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Rich Miller published this chart of the economics department of the Massachusetts Institute of Technology, which in his view “provides much of the brainpower used to combat the global financial crisis.”

To what extent are they also responsible for creating the global financial crisis in the first place?

seen here

Those who can make you believe absurdities can make you commit atrocities.
Voltaire

clothedinsky:

Reading Marx’s Capital Vol II – Class 1, Introduction

This is the first class of a free semester-long open course consisting of a close reading of the text of Marx’s Capital Volume II (plus parts of Volume III) in 12 video lectures by Professor David Harvey. David Harvey is a Distinguished Professor at the CUNY Graduate Center in the Anthropology and Geography PhD programs. This course was taught at Union Theological Seminary in Spring 2011, and was attended by graduate students and activists from across New York City.

Subsequent videos will be available every one to two weeks. Initially the videos will be available only on YouTube. Additional file formats and podcasts will be available soon.

The page numbers Professor Harvey refers to are valid for the Penguin Classics editions of Capital Volumes II and III.

Thanks to the over 300 small donors who made this project possible.

If I were to offer a small criticism of Bonds of Empire, then, it is Rush’s acceptance of this supremacy of Britishness over alternative cutural forms. This also influences the language she uses when describing historical events: passive word choices remove the horrors and violence of the colonial encounter. The title Bonds of Empire itself, which suggests linkages and an echo of fraternity, might be equally understood to refer to “bonds” in the financial sense: a debt to the Mother Country where ownership over local development and self-determination are directed by foreign cultural ideals, or what the French sociologist Pierre Bourdieu called cultural capital. That is how empire works, as imperialism socialises those it makes war on and conquers their inner world — their “biopolitics.” Empire enforces itself inside the minds and cultures of ex-colonies. Hence when Rush writes of decolonialisation she masks the process of neocolonialism and the personal politics involved in such a relationship. Her tale omits the cultural disciplining that such “bonds” demand as payment for success, and presents them instead as free choice; what’s more, as the best choice for all. I would venture that such choice eroded authentic forms of Caribbean self-determination and independence, rather than the other way around.

Empire is based on the theft and accumulation of wealth. This power tries to hide its tyranny by claiming to leave behind positives — in many ways, Rush implies that independence and democracy were such gifts. This is problematic because of what it hides: entrenched poverty; wealth in the hands of a few; private enterprises and public industries still run on a plantation mentality, with their surpluses leaving the country. It is quite clear that the populations of the urban slums of the Caribbean and ex-colonies further afield refute the notion that “bonds of empire” have done anything to transform poverty. Instead, one might argue that Britishness and bonds of empire have helped entrench global class inequalities

http://caribbeanreviewofbooks.com/crb-archive/28-november-2011/best-of-british/

I do not carry such information in my mind since it is readily available in books. The value of a college education is not the learning of many facts but the training of the mind to think.
Albert Einstein (via ersal)

(via theweightofemptiness)

18 November 2011

Linda P.B. Katehi,

I am a junior faculty member at UC Davis. I am an Assistant Professor in the Department of English, and I teach in the Program in Critical Theory and in Science & Technology Studies. I have a strong record of research, teaching, and service. I am currently a Board Member of the Davis Faculty Association. I have also taken an active role in supporting the student movement to defend public education on our campus and throughout the UC system. In a word: I am the sort of young faculty member, like many of my colleagues, this campus needs. I am an asset to the University of California at Davis.

You are not.

I write to you and to my colleagues for three reasons:

1) to express my outrage at the police brutality which occurred against students engaged in peaceful protest on the UC Davis campus today

2) to hold you accountable for this police brutality

3) to demand your immediate resignation

Today you ordered police onto our campus to clear student protesters from the quad. These were protesters who participated in a rally speaking out against tuition increases and police brutality on UC campuses on Tuesday—a rally that I organized, and which was endorsed by the Davis Faculty Association. These students attended that rally in response to a call for solidarity from students and faculty who were bludgeoned with batons, hospitalized, and arrested at UC Berkeley last week. In the highest tradition of non-violent civil disobedience, those protesters had linked arms and held their ground in defense of tents they set up beside Sproul Hall. In a gesture of solidarity with those students and faculty, and in solidarity with the national Occupy movement, students at UC Davis set up tents on the main quad. When you ordered police outfitted with riot helmets, brandishing batons and teargas guns to remove their tents today, those students sat down on the ground in a circle and linked arms to protect them.

What happened next?

Without any provocation whatsoever, other than the bodies of these students sitting where they were on the ground, with their arms linked, police pepper-sprayed students. Students remained on the ground, now writhing in pain, with their arms linked.

What happened next?

Police used batons to try to push the students apart. Those they could separate, they arrested, kneeling on their bodies and pushing their heads into the ground. Those they could not separate, they pepper-sprayed directly in the face, holding these students as they did so. When students covered their eyes with their clothing, police forced open their mouths and pepper-sprayed down their throats. Several of these students were hospitalized. Others are seriously injured. One of them, forty-five minutes after being pepper-sprayed down his throat, was still coughing up blood.

This is what happened. You are responsible for it.

You are responsible for it because this is what happens when UC Chancellors order police onto our campuses to disperse peaceful protesters through the use of force: students get hurt. Faculty get hurt. One of the most inspiring things (inspiring for those of us who care about students who assert their rights to free speech and peaceful assembly) about the demonstration in Berkeley on November 9 is that UC Berkeley faculty stood together with students, their arms linked together. Associate Professor of English Celeste Langan was grabbed by her hair, thrown on the ground, and arrested. Associate Professor Geoffrey O’Brien was injured by baton blows. Professor Robert Hass, former Poet Laureate of the United States, National Book Award and Pulitzer Prize winner, was also struck with a baton. These faculty stood together with students in solidarity, and they too were beaten and arrested by the police. In writing this letter, I stand together with those faculty and with the students they supported.

One week after this happened at UC Berkeley, you ordered police to clear tents from the quad at UC Davis. When students responded in the same way—linking arms and holding their ground—police also responded in the same way: with violent force. The fact is: the administration of UC campuses systematically uses police brutality to terrorize students and faculty, to crush political dissent on our campuses, and to suppress free speech and peaceful assembly. Many people know this. Many more people are learning it very quickly.

You are responsible for the police violence directed against students on the UC Davis quad on November 18, 2011. As I said, I am writing to hold you responsible and to demand your immediate resignation on these grounds.

On Wednesday November 16, you issued a letter by email to the campus community. In this letter, you discussed a hate crime which occurred at UC Davis on Sunday November 13. In this letter, you express concern about the safety of our students. You write, “it is particularly disturbing that such an act of intolerance should occur at a time when the campus community is working to create a safe and inviting space for all our students.” You write, “while these are turbulent economic times, as a campus community, we must all be committed to a safe, welcoming environment that advances our efforts to diversity and excellence at UC Davis.”

I will leave it to my colleagues and every reader of this letter to decide what poses a greater threat to “a safe and inviting space for all our students” or “a safe, welcoming environment” at UC Davis: 1) Setting up tents on the quad in solidarity with faculty and students brutalized by police at UC Berkeley? or 2) Sending in riot police to disperse students with batons, pepper-spray, and tear-gas guns, while those students sit peacefully on the ground with their arms linked? Is this what you have in mind when you refer to creating “a safe and inviting space?” Is this what you have in mind when you express commitment to “a safe, welcoming environment?”

I am writing to tell you in no uncertain terms that there must be space for protest on our campus. There must be space for political dissent on our campus. There must be space for civil disobedience on our campus. There must be space for students to assert their right to decide on the form of their protest, their dissent, and their civil disobedience—including the simple act of setting up tents in solidarity with other students who have done so. There must be space for protest and dissent, especially, when the object of protest and dissent is police brutality itself. You may not order police to forcefully disperse student protesters peacefully protesting police brutality. You may not do so. It is not an option available to you as the Chancellor of a UC campus. That is why I am calling for your immediate resignation.

Your words express concern for the safety of our students. Your actions express no concern whatsoever for the safety of our students. I deduce from this discrepancy that you are not, in fact, concerned about the safety of our students. Your actions directly threaten the safety of our students. And I want you to know that this is clear. It is clear to anyone who reads your campus emails concerning our “Principles of Community” and who also takes the time to inform themselves about your actions. You should bear in mind that when you send emails to the UC Davis community, you address a body of faculty and students who are well trained to see through rhetoric that evinces care for students while implicitly threatening them. I see through your rhetoric very clearly. You also write to a campus community that knows how to speak truth to power. That is what I am doing.

I call for your resignation because you are unfit to do your job. You are unfit to ensure the safety of students at UC Davis. In fact: you are the primary threat to the safety of students at UC Davis. As such, I call upon you to resign immediately.

Sincerely,

Nathan Brown
Assistant Professor
Department of English
Program in Critical Theory
University of California at Davis

Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt they can’t afford the time to think. Tuition fee increases are a “disciplinary technique,” and, by the time students graduate, they are not only loaded with debt, but have also internalized the “disciplinarian culture.” This makes them efficient components of the consumer economy.

Noam Chomsky (via cultureofresistance)

Also interesting in the context of how States have moved away from providing free education over the last decade

(via revolucion94)

The political right, ever since Ronald Reagan, has identified government as the “problem”. A slippery piece of rhetoric because surely it is “bad government that is the problem.” But it became a carefully crafted and heavily funded message that has eventually become ubiquitous — its reductio ad absurdum is the Tea Party movement. Business good, government bad. Ergo, government should become more like business. The centre left, especially fools like Tony Blair, enthusiastically embraced the idea that government should become more like business, ending up with current day absurdities such as seeing students in the education system as “customers” (absurd because these customers, by definition, do not know what value is, unlike normal business transactions).

The current model of “class-mobility” reinforces separatism and a class-hierarchy because it posits that in order to escape oppression, one must become an oppressor – and universities do not merely mediate the boundary between professional and laborer, they teach the body of knowledge, the worldview, the values that mark a person as professional, as “belonging” to the middle- or upper-class.

Universities teach us to renounce our sense of identification with the poor; they teach us this by mainly ignoring the existence of poor people and by treating us as “other” when we do become the subject of discussion. Universities teach us not to care too much, because it will undermine our professional role. Universities teach that we are separate from where we came from, that we are “qualified” (which suggests our families and peers are not), that we are justified in having power over people, in speaking for the subjects of our study. Universities teach us that we are “too good” to wait tables and clean houses, with the implication that those who do those jobs are “not good enough” to deserve better.

Poor people tend to see university as a way out for their kids, but university is also a way in to the class of people whose success is premised on the oppression of the poor…For a kid to become educated meant that he or she would live an easier life that was premised on the oppression and invisibility of the very communities s/he came from.

-Megan Lee: “Maybe I’m Not Class-Mobile; Maybe I’m Class-Queer”, from the anthology Feminism For Real: Deconstructing The Academic Industrial Complex of Feminism. Quoted at Racialicious, March 8, 2011.

This spoke to me deeply. I’m not sure if I agree with every bit of it- and I certainly want to read the full essay- but it’s definitely opening up my mind.

(via classragespeaks)

Most children have access to free education in Trinidad and Tobago. However only those who are naturally exceptional or have the ideal domestic life with highly involved parents who can afford or are willing to sacrifice for expensive additional coaching and extra curricular activities, can withstand the difficult, unspecialised, non-holistic memorisation and regurgitation examination-based academic programme. All others are left behind.

izatrini:

trinimummy:

Ok I just finished doing some social studies with my daughter going through the practice papers for national test. Am I the only parent who has problems with some of the questions and answers?

1. There are questions about the role of the father and the role of the mother. You see where I am going with this right?! Question- what is the role of the father? My daughter’s answer which is marked as wrong is look after the children and do chores. Now people, in our household things are shared and go back and forth. What exactly are we trying to teach our children by saying that the correct answer is mother is supposed to nurture and father is supposed to protect the home and bring home money!! Come on people get real. My great grandmother worked and brought home the bacon in 1932. My brother 19 years ago raised and nurtured his son! As my daughter just told me, Mummy this answer is not true but to get the points I have to put this down. I am sorry something is wrong here.

2. Ok the next question that irritated me they put a picture of a turtle and asked where is this found. They then listed Matura, Maracas, Store Bay and Las Cuevas. The correct answer is Matura for the marks but according to the Trini Eco warriors there are also turtles nesting at Las Cuevas and I suspect they may nest at one of the other beaches as well.

3. Third rant. There is a picture of a child in a thick winter coat playing in the snow. Multiple choice answers a-tropical, b-polar, c- temperate, d-desert. Umm I need some clarification here since I live in the Caribbean. Don’t they use those types of coats in the polar and temperate? They probably meant temperate but how are the children supposed to guess that?

Ok there are more issues but I think I have ranted enough for one day. True this is not the actual social studies test however I suspect it is very close and number 1 is definitely following the curriculum.

So who do I approach to get the curriculum changed and corrected?

Madness

world-shaker:

The Perfect Storm: Student Loan Debt

Education - the new economic bubble

(via pjdintuitiongone)