprehensive and wide-ranging review of how neoliberalism has served to displace, if not destroy, the role of the university as a space for a broad range of perspectives. Neoliberalism stifes the university’s ability to incubate critical ideas and engage with the larger society. Entrepreneurship, however, is pursued as an ideological carrier serving to prepare students for a life of precarity just as the university itself is being penetrated and occupied by corporations. The result is an astonishing tale of transformation, de-democratization and a narrowing of vision and purpose.

TABLE OF CONTENTS

ARTICLES

Carlo Fanelli, Bryan Evans
Jamie Brownlee
Jeff Noonan, Mireille Coral
Paul Bocking
Simten Cosar, Hakan Ergul
Garry Potter
Eric Newstadt
Caitlin Hewitt-White
Mat Nelson, Lydia Dobson
Paul Orlowski
Teresa Marcias
Tanner Mirrless

INTERVENTIONS

Heather McLean
Henry Giroux
Christopher Bailey
Carl E. James
Jordy Cummings
Joel D. Harden
Jordy Cummings
Carlo Fanelli

REVIEWS

Peter Brogan
Christine Pich
Jordan Fairbairn
J.Z. Garrod
Madalena Santos
Amanda Joy
Shannon T. Speed
Aaron Henry

Call for chapters: Teaching for Democracy in an Age of Economic Disparity

Call for Book Chapters

Teaching for Democracy in an Age of Economic Disparity
Editor: Cory Wright-Maley, Ph.D.

The book is intended to provide a space for scholars and practitioners to reconsider how we prepare students to engage in a democratic society as well as the state and nature of democratic education as a whole. In doing so, this text will seek to draw from thoughtful scholars in the social studies as well as from related fields who can shed new light on the challenges of democratic education in the twenty-first century. In doing so, this volume is intended to help practitioners reconsider their practices in attending to education for democracy. We welcome scholars and practitioners who approach this issue from a variety of directions and theoretical or philosophical perspectives (see the attached document for details).

Scholars and practitioners are invited to submit on or before September 30, 2014, a 400-600 word proposal clearly explaining the central argument and outlining the content of the proposed chapter, including implications for teacher practice, and providing a rationale that connects the proposal to the theme and purposes of the book. Please indicate the section (or sections, if multiple proposals are submitted) for which you are proposing your chapter. Authors of accepted proposals will be notified by November 14, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by April 3, 2015. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. Feel free to send a quick email noting your interest in advance of your submission.

Please send proposals and inquiries to Cory Wright-Maley (Cory.WrightMaley@stmu.ca). Here is a detailed description of the book: Teaching for Democracy in an Age of Economic Disparity – A Call for Chapters

Your social studies teacher is wrong, the United States is not a democracy

No, this is not some arcane argument about democratic versus republican forms of government. Rather it is the conclusion of what has been described as the first ever scientific study of the question of whether the United States is a democracy.

The study, by Martin Gilens, a professor of politics at Princeton University, and Benjamin I. Page, a political scientist at Northwestern University, is titled “Testing Theories of American Politics: Elites, Interest Groups, and Average Citizens” and will be published in the fall 2014 issue of Perspectives on Politicsan APSA journal.

The study aims to answer the questions “Who governs? Who really rule? To what extent is the broad body of U.S. citizens sovereign, semi-sovereign, or largely powerless” by examining a huge data set that addresses thousands of policy issues.

Each of four theoretical traditions in the study of American politics – which can be characterized as theories of Majoritarian Electoral Democracy, Economic Elite Domination, and two types of interest group pluralism, Majoritarian Pluralism and Biased Pluralism – offers different predictions about which sets of actors have how much influence over public policy: average citizens; economic elites; and organized interest groups, mass-based or business-oriented.

A great deal of empirical research speaks to the policy influence of one or another set of actors, but until recently it has not been possible to test these contrasting theoretical predictions against each other within a single statistical model. This paper reports on an effort to do so, using a unique data set that includes measures of the key variables for 1,779 policy issues. (p. 2)

The findings provide “substantial support” for theories of Economic Elite Domination and Biased Pluralism, in short the U.S. is found to be an oligarchy. No surprise really, unless you’ve had your eyes wide shut for the past 40 years. While the political and media elites, capitalists and other oligarchs (along with social studies textbooks and teachers) continue to promote the fiction that the U.S. is a democracy, this study concludes that the average citizens’ influence on policy making is “near zero.” So, don’t bother writing that letter to your “representative.”

The researchers used a single statistical model to pit the predictions of ideal-type theories against each other using a unique data set that included measures for key independent variables on policy issues. Their “striking findings,” include “the nearly total failure of ‘median voter’ and other Majoritarian Electoral Democracy theories. When the preferences of economic elites and the stands of organized interest groups are controlled for, the preferences of the average American appear to have only a minuscule, near-zero, statistically non-significant impact upon public policy” (p. 21).

Despite the seemingly strong empirical support in previous studies for theories of majoritarian democracy, our analyses suggest that majorities of the American public actually have little influence over the policies our government adopts. Americans do enjoy many features central to democratic governance, such as regular elections, freedom of speech and association, and a widespread (if still contested) franchise. But, we believe that if policymaking is dominated by powerful business organizations and a small number of affluent Americans, then America’s claims to being a democratic society are seriously threaten. (p.24)

While some critically minded observers may claim that this study only confirms what we already know, we should not underestimate the importance—and pedagogical power—of this empirical investigation of democracy in the U.S.. which puts a lie the most powerful trope of school curriculum and mass media propaganda. The U.S. is not democracy;  the central features of American democracy are illusory.

The narrative of “American democracy” promulgated in schools and in the media is distraction from the triumph of neoliberal capitalism and the rule of oligarchs.  If we—social studies educators—are truly committed to the principles and practices of social equality it requires engaging with our students in systematic analysis and inquiry into our present circumstances (as well as historicizing preconditions of the present). From that point we can start to pose questions and envision tactics, strategies, and grand strategies that point toward resolution of problems/contradictions our analyses identify. This study presents findings that will surely provoke dialogue about (and deconstruction of) of what currently passes for “democracy” in the U.S., and, one hopes, inspires not merely more powerful teaching, but actions to reclaim/remake the political landscape.

New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

New issue of Critical Education: La Batalla Continua: Latina/o Educators Democratizing Educational Practices

Vol 2, No 12 (2011)
Table of Contents
Articles
La Batalla Continua: Latina/o Educators Democratizing Educational Practices
Marisol O. Ruiz, Luis-Vicente Reyes, Maribel Trujillo, Elizabeth Chavez, Nereida Antunez, Veronica Lugo, Ericka Martinez, Ben Rivera, Gaby Sulzer, Ana Granados, Veronica Lerma

Abstract
This journey analysis shares the counterstories of practicing bilingual Latina/o educators teaching predominately Latino youth. The study is situated in a bi-national (US/Mexico) tri-city (El Paso, Las Cruces, Juarez), and tri-state (Texas, New Mexico, Chihuahua,) context. When teachers of color voice their concerns about oppressive institutional polices and practices, a counter-story is produced. One way to bring Latina/o students’ and their teachers’ counterstories to the center of schooling polices and practices is to create intentional spaces to examine the realities of how these policies and practices are oppressive in nature. These intentional spaces offer self-reliance and solidarity. Solidarity can lead to mobilization, an important aspect of the inherit praxis of this critical intentional space.

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

The Awakening in America (Analysis of the OWS movement)

THE AWAKENING IN AMERICA

(Analysis of the “Occupy Wall Street” movement)

http://www.bopsecrets.org/recent/awakening.htm

__________________________________________________

THE AWAKENING IN AMERICA

“A radical situation is a collective awakening. . . . In such situations people become much more open to new perspectives, readier to question previous assumptions, quicker to see through the usual cons. . . . People learn more about society in a week than in years of academic ‘social studies’ or leftist ‘consciousness raising.’ . . . Everything seems possible — and much more IS possible. People can hardly believe what they used to put up with in ‘the old days.’ . . . Passive consumption is replaced by active communication. Strangers strike up lively discussions on street corners. Debates continue round the clock, new arrivals constantly replacing those who depart for other activities or to try to catch a few hours of sleep, though they are usually too excited to sleep very long. While some people succumb to demagogues, others start making their own proposals and taking their own initiatives. Bystanders get drawn into the vortex, and go through astonishingly rapid changes. . . . Radical situations are the rare moments when qualitative change really becomes possible. Far from being abnormal, they reveal how abnormally repressed we usually are; they make our ‘normal’ life seem like sleepwalking.”

–Ken Knabb, THE JOY OF REVOLUTION

http://www.bopsecrets.org/PS/joyrev3.htm#situation

* * *

The “Occupy” movement that has swept across the country over the last four weeks is already the most significant radical breakthrough in America since the 1960s. And it is just beginning.

It started on September 17, when some 2000 people came together in New York City to “Occupy Wall Street” in protest against the increasingly glaring domination of a tiny economic elite over the “other 99%.” The participants began an ongoing tent-city type occupation of a park near Wall Street (redubbed Liberty Plaza in a salute to the Tahrir Square occupation in Egypt) and formed a general assembly that has continued to meet every day.

Though at first almost totally ignored by the mainstream media, this action rapidly began to inspire similar occupations in hundreds of cities across the country and many others around the world.

The ruling elite don’t know what’s hit them and have suddenly been thrown on the defensive, while the clueless media pundits try to dismiss the movement for failing to articulate a coherent program or list of demands. The participants have of course expressed numerous grievances, grievances that are obvious enough to anyone who has been paying attention to what’s been going on in the world. But they have wisely avoided limiting themselves to a single demand, or even just a few demands, because it has become increasingly clear that every aspect of the system is problematic and that all the problems are interrelated. Instead, recognizing that POPULAR PARTICIPATION IS ITSELF AN ESSENTIAL PART OF ANY REAL SOLUTION, the New York assembly came up with a disarmingly simple yet eminently subversive proposal, urging the people of the world to “Exercise your right to peaceably assemble; occupy public space; create a process to address the problems we face, and generate solutions accessible to everyone. . . . Join us and make your voices heard!”

Almost as clueless are those doctrinaire radicals who remain on the sidelines glumly predicting that the movement will be coopted or complaining that it hasn’t instantly adopted the most radical positions. They of all people should know that the DYNAMIC of social movements is far more important than their ostensible ideological positions. Revolutions arise out of complex processes of social debate and interaction that happen to reach a critical mass and trigger a chain reaction — processes very much like what we are seeing at this moment. The “99%” slogan may not be a very precise “class analysis,” but it’s a close enough approximation for starters, an excellent meme to cut through a lot of traditional sociological jargon and make the point that the vast majority of people are subordinate to a system run by and for a tiny ruling elite. And it rightly puts the focus on theeconomic institutions rather than on the politicians who are merely their lackeys. The countless grievances may not constitute a coherent program, but taken as a whole they already imply a fundamental transformation of the system. The nature of that transformation will become clearer as the struggle develops. If the movement ends up forcing the system to come up with some sort of significant, New Deal-type reforms, so much the better — that will temporarily ease conditions so we can more easily push further. If the system proves incapable of implementing any significant reforms, that will force people to look into more radical alternatives.

As for cooption, there will indeed be many attempts to take over or manipulate the movement. But I don’t think they’ll have a very easy time of it. From the beginning the occupation movement has been resolutely antihierarchical and participatory. General assembly decisions are scrupulously democratic and most decisions are taken by consensus — a process which can sometimes be unwieldy, but which has the merit of making any manipulation practically impossible. In fact, THE REAL THREAT IS THE OTHER WAY AROUND: The example of participatory democracy ultimately threatens all hierarchies and social divisions, including those between rank-and-file workers and their union bureaucracies, and between political parties and their constituents. Which is why so many politicians and union bureaucrats are trying to jump on the bandwagon. That is a reflection of our strength, not of our weakness. (Cooption happens when we are tricked into riding in THEIR wagons.) The assemblies may of course agree to collaborate with some political group for a demonstration or with some labor union for a strike, but most of them are taking care that the distinctions remain clear, and practically all of them have sharply distanced themselves from both of the major political parties.

While the movement is eclectic and open to everyone, it is safe to say that its underlying spirit is strongly antiauthoritarian, drawing inspiration not only from recent popular movements in Argentina, Tunisia, Egypt, Greece, Spain and other countries, but from anarchist and situationist theories and tactics. As the editor of Adbusters (one of the groups that helped initiate the movement) noted:

“We are not just inspired by what happened in the Arab Spring recently, we are students of the Situationist movement. Those are the people who gave birth to what many people think was the first global revolution back in 1968 when some uprisings in Paris suddenly inspired uprisings all over the world. All of a sudden universities and cities were exploding. This was done by a small group of people, the Situationists, who were like the philosophical backbone of the movement. One of the key guys was Guy Debord, who wrote THE SOCIETY OF THE SPECTACLE. The idea is that if you have a very powerful meme — a very powerful idea — and the moment is ripe, then that is enough to ignite a revolution. This is the background that we come out of.”

The May 1968 revolt in France was in fact also an “occupation movement” — one of its most notable features was the occupation of the Sorbonne and other public buildings, which then inspired the occupation of factories all over the country by more than 10 million workers. (Needless to say, we are still very far from something like that, which can hardly happen until American workers bypass their union bureaucracies and take collective action on their own, as they did in France.)

As the movement spreads to hundreds of cities, it is important to note that each of the new occupations and assemblies remains TOTALLY AUTONOMOUS. Though inspired by the original Wall Street occupation, they have all been created by the people in their own communities. No outside person or group has the slightest control over any of these assemblies. Which is just as it should be. When the local assemblies see a practical need for coordination, they will coordinate; in the mean time, the proliferation of autonomous groups and actions is safer and more fruitful than the top-down “unity” for which bureaucrats are always appealing. Safer, because it counteracts repression: if the occupation in one city is crushed (or coopted), the movement will still be alive and well in a hundred others. More fruitful, because this diversity enables people to share and compare among a wider range of tactics and ideas.

Each assembly is working out its own procedures. Some are operating by strict consensus, others by majority vote, others with various combinations of the two (e.g. a “modified consensus” policy of requiring only 90% agreement). Some are remaining strictly within the law, others are engaging in various kinds of civil disobedience. They are establishing diverse types of committees or “working groups” to deal with particular issues, and diverse methods of ensuring the accountability of delegates or spokespeople.

They are making diverse decisions as to how to deal with media, with police and with provocateurs, and adopting diverse ways of collaborating with other groups or causes. Many types of organization are possible; what is essential is that things remain transparent, democratic and participatory, that any tendency toward hierarchy or manipulation is immediately exposed and rejected.

Another new feature of this movement is that, in contrast to previous radical movements that tended to come together around a particular issue on a particular day and then disperse, the current occupations are settling in their locations with no end date. They’re there for the long haul, with time to grow roots and experiment with all sorts of new possibilities.

YOU HAVE TO PARTICIPATE TO UNDERSTAND WHAT IS REALLY GOING ON. Not everyone will be up for joining in the overnight occupations, but practically anyone can take part in the general assemblies. At http://occupytogether.org you can find out about occupations (or planned occupations) in more than a thousand cities in the United States as well as several hundred others around the world.

The occupations are bringing together all sorts of people coming from all sorts of different backgrounds. This can be a new and perhaps unsettling experience for some people, but it’s amazing how quickly the barriers break down when you’re working together on an exciting collective project. The consensus method may at first seem tedious, especially if an assembly is using the “people’s mic” system (in which the assembly echoes each phrase of the speaker so that everybody can hear). But it has the advantage of encouraging people to speak to the point, and after a little while you get into the rhythm and begin to appreciate the effect of everyone focusing on each phrase together, and of everyone getting a chance to have their say and see their concerns get a respectful hearing from everyone else.

In this process we are already getting a taste of a new kind of life, life as it could be if we weren’t stuck in such an absurd and anachronistic social system. So much is happening so quickly that we hardly know how to express it. Feelings like: “I can’t believe it! Finally! This is it! Or at least it COULD be it — what we’ve been waiting for for so long, the sort of human awakening that we’ve dreamed of but didn’t know if it would ever actually happen in our lifetime.” Now it’s here and I know I’m not the only one with tears of joy. A woman speaking at the first Occupy Oakland general assembly said, “I came here today not just to change the world, but to change myself.” I think everyone there knew what she meant. In this brave new world we’re all beginners. We’re all going to be making lots of mistakes. That is only to be expected, and it’s okay. We’re new at this. But under these new conditions we’ll learn fast.

At that same assembly someone else had a sign that said: “There are more reasons to be excited than to be scared.”

BUREAU OF PUBLIC SECRETS

October 15, 2011

[A PDF version of this text can be found at http://www.bopsecrets.org/recent/awakening.htm ]

 

 

 

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http://www.bopsecrets.org

 

“Making petrified conditions dance by singing them their own tune.”