Update 'content/topic/piratecareintroduction.md'

content/topic/piratecareintroduction.md

@@ -3,22 +3,10 @@ title: Introduction to Pirate Care
 has_sessions: whatiscare, problemswithcare, whatcanpiracybe
 ---
 
-
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 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
+