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Week of Events at Evergreen Sit-In!

The magic continues.
Week of Events at Evergreen Sit-In!

All events are at The Evergreen State College in Olympia in the Sem 1 building on the 4th floor, just outside of administrator Art Costantino's office. Every event is completely free and open to the public.


Sunday June 1st


A Night of Musical Acoustic Insurgency
7PM
Sem 1 - 4th Floor (sight of the sit-in)

Featuring:

* David Rovics
* Danny Kelly & Mark Eckert (from Heliotroupe)

Free admission. Fun times. The magic continues.



Monday June 2nd



7PM
Screening of Pan's Labyrinth.

9:30PM
Screening of Dark Side of Oz (The Wizard of Oz, minus the sound, plus the album Dark Side of the Moon equals insanity.)



Tuesday June 3rd



7PM
Kimya Dawson live in concert!
She was kicked out of Evergreen by the administration before, but she's back by popular demand.



Wednesday June 4th



People's University reconvenes for classes.
Education of, by and for the community.

Workshops include:

* Student activism in India - Dr. Muhammad Ayub will give a talk about his experience as a student activist and organizer in India.
* GI Resistance
* Sanctuary City - the project to make Olympia a sanctuary city for both GI war resisters and undocumented workers.
* Community Accountability & Sexual Assault


As part of the educational and community programs SDS has hosted since launching its sit-in in front of Vice President Art Costantino's office, we are proud to sponsor four nights of events. The first show features the performers who played the night of the infamous "canceled concert" which lead to the disciplinary action taken by the administration at Evergreen. We're also happy to bring films to the community, Kimya Dawson and the third day of classes at People's Univeristy.

To an Evergreen that remains true to its founding principles and values!

how to be true to evergreen's founding values 02.Jun.2008 16:40

Jordan Fink TESC class of '03

Hi,

I did a contract studying the history of Evergreen. I read the founding documents, the early conversations in the planning faculty, etc. I conducted interviews with many of the first classes in the early '70s.

When I was in school we didn't have a student government- that didn't come until later (2005, I think.)

This was an INTENTIONAL part of the democratic principles of the college.

In the early discussions in the founding of the school, the planning faculty took a stand in creating a new BALANCE OF POWER at the school.

Rather then having the administration in charge, the faculty stuck in a tenure-system, and the students out of the picture.

The original design for TESC was that the admin have a supporting role and the power to make sure that procedures were maintained. The faculty made crucial decisions through their direct involvement in decision-making.

The students were involved through the DTF process.

Let me say that the DTF process as it currently stands is NOT what it was up to even the mid-nineties.

The DTF was a forum to bring the intellectual life of the school back onto the school itself.The first DTFs were school-wide conversations about race issues, gender issues, the roles of teachers, the role of education, etc, etc.. but the administration was there to make sure that all parts of the school were involve: administrators, students, faculty, staff

DTFs were proposed by students and faculty- not by the administration- and made concrete suggestions about where the school should go with the issue.

initially the planning-administration wanted the students to have a student council, but the planning faculty warmed that it would be a way to disempower students rather than empower them. by redirecting their potential participation in the "Evergreen Experiment" into a toothless and useless puppet system. They knew that students oversight was better focused into the DTF process.

The power-balanced was initially challenged in the 2nd year of the college from the outside... the WA legislature unexpectedly cut a million dollars from the schools budget. the administration struggled to find ways to show the state of Washington that measurable education was happening... This balance between unmeasurable experimental education and the need to measure things for the funding changed the character of the administration- slightly at first, but it drove change in it over the following decades.

Increasingly the administration made small convenient assumptions of power... usually things that were necessary in communicating with state government... numbers, figures etc etc.

the weirdest thing was the the DTF changed too...a good example is the food DTF which was started BY the administration in the 1999-2000 year to come up with options for the next food service. A lot of good conversations happened but the issue was too big for a group that had to disband and so the group disbanded and the school went with a choice totally different from where the food DTF was going. If it had been big-values DTF of food, they could have made recommendations for a selection process and then handed over that mandate to the administration who would have been obligated to follow them.

An far more insidious DTF was the Gen-ed requirements DTF which was put forward by the administration with following question:
"What should our Gen-ed requirements be?" in a school where this is blasphemy , the proper question is "SHOULD we have Gen-ed requirements?" But this controlled framing of the question and tight control of who went on the committee meant that the school was about ready to initiate GEN-ed requirements until a few faculty challenged the entire thing and it was, luckily, scrapped. The administration responded by using the gen-ed requirements and putting the word "suggested" in front. total bullshit that has effected the school.

one other factor i think is important...
it's the role that the Students groups have taken on as DTF's lost their function.

Consider the difference between a student group and a DTF:
student groups are inherently competitive over limited resources: with each other, with other school resources, with the administration. they are approvable, containable. they can loose their funding because they are a privilege not a right. they are disciplinary, shaped around single issues. in ecosystem terms, they are r-selected species.

DTF are build into the school process, they have the potential to shape things. they connect different parts of teh school around communication and discussion. they are kind of like programs. they are K-selected organisms.

Now, i do think that the Student Groups are important (i used to head one, even) but i think that they are best balanced with the cooperative and interdisciplinary and institution-changing potential of the DTF.

I also think that in the vacuum of the failed DTFs, disempowered faculty (there's a change that has happened in how faculty are chosen) and a few other changes... the student government has risen up.

again, its another exmaple of a competative stragy- chanelling student energy into a symbolic and uneffective body instead of a participatory relationship with the school.

long story short: my advise is to start a DTF to discuss the deeper philosophical issues at work in the school- the procedures for starting a DTF are still there... make the system learn...

infact, maybe evergreen could reach a place where it internalizes SDS... maybe it could be the fist School for a Democratic Society...

think about it...