From 687820c810b0a8662302e664a9a61b672025a39a Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:06:27 +0000 Subject: [PATCH 01/29] Update 'content/_index.md' --- content/_index.md | 66 +++++++++++++++++------------------------------ 1 file changed, 23 insertions(+), 43 deletions(-) diff --git a/content/_index.md b/content/_index.md index b21b5fb..f094118 100644 --- a/content/_index.md +++ b/content/_index.md @@ -3,54 +3,34 @@ title: Pirate Care has_topics: piratecareintroduction, criminalizationofsolidarity, housingstruggles, commoningcare, psychosocialautonomy, communitysafetyandcontextualfluidity, transhackfeminism, hormonestoxicityandbodysovereignty, fosteringequityanddiversityinthehackermakerscene, politicisingpiracy --- -Pirate Care researches, gathers & nourishes those care initiatives which are taking risks by operating in the narrow grey zones left open between different knowledges, institutions and laws, inviting all to participate in a exploration of the mutual implications of care and technology that dare questioning the ideology of private property, work and metrics. - -Neoliberal policies have for the last two decades re-organised the basic care provisions that were previously considered cornerstones of democratic life - healthcare, housing, access to knowledge, right to asylum, freedom of mobility, social benefits, etc. - turning them into tools for surveilling, excluding and punishing the most vulnerable. The name Pirate Care refers to those initiatives that have emerged in opposition to such political climate by self-organising technologically-enabled care & solidarity networks. - -## Concept - -Punitive neoliberalism (Davies, 2016)[^5] has been repurposing, rather than dismantling, welfare state provisions such as healthcare, income support, housing and education (Cooper, 2017: 314)[^3]. This mutation is reintroducing 'poor laws' of a colonial flavour, deepening the lines of discrimination between citizens and non-citizens (Mitropoulos, 2012: 27)[^13], and reframing the family unit as the sole bearer of responsibility for dependants. - -However, against this background of institutionalised *'negligence'* (Harney & Moten, 2013: 31)[^12], a growing wave of mobilizations around care can be witnessed across a number of diverse examples: the recent Docs Not Cops campaign in the UK, refusing to carry out documents checks on migrant patients; migrant-rescue boats (such as those operated by Sea-Watch) that defy the criminalization of NGOs active in the Mediterranean; and the growing resistance to homelessness via the reappropriation of houses left empty by speculators (like PAH in Spain); the defiance of legislation making homelessness illegal (such as Hungary's reform of October 2018) or municipal decrees criminalizing helping out in public space (e.g. Food Not Bombs' volunteers arrested in 2017). - -On the other hand, we can see initiatives experimenting with care as collective political practices have to operate in the narrow grey zones left open between different technologies, institutions and laws in an age some fear is heading towards 'total bureaucratization' (Graeber, 2015: 30)[^8]. For instance, in Greece, where the bureaucratic measures imposed by the Troika decimated public services, a growing number of grassroots clinics set up by the Solidarity Movement have responded by providing medical attention to those without a private insurance. In Italy, groups of parents without recourse to public childcare are organizing their own pirate kindergartens (Soprasotto), reviving a feminist tradition first experimented with in the 1970s. In Spain, the feminist collective GynePunk developed a biolab toolkit for emergency gynaecological care, to allow all those excluded from the reproductive medical services  -  such as trans or queer women, drug users and sex workers  - to perform basic checks on their own bodily fluids. Elsewhere, the collective Women on Waves delivers abortion pills from boats harboured in international waters - and more recently, via drones - to women in countries where this option is illegal. - -Thus pirate care, seen in the light of these processes - choosing illegality or existing in the grey areas of the law in order to organize solidarity - takes on a double meaning: Care as Piracy and Piracy as Care (Graziano, 2018)[^9]. - -There is a need to revisit piracy and its philosophical implications - such as sharing, openness, decentralization, free access to knowledge and tools (Hall, 2016)[^11] - in the light of transformations in access to social goods brought about by digital networks. It is important to bring into focus the modes of intervention and political struggle that collectivise access to welfare provisions as acts of custodianship (Custodians.online, 2015)[^4] and commoning (Caffentzis & Federici, 2014)[^2]. As international networks of tinkerers and hackers are re-imagining their terrain of intervention, it becomes vital to experiment with a changed conceptual framework that speaks of the importance of the digital realm as a battlefield for the re-appropriation of the means not only of production, but increasingly, of social reproduction (Gutiérrez Aguilar et al., 2016)[^10]. More broadly, media representations of these dynamics - for example in experimental visual arts and cinema - are of key importance. Bringing the idea of pirate ethics into resonance with contemporary modes of care thus invites different ways of imagining a paradigm change, sometimes occupying tricky positions vis-à-vis the law and the status quo. - -The present moment requires a non-oppositional and nuanced approach to the mutual implications of care and technology (Mol et al., 2010: 14)[^14], stretching the perimeters of both. And so, while the seminal definition of care distilled by Joan Tronto and Berenice Fisher sees it as 'everything that we do to maintain, continue, and repair "our world" so that we can live in it as well as possible' (Tronto & Fisher, 1990: 40)[^7], contemporary feminist materialist scholars such as Maria Puig de La Bellacasa feel the need to modify these parameters to include 'relations [that] maintain and repair a world so that humans and non-humans can live in it as well as possible in a complex life-sustaining web' (Puig de La Bellacasa, 2017: 97)[^6]. It is in this spirit that we propose to examine how can we learn to compose (Stengers, 2015)[^15] answers to crises across a range of social domains, and alongside technologies and care practices. +### We live in a world where captains get arrested for saving people’s lives on the sea; where a person downloading scientific articles faces 35 years in jail; where people risk charges for bringing contraceptives to those who otherwise couldn’t get them. Folks are getting in trouble for giving food to the poor, medicine to the sick, water to the thirsty, shelter to the homeless. And yet our heroines care and disobey. They are pirates. -[^2]: Caffentzis, G. and Federici, S., 2014. 'Commons against and beyond capitalism'. Community Development Journal, 49(suppl_1), pp.i92-i105. +Pirate Care is a research process (primarily based in the transnational European space) that maps the increasingly present forms of activism at the intersection of “care” and “piracy”, which in new and interesting ways are trying to intervene in one of the most important challenges of our time, that is, the ‘crisis of care’ in all its multiple and interconnected dimensions. -[^3]: Cooper, M., 2017. Family values: Between neoliberalism and the new social conservatism. MIT Press. - -[^4]: Custodians Online, 2015. 'In solidarity with Library Genesis and Sci-Hub', 30th November, http://custodians.online/. - -[^5]: Davies, W., 2016. 'The new neoliberalism'. New Left Review (101), 121--134 - -[^6]: de La Bellacasa, M.P., 2017. Matters of care: Speculative ethics in more than human worlds. University of Minnesota Press. - -[^7]: Fisher, B. and J. C. Tronto, 1990. 'Toward a feminist theory of care', in Circles of Care: Work and identity in women's lives, eds. Emily K. Abel and Margaret K. Nelson, Albany: SUNY Press. - -[^8]: Graeber, D., 2015. The utopia of rules: On technology, stupidity, and the secret joys of bureaucracy_. Melville House. - -[^9]: Graziano, V. 2018. 'Pirate Care - How do we imagine the health care for the future we want?', Medium, 5th October https://medium.com/dsi4eu/pirate-care-how-do-we-imagine-the-health-care-for-the-future-we-want-fa7f71a7a21. - -[^10]: Gutiérrez Aguilar R., Linsalata L. and M.L.N. Trujillo, 2016. 'Producing the common and reproducing life: Keys towards rethinking the Political.' in Social Sciences for an Other Politics, ed. A. Dinerstein, Palgrave Macmillan. - -[^11]: Hall, G., 2016. Pirate philosophy: for a digital posthumanities. MIT Press. - -[^12]: Harney, S. and Moten, F., 2013. The undercommons: Fugitive planning and black study, Minor Compositions. - -[^13]: Mitropoulos, A., 2012. Contract & contagion: From biopolitics to oikonomia. Minor Compositions. - -[^14]: Mol, A., Moser, I. and Pols, J. eds., 2015. Care in practice: On tinkering in clinics, homes and farms. transcript Verlag. - -[^15]: Stengers, I. (2015) In catastrophic times: Resisting the coming barbarism. Open Humanities Press. +These practices are experimenting with self-organisation, alternative approaches to social reproduction and the commoning of tools, technologies and knowledges. Often they act disobediently in expressed non-compliance with laws, regulations and executive orders that and ciriminalise the duty of care by imposing exclusions along the lines of class, gender, race or territory. They are not shying risk of persecution in providing unconditional solidarity to those who are the most exploited, discriminated against and condemned to the status of disposable populations. +The Pirate Care Syllabus we present here for the first time is a tool for supporting and activating collective processes of learning from these practices. + *8th March 2020 - Please Note: + The Pirate Care Syllabus is still work in progress. + Some topics and sessions are still under development, + more will be created during the residency at the Kunsthalle. +* + +# What do we mean by Pirate Care? + +1. Caring is not intrinsically “nice”, it always involve power relations. Processes of discipline, exclusion and harm can operate inside the matrix of care. + +2. Care labour holds the capacity to disobey power and increase our collective freedom. This is why when it is organised in capitalist, patriarchal and racist ways, it does not work for most living beings. We are in a global crisis of care. + +3. There are no wrong people. Yet, caring for the “wrong” people is more and more socially discouraged, made difficult and criminalized. For many, the crisis of care has been there for a very long time. + +4. Caring is labour. it is necessary and it is skilled labour. + +5. Care labour is shared unfairly and violently in most societies, along lines of gender, provenance, race, class, ability, and age. Some are forced to care, while some defend their privilege of expecting service. This has to change. + +6. Caring labour needs full access to resources, knowledge, tools and technologies. When these are taken away, we must claim them back. From 4cd84e1c4f49b504a3081af5a59edec4acbb2b64 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:08:47 +0000 Subject: [PATCH 02/29] Update 'content/_index.md' --- content/_index.md | 9 ++++----- 1 file changed, 4 insertions(+), 5 deletions(-) diff --git a/content/_index.md b/content/_index.md index f094118..76211dc 100644 --- a/content/_index.md +++ b/content/_index.md @@ -13,11 +13,10 @@ These practices are experimenting with self-organisation, alternative approaches The Pirate Care Syllabus we present here for the first time is a tool for supporting and activating collective processes of learning from these practices. - *8th March 2020 - Please Note: - The Pirate Care Syllabus is still work in progress. - Some topics and sessions are still under development, - more will be created during the residency at the Kunsthalle. -* +> 8th March 2020 - Please Note: +> The Pirate Care Syllabus is still work in progress. Some topics and sessions are still under development, +> more will be created during the residency at the Kunsthalle (beginning of April). + # What do we mean by Pirate Care? From 63a93fe48c51f64be7787b5b25b9e030dc770691 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:09:48 +0000 Subject: [PATCH 03/29] Update 'content/_index.md' --- content/_index.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/_index.md b/content/_index.md index 76211dc..dfd091b 100644 --- a/content/_index.md +++ b/content/_index.md @@ -3,7 +3,7 @@ title: Pirate Care has_topics: piratecareintroduction, criminalizationofsolidarity, housingstruggles, commoningcare, psychosocialautonomy, communitysafetyandcontextualfluidity, transhackfeminism, hormonestoxicityandbodysovereignty, fosteringequityanddiversityinthehackermakerscene, politicisingpiracy --- -### We live in a world where captains get arrested for saving people’s lives on the sea; where a person downloading scientific articles faces 35 years in jail; where people risk charges for bringing contraceptives to those who otherwise couldn’t get them. Folks are getting in trouble for giving food to the poor, medicine to the sick, water to the thirsty, shelter to the homeless. And yet our heroines care and disobey. They are pirates. +***We live in a world where captains get arrested for saving people’s lives on the sea; where a person downloading scientific articles faces 35 years in jail; where people risk charges for bringing contraceptives to those who otherwise couldn’t get them. Folks are getting in trouble for giving food to the poor, medicine to the sick, water to the thirsty, shelter to the homeless. And yet our heroines care and disobey. They are pirates.*** Pirate Care is a research process (primarily based in the transnational European space) that maps the increasingly present forms of activism at the intersection of “care” and “piracy”, which in new and interesting ways are trying to intervene in one of the most important challenges of our time, that is, the ‘crisis of care’ in all its multiple and interconnected dimensions. From 005f8b7ba4032e6b105aa9e8138af45aa034d91c Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:16:13 +0000 Subject: [PATCH 04/29] Update 'content/_index.md' --- content/_index.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/content/_index.md b/content/_index.md index dfd091b..5892dd3 100644 --- a/content/_index.md +++ b/content/_index.md @@ -6,16 +6,16 @@ has_topics: piratecareintroduction, criminalizationofsolidarity, housingstruggle ***We live in a world where captains get arrested for saving people’s lives on the sea; where a person downloading scientific articles faces 35 years in jail; where people risk charges for bringing contraceptives to those who otherwise couldn’t get them. Folks are getting in trouble for giving food to the poor, medicine to the sick, water to the thirsty, shelter to the homeless. And yet our heroines care and disobey. They are pirates.*** -Pirate Care is a research process (primarily based in the transnational European space) that maps the increasingly present forms of activism at the intersection of “care” and “piracy”, which in new and interesting ways are trying to intervene in one of the most important challenges of our time, that is, the ‘crisis of care’ in all its multiple and interconnected dimensions. +Pirate Care is a research process - primarily based in the transnational European space - that maps the increasingly present forms of activism at the intersection of “care” and “piracy”, which in new and interesting ways are trying to intervene in one of the most important challenges of our time, that is, the ‘crisis of care’ in all its multiple and interconnected dimensions. -These practices are experimenting with self-organisation, alternative approaches to social reproduction and the commoning of tools, technologies and knowledges. Often they act disobediently in expressed non-compliance with laws, regulations and executive orders that and ciriminalise the duty of care by imposing exclusions along the lines of class, gender, race or territory. They are not shying risk of persecution in providing unconditional solidarity to those who are the most exploited, discriminated against and condemned to the status of disposable populations. +These practices are experimenting with self-organisation, alternative approaches to social reproduction and the commoning of tools, technologies and knowledges. Often they act disobediently in expressed non-compliance with laws, regulations and executive orders that and ciriminalise the duty of care by imposing exclusions along the lines of class, gender, race or territory. They are not shying risk of persecution in providing unconditional solidarity to those who are the most exploited, discriminated against and condemned to the status of disposable populations. The Pirate Care Syllabus we present here for the first time is a tool for supporting and activating collective processes of learning from these practices. > 8th March 2020 - Please Note: > The Pirate Care Syllabus is still work in progress. Some topics and sessions are still under development, -> more will be created during the residency at the Kunsthalle (beginning of April). +> more will be created during the residency at the Kunsthalle (beginning of April) and beyond. # What do we mean by Pirate Care? From 8cd5f8692f99e7cc1533d5309c3b66a8798bcd87 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:17:16 +0000 Subject: [PATCH 05/29] Update 'content/_index.md' --- content/_index.md | 3 +++ 1 file changed, 3 insertions(+) diff --git a/content/_index.md b/content/_index.md index 5892dd3..c65a6c1 100644 --- a/content/_index.md +++ b/content/_index.md @@ -33,3 +33,6 @@ The Pirate Care Syllabus we present here for the first time is a tool for suppor 6. Caring labour needs full access to resources, knowledge, tools and technologies. When these are taken away, we must claim them back. +... +* +info@pirate.care* From b1b695e9bb8bed94f23c94224b9baee83133fb6c Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:29:08 +0000 Subject: [PATCH 06/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 65 ++++++++++++++++++++++++- 1 file changed, 64 insertions(+), 1 deletion(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index c6e0ae8..6023b9b 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -3,5 +3,68 @@ title: Introduction to Pirate Care has_sessions: whatiscare, problemswithcare, whatcanpiracybe --- -This section wants to give an overview of the main questions and concerns voiced by the expression ‘pirate care’, which also the gathering principle for bringing together the different knowledges, techniques and tools shared in this collective syllabus. + + +This Introduction gives an overview of the main questions and concerns voiced by the expression ‘pirate care’, which also the gathering principle for bringing together the different knowledges, techniques and tools shared in this collective syllabus. + +Pirate Care primarily considers the assumption that we live in a time in which care, understood as a political and collective capacity of society, is becoming increasingly defunded, discouraged and criminalised. Neoliberal policies have for the last two decades re-organised the basic care provisions that were previously considered cornerstones of democratic life - healthcare, housing, access to knowledge, right to asylum, freedom of mobility, social benefits, etc. - turning them into tools for surveilling, excluding and punishing the most vulnerable. The name Pirate Care refers to those initiatives that have emerged in opposition to such political climate by self-organising technologically-enabled care & solidarity networks. + +Here below, you will find the following information and resources: + +- On the concept of Pirate Care +- A Pirate Care Syllabus: why, how and with whom? +- Making a Syllabus (tech aspects?) +- Online syllabi linked with social justice movements +- Bibliographic Sources + + + +# On the concept of Pirate Care + +Punitive neoliberalism (Davies, 2016)[^5] has been repurposing, rather than dismantling, welfare state provisions such as healthcare, income support, housing and education (Cooper, 2017: 314)[^3]. This mutation is reintroducing 'poor laws' of a colonial flavour, deepening the lines of discrimination between citizens and non-citizens (Mitropoulos, 2012: 27)[^13], and reframing the family unit as the sole bearer of responsibility for dependants. + +Against this background of institutionalised *'negligence'* (Harney & Moten, 2013: 31)[^12], a growing wave of mobilizations around care can be witnessed across a number of diverse examples: the recent Docs Not Cops campaign in the UK, refusing to carry out documents checks on migrant patients; migrant-rescue boats (such as those operated by Sea-Watch) that defy the criminalization of NGOs active in the Mediterranean; and the growing resistance to homelessness via the reappropriation of houses left empty by speculators (like PAH in Spain); the defiance of legislation making homelessness illegal (such as Hungary's reform of October 2018) or municipal decrees criminalizing helping out in public space (e.g. Food Not Bombs' volunteers arrested in 2017). + +On the other hand, we can see initiatives experimenting with care as collective political practices have to operate in the narrow grey zones left open between different technologies, institutions and laws in an age some fear is heading towards 'total bureaucratization' (Graeber, 2015: 30)[^8]. For instance, in Greece, where the bureaucratic measures imposed by the Troika decimated public services, a growing number of grassroots clinics set up by the Solidarity Movement have responded by providing medical attention to those without a private insurance. In Italy, groups of parents without recourse to public childcare are organizing their own pirate kindergartens (Soprasotto), reviving a feminist tradition first experimented with in the 1970s. In Spain, the feminist collective GynePunk developed a biolab toolkit for emergency gynaecological care, to allow all those excluded from the reproductive medical services  -  such as trans or queer women, drug users and sex workers  - to perform basic checks on their own bodily fluids. Elsewhere, the collective Women on Waves delivers abortion pills from boats harboured in international waters - and more recently, via drones - to women in countries where this option is illegal. + +Thus pirate care, seen in the light of these processes - choosing illegality or existing in the grey areas of the law in order to organize solidarity - takes on a double meaning: Care as Piracy and Piracy as Care (Graziano, 2018)[^9]. + +There is a need to revisit piracy and its philosophical implications - such as sharing, openness, decentralization, free access to knowledge and tools (Hall, 2016)[^11] - in the light of transformations in access to social goods brought about by digital networks. It is important to bring into focus the modes of intervention and political struggle that collectivise access to welfare provisions as acts of custodianship (Custodians.online, 2015)[^4] and commoning (Caffentzis & Federici, 2014)[^2]. As international networks of tinkerers and hackers are re-imagining their terrain of intervention, it becomes vital to experiment with a changed conceptual framework that speaks of the importance of the digital realm as a battlefield for the re-appropriation of the means not only of production, but increasingly, of social reproduction (Gutiérrez Aguilar et al., 2016)[^10]. More broadly, media representations of these dynamics - for example in experimental visual arts and cinema - are of key importance. Bringing the idea of pirate ethics into resonance with contemporary modes of care thus invites different ways of imagining a paradigm change, sometimes occupying tricky positions vis-à-vis the law and the status quo. + +The present moment requires a non-oppositional and nuanced approach to the mutual implications of care and technology (Mol et al., 2010: 14)[^14], stretching the perimeters of both. And so, while the seminal definition of care distilled by Joan Tronto and Berenice Fisher sees it as 'everything that we do to maintain, continue, and repair "our world" so that we can live in it as well as possible' (Tronto & Fisher, 1990: 40)[^7], contemporary feminist materialist scholars such as Maria Puig de La Bellacasa feel the need to modify these parameters to include 'relations [that] maintain and repair a world so that humans and non-humans can live in it as well as possible in a complex life-sustaining web' (Puig de La Bellacasa, 2017: 97)[^6]. It is in this spirit that we propose to examine how can we learn to compose (Stengers, 2015)[^15] answers to crises across a range of social domains, and alongside technologies and care practices. + +If confronting the unequal provision of care has long been a focus of progressive political organising, today’s hyper-interconnected and heavily exhausted world calls for radical approaches and tools for militant caring that, while might not provide readymade, one-size-fits-all answers, might allow us to prefigure different forms of co-inhabitation on this planet. +Pirate Care is therefore interested in researching how to re-conceive care provisions across the tensions between autonomous organising and state institutions, between insurgent politics and commoning, and between holistic and scientific methods. + + +[^2]: Caffentzis, G. and Federici, S., 2014. 'Commons against and beyond capitalism'. Community Development Journal, 49(suppl_1), pp.i92-i105. + +[^3]: Cooper, M., 2017. Family values: Between neoliberalism and the new social conservatism. MIT Press. + +[^4]: Custodians Online, 2015. 'In solidarity with Library Genesis and Sci-Hub', 30th November, http://custodians.online/. + +[^5]: Davies, W., 2016. 'The new neoliberalism'. New Left Review (101), 121--134 + +[^6]: de La Bellacasa, M.P., 2017. Matters of care: Speculative ethics in more than human worlds. University of Minnesota Press. + +[^7]: Fisher, B. and J. C. Tronto, 1990. 'Toward a feminist theory of care', in Circles of Care: Work and identity in women's lives, eds. Emily K. Abel and Margaret K. Nelson, Albany: SUNY Press. + +[^8]: Graeber, D., 2015. The utopia of rules: On technology, stupidity, and the secret joys of bureaucracy_. Melville House. + +[^9]: Graziano, V. 2018. 'Pirate Care - How do we imagine the health care for the future we want?', Medium, 5th October https://medium.com/dsi4eu/pirate-care-how-do-we-imagine-the-health-care-for-the-future-we-want-fa7f71a7a21. + +[^10]: Gutiérrez Aguilar R., Linsalata L. and M.L.N. Trujillo, 2016. 'Producing the common and reproducing life: Keys towards rethinking the Political.' in Social Sciences for an Other Politics, ed. A. Dinerstein, Palgrave Macmillan. + +[^11]: Hall, G., 2016. Pirate philosophy: for a digital posthumanities. MIT Press. + +[^12]: Harney, S. and Moten, F., 2013. The undercommons: Fugitive planning and black study, Minor Compositions. + +[^13]: Mitropoulos, A., 2012. Contract & contagion: From biopolitics to oikonomia. Minor Compositions. + +[^14]: Mol, A., Moser, I. and Pols, J. eds., 2015. Care in practice: On tinkering in clinics, homes and farms. transcript Verlag. + +[^15]: Stengers, I. (2015) In catastrophic times: Resisting the coming barbarism. Open Humanities Press. + + + From c9e0ead43231b3785242c3775c56580e64517960 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:38:10 +0000 Subject: [PATCH 07/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 31 +++++++++++++++++++++++++ 1 file changed, 31 insertions(+) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index 6023b9b..8fdc08e 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -66,5 +66,36 @@ Pirate Care is therefore interested in researching how to re-conceive care provi [^15]: Stengers, I. (2015) In catastrophic times: Resisting the coming barbarism. Open Humanities Press. +# A Pirate Care Syllabus: why, how and with whom? +A point of entry into the practices of pirate care for us is pedagogy - how these practices can be taught and studied with fellow pirate care practitioners, activist communities and beyond. To that end, we have started building a collaborative online syllabus on Pirate Care, covering each practice through a dedicated topic and a number of sessions that are concrete proposals for learning. Our vision that such a syllabus is technologically architected so that it can be easily adapted to different contexts and activated by interested groups elsewhere to collectively learn from it. +This syllabus was inspired by the recent phenomenon of crowdsourced online syllabi generated within social justice movements (see below). In November 2019 we held a writing retreat to create the first version of a pirate care syllabus. We were hosted by the cultural centre [Drugo More](http://drugo-more.hr/en/) and supported via the Rijeka European Capital of Culture 2020 programme. The contributors were: Laura Benítez Valero, Emina Bužinkić, Rasmus Fleischer, Maddalena Fragnito, Valeria Graziano, Mary Maggic, Iva Marčetić, Marcell Mars, Tomislav Medak, Memory of the World, Power Makes Us Sick (PMS), Zoe Romano, Ivory Tuesday, Ana Vilenica. + +The different topics covered were written by practitioners active across a number of pressing issues, including: feminist approaches to reproductive healthcare; autonomous mental health support; trans health and well-being; free access to knowledge; housing struggles; collective childcare; the right to free mobility; migrant solidarity; community safety and anti-racist organising. + +We worked through group discussions; sharing of texts, materials and zines; presentations and workshops (including one on how to use gitlab and one on making baskets with pine needles); informal conversations, cooking for each other and walking together; playing karaoke and telepathy games; mutual feedback and friendship that carried on in the following months. New sessions are to be developed in Vienna with new collaborators during a residency at *studio das weisse haus* in cooperation with Kunsthalle Wien (March-April 2020). + +Work on syllabus is the extension of the [Memory of the World](https://library.memoryoftheworld.org/#/books/) shadow library and it espouses a certain technopolitics. We have developed an online publishing framework allowing collaborative writing, remixing and maintaining of the syllabus. We want the syllabus to be ready for easy preservation and come integrated with a well-maintained and catalogued collection of learning materials. To achieve this, our syllabus is built from plaintext documents that are written in a very simple and human-readable Markdown markup language, rendered into a static HTML website that doesn’t require a resource-intensive and easily breakable database system, and which keeps its files on a git version control system that allows collaborative writing and easy forking to create new versions. Such a syllabus can be then equally hosted on an internet server and used/shared offline from a USB stick. + +In summer 2020, the Pirate Care Syllabus will be activated through an exhibition (June) and a summer camp (September) as part of Rijeka European Capital of Culture 2020 (Croatia). + +## Collective statements + +These below are some shared statements that emerged from the collective process building the first version of the syllabus: + + • - Ours is inevitably as a partial group, who came together in a supportive context, but who also faced a limited amount of time in co-presence. The contributors did not all know each other in advance and we do not form a stable community in the everyday. Our composition reflects the limits of the resources, relationships and awareness available to the organisers and the participants, as well as their commitments and stakes. We do not represent others nor share a unified political position; however we worked in such a way as to allow differences to remain generative and inform different topics and sessions in the syllabus, which were therefore not ‘unified’ in style. + + • - Many issues are under-represented here. We started to write from our practices and from our situated knowledges and experiences. We hope that the syllabus might become a useful tool for others who might want to add new topics and perspectives to it in the future. + + • - Language is a technology that needs to be decolonized. While we strive to write for accessibility, we are conscious of our educational and professional biases in using and modulating the way we use language. We are aware our common language was English and that this leaves out a number of other possibilities of communication. Whenever we felt this was important, we have included some references in other languages in the first version of the syllabus. + + • - Writing for an online imagined reader is a challenging task because it does not allow to speak to specific persons and collectives immersed in actual circumstances. The question ‘who are we speaking with’ in the case of an online syllabus becomes very tricky to answer. Our approach has been to write as if to friends with whom we share key ethical and political values, but who might not be familiar yet with the specific crafts of care we practice or with the background data and knowledge that inform our actions. + + • - The specificity and partiality of our composition is also reflected on the resources we reference. Most texts are from Western academe or activist spaces. We are committed to address this and learn from others in an ongoing efforts to diversify our sources and imaginaries. + + • - We encourage everyone to freely use this syllabus to learn and organise processes of learning and to freely adapt, rewrite and expand it to reflect their own experience and serve their own pedagogies. We do not believe that the current licence system supports the world we want to live in, and that is a world in which knowledge is not privatized. However, the current system automatically copyrights our work, so we state here that all the original writing contained in this syllabus is under CC0 1.0 Universal (CC0 1.0), Public Domain Dedication, No Copyright. This means that: “The person who associated a work with this deed has dedicated the work to the public domain by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission.” https://creativecommons.org/publicdomain/zero/1.0/ + + • - We encourage you to get in touch, to learn together, to organise, assist and act collectively. Lets mirror each other in solidarity. + + * infor@pirate.care* From c10d4da6eb9ddaed76dd430794a55b88fad5d288 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:39:30 +0000 Subject: [PATCH 08/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 26 ++++++++++++------------- 1 file changed, 13 insertions(+), 13 deletions(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index 8fdc08e..59d21df 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -84,18 +84,18 @@ In summer 2020, the Pirate Care Syllabus will be activated through an exhibition These below are some shared statements that emerged from the collective process building the first version of the syllabus: - • - Ours is inevitably as a partial group, who came together in a supportive context, but who also faced a limited amount of time in co-presence. The contributors did not all know each other in advance and we do not form a stable community in the everyday. Our composition reflects the limits of the resources, relationships and awareness available to the organisers and the participants, as well as their commitments and stakes. We do not represent others nor share a unified political position; however we worked in such a way as to allow differences to remain generative and inform different topics and sessions in the syllabus, which were therefore not ‘unified’ in style. - - • - Many issues are under-represented here. We started to write from our practices and from our situated knowledges and experiences. We hope that the syllabus might become a useful tool for others who might want to add new topics and perspectives to it in the future. - - • - Language is a technology that needs to be decolonized. While we strive to write for accessibility, we are conscious of our educational and professional biases in using and modulating the way we use language. We are aware our common language was English and that this leaves out a number of other possibilities of communication. Whenever we felt this was important, we have included some references in other languages in the first version of the syllabus. - - • - Writing for an online imagined reader is a challenging task because it does not allow to speak to specific persons and collectives immersed in actual circumstances. The question ‘who are we speaking with’ in the case of an online syllabus becomes very tricky to answer. Our approach has been to write as if to friends with whom we share key ethical and political values, but who might not be familiar yet with the specific crafts of care we practice or with the background data and knowledge that inform our actions. - - • - The specificity and partiality of our composition is also reflected on the resources we reference. Most texts are from Western academe or activist spaces. We are committed to address this and learn from others in an ongoing efforts to diversify our sources and imaginaries. - - • - We encourage everyone to freely use this syllabus to learn and organise processes of learning and to freely adapt, rewrite and expand it to reflect their own experience and serve their own pedagogies. We do not believe that the current licence system supports the world we want to live in, and that is a world in which knowledge is not privatized. However, the current system automatically copyrights our work, so we state here that all the original writing contained in this syllabus is under CC0 1.0 Universal (CC0 1.0), Public Domain Dedication, No Copyright. This means that: “The person who associated a work with this deed has dedicated the work to the public domain by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission.” https://creativecommons.org/publicdomain/zero/1.0/ - - • - We encourage you to get in touch, to learn together, to organise, assist and act collectively. Lets mirror each other in solidarity. +* Ours is inevitably as a partial group, who came together in a supportive context, but who also faced a limited amount of time in co-presence. The contributors did not all know each other in advance and we do not form a stable community in the everyday. Our composition reflects the limits of the resources, relationships and awareness available to the organisers and the participants, as well as their commitments and stakes. We do not represent others nor share a unified political position; however we worked in such a way as to allow differences to remain generative and inform different topics and sessions in the syllabus, which were therefore not ‘unified’ in style. +* +* Many issues are under-represented here. We started to write from our practices and from our situated knowledges and experiences. We hope that the syllabus might become a useful tool for others who might want to add new topics and perspectives to it in the future. +* +* Language is a technology that needs to be decolonized. While we strive to write for accessibility, we are conscious of our educational and professional biases in using and modulating the way we use language. We are aware our common language was English and that this leaves out a number of other possibilities of communication. Whenever we felt this was important, we have included some references in other languages in the first version of the syllabus. +* +* Writing for an online imagined reader is a challenging task because it does not allow to speak to specific persons and collectives immersed in actual circumstances. The question ‘who are we speaking with’ in the case of an online syllabus becomes very tricky to answer. Our approach has been to write as if to friends with whom we share key ethical and political values, but who might not be familiar yet with the specific crafts of care we practice or with the background data and knowledge that inform our actions. +* +* The specificity and partiality of our composition is also reflected on the resources we reference. Most texts are from Western academe or activist spaces. We are committed to address this and learn from others in an ongoing efforts to diversify our sources and imaginaries. +* +* We encourage everyone to freely use this syllabus to learn and organise processes of learning and to freely adapt, rewrite and expand it to reflect their own experience and serve their own pedagogies. We do not believe that the current licence system supports the world we want to live in, and that is a world in which knowledge is not privatized. However, the current system automatically copyrights our work, so we state here that all the original writing contained in this syllabus is under CC0 1.0 Universal (CC0 1.0), Public Domain Dedication, No Copyright. This means that: “The person who associated a work with this deed has dedicated the work to the public domain by waiving all of his or her rights to the work worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law. You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission.” https://creativecommons.org/publicdomain/zero/1.0/ +* +* We encourage you to get in touch, to learn together, to organise, assist and act collectively. Lets mirror each other in solidarity. * infor@pirate.care* From 9e07b7881b5f8db71e7795a594d08e1ca27ef62b Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:41:37 +0000 Subject: [PATCH 09/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 118 +++++++++++++++++++++--- 1 file changed, 105 insertions(+), 13 deletions(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index 59d21df..f9d7258 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -3,22 +3,10 @@ title: Introduction to Pirate Care has_sessions: whatiscare, problemswithcare, whatcanpiracybe --- - - This Introduction gives an overview of the main questions and concerns voiced by the expression ‘pirate care’, which also the gathering principle for bringing together the different knowledges, techniques and tools shared in this collective syllabus. Pirate Care primarily considers the assumption that we live in a time in which care, understood as a political and collective capacity of society, is becoming increasingly defunded, discouraged and criminalised. Neoliberal policies have for the last two decades re-organised the basic care provisions that were previously considered cornerstones of democratic life - healthcare, housing, access to knowledge, right to asylum, freedom of mobility, social benefits, etc. - turning them into tools for surveilling, excluding and punishing the most vulnerable. The name Pirate Care refers to those initiatives that have emerged in opposition to such political climate by self-organising technologically-enabled care & solidarity networks. -Here below, you will find the following information and resources: - -- On the concept of Pirate Care -- A Pirate Care Syllabus: why, how and with whom? -- Making a Syllabus (tech aspects?) -- Online syllabi linked with social justice movements -- Bibliographic Sources - - - # On the concept of Pirate Care Punitive neoliberalism (Davies, 2016)[^5] has been repurposing, rather than dismantling, welfare state provisions such as healthcare, income support, housing and education (Cooper, 2017: 314)[^3]. This mutation is reintroducing 'poor laws' of a colonial flavour, deepening the lines of discrimination between citizens and non-citizens (Mitropoulos, 2012: 27)[^13], and reframing the family unit as the sole bearer of responsibility for dependants. @@ -80,7 +68,7 @@ Work on syllabus is the extension of the [Memory of the World](https://library.m In summer 2020, the Pirate Care Syllabus will be activated through an exhibition (June) and a summer camp (September) as part of Rijeka European Capital of Culture 2020 (Croatia). -## Collective statements +# Collective statements These below are some shared statements that emerged from the collective process building the first version of the syllabus: @@ -99,3 +87,107 @@ These below are some shared statements that emerged from the collective process * We encourage you to get in touch, to learn together, to organise, assist and act collectively. Lets mirror each other in solidarity. * infor@pirate.care* + + +# Online syllabi linked with social justice movements + +In putting together a collective pirate care syllabus, open to new contributions and remixes, we were inspired, alongside many other popular education initiatives, by the recent phenomenon of hashtag syllabi (or, simply, #syllabi) connected with social justice movements, many of which are U.S. based and emerging from anti-racist struggles led by Black American and feminist activists. + +For an introduction to the phenomenon online syllabi, see the text: ‘Learning from the #Syllabus, Graziano, V., Mars, M. and Medak, T., in State Machines: Reflections and Actions at the Edge of Digital Citizenship, Finance, and Art. Institute of Network Cultures, 2019 +http://www.statemachines.eu/books/state-machines-reflections-and-actions-at-the-edge-of-digital-citizenship-finance-and-art/ + + +Here is a few examples of such crowdsourced online syllabi: + +In August 2014, Michael Brown, an 18 year old boy living in Ferguson, Missouri, was shot to death by police officer Darren Wilson. Soon after this episode, as the civil protests denouncing police brutality and institutional racism begun to mount across the US, Dr. Marcia Chatelain, Associate Professor of History and African American Studies at Georgetown University, launched an online call urging other academics and teachers 'to devote the first day of class to hold a conversation about Ferguson' and 'to recommend texts, collaborate on conversation starters, and inspire dialogue about some aspect of the Ferguson crisis’ (Chatelain, 2014). Chatelain did so using the hashtag #FergusonSyllabus. + +Chatelain, M. (2014). “Teaching the #FergusonSyllabus.” Dissent Magazine, November 28. https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus + +Chatelain, M. (2014b). “How to Teach Kids About What’s Happening in Ferguson.” The Atlantic, August 25. https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/ + + +In August 2014, using the hashtag #gamergate to coordinate, groups of users on 4Chan, 8Chan, Twitter and Reddit instigated a misogynistic harassment campaign against game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as a number of other female and feminist game producers, journalists and critics. In the following weeks, The New Inquiry editors and contributors compiled a reading list and issued a call for suggestions for their TNI Syllabus: Gaming and Feminism (The New Inquiry Editorial Collective, 2014). +https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/ + + +In June 2015, Donald Trump announced his candidacy to become President of the United States. In the weeks after he became the presumptive Republican nominee, The Chronicle of Higher Education introduced the syllabus ‘Trump 101’ The Chronicle of Higher Education, 2016). Historians N.D.B Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, 'a mock college syllabus… suffer[ing] from a number of egregious omissions and inaccuracies', failing to include 'contributions of scholars of color and address the critical subjects of Trump's racism, sexism, and xenophobia’. They assembled the ‘Trump Syllabus 2.0’ Connoly and Blain, 2016). Soon after, in response to a video in which Trump engaged in ‘an extremely lewd conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a ‘Rape Culture Syllabus’ (Ciolkowski, 2016). + +August 2015 also saw the trending of #BlkWomenSyllabus and #SayHerNameSyllabus on Twitter. The hashtag #BlkWomenSyllabus began when the historian Daina Ramey Berry, PhD tweeted on August 11 "given #CharnesiaCorley time 4 #blkwomensyllabus...". Charnesia Corley, a 21-year-old black female Texas resident, was pulled over at a Texaco gas station on June 21, 2015, accused of running a stop sign. After the deputy allegedly smelled marijuana coming from Corley's car, the woman was forced to remove her clothing, bend over and later was held face down to the ground as police officers probed her vagina while forcing her legs open. #SayHerName is an activist movement that strives to end brutality and anti-Black violence of Black women and girls by the police. The #SayHerName movement is designed to acknowledge the ways in which police brutality disproportionally affect Black women, including Black girls, queer Black women and trans Black women. #SayHerName, coined as a call to action in February 2015 by the Africa American Policy Forum, was created alongside #BlackLivesMatter, which was created as a response to the acquittal of George Zimmerman in the fatal shooting of Black teen, Trayvon Martin. #SayHerName gained attention following the death of Sandra Bland, a Black woman found dead in custody of police, in July 2015. + +An article about the #blackwomensyllabus: +https://www.essence.com/news/thank-blkwomensyllabus-ultimate-reading-list-empower-black-women/ + +‘Trump 101’, The Chronicle of Higher Education: +https://www.chronicle.com/article/Trump-Syllabus/236824 + +Trump Syllabus 2.0 +This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, includes suggested readings and other resources from more than one hundred scholars in a variety of disciplines. The course explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism.  +https://www.publicbooks.org/trump-syllabus-2-0/ + +Here is a collection of suggested assignments to accompany Trump Syllabus 2.0 from the website of the African American Intellectual History Society. The contributing faculty member’s name is included: +https://www.aaihs.org/resources/trump-2-0-assignments/ + +‘Rape Culture Syllabus’, by Laura Ciolkowski +https://www.publicbooks.org/rape-culture-syllabus/ + +In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone Camp and started the protest against The Dakota Access Pipeline, whose construction threatened the only water supply at the Standing Rock Reservation. The protest at the pipeline site became the largest gathering of native Americans over the past 100 years and earned significant international support for their ReZpect our Water campaign. As the struggle between protestors and armed forces unfolded, a group of indigenous scholars, activists and settler / PoC supporters, gathered under the name The NYC Stands for Standing Rock Committee, put together the #StandingRockSyllabus (NYC Stands for Standing Rock Committee, 2016). + +NYC Stands with Standing Rock Collective. 2016. “#StandingRockSyllabus.” https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/. + +PDF version of the #StandingRockSyllabus including all readings (80MB): +https://nycstandswithstandingrock.files.wordpress.com/2016/10/standingrocksyllabus7.pdf + +The list of online syllabi created in response to political struggles has continued to grow, presently including many more examples, such as: + +All Monuments Must Fall Syllabus +https://monumentsmustfall.wordpress.com/ + +#BLMSyllabus +http://www.blacklivesmattersyllabus.com/ + +#BlackIslamSyllabus +https://docs.google.com/document/d/1avhgPrW30AFjegzV9X5aPqkZUA3uGd0-BZr9_zhArtQ/edit# + +#CharlestonSyllabus +#CharlestonSyllabus (Charleston Syllabus), is a Twitter movement and crowdsourced syllabus using the hashtag #CharlestonSyllabus to compile a list of reading recommendations relating to the history of racial violence in the United States. It was created in response to the race-motivated violence in Charleston, South Carolina on the evening of June 17, 2015, when Dylann Roof opened fire during a Bible study session at Emanuel African Methodist Episcopal Church, killing 9 people. The #CharlestonSyllabus campaign was the brainchild of Chad Williams, Associate Professor of African and Afro-American Studies at Brandeis University. + +The book: +https://ugapress.org/book/9780820349572/charleston-syllabus/ + +A collated list: +The following list was compiled and organized by AAIHS (African American Intellectual History Society) blogger Keisha N. Blain, with the assistance of Melissa Morrone, Ryan P. Randall and Cecily Walker: +https://www.aaihs.org/resources/charlestonsyllabus/ + +#ColinKaepernickSyllabus +On September 4, Rebecca Martinez tweeted Louis Moore and David J. Leonard, suggesting the creation of Colin Kaepernick Syllabus. Soon, we, along with  Bijan C. Bayne, Sarah J. Jackson, and many others began the work of creating a syllabus to hopefully elevate and empower the conversations that Colin Kaepernick started when he decided to sit down in protest during an August 26, 2016 preseason game. +https://www.newblackmaninexile.net/2016/09/colinkaepernicksyllabus.html + +#ImmigrationSyllabus +Essential topics, readings, and multimedia that provide historical context to current debates +over immigration reform, integration, and citizenship. Created by immigration historians affiliated with the Immigration History Research Center and the Immigration and Ethnic History Society, January 26, 2017. The syllabus follows a chronological overview of U.S. immigration history, but it also includes thematic weeks that cover salient issues in political discourse today such as xenophobia, deportation policy, and border policing. +https://drive.google.com/file/d/0B1eIDteoJgugVGRkcTRyb3RnRnc/edit + +Puerto Rico Syllabus (#PRSyllabus) +This syllabus provides a list of resources for teaching and learning about the current economic crisis in Puerto Rico. Our goal is to contribute to the ongoing public dialogue and rising social activism regarding the debt crisis by providing historical and sociological tools with which to assess its roots and its repercussions. +https://puertoricosyllabus.com/ + +Syllabus for White People to Educate Themselves +By Dismantling Racism Works (dRworks). Created in response to the election of Donald Trump, 2017. +http://www.dismantlingracism.org/uploads/4/3/5/7/43579015/syllabus_for_white_people.pdf + +Syllabus: Women and Gender Non-conforming People Writing about Tech +https://docs.google.com/document/d/1Qx8JDqfuXoHwk41PZYWrZu3mmCsV05Fe09AtJ9ozw/edit + + +#WakandaSyllabus +Introduction to the #WakandaSyllabus, by Dr. Walter Greason +https://www.aaihs.org/introduction-to-the-wakanda-syllabus/ + +What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process +By Aaron Rose +https://www.aaronxrose.com/blog/alternatives-to-police + +#YourBaltimoreSyllabus +On April 12, 2015, Baltimore Police Department officers arrested Freddie Gray, a 25-year-old African American resident of Baltimore, Maryland, who died in police custody on April 19, 2015, a week after his arrest. Protests were organized after Gray's death became public knowledge, amid the police department's continuing inability to adequately or consistently explain the events following the arrest and the injuries. +https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview + From 9e196c89c9a7e628b82abf1ff0495e9ee7c94e5f Mon Sep 17 00:00:00 2001 From: rasmus Date: Sat, 7 Mar 2020 22:47:48 +0000 Subject: [PATCH 10/29] Update 'content/topic/criminalizationofsolidarity.md' --- content/topic/criminalizationofsolidarity.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/topic/criminalizationofsolidarity.md b/content/topic/criminalizationofsolidarity.md index ef828b4..c3777f2 100644 --- a/content/topic/criminalizationofsolidarity.md +++ b/content/topic/criminalizationofsolidarity.md @@ -4,7 +4,7 @@ has_sessions: mythbusting, collectivememorywritingbycriminalizedactivists, callo --- # Understanding whys and hows of criminalization of solidarity -*Keywords:* criminalization, police, state, governmentality, crimmigration, migrants, refugees, Police (cops) violence/coercion +***Keywords:*** criminalization, police, state, governmentality, crimmigration, migrants, refugees, Police (cops) violence/coercion --- When Cédric Herrou was handcuffed and taken to jail by a few police officers, the news worldwide portrayed him as a criminal. One didn't even have to ask why but assumed that helping illegal crossings of migrants from Italy to France was terribly wrong. The mere fact that he helped an *illegal* migrant move justified the ways the repressive apparatus of the state treated him - publicly handcuffed and subjected to further punitive procedures. Accused of smuggling and taken into four-month custody, Herrou was brought to a trial. The trial was turned against Herrou both in the courtroom and publicly as helping the illegal crossings of refugees was strongly condemned. However, a few months later, the principle of *fraternity* enshrined in the French constitution lead to Herrou's [release](https://www.reuters.com/article/us-europe-migrants-france-court/french-farmer-who-helped-migrants-showed-fraternity-court-rules-idUSKBN1JW25S), as it conferred the freedom to provide humanitarian assistance and help others regardless whether they were legally or illegally present on the territory. From 3f6fb178e4e8ab535b8fb1fcb3189e218cac48b9 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:52:28 +0000 Subject: [PATCH 11/29] Update 'content/session/strugglesforsocialhousing.md' --- content/session/strugglesforsocialhousing.md | 3 +-- 1 file changed, 1 insertion(+), 2 deletions(-) diff --git a/content/session/strugglesforsocialhousing.md b/content/session/strugglesforsocialhousing.md index d0c6fd8..fd696ce 100644 --- a/content/session/strugglesforsocialhousing.md +++ b/content/session/strugglesforsocialhousing.md @@ -17,8 +17,7 @@ The system of public housing as it was established in the mid 20th century had t ![](bib:43e92f23-af8b-4d7e-9eee-609df5fb1ab7) **Watch a film about iconic Pruitt - Igoe Myth:** -[The Pruitt-Igoe Myth] -(https://www.youtube.com/watch?v=8CAfACI7LBY) +[The Pruitt-Igoe Myth](https://www.youtube.com/watch?v=8CAfACI7LBY) ## If you want to know more From 77d5b9bcfe18c645c88ca0003bdaf516056cbf8d Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:52:45 +0000 Subject: [PATCH 12/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 69 +++++++++++++++---------- 1 file changed, 43 insertions(+), 26 deletions(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index f9d7258..c6d5090 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -66,7 +66,7 @@ We worked through group discussions; sharing of texts, materials and zines; pres Work on syllabus is the extension of the [Memory of the World](https://library.memoryoftheworld.org/#/books/) shadow library and it espouses a certain technopolitics. We have developed an online publishing framework allowing collaborative writing, remixing and maintaining of the syllabus. We want the syllabus to be ready for easy preservation and come integrated with a well-maintained and catalogued collection of learning materials. To achieve this, our syllabus is built from plaintext documents that are written in a very simple and human-readable Markdown markup language, rendered into a static HTML website that doesn’t require a resource-intensive and easily breakable database system, and which keeps its files on a git version control system that allows collaborative writing and easy forking to create new versions. Such a syllabus can be then equally hosted on an internet server and used/shared offline from a USB stick. -In summer 2020, the Pirate Care Syllabus will be activated through an exhibition (June) and a summer camp (September) as part of Rijeka European Capital of Culture 2020 (Croatia). +In summer 2020, the Pirate Care Syllabus will be activated through an exhibition (June) and a summer camp (September) as part of [Rijeka European Capital of Culture 2020](https://rijeka2020.eu) programme [Dopolavoro](https://rijeka2020.eu/en/program/dopolavoro/)(HR). # Collective statements @@ -99,6 +99,7 @@ http://www.statemachines.eu/books/state-machines-reflections-and-actions-at-the- Here is a few examples of such crowdsourced online syllabi: +**#FergusonSyllabus** In August 2014, Michael Brown, an 18 year old boy living in Ferguson, Missouri, was shot to death by police officer Darren Wilson. Soon after this episode, as the civil protests denouncing police brutality and institutional racism begun to mount across the US, Dr. Marcia Chatelain, Associate Professor of History and African American Studies at Georgetown University, launched an online call urging other academics and teachers 'to devote the first day of class to hold a conversation about Ferguson' and 'to recommend texts, collaborate on conversation starters, and inspire dialogue about some aspect of the Ferguson crisis’ (Chatelain, 2014). Chatelain did so using the hashtag #FergusonSyllabus. Chatelain, M. (2014). “Teaching the #FergusonSyllabus.” Dissent Magazine, November 28. https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus @@ -106,49 +107,66 @@ Chatelain, M. (2014). “Teaching the #FergusonSyllabus.” Dissent Magazine, No Chatelain, M. (2014b). “How to Teach Kids About What’s Happening in Ferguson.” The Atlantic, August 25. https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/ -In August 2014, using the hashtag #gamergate to coordinate, groups of users on 4Chan, 8Chan, Twitter and Reddit instigated a misogynistic harassment campaign against game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as a number of other female and feminist game producers, journalists and critics. In the following weeks, The New Inquiry editors and contributors compiled a reading list and issued a call for suggestions for their TNI Syllabus: Gaming and Feminism (The New Inquiry Editorial Collective, 2014). +**Syllabus: Gaming and Feminism** +In August 2014, using the hashtag #gamergate to coordinate, groups of users on 4Chan, 8Chan, Twitter and Reddit instigated a misogynistic harassment campaign against game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as a number of other female and feminist game producers, journalists and critics. In the following weeks, The New Inquiry editors and contributors compiled a reading list and issued a call for suggestions. + +Syllabus: Gaming and Feminism (The New Inquiry Editorial Collective, 2014). https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/ -In June 2015, Donald Trump announced his candidacy to become President of the United States. In the weeks after he became the presumptive Republican nominee, The Chronicle of Higher Education introduced the syllabus ‘Trump 101’ The Chronicle of Higher Education, 2016). Historians N.D.B Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, 'a mock college syllabus… suffer[ing] from a number of egregious omissions and inaccuracies', failing to include 'contributions of scholars of color and address the critical subjects of Trump's racism, sexism, and xenophobia’. They assembled the ‘Trump Syllabus 2.0’ Connoly and Blain, 2016). Soon after, in response to a video in which Trump engaged in ‘an extremely lewd conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a ‘Rape Culture Syllabus’ (Ciolkowski, 2016). +**Trump syllabi** +In June 2015, Donald Trump announced his candidacy to become President of the United States. In the weeks after he became the presumptive Republican nominee, The Chronicle of Higher Education introduced the syllabus ‘Trump 101’ The Chronicle of Higher Education, 2016). Historians N.D.B Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, 'a mock college syllabus… suffer[ing] from a number of egregious omissions and inaccuracies', failing to include 'contributions of scholars of color and address the critical subjects of Trump's racism, sexism, and xenophobia’. They assembled the ‘Trump Syllabus 2.0’ Connoly and Blain, 2016). -August 2015 also saw the trending of #BlkWomenSyllabus and #SayHerNameSyllabus on Twitter. The hashtag #BlkWomenSyllabus began when the historian Daina Ramey Berry, PhD tweeted on August 11 "given #CharnesiaCorley time 4 #blkwomensyllabus...". Charnesia Corley, a 21-year-old black female Texas resident, was pulled over at a Texaco gas station on June 21, 2015, accused of running a stop sign. After the deputy allegedly smelled marijuana coming from Corley's car, the woman was forced to remove her clothing, bend over and later was held face down to the ground as police officers probed her vagina while forcing her legs open. #SayHerName is an activist movement that strives to end brutality and anti-Black violence of Black women and girls by the police. The #SayHerName movement is designed to acknowledge the ways in which police brutality disproportionally affect Black women, including Black girls, queer Black women and trans Black women. #SayHerName, coined as a call to action in February 2015 by the Africa American Policy Forum, was created alongside #BlackLivesMatter, which was created as a response to the acquittal of George Zimmerman in the fatal shooting of Black teen, Trayvon Martin. #SayHerName gained attention following the death of Sandra Bland, a Black woman found dead in custody of police, in July 2015. - -An article about the #blackwomensyllabus: -https://www.essence.com/news/thank-blkwomensyllabus-ultimate-reading-list-empower-black-women/ - -‘Trump 101’, The Chronicle of Higher Education: +**Trump 101** +by The Chronicle of Higher Education https://www.chronicle.com/article/Trump-Syllabus/236824 -Trump Syllabus 2.0 -This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, includes suggested readings and other resources from more than one hundred scholars in a variety of disciplines. The course explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism.  +**Trump Syllabus 2.0** +This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, includes suggested readings and other resources from more than one hundred scholars in a variety of disciplines. The course explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism. https://www.publicbooks.org/trump-syllabus-2-0/ Here is a collection of suggested assignments to accompany Trump Syllabus 2.0 from the website of the African American Intellectual History Society. The contributing faculty member’s name is included: https://www.aaihs.org/resources/trump-2-0-assignments/ -‘Rape Culture Syllabus’, by Laura Ciolkowski + +**Rape Culture Syllabus** +Soon after, in response to a video in which Trump engaged in ‘an extremely lewd conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a ‘Rape Culture Syllabus’ (Ciolkowski, 2016). + +Rape Culture Syllabus by Laura Ciolkowski: https://www.publicbooks.org/rape-culture-syllabus/ + +**#BlkWomenSyllabus and #SayHerNameSyllabus** +August 2015 also saw the trending of #BlkWomenSyllabus and #SayHerNameSyllabus on Twitter. The hashtag #BlkWomenSyllabus began when the historian Daina Ramey Berry, PhD tweeted on August 11 "given #CharnesiaCorley time 4 #blkwomensyllabus...". Charnesia Corley, a 21-year-old black female Texas resident, was pulled over at a Texaco gas station on June 21, 2015, accused of running a stop sign. After the deputy allegedly smelled marijuana coming from Corley's car, the woman was forced to remove her clothing, bend over and later was held face down to the ground as police officers probed her vagina while forcing her legs open. #SayHerName is an activist movement that strives to end brutality and anti-Black violence of Black women and girls by the police. The #SayHerName movement is designed to acknowledge the ways in which police brutality disproportionally affect Black women, including Black girls, queer Black women and trans Black women. #SayHerName, coined as a call to action in February 2015 by the Africa American Policy Forum, was created alongside #BlackLivesMatter, which was created as a response to the acquittal of George Zimmerman in the fatal shooting of Black teen, Trayvon Martin. #SayHerName gained attention following the death of Sandra Bland, a Black woman found dead in custody of police, in July 2015. + +An article about the #blackwomensyllabus: +https://www.essence.com/news/thank-blkwomensyllabus-ultimate-reading-list-empower-black-women/ + + +**#StandingRockSyllabus** In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone Camp and started the protest against The Dakota Access Pipeline, whose construction threatened the only water supply at the Standing Rock Reservation. The protest at the pipeline site became the largest gathering of native Americans over the past 100 years and earned significant international support for their ReZpect our Water campaign. As the struggle between protestors and armed forces unfolded, a group of indigenous scholars, activists and settler / PoC supporters, gathered under the name The NYC Stands for Standing Rock Committee, put together the #StandingRockSyllabus (NYC Stands for Standing Rock Committee, 2016). -NYC Stands with Standing Rock Collective. 2016. “#StandingRockSyllabus.” https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/. +Standing Rock Syllabus by NYC Stands with Standing Rock Collective. 2016. +https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/. PDF version of the #StandingRockSyllabus including all readings (80MB): https://nycstandswithstandingrock.files.wordpress.com/2016/10/standingrocksyllabus7.pdf + +**Other online syllabi:** + The list of online syllabi created in response to political struggles has continued to grow, presently including many more examples, such as: -All Monuments Must Fall Syllabus +**All Monuments Must Fall Syllabus** https://monumentsmustfall.wordpress.com/ -#BLMSyllabus +**#BLMSyllabus** http://www.blacklivesmattersyllabus.com/ -#BlackIslamSyllabus +**#BlackIslamSyllabus** https://docs.google.com/document/d/1avhgPrW30AFjegzV9X5aPqkZUA3uGd0-BZr9_zhArtQ/edit# -#CharlestonSyllabus +**#CharlestonSyllabus** #CharlestonSyllabus (Charleston Syllabus), is a Twitter movement and crowdsourced syllabus using the hashtag #CharlestonSyllabus to compile a list of reading recommendations relating to the history of racial violence in the United States. It was created in response to the race-motivated violence in Charleston, South Carolina on the evening of June 17, 2015, when Dylann Roof opened fire during a Bible study session at Emanuel African Methodist Episcopal Church, killing 9 people. The #CharlestonSyllabus campaign was the brainchild of Chad Williams, Associate Professor of African and Afro-American Studies at Brandeis University. The book: @@ -158,36 +176,35 @@ A collated list: The following list was compiled and organized by AAIHS (African American Intellectual History Society) blogger Keisha N. Blain, with the assistance of Melissa Morrone, Ryan P. Randall and Cecily Walker: https://www.aaihs.org/resources/charlestonsyllabus/ -#ColinKaepernickSyllabus +**#ColinKaepernickSyllabus** On September 4, Rebecca Martinez tweeted Louis Moore and David J. Leonard, suggesting the creation of Colin Kaepernick Syllabus. Soon, we, along with  Bijan C. Bayne, Sarah J. Jackson, and many others began the work of creating a syllabus to hopefully elevate and empower the conversations that Colin Kaepernick started when he decided to sit down in protest during an August 26, 2016 preseason game. https://www.newblackmaninexile.net/2016/09/colinkaepernicksyllabus.html -#ImmigrationSyllabus +**#ImmigrationSyllabus** Essential topics, readings, and multimedia that provide historical context to current debates over immigration reform, integration, and citizenship. Created by immigration historians affiliated with the Immigration History Research Center and the Immigration and Ethnic History Society, January 26, 2017. The syllabus follows a chronological overview of U.S. immigration history, but it also includes thematic weeks that cover salient issues in political discourse today such as xenophobia, deportation policy, and border policing. https://drive.google.com/file/d/0B1eIDteoJgugVGRkcTRyb3RnRnc/edit -Puerto Rico Syllabus (#PRSyllabus) +**Puerto Rico Syllabus (#PRSyllabus)** This syllabus provides a list of resources for teaching and learning about the current economic crisis in Puerto Rico. Our goal is to contribute to the ongoing public dialogue and rising social activism regarding the debt crisis by providing historical and sociological tools with which to assess its roots and its repercussions. https://puertoricosyllabus.com/ -Syllabus for White People to Educate Themselves +**Syllabus for White People to Educate Themselves** By Dismantling Racism Works (dRworks). Created in response to the election of Donald Trump, 2017. http://www.dismantlingracism.org/uploads/4/3/5/7/43579015/syllabus_for_white_people.pdf -Syllabus: Women and Gender Non-conforming People Writing about Tech +**Syllabus: Women and Gender Non-conforming People Writing about Tech** https://docs.google.com/document/d/1Qx8JDqfuXoHwk41PZYWrZu3mmCsV05Fe09AtJ9ozw/edit - -#WakandaSyllabus +**#WakandaSyllabus** Introduction to the #WakandaSyllabus, by Dr. Walter Greason https://www.aaihs.org/introduction-to-the-wakanda-syllabus/ -What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process +**What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process** By Aaron Rose https://www.aaronxrose.com/blog/alternatives-to-police -#YourBaltimoreSyllabus +**#YourBaltimoreSyllabus ** On April 12, 2015, Baltimore Police Department officers arrested Freddie Gray, a 25-year-old African American resident of Baltimore, Maryland, who died in police custody on April 19, 2015, a week after his arrest. Protests were organized after Gray's death became public knowledge, amid the police department's continuing inability to adequately or consistently explain the events following the arrest and the injuries. https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview From 9abfdb65a9e37e38b1e3fe3caaeacf9b5ba53acb Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 22:53:11 +0000 Subject: [PATCH 13/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 10 ++++++++++ 1 file changed, 10 insertions(+) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index c6d5090..1a1265b 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -208,3 +208,13 @@ https://www.aaronxrose.com/blog/alternatives-to-police On April 12, 2015, Baltimore Police Department officers arrested Freddie Gray, a 25-year-old African American resident of Baltimore, Maryland, who died in police custody on April 19, 2015, a week after his arrest. Protests were organized after Gray's death became public knowledge, amid the police department's continuing inability to adequately or consistently explain the events following the arrest and the injuries. https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview + +# Bibliographic Sources + +* https://gen.lib.rus.ec/ +* https://aaaaarg.fail/ +* https://library.memoryoftheworld.org/ +* https://monoskop.org/ +* http://sci-hub.tw/ +* https://www.worldcat.org/ +* https://www.anarchistlibraries.net/libraries From 4c8212a43a783c05518ee9325950519ab7e92399 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:54:08 +0000 Subject: [PATCH 14/29] Update 'content/session/rentstruggles.md' --- content/session/rentstruggles.md | 4 +++- 1 file changed, 3 insertions(+), 1 deletion(-) diff --git a/content/session/rentstruggles.md b/content/session/rentstruggles.md index 2b4458e..5f91c65 100644 --- a/content/session/rentstruggles.md +++ b/content/session/rentstruggles.md @@ -8,7 +8,9 @@ Rent. It arrives every month and it takes a portion of the value of our labour, ## Proposed resources -- **Read the basic info about what we fight for when we fight for better tenant rights:** ![](bib:1076eac2-ee29-40d1-b90d-88facc539c66), ![](bib:3ac3912f-5eab-431a-9b6e-d4b714fade67) +- **Read the basic info about what we fight for when we fight for better tenant rights:** + - ![](bib:1076eac2-ee29-40d1-b90d-88facc539c66) + - ![](bib:3ac3912f-5eab-431a-9b6e-d4b714fade67) ## For inspiration on how we organize rent struggle check out From 1575972d3fedaa9390477f65862a827f306eb72a Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:55:37 +0000 Subject: [PATCH 15/29] Update 'content/session/criminalisationofhousingstruggles.md' --- content/session/criminalisationofhousingstruggles.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/session/criminalisationofhousingstruggles.md b/content/session/criminalisationofhousingstruggles.md index 79efb3b..69ebbcc 100644 --- a/content/session/criminalisationofhousingstruggles.md +++ b/content/session/criminalisationofhousingstruggles.md @@ -13,6 +13,6 @@ Challenging private property with housing practices and solidarity actions to en - **Read about criminalization of squatting in Barcelona:** [Some recent mainstream media representations of squatting in Barcelona (Group Against Criminalization)](bib:2af93d30-7d8a-4535-a26d-6434204ef6c8) - **Read about the murder of Jolanta Brezenska in Warsaw and the collusion of the police and the ruling elite in stopping housing activism:** ![](bib:ce1a68a7-6f30-4cb3-a56e-c8cd88aa5c88) -## How to work learn +## How to learn together Read the proposed articles before you come to the session. Collectively build the arguments pro and contra the solidarity housing movement. Split into two groups. Each group represents a group of lawyers. The first group is in favor of the solidarity housing movement. The second is against it. Each group articulates its own argument. Use what you have read. Come back together. Organize a discussion in the form of a court debate. Share your notes with other Pirate Care Syllabus users. \ No newline at end of file From 64bb1c3c78b203577a1da14dd5ee8d1f55326c77 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:56:23 +0000 Subject: [PATCH 16/29] Update 'content/session/techandhousingstruggles.md' --- content/session/techandhousingstruggles.md | 3 ++- 1 file changed, 2 insertions(+), 1 deletion(-) diff --git a/content/session/techandhousingstruggles.md b/content/session/techandhousingstruggles.md index 76f7498..315a3a6 100644 --- a/content/session/techandhousingstruggles.md +++ b/content/session/techandhousingstruggles.md @@ -13,7 +13,8 @@ Digital technology, in particular, comprises a terrain struggle over housing tha - **Read about the impact of different tech practices on housing:** - ![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) - ![](bib:b54290a4-1d9e-4756-8164-a008191df20e) -- **How to use tech in housing struggles:** [Housing Data Coalition](https://www.housingdatanyc.org/) +- **How to use tech in housing struggles:** + - [Housing Data Coalition](https://www.housingdatanyc.org/) ## How to learn together From a774f9dcbacd5ae3e1bca8af264bef369086d161 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:57:08 +0000 Subject: [PATCH 17/29] Update 'content/session/techandhousingstruggles.md' --- content/session/techandhousingstruggles.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/content/session/techandhousingstruggles.md b/content/session/techandhousingstruggles.md index 315a3a6..7c65f62 100644 --- a/content/session/techandhousingstruggles.md +++ b/content/session/techandhousingstruggles.md @@ -11,10 +11,10 @@ Digital technology, in particular, comprises a terrain struggle over housing tha ## Proposed resources - **Read about the impact of different tech practices on housing:** - - ![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) - - ![](bib:b54290a4-1d9e-4756-8164-a008191df20e) +![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) +![](bib:b54290a4-1d9e-4756-8164-a008191df20e) - **How to use tech in housing struggles:** - - [Housing Data Coalition](https://www.housingdatanyc.org/) +[Housing Data Coalition](https://www.housingdatanyc.org/) ## How to learn together From d453e6b8ef5d7b9b5e0c244304042ac2b72f9604 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:57:37 +0000 Subject: [PATCH 18/29] Update 'content/session/techandhousingstruggles.md' --- content/session/techandhousingstruggles.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/content/session/techandhousingstruggles.md b/content/session/techandhousingstruggles.md index 7c65f62..d57f051 100644 --- a/content/session/techandhousingstruggles.md +++ b/content/session/techandhousingstruggles.md @@ -11,10 +11,10 @@ Digital technology, in particular, comprises a terrain struggle over housing tha ## Proposed resources - **Read about the impact of different tech practices on housing:** -![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) -![](bib:b54290a4-1d9e-4756-8164-a008191df20e) + ![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) + ![](bib:b54290a4-1d9e-4756-8164-a008191df20e) - **How to use tech in housing struggles:** -[Housing Data Coalition](https://www.housingdatanyc.org/) + [Housing Data Coalition](https://www.housingdatanyc.org/) ## How to learn together From b05204fcac9456b8ee4e913df14472f64751fa16 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 22:58:01 +0000 Subject: [PATCH 19/29] Update 'content/session/techandhousingstruggles.md' --- content/session/techandhousingstruggles.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/content/session/techandhousingstruggles.md b/content/session/techandhousingstruggles.md index d57f051..315a3a6 100644 --- a/content/session/techandhousingstruggles.md +++ b/content/session/techandhousingstruggles.md @@ -11,10 +11,10 @@ Digital technology, in particular, comprises a terrain struggle over housing tha ## Proposed resources - **Read about the impact of different tech practices on housing:** - ![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) - ![](bib:b54290a4-1d9e-4756-8164-a008191df20e) + - ![](bib:0cc1ba64-f961-45bb-b98d-c1215a68061d) + - ![](bib:b54290a4-1d9e-4756-8164-a008191df20e) - **How to use tech in housing struggles:** - [Housing Data Coalition](https://www.housingdatanyc.org/) + - [Housing Data Coalition](https://www.housingdatanyc.org/) ## How to learn together From 04f20174ff2f6143b2d0a987e9dff1cfd6eb1262 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 23:02:54 +0000 Subject: [PATCH 20/29] Update 'content/topic/psychosocialautonomy.md' --- content/topic/psychosocialautonomy.md | 2 ++ 1 file changed, 2 insertions(+) diff --git a/content/topic/psychosocialautonomy.md b/content/topic/psychosocialautonomy.md index e5e1aba..ca80149 100644 --- a/content/topic/psychosocialautonomy.md +++ b/content/topic/psychosocialautonomy.md @@ -3,6 +3,8 @@ title: "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support" has_sessions: mutualaidgroup, inventoryoftools, psychiatryandcontrol, antipsychiatrymadpride, badcare, takewhatyouneed, exerciseimaginingthegame, thepirateshipoffools --- +(*editors*: This is a stub of a future page introducing the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is missing, you can find out more on the topic in the sessions.) + - mental health for pirates? - assumed capacities or proficiencies? - non-hierarchical / consensus decision-making... From 369342d1e69b4486e909cdb8b129e4195ea6ca8b Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 23:03:57 +0000 Subject: [PATCH 21/29] Update 'content/topic/psychosocialautonomy.md' --- content/topic/psychosocialautonomy.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/topic/psychosocialautonomy.md b/content/topic/psychosocialautonomy.md index ca80149..66ecb68 100644 --- a/content/topic/psychosocialautonomy.md +++ b/content/topic/psychosocialautonomy.md @@ -3,7 +3,7 @@ title: "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support" has_sessions: mutualaidgroup, inventoryoftools, psychiatryandcontrol, antipsychiatrymadpride, badcare, takewhatyouneed, exerciseimaginingthegame, thepirateshipoffools --- -(*editors*: This is a stub of a future page introducing the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is missing, you can find out more on the topic in the sessions.) +(*A note from the editors*: This is a stub of a future introduction ito the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions.) - mental health for pirates? - assumed capacities or proficiencies? From bb03dab3ae00bfbf77b1f3243759ef1d68a38372 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 23:04:42 +0000 Subject: [PATCH 22/29] Update 'content/topic/psychosocialautonomy.md' --- content/topic/psychosocialautonomy.md | 8 +------- 1 file changed, 1 insertion(+), 7 deletions(-) diff --git a/content/topic/psychosocialautonomy.md b/content/topic/psychosocialautonomy.md index 66ecb68..788927e 100644 --- a/content/topic/psychosocialautonomy.md +++ b/content/topic/psychosocialautonomy.md @@ -3,10 +3,4 @@ title: "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support" has_sessions: mutualaidgroup, inventoryoftools, psychiatryandcontrol, antipsychiatrymadpride, badcare, takewhatyouneed, exerciseimaginingthegame, thepirateshipoffools --- -(*A note from the editors*: This is a stub of a future introduction ito the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions.) - -- mental health for pirates? -- assumed capacities or proficiencies? -- non-hierarchical / consensus decision-making... -- core facilitation skills? -- stepping up / stepping back? +*Note*: This is a stub of a future introduction ito the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions. From dd6b4a17ef83dcdea2be3b752538f93de5a08bbb Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 23:05:07 +0000 Subject: [PATCH 23/29] Update 'content/topic/psychosocialautonomy.md' --- content/topic/psychosocialautonomy.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/topic/psychosocialautonomy.md b/content/topic/psychosocialautonomy.md index 788927e..d302d4e 100644 --- a/content/topic/psychosocialautonomy.md +++ b/content/topic/psychosocialautonomy.md @@ -3,4 +3,4 @@ title: "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support" has_sessions: mutualaidgroup, inventoryoftools, psychiatryandcontrol, antipsychiatrymadpride, badcare, takewhatyouneed, exerciseimaginingthegame, thepirateshipoffools --- -*Note*: This is a stub of a future introduction ito the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions. +*Note*: This is a stub of a future introduction into the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions. From 616af73b46d09ab36d7bdaded0fad4e6987f6371 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 23:05:21 +0000 Subject: [PATCH 24/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 101 +++++++++++------------- 1 file changed, 44 insertions(+), 57 deletions(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index 1a1265b..bbddae6 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -93,8 +93,8 @@ These below are some shared statements that emerged from the collective process In putting together a collective pirate care syllabus, open to new contributions and remixes, we were inspired, alongside many other popular education initiatives, by the recent phenomenon of hashtag syllabi (or, simply, #syllabi) connected with social justice movements, many of which are U.S. based and emerging from anti-racist struggles led by Black American and feminist activists. -For an introduction to the phenomenon online syllabi, see the text: ‘Learning from the #Syllabus, Graziano, V., Mars, M. and Medak, T., in State Machines: Reflections and Actions at the Edge of Digital Citizenship, Finance, and Art. Institute of Network Cultures, 2019 -http://www.statemachines.eu/books/state-machines-reflections-and-actions-at-the-edge-of-digital-citizenship-finance-and-art/ +For an introduction to the phenomenon online syllabi, see the text: ‘Learning from the #Syllabus, Graziano, V., Mars, M. and Medak, T., in [State Machines: Reflections and Actions at the Edge of Digital Citizenship, Finance, and Art.](http://www.statemachines.eu/books/state-machines-reflections-and-actions-at-the-edge-of-digital-citizenship-finance-and-art/) Institute of Network Cultures, 2019 + Here is a few examples of such crowdsourced online syllabi: @@ -102,119 +102,106 @@ Here is a few examples of such crowdsourced online syllabi: **#FergusonSyllabus** In August 2014, Michael Brown, an 18 year old boy living in Ferguson, Missouri, was shot to death by police officer Darren Wilson. Soon after this episode, as the civil protests denouncing police brutality and institutional racism begun to mount across the US, Dr. Marcia Chatelain, Associate Professor of History and African American Studies at Georgetown University, launched an online call urging other academics and teachers 'to devote the first day of class to hold a conversation about Ferguson' and 'to recommend texts, collaborate on conversation starters, and inspire dialogue about some aspect of the Ferguson crisis’ (Chatelain, 2014). Chatelain did so using the hashtag #FergusonSyllabus. -Chatelain, M. (2014). “Teaching the #FergusonSyllabus.” Dissent Magazine, November 28. https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus +Chatelain, M. (2014). [“Teaching the #FergusonSyllabus.”](https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus) Dissent Magazine, November 28. -Chatelain, M. (2014b). “How to Teach Kids About What’s Happening in Ferguson.” The Atlantic, August 25. https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/ +Chatelain, M. (2014b). [“How to Teach Kids About What’s Happening in Ferguson.”]( https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/) The Atlantic, August 25. **Syllabus: Gaming and Feminism** In August 2014, using the hashtag #gamergate to coordinate, groups of users on 4Chan, 8Chan, Twitter and Reddit instigated a misogynistic harassment campaign against game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as a number of other female and feminist game producers, journalists and critics. In the following weeks, The New Inquiry editors and contributors compiled a reading list and issued a call for suggestions. -Syllabus: Gaming and Feminism (The New Inquiry Editorial Collective, 2014). -https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/ +[Syllabus: Gaming and Feminism](https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/) (The New Inquiry Editorial Collective, 2014). **Trump syllabi** In June 2015, Donald Trump announced his candidacy to become President of the United States. In the weeks after he became the presumptive Republican nominee, The Chronicle of Higher Education introduced the syllabus ‘Trump 101’ The Chronicle of Higher Education, 2016). Historians N.D.B Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, 'a mock college syllabus… suffer[ing] from a number of egregious omissions and inaccuracies', failing to include 'contributions of scholars of color and address the critical subjects of Trump's racism, sexism, and xenophobia’. They assembled the ‘Trump Syllabus 2.0’ Connoly and Blain, 2016). -**Trump 101** +[**Trump 101**](https://www.chronicle.com/article/Trump-Syllabus/236824) by The Chronicle of Higher Education -https://www.chronicle.com/article/Trump-Syllabus/236824 -**Trump Syllabus 2.0** +[**Trump Syllabus 2.0**](https://www.publicbooks.org/trump-syllabus-2-0/) This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, includes suggested readings and other resources from more than one hundred scholars in a variety of disciplines. The course explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism. -https://www.publicbooks.org/trump-syllabus-2-0/ -Here is a collection of suggested assignments to accompany Trump Syllabus 2.0 from the website of the African American Intellectual History Society. The contributing faculty member’s name is included: -https://www.aaihs.org/resources/trump-2-0-assignments/ +Here is a [collection of suggested assignments to accompany Trump Syllabus 2.0](https://www.aaihs.org/resources/trump-2-0-assignments/) from the website of the African American Intellectual History Society. **Rape Culture Syllabus** -Soon after, in response to a video in which Trump engaged in ‘an extremely lewd conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a ‘Rape Culture Syllabus’ (Ciolkowski, 2016). - -Rape Culture Syllabus by Laura Ciolkowski: -https://www.publicbooks.org/rape-culture-syllabus/ +Soon after, in 2016, in response to a video in which Trump engaged in ‘an extremely lewd conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a [‘Rape Culture Syllabus’](https://www.publicbooks.org/rape-culture-syllabus/). **#BlkWomenSyllabus and #SayHerNameSyllabus** August 2015 also saw the trending of #BlkWomenSyllabus and #SayHerNameSyllabus on Twitter. The hashtag #BlkWomenSyllabus began when the historian Daina Ramey Berry, PhD tweeted on August 11 "given #CharnesiaCorley time 4 #blkwomensyllabus...". Charnesia Corley, a 21-year-old black female Texas resident, was pulled over at a Texaco gas station on June 21, 2015, accused of running a stop sign. After the deputy allegedly smelled marijuana coming from Corley's car, the woman was forced to remove her clothing, bend over and later was held face down to the ground as police officers probed her vagina while forcing her legs open. #SayHerName is an activist movement that strives to end brutality and anti-Black violence of Black women and girls by the police. The #SayHerName movement is designed to acknowledge the ways in which police brutality disproportionally affect Black women, including Black girls, queer Black women and trans Black women. #SayHerName, coined as a call to action in February 2015 by the Africa American Policy Forum, was created alongside #BlackLivesMatter, which was created as a response to the acquittal of George Zimmerman in the fatal shooting of Black teen, Trayvon Martin. #SayHerName gained attention following the death of Sandra Bland, a Black woman found dead in custody of police, in July 2015. -An article about the #blackwomensyllabus: -https://www.essence.com/news/thank-blkwomensyllabus-ultimate-reading-list-empower-black-women/ +[An article](https://www.essence.com/news/thank-blkwomensyllabus-ultimate-reading-list-empower-black-women/) about the #blackwomensyllabus. + **#StandingRockSyllabus** In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone Camp and started the protest against The Dakota Access Pipeline, whose construction threatened the only water supply at the Standing Rock Reservation. The protest at the pipeline site became the largest gathering of native Americans over the past 100 years and earned significant international support for their ReZpect our Water campaign. As the struggle between protestors and armed forces unfolded, a group of indigenous scholars, activists and settler / PoC supporters, gathered under the name The NYC Stands for Standing Rock Committee, put together the #StandingRockSyllabus (NYC Stands for Standing Rock Committee, 2016). -Standing Rock Syllabus by NYC Stands with Standing Rock Collective. 2016. -https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/. +[Standing Rock Syllabus](https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.) by NYC Stands with Standing Rock Collective. 2016. -PDF version of the #StandingRockSyllabus including all readings (80MB): -https://nycstandswithstandingrock.files.wordpress.com/2016/10/standingrocksyllabus7.pdf +[PDF version of the #StandingRockSyllabus including all readings](https://nycstandswithstandingrock.files.wordpress.com/2016/10/standingrocksyllabus7.pdf) (80MB). -**Other online syllabi:** + +**Other Online syllabi connected to social justice movements:** The list of online syllabi created in response to political struggles has continued to grow, presently including many more examples, such as: -**All Monuments Must Fall Syllabus** -https://monumentsmustfall.wordpress.com/ +[**All Monuments Must Fall Syllabus**](https://monumentsmustfall.wordpress.com/) -**#BLMSyllabus** -http://www.blacklivesmattersyllabus.com/ +[**#BLMSyllabus**](http://www.blacklivesmattersyllabus.com/) + +[**#BlackIslamSyllabus**](https://docs.google.com/document/d/1avhgPrW30AFjegzV9X5aPqkZUA3uGd0-BZr9_zhArtQ/edit#) -**#BlackIslamSyllabus** -https://docs.google.com/document/d/1avhgPrW30AFjegzV9X5aPqkZUA3uGd0-BZr9_zhArtQ/edit# **#CharlestonSyllabus** #CharlestonSyllabus (Charleston Syllabus), is a Twitter movement and crowdsourced syllabus using the hashtag #CharlestonSyllabus to compile a list of reading recommendations relating to the history of racial violence in the United States. It was created in response to the race-motivated violence in Charleston, South Carolina on the evening of June 17, 2015, when Dylann Roof opened fire during a Bible study session at Emanuel African Methodist Episcopal Church, killing 9 people. The #CharlestonSyllabus campaign was the brainchild of Chad Williams, Associate Professor of African and Afro-American Studies at Brandeis University. -The book: -https://ugapress.org/book/9780820349572/charleston-syllabus/ +[The Charleston Syllabus book](https://ugapress.org/book/9780820349572/charleston-syllabus/) -A collated list: -The following list was compiled and organized by AAIHS (African American Intellectual History Society) blogger Keisha N. Blain, with the assistance of Melissa Morrone, Ryan P. Randall and Cecily Walker: -https://www.aaihs.org/resources/charlestonsyllabus/ +A [list of materials](https://www.aaihs.org/resources/charlestonsyllabus/) included in the syllabus was compiled and organized by AAIHS (African American Intellectual History Society) blogger Keisha N. Blain, with the assistance of Melissa Morrone, Ryan P. Randall and Cecily Walker: -**#ColinKaepernickSyllabus** + +[**#ColinKaepernickSyllabus**](https://www.newblackmaninexile.net/2016/09/colinkaepernicksyllabus.html) On September 4, Rebecca Martinez tweeted Louis Moore and David J. Leonard, suggesting the creation of Colin Kaepernick Syllabus. Soon, we, along with  Bijan C. Bayne, Sarah J. Jackson, and many others began the work of creating a syllabus to hopefully elevate and empower the conversations that Colin Kaepernick started when he decided to sit down in protest during an August 26, 2016 preseason game. -https://www.newblackmaninexile.net/2016/09/colinkaepernicksyllabus.html -**#ImmigrationSyllabus** + +[**#ImmigrationSyllabus**](https://drive.google.com/file/d/0B1eIDteoJgugVGRkcTRyb3RnRnc/edit) Essential topics, readings, and multimedia that provide historical context to current debates over immigration reform, integration, and citizenship. Created by immigration historians affiliated with the Immigration History Research Center and the Immigration and Ethnic History Society, January 26, 2017. The syllabus follows a chronological overview of U.S. immigration history, but it also includes thematic weeks that cover salient issues in political discourse today such as xenophobia, deportation policy, and border policing. -https://drive.google.com/file/d/0B1eIDteoJgugVGRkcTRyb3RnRnc/edit -**Puerto Rico Syllabus (#PRSyllabus)** + +[**Puerto Rico Syllabus (#PRSyllabus)**](https://puertoricosyllabus.com/) This syllabus provides a list of resources for teaching and learning about the current economic crisis in Puerto Rico. Our goal is to contribute to the ongoing public dialogue and rising social activism regarding the debt crisis by providing historical and sociological tools with which to assess its roots and its repercussions. -https://puertoricosyllabus.com/ -**Syllabus for White People to Educate Themselves** + +[**Syllabus for White People to Educate Themselves**](http://www.dismantlingracism.org/uploads/4/3/5/7/43579015/syllabus_for_white_people.pdf) By Dismantling Racism Works (dRworks). Created in response to the election of Donald Trump, 2017. -http://www.dismantlingracism.org/uploads/4/3/5/7/43579015/syllabus_for_white_people.pdf -**Syllabus: Women and Gender Non-conforming People Writing about Tech** -https://docs.google.com/document/d/1Qx8JDqfuXoHwk41PZYWrZu3mmCsV05Fe09AtJ9ozw/edit + +[**Syllabus: Women and Gender Non-conforming People Writing about Tech**](https://docs.google.com/document/d/1Qx8JDqfuXoHwk41PZYWrZu3mmCsV05Fe09AtJ9ozw/edit) + **#WakandaSyllabus** -Introduction to the #WakandaSyllabus, by Dr. Walter Greason -https://www.aaihs.org/introduction-to-the-wakanda-syllabus/ +[Introduction to the #WakandaSyllabus](https://www.aaihs.org/introduction-to-the-wakanda-syllabus/), by Dr. Walter Greason -**What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process** + +[**What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process**](https://www.aaronxrose.com/blog/alternatives-to-police) By Aaron Rose -https://www.aaronxrose.com/blog/alternatives-to-police -**#YourBaltimoreSyllabus ** + +[**#YourBaltimoreSyllabus **](https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview) On April 12, 2015, Baltimore Police Department officers arrested Freddie Gray, a 25-year-old African American resident of Baltimore, Maryland, who died in police custody on April 19, 2015, a week after his arrest. Protests were organized after Gray's death became public knowledge, amid the police department's continuing inability to adequately or consistently explain the events following the arrest and the injuries. -https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview # Bibliographic Sources -* https://gen.lib.rus.ec/ -* https://aaaaarg.fail/ -* https://library.memoryoftheworld.org/ -* https://monoskop.org/ -* http://sci-hub.tw/ -* https://www.worldcat.org/ -* https://www.anarchistlibraries.net/libraries +* [Library Genesis](https://gen.lib.rus.ec/) +* [Aaaaarg.fail](https://aaaaarg.fail/) +* [Memory of the World](https://library.memoryoftheworld.org/) +* [Monoskop](https://monoskop.org/) +* [Science Hub](http://sci-hub.tw/) +* [WorldCat](https://www.worldcat.org/) +* [Anarchist Libraries](https://www.anarchistlibraries.net/libraries) From 2920715c00a37e1721235566d234841d6966376a Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 23:06:20 +0000 Subject: [PATCH 25/29] Update 'content/topic/psychosocialautonomy.md' --- content/topic/psychosocialautonomy.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/topic/psychosocialautonomy.md b/content/topic/psychosocialautonomy.md index d302d4e..f7760a5 100644 --- a/content/topic/psychosocialautonomy.md +++ b/content/topic/psychosocialautonomy.md @@ -3,4 +3,4 @@ title: "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support" has_sessions: mutualaidgroup, inventoryoftools, psychiatryandcontrol, antipsychiatrymadpride, badcare, takewhatyouneed, exerciseimaginingthegame, thepirateshipoffools --- -*Note*: This is a stub of a future introduction into the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions. +***Note***: This is a stub of a future introduction into the topic "Psycho-Social Autonomy: A Primer for Autonomous Emotional Support". While the introductory text is yet to be written, you can find out plenty about the topic by visiting the sessions. From 1cac3ae74cd19936d694dcfdbce78a9938a5c467 Mon Sep 17 00:00:00 2001 From: Tomislav Medak Date: Sat, 7 Mar 2020 23:09:31 +0000 Subject: [PATCH 26/29] Update 'content/topic/communitysafetyandcontextualfluidity.md' --- content/topic/communitysafetyandcontextualfluidity.md | 6 +++--- 1 file changed, 3 insertions(+), 3 deletions(-) diff --git a/content/topic/communitysafetyandcontextualfluidity.md b/content/topic/communitysafetyandcontextualfluidity.md index 9340a89..e476f8a 100644 --- a/content/topic/communitysafetyandcontextualfluidity.md +++ b/content/topic/communitysafetyandcontextualfluidity.md @@ -3,9 +3,9 @@ title: Creating Community Safety from Racialized Policing Using Contextual Fluid has_sessions: centeringmargins --- -This syllabus will lay the groundwork for creating community safety using contextual fluidity[^1] amid the increasing criminalization of care, cultures of violence, and on- going genocide. It will generate discussion centering margins and inspire those who resist being excluded, oppressed, and live under the constant threat of violence. Tatum states that a subordinate group has to focus on survival in a situation of unequal power[^2] . Borrowing from black abolition feminist scholar Andrea Ritchie, movements against police violence should promote “…nurturing values, visions, and practices”. [^3] Friere’s underlying message of conscientization in Pedagogy of the Oppressed is that it is everyone’s responsibility to respond to the situation positively and thoughtfully.[^4] +This topic will lay the groundwork for creating community safety using contextual fluidity[^1] amid the increasing criminalization of care, cultures of violence, and on-going genocide. It will generate discussion centering on margins and inspire those who resist being excluded, oppressed, and live under the constant threat of violence. Tatum states that a subordinate group has to focus on survival in a situation of unequal power[^2]. Borrowing from black abolition feminist scholar Andrea Ritchie, movements against police violence should promote “…nurturing values, visions, and practices”[^3]. Freire’s underlying message of conscientization in Pedagogy of the Oppressed is that it is everyone’s responsibility to respond to the situation positively and thoughtfully.[^4] -## Texts on Contextual Fluidity: +# Texts on Contextual Fluidity: - Nelson, C.H, and Dennis H. McPherson. 2004. [Contextual Fluidity: an emerging practice model for helping](http://meeting.knet.ca/mp19/mod/forum/discuss.php?d=2808). n.p.: 2004. - Canadian Association of Schools of Social Work Meeting and Wes Shera. Emerging Perspectives on Anti-Oppressive Practice. Canadian Scholars’ Press, 2003. @@ -16,4 +16,4 @@ This syllabus will lay the groundwork for creating community safety using contex [^3]: Ritchie, *Police Violence*, 239. -[^4]: Friere, [Pedagogy](https://library.memoryoftheworld.org/#/book/60ca1079-d90a-4019-9e29-922a03c33ddb), 6. +[^4]: Freire, [Pedagogy](https://library.memoryoftheworld.org/#/book/60ca1079-d90a-4019-9e29-922a03c33ddb), 6. From 385ea31b4f5e297a82ddfdbbe760e8b512c1dead Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 23:10:11 +0000 Subject: [PATCH 27/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 48 +++++++++++++------------ 1 file changed, 26 insertions(+), 22 deletions(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index bbddae6..b4e84b9 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -54,6 +54,10 @@ Pirate Care is therefore interested in researching how to re-conceive care provi [^15]: Stengers, I. (2015) In catastrophic times: Resisting the coming barbarism. Open Humanities Press. + +----- + + # A Pirate Care Syllabus: why, how and with whom? A point of entry into the practices of pirate care for us is pedagogy - how these practices can be taught and studied with fellow pirate care practitioners, activist communities and beyond. To that end, we have started building a collaborative online syllabus on Pirate Care, covering each practice through a dedicated topic and a number of sessions that are concrete proposals for learning. Our vision that such a syllabus is technologically architected so that it can be easily adapted to different contexts and activated by interested groups elsewhere to collectively learn from it. @@ -68,6 +72,7 @@ Work on syllabus is the extension of the [Memory of the World](https://library.m In summer 2020, the Pirate Care Syllabus will be activated through an exhibition (June) and a summer camp (September) as part of [Rijeka European Capital of Culture 2020](https://rijeka2020.eu) programme [Dopolavoro](https://rijeka2020.eu/en/program/dopolavoro/)(HR). +----- # Collective statements These below are some shared statements that emerged from the collective process building the first version of the syllabus: @@ -88,7 +93,7 @@ These below are some shared statements that emerged from the collective process * infor@pirate.care* - +----- # Online syllabi linked with social justice movements In putting together a collective pirate care syllabus, open to new contributions and remixes, we were inspired, alongside many other popular education initiatives, by the recent phenomenon of hashtag syllabi (or, simply, #syllabi) connected with social justice movements, many of which are U.S. based and emerging from anti-racist struggles led by Black American and feminist activists. @@ -99,7 +104,7 @@ For an introduction to the phenomenon online syllabi, see the text: ‘Learning Here is a few examples of such crowdsourced online syllabi: -**#FergusonSyllabus** +* **#FergusonSyllabus** In August 2014, Michael Brown, an 18 year old boy living in Ferguson, Missouri, was shot to death by police officer Darren Wilson. Soon after this episode, as the civil protests denouncing police brutality and institutional racism begun to mount across the US, Dr. Marcia Chatelain, Associate Professor of History and African American Studies at Georgetown University, launched an online call urging other academics and teachers 'to devote the first day of class to hold a conversation about Ferguson' and 'to recommend texts, collaborate on conversation starters, and inspire dialogue about some aspect of the Ferguson crisis’ (Chatelain, 2014). Chatelain did so using the hashtag #FergusonSyllabus. Chatelain, M. (2014). [“Teaching the #FergusonSyllabus.”](https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus) Dissent Magazine, November 28. @@ -107,13 +112,13 @@ Chatelain, M. (2014). [“Teaching the #FergusonSyllabus.”](https://www.dissen Chatelain, M. (2014b). [“How to Teach Kids About What’s Happening in Ferguson.”]( https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/) The Atlantic, August 25. -**Syllabus: Gaming and Feminism** +* **Syllabus: Gaming and Feminism** In August 2014, using the hashtag #gamergate to coordinate, groups of users on 4Chan, 8Chan, Twitter and Reddit instigated a misogynistic harassment campaign against game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as a number of other female and feminist game producers, journalists and critics. In the following weeks, The New Inquiry editors and contributors compiled a reading list and issued a call for suggestions. [Syllabus: Gaming and Feminism](https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/) (The New Inquiry Editorial Collective, 2014). -**Trump syllabi** +* **Trump syllabi** In June 2015, Donald Trump announced his candidacy to become President of the United States. In the weeks after he became the presumptive Republican nominee, The Chronicle of Higher Education introduced the syllabus ‘Trump 101’ The Chronicle of Higher Education, 2016). Historians N.D.B Connolly and Keisha N. Blain found ‘Trump 101’ inadequate, 'a mock college syllabus… suffer[ing] from a number of egregious omissions and inaccuracies', failing to include 'contributions of scholars of color and address the critical subjects of Trump's racism, sexism, and xenophobia’. They assembled the ‘Trump Syllabus 2.0’ Connoly and Blain, 2016). [**Trump 101**](https://www.chronicle.com/article/Trump-Syllabus/236824) @@ -125,18 +130,18 @@ This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, incl Here is a [collection of suggested assignments to accompany Trump Syllabus 2.0](https://www.aaihs.org/resources/trump-2-0-assignments/) from the website of the African American Intellectual History Society. -**Rape Culture Syllabus** +* **Rape Culture Syllabus** Soon after, in 2016, in response to a video in which Trump engaged in ‘an extremely lewd conversation about women’ with TV host Billy Bush, Laura Ciolkowski put together a [‘Rape Culture Syllabus’](https://www.publicbooks.org/rape-culture-syllabus/). -**#BlkWomenSyllabus and #SayHerNameSyllabus** +* **#BlkWomenSyllabus and #SayHerNameSyllabus** August 2015 also saw the trending of #BlkWomenSyllabus and #SayHerNameSyllabus on Twitter. The hashtag #BlkWomenSyllabus began when the historian Daina Ramey Berry, PhD tweeted on August 11 "given #CharnesiaCorley time 4 #blkwomensyllabus...". Charnesia Corley, a 21-year-old black female Texas resident, was pulled over at a Texaco gas station on June 21, 2015, accused of running a stop sign. After the deputy allegedly smelled marijuana coming from Corley's car, the woman was forced to remove her clothing, bend over and later was held face down to the ground as police officers probed her vagina while forcing her legs open. #SayHerName is an activist movement that strives to end brutality and anti-Black violence of Black women and girls by the police. The #SayHerName movement is designed to acknowledge the ways in which police brutality disproportionally affect Black women, including Black girls, queer Black women and trans Black women. #SayHerName, coined as a call to action in February 2015 by the Africa American Policy Forum, was created alongside #BlackLivesMatter, which was created as a response to the acquittal of George Zimmerman in the fatal shooting of Black teen, Trayvon Martin. #SayHerName gained attention following the death of Sandra Bland, a Black woman found dead in custody of police, in July 2015. [An article](https://www.essence.com/news/thank-blkwomensyllabus-ultimate-reading-list-empower-black-women/) about the #blackwomensyllabus. -**#StandingRockSyllabus** +* **#StandingRockSyllabus** In April 2016, members of the Standing Rock Sioux tribe established the Sacred Stone Camp and started the protest against The Dakota Access Pipeline, whose construction threatened the only water supply at the Standing Rock Reservation. The protest at the pipeline site became the largest gathering of native Americans over the past 100 years and earned significant international support for their ReZpect our Water campaign. As the struggle between protestors and armed forces unfolded, a group of indigenous scholars, activists and settler / PoC supporters, gathered under the name The NYC Stands for Standing Rock Committee, put together the #StandingRockSyllabus (NYC Stands for Standing Rock Committee, 2016). [Standing Rock Syllabus](https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.) by NYC Stands with Standing Rock Collective. 2016. @@ -144,19 +149,18 @@ In April 2016, members of the Standing Rock Sioux tribe established the Sacred S [PDF version of the #StandingRockSyllabus including all readings](https://nycstandswithstandingrock.files.wordpress.com/2016/10/standingrocksyllabus7.pdf) (80MB). - -**Other Online syllabi connected to social justice movements:** +* **Other Online syllabi connected to social justice movements:** The list of online syllabi created in response to political struggles has continued to grow, presently including many more examples, such as: -[**All Monuments Must Fall Syllabus**](https://monumentsmustfall.wordpress.com/) +* [**All Monuments Must Fall Syllabus**](https://monumentsmustfall.wordpress.com/) -[**#BLMSyllabus**](http://www.blacklivesmattersyllabus.com/) +* [**#BLMSyllabus**](http://www.blacklivesmattersyllabus.com/) -[**#BlackIslamSyllabus**](https://docs.google.com/document/d/1avhgPrW30AFjegzV9X5aPqkZUA3uGd0-BZr9_zhArtQ/edit#) +* [**#BlackIslamSyllabus**](https://docs.google.com/document/d/1avhgPrW30AFjegzV9X5aPqkZUA3uGd0-BZr9_zhArtQ/edit#) -**#CharlestonSyllabus** +* **#CharlestonSyllabus** #CharlestonSyllabus (Charleston Syllabus), is a Twitter movement and crowdsourced syllabus using the hashtag #CharlestonSyllabus to compile a list of reading recommendations relating to the history of racial violence in the United States. It was created in response to the race-motivated violence in Charleston, South Carolina on the evening of June 17, 2015, when Dylann Roof opened fire during a Bible study session at Emanuel African Methodist Episcopal Church, killing 9 people. The #CharlestonSyllabus campaign was the brainchild of Chad Williams, Associate Professor of African and Afro-American Studies at Brandeis University. [The Charleston Syllabus book](https://ugapress.org/book/9780820349572/charleston-syllabus/) @@ -164,38 +168,38 @@ The list of online syllabi created in response to political struggles has contin A [list of materials](https://www.aaihs.org/resources/charlestonsyllabus/) included in the syllabus was compiled and organized by AAIHS (African American Intellectual History Society) blogger Keisha N. Blain, with the assistance of Melissa Morrone, Ryan P. Randall and Cecily Walker: -[**#ColinKaepernickSyllabus**](https://www.newblackmaninexile.net/2016/09/colinkaepernicksyllabus.html) +* [**#ColinKaepernickSyllabus**](https://www.newblackmaninexile.net/2016/09/colinkaepernicksyllabus.html) On September 4, Rebecca Martinez tweeted Louis Moore and David J. Leonard, suggesting the creation of Colin Kaepernick Syllabus. Soon, we, along with  Bijan C. Bayne, Sarah J. Jackson, and many others began the work of creating a syllabus to hopefully elevate and empower the conversations that Colin Kaepernick started when he decided to sit down in protest during an August 26, 2016 preseason game. -[**#ImmigrationSyllabus**](https://drive.google.com/file/d/0B1eIDteoJgugVGRkcTRyb3RnRnc/edit) +* [**#ImmigrationSyllabus**](https://drive.google.com/file/d/0B1eIDteoJgugVGRkcTRyb3RnRnc/edit) Essential topics, readings, and multimedia that provide historical context to current debates over immigration reform, integration, and citizenship. Created by immigration historians affiliated with the Immigration History Research Center and the Immigration and Ethnic History Society, January 26, 2017. The syllabus follows a chronological overview of U.S. immigration history, but it also includes thematic weeks that cover salient issues in political discourse today such as xenophobia, deportation policy, and border policing. -[**Puerto Rico Syllabus (#PRSyllabus)**](https://puertoricosyllabus.com/) +* [**Puerto Rico Syllabus (#PRSyllabus)**](https://puertoricosyllabus.com/) This syllabus provides a list of resources for teaching and learning about the current economic crisis in Puerto Rico. Our goal is to contribute to the ongoing public dialogue and rising social activism regarding the debt crisis by providing historical and sociological tools with which to assess its roots and its repercussions. -[**Syllabus for White People to Educate Themselves**](http://www.dismantlingracism.org/uploads/4/3/5/7/43579015/syllabus_for_white_people.pdf) +* [**Syllabus for White People to Educate Themselves**](http://www.dismantlingracism.org/uploads/4/3/5/7/43579015/syllabus_for_white_people.pdf) By Dismantling Racism Works (dRworks). Created in response to the election of Donald Trump, 2017. -[**Syllabus: Women and Gender Non-conforming People Writing about Tech**](https://docs.google.com/document/d/1Qx8JDqfuXoHwk41PZYWrZu3mmCsV05Fe09AtJ9ozw/edit) +* [**Syllabus: Women and Gender Non-conforming People Writing about Tech**](https://docs.google.com/document/d/1Qx8JDqfuXoHwk41PZYWrZu3mmCsV05Fe09AtJ9ozw/edit) -**#WakandaSyllabus** +* **#WakandaSyllabus** [Introduction to the #WakandaSyllabus](https://www.aaihs.org/introduction-to-the-wakanda-syllabus/), by Dr. Walter Greason -[**What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process**](https://www.aaronxrose.com/blog/alternatives-to-police) +* [**What To Do Instead of Calling the Police. A Guide, A Syllabus, A Conversation, A Process**](https://www.aaronxrose.com/blog/alternatives-to-police) By Aaron Rose -[**#YourBaltimoreSyllabus **](https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview) +* [**#YourBaltimoreSyllabus **](https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview) On April 12, 2015, Baltimore Police Department officers arrested Freddie Gray, a 25-year-old African American resident of Baltimore, Maryland, who died in police custody on April 19, 2015, a week after his arrest. Protests were organized after Gray's death became public knowledge, amid the police department's continuing inability to adequately or consistently explain the events following the arrest and the injuries. - +----- # Bibliographic Sources * [Library Genesis](https://gen.lib.rus.ec/) From bdeb3e9b13e6fa79f492b30b4629d2ae5a6c7f04 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 23:10:56 +0000 Subject: [PATCH 28/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 2 +- 1 file changed, 1 insertion(+), 1 deletion(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index b4e84b9..74eb7e6 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -196,7 +196,7 @@ By Dismantling Racism Works (dRworks). Created in response to the election of Do By Aaron Rose -* [**#YourBaltimoreSyllabus **](https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview) +* [**#YourBaltimoreSyllabus**](https://docs.google.com/document/d/1B_oyOyu_tAwOVq5MY1oJL3orN6ps04O82JxWxnkGpho/preview) On April 12, 2015, Baltimore Police Department officers arrested Freddie Gray, a 25-year-old African American resident of Baltimore, Maryland, who died in police custody on April 19, 2015, a week after his arrest. Protests were organized after Gray's death became public knowledge, amid the police department's continuing inability to adequately or consistently explain the events following the arrest and the injuries. ----- From 9466c39ec07209e2b2c0fb7145e1b2ddaff09ef8 Mon Sep 17 00:00:00 2001 From: valerix Date: Sat, 7 Mar 2020 23:13:03 +0000 Subject: [PATCH 29/29] Update 'content/topic/piratecareintroduction.md' --- content/topic/piratecareintroduction.md | 10 +++++----- 1 file changed, 5 insertions(+), 5 deletions(-) diff --git a/content/topic/piratecareintroduction.md b/content/topic/piratecareintroduction.md index 74eb7e6..25a6c89 100644 --- a/content/topic/piratecareintroduction.md +++ b/content/topic/piratecareintroduction.md @@ -104,18 +104,18 @@ For an introduction to the phenomenon online syllabi, see the text: ‘Learning Here is a few examples of such crowdsourced online syllabi: -* **#FergusonSyllabus** +**#FERGUSON SYLLABUS** In August 2014, Michael Brown, an 18 year old boy living in Ferguson, Missouri, was shot to death by police officer Darren Wilson. Soon after this episode, as the civil protests denouncing police brutality and institutional racism begun to mount across the US, Dr. Marcia Chatelain, Associate Professor of History and African American Studies at Georgetown University, launched an online call urging other academics and teachers 'to devote the first day of class to hold a conversation about Ferguson' and 'to recommend texts, collaborate on conversation starters, and inspire dialogue about some aspect of the Ferguson crisis’ (Chatelain, 2014). Chatelain did so using the hashtag #FergusonSyllabus. -Chatelain, M. (2014). [“Teaching the #FergusonSyllabus.”](https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus) Dissent Magazine, November 28. +* Chatelain, M. (2014). [“Teaching the #FergusonSyllabus.”](https://www.dissentmagazine.org/blog/teaching-ferguson-syllabus) Dissent Magazine, November 28. -Chatelain, M. (2014b). [“How to Teach Kids About What’s Happening in Ferguson.”]( https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/) The Atlantic, August 25. +* Chatelain, M. (2014b). [“How to Teach Kids About What’s Happening in Ferguson.”]( https://www.theatlantic.com/education/archive/2014/08/how-to-teach-kids-about-whats-happening-in-ferguson/379049/) The Atlantic, August 25. -* **Syllabus: Gaming and Feminism** +**GAMING AND FEMINISM SYLLABUS** In August 2014, using the hashtag #gamergate to coordinate, groups of users on 4Chan, 8Chan, Twitter and Reddit instigated a misogynistic harassment campaign against game developers Zoë Quinn and Brianna Wu, media critic Anita Sarkeesian, as well as a number of other female and feminist game producers, journalists and critics. In the following weeks, The New Inquiry editors and contributors compiled a reading list and issued a call for suggestions. -[Syllabus: Gaming and Feminism](https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/) (The New Inquiry Editorial Collective, 2014). +* [Syllabus: Gaming and Feminism](https://thenewinquiry.com/tni-syllabus-gaming-and-feminism/) (The New Inquiry Editorial Collective, 2014). * **Trump syllabi**