Transnational Student Activism transcript

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Federico Perelmuter (He/Him): Meeting is being recorded.

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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

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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

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Federico Perelmuter (He/Him): To a more transnational history in this case.

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Federico Perelmuter (He/Him): Latin America.

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Federico Perelmuter (He/Him): Because

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Federico Perelmuter (He/Him): Yeah, we wanted to talk a little bit about is where we're from

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Federico Perelmuter (He/Him): Yeah. And so I'll send it over right now to sell another one of the co
organizers.

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Federico Perelmuter (He/Him): To frame our discussion a little in history at Haverford specifically and
then our faculty will do

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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,

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Federico Perelmuter (He/Him): Yeah, so, so

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Saul Ontiveros: Yeah, I guess I'm going to put the presentation on soon. But I think it'd be

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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.

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Federico Perelmuter (He/Him): Yeah, I'm say I'm at him pronoun time in English senior picture. Yeah, go.

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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,

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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.

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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.

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Lina Martinez - Spanish Dept. (Ella/She): My goodness.

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Lina Martinez - Spanish Dept. (Ella/She): I'm also in the Spanish apartment and I use she her pronounce
or eight yes again Spanish

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Oh, sorry. I'm just

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Aurelia Gomez Unamuno /she/ Spanish: I'm a mess. I'm also in the Spanish department.

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She and her and

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Aurelia Gomez Unamuno /she/ Spanish: What I was supposed to be on leave now, but I just miss this
opportunity.

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Andrew Friedman, History, he/his: I'm Andrew I'm in the History Department here.

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Sebastian Figueroa (he/him) Spanish: Hi, my name is so I can teach in this finance department and
pronouncer he and he and he

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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.

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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

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Saul Ontiveros: Across perspective into the present moment here at Haverford so um

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Saul Ontiveros: Yeah, I'm going to share my screen now this is

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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.

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Saul Ontiveros: Nice. Cool. Slide since high school. Oh no. Okay, how do you make it full screen.

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Saul Ontiveros: Doesn't matter.

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Collin he/him, history: View and present

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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

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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

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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

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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.

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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

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Saul Ontiveros: Are either not aware of or are made to believe that it was farther than it was so 1972 for
context.

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Saul Ontiveros: We had students organizing the very same worries organizing now to ask her, basically
the exact same things.

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Saul Ontiveros: And and

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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

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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

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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

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Saul Ontiveros: Really contribute something

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Saul Ontiveros: Or to be willing to learn from our teachings professors today and from the students that
are in

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Saul Ontiveros: The zoom chat in general. So from that point I think La Jolla, you should start reading the
questions.

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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.

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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.

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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

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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.

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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,

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Claudia Ojeda: So what kind of social experiment, independent of what we have done and think to be
possible. Can we imagine

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Claudia Ojeda: How is bipolar blackness focal or sometimes at odds with student Latina imaginary and
the critiques.

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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.

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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.

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Claudia Ojeda: That have stemmed from them inform our own action, moving forward, both within the
strike and beyond it.

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Claudia Ojeda: So I think that now we have kind of post these questions out there, we can

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Claudia Ojeda: Move on to our, our first speaker, which will be a professor Friedman.

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Andrew Friedman, History, he/his: Hi everybody.

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Andrew Friedman, History, he/his: Thanks for joining us and

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Andrew Friedman, History, he/his: Thanks to sell and Claudia and filet for organizing our session and
organ organizing us all into this project.

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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.

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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.

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Andrew Friedman, History, he/his: They say that

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Andrew Friedman, History, he/his: strikes are profound acts of anti racist demystification of their own
and

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Andrew Friedman, History, he/his: I think that's already been evident in so many ways through the
course of a strike already um

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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

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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

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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

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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

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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

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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.

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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

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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

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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.

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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.

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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

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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.

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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

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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

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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

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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

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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.

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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.

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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

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Andrew Friedman, History, he/his: Demanding black and Latino and Asian American and Indigenous
professors teaching black Latinx Asian American Indigenous students

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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.

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Andrew Friedman, History, he/his: Into themes or topics like race or gender or sexuality or class that can
be really shorn

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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

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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

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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.

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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

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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,

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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

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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

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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%

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Andrew Friedman, History, he/his: Of the students that have suffered were black identified as black

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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.

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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.

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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

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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

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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

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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

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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.

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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.

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Andrew Friedman, History, he/his: Which I'm really like is known for holding the longest

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Andrew Friedman, History, he/his: Students strike in US history from

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Andrew Friedman, History, he/his: November six, all the way through March 21 of

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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.

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Andrew Friedman, History, he/his: The next year, Berkeley, there was another third world strike at that
same moment.

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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.

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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.

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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

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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

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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

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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.

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Andrew Friedman, History, he/his: And tolerance to protect racists and white privilege from revision and
transformation in essence to protect the weight campus.

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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.

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Andrew Friedman, History, he/his: Of by PRC student movements, but rather a white institutional strap
managerial strategy to police and control them.

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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.

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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

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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.

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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.

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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,

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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

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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.

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Andrew Friedman, History, he/his: And really sort of fighting back against students strike movements to
exclude whites from the availability

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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,

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Andrew Friedman, History, he/his: We want people to be as angry.

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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.

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Andrew Friedman, History, he/his: As they are about the call for solidarity without criticism.

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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.

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Andrew Friedman, History, he/his: And with that I'll stop.

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Saul Ontiveros: Okay, thank you.

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Saul Ontiveros: Professor Friedman. That was very, was very interesting, and I think it's a lot of

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Saul Ontiveros: It's a lot of information that I think will move forward and a really good way with our
arm more

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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.

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Saul Ontiveros: Yeah.

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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

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Even though there was a Black Lives Matter movement before and I want some students and I were
organizing

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Something around your Tina boss case in Mexico. It was not as huge as what is happening now and and I
I really applaud.

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All students for taking the risk for doing this.

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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

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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.

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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

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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.

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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

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The Mexican cases, a little bit different. So I'm going to give a little bit of background and what can we

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Learn from this other example in in Mexico, but basically the main idea I want to focus is that

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As as you are organizing as you are developing this movement in in the college

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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

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Work.

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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.

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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.

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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

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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

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Aurelia Gomez Unamuno /she/ Spanish: Mexico we think about about it that Easter. Right. And
everyone has the right to attend school so

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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

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enforce these appeared and in in 19

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In 2014

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Like adults in our part saw that those were the model of rural school so so there were schools that were
training.

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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

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Useful for people who were trying to

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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

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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.

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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

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As it's not study in depth and is the experiment of the popular high school upper para para popular

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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

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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

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It's very interesting, because

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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

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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.

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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

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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

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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

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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

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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

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In their own hands self governance.

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Being autonomous and and develop their own particular

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Another example that I wanted to provide is itself from the student movement of 1968 and the student
movement started with a

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violent situation again two gangs were fighting and that unleashed the entrance, or the

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Of the police and the police started to punish a all bystanders.

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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

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Grew and

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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

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What's happening and have her for East how the student movement. It was first about

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University education reform. But later on, because of the violence of the police, it became

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Basically

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The demands became basically political trying to

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divest or from the

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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

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Sorry. Okay.

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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,

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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.

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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.

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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.

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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

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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

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I think the the police brutality and the violence that is surrounding a African American communities.

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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

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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

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In the historical context and I think

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That's important to to take in mind.

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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.

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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

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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

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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

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And what are the strategies that you you are proposing to reach that goal. And I think that that is very
interesting to compare

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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.

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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

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Aurelia Gomez Unamuno /she/ Spanish: The movement gave to Mexican society is like, first of all, is

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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.

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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.

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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.

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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

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Observing

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Power that probably even Marxism could not even explain

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Boolean boy like is gender, race, sexuality and and i'm when I think I'm going to stop here. I think I

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Said a lot already and

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I think that's all. Thank

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Claudia Ojeda: Thank you. Our

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Claudia Ojeda: Next we're gonna move on to a show where I

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Claudia Ojeda: Was going to talk to us a little bit about chillin

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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.

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Roberto Castillo (he/him): Anti establishment and so many things when you think about the the Mexican

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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.

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Roberto Castillo (he/him): Had already been demanded by Argentinian and Chilean students. And
actually, a lot of that have been accomplished.

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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

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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

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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

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Roberto Castillo (he/him): But I just want to remind you that there is that there. This is the synchronicity
of experiences.

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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.

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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

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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

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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.

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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.

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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

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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.

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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.

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Roberto Castillo (he/him): You know actually had the chance to enact some kind of a revolutionary

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Roberto Castillo (he/him): You know, people just just, you know, you really your wrist.

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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

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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.

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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

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Roberto Castillo (he/him): A money making enterprise neoliberalism had already taken hold of Chile at
this point.

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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.

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Roberto Castillo (he/him): And then maybe we can go to the next.

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Roberto Castillo (he/him): Slide so

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Roberto Castillo (he/him): And this is

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Roberto Castillo (he/him): The atmosphere is is different. This is there was like an October, a year ago in
October 2019

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Roberto Castillo (he/him): This is what happened in between, between the

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Roberto Castillo (he/him): Is that those students were protesting before, along with the coalition with
workers and

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Roberto Castillo (he/him): White sections of society were actually able to the rail, the project of the
dictator.

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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.

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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.

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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

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Roberto Castillo (he/him): Ruled by the market, right. So, and within that

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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

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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

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Roberto Castillo (he/him): And then the secondary high school students began to evade the

279

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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

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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

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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

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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.

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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

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Roberto Castillo (he/him): in concert with with other with other people.

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Roberto Castillo (he/him): The the

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Roberto Castillo (he/him): The range of grievances was really why. So if I think about the editorials of
1968 in Mexico.

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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.

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Roberto Castillo (he/him): They actually forced they terrified the political class to agree to actually
rewrite a constitution.

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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.

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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

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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

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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.

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Roberto Castillo (he/him): 80% approved that we should write a new constitution, we are actually going
to write a new constitution.

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Roberto Castillo (he/him): And it's going to be the first constitutionalist is going to actually have

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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

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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.

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Roberto Castillo (he/him): For a long time. I've been complaining about the sort of the typical liberal
gesture recognition with

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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.

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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

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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.

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Roberto Castillo (he/him): You've been very focused you you've been courageous and I think that that
should be commended.

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Roberto Castillo (he/him): I just mean the rest of the time for questions.

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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.

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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.

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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

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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

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Lina Martinez - Spanish Dept. (Ella/She): Thank you. So let's go dia and faded for organizing this.

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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.

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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

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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

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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

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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

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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.

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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

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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.

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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

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Lina Martinez - Spanish Dept. (Ella/She): And it divides the country in terms of how people identify
identify themselves.

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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.

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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.

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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.

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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

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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

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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.

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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

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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.

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Lina Martinez - Spanish Dept. (Ella/She): And that's an important thing that I wanted to mention here
because if you have any

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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

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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

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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

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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

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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

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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

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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.

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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

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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.

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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.

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Lina Martinez - Spanish Dept. (Ella/She): And so Africa Colombians and particularly African Colombian
women so black women.

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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

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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

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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

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01:04:08.100 --> 01:04:08.760
Federico Perelmuter (He/Him): Thank you. Lena

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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.

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01:04:21.480 --> 01:04:22.260
Sebastian Figueroa (he/him) Spanish: Yeah, hello.

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01:04:23.040 --> 01:04:23.910
Sebastian Figueroa (he/him) Spanish: Yes, actually.

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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.

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Sebastian Figueroa (he/him) Spanish: Something that

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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.

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01:04:48.180 --> 01:04:50.010
Federico Perelmuter (He/Him): All right. Um, so, then

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01:04:51.390 --> 01:04:53.820
Federico Perelmuter (He/Him): Yeah, drop your questions in the chat or

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01:04:55.110 --> 01:04:56.130
Federico Perelmuter (He/Him): unmute yourself.

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Federico Perelmuter (He/Him): If you'd like to ask a question.

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Federico Perelmuter (He/Him): Yeah.

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01:05:03.450 --> 01:05:07.020
Claudia Ojeda: You can also use the raise your hand feature if that is more

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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

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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

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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.

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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
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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.

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01:05:47.970 --> 01:05:52.860
Claudia Ojeda: camping out on university grounds and like doing this for over 80 days so

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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

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01:06:04.560 --> 01:06:09.750
Claudia Ojeda: Examples in Latin America and around the world of students protesting beyond what we

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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.

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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.

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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.

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01:06:37.740 --> 01:06:38.670
Federico Perelmuter (He/Him): So, go ahead.

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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

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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

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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

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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

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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.

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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

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01:08:36.240 --> 01:08:40.350
Sebastian Figueroa (he/him) Spanish: And debating and and trying to change things at at

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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

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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.

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01:09:03.000 --> 01:09:04.290
Sebastian Figueroa (he/him) Spanish: Back in 2011

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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.

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01:09:12.630 --> 01:09:13.710

Sebastian Figueroa (he/him) Spanish: We are like

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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.

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01:09:30.690 --> 01:09:33.150
Sebastian Figueroa (he/him) Spanish: struggles for social change.

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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.

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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.

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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.

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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

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01:10:42.270 --> 01:10:44.910
Which means that it's like a melting pot.

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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.