No CrossRef data available.
Article contents
“Education Is Our Occupation”
Published online by Cambridge University Press: 23 October 2020
Extract
Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the 'Save PDF' action button.
When my berkeley colleague the poet robert hass wrote for the new york times an account of the occupy cal event of 9 november 2011, he described the “strange contingencies” that struck his mind (even as the police baton struck his body). Since that day, when I was arrested (the police used a technique they call a hair-pull takedown) for linking arms with students to protect tents erected in solidarity with Occupy and in defiance of the campus's no-tents policy, I too have felt those contingencies. My decision to participate was no accident; I wanted to resist the conceptual and practical attenuation of the ideal of education as a res publica. But at the time of my arrest I had not yet recognized how much Occupy resonates with issues I have made the center of my scholarly life: vagrancy, mobility, freedom. This brief essay considers the new inflection Occupy has given to my understanding of the work of education. To exercise freedom of thought is not merely to engage heterodox ideas; it is to make thinking take place and take its time. It is to refuse attempts to constrain, by regulations concerning time, place, and manner, the public exercise of thinking.
Information
- Type
- Correspondents at Large
- Information
- Copyright
- Copyright © 2012 by The Modern Language Association of America
References
Works Cited
Birgeneau, Robert J. “Message to the Campus Community about Occupy Cal.” UC Berkeley NewsCenter. UC Regents, 10 Nov. 2011. Web. 19 Mar. 2012.Google Scholar
Fenster v. Leary. 229 N.E.2d 426. New York Ct. of Appeals. 1967.Google Scholar
Hass, Robert. “At Occupy Cal, Beat Poets Has New Meaning.” The New York Times. New York Times, 19 Nov. 2011. Web. 19 Mar. 2012.Google Scholar
Jameson, Fredric. “The Aesthetics of Singularity.” Avenali Lecture. Chevron Auditorium, U of California, Berkeley. 28 Feb. 2012. Address.Google Scholar
Langan, Celeste. Romantic Vagrancy: Wordsworth and the Simulation of Freedom. New York: Cambridge UP, 1995. Print.CrossRefGoogle Scholar
Moten, Fred, and Harney, Stefano. “Debt and Study.” E-Flux 14 (2010). Web. 19 Mar. 2012.Google Scholar
Simpson, David. Wordsworth, Commodification, and Social Concern: The Poetics of Modernity. New York: Cambridge UP, 2009. Print.CrossRefGoogle Scholar
Terada, Rei. “Out of Place: Free Speech, Disruption, and Student Protest.” Higher Education on Its Knees. Spec. issue of Qui Parle 20.1 (2011): 251–69. Print.Google Scholar
Ty, Michelle. Introduction. Higher Education on Its Knees. Spec. issue of Qui Parle 20.1 (2011): 3–32. Print.Google Scholar
Wordsworth, Dorothy. The Grasmere Journals. Ed. Woof, Pamela. New York: Oxford UP, 1993. Print.Google Scholar
Wordsworth, William. Poetical Works of William Wordsworth. Ed. de Selincourt, Ernest and Darbishire, Helen. Vol. 2. New York: Oxford UP, 1940–49. Print. 5 vols.Google Scholar
Wordsworth, William. “The Prelude of 1850 in Fourteen Books.” The Prelude, 1799, 1805, 1850. Ed. Wordsworth, Jonathan, Abrams, M. H., and Gill, Stephen. New York: Norton, 1973. Print.Google Scholar
Wordsworth, William. “Resolution and Independence.” W. Wordsworth, Poetical Works 235–40.Google Scholar
You have
Access