Monthly Archives: December 2017

The Enigma of Capital

What, if anything specific, in this book helps broaden the scope and deepen the analysis of my current article? (Capital, and liquid capital, move around and seep everywhere, we know this; how do those or other ideas illuminate the part of the puzzle I am trying to analyze?)


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Freshmen entering my university have at least a 2.5 GPA and 950 composite score on the SAT (old scale). Requirements for out-of-state and home-schooled students are noticeably higher, but still low. I had a GPA of 3.87 and my composite SAT score was 1410 (Verbal + Math). It is an enormous difference.



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Mi papel

I have agreed to be the compiler of medical information and must not forget.


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Our Scandinavian Christmas

Here is the exact meal. Later you make gizzard soup with vinegar, carrots and leeks, and sometimes extra apples and prunes.


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Another epigraph

“The strong connection between diagnosis and political action cannot be ignored,” says Harvey, and I claim this is the key point for the current age. We are in the grip of capital, more than we know, and it is very difficult to see a way out.


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Things for the social worker


Dad has hearing issues and hearing aids. Sometimes his hearing problems get in the way of understanding what is happening. The hearing aids are not perfect as they do not address a tinnitus issue he apparently also has, and they are due for adjustment. But, they are in his apartment and there are extra batteries there for them in case the batteries have worn out.

He has always suffered from some form of anxiety/claustrophobia, which he controls via techniques including knowing what his plans were for each day. When he does not have information on plans or changes, and they simply happen without warning or explanation, he becomes disoriented. He is at the same time a relaxed and flexible person by temperament, and can maintain that attitude when he has information about what is happening, and (ideally) some input on plans.

He has also always had a touch of aphasia, never obvious because he is so strong linguistically and intellectually. It is of course now more pronounced; it is also exacerbated by anxiety. Knowing that his mind is clear behind the aphasia makes it easier to communicate with him.

On other cognitive issues: I know they are real but I strongly suspect that at least part of the problem is hearing and anxiety. I am not surprised that he is unsure of the date, given that he is not receiving his newspaper or the mail, and has been separated from his calendar. I hope he is not being treated as a person unable to understand most things, because he is not that.


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Campus Rebellions and Plantation Politics: Power, Privilege, and the Emancipatory Struggle in Higher Education


I did not submit to this CFP, but I will be interested in the book.

Campus Rebellions and Plantation Politics: Power, Privilege, and the Emancipatory Struggle in Higher Education
Editors: Frank Tuitt, University of Denver
Bianca C. Williams, CUNY Graduate Center
Dian Squire, Iowa State University
Saran Stewart, University of the West Indies, Mona

In recent times, a resurgence of resistance to the structural racism and whiteness upon which institutions of higher education have been built has emerged. One can simply read newspapers over the last six months to identify hundreds of articles discussing the topic. Specifically, Black students and their accomplices have generated passionate protests and multiple forms of resistance on college campuses throughout the country and around the globe. As a consequence, these traditionally white institutions have now become the epicenter of the Movement for Black Lives as students have participated in numerous administrative building takeovers, teach-ins, and protests, drawing attention to racial discrimination and police violence on campus and in the community. Accordingly, in this edited volume, we will explore how these multiple forms of campus rebellions, and the strategies universities use to respond to these acts, reveal a modern conceptualization of “plantation politics.” We later discuss how these acts may lead to the conceptualization of emancipatory practices that can bring us closer to achieving racial equity in high education.

Craig Stevens Wilder (2013) noted that “colleges were [formed as] imperial instruments akin to armories and forts, a part of the colonial garrison with the specific responsibilities to train ministers and missionaries, convert indigenous peoples and soften cultural resistance, and extend European rule over foreign nations” (p. 33). These “imperial instruments” (Wilder, 2013) were created to profit off the diversity and bodies of Black slaves and Indigenous peoples, built to maintain a religious orthodoxy, and uplift (through education) an elite white body. In many ways, slave plantations served similar purposes. Durant (1999) argued that slave plantations were characterized by: (a) import of slaves and control by whites; (b) forced exploitation of labor resulting in acquired wealth, power, profit, and prestige; (c) slaves as chattel property; (d) social caste system with little upward mobility; (e) racially stratified division of labor with whites at the top and Blacks at the bottom; (f) strict system of governance employing control mechanisms; (g) “slave and non-slave subsystems, represented by emerging social institutions such as family, economy, education politics, and religion” (p. 5); and (g) a structure that required continual adaptation to internal and external forces. The parallels are incriminatory and it is clear that slave plantation politics can serve as an apt framework to view the contemporary university.

If we look at campus environments through the lens of Durant’s slave plantation, this helps us better understand (1) the ways enslaved Africans and slave plantations were fundamental to the creation of some university campuses; (2) how the exploitation of Black peoples’ physical and emotional labor continue to be central to the economic workings of universities; and (3) how the vestiges of plantation culture and life influence modern university culture, climate, and structures of power. Juxtaposing this lens within a higher education frame, allows us to examine the interactions between institutional leaders and campus protesters (students, faculty, and/or staff) in order to understand the power differentials embedded in these interactions. We can explore how the technologies used to create plantation life are similar to those technologies used to sustain higher education institutions, and the ways these work to produce racial inequities and hostile racial environments that give rise to campus rebellions. Finally, we can better understand how employing control mechanisms that seek to repress campus rebellions, may reinforce white supremacy, limit freedoms, and continue to oppress Black lives.

This edited collection is designed to provide scholars and practitioners in higher education insights into the ways that modern day universities are shaped by colonial vestiges of slave plantations in order to stoke the collective imagination toward racial justice. Campus Rebellions and Plantation Politics is both conceptual and practical in that we ask authors (and by extension readers) to draw parallels between slave plantations and modern universities, and provide implications for deconstruction of oppressive structures in order to reimagine emancipatory potential. That is, how does an analysis of Plantation Politics help one better engage in emancipatory action on college campuses? For this edited volume, we are seeking a range of chapters that appeal to the following sections: 1) Power and Privilege (e.g, emotional and physical labor; athletic departments as capitalist profiteers or other forms of plantation economy; exploitation); 2) Resistance (e.g., student protests, rebellion, coalition-building); 3) Futures and Imaginings (e.g., counternarratives; or non- plantation formations of education; fictional imaginings of university futures); and 4) Other contemporary examples of plantation politics (e.g., role of white allies, international slavery and higher education, the place of historically Black colleges and universities).

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Strand Bookstore

Here is an interesting discussion of the radical right.


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El lado oscuro de la academia

I have gone to the dark side by proposing to a bureaucratic conference, in the section on student success. It is because I had a student from the Education school with a senior project that I thought deserved to have an impact if it could, so I consider this a teaching activity: getting a student into a professional conference. Still…well, in any case, here is the proposal. It is no badge of honor to have a presentation for a venue of this type, but I do hope we get in. I also hope I get the student to get the statistics that will make the presentation land.


Spanish, the 21st century language: forming bilingual professionals


The United States is the world’s second largest Spanish speaking country. The Spanish-speaking population of our state is on the rise, and interest follows national trends. Our parish schools have renewed investments in bilingual programs. We should make a parallel investment, designed both to attract first-generation and non-traditional Hispanic students into our universities and form them into bilingual professionals, and to better prepare those learning Spanish as a second language to work in bilingual environments. Current scholarship in language pedagogy offers tools to enhance student engagement and learning outcomes, and to lessen the gap between native and non-native speakers. Exposure to the spoken language and low student-teacher ratios are key in language acquisition. Today’s digital environment offers a plethora of authentic material and facilitates interaction.


Dr. Z teaches Spanish and Latin American literature at Vichy State University. XY, a senior in Spanish Education at VSU, plans a career in secondary teaching, administration and education policy. This presentation is based on research and fieldwork undertaken by Y on the theoretical bases and practical implications of new Spanish language initiatives in the Pétain Parish schools. Y proposes we respond to these initiatives with programs designed to produce college graduates, native speakers or not, with professional-level bilingual skills. This would improve the quality of students, increase student numbers, and attract students from new demographics.


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The modern workplace

Working classes internalize harm. They respond to hurt and pain that liquid capital inflicts on them by, first and foremost, self-harming. It’s easier for them to believe the neoliberal narrative that they fail because something is wrong with them. So they self-punish and self-destruct.

Creative and professional classes have better defenses against this. They externalize the harm. It’s not “I failed because I’m inferior” but “he failed / needs to fail / because he’s inferior, evil and horrible.”

Conclusion: prepare for epic battles as professional classes fight for survival on the rapidly shrinking professional arena.

I went on a forum where job seekers discuss the academic job market in languages. And the mechanism is always the same. The moment somebody is rumored to have gotten a job, there’s a flare-up of the most outlandish accusations against that person.

Neoliberalism has mechanisms in place that obscure what it really does in order to preserve the consensus that neoliberalism is good and has to remain in existence. This is one of them.

I react like the working classes. And I know this about the job market. All those reactions of the professional classes seem so immature to me. Perhaps mine is as well.


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Filed under Banes, What Is A Scholar?, Working