Occupy Education

The research question that drives my data collection is how youth activism relates to the city. Los Angeles is known as the city without a center, or perhaps too many centers. People within the city often create their own center, a public space. Public spaces can defined as small streets to as large as plazas. Although not a formal center, City Hall in Downtown Los Angeles has become a center within the city, specifically for protestors during the recent Occupy Movement. Public spaces are the only place in which people feel truly, physically unified. With so many protests going online, the physical element is critical for enhancing society's sense of togetherness and solidarity. Campus protests also benefit from their familiar setting because students are near their dorms when in need of food, showers and restrooms.

Activism plays a key role in the history and future of Los Angeles. Within the Occupy movement, the location of the protesting was vital to its success. Occupy Los Angeles was located surrounding City Hall, in the center of downtown near important media outlets such as the Los Angeles Times. Likewise, Occupy CSUN, one of the many occupy movements held on a university campus, located their demonstrations in the Sierra Quad, the lawn and steps of the Oviatt Library, which are known to be the center of the university. Youth have specifically begun leading these revolutions, beginning with the Arab Spring in Egypt which was started by college students. It is important that youth activists take control and responsibility for their own futures and future generations that perhaps will define a new Los Angeles.

Through this project I will discuss the relationship between the city and youth activism and it’s relation to space, in particular the students and campus of California State University, Northridge. Northridge is located northwest of downtown Los Angeles within a 30 mile radius. Although not directly in the city, the university incorporates a diverse setting of students that travel from all over the state of California, as well as other states. One may now wonder what the students are protesting for? In recent years, budget cuts and education issues have plagued students making getting a degree even harder. A student led activist group at CSUN called SQE (Students for Quality Education) are the organizers of the occupy movement on campus. Historically, student activism has been a driving force for social change.  Students have been promoting democracy and human rights through their activism. Public space is vital to the survival of democracy in the city as well.  Student movements are capable of becoming much bigger, such as overthrowing a dictator and military government.  Student movements have ended wars.  And student activism has often served as the conscience for nations, reminding people in times of turmoil of the founding ideals of their countries and the aspirations of all people for justice, dignity, and equality. At California State University, Northridge in the late 1960s, student activists mobilized The Storm at Valley State to create several important institutions that are a vibrant part of our campus today:  the Ethnic and Gender Studies departments and the Educational Opportunity Program (EOP), which are the very classes that are being threatened by budget cuts today. History does repeat itself after all.

Research Methods: How I Gathered my Data

To gather my data, I incorporated a number of methods that I learned in my Urban Anthropology class. These methods included field work as a participant observer, movement mapping, interviews and behavioral inventories. My data was collected through a time period of four months, from February to May 2012. Throughout which I visited the field four times, once in downtown Los Angeles, and three visits to the Cal State University Northridge campus. As you can see, space plays a critical part in my research.

Observation and Interviews

I collected four members, two of whom are members of SQE and participated in the Occupy movement. The interviews were nerve rattling at first, since I am not a people person, it is quite difficult for me to speak to people. The interviews were semi-professional, meaning I had certain questions I predicted to ask, although not all questions were asked or asked in the order I had organized them due to the direction of the interview. This made it easier for me to interview people because it made it feel as a somewhat casual conversation.

 I took field notes every time I went to the field, in which I spent from an hour to three hours at the field taking notes and photographs. I have two maps, one of City Hall and the other of the CSUN campus, with one behavioral inventory. The process of taking field notes was very new to me but it helped me capture my data very efficiently. I also used the method of vignettes, using Anna Deavere Smith’s Twilight: L.A as my guide.  The vignettes allowed me to observe people doing every day actions, yet are extrandorary in their own way, such as a march on campus. You may be thinking that a march is not ordinary; however, it is ordinary because it’s the act of students walking together and expressing shared opinions which happens on a regular basis. What makes it extrandorary is the fact that they are gathered in one location and their message is quite extrandorary as well. Through the process of fieldwork I have not only confirmed my research but I was able to capture it as well.

 Purpose of my Research

The purpose of my ethnography project is to discover the role youth and activism plays in the city of Los Angeles, through Occupy CSUN. I want to discover how important activism is in our city, especially in regards to students and the current education crisis.  I want to know why the students are protesting, as well as how and where. Activism plays an important role in our society. I’ve learned through this project that CSUN has a vivid history of activism. CSUN was known as San Fernando Valley State in the 1960s. The first act of political activism began in the early 1970s as the "Storm at Valley State". The Chicano and Pan African studies did not exist at the time. They exist now because of student activists and their protest for equality and justice. Activism is important, and if students come together, they can influence change.

Conclusion

I discovered from researching my question and applying anthropological field methods that youth activism is an essential part of the city’s growth and future. Without activism, there would be no change. As Ghandi famously says, “We must be the change we wish to see in the world”. I’ve also learned that ethnic studies classes are very important. Every student should be required to take an ethnic studies course as well as their traditional courses. The difference between these classes is essential, because education is the fuel for activism. Ethnic and gender studies classes offer students a more hands-on approach, rather than the typical class. It provides real world experience and allows students to question and think critically.

Comparing and contrasting between the two different places, City Hall and the Oviatt Library, plays an influence on the success of the movement. Although both are public spaces, both movements have been shut down. Setha Low discusses this fact in her ethanography On the Plaza. She describes how public plazas have become a form of political protest; therefore authorities would close the public space. Which makes me wonder, is public space really “free” space? These public spaces are quickly dying and becoming non-extsistant. Activism is the only hope for the revival of these public spaces. 

Field Visit

Date: 3/1/12

Observation Time: 12:23-12:40pm, 12:40-2:00pm

Location: Oviatt Library Steps at CSUN

These are two vignettes I have written while observing the March on March event on the Oviatt Library steps and lawn. The following vignettes capture my observations of this event. 

Vignette 1: Preparations 12:23-12:40pm

It’s very hot out, no clouds in sight, the sun’s immense heat pounding on my back.  I approach the bottom of the Oviatt Library steps and I notice a group of people in black t-shirts with red writing on them saying “SQE: Students for Quality Education”. I approach two girls who are preparing a last minute poster, painting the words “Democratize the CSU” in red, I ask to take a picture while they prepare. The atmosphere seems very tense, in preparation for their big “march”. There are two loud speakers propped up on the steps. The music was very loud, especially since I stood near the speakers. The music seemed to be very emotional, as I heard the phrase “one of a broken man” repeated over and over again in one song.  I thought I would feel out of place being the only one with a notebook and camera, but there were many other students taking pictures and carrying notebooks as well, assuming they were from some sort of newspaper.

 The march was scheduled to begin at 12:30 and it is now five minutes past. The student protestors are still preparing, as well as inviting people to join by handing out flyers. Some students walk across the lawn to avoid the group in the middle of the lower steps, on their way to the library. Some stop and stare to see what’s going on. Other students are handed flyers in which they stop to speak with a few of the SQE members. The two girls I photographed earlier have finished their poster; two other members from the group carry large boxes of water bottles to the bottom of the steps. The music dies down, people gather, and the protest has begun.

Vignette 2: Marching in March 12:40-2:00pm

Music no longer plays from the speakers, but rather a striking voice of an angry student. The students are loud and passionate, shouting out words of freedom and encouragement. I watch and listen as students across the library casually walk, occasionally looking at the large crowd that has gathered in front of the Oviatt steps. One of the main things the speaker said that stood out to me was “Students pay more than 50% for their education. CSUN is wearing a mask, a Halloween costume, calling itself a public school, when it acts like a private school!” Everyone in the crowd must have felt as I did because there was a loud roar of students cheering and applause.

The next speaker was more soft spoken than the first. Her name was Cathy and she was wearing the SQE shirt. Cathy reminded her fellow students of the “good old days” when tuition was a mere $1,300 for a year, compared to this year’s tuition of $4,440 with more than 300 classes being cut. This angered the crowd, which included students and faculty members. “Books not bombs!” she shouted, with a loud cheer from the crowd. They wanted to be loud; they wanted to be heard across the campus.

Following the student speaker was a professor who was in solidarity with the students. He spoke to the students to give them encouragement and to fill them with pride for their university. He wished them the best and made sure they knew the students have his support.

The students seemed to reiterate several key points throughout the “march”. They called it a march, even though the students did not literally march, as they stayed in the same spot. The students deemed that access to education and having an education is a human right. They want an education because they want a life, to be human and to help others, as well as help their self help others. “Education is a human right!” they shouted multiple times followed by clapping from the students. The students were loud and proud throughout the entire march. They chanted, they laughed and they screamed. Towards the end of the march, Grace initiated a chant. She yelled “What do you do when you’re under attack!?” and the crowd shouted “Fight back!!!” She also welcomed the crowd to join her in chanting “Ain’t no power like the power of the students, ‘cuz the power of the students won’t stop!” Shortly after, three men from the crowd walk up towards the steps carrying a wooden coffin that was meant to represent the death of education.

After the march, students were directed to attend workshops that were set up underneath the trees on the lawn across from the Oviatt library.  The crowd quickly dispersed some leaving to attend the workshops and others walked away back to their classes. The scene was very different than it was a few moments ago. The space in front of the Oviatt Library was suddenly empty and everything was quiet again.

Reflection on Vignettes

 From attending the march I have a new level of understanding of how deeply the crisis affects students on campus. I heard their voice and know that they are truly passionate about getting an education. As the students stated, it is a vision crisis not a budget crisis. Education should be free for everyone. Although a march such as this is far from ordinary, it is ordinary in the fact that it should be the norm for students to be active. Many students go to class and learn but never really apply what they’ve learned. So in this aspect, this is an extraordinary moment because students are using their education to save education for them and future generations. Activism is a form of learning, activism is education.

Interview with Grace Castaneda 

RA: When did you join Occupy CSUN?

GC: I did not formally join, but I wanted MECHA to help Occupy CSUN to bring more people into the movement and other organizations to join but the school wasn’t participating. There was a problem. [She was typing on her laptop while answering my question so she wasn’t paying full attention to me or the interview.] 

RA: What were students role in Occupy CSUN?

GC: Tell people what was going on and gather them and inform them and get people to participate.

RA: What is the current phase of Occupy CSUN?

GC: Occupy CSUN is dead. Regulations and the need for permits for sound systems and use of the Oviatt library steps and other little issues like that made it impossible to continue on, as well as a lack of support from students and administrators.

RA: Would you say Occupy CSUN was influenced by Occupy L.A?

GC: Yes but unlike Occupy L.A, we had no support.

RA: Why are you protesting?

GC: To inform and it’s a good way to network with people who are fighting for the same issues. [She says as she types away on her laptop with a smile on her face, finding something amusing on her Facebook page.]

RA:  Who are you aiming your protest against?

GC: Anyone that is willing to listen, students and administrators.

[Interrupted by a friend asking her when an event is going to take place, not realizing she is in the middle of an interview. Grace quickly answers. Before she gets back to the question she asks to be reminded by what she was saying.]

RA: Are there any other activist organizations you are part of?

GC: Yes. MECHA is an organization I’m part of, it stands for the Movimiento Estudiantil Chicana/o de Aztlan de. We inform people about the community and encourage people to join. I plan to participate in the RAZA Youth Conference.We also do fundraisers on campus with SQE, AAFE, CAUSA, and Dreams to be Heard.

RA: What is your role in these organizations? This question was not originally part of my interview but it felt appropriate to ask for the direction the interview was headed in.

GC: I was the cabinet financer for MECHA and a member of SQE.

RA: Is Occupy CSUN more than a student movement?

GC: Students and faculty were involved; it affected both groups and got both sides to get the issues to be known.

The following questions are about education. I told her that now I will ask her questions about education in general.

RA: What were your positive experiences with education?

GC: I think that…..what perspective or road……She was suddenly interrupted by a friend who started talking to her in Spanish not realizing she is doing an interview Grace answered her in Spanish and began to finish her answer……what classes you take. Chicano classes are easy and general but they’re more focused on critical thinking. It was fortunate in the sense that they’re not handed education but allowed to question it in those types of classes. Students do not question their professors or what they’re taught but Chicano or any ethnic/gender classes force students to question.

RA: What were your negative experiences with college?

GC: Professors do not prepare students. They don’t allow them to question anything or be active. They’re hypocritical in the sense they tell us not to bring personal issues to class but some professors do and let their personal issues affect the class.

RA: What does education mean to you?

GC:  Education is a foundation. As an individual it’s a great tool. With just a high school diploma you will not be able to go far. Not to belittle those that don’t go to college but a college degree provides a better perspective. Education is my greatest tool and voice to teach someone else not in my situation. She pauses for a moment trying to remember something, and then she tells me a quote that inspired her: “Nothing is more dangerous than an educated minority”.

RA:  What is the current education problem?

GC:  Budget cuts, tuition increase, corrupted officials that do not deserve raises, cutting classes in the ethnic and gender departments. Those are classes people should learn more about. People can’t know about America without taking a class about the foundation of the country which involves minorities. She pauses and looks up trying to think of how to say a word. She finally loses interest in her laptop and begins to focus on me. Classes that force students to think outside the box are being cut. Occupy CSUN is against whole banks. Interrupted by a friend for a moment…again. Corporations are the flaws of the capitalist system. Education is the outskirt of the budget, least important when it should be most important. You have to understand that students take out loans which come from banks. Getting loans means getting fucked.  Some get jobs but graduate with big debt. Banks are protected but students credit and everything gets fucked.

RA: So what would you say is a solution to the crisis?

GC:  Public needs to have more control, more say over banks. Public should have voted on their budget. To give…..I don’t know… CEO's raises, instead of hiring more employers. Occupy L.A was fed up with how banks bailed car industries. If it doesn’t stop…there will be anger.

RA: What role should youth play in the city in your opinion?

GC: To inform the community. Middle-aged people and youth need to vote. You have to do something about it. So get informed. Research on your own and vote. I also advise kids to stay in school and attempt college. Create afterschool programs for communities that need it. Unfortunately a lot of college age kids are too busy working.

RA:  Does your education shape your view on the city?

GC: Where I grew up was a Latino community. Lots of gang violence but there was still a sense of unity. Poverty is different in the valley. Here officials like Chancellor Reed are allowed to get away with greed. Council members can get away with it. Mayor f---d up and used funding to attend Laker games. Letting out a small giggle, but quickly went back to being serious. She seemed truly offended by this. It’s a disgrace. 

RA: What ways are you trying to make students more aware about current education issues?

GC: I’m a very loud individual…always trying to explain what’s going on. I want to leave everyone I meet with a question. “What year did you come to college?” They tell me they came this year and plan to graduate in 2013. So I ask “Will you be able to graduate on time or finish college at all with the budget cuts?” By not being informed I call people out. I don’t care if people hate me but I at least made them think.

RA: Great. Last question. How can students become informed?

GC: Get involved with organizations that deal with important issues. I mean the knitting club is great but join something that will inform you about the issues. Look at the Chancellors website and call to action to join with outspoken professors. Come to meetings and rallies.

Photos from the Field 

Picture below of Occupy L.A

Below are pictures of student activists at CSUN