Essays

Last summer I was fortunate to be among the faculty of the Democracy & Diversity Institute in Wrocław, Poland, organized by Transregional Center for Democratic Studies (TCDS). Friendships were forged, ideas were tested, and disciplinary lines constructively crossed, all of which I’d been prepared for and had been looking forward to experiencing as the sole faculty member from Parsons among colleagues from the New School for Social Research.

What I hadn’t expected was that I’d develop a deep affection for the music of toy pianos. Specifically the toy pianos played by Małe Instrumenty (Small Instruments), a band started in 2006 by Paweł Romańczuk with Marcin Ożóg, Tomasz Orszulak, Jędrzej Kuziela and Maciej Bączyk.

Yes, toy pianos. Including a plastic Barbie piano, which, Paweł explained, has a very good sound, in contrast to their sole Communist-era piano called Precision whose keys emitted static…

“…and this woman in the chic coat: is she going to clean also?”

Responding to advertisements calling for people to “actively remember,” on November 9 and 10, 2013, in Berlin and other German cities, the commemorative Stolpersteine (or “the stumbling blocks”) were physically cleaned. The Stolpersteine are little brass plaques placed at the entrances of houses whose inhabitants, most often Jews, were deported and murdered in the Nazi period. This form of commemoration was initiated in 1993.

The cleaning of the plaques was itself commemorative, marking the events of the once-named “Reichskristallnacht” of 1938. Though taking place on November 10 and 11, and often in broad daylight, the infamous attacks on Jews in Germany and Austria are officially remembered in Germany on November 9 and commonly thought to have been only nocturnal. The attacks have since been renamed, in both state and popular language, as the “Reichspogromnacht,” or the November Pogrom, foregrounding the anti-Semitism at their core…

Twenty-thirteen is a sad year for the social sciences and history. With the death of Janet Lippman Abu-Lughod (b. 1928) last Saturday, the best of academic learning has suffered another blow. Her passing joins the recent loss of her New School colleagues Eric Hobsbawm, Aristide Zolberg and Charles Tilly. Each in his way enriched the historically oriented social study of the modern world. Among them, known for their dedication to intellectual excellence, as well as versatility and originality, Abu-Lughod distinguished herself as a very rare scholar who could range across centuries and continents, from the thirteenth century to the current moment, from the North Africa and the Middle East to Central Asia and North America. She was to the end a Chicago School urbanist whose methodological approach combined a unique ability to expand its scope into comparative studies that brought a needed political dimension.

Upon her arrival to the New School for Social Research in 1987, she had already achieved a phenomenal output of well over a hundred articles and more than thirteen books…

We write as members of a group of faculty from different parts of the New School who are working to return graduate-level gender and sexuality studies to the university. Our project is an unusually collaborative one, drawing on the work of colleagues from a wide range of programs and disciplines. Our aim in posting this piece is to start a conversation about these matters right away, even while our proposed program is still in the development process. What interests us is discussion about what we see as the powerful case that can be made for the intellectual and political importance of gender and sexuality studies not only in general but at the New School in particular.  We invite responses from anyone in the larger community who is interested in weighing in.

Let us start with some reflections about what is distinctive about the New School.

One of the founding myths of our university is that it places social research in the service of liberating and transformative social action…

In a nifty move right out of the Reagan Revolution playbook, the governor of Michigan and his hand picked bankruptcy fixer finally revealed their plan for monetizing the art collection at the Detroit Institute of Arts. The plan is brilliant in its simplicity and in its political nuance.

After months of hinting that the art in the museum was “on the table” for a liquidation that would generate cash to offset Detroit’s many debt obligations, the lords of the bankruptcy relented and “saved” the museum. Their idea basically runs like this: Art is worth money (they got an appraisal to prove it). People who like art have money. Thus, why not present the museum with a bill that would equate to the appraised value of its precious art and let the museum tap its rich friends across America for contributions that would pay the tab and keep the paintings on the Institute’s walls.

How perfect! How painless! How noble! This is the ideal “public/private partnership” we are always hearing about! …

The booing of South African President Jacob Zuma at the Mandela memorial gathering – this before a resplendent cast of visiting global dignitaries, around 60,000 audience members and millions of international television viewers – resonated through first the stadium that hosted the 2010 soccer world cup and then the country beyond. The resonance consists in another bout of national self-interrogation (what does this say about us?) and political punditry (what does this say about the ANC’s prospects in next year’s general elections?). So what can be sensibly said at this point?

First, South Africans showed that they have enough democracy to get away with humiliating their President in front of the world. Zuma, who has built himself an entire village at state expense in his native Nkandla, does not take his status lightly. It is not impossible that ruling circles will buzz again with talk of the need for an insult law to protect the President. But what the crowd did broke no laws and is quite typical of the style in which ANC factional battles have been waged since 2005…

On Sunday, for the second time in two weeks, a half-million people gathered to protest against the government in Kyiv’s Maidan Nezalezhnosti (Independence Square) in an action dubbed on Twitter #ЕвроМайдан (EuroMaidan). Meanwhile, a short distance away, a smaller group of people toppled an eleven-foot statue of Vladimir Lenin, quickly removing its head and breaking the body up with a sledgehammer. The images of the latest Ukrainian protests are reminiscent of the Orange Revolution. The Maidan is again the site of a makeshift opposition camp complete with field-kitchen, portable toilets, hundreds of tents, a stage, and barricades all decorated with Ukrainian flags. Viktor Yanukovich and Russia have also reprised their roles as the main villains and targets of popular protest. While there is value in comparing the Orange Revolution and EuroMaidan, there are also important differences that make the solution to the present situation much more complicated and uncertain.

One common thread between the Orange Revolution and EuroMaidan is the contestation of Ukrainian identity…

A long-ago mathematics colleague at another university told a story about his first semester in the classroom. He threw a bunch of proofs on the blackboard and then, in the last five minutes, asked if there were any questions. There were no questions. He was unnerved. These students were good. The second class, he did more problems, more proofs, faster. Any questions? No questions. These students were geniuses. He had to ratchet up his game. He prepared mightily for the third class. When he showed up for the third class, there were no students. They’d all dropped.

There are a lot of reasons to love this story, and one of them is the assumption that teaching and learning are the same thing.  Yet as Kathleen Blake Yancey has written, there are three curricula in every classroom: the one students bring with them, the one we teach, and the one they learn. Students always learn. They just don’t always learn what we want. Thoughtful assessment aims to close the gap between teaching and learning. …

The following lecture was prepared for delivery at the symposium “Jan Sawka: The Artist’s Role in Changing the World” presented by The Paul Robeson Galleries, Gallery Aferro and the Newark Arts Council, Saturday, November 16, 2013, in conjunction with the exhibition at the Gallery Aferro, “Reflections on Everyman: the work of Jan Sawka.”

I have crossed paths with Jan Sawka three times, although only one of these times did we meet.

It was at a low moment in Polish history, the early 80s. It was in his small apartment on 58^th street in Manhattan, in very cramped living quarters, with Sawka, constantly working, drawing and painting, even while the family entertained guests. In the midst of the domestic, he created his own world, responding to life’s public and private absurdities, and tragedies, with his imagination and craft. The intensity of the moment, during the weeks after the declaration of martial law in Poland, the repression of the first nationwide popular social movement in the former Soviet bloc, a labor movement of workers moving against the workers’ state, …

I am honored to have been asked to offer closing words for this memorial event celebrating the life and work of Eric Hobsbawm. This is a New School event, and not by coincidence. As Dean of The New School for Social Research, I want first to thank Ira Katznelson, for bringing Eric Hobsbawm to us when Ira was Dean here years ago. Eric’s legacy will always be part of ours. He was our own too.

I want now to speak about the legacy of Eric Hobsbawm at the NSSR, both about how his presence in these halls strengthened us at the time, and how today it challenges us as our unique graduate faculty of social sciences moves ahead in this strange 21^st century.

I was lucky to sit on a few dissertation committees with Eric, so I had a chance to watch his great mind at work and to observe up close his supervisory style. Perhaps not surprisingly, he liked supervising students in economics, my own discipline. My recollection is of someone who showed great joy in helping young scholars and mentoring in the best sense of the word — that is, not dictating answers and methods, but by taking the students’ work very seriously, posing detailed questions, and listening carefully to the answers. Students felt respected and challenged at the same time – just the right combination needed to nurture serious and engaged scholarship from an advanced graduate student preparing to enter the world of ideas as a professional…