WEBVTT 1 00:00:03.419 --> 00:00:04.620 Federico Perelmuter (He/Him): Meeting is being recorded. 2 00:00:06.210 --> 00:00:19.140 Federico Perelmuter (He/Him): So we put this teaching together to talk a little bit about the strike and what's been happening right now and think about it. Historically, and think about it as 3 00:00:19.560 --> 00:00:33.870 Federico Perelmuter (He/Him): Part of a sort of history of student activism very much related to have referred and in which, however, for has a very unique and prominent role, but also is connected 4 00:00:35.100 --> 00:00:38.940 Federico Perelmuter (He/Him): To a more transnational history in this case. 5 00:00:40.440 --> 00:00:41.280 Federico Perelmuter (He/Him): Latin America. 6 00:00:42.300 --> 00:00:42.990 Federico Perelmuter (He/Him): Because 7 00:00:44.040 --> 00:00:47.310 Federico Perelmuter (He/Him): Yeah, we wanted to talk a little bit about is where we're from 8 00:00:48.630 --> 00:00:55.020 Federico Perelmuter (He/Him): Yeah. And so I'll send it over right now to sell another one of the co organizers. 9 00:00:56.190 --> 00:01:05.160 Federico Perelmuter (He/Him): To frame our discussion a little in history at Haverford specifically and then our faculty will do 10 00:01:06.270 --> 00:01:15.060 Federico Perelmuter (He/Him): Some presentations, and then we'll have some space for questions, which will post some questions and the floor will be open for you all to pose questions as well. Um, 11 00:01:16.440 --> 00:01:17.520 Federico Perelmuter (He/Him): Yeah, so, so 12 00:01:18.990 --> 00:01:22.440 Saul Ontiveros: Yeah, I guess I'm going to put the presentation on soon. But I think it'd be 13 00:01:22.440 --> 00:01:37.080 Saul Ontiveros: Worthwhile if if all of us to set our names for so you guys kind of know who's going to be where who's going to be bouncing around at certain times. So many times I would I use em pronouns do you want to do your pronouns and I'm a junior, by the way. Yeah. 14 00:01:38.370 --> 00:01:45.330 Federico Perelmuter (He/Him): Yeah, I'm say I'm at him pronoun time in English senior picture. Yeah, go. 15 00:01:46.500 --> 00:01:59.580 Claudia Ojeda: Hi everybody I'm Claudia. I'm a senior I use pronouns history major, and if everybody wants you can put like in your name like your pronouns. If you're comfortable and also your department, just so we get a sense of, like, 16 00:02:00.720 --> 00:02:14.070 Claudia Ojeda: Who's here and then I would also ask our lovely faculty participants also introduced themselves very briefly, if, if you want before Sal will kind of takes it away. And then we get started with the presentations. 17 00:02:19.560 --> 00:02:25.410 Roberto Castillo (he/him): To see you. I'm very happy to see all my students here, former and present. I mean, it's best apartment. 18 00:02:33.900 --> 00:02:34.620 Lina Martinez - Spanish Dept. (Ella/She): My goodness. 19 00:02:34.710 --> 00:02:39.900 Lina Martinez - Spanish Dept. (Ella/She): I'm also in the Spanish apartment and I use she her pronounce or eight yes again Spanish 20 00:02:43.980 --> 00:02:45.270 Oh, sorry. I'm just 21 00:02:46.410 --> 00:02:49.050 Aurelia Gomez Unamuno /she/ Spanish: I'm a mess. I'm also in the Spanish department. 22 00:02:52.050 --> 00:02:54.360 She and her and 23 00:02:56.550 --> 00:03:01.950 Aurelia Gomez Unamuno /she/ Spanish: What I was supposed to be on leave now, but I just miss this opportunity. 24 00:03:05.820 --> 00:03:08.580 Andrew Friedman, History, he/his: I'm Andrew I'm in the History Department here. 25 00:03:13.620 --> 00:03:20.010 Sebastian Figueroa (he/him) Spanish: Hi, my name is so I can teach in this finance department and pronouncer he and he and he 26 00:03:31.740 --> 00:03:40.860 Saul Ontiveros: Okay, good. So let's start. Um, we do have a presentation. I hope it's not boring for you guys, there's no words you guys don't have to read it. They're just really cool pictures. 27 00:03:41.250 --> 00:03:56.100 Saul Ontiveros: On but all these are investors have had experiences in strikes in their academic work and in the real personal lives. So I think this is going to be a great opportunity to kind of learn from our community members and bring in a different perspective or 28 00:03:57.180 --> 00:04:02.010 Saul Ontiveros: Across perspective into the present moment here at Haverford so um 29 00:04:03.090 --> 00:04:05.550 Saul Ontiveros: Yeah, I'm going to share my screen now this is 30 00:04:15.060 --> 00:04:21.930 Saul Ontiveros: And everyone can see it is i right. Can someone just like signal that it's like on the bonfire. Okay, good men. 31 00:04:25.380 --> 00:04:30.780 Saul Ontiveros: Nice. Cool. Slide since high school. Oh no. Okay, how do you make it full screen. 32 00:04:31.890 --> 00:04:32.580 Saul Ontiveros: Doesn't matter. 33 00:04:32.910 --> 00:04:34.650 Collin he/him, history: View and present 34 00:04:36.630 --> 00:04:52.620 Saul Ontiveros: You present. Thank you. All right, so, uh, right. So I am tasks right now to contextualize the moment because last night during our second strike. We had somebody um 35 00:04:53.250 --> 00:05:01.530 Saul Ontiveros: Some of the organizers. Try to contextualize it's happening now. I'm to the former strike that happened to have referred in 1972 36 00:05:02.130 --> 00:05:13.800 Saul Ontiveros: And since we're going to be moving along I'm historical path and Latino medic about the student strikes that have happened in the past. Um, I think it's important that we acknowledge that 37 00:05:14.550 --> 00:05:22.830 Saul Ontiveros: History is not something that's objective, like we can tell narratives and we can use it for certain things. And in this time together. 38 00:05:23.250 --> 00:05:37.050 Saul Ontiveros: We hope that you all understand that we're trying to support the strike through this teaching and to acknowledge that everything that we're learning and coming from today comes from historical precedent that we have seen in the past and 39 00:05:37.920 --> 00:05:45.360 Saul Ontiveros: Are either not aware of or are made to believe that it was farther than it was so 1972 for context. 40 00:05:46.470 --> 00:05:52.830 Saul Ontiveros: We had students organizing the very same worries organizing now to ask her, basically the exact same things. 41 00:05:54.240 --> 00:05:55.170 Saul Ontiveros: And and 42 00:05:56.340 --> 00:06:03.990 Saul Ontiveros: Although it's only been less than 50 years there are students and faculty and administration that all around still remember these events and still 43 00:06:04.560 --> 00:06:15.060 Saul Ontiveros: Have a place complaints them in their lives. So yeah, we're going to move on to the questions that we have for today arm and they are such 44 00:06:15.450 --> 00:06:31.050 Saul Ontiveros: A Claudia wants to take a turn and start reading some of them. Note that we don't have answers for all these questions we're going to think through them together, but more than anything. We just want you as audience members as people in this teaching to 45 00:06:32.100 --> 00:06:33.450 Saul Ontiveros: Really contribute something 46 00:06:34.530 --> 00:06:41.370 Saul Ontiveros: Or to be willing to learn from our teachings professors today and from the students that are in 47 00:06:42.600 --> 00:06:48.480 Saul Ontiveros: The zoom chat in general. So from that point I think La Jolla, you should start reading the questions. 48 00:06:49.050 --> 00:06:56.820 Claudia Ojeda: Yeah. And before I do that, I just kind of want to point out their name that we gave this teaching, which is domain color you or occupy the school. 49 00:06:57.420 --> 00:07:06.540 Claudia Ojeda: In English, and that is just a sentiment and a slogan that goes around in Latin America and the Caribbean. When these types of strikes at the universities back home. 50 00:07:07.230 --> 00:07:15.930 Claudia Ojeda: Occur. And it's a sentiment that we believe encapsulate the moment that we are living in and have referred and as well as like all these historical moments that 51 00:07:16.590 --> 00:07:23.730 Claudia Ojeda: We are going to be talking about today. So these are like sour was saying just the questions that we pose to the professors and the questions. 52 00:07:24.060 --> 00:07:32.910 Claudia Ojeda: That we hope to think through with them and hope to think through with all of you as well as I'm beyond these. So I'll just kind of read them off. Before we begin, 53 00:07:33.630 --> 00:07:39.780 Claudia Ojeda: So what kind of social experiment, independent of what we have done and think to be possible. Can we imagine 54 00:07:40.260 --> 00:07:47.220 Claudia Ojeda: How is bipolar blackness focal or sometimes at odds with student Latina imaginary and the critiques. 55 00:07:47.610 --> 00:07:56.790 Claudia Ojeda: What can student organizations strikes and other forms of student activism in the Americas teach us about the possibilities for institutional action and change and curriculum. 56 00:07:57.330 --> 00:08:07.380 Claudia Ojeda: How has Latin America, historically at the forefront of student activism dealt with the university, how can their critiques demands relationships with the institutions and the forms of actions. 57 00:08:07.590 --> 00:08:13.140 Claudia Ojeda: That have stemmed from them inform our own action, moving forward, both within the strike and beyond it. 58 00:08:14.160 --> 00:08:19.290 Claudia Ojeda: So I think that now we have kind of post these questions out there, we can 59 00:08:20.670 --> 00:08:25.440 Claudia Ojeda: Move on to our, our first speaker, which will be a professor Friedman. 60 00:08:31.770 --> 00:08:32.670 Andrew Friedman, History, he/his: Hi everybody. 61 00:08:33.780 --> 00:08:35.430 Andrew Friedman, History, he/his: Thanks for joining us and 62 00:08:37.200 --> 00:08:45.930 Andrew Friedman, History, he/his: Thanks to sell and Claudia and filet for organizing our session and organ organizing us all into this project. 63 00:08:47.010 --> 00:09:01.920 Andrew Friedman, History, he/his: Echoing so like I did want to open by saying just reiterating what might be obvious, but that I think is important to note that we're here for the strike and its mission. That's why we're doing this. It's not just a sort of alternative educational space. 64 00:09:03.150 --> 00:09:20.190 Andrew Friedman, History, he/his: And as we're here for the strike. Um, I think it's also important to say directly that we're here because of the black women and by PSE and students who organized this strike and forced open this space for us through their political action. 65 00:09:21.690 --> 00:09:22.680 Andrew Friedman, History, he/his: They say that 66 00:09:23.520 --> 00:09:29.520 Andrew Friedman, History, he/his: strikes are profound acts of anti racist demystification of their own and 67 00:09:30.090 --> 00:09:36.690 Andrew Friedman, History, he/his: I think that's already been evident in so many ways through the course of a strike already um 68 00:09:37.800 --> 00:09:44.250 Andrew Friedman, History, he/his: I guess I also wanted to just say at the outset that i'm i'm here citation only from 69 00:09:45.060 --> 00:09:55.170 Andrew Friedman, History, he/his: Scholars of color, such as Sarah Ahmed Roderick Ferguson June Jordan his car be Robin Kelly and so many other folks from 70 00:09:55.680 --> 00:10:07.050 Andrew Friedman, History, he/his: Black Studies critical ethnic studies and queer color critique and really the intellectual training. I'm in these fields that I had the opportunity to 71 00:10:07.530 --> 00:10:20.010 Andrew Friedman, History, he/his: Be trained in, um, and really to think about those fields as the essence and playing in a central role at the center of any serious institution of higher learning 72 00:10:20.730 --> 00:10:33.390 Andrew Friedman, History, he/his: Um, and, you know, I guess, in one sense, I feel like it's important to mark that those fields which have done so much never came at the grace of liberal institutions, but because of student 73 00:10:33.840 --> 00:10:43.170 Andrew Friedman, History, he/his: Protests and student actions like your own. Um, and also I would just note that the student resource list that the organizers of the strike put together. 74 00:10:43.890 --> 00:10:52.140 Andrew Friedman, History, he/his: I've drawn so many of these readings from the list that they made which I also think is a crucial resource for all of us a number of faculty 75 00:10:52.500 --> 00:11:00.240 Andrew Friedman, History, he/his: Have been asking in some of our meetings. Like, how can we learn what to do, how can we learn what's next. How do we learn with the students one 76 00:11:00.690 --> 00:11:06.060 Andrew Friedman, History, he/his: And I just think it's important to mark and these spaces that the students who are striking already put together. 77 00:11:06.570 --> 00:11:16.470 Andrew Friedman, History, he/his: A list of resources that anybody could read and learn at any time if they chose. So I call on all of you and all our faculty and administrators to read the resources they put together. 78 00:11:16.950 --> 00:11:28.200 Andrew Friedman, History, he/his: If they want to know more about what's going on here. So, um, then with that. I think I'll just turn into and I really don't want to talk too long. I really hope that 79 00:11:28.950 --> 00:11:42.480 Andrew Friedman, History, he/his: We can have a conversation about what you need at this moment to advance the strike and its demands, but I'm in tune with the historical spirit that our organizers laid out. 80 00:11:44.370 --> 00:11:53.550 Andrew Friedman, History, he/his: I did really want to mark that um and I think this is kind of miraculous and amazing, in a way, but that the day of this teaching 81 00:11:53.880 --> 00:12:16.500 Andrew Friedman, History, he/his: November six is actually the day that the Third World Liberation Front strikes started at SF State 51 years ago. Um, I really think that, you know, it's important in our work today to tie the current Haverford strike to those third world students strikes, as they call themselves of 1969 82 00:12:17.520 --> 00:12:28.770 Andrew Friedman, History, he/his: To stress that really, in my opinion, every meaningful intellectual advancement of the modern university has come from the striking knowledge actions of by PLC students 83 00:12:29.520 --> 00:12:39.570 Andrew Friedman, History, he/his: Um, so as a way into that activity to talk some about that this sort of detailed demands of those strikes and how they harmonize with some of your own um 84 00:12:40.410 --> 00:12:52.590 Andrew Friedman, History, he/his: But first, I think that in thinking about, um, these knowledge actions and the demands for new programs and new curricula and epistemologies that the students strikes of 68 and 69 asked for. 85 00:12:53.760 --> 00:13:02.820 Andrew Friedman, History, he/his: It's also really important to mark how the college and universities and colleges in general expropriate community and social movement knowledge. 86 00:13:04.380 --> 00:13:13.650 Andrew Friedman, History, he/his: Um, and really extract them from social movement fields that really were about something else in their conception, you know, really about 87 00:13:14.460 --> 00:13:25.770 Andrew Friedman, History, he/his: Demanding black and Latino and Asian American and Indigenous professors teaching black Latinx Asian American Indigenous students 88 00:13:26.160 --> 00:13:37.650 Andrew Friedman, History, he/his: In black, Latino, Asian American indigenous departments and really thinking about the ways that that those claims and demands then become sort of expropriated by institutions. 89 00:13:38.010 --> 00:13:46.050 Andrew Friedman, History, he/his: Into themes or topics like race or gender or sexuality or class that can be really shorn 90 00:13:46.680 --> 00:13:58.320 Andrew Friedman, History, he/his: Of the activism that brought them into university understanding and social movement demands in ways that then allow them to be taught by white professors in traditional departments in colleges that are 91 00:13:58.710 --> 00:14:09.120 Andrew Friedman, History, he/his: Dramatically restructuring the anti racism. I mean, the racism at the core of their institutions. Um, and, you know, like 92 00:14:09.990 --> 00:14:26.130 Andrew Friedman, History, he/his: I think it's really important that we have the 72 boycott slide up in our discussion and the ways that we can think about that has connected to the work that you all are doing today. I was just curious about this earlier. So I looked it up. 93 00:14:27.720 --> 00:14:40.350 Andrew Friedman, History, he/his: And you know, I think that it's really interesting to think that we're in this moment had Haverford that's what like 70 years since the first black student was even admitted to the college 94 00:14:40.920 --> 00:14:51.630 Andrew Friedman, History, he/his: That were 36 years since women were admitted to this college on an equal basis equal basis and quotes and, you know, 95 00:14:52.560 --> 00:14:57.810 Andrew Friedman, History, he/his: One thing that I was looking at there was like sometimes when people talk about the history of that they say that 96 00:14:58.440 --> 00:15:10.470 Andrew Friedman, History, he/his: I'm around 1968 the same time as the third world strikes and in California and the strikes in New York City at City College that move the dial so much on these issues at the time that 97 00:15:11.340 --> 00:15:22.680 Andrew Friedman, History, he/his: The number of black students at Haverford was really increasing that the statistic I found was that a doubled in 1968 such that in 1971 there were 10% 98 00:15:23.190 --> 00:15:27.300 Andrew Friedman, History, he/his: Of the students that have suffered were black identified as black 99 00:15:28.140 --> 00:15:34.560 Andrew Friedman, History, he/his: I was really interested to know when I was kicking around, and I'm sure there's some administrator out there who would critique. 100 00:15:35.010 --> 00:15:43.800 Andrew Friedman, History, he/his: My understanding of this figure, but it seems to me that in the class of 20 28% of the student body is black. 101 00:15:44.520 --> 00:15:54.090 Andrew Friedman, History, he/his: And I really think that's just something we need to think about here. You know that when those students were protesting in the 70s, I'm 102 00:15:54.840 --> 00:16:03.390 Andrew Friedman, History, he/his: 10% of the students that have referred or black in our graduating class this year there are eight. How do we think about that, if I'm reading those numbers right 103 00:16:04.290 --> 00:16:10.590 Andrew Friedman, History, he/his: I mean, I think it's probably also worth mentioning here that 12.1% of the US population is black. So 104 00:16:11.010 --> 00:16:19.590 Andrew Friedman, History, he/his: You know, that's another relevant detail, but I did just want to mention that here at the outset, thinking about where we are and the notions of progress that 105 00:16:20.070 --> 00:16:28.650 Andrew Friedman, History, he/his: We're usually fed, but that don't always a chord with the historical arc and historical reality in ways that I think we're here throughout the day today. 106 00:16:29.850 --> 00:16:38.220 Andrew Friedman, History, he/his: But anyway, um, you know, the principles of those third world strikes. I'm in California, particularly starting with SF State. 107 00:16:39.300 --> 00:16:44.730 Andrew Friedman, History, he/his: Which I'm really like is known for holding the longest 108 00:16:46.260 --> 00:16:48.690 Andrew Friedman, History, he/his: Students strike in US history from 109 00:16:49.710 --> 00:16:52.530 Andrew Friedman, History, he/his: November six, all the way through March 21 of 110 00:16:54.930 --> 00:17:05.100 Andrew Friedman, History, he/his: About four months longest student strike in US history. So far, we should note and then the two weeks strike at City College. 111 00:17:06.450 --> 00:17:10.980 Andrew Friedman, History, he/his: The next year, Berkeley, there was another third world strike at that same moment. 112 00:17:11.460 --> 00:17:22.560 Andrew Friedman, History, he/his: Mean, this is the origin of all ethnic studies programs first Asian American studies program in the United States. The first Latino Studies Latino Studies Program. 113 00:17:22.920 --> 00:17:36.300 Andrew Friedman, History, he/his: At Cal State in 68 as well. The birth of black study is as such not the starting point for African American history, of course, but black studies as a revolutionary formation is generated from that same moment. 114 00:17:37.260 --> 00:17:45.870 Andrew Friedman, History, he/his: Indigenous Studies, you know, like they all came from student strikes and from student protests like your own I'm 115 00:17:46.770 --> 00:17:55.770 Andrew Friedman, History, he/his: All the if you're interested, I can send these to you, but other demands are available archival Leo online. And I do think it's really important to revisit those I'm 116 00:17:56.610 --> 00:18:03.210 Andrew Friedman, History, he/his: Thinking about where we are today. I mean, and tying them directly to the Haverford strike. I mean, they were really asking for 117 00:18:03.660 --> 00:18:22.740 Andrew Friedman, History, he/his: And I can talk more about these categories later if you're interested. But positions power funding redistribution implementation control justice autonomy community epistemology and world connection. 118 00:18:24.300 --> 00:18:42.360 Andrew Friedman, History, he/his: And, you know, digging into those a little bit, although I think we could talk more about them later. I really just wanted to briefly focus particularly on this idea of redistribution, which seems to me to be key to your strike in the current moment the essential demand for the redistribution. 119 00:18:44.010 --> 00:18:53.940 Andrew Friedman, History, he/his: Not only have money, but have the control over knowledge and its delivery system and have referred and then secondly, this demand over community. 120 00:18:54.420 --> 00:19:16.620 Andrew Friedman, History, he/his: The essential demand, not only for spaces for from the relief from whiteness as they're on the puts it, but that all research and curriculum conducted about by P O sci fi PLC people and their communities be in the poetry and Jordans words consecrated to the preservation of that person. 121 00:19:17.670 --> 00:19:39.150 Andrew Friedman, History, he/his: The point there that is that research conducted about by PSE people in their communities should be fundamentally defined and taught by the well being health longevity and intellectual and social needs of those communities. And then finally wrapping up towards my my clues 122 00:19:40.650 --> 00:19:53.700 Andrew Friedman, History, he/his: I did just want to talk a little bit about quote unquote diversity, since that's been part of the discourse and counter revolutionary discourse of this moment, and they have referred strike. 123 00:19:54.930 --> 00:20:08.070 Andrew Friedman, History, he/his: I think it's really important to think historically about how as soon as I'm by PSE students appeared on campuses on white campuses that had formerly been segregated. 124 00:20:08.520 --> 00:20:20.160 Andrew Friedman, History, he/his: And asked for spaces and curricula that spoke to them and nourished them white people pretty quickly invoked claims of diversity of opinion. 125 00:20:20.640 --> 00:20:30.930 Andrew Friedman, History, he/his: And tolerance to protect racists and white privilege from revision and transformation in essence to protect the weight campus. 126 00:20:31.650 --> 00:20:38.760 Andrew Friedman, History, he/his: I'm diversity in the sense, I think it's really important to mark was not an achievement or recognition of the demands. 127 00:20:39.240 --> 00:20:47.580 Andrew Friedman, History, he/his: Of by PRC student movements, but rather a white institutional strap managerial strategy to police and control them. 128 00:20:48.030 --> 00:20:56.100 Andrew Friedman, History, he/his: part of a larger goal of harassing and intimidating new by PLC students on college campuses and their visions of belonging. 129 00:20:56.520 --> 00:21:09.750 Andrew Friedman, History, he/his: And really designed to erode the triumphs of by poct student organizing and then redistribute them as diversity to the institutional business brand of the college and university and 130 00:21:10.320 --> 00:21:19.620 Andrew Friedman, History, he/his: I think we see this in a variety of ways. I mean, students of color. After 1965 for very variety of reasons. I can talk more about later if you're interested. 131 00:21:20.250 --> 00:21:31.860 Andrew Friedman, History, he/his: came to college in large scale numbers and at that very same time you get all this first sort of wave of debate around political correctness. 132 00:21:32.220 --> 00:21:44.760 Andrew Friedman, History, he/his: And University speech codes and you know all these fears of how the demands to not be violated by white racism or violating the norms of diversity, such that, you know, 133 00:21:45.030 --> 00:21:51.150 Andrew Friedman, History, he/his: diverse students are now the ones who are a threat to diversity, which is an interesting formulation to think about 134 00:21:51.810 --> 00:22:06.240 Andrew Friedman, History, he/his: But I really think in this current moment thinking about how terms like micro aggressions or cancel culture work in the same way is sort of rebooting those forms of policing anti racism on campus. 135 00:22:07.110 --> 00:22:13.800 Andrew Friedman, History, he/his: And really sort of fighting back against students strike movements to exclude whites from the availability 136 00:22:14.160 --> 00:22:26.340 Andrew Friedman, History, he/his: Of certain meanings and, you know, as, as Michael Denning says in an essay. I really like this formulation and I thought it might be useful for you all in your work on the campus. He says, 137 00:22:27.360 --> 00:22:29.730 Andrew Friedman, History, he/his: We want people to be as angry. 138 00:22:30.990 --> 00:22:42.120 Andrew Friedman, History, he/his: About the call for solidarity without criticism, no reverse that. Sorry. We want people to be as angry about criticism without solidarity. 139 00:22:43.530 --> 00:22:47.790 Andrew Friedman, History, he/his: As they are about the call for solidarity without criticism. 140 00:22:49.230 --> 00:23:04.620 Andrew Friedman, History, he/his: So I'll say that again. But like we want people to be as angry and upset about criticism without solidarity and what that means, as they are about the call for solidarity without criticism. 141 00:23:06.360 --> 00:23:07.710 Andrew Friedman, History, he/his: And with that I'll stop. 142 00:23:15.060 --> 00:23:16.470 Saul Ontiveros: Okay, thank you. 143 00:23:16.620 --> 00:23:22.290 Saul Ontiveros: Professor Friedman. That was very, was very interesting, and I think it's a lot of 144 00:23:24.180 --> 00:23:30.810 Saul Ontiveros: It's a lot of information that I think will move forward and a really good way with our arm more 145 00:23:32.970 --> 00:23:47.250 Saul Ontiveros: International concrete examples and we'll, we'll see how they resonate. And that go in the years to come. So I think now we'll move on to diversity Diego minutes I'm will speak on her perspective on this. 146 00:23:56.220 --> 00:23:56.490 Saul Ontiveros: Yeah. 147 00:23:59.880 --> 00:24:13.320 Thank you so much for inviting me. I said, said, I'm on leave from maternity leave, but I just stay out of what's happening here. I've been here for a couple of years and 148 00:24:14.430 --> 00:24:20.970 Even though there was a Black Lives Matter movement before and I want some students and I were organizing 149 00:24:22.260 --> 00:24:33.420 Something around your Tina boss case in Mexico. It was not as huge as what is happening now and and I I really applaud. 150 00:24:34.530 --> 00:24:38.310 All students for taking the risk for doing this. 151 00:24:44.730 --> 00:24:58.290 Aurelia Gomez Unamuno /she/ Spanish: Any better or yeah I'm sorry, someone is saying that is not very clear. Okay. Yeah. So I want to congratulate and I appreciate very much the work that you're doing the organizers and everyone that is 152 00:24:59.340 --> 00:25:09.900 Aurelia Gomez Unamuno /she/ Spanish: Supporting the strike. Usually people think that making a strike is is avoiding having class is just because it's lazy people who don't want to work. 153 00:25:10.410 --> 00:25:22.770 Aurelia Gomez Unamuno /she/ Spanish: But is is the opposite. It's a lot of work and I'm impressed with the work that you have been doing, how well coordinated, it is you have been thinking about many things and how how you are 154 00:25:23.220 --> 00:25:38.520 Aurelia Gomez Unamuno /she/ Spanish: So it's easy for you to develop this media and his website with all information. So it is clearly an amazing job. And I wanted to talk. I want to connect something with what Andrew was saying. 155 00:25:41.430 --> 00:26:02.730 Yes, so we, I think it was, it was very interesting how he he's portraying how the movements or the radicalism of the of the movements can be co opted by by by institution by the education institution colleges and 156 00:26:04.080 --> 00:26:09.000 The Mexican cases, a little bit different. So I'm going to give a little bit of background and what can we 157 00:26:10.080 --> 00:26:16.770 Learn from this other example in in Mexico, but basically the main idea I want to focus is that 158 00:26:18.840 --> 00:26:25.710 As as you are organizing as you are developing this movement in in the college 159 00:26:26.790 --> 00:26:51.840 This is a big deal of a learning process. And so is the kind of of learning process that you do. Are you can measure it, it does not have a number eight last add whatever but you are really producing something that is very creative and challenging. So that is really a lot of 160 00:26:52.950 --> 00:26:53.430 Work. 161 00:26:54.540 --> 00:27:00.090 Aurelia Gomez Unamuno /she/ Spanish: OK, so the context of Mexico is a little bit different and I will like to give a little bit of context. 162 00:27:00.750 --> 00:27:13.080 Aurelia Gomez Unamuno /she/ Spanish: And education in Mexico is public free and secular so every Mexican has the right to go to from elementary school to the university for free. 163 00:27:13.950 --> 00:27:28.500 Aurelia Gomez Unamuno /she/ Spanish: That was a ride. That was one after the Mexican Revolution and it stated in the constitution of 1970. So the idea of a public education. So this is suffering from 164 00:27:29.700 --> 00:27:39.930 Aurelia Gomez Unamuno /she/ Spanish: It's quite different from what we have here in the United States, the idea of public it's or the idea for private education or you pay a prorated 165 00:27:41.850 --> 00:27:50.100 Aurelia Gomez Unamuno /she/ Spanish: Mexico we think about about it that Easter. Right. And everyone has the right to attend school so 166 00:27:50.550 --> 00:28:02.370 Aurelia Gomez Unamuno /she/ Spanish: We have different models of schools and after the Mexican Revolution. They are the ruler teacher schools that if you weren't familiar of what happened with the 43 students, which is a year where 167 00:28:04.860 --> 00:28:08.460 enforce these appeared and in in 19 168 00:28:09.540 --> 00:28:10.530 In 2014 169 00:28:11.790 --> 00:28:18.480 Like adults in our part saw that those were the model of rural school so so there were schools that were training. 170 00:28:19.140 --> 00:28:36.360 professors and teachers in the rural areas and there was another model that it was a technological education and most of it were students that were coming from the countryside. So they have dorms and and there was a different model and that it was very 171 00:28:37.440 --> 00:28:40.110 Useful for people who were trying to 172 00:28:41.130 --> 00:28:52.500 Have a little bit of social mobility and there was another model that was the liberal arts education that's like the National Autonomous University of Mexico. That's the one that I I am graduated from 173 00:28:53.250 --> 00:29:01.980 And basically at that time in the 60s. It was a university who was that was meant for students more or less in the middle class. 174 00:29:02.850 --> 00:29:17.910 And there were also private universities, but mainly. This is the scope of of of education and I want to stop in in one project that is I think it's very important, though it is not very 175 00:29:19.020 --> 00:29:26.610 As it's not study in depth and is the experiment of the popular high school upper para para popular 176 00:29:27.420 --> 00:29:38.580 And it's very interesting because that was before the 1968 student movement. So, a group of students. There was a lot of high school public high schools for 177 00:29:39.120 --> 00:30:03.390 For for the younger generation and this you can think about the baby boom generation. So there were many people that were moving in have social mobility and they were moving to the cities and they wanted to have education free education. So the history of the para para popular 178 00:30:04.680 --> 00:30:06.990 It's very interesting, because 179 00:30:09.060 --> 00:30:22.830 The students took over some federal buildings so they they organized. They took over the building and they started to develop their own curriculum. So they forced 180 00:30:23.940 --> 00:30:34.410 Aurelia Gomez Unamuno /she/ Spanish: The Secretary of Education to a to approve this curriculum for a high school and this happened in a couple of months. 181 00:30:34.860 --> 00:30:46.860 Aurelia Gomez Unamuno /she/ Spanish: And students from the National Autonomous University were supportive of this project, and there were students at the university, but they were teachers in this high school 182 00:30:47.640 --> 00:30:57.750 Aurelia Gomez Unamuno /she/ Spanish: And I'll be in the government had to accept this program and they had another branch. So that are basically at that time there were two branches of this high school 183 00:30:58.590 --> 00:31:11.550 Aurelia Gomez Unamuno /she/ Spanish: And it was very successful. It was run by by the school was run by their own students and after the 1968 students repression and they, the government 184 00:31:12.150 --> 00:31:24.030 Aurelia Gomez Unamuno /she/ Spanish: Made and very very similar model and and made another series of schools that were part of the world was part of a program to increase 185 00:31:24.450 --> 00:31:44.190 Aurelia Gomez Unamuno /she/ Spanish: High School opportunities for everybody. So the experience of the popular High School of preparatory popular it is very, very interesting as the first example, even before the strike of 1968. And so basically the lesson is that some people were students were taking 186 00:31:45.690 --> 00:31:48.240 In their own hands self governance. 187 00:31:49.500 --> 00:31:53.370 Being autonomous and and develop their own particular 188 00:31:56.160 --> 00:32:08.070 Another example that I wanted to provide is itself from the student movement of 1968 and the student movement started with a 189 00:32:10.650 --> 00:32:18.000 violent situation again two gangs were fighting and that unleashed the entrance, or the 190 00:32:19.110 --> 00:32:24.660 Of the police and the police started to punish a all bystanders. 191 00:32:26.430 --> 00:32:50.490 Aurelia Gomez Unamuno /she/ Spanish: And so the more the more they the border police were was violent to the students that unleashed other process. And so what's the violence was more and more in increasing and until the students work for strike and in the university. It started in a high school, but the movement just 192 00:32:51.570 --> 00:32:52.890 Grew and 193 00:32:54.180 --> 00:33:08.310 It was the whole universities in Mexico, not only not only the public, but also private universities, they were on strike, and one of the of the of the important things. And I want to connect that with 194 00:33:09.360 --> 00:33:15.000 What's happening and have her for East how the student movement. It was first about 195 00:33:16.650 --> 00:33:22.650 University education reform. But later on, because of the violence of the police, it became 196 00:33:23.700 --> 00:33:24.390 Basically 197 00:33:25.530 --> 00:33:28.530 The demands became basically political trying to 198 00:33:33.390 --> 00:33:35.610 divest or from the 199 00:33:37.770 --> 00:33:47.550 From from the, from the police. And so I'm going to read a couple of what is the man, the man sheet, the leg up editorial 200 00:33:48.600 --> 00:33:50.460 Sorry. Okay. 201 00:33:51.960 --> 00:34:01.890 That was it is very interesting. So, it stopped to be about the university reform and it started to be more political. So the first thing that they were asking is, 202 00:34:02.310 --> 00:34:15.000 to free our political prisoners political prisoners of mainly were in Poland prison because they were in strikes in worker strikes in in 10 years ago in the 1950s. 203 00:34:15.720 --> 00:34:25.050 They were teachers who were in strike or railroad workers who were in strike. So that was the first demand that they were asking so for your political prisoners. 204 00:34:25.530 --> 00:34:39.150 The second is that abrogate a constitution article that criminalize the right of gathering so people could not even gather more than 10 people. It was consider a crime. 205 00:34:40.050 --> 00:34:50.490 And the third of the man was abolished riot police. So this is very, very important. It is related. So it's not part of the demands that Haverford College is 206 00:34:52.020 --> 00:34:58.830 Aurelia Gomez Unamuno /she/ Spanish: Higher per student baikal's students are doing right now and distract. But I think it is very related because 207 00:35:00.270 --> 00:35:09.450 I think the the police brutality and the violence that is surrounding a African American communities. 208 00:35:11.010 --> 00:35:23.340 Was on wasn't reactions like the the the strike and the letter and the position of the students was a reaction of that violence. So, so I think that 209 00:35:24.000 --> 00:35:36.420 Many of the of the of the student movements are not just about a micro Cosmos in the university. They are very aware of what's going on in in 210 00:35:37.590 --> 00:35:39.660 In the historical context and I think 211 00:35:41.490 --> 00:35:44.580 That's important to to take in mind. 212 00:35:46.650 --> 00:35:59.100 And another thing that I think it's very interesting of the of the of the men sheet of the leg up editorial of 1968 is that they were demanding a public dialogue. 213 00:35:59.580 --> 00:36:15.660 Between the members of the movement and the government and and I think that is something that really was new to Mexican politicians, because they were used to break strikes by buying 214 00:36:16.170 --> 00:36:39.210 And giving money to the leaders of the strike or leaders of a labor union a book. They were not used to have a public dialogue and have a dialogue, not with one or two people, but have a dialogue with a group and and i think that it's it's important and it reminded me 215 00:36:40.770 --> 00:36:52.800 What's happening right now and harder for reminded me a lot of these because I think that in the demands that you were doing. You are also saying only we want fees, but how 216 00:36:53.250 --> 00:37:04.890 And what are the strategies that you you are proposing to reach that goal. And I think that that is very interesting to compare 217 00:37:06.240 --> 00:37:26.970 These two facts. So the one thing. The man in a public dialogue on the other is demanding very also a dialogue. Yes, like yesterday's meeting with the with the President and Provost and also the board and i and i think he was he was very, very clever to to do this. 218 00:37:30.630 --> 00:37:52.380 What are the legacies of the 1968 movement. Well, Mexico has a tragic story at the end, the student movement was crushed down and finished in the with a massacre of October, the second in 1968 and labor law com and um, but one of the one of the legacies that 219 00:37:54.030 --> 00:37:58.740 Aurelia Gomez Unamuno /she/ Spanish: The movement gave to Mexican society is like, first of all, is 220 00:38:00.480 --> 00:38:12.420 Aurelia Gomez Unamuno /she/ Spanish: To realize that there was a gap generation. So the Jews were taking action. And we're growing much faster than the older generation or the parents generation. 221 00:38:13.050 --> 00:38:24.540 Aurelia Gomez Unamuno /she/ Spanish: And I think in generally it gave us so I I think I inherited from that movement. It gave us the opportunity to learn how to descend to take your streets. 222 00:38:25.590 --> 00:38:42.120 To not to be quiet and just obey everything I think a gave us the opportunity to make a connection between education and politics and politics, not only about a political party, but also like daily life is political. 223 00:38:43.140 --> 00:39:07.440 I think they were questioning government system, the structures at your article structures. The direct deposit structures in the family as well. They weren't a question in capitalism. And I think also after the 668. You can see all these new ways of of 224 00:39:10.020 --> 00:39:10.890 Observing 225 00:39:12.000 --> 00:39:18.510 Power that probably even Marxism could not even explain 226 00:39:19.560 --> 00:39:30.030 Boolean boy like is gender, race, sexuality and and i'm when I think I'm going to stop here. I think I 227 00:39:32.250 --> 00:39:34.530 Said a lot already and 228 00:39:36.270 --> 00:39:37.470 I think that's all. Thank 229 00:39:41.070 --> 00:39:41.940 Claudia Ojeda: Thank you. Our 230 00:39:44.490 --> 00:39:48.240 Claudia Ojeda: Next we're gonna move on to a show where I 231 00:39:48.930 --> 00:39:50.940 Claudia Ojeda: Was going to talk to us a little bit about chillin 232 00:39:52.530 --> 00:40:09.750 Roberto Castillo (he/him): Right. Thank you, Debbie. I think that, you know, when we talk when we think about the student movement in in the US in the in the in the in this various forms of that that movement talk anti war. 233 00:40:10.830 --> 00:40:15.570 Roberto Castillo (he/him): Anti establishment and so many things when you think about the the Mexican 234 00:40:16.650 --> 00:40:38.040 Roberto Castillo (he/him): Protest of 1968 you also have to think they're in South America. At the same time, something was going on from the year before 1967 at the university levels in Argentina and Chile, actually, the, the same reforms that people in Paris 68 were demanding. 235 00:40:39.360 --> 00:40:44.970 Roberto Castillo (he/him): Had already been demanded by Argentinian and Chilean students. And actually, a lot of that have been accomplished. 236 00:40:45.360 --> 00:40:56.970 Roberto Castillo (he/him): By by means or what by means of of what we call in Spanish lab toma now they don't. This is not only the is another just that just stop. So is that you actually take over and I really want to 237 00:40:57.540 --> 00:41:11.340 Roberto Castillo (he/him): Take over you take space. That's what I mean. You take the space you occupy you are you use your bodily presence to occupy those spaces you take risks that are actually 238 00:41:12.720 --> 00:41:18.060 Roberto Castillo (he/him): Physical risk. As you can see, you can see in the in the picture from from years later, I'm going to explain what that picture is 239 00:41:18.420 --> 00:41:24.210 Roberto Castillo (he/him): But I just want to remind you that there is that there. This is the synchronicity of experiences. 240 00:41:24.870 --> 00:41:34.230 Roberto Castillo (he/him): That take that is actually enhanced by the fact that communications allow people in South America and Latin American general to know about what's going on. 241 00:41:34.890 --> 00:41:55.410 Roberto Castillo (he/him): In the United States about opposition to the war. For example, the flower power was also a cultural influence in Latin America. So this is the dynamics of this history of participation in Chile, in particular, the role of the university had been that of 242 00:41:56.640 --> 00:42:05.970 Roberto Castillo (he/him): Of the creation of a space where the elite that would lead the modernity project of the nation. What was going to be 243 00:42:06.480 --> 00:42:17.340 Roberto Castillo (he/him): Formed we're going to be actually trained there, right. So that meant is that actually isn't the case of chili. You had class convergence. 244 00:42:18.120 --> 00:42:28.830 Roberto Castillo (he/him): Among the the demands of the students in 6768 was actually the opening up of the university was no longer the space for the oligarchy. 245 00:42:29.370 --> 00:42:48.420 Roberto Castillo (he/him): It was the discourse of meritocracy gaming and even, even in some places, it was even push it even further and so university for everybody so university I become this kind of space of of encounter of different ideas, different social classes. And that was really well primed to 246 00:42:50.220 --> 00:43:06.240 Roberto Castillo (he/him): To get ideas into people's heads and so young people's heads and revolutionary ideas that was that was you know way to remember that in in 68 in Chile, a lot of the young university students of the leaders of the university movement. 247 00:43:07.380 --> 00:43:15.240 Roberto Castillo (he/him): A few years later to three years later actually would actually be in positions of power when the socialist government solar agenda. 248 00:43:16.920 --> 00:43:21.570 Roberto Castillo (he/him): You know actually had the chance to enact some kind of a revolutionary 249 00:43:22.860 --> 00:43:34.080 Roberto Castillo (he/him): Reform, right. So, it is, it is also very well connected I there is a picture I should I send this picture earlier, too. So all where you could actually I actually see 250 00:43:34.830 --> 00:43:48.990 Roberto Castillo (he/him): Angela Davis sitting at the inauguration of the academic year of the Technical University of Chile, the main engineering school and she's sitting right there next to the President personally 251 00:43:50.550 --> 00:43:57.840 Roberto Castillo (he/him): A man who was an engineer, but also a communist. And so she's sitting right there. She was a special, special 252 00:43:59.220 --> 00:44:08.280 Roberto Castillo (he/him): Guest for that integration for the year. So you know I want emphasize that kind of convergence and synchronous synchronicity that also had to do with 253 00:44:09.510 --> 00:44:22.920 Roberto Castillo (he/him): With methods of methods of of protests of occupation. So, of course, that the you know i i don't want to go too much into detail because I want to jump to the to the 254 00:44:23.850 --> 00:44:40.770 Roberto Castillo (he/him): To the point here that you can actually see in the picture this, picture you see there, it's it's taken at a metro station. This is actually three years after I had to leave chillin I was also in one of those around the same place. And I, and I wouldn't have to ask 255 00:44:42.120 --> 00:44:54.090 Roberto Castillo (he/him): For where he got this picture because I, I just really need to know and and the thing is that by this time, the political situation in all of Latin America has shifted 256 00:44:54.840 --> 00:45:07.470 Roberto Castillo (he/him): And you had in the 80s, you had, you know, us directed on the US control dictatorships all over Latin America and in the case of Chile. It was a particularly 257 00:45:08.310 --> 00:45:19.830 Roberto Castillo (he/him): bloodthirsty one and crew and only 1979 was when students at the university level began to protest and actually occupy the streets. These 258 00:45:20.730 --> 00:45:28.890 Roberto Castillo (he/him): These photos here. So to give you a misleading impression, like there was a, like a long confrontation. This is something that happened in flash 259 00:45:29.460 --> 00:45:34.620 Roberto Castillo (he/him): You know, people just just, you know, you really your wrist. 260 00:45:35.580 --> 00:45:50.490 Roberto Castillo (he/him): Facing the riot police, but soon after the riot police who came the secret police that the actual is a really tough guy. So really bad guys will actually get you in. I wouldn't be surprised if one of those people who is running among the students. It's actually a 261 00:45:51.870 --> 00:46:04.890 Roberto Castillo (he/him): AN UNDERCOVER secret police agent. So at. By this time the condition of the university has changed in July from being sort of state sponsored state financed. 262 00:46:06.510 --> 00:46:15.090 Roberto Castillo (he/him): Protect the space to create the future elites that would direct modality in the country. It was already being transformed into 263 00:46:16.320 --> 00:46:22.650 Roberto Castillo (he/him): A money making enterprise neoliberalism had already taken hold of Chile at this point. 264 00:46:23.730 --> 00:46:43.710 Roberto Castillo (he/him): This is something that students really objected to people were feeling the effects already have the university thing turned into into a company into into a profit for profit operation, either directly or indirectly. So this is what you see right there. 265 00:46:44.880 --> 00:46:46.530 Roberto Castillo (he/him): And then maybe we can go to the next. 266 00:46:47.820 --> 00:46:49.080 Roberto Castillo (he/him): Slide so 267 00:46:53.190 --> 00:46:53.850 Roberto Castillo (he/him): And this is 268 00:46:57.810 --> 00:47:04.230 Roberto Castillo (he/him): The atmosphere is is different. This is there was like an October, a year ago in October 2019 269 00:47:05.970 --> 00:47:09.510 Roberto Castillo (he/him): This is what happened in between, between the 270 00:47:12.750 --> 00:47:20.100 Roberto Castillo (he/him): Is that those students were protesting before, along with the coalition with workers and 271 00:47:21.300 --> 00:47:27.060 Roberto Castillo (he/him): White sections of society were actually able to the rail, the project of the dictator. 272 00:47:27.840 --> 00:47:42.480 Roberto Castillo (he/him): And and force Pinochet to resign in 1989 right there was a there was a plebiscite in 1988 and he resigned but really it was like it was like a Pyrrhic victory. 273 00:47:43.080 --> 00:47:56.520 Roberto Castillo (he/him): Victory. That was just a victory under in disguise the condition for his leaving was that everything that he had put in place in terms of the cosmic constitution and your constitution and the economic order. 274 00:47:57.450 --> 00:48:10.440 Roberto Castillo (he/him): Was to remain absolutely the same unmovable neoliberal policies everywhere, the state as a just tiny sliver what it used to be, is to be everything else was to be 275 00:48:11.490 --> 00:48:16.860 Roberto Castillo (he/him): Ruled by the market, right. So, and within that 276 00:48:18.120 --> 00:48:30.540 Roberto Castillo (he/him): Of course, education, higher education was was privatized and a lot of the people that you see here now protesting in 2019 and they only have one 277 00:48:32.580 --> 00:48:42.990 Roberto Castillo (he/him): Complained one grievance. It was a multiple grievance. The whole thing was started because throw fair went up like a few cents five cents five American sense 278 00:48:43.650 --> 00:48:47.910 Roberto Castillo (he/him): And then the secondary high school students began to evade the 279 00:48:48.480 --> 00:48:58.140 Roberto Castillo (he/him): The, you know, it's just jumped the turnstiles and it's like two, three days. The streets of San to be completely filled with people, mostly young people as you can see there 280 00:48:58.560 --> 00:49:12.240 Roberto Castillo (he/him): And they were able to make people join them because they began to add grievances from other sectors of society. These are the kids who were perhaps able to go to university. But who would never 281 00:49:13.050 --> 00:49:27.780 Roberto Castillo (he/him): ever be able to pay for this for for for their studies. They had to be been dead for 10 1520 years depending on what kind of career, they wanted. They wanted to study what kind of professional you want to become 282 00:49:28.890 --> 00:49:43.980 Roberto Castillo (he/him): This is also the time where their parents are becoming I getting into an age where they have to think about pensions and they were realizing that Social Security have been privatized and the pitches that we're going to get are just like a pittance, nothing. 283 00:49:45.330 --> 00:50:08.040 Roberto Castillo (he/him): That added to the to the social pressure that the students were able to to channel and to and to actually direct. Okay. So, and this is and this is done. And again I emphasize this taking the streets, taking risk taking, taking action that was visible and that was in in in in 284 00:50:09.450 --> 00:50:12.390 Roberto Castillo (he/him): in concert with with other with other people. 285 00:50:13.830 --> 00:50:15.480 Roberto Castillo (he/him): The the 286 00:50:16.530 --> 00:50:24.960 Roberto Castillo (he/him): The range of grievances was really why. So if I think about the editorials of 1968 in Mexico. 287 00:50:26.490 --> 00:50:43.170 Roberto Castillo (he/him): It would be impossible for this movement to actually have one of those, because it will take you know which is take thousands of pages and when they actually push the system by relentless relentless occupation on the streets for months and months and months. 288 00:50:44.280 --> 00:50:53.220 Roberto Castillo (he/him): They actually forced they terrified the political class to agree to actually rewrite a constitution. 289 00:50:53.970 --> 00:51:02.730 Roberto Castillo (he/him): They said, Okay, we cannot do this the political class was absolutely terrified. And they said, they're going to destroy chillin if we don't agree. 290 00:51:03.510 --> 00:51:10.200 Roberto Castillo (he/him): With doing this all analogies that you may construct about and you can kind of, you know, sort of do a microscopic 291 00:51:11.190 --> 00:51:25.560 Roberto Castillo (he/him): Translation into what happens and have prefer is completely intended on my part. Okay. So, yeah, you are going to you're going to scare people you're going to terrify them you will make use of your power as 292 00:51:26.610 --> 00:51:46.920 Roberto Castillo (he/him): As as bodies as presence and this is what the students in Chile, that the government agreed there was a political class agreed to a plebiscite that would take place on October 25 2020 so a few couple of weeks ago. And in that, in that referendum. 293 00:51:48.420 --> 00:51:55.920 Roberto Castillo (he/him): 80% approved that we should write a new constitution, we are actually going to write a new constitution. 294 00:51:57.180 --> 00:52:00.900 Roberto Castillo (he/him): And it's going to be the first constitutionalist is going to actually have 295 00:52:02.460 --> 00:52:13.920 Roberto Castillo (he/him): Half and Half Men and women right that is going to have representation from the indigenous peoples, and this is why it's so for me was like really really moving to see how you guys 296 00:52:14.610 --> 00:52:26.490 Roberto Castillo (he/him): Included that greedy beautifully written land recognition in your injury can just request that it was just really excellently done, I think. 297 00:52:26.970 --> 00:52:34.080 Roberto Castillo (he/him): For a long time. I've been complaining about the sort of the typical liberal gesture recognition with 298 00:52:34.680 --> 00:52:42.330 Roberto Castillo (he/him): With nothing behind it. And I think you've done a really good job, you know, making the administration go and actually do something about it. 299 00:52:42.750 --> 00:52:50.640 Roberto Castillo (he/him): So I really, you know, I would love to leave space for questions. And this is where I'm going. I want to stop it here and just by saying that this is this is something that 300 00:52:51.570 --> 00:52:59.940 Roberto Castillo (he/him): You also are capable of doing. You actually been doing things in, in, I think, in a much better way than some of the some of the things that the Chilean state. 301 00:53:00.990 --> 00:53:06.330 Roberto Castillo (he/him): You've been very focused you you've been courageous and I think that that should be commended. 302 00:53:08.490 --> 00:53:10.410 Roberto Castillo (he/him): I just mean the rest of the time for questions. 303 00:53:17.520 --> 00:53:24.210 Claudia Ojeda: Right now, we're also going to move over to our next speaker, which is now we're going to move to Columbia. 304 00:53:27.600 --> 00:53:34.980 Saul Ontiveros: Yeah, and we should also say um if you run over time at all. Please feel free, you know, to stay a little longer if you want, or to leave. 305 00:53:35.550 --> 00:53:42.450 Saul Ontiveros: Soon respect everyone's time but um yeah we have a lot that we wanted to get into today and we realized that an hour and a half will make it all possible 306 00:53:42.750 --> 00:53:52.560 Saul Ontiveros: So if you have any questions to add in the chat as we're going to collect those and I'm have some other sort of discussion later on. But, um, yeah. No, I'll pass it on to Lena 307 00:53:54.600 --> 00:53:58.350 Lina Martinez - Spanish Dept. (Ella/She): Thank you. So let's go dia and faded for organizing this. 308 00:53:58.410 --> 00:54:10.500 Lina Martinez - Spanish Dept. (Ella/She): And I'm going to try to be really brief, because I do want to have time for for conversation. So I'm just going to mention briefly a couple of things that I think may give us some ideas. 309 00:54:12.030 --> 00:54:24.360 Lina Martinez - Spanish Dept. (Ella/She): In terms of in terms of strategies that we can bring to have a fourth and the current strike and these ideas come from like the particular way that Columbia is 310 00:54:24.810 --> 00:54:42.570 Lina Martinez - Spanish Dept. (Ella/She): Divided in terms of regions, but also class and also race and also gender, like all of it intersects right so Columbia went on a student strike in 2008 it lasted around two months. But now, again, it's kind of reactivating because the government didn't really 311 00:54:44.010 --> 00:54:50.880 Lina Martinez - Spanish Dept. (Ella/She): Stick to their word and respond to the demands that the students were asking for. So, very briefly, the status, the student demands included 312 00:54:52.440 --> 00:55:00.810 Lina Martinez - Spanish Dept. (Ella/She): Like going back and reviewing some laws that they had created in the 1990s that we're supposed to guarantee 313 00:55:01.320 --> 00:55:08.550 Lina Martinez - Spanish Dept. (Ella/She): The financial well being of the National University. So like I said, for Mexico and Colombia. We also have a model of national universities. 314 00:55:09.210 --> 00:55:21.330 Lina Martinez - Spanish Dept. (Ella/She): And that particular model is is it's very important in terms of the of guaranteeing the well being of Africa Colombian and indigenous populations, because 315 00:55:21.720 --> 00:55:32.190 Lina Martinez - Spanish Dept. (Ella/She): Through national education. That's the only access that they actually have for for education and the National University in Colombia has different campuses. 316 00:55:32.610 --> 00:55:44.280 Lina Martinez - Spanish Dept. (Ella/She): And they have campuses in the south of the country and in the Pacific Area of the country. So if you see them up that we have on the screen that map is a map that is made out of the census of 2018 317 00:55:44.820 --> 00:55:48.990 Lina Martinez - Spanish Dept. (Ella/She): And it divides the country in terms of how people identify identify themselves. 318 00:55:49.470 --> 00:55:58.140 Lina Martinez - Spanish Dept. (Ella/She): Racially so you can see that the majority of indigenous people are in the southern part. So that would be the Amazonian and in the north. 319 00:55:58.710 --> 00:56:10.260 Lina Martinez - Spanish Dept. (Ella/She): Eastern part which borders with Venezuela in but a seed and then the majority of a Pre columbian population in Colombia for Colombians make up the 10% of the country. 320 00:56:10.890 --> 00:56:22.620 Lina Martinez - Spanish Dept. (Ella/She): They are mostly in the Pacific Area because historically, this is the area where in colonial times, they brought Africa for but now for Colombians that people who came from Africa. 321 00:56:23.070 --> 00:56:34.080 Lina Martinez - Spanish Dept. (Ella/She): And were brought in to be enslaved and working minds. So the Pacific Area is an area where there are a lot of. There's a lot of silver and gold mining, but also a lot of 322 00:56:34.530 --> 00:56:46.950 Lina Martinez - Spanish Dept. (Ella/She): Agricultural work done by Afro Colombian people and so you can find campus campuses of the National University in those areas and practically. That's it. I mean, there are some private institutions, but they're 323 00:56:47.340 --> 00:56:56.460 Lina Martinez - Spanish Dept. (Ella/She): Very small. So in terms of a student strike that would benefit Africa Colombian populations and indigenous populations, the strike. 324 00:56:57.660 --> 00:57:15.810 Lina Martinez - Spanish Dept. (Ella/She): Of 2018 wanted to focus on off of guaranteeing the financial well being of all of its campuses, including those campuses that serve specifically Africa Colombian and indigenous populations, but that strike in particular, and any strike that has happened from the from 325 00:57:17.310 --> 00:57:30.360 Lina Martinez - Spanish Dept. (Ella/She): Today is framed in the context of the Civil War that Columbia has been facing for 50 years and that many people said that ended with a peace agreement that we signed in 2016 that that keeps on going. 326 00:57:30.960 --> 00:57:35.340 Lina Martinez - Spanish Dept. (Ella/She): And that's an important thing that I wanted to mention here because if you have any 327 00:57:36.090 --> 00:57:50.010 Lina Martinez - Spanish Dept. (Ella/She): Familiarity with news coming from Colombia nowadays. A lot of what in Colombia calls social leaders are being murdered by the government and also by paramilitary forces at the majority of the social leaders are 328 00:57:50.970 --> 00:58:02.430 Lina Martinez - Spanish Dept. (Ella/She): Africa Colombian leaders and indigenous leaders. And so in the recent protests, the students. That's one of the one thing that I wanted to bring here. The students are very aware that everybody's connected 329 00:58:03.180 --> 00:58:10.110 Lina Martinez - Spanish Dept. (Ella/She): And the well being of the students in the capital is connected with the well being of the students in the regions, and particularly in 330 00:58:10.380 --> 00:58:21.480 Lina Martinez - Spanish Dept. (Ella/She): The most vulnerable regions which are the Afro Colombian indigenous regions. And so when they go out to protest in the street. They are also thinking of invoicing and working with 331 00:58:22.050 --> 00:58:30.840 Lina Martinez - Spanish Dept. (Ella/She): These regional collectives. There are made up of Afro Colombian students and Indigenous students. So something that I think is 332 00:58:31.740 --> 00:58:47.910 Lina Martinez - Spanish Dept. (Ella/She): Beneficial when we think of, okay, what can we learn from things happening in other countries that we can bring here is this aspect of solidarity that should go beyond the having for bubble. And so for for students in Colombia. That means recognizing that 333 00:58:49.410 --> 00:58:59.400 Lina Martinez - Spanish Dept. (Ella/She): They can learn from movements that are not happening in the campus and I want to mention one in particular and and i'm going to share a link on the chat there. 334 00:59:00.750 --> 00:59:12.360 Lina Martinez - Spanish Dept. (Ella/She): Okay, let me just check as I can do, I can do two things at the same time. Gotcha. Thank you. Okay, so from 2014 let's say 2014 onwards, there's 335 00:59:12.840 --> 00:59:26.010 Lina Martinez - Spanish Dept. (Ella/She): A growing movement of Afro Colombian people fighting to defend their ancestral lands. So the land, specifically in the Pacific Area was guaranteed by the Constitution as ancestral Afro Colombian and indigenous land. 336 00:59:26.520 --> 00:59:33.630 Lina Martinez - Spanish Dept. (Ella/She): But that's the land that now is being sold to mining companies from Canada or South Africa, particularly those two countries. 337 00:59:34.080 --> 00:59:39.390 Lina Martinez - Spanish Dept. (Ella/She): And so Africa Colombians and particularly African Colombian women so black women. 338 00:59:39.870 --> 00:59:48.840 Lina Martinez - Spanish Dept. (Ella/She): Have been collaborating with indigenous populations in creating processes to take back those lands and actually guarantee that those lands in the hands of 339 00:59:49.260 --> 00:59:59.790 Lina Martinez - Spanish Dept. (Ella/She): Africa lemon indigenous populations in particular, there's a person called franzia Marcus and she's a very important social leader. And she said, black feminist who 340 01:00:00.540 --> 01:00:09.840 Lina Martinez - Spanish Dept. (Ella/She): Represents her town that and now that are what dimension that you know strikes in chiller called lotto ma her town is called let them. 341 01:00:10.470 --> 01:00:26.970 Lina Martinez - Spanish Dept. (Ella/She): Know, and she represents her town and she's been fighting for so many years to protect the rivers to protect and like the jungles of their area to protect ancestral ways of doing mining to protect the communities. 342 01:00:27.600 --> 01:00:35.910 Lina Martinez - Spanish Dept. (Ella/She): And her methods are methods that we can somehow relate to the model of popular education that maybe some of you are familiar with. 343 01:00:36.330 --> 01:00:57.150 Lina Martinez - Spanish Dept. (Ella/She): That comes from the work of power for a day, and it comes from the movement of our recent era in Brazil, and it's a movement that prioritises both Learning and Literacy with doing and political action political practice. And so her example was so 344 01:00:58.200 --> 01:01:09.780 Lina Martinez - Spanish Dept. (Ella/She): beneficial for her name is Francis Marcus Lattimore her her movement is so beneficial in activating current student movements. 345 01:01:11.040 --> 01:01:20.130 Lina Martinez - Spanish Dept. (Ella/She): It has attracted the attention for instance of Angela Davis also because it was mentioning a job. It is Angela Davis came to Columbia specifically to visit franzia Marcus. 346 01:01:20.580 --> 01:01:29.610 Lina Martinez - Spanish Dept. (Ella/She): In that OMA and then she went to the National University in Bobo that to expand the voice of what is being done in the Pacific Area. 347 01:01:30.120 --> 01:01:39.780 Lina Martinez - Spanish Dept. (Ella/She): But I want to mention that this is particularly motivating for this generation because I think this generation of students finds themselves in this 348 01:01:40.740 --> 01:01:51.420 Lina Martinez - Spanish Dept. (Ella/She): Moment where they're faced with like neo liberal demands that come from like the global north, they're always prioritizing individualism and prophets generalization. 349 01:01:51.750 --> 01:02:02.430 Lina Martinez - Spanish Dept. (Ella/She): And being ready for the market and then these other tradition that I would say it's more Latino American are part of the global south, that makes you think of the collective and 350 01:02:03.300 --> 01:02:09.900 Lina Martinez - Spanish Dept. (Ella/She): We have other ways of doing and being with people who are not necessarily like you and I think both 351 01:02:10.710 --> 01:02:23.610 Lina Martinez - Spanish Dept. (Ella/She): The example of franzia Marcus is working, how that has influenced protest movement and also how indigenous communities, particularly in an area called Cow, cow, which is the Pacific and the movement that just recently was in the capital column in 352 01:02:24.630 --> 01:02:30.390 Lina Martinez - Spanish Dept. (Ella/She): What they both have taught the student movement is that their well being of the students is 353 01:02:31.260 --> 01:02:44.490 Lina Martinez - Spanish Dept. (Ella/She): extremely tight with the well being of the most vulnerable communities in our country and also thinking that indigenous and African Afro Colombian communities are also made up of students right so 354 01:02:44.760 --> 01:02:46.980 Lina Martinez - Spanish Dept. (Ella/She): It's not like there's a division between the 355 01:02:46.980 --> 01:02:48.360 Lina Martinez - Spanish Dept. (Ella/She): Student Body and 356 01:02:49.950 --> 01:02:58.260 Lina Martinez - Spanish Dept. (Ella/She): Africa or indigenous communities is that they all see themselves as part of the student movement, but they also recognize that there are some groups that have faced 357 01:02:58.560 --> 01:03:05.220 Lina Martinez - Spanish Dept. (Ella/She): Violence in a more direct way and continue to be the main targets, as I was saying, social leaders are in the majority. 358 01:03:05.550 --> 01:03:23.130 Lina Martinez - Spanish Dept. (Ella/She): Afro Colombian and indigenous leaders. So what I wanted to invite people to them to think of ways in which we can expand our habit for bubble in thinking what can we learn from other movements. We've seen going on here in Philadelphia. And I think I've been really happy to see that in 359 01:03:24.360 --> 01:03:38.190 Lina Martinez - Spanish Dept. (Ella/She): The HC strike website and the Instagram, they keep saying, even though we've had, like, some resources coming to the bike or mutual aid fund, there's all these other groups that can also 360 01:03:38.940 --> 01:03:49.470 Lina Martinez - Spanish Dept. (Ella/She): Benefit from this redistribution of resources. And so that's, I think, a one way to push that for it. But then I keep thinking, Okay, what else can we do 361 01:03:50.040 --> 01:04:04.140 Lina Martinez - Spanish Dept. (Ella/She): To learn from those collectives in an ethical manner. Not like this anthropological thing of bringing them in. And so, like what Andrew was saying, of like appropriately knowledge, but to work with them, knowing that our will. Being estate to their well being. And that's, I don't wanna say 362 01:04:08.100 --> 01:04:08.760 Federico Perelmuter (He/Him): Thank you. Lena 363 01:04:09.690 --> 01:04:20.850 Federico Perelmuter (He/Him): So now we're going to go to our last presenter presenter. So I'm going to talk a little about to lay again and then we'll have time for some questions. Thank you. 364 01:04:21.480 --> 01:04:22.260 Sebastian Figueroa (he/him) Spanish: Yeah, hello. 365 01:04:23.040 --> 01:04:23.910 Sebastian Figueroa (he/him) Spanish: Yes, actually. 366 01:04:25.860 --> 01:04:32.310 Sebastian Figueroa (he/him) Spanish: I wish I had the chance to talk to you about what happened like between the 80s and 2018 in Chile. 367 01:04:33.420 --> 01:04:34.200 Sebastian Figueroa (he/him) Spanish: Something that 368 01:04:35.490 --> 01:04:45.630 Sebastian Figueroa (he/him) Spanish: Roberto mentioned bad. I think I will rather die. You know my time to to the Q AMP. A because otherwise we won't have time for that enough time for it. 369 01:04:48.180 --> 01:04:50.010 Federico Perelmuter (He/Him): All right. Um, so, then 370 01:04:51.390 --> 01:04:53.820 Federico Perelmuter (He/Him): Yeah, drop your questions in the chat or 371 01:04:55.110 --> 01:04:56.130 Federico Perelmuter (He/Him): unmute yourself. 372 01:04:57.210 --> 01:04:58.470 Federico Perelmuter (He/Him): If you'd like to ask a question. 373 01:05:00.810 --> 01:05:01.080 Federico Perelmuter (He/Him): Yeah. 374 01:05:03.450 --> 01:05:07.020 Claudia Ojeda: You can also use the raise your hand feature if that is more 375 01:05:08.370 --> 01:05:13.290 Claudia Ojeda: Useful. But yeah, I think, first of all, thank you so much to all of our speakers for all the wonderful 376 01:05:14.640 --> 01:05:18.960 Claudia Ojeda: Things that they talked about. And I think that a lot of them hit very close to home. I think 377 01:05:19.950 --> 01:05:30.360 Claudia Ojeda: Shout out to Professor Wiley for plugging the University of Puerto Rico in the chat. I think that like personally for me because of my experiences growing up in Puerto Rico and like seeing all the strikes. 378 01:05:30.660 --> 01:05:35.100 Claudia Ojeda: That happened there, which is kind of crazy to see people that have referred complaining about 379 01:05:36.090 --> 01:05:47.460 Claudia Ojeda: The Strike going on right now. When like I've seen people important political literally chain up the public universities like entrance not allowing people to go in like literally beating up professors for trying to hold class. 380 01:05:47.970 --> 01:05:52.860 Claudia Ojeda: camping out on university grounds and like doing this for over 80 days so 381 01:05:53.880 --> 01:06:03.840 Claudia Ojeda: You know, think, think about that those differences too as well. And the reason why I bring up Puerto Rico, not only because it's so important to me. But it's like just to show that there's a lot more 382 01:06:04.560 --> 01:06:09.750 Claudia Ojeda: Examples in Latin America and around the world of students protesting beyond what we 383 01:06:10.320 --> 01:06:17.580 Claudia Ojeda: Discussed here. So I think that that's also kind of moving forward into our conversations like where do we go from here. 384 01:06:18.060 --> 01:06:30.600 Claudia Ojeda: Thinking about not only have referred and how it relates to these examples that are wonderful professors have brought up, but also other examples around the world. So I kind of wanted to say that, but yeah. Any questions. 385 01:06:31.830 --> 01:06:36.150 Claudia Ojeda: That you have right now do feel free to start answering them. And I think there may be some in the chat. 386 01:06:37.740 --> 01:06:38.670 Federico Perelmuter (He/Him): So, go ahead. 387 01:06:39.750 --> 01:06:52.050 Sebastian Figueroa (he/him) Spanish: Yeah, thank you for for yeah for for the time to pose a question at least because I'm very interested in this idea of claiming the space in the university for for 388 01:06:53.670 --> 01:07:04.950 Sebastian Figueroa (he/him) Spanish: Taking over the classroom and taking over the space of the of the school and read. Read distributed knowledge. I think that's 389 01:07:05.700 --> 01:07:21.330 Sebastian Figueroa (he/him) Spanish: That's a really interesting aspect of them have any strike taking over the space to learn, you know, because the learning process doesn't stop during the strike you continue learning that 390 01:07:22.230 --> 01:07:40.680 Sebastian Figueroa (he/him) Spanish: You take control of the content of the approach and the time and the ways to to learn and to discuss them to debate. So, so my question, I think, is for for for for for everybody, not just the faculty, but also you as students 391 01:07:41.700 --> 01:07:52.980 Sebastian Figueroa (he/him) Spanish: How like you relate this to things and how, like, what, what has been your experience during the night. And in the last few days. 392 01:07:53.700 --> 01:08:10.380 Sebastian Figueroa (he/him) Spanish: Or in the past, regarding these two things taking over the space and taking over the content of the curriculum. And if I have time to maybe pose. Another question is this idea of the synchronicity because 393 01:08:11.610 --> 01:08:34.860 Sebastian Figueroa (he/him) Spanish: In my experience, the most important strike for me was in 2011 but it was national wide, but also global so in in and they do have that you are in a position of of of striking and in and 394 01:08:36.240 --> 01:08:40.350 Sebastian Figueroa (he/him) Spanish: And debating and and trying to change things at at 395 01:08:41.370 --> 01:08:53.700 Sebastian Figueroa (he/him) Spanish: Maybe an institutional level local level, but also you see all these people around the world and fighting for for for different issues, but you sort of like agree with them and 396 01:08:55.260 --> 01:09:01.170 Sebastian Figueroa (he/him) Spanish: In the position you're in and I'm thinking about this idea of the 99% that were so powerful for us. 397 01:09:03.000 --> 01:09:04.290 Sebastian Figueroa (he/him) Spanish: Back in 2011 398 01:09:05.880 --> 01:09:11.070 Sebastian Figueroa (he/him) Spanish: They do have been a you know a minority in a way, but also a maturity. 399 01:09:12.630 --> 01:09:13.710 Sebastian Figueroa (he/him) Spanish: We are like 400 01:09:14.850 --> 01:09:28.920 Sebastian Figueroa (he/him) Spanish: Like all people like 99% of the people are in the side, you know, so, so, yeah. I guess that two questions about the learning process taking over the space taking over knowledge and also how do you feel about level. 401 01:09:30.690 --> 01:09:33.150 Sebastian Figueroa (he/him) Spanish: struggles for social change. 402 01:09:43.380 --> 01:09:44.010 Sebastian Figueroa (he/him) Spanish: Too much 403 01:10:07.380 --> 01:10:07.710 Me. 404 01:10:10.350 --> 01:10:22.800 This is saying that if I could talk about the role of opera Mexican in this team stripes and how their contributions are recognized. Yeah, so I didn't address the issue of race. 405 01:10:24.570 --> 01:10:31.470 The discussion of race in Mexico is very different from the one for how is it discussed here in the United States. 406 01:10:32.760 --> 01:10:41.040 Aurelia Gomez Unamuno /she/ Spanish: Mexico, it has been very prominent the myth or the tale of two 407 01:10:42.270 --> 01:10:44.910 Which means that it's like a melting pot. 408 01:10:45.990 --> 01:10:56.130 And and most of Mexicans will recognize themselves as Mestizo but not indigenous not 409 01:10:58.410 --> 01:11:05.400 Optimistic. And so after the sentence. So there is a lot of of that, what I can say about 410 01:11:06.420 --> 01:11:07.020 Race. 411 01:11:08.760 --> 01:11:11.340 Maybe what I can say about race. 412 01:11:14.070 --> 01:11:22.830 t wiley: But I can say about racing in Mexican context is that, for example, many of the of the strikes that are made in in the rural schools. 413 01:11:23.250 --> 01:11:35.040 t wiley: So that's the school for teachers who are going to be teachers in rural areas and mostly they are communities that they are indigenous either they speak Spanish, and 414 01:11:38.610 --> 01:11:45.300 And and native language and indigenous language or is just Spanish, but the content of this 415 01:11:47.820 --> 01:11:58.200 Salad the participation of students in the rural schools, when they go and strike is mostly indigenous even though it is not acknowledged as a race. It is not an 416 01:11:59.820 --> 01:12:05.580 The agenda is not about race, but you can see that is is very 417 01:12:07.830 --> 01:12:11.310 Consistent that these tribes are always coming from 418 01:12:12.450 --> 01:12:19.260 regions that are indigenous or very low class like patient 419 01:12:22.830 --> 01:12:35.700 Yes, present that in the in the area of the rural areas and in the, in the case of strides in cities, it's coming from 420 01:12:37.230 --> 01:12:38.400 Working class. 421 01:12:39.480 --> 01:12:43.530 Aurelia Gomez Unamuno /she/ Spanish: We have a lot in Mexico City. Let's say we have a lot of 422 01:12:44.970 --> 01:12:52.200 A the indigenous route is very strong, but it's not acknowledge and then 423 01:12:53.760 --> 01:13:00.690 Aurelia Gomez Unamuno /she/ Spanish: The African route is starting to be a knowledge but but this is it's it's really not. 424 01:13:02.040 --> 01:13:10.230 Aurelia Gomez Unamuno /she/ Spanish: Something prominent and and predominant. I'm going to say so. But this is something that 425 01:13:11.550 --> 01:13:16.230 This is a debt that we still have in Mexico. We have not been addressing 426 01:13:17.700 --> 01:13:22.620 The race issue, particularly the African route. 427 01:13:27.270 --> 01:13:27.630 Claudia Ojeda: Um, 428 01:13:27.690 --> 01:13:28.590 Claudia Ojeda: I saw a 429 01:13:28.650 --> 01:13:30.750 Claudia Ojeda: Commune secure. You guys have your hand up. 430 01:13:32.100 --> 01:13:33.180 Camille/Zakiyyah (she/hers) [health studies]: Just be right now. 431 01:13:34.560 --> 01:13:37.200 Camille/Zakiyyah (she/hers) [health studies]: But yeah, just following that question. 432 01:13:37.260 --> 01:13:45.810 Camille/Zakiyyah (she/hers) [health studies]: And Professor Gomez answer. Um, I know personally, a place that like I've been seeking to learn more about during the strike and just like in my own 433 01:13:46.380 --> 01:13:55.740 Camille/Zakiyyah (she/hers) [health studies]: In my own life and education is like this idea of like transnational like blackness and like solidarity's across Latin America, like recognizing blackness as not like 434 01:13:56.520 --> 01:14:08.130 Camille/Zakiyyah (she/hers) [health studies]: As as like Latin next blackness not being different, um, so I just like wanted to share like one resource or organization. I've been following and attending a lot of webinars from but also I would just be curious to hear from people 435 01:14:09.150 --> 01:14:15.450 Camille/Zakiyyah (she/hers) [health studies]: Who have, like, read more on this and like study more on it, like, um, if you guys have any suggestions for resources because that's something 436 01:14:15.900 --> 01:14:23.310 Camille/Zakiyyah (she/hers) [health studies]: I'm just thinking about solidarity's across national boundaries has been something I've really been curious about, and would like to learn more about as well. 437 01:14:32.970 --> 01:14:40.710 Andrew Friedman, History, he/his: Yeah, I mean I could generate a list of resources on that and send it to you all. I mean, I think it's really important. I didn't mention this before but 438 01:14:42.030 --> 01:14:50.250 Andrew Friedman, History, he/his: Just thinking why those us strikes were called Third World Liberation strikes, you know, and a really big reason for it is that 439 01:14:51.180 --> 01:14:58.140 Andrew Friedman, History, he/his: Black and Indigenous students saw blackness and indigenous it as a global movement and they were joined in that movement. 440 01:14:58.950 --> 01:15:11.700 Andrew Friedman, History, he/his: By migrant first, second, third generation Latina x Asian American and Caribbean students who also saw their student movements in the US is directly connected to 441 01:15:12.300 --> 01:15:26.550 Andrew Friedman, History, he/his: Solidarity with insurgent de colonial movements in Latin America and also their own experiences with the colonial movements and Latin America and around the world and I mean I guess just in terms of thinking about allies and connection. I was also 442 01:15:27.690 --> 01:15:37.350 Andrew Friedman, History, he/his: Really moved thinking about some of the comments on Roberto was making about 67 and Argentina and Chile and what 443 01:15:38.550 --> 01:15:48.870 Andrew Friedman, History, he/his: Earlier was saying about like how people want to negotiate or talk to individuals rather but what does it mean to talk to a group or to be forced to talk to a group 444 01:15:49.710 --> 01:15:58.650 Andrew Friedman, History, he/his: Um, and then just a lot of stuff that that Nina was saying about Colombia as well. Like, it strikes me that something that links up a lot of these 445 01:15:59.880 --> 01:16:01.770 Andrew Friedman, History, he/his: Conversations is actually 446 01:16:02.880 --> 01:16:11.490 Andrew Friedman, History, he/his: How across all these borders, people are trying students are really trying to think rethink I'm nationalist education. 447 01:16:12.180 --> 01:16:22.860 Andrew Friedman, History, he/his: Like patriotic nationalist education and like education and service of estate political economic project. And I guess the flip side of that, for me, is also 448 01:16:23.370 --> 01:16:30.870 Andrew Friedman, History, he/his: Like really thinking about how coming out of all these different accounts of student movements that a lot of your allies. 449 01:16:31.320 --> 01:16:40.980 Andrew Friedman, History, he/his: Are stretched off some of them might be at Haverford but a lot of them also met be stretched across place in geography and also stretched across time. And so what does it 450 01:16:41.340 --> 01:16:51.840 Andrew Friedman, History, he/his: Mean to think about being in solidarity and then intimacy across time and across space and that way. But I'll definitely come up with some some readings and send it to you all to to 451 01:16:53.010 --> 01:16:54.000 Andrew Friedman, History, he/his: To elaborate 452 01:16:59.730 --> 01:17:08.130 Federico Perelmuter (He/Him): To what Collin put in the catalog little earlier about campus police as in campus safety as a kind of quote unquote friendly face. 453 01:17:09.420 --> 01:17:16.200 Federico Perelmuter (He/Him): Right. It's also interesting. I mean, thinking about the meeting we had like with Wendy yesterday where the first example, she went to was like 454 01:17:16.890 --> 01:17:32.850 Federico Perelmuter (He/Him): An active shooter situation which, like, I don't know. Seems like a pretty like minor concern, you know, and realistically, most of what campus safety does is like take white students who've drunk too much to the hospital so they don't get in legal trouble. 455 01:17:34.020 --> 01:17:50.190 Federico Perelmuter (He/Him): You know, like, which is basically like a class thing. So, like, that's also interesting the way that that's always obfuscated and there's a sort of like rhetoric of like we're protecting ourselves what, you know, not really. And Professor while so you have your hand up. So you wanna 456 01:17:50.700 --> 01:17:52.560 t wiley: You know, I just wanted to say. 457 01:17:52.740 --> 01:17:58.770 t wiley: Well, so I'm curious position of having cancelled and anarchism class which is 458 01:18:00.210 --> 01:18:02.700 t wiley: All kinds of ironic, but 459 01:18:04.320 --> 01:18:07.320 t wiley: The book, we would have been reading on Monday is a 460 01:18:08.550 --> 01:18:11.190 t wiley: Lot of these in Zapatista which is an outstanding. 461 01:18:12.870 --> 01:18:16.410 t wiley: Sort of biological texts does interviews were 462 01:18:19.500 --> 01:18:32.820 t wiley: Studying starting then who actually was one of the faculty advisors close friends, Howard Zinn to snake and ultimately left academia, which he concluded any 463 01:18:34.080 --> 01:18:37.410 t wiley: Intellectually oriented radical would have to do 464 01:18:38.580 --> 01:18:40.260 t wiley: And thought he would perhaps 465 01:18:42.240 --> 01:18:49.170 t wiley: In solidarity move to Ohio and work in a workshop and one of his close friends who already worked in a factory said that 466 01:18:50.280 --> 01:18:58.560 t wiley: It won't work. All the Union reps will call you anytime there's a philosophical conversation to intervene as a professor and he concluded that for him. 467 01:18:59.040 --> 01:19:09.600 t wiley: Since he was intellectually inclined being a lawyer, where he could unqualified Lee represent someone else's position constituted the best way to be in solidarity. 468 01:19:10.800 --> 01:19:13.590 t wiley: But in this book they explore solidarity in different 469 01:19:16.140 --> 01:19:28.950 t wiley: Iterations at different moments across the 20th century and across continents and so i would i would have committed as a pretty accessible way into at least one 470 01:19:30.900 --> 01:19:38.010 t wiley: Conception solidarity you one of them, the more beautiful think conceptions that he presents here came from a preset think 471 01:19:40.170 --> 01:19:47.730 t wiley: Who said that for him solidarity is being willing to stand next to someone in the rain with no one umbrella and 472 01:19:48.630 --> 01:19:57.120 t wiley: That's one conception and the other idea that comes out strongly in this book is the idea of a company men, which comes from liberation theology. So there's a very strong Latin American 473 01:19:57.600 --> 01:20:05.490 t wiley: Connection and a workshop on solidarity is something that I think would be wonderful for us to also consider. And so if you're in on that I'm in on it and 474 01:20:05.790 --> 01:20:13.800 t wiley: Already have a designated time Monday 710 so we could we could work something out. But I appreciate the questions and I thank you all for creating the space. 475 01:20:20.850 --> 01:20:23.880 Roberto Castillo (he/him): I just briefly mentioned one thing about the police and that 476 01:20:24.300 --> 01:20:37.800 Roberto Castillo (he/him): As a result of this student movements in killer right now it's been, this has been forever and ever since that that 17th police forces are not authorized to enter universities. 477 01:20:40.170 --> 01:20:45.510 Roberto Castillo (he/him): They had to go. Of course they do. You know sporadically but they're actually not a stop at the gates. 478 01:20:46.830 --> 01:21:02.400 Roberto Castillo (he/him): Is one of the concessions so was gained in in the struggle and it's not it's not a coincidence. It's not. It's not just, you know, something has just happened, there's a direct connection between state coercion state power and the mass made by my students 479 01:21:03.750 --> 01:21:14.970 Roberto Castillo (he/him): I also change my background. So to show you this iconic picture of the protest the big demonstration in Chile. That's not fire. It's actually the sunset. So don't be scared. 480 01:21:17.190 --> 01:21:20.430 Roberto Castillo (he/him): There's there's smoke that people are burning barricades, you know, 481 01:21:21.780 --> 01:21:34.800 Roberto Castillo (he/him): But what you see on top there, the person who's holding that flag is not holding the German flag that's not that you land flag that's that that's the flag of the Mapuche a nation of Chile. 482 01:21:35.880 --> 01:21:47.820 Roberto Castillo (he/him): Which had been has been actually engage in a long standing central as long fight first with the Spaniards and then with the two bands about the territory about their language about the culture. 483 01:21:48.990 --> 01:21:49.530 Roberto Castillo (he/him): And 484 01:21:50.820 --> 01:21:59.700 Roberto Castillo (he/him): Because of, you know, we have these coincidences and synchronicities the struggle of them a butcher has actually was taken up in solidarity. 485 01:22:00.150 --> 01:22:10.920 Roberto Castillo (he/him): By the student movement and by this mass movement and therefore he became his, his became one of the symbols of this new upgrades. And so I think we need to think also about 486 01:22:11.700 --> 01:22:27.660 Roberto Castillo (he/him): How is it that we're connecting to the wider wider conception of national identity patriotism, as I think our turn said before, it just one of the things that happened is this is a wonderful little ways of connecting to the to the outside world. 487 01:22:32.220 --> 01:22:38.640 Sebastian Figueroa (he/him) Spanish: Can I say something about that because I find really interesting this idea of how police 488 01:22:41.040 --> 01:23:03.570 Sebastian Figueroa (he/him) Spanish: Once modern police or like campus police was invented or developed, you know, in the context of of strikes and the students lead practice in the 60s here in the US or or elsewhere. The 68, for example in Paris was was also a moment of 489 01:23:04.830 --> 01:23:13.560 Sebastian Figueroa (he/him) Spanish: A pivotal moment of we modernization of the police after the destruction strikes and any feeling and 490 01:23:15.120 --> 01:23:22.530 Sebastian Figueroa (he/him) Spanish: Thinking about you. So solidarity synchronicity. But also, you know, shared his struggles or shared passive 491 01:23:23.610 --> 01:23:44.310 Sebastian Figueroa (he/him) Spanish: Of of repression and violence because what happened in today with them with them with my booty people his dad, for example, they have been subjected to historic violence from the police and the police in the south of Chilean we can say we could say that was created. 492 01:23:46.320 --> 01:23:55.020 Sebastian Figueroa (he/him) Spanish: to repress them similarly to do the creation of police in in in or the development of police for 493 01:23:57.270 --> 01:23:58.230 Sebastian Figueroa (he/him) Spanish: repressing or 494 01:24:01.500 --> 01:24:10.680 Sebastian Figueroa (he/him) Spanish: Black people right so and and i think that what happened in Chile is that this idea of the police. 495 01:24:14.130 --> 01:24:24.780 Sebastian Figueroa (he/him) Spanish: regressing or comedian violence against the Mapuche people once an experience that suddenly was was also shared by the students 496 01:24:25.320 --> 01:24:43.290 Sebastian Figueroa (he/him) Spanish: Into after 2006 and well in the past to write in the 80s to but especially after 2006 and two tanks in 2011 we see more more police brutality against students and more and more police brutality against torture people. So this is a struggle. 497 01:24:44.670 --> 01:24:50.460 Sebastian Figueroa (he/him) Spanish: Had to be put together at some point and and any did last year. 498 01:25:07.680 --> 01:25:08.190 Federico Perelmuter (He/Him): So, 499 01:25:08.400 --> 01:25:09.690 Federico Perelmuter (He/Him): We're right now at 500 01:25:09.960 --> 01:25:18.810 Federico Perelmuter (He/Him): A quote unquote time. Um, yeah, we're going to hang around for a couple more minutes. If people have more questions, feel free to keep them coming. If you have to go 501 01:25:19.410 --> 01:25:28.350 Federico Perelmuter (He/Him): You know, feel free to go. But we do want to just just note that, yeah. Feel free to drop them the chat. Again, raise your hands on mute yourselves, whatever works. 502 01:25:46.140 --> 01:25:48.750 t wiley: Can I, can I get you all to talk a little bit about the 503 01:25:49.770 --> 01:25:50.850 t wiley: Questions that you 504 01:25:52.140 --> 01:25:53.250 t wiley: Post at the beginning. 505 01:26:14.130 --> 01:26:15.480 t wiley: This is a silent protest. 506 01:26:24.510 --> 01:26:30.300 Lina Martinez - Spanish Dept. (Ella/She): Sorry, do you mean, do you want a cloudy and soul and failure to talk a little bit about the question. 507 01:26:31.650 --> 01:26:36.210 t wiley: Or, oh yes, that would be good. I mean, if, if you 508 01:26:36.240 --> 01:26:37.590 t wiley: Have anything to say. 509 01:26:37.980 --> 01:26:43.860 t wiley: About the questions other than just reiterating them or if you could at least put them up and maybe someone else's 510 01:26:52.110 --> 01:26:54.300 Claudia Ojeda: Yeah, I think I'm solid is putting some of them. 511 01:26:55.080 --> 01:27:01.590 Claudia Ojeda: In the, in the chat. So I can say a little bit, but they can jump in as they want. I think that 512 01:27:02.010 --> 01:27:09.000 Claudia Ojeda: A lot of the questions. I mean, all three of us are Latin American and we kind of from like different places and we kind of wanted 513 01:27:09.480 --> 01:27:14.460 Claudia Ojeda: That all different places. I have experiences with student protests and we all kind of 514 01:27:15.150 --> 01:27:28.110 Claudia Ojeda: Consider early, you know, Latin America to be one of the birthplaces of, if not the birthplace of student protests and student activism in this way and we kind of were trying to think through questions of 515 01:27:29.730 --> 01:27:32.910 Claudia Ojeda: The like place. I live in America has in like an all these 516 01:27:34.950 --> 01:27:46.830 Claudia Ojeda: Examples have in the history of student activism as specifically like within also like the context of like bypass students specifically black students resisting 517 01:27:47.850 --> 01:27:54.930 Claudia Ojeda: And like like Afro Latino. I know that will not say I don't want to use the term letting me that that's not a real thing. But like Afro Latinos. 518 01:27:55.980 --> 01:28:00.240 Claudia Ojeda: And and I think also to the first question, which is one of the one said, I think. 519 01:28:00.900 --> 01:28:10.320 Claudia Ojeda: I was thinking about the most, which is about quicker ism. We were kind of, you know, one of our friends said that like the version of quicker ism that have referred kind of puts out as a bastardized version. 520 01:28:10.920 --> 01:28:21.870 Claudia Ojeda: Will quicker ism. And so we were kind of thinking about like we were trying to think through how what how quicker is in place out at Haverford and how that can 521 01:28:23.160 --> 01:28:30.810 Claudia Ojeda: Kind of like maker destroy your experience here as well as like how that relates to the response to the student protests and 522 01:28:31.800 --> 01:28:40.590 Claudia Ojeda: And all that. So I don't know if you that's kind of what I was thinking. I don't know if that makes sense. I don't know, sell in Philly kind of want to jump in and say something else. 523 01:28:58.560 --> 01:29:05.250 Federico Perelmuter (He/Him): Um, well, yeah, I mean, one thing I was certainly thinking about, like, as well. The Quaker ism thing, you know. 524 01:29:06.750 --> 01:29:14.220 Federico Perelmuter (He/Him): Is this idea of like institutional values or something like that, you know, that are used in sort of like 525 01:29:15.210 --> 01:29:23.520 Federico Perelmuter (He/Him): Sort of like solidified into these like procedures like I mean the example in the question is like consensus, you know, and the way that like 526 01:29:24.060 --> 01:29:32.490 Federico Perelmuter (He/Him): That allows I don't know one person in a meeting to like, be like, oh I don't know, I don't agree with the methods of the end like 527 01:29:32.880 --> 01:29:42.000 Federico Perelmuter (He/Him): You know, you're like, you know, the claim of bullying and some level comes from, from that kind of ethos or perspective of, like, oh, we don't all you know perfectly agree. 528 01:29:44.640 --> 01:29:49.950 Federico Perelmuter (He/Him): And I don't know, like, like the way that that kind of history, right, because it is a claim to a history because you know 529 01:29:50.490 --> 01:29:58.650 Federico Perelmuter (He/Him): However, many there are quicker students that have referred and quicker professors. But ultimately, most of us aren't Quaker. I'm like, so it's a claim to a history and that 530 01:29:59.490 --> 01:30:07.740 Federico Perelmuter (He/Him): That history can be sort of like challenged in the way that like the poster we had at the end and thats hanging outside of founders right now challenges, you know, by saying no, look, 531 01:30:08.250 --> 01:30:18.300 Federico Perelmuter (He/Him): This is the history that's being sort of subsumed under this idea of Quaker ism right this idea, the history of exclusion, the history of racism of like anti blackness specifically 532 01:30:19.980 --> 01:30:37.980 Federico Perelmuter (He/Him): Of misogyny right of trans phobia. If y'all saw that wonderful email caps to sent us. I'm like, you know, that kind of stuff. Trigger warning for the email. But, uh, you know, I don't know, I feel like that kind of way that institutions. 533 01:30:39.120 --> 01:30:48.810 Federico Perelmuter (He/Him): Do that and and it goes back kind of what the other people have been talking about with like the way that the university is tied historically to this project of sort of like national 534 01:30:50.400 --> 01:30:57.180 Federico Perelmuter (He/Him): Of nation building in that way. And that's why the university's both sort of like this central space, you know, in Argentina and 535 01:30:57.870 --> 01:31:05.430 Federico Perelmuter (He/Him): In 1968 this pivotal event in one of the most brutal, just not the most brutal. But the second most brutal dictatorship from Carlos anania 536 01:31:06.120 --> 01:31:14.040 Federico Perelmuter (He/Him): One of the pivotal event is called the Notre 11 o'clock. The night of long canes and what they had was a the police intervened. 537 01:31:14.640 --> 01:31:23.760 Federico Perelmuter (He/Him): The University, which was taken over by students and you know basically made like made people flee the country, etc. Until the university is both 538 01:31:24.180 --> 01:31:41.880 Federico Perelmuter (He/Him): Critically central to the process of the nation and because it's so central it's always sort of a place that allows its critique and is always sort of threatening undoing these places. Yeah. So it's something I was thinking about, I don't know. So something to add, or if you're thinking 539 01:31:52.980 --> 01:31:53.190 Yeah. 540 01:31:56.550 --> 01:32:06.690 Saul Ontiveros: Yeah, I mean, I'd be lying if I said, my head is empty, just because I'm we've gone through a lot of material today. And I guess what resonates with me in terms of 541 01:32:07.980 --> 01:32:16.080 Saul Ontiveros: I guess the first meeting in or something. We didn't really talk about today was the confrontation between the strikers and people in power. 542 01:32:16.650 --> 01:32:26.010 Saul Ontiveros: And we see that, like in like violent ways in Latin America and obviously like Wendy hasn't put a hit on this yet. So we're kind of just kind of waiting for her to 543 01:32:26.520 --> 01:32:47.430 Saul Ontiveros: respond with her emails and orchestrate zoom calls with us. Um, but I guess when it comes down to it, and when we assess how we move into Haverford sort of form and dialogue and in in consensus and then patients and in time and like you know more fucking meetings like 544 01:32:48.900 --> 01:32:59.700 Saul Ontiveros: What type of conflict. Are we willing to put ourselves in a strikers to get what we want. Um, without damaging the claims. We're trying to make to the institution. 545 01:33:00.390 --> 01:33:11.310 Saul Ontiveros: And that's something I've been thinking about since Professor Wiley has brought in anarchism into the conversation. Um, none of us are anarchist, I think, and none of us come from that tradition. 546 01:33:12.930 --> 01:33:25.860 Saul Ontiveros: And I think what we get from Latin America is violence but not necessarily a tradition that comes with that, at least in a very coherent way that would apply for us. But I guess I would have question myself. 547 01:33:27.990 --> 01:33:47.220 Saul Ontiveros: When we're thinking how far we can go. And what we're trying to get ourselves in very like concrete like you curriculum better mental health organizations more money for stuff we want. How far are we willing to put ourselves physically into these spaces and in what ways, um, 548 01:33:49.080 --> 01:33:54.960 Saul Ontiveros: Yeah, I guess that's that's what I'm thinking through, and I don't have an answer to that at all. But, um, yeah. 549 01:33:57.780 --> 01:33:58.200 Thank you. 550 01:34:00.810 --> 01:34:09.450 Claudia Ojeda: Oh yeah, already I saw that you had your Henry's but just before. One other thing that I've been thinking about a lot, and I also have not thought this through really well don't have an answer. 551 01:34:09.840 --> 01:34:20.670 Claudia Ojeda: Either but it's just kind of like, at least in the context of Puerto Rico, you know that or anyone in any of these others, it seems like the university is kind of playing up a dual role both just like 552 01:34:21.210 --> 01:34:28.560 Claudia Ojeda: A site of oppression. And as a side of assistance and I'm been kind of trying to remedy those in my head and trying to think through them like 553 01:34:29.280 --> 01:34:35.940 Claudia Ojeda: You know, like in Puerto Rico specifically like of course you have the university administration, kind of going against the students 554 01:34:36.570 --> 01:34:42.210 Claudia Ojeda: Like raising tuition like making it impossible for them to register into their classes, you have the fiscal control board. 555 01:34:43.020 --> 01:34:46.590 Claudia Ojeda: Budget cutting the universe like making budget because the University 556 01:34:47.100 --> 01:34:56.700 Claudia Ojeda: But then at the same time, like everybody knows that the University of Puerto Rico students are like the most like politically active students and like the reason why there's a political 557 01:34:56.970 --> 01:35:01.500 Claudia Ojeda: politically active is because of the space at the University provides for them to be able to do that. 558 01:35:02.220 --> 01:35:11.340 Claudia Ojeda: So those are kind of other ideas that I that I've been thinking through that I think we also tried to to get into the questions and and and something that we wanted to kind of think through 559 01:35:12.150 --> 01:35:25.080 Claudia Ojeda: This Teton and and that I think that I have definitely learned a lot. Hearing from all of our professors and I hope to kind of continue those conversations as well and okay yeah out, Eddie. I saw that you had your Henry, so feel free to go ahead and talk 560 01:35:33.750 --> 01:35:49.320 The construction of the idea of a nation, but also says the space of assistance and maybe the university. They asked the building. I mean all of this space allowed something, but it is it is the people 561 01:35:49.950 --> 01:36:06.180 Who are the ones who are doing the university. And are you, you are the ones who are doing this happen right now and and that's what I'm very, very proud of you. And I'm very excited because of 562 01:36:08.700 --> 01:36:12.060 That and I was going to say, don't let anyone does lie. 563 01:36:14.250 --> 01:36:32.040 And here is a tradition of of the consensus, everyone has to agree. Everyone has like nothing can be out of office of a place that it has to be. And I think I don't know if this is only hire for culture or is it very American 564 01:36:33.300 --> 01:36:41.160 Aurelia Gomez Unamuno /she/ Spanish: But on like Latin America, I think it like everything, everything has to be in their control and like, it's not like this. 565 01:36:41.820 --> 01:36:53.880 Aurelia Gomez Unamuno /she/ Spanish: And I teamed up the lesson that you are learning yourself with his actions that you are letting other people to learn by following and and and teaching to us. 566 01:36:54.630 --> 01:37:00.270 Aurelia Gomez Unamuno /she/ Spanish: With this actions and with this movement kuna do not you will never forget that in your life. 567 01:37:01.200 --> 01:37:11.010 Aurelia Gomez Unamuno /she/ Spanish: And the kind of knowledge that you are putting together and the work that you're doing right now it's going to stay with you and not only us 568 01:37:11.610 --> 01:37:23.550 Aurelia Gomez Unamuno /she/ Spanish: So maybe not part of the curriculum. But I think is central to the experience of being a student and and building not it's not only questioning the system, but it's also 569 01:37:24.240 --> 01:37:37.500 Aurelia Gomez Unamuno /she/ Spanish: Thinking and being able to dream and to think beyond that. So what changes can we do, and that is something that we're making the university happen now. So you are 570 01:37:39.060 --> 01:37:42.030 Not institution, not another ministers. 571 01:38:01.320 --> 01:38:07.800 Claudia Ojeda: Okay, my dad, you have your hand raised. So you can go and then professor, whether you also have your end result. 572 01:38:09.240 --> 01:38:09.660 Thank you. 573 01:38:11.610 --> 01:38:20.880 Mayra Lopez (she/her): Hello. Hi. My name is Mayra I just have a question. Um, I guess our faculty. Um, and I just want to know any insight on how the 574 01:38:20.880 --> 01:38:23.730 Mayra Lopez (she/her): Fat like how the different departments are reacting 575 01:38:24.300 --> 01:38:27.930 Mayra Lopez (she/her): For example, like the Spanish department in terms of like the strike. 576 01:38:29.280 --> 01:38:31.620 Mayra Lopez (she/her): Yeah, just want to learn more about the faculty's 577 01:38:32.730 --> 01:38:34.620 Mayra Lopez (she/her): Perspective, if that makes sense. 578 01:38:45.570 --> 01:38:48.960 Roberto Castillo (he/him): Thank you Mary for that. And I think that you know that 579 01:38:50.460 --> 01:39:01.830 Roberto Castillo (he/him): One of the things that that I think it's important for everybody is to is to read the different structures within the big structure of the college and departments, of course, are an important 580 01:39:02.550 --> 01:39:12.540 Roberto Castillo (he/him): substructure that needs to be read needs to be a praise in terms of power dynamics and things like that, but also needs to be. You also need to think about departments in terms of their own history. 581 01:39:14.010 --> 01:39:16.890 Roberto Castillo (he/him): The, the Spanish department. I think it's 582 01:39:19.050 --> 01:39:38.010 Roberto Castillo (he/him): Not, not particularly united now particularly I think in my critical opinion that that particularly invested as a whole, I think some of us are. And some of us are blessed. So I think we're all supportive of the strike, but a different ways in which different degrees of investment. 583 01:39:39.150 --> 01:39:41.250 Roberto Castillo (he/him): I think it's one of the 584 01:39:42.540 --> 01:39:47.220 Roberto Castillo (he/him): Best things that's ever happened at this college and I've been here for almost 30 years now. 585 01:39:48.630 --> 01:40:04.350 Roberto Castillo (he/him): I i've i've seen little glimmers of what her for students could do at times, but this is the first time that I see this, this kind of really sort of complete and interesting 586 01:40:06.210 --> 01:40:22.350 Roberto Castillo (he/him): Experiment that you guys are trying to carry. I don't think I want to echo really as our areas words and you know the universities, you know, this is the colleges you so take it you know toma toma toma toma coalition 587 01:40:23.460 --> 01:40:28.470 Roberto Castillo (he/him): And and really own that. And you know, I think it's 588 01:40:29.580 --> 01:40:40.860 Roberto Castillo (he/him): Within the department departments, we can keep trying to change the dynamics will be more, I guess, more effective and more proactive in the goals that we may have in common, but I think it's 589 01:40:41.880 --> 01:40:53.310 Roberto Castillo (he/him): Ultimately, it's going to be up to you to also require these things and ask for them. Yeah. Clearly our department has a history that is really tied to activism. I 590 01:40:53.820 --> 01:41:07.140 Roberto Castillo (he/him): Had had referred to it was Puerto Rican students who demanded in 1970 in the 90s after I think it was after the 1972 movement that the Spanish Department actually included Latin America. 591 01:41:08.880 --> 01:41:13.500 Roberto Castillo (he/him): You know, before that was one professor who was in a modern language department teaching 592 01:41:14.850 --> 01:41:19.380 Roberto Castillo (he/him): Iberian Peninsula stuff. He was great. He was a wonderful guy. 593 01:41:20.820 --> 01:41:27.360 Roberto Castillo (he/him): But in a Latin America didn't exist and the bylines color is a Puerto Ricans have been here forever. 594 01:41:27.750 --> 01:41:36.090 Roberto Castillo (he/him): For a long time, and there was nothing that they could study, you know, they had to read the Spanish Golden Age, which is wonderful. I love it but come on. 595 01:41:36.570 --> 01:41:45.870 Roberto Castillo (he/him): So it was actually the origins of the requirements actually tied to that we need to remind the institution that is a history that needs to be respected and honor right there. 596 01:41:47.100 --> 01:41:53.700 Roberto Castillo (he/him): So and also I think it's really that this is related to the issue of of the relationship between 597 01:41:55.710 --> 01:41:59.490 Roberto Castillo (he/him): Latin Americans and ratio of blackness within the Latin Latin American culture. 598 01:42:00.720 --> 01:42:12.270 Roberto Castillo (he/him): We need to acknowledge the racism that pervades Latin American culture as well. Anti black racism is an is an internal parts of Latin American culture until we don't 599 01:42:13.050 --> 01:42:23.280 Roberto Castillo (he/him): Understand that until we don't really engage with that we're not going to heal. To understand this, this problem, right, and that is reflected in all kinds of ways. 600 01:42:24.750 --> 01:42:33.240 Roberto Castillo (he/him): So in the in the in the election. Of course, you can see you're going to see claims that they're really over the top is like, you know, 601 01:42:35.730 --> 01:42:42.420 Roberto Castillo (he/him): Latino men were, were the ones who, you know, gave Trump and lifting forensics either 602 01:42:43.020 --> 01:42:54.690 Roberto Castillo (he/him): But, but, but, you know, other than that we really need to think about it when I think we, you, you can demand of the of the department to actually engage in a curriculum and actually provide information and provide 603 01:42:55.770 --> 01:42:57.240 Roberto Castillo (he/him): What in Latin America, we call 604 01:42:58.890 --> 01:43:06.420 Roberto Castillo (he/him): Formation, just like you actually for Mr. Is it kind of a paternalistic thing, but I think I like the idea of actually giving this kind of training. 605 01:43:07.230 --> 01:43:19.530 Roberto Castillo (he/him): People into into thinking in a particular way. That means that get providing the elements for people to think critically about the object of the study. I think that's we have been 606 01:43:20.610 --> 01:43:37.380 Roberto Castillo (he/him): I think not as effective doing that in the Spanish department, in part, I think, because our department has been tasked with service place to say we fulfilled that where we are here to to fulfill the, the Spanish requirement. 607 01:43:38.400 --> 01:43:45.150 Roberto Castillo (he/him): And a lot of our work and a lot of labor goes into into that into actually teaching Spanish and no matter how much we 608 01:43:45.600 --> 01:44:00.120 Roberto Castillo (he/him): tell ourselves that we actually teaching content and not the language itself or not, grammar, there is a significant part of the effort and energy that we have to devote to teaching language and to provide that kind of service to the college 609 01:44:01.170 --> 01:44:06.510 Roberto Castillo (he/him): So I don't know that answer the question, and I hope that some of that get through. 610 01:44:08.310 --> 01:44:10.200 Roberto Castillo (he/him): My ADA. I don't know. 611 01:44:13.230 --> 01:44:16.080 Mayra Lopez (she/her): I think that was very helpful. Roberto. Thank you very much. 612 01:44:16.230 --> 01:44:17.670 You're welcome. Thank you for the question. 613 01:44:21.120 --> 01:44:22.050 Roberto Castillo (he/him): Um, yeah, I think. 614 01:44:22.170 --> 01:44:33.660 Claudia Ojeda: In the interest of time because we've already got. Anyone can know how to tell. I don't know how long we've gone over but I'm Professor Wiley. If you want to say your question or comment that you had. And then we can kind of answer it, and then 615 01:44:34.650 --> 01:44:50.190 t wiley: You know I wouldn't want to be less I'll defer to others. But the last thing I'll say again is just thank you. And one of the things I like about this framing and obviously there's never enough time, even if it were a year. We would still have not exhausted the possibilities, but 616 01:44:51.990 --> 01:44:57.450 t wiley: One of the things that these sort of moments require and I guess this connect to the question about the Department 617 01:44:58.920 --> 01:45:03.780 t wiley: Is people to be more imaginative and they have been and with the way that you framed 618 01:45:05.310 --> 01:45:11.370 t wiley: The student movements in Latin American relationships, what's happening, what you all like to call the have for bubble 619 01:45:12.390 --> 01:45:14.550 t wiley: There's opportunities to think about 620 01:45:15.720 --> 01:45:30.300 t wiley: A new destination, a new path toward the destination. Everything has to be at play. And as you evolve in this process, hopefully you have refined and sometimes brand new ideas about who you are in 621 01:45:31.260 --> 01:45:36.600 t wiley: how things should be conceptualized and it's perfectly fine to begin with. 622 01:45:37.500 --> 01:45:43.950 t wiley: Inherited sort of categories and conceptualization and formula formulations. But even when you think about things. Historically, 623 01:45:44.400 --> 01:45:55.830 t wiley: You can create a narrative to characterize what exactly is happening at Haverford that would run against what other people would say, and that can define for you. 624 01:45:56.400 --> 01:46:03.600 t wiley: How solidarity will look. So I would say that there's a lot of work that can be done what we've done so far what you have done so I commend you and thank you. 625 01:46:14.250 --> 01:46:16.290 Claudia Ojeda: Yes, I think, any last call. 626 01:46:17.640 --> 01:46:19.500 Claudia Ojeda: For questions or comments. 627 01:46:27.120 --> 01:46:31.380 Claudia Ojeda: Okay, cool. Well, um, before we kind of end. I think someone put in the 628 01:46:32.100 --> 01:46:42.870 Claudia Ojeda: Chat Colin. I think you put it on the feedback form for the teachings, make sure to fill that out so we can kind of know where we're how we're doing and how we can continue this work. 629 01:46:43.620 --> 01:46:54.720 Claudia Ojeda: Like to plug in things to Luigi for saying this, the Bryn Mawr strike collective is having their sit in today at nine in the old library. I don't know anything about Bryn Mawr, but like in the old library green 630 01:46:55.650 --> 01:46:59.670 Claudia Ojeda: And they've been showing up for us. So we need to show up for them. So definitely plug 631 01:47:00.090 --> 01:47:06.210 Claudia Ojeda: Plugging that in. And thank you so much to everybody for your questions. Thank you, specifically to 632 01:47:07.410 --> 01:47:14.880 Claudia Ojeda: Professor Friedman and related Selena out alias TN. Am I missing any money. Oh my god, I'm so stressed. Now I don't know if I said everybody. Oh. 633 01:47:16.020 --> 01:47:18.510 Claudia Ojeda: But like, thank you so much for everything. 634 01:47:19.530 --> 01:47:28.830 Claudia Ojeda: Sorry. Thank you so much for like everything that you can do it all for all your wonderful presentations and for engaging with us and we hope that we can continue these conversations outside of this space and 635 01:47:29.370 --> 01:47:36.480 Claudia Ojeda: Feel free to reach out to any of us, if you want to continue those and thank you to fill in southold for being wonderful friends and partners in crime always 636 01:47:37.560 --> 01:47:45.030 luigie (he/him): Thank you everybody than me. So, yeah, yeah. Thank you for everything. And just to give directions when y'all get off the bus. It's under that 637 01:47:46.200 --> 01:47:53.100 luigie (he/him): Bridge, you go straight through, and should be till left initially here, the people so yeah support them. 638 01:47:54.780 --> 01:47:55.350 Federico Perelmuter (He/Him): Thanks. Yeah.