UC Santa Cruz 2004 Disorientation Guide

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Title

UC Santa Cruz 2004 Disorientation Guide

Date

2004

Place

Santa Cruz, California

extracted text

Hi.

Welcome to UCSC, and welcome
to the 2004 Disorientation
Guide. Surely the admissions office
has stuffed your mailbox full of glossy
information, and maybe some of it is
helping you feel at home here. This
unglossy booklet will be more helpful.
This guide is the kind of introduction and
invitation we wish weʼd had when we first
arrived.
You might have heard about UCSC as an alternative university with a reputation for radical student
activism, cultural nonconformity, and institutional innovation. Itʼs true that these things are a big
part of what makes our campus unique, but itʼs not always easy to find them. The point of a
disorientation guide is to give you some places to start.
Youʼll likely be reading plenty of long, dense, depressing things this year, so we take a
different approach with this jam-packed little guide, offering some concise tools. We
donʼt want to preach, and we donʼt have all the answers, but we know
that weʼre in this together and weʼve got a lot of work to do.

:
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This ives,

Weʼre not affiliated with any particular organization. We do want to
ur l s, and
o
t
c
e
share resources and connections that could help you identify
t aff ovement
a
h
t
s
ways you can have an impact on the world. The current
issue l activist m ge.
e
m
political climate in both the US and at the UC demands
n
a
so
n to gthen loc dical cha
o
i
t
c
that we fuck some shit up.
ra
en
odu
This is the second year this incarnation of the
Disorientation Guide has been distributed. Itʼs
part of a long lineage on this campus (guides
were published in 1977, 1982, and 1984) and
beyond (there are disorientation guides at
Berkeley, MIT, Yale, U of Texas, Austin, and
Concordia, among many others). This is a
collaborative work-in-progress (there is a
lot missing, you may notice). We invite
you to get in touch - we welcome your
feedback and participation.

str
ntr
and
- an i ttempt to ct action
- an a ll for dire
- a ca

Love,
The UCSC Disorientation Guide Collective disguide@graffiti.net

1

contents
intro 1
(dis)orientation? 3-6
The Hordean Ohlone People lived where this University now Stands
Every Tool is a Weapon if you Hold it Right
What is White Supremacy?
Tools for White Guys who are Working for Social Change
White Studies
e2: Engaging Education
Who are the UC Regents?
A Political History of Academics at UCSC
Feminism for Everybody
heterosexual questionnaire
gender funk collective
Labor Solidarity
Environment, Ecology, Sustainability, and You
What is the military-industrial-academic complex
UC Manages Armageddon: Nuclear Weapons research done by our university
What is Fair Trade?
Crash Course in Global Capitalism
Empire Strikes Back
Our Tuition Funds the Occupation: Revealing the UCʼs Connection to Israeli Apartheid
Student Government
Volunteer Opportunities with Youth in the Santa Cruz Community
Things We Can Do
Independent Media
Tools for Activists
Fundamentals of Direct Action Organizing
Decoding the Terms
Directory of Local Organizations
Fabulous Map of Santa Cruz
Know and Use Your Rights
2

7-11
12-16
16-18
19
20-22
23-24
25-27
28-29
30-31
32
33
34-37
38-39
40-41
42-43
44-46
47-52
53
55
56
57
58
59
60
61-64
65-67
68-76
77-78
Back Cover

offer a particular orientation toward reality – a
worldview of sorts. This essay offers some reflections
on this worldview, asking more questions than providing
answers. Needless to say, universities differ considerably
in their culture, student bodies, faculty, and articulated
missions. This essay is less about such differences and
more about assumptions built into the degree-oriented
By Sean Burns
process of university schooling. Likewise, if you believe that
in the act of practicing critique we are always simultaneously
In a society saturated with advertising, the integrity of language is threatened. Words, suggesting strategies for change, this essay is also about how we
like other symbols and social forms, are subject to the relentless logic of capitalist
can help direct the collective creativity, intelligence, and will of
market values. We see this when we flip through any mainstream magazine. Just
this campus community toward creating a genuinely democratic,
follow the language: pillows are freedom, mortgage brokers are loyal friends,
economically just, and environmentally sane world.
pre-packaged Vegas weekends are adventurous. I bring these issues of
language up only to share some thoughts on the title and vision
of this collective publication – our campus Disorientation
Basic Assumptions of
Guide.

Schooling

For us, disorientation isnʼt just
a catchy pun, another flashy
ploy to catch your
attention as you
navigate your new
university scene,
your new town,
and your new
social possibilities.
As you read through these
pages and learn more about
various justice issues and campusconnected activist organizations, think
about disorientation as a process of reflection
and action. Ask yourself some questions: what is a
university education? How does a university education,
and the institutional complex itself, fit into the larger social
order? What do I think about this social order, and how do I
want to participate in it – both in my years here at UCSC and
beyond?
A fundamental assumption of the disorientation
perspective, a perspective that by no means I want to
portray as uniform, is that universities, not just UCSC,

If you were to go
down to Pacific Ave.
and ask random
window
shoppers
what a young person
should do in order to
learn about the world,
nine out of ten people
would tell you: go to school.
In our culture, learning is associated
with schooling. To obtain knowledge is to
obtain degrees. The higher your grades, the more
competent your knowledge. In many ways, certified
schools are seen to have a monopoly on learning. This is not an
illusion, schools are strategically organized to serve this function. They
literally define, produce, and reproduce knowledge. None of this is particularly
groundbreaking, but let us think twice about the consequences and contradictions
of these cultural assumptions. If school is a place to learn about the world, why is it
designed to remove students from the daily activity of their community – in some cases
for up to 25 years? This may be less evident in college than in high school or middle
school, but by the time we hit UCSC, this aspect of the hidden curriculum has been well
ingrained: authority and knowledge lie with the ʻexpertsʼ and the policies and books they
produce. Similarly, we might ask: If school is designed to foster independent thought, then

Timeline of Local Activism

1967

1969

• Alan Chadwick community garden
opens below what is now
Merrill College.

• Students demand that College
VII be called Malcolm X
College with a focus on
domestic Third World Concerns.
College VII is now called
Oakes College.
• Students take over portion
of commencement address and
present an honorary diploma to
Huey Newton (who at the time

1968
• Governor Ronald Reagan attends
UC Regents meeting at UCSC and
is greeted by mass student
protests.

3

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predi f production and practice
o
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g
rd
fosterin s quo social o
tu
t h e s ta
was in prison). Years later,
Newton earns a PhD from the
History of Consciousness.

1970
• Student strikes spread
nationally after protesters at
Kent State and Jackson State
are murdered by police:
o 1,800 students out of a total
of 2,200 take over Santa Cruz
streets and march to the
County building to demand
we send a representative to

4

Washington to lobby for our
withdrawal from Vietnam.
o Spring Term many classes
cancelled and others
“reorganized” to focus on
concerns relevant to Vietnam
War.
o Students burn draft cards in
Quarry
• Large numbers of students
participate in closing down of
Highway One in front of Fort
Ord

• Women’s Studies Department
created
• Student body president
Stephen Goldstein critiques
UC President Clark Kerr’s
book Uses of the University at
commencement and Kerr refuses
to speak after him

1971
• 73 neighborhood activists
successfully organize to fight
the development of Light House
field and mark the beginning of

One cornerstone of the U.S. social order is a severe
stratification of wealth. Of course, according to the rightwing Bush Administration, we are a classless society and
any analysis which speaks about structural racism and
economic inequality is just trying to breed hatred and
division. As if divisiveness needs breeding in a country
where the incomes of the very wealthiest strata have
increased at 15 times the rate of the bottom 90 percent
of American working people over the past 10 years. (See
June 25, 2003, New York Times, “Very Richestʼs Share of
Income Grew Even Bigger, Data Shows”) While the gap
between the business elites and the average working
American has consistently widened in the past decades, this
inequality between those who own and those who labor
is not new in the U.S. Economic inequality existed in the
colonial period, but what historically has made the U.S. a
so called exception has been that this difference has not been understood as a
product of inheritance and political rule (thatʼs feudalism) but rather as a result of
an individualʼs hard work. An aim of the bourgeois democratic project has always
been to maintain property relations that serve the rich while creating a popular
belief that suggests anyone who works hard enough can make it big in this country.
Research shows that this “rags-to-riches” scenario is extremely rare. One might say
that the exceptions, from Andrew Carnegie to Ice Cube, in some ways have bolstered
the imaginative rule.
One way this contradiction between the dominant myth of meritocracy
and the reality of class-based, racist, and gendered inequality is perpetuated is
through certain beliefs about the U.S. education system. In other words, many
popular ideas about education help to distract people from recognizing the roots of
social and environmental injustice. If, in theory, schooling is believed to give equal
opportunity to all children, then academic achievement is one way to justify socioeconomic inequality. Rather than a system being criticized as unjust, individuals are blamed for failure or celebrated for success. Paradoxically, we often find
mainstream political leaders claiming that systemic social inequality and dysfunction can be traced to
problems with education. I believe that neither of these perspectives identifies the complex relationship
between institutionalized schools, individual students, political-economy, and dominant cultural myths.
My analysis so far has suggested that rather than understand education as automatically a
solution to social problems, schooling is often complicit in the perpetuation of social and environmental
exploitation. The connections between corporate and military interests and universities like UCSC run
deep. Just do a little investigating into who holds positions as UC Regents, university trustees, and who
predominantly funds campus research. (See article in this booklet) When we begin to see our education
the local environmental
movement.
• Students and community
members protest the
bombing of Hanoi to by
shutting down Highway
17 and Highway 1.

1974
• “The Farm” opens to
further the study
of agroecology and
sustainable food
systems.

1975
• Kresge Coop opens in a
teepee in the Porter
meadow.

1976
• Resource Center for
Nonviolence (RCNV)
founded
• SC activists contribute
heavily to the creation
of affinity groups
within “People for a
Nuclear Free Future”

and the Abalone
Alliance that protest
the building of Diablo
Canyon Nuclear Power
Plant. No nuclear plant
has been built in
California since.

1977
• The Coalition Against
Institutional Racism
(CAIR) is formed. The
group mobilizes over a
thousand students at

5

and our university in this light, it can be rather confusing. Isnʼt education the way to solve problems rather than create more of them? Facing such
contradiction is never a painless process, but it is precisely where growth – both on an individual and collective level – often occurs. So what can we do in our
own lives and as activists in the UCSC community to reduce these contradictions? This seems to me a question at the core of the disorientation project.

Disorienting Oneʼs Universe(city)
A natural starting point is the question: Why am I here? Trends indicate that more and more undergraduates view college as a pre-professional
training ground where the central priority is developing oneʼs marketability for the job hunt after graduation. While the thinking behind this approach is
aimed at keeping future doors open, I see this trend as closing doors in two ways. First, on an existential level, I think it is important for us to take every
opportunity we can to explore what concerns us, fascinates us, challenges us, and motivates us on this all too fragile journey we call life. Having the boom
and bust indices of the employment market as oneʼs guide to learning seems more stifling than stimulating. Second, on a more pragmatic and strategic level,
a high percentage of employers are not primarily interested in an employee with specialized skills anyway. Do a quick Google search on ʻwhat employers are
looking forʼ and youʼll find thousands of web sites that suggest employerʼs main concerns are that prospective employees can 1) creatively solve problems,
2) communicate effectively and work well with others, and 3) efficiently manage their time. I would argue that passionately exploring any major here on
campus will challenge you to develop such skills. The point being: make decisions on terms that work for you. Think about what you value in this world and
what you imagine could be improved. Ask yourself: what are the origins and consequences of the values I embrace? What kind of vocation will allow me to
live out these values and contribute to the changes I aspire to see?
The people and student/community organizations contributing ideas and art to this publication value a world rid of racism, imperialism, homophobia,
patriarchy, war, and the web of exploitation related to
these forms of violence. We are all in some way searching,
struggling, and even at times succeeding, in bringing
together our work as students at UCSC and our commitments
to building social and environmental justice movements. At
times, as you will find expressed in other articles here, this
means criticizing and taking action against the UC system
for its hypocrisy, shortsightedness, and exploitation. We
do this as community members, people who take seriously
the possibilities for positive social change at and through
this university. After all,
the U.C.s belong to the
public. Disorientation
is about a dedication to
ensuring our education
and our university
serve the public and not
profit-minded corporate
interests.

Hahn Administration building
to demand that the University
divest from South African
apartheid and reject the Bakke
decision outlawing affirmative
action. 401 students are
arrested occupying the
building.
• A proposal is written calling
for the implementation of
a Third World and Native
American Studies (TWANAS)
program at UCSC. The proposal

6

Picture: Rally
in front of Hahn
Student Services.
Banner reads
“...(illegible)
OVERTURN BAKKE”

-scanned from
TWANAS newspaper

The Hordean Ohlone People lived
where this University now stands.
As some sit in class contemplating progressive ideals
and liberal leaning ideologies, it would benefit them,
and more importantly the indigenous Ohlone alive
today, to remember this land was stolen, and to this
day exists as a direct result and modern projection of
imperialism and white supremacy. This university is
sullied in blood. Sadly, students remain complicit with
the acts of genocide that the Ohlone have been and are
subject to, when they neglect to take action appropriate
to what can only be termed accurately as a holocaust.

This article was
not written
as a definitive
synthesis of Ohlone history. If that were
my goal, it would either represent an extreme
ignorance or complete delusion. I am not a Costanoan
Ohlone, nor am I indigenous to North America at all. To put it
nicely, I’m a foreigner. As much as I may despise the notion, I still
reap material benefits from the slaughter of Native Californians. Most of
the population, both “radical,” and otherwise, lie inside this same hypocritical
camp. Understanding this, I can only hope that my intention to provide some
basic information, history, and analysis will not lead to further marginalization of
Ohlone culture and existence. 1 I am not attempting to preach to the Ohlones about what
their lives are like, or to reinterpret the history of their ancestors. I have no interest
likewise, in idealizing their culture and stereotyping them as being a “pure” or “unspoiled”
people, though we do have much to learn from them. In short, I do not want to promote more
presumptuous and oppressive systems of thought... just some history and consideration that
hopefully is a little more fair and constructive, and a little less racist than what has been written
many times before, and perhaps to an audience who might not
hear it otherwise.
Before recounting the past, I thought it seemed
fitting to get an idea how the Ohlones are portrayed
today. I included this quote from an article in the
history section on About Santa Cruz.com, a website
dedicated to attracting tourists to the area. “They
[the Ohlone] left us something we can remember every
time we visit the beaches, hike through the redwoods
or walk the fertile valleys -- the Costanoan Ohlones left
us a pristine, beautiful environment to call home. “
This quote, and specifically the euphemistic
wording in the quote: “the Costanoan Ohlones left us a
pristine, beautiful environment to call home,” is good
example of the dominant attitude regarding the geno/
ethnocidal war the European colonizers waged against the
Ohlone Peoples. Namely, that the process of extermination
was essentially benign and unavoidable at best, and at worst,
simply did not occur. It nonetheless remains true however,
that this land was not left to us peacefully. It was stolen . It
was expropriated.

designed a program of domestic
and international Third World
courses to address a more
comprehensive overview of US
society. The intent was to
examine he dynamic of race and
class interactions as a whole
rather than merely dwelling
on the history of oppression
and exploitation of each
individual group.
• First wave of progressives
elected into SC city council.

By ’83, progressives
constituted the majority on
the council and this continues
to this day.

distribute 100,000 issues over
the next years.
• First issue of the TWANAS
newspaper is published.

1978

1981

• Growth limitation created
in Santa Cruz preserving a
“greenbelt” through Measures
O+J.

• TWANAS struggle:
1. Ed Castillo, the only
instructor teaching Native
American Studies, is
dismissed. UCSC still has
no Black Studies or Chicano
Studies programs, and only a
half-time position in Asian

1979
• Anti nuclear activists create
the “Radio Active Times” and

7

It is not coincidental that the article about the Ohlones was found in the history
section on the website. It seems that through mass murder, cultural appropriation and
censorship, among other governmental mechanisms, the Ohlone peoples have been cast
in the media as just that- history long past, as folklore, mascot and caricature, pioneer
nostalgia, shadows; “Happy Birthday Santa Cruz, 202 years and going strong!”
An Incomplete Ohlone History
More than 10,000 Native Americans once lived in the coastal region stretching
from Point Sur to the Monterey Bay. Before the advance of Spanish colonists Central
California had the most populated community of indigenous peoples anywhere north of
Mexico. The Spaniards who came in search of “savages” to “civilize,” as well as labor
and resources to exploit, arrived literally millennia after the original inhabitants of the
area, the Costanoan, or, Ohlone People. 2 Among the 10,000 Ohlone, there were about
forty different groups, forty distinct cultures. The Hordean Ohlone of what is known
contemporarily as Santa Cruz, or, “Holy Cross,” is but one. These groups inhabited
different territory, had varying social practices and customs, as well as largely unique
languages. Because of this, it is either ignorance or hyperbole to refer to the Ohlone
as a tribe, completely aside from the racist origin of this term. Despite this, many
anthropologists, archaeologists, and ethno-historians continue to do so. Still, it is
possible to speak generally about the Ohlones, as so much more was held in common
than was different, among the groups.
In relation to their environment, the Ohlones attitude could be best described
as respect. While they too altered the landscape somewhat, their damaging impact
on other wildlife was minimal to nil. Certainly, it was incomparable to the ecocidal
projects and supposed zeniths known today as industrialism and Civilization. Perhaps
the foremost aspect of Ohlone life that fostered respect for the natural world, was their
direct and unmediated relationship with their bioregion, and more generally, the earth.
Whether through fishing for salmon or sturgeon, gathering seeds or brome grass, or
collecting clams or oysters, basic daily sustenance came with their volition and the
direct use of their bodies in interaction with their environment. 4 More than this,
every living and non-living thing was considered sacred. The earth was not a simple
mass of objects or resources to be exploited, but a vast and intricate network which
both provided the necessary amenities to live, and demanded respect and awe. The
symbiotic interaction between human and other animal populations with plant life
and each other, in tandem with the intimacy of the social relationships in the groups,
begin to explain the harmony said to have been found in much of Ohlone life before
invasion.
To further understand the deep bonds within Ohlone society, it’s important
to recognize that each tribe constituted between roughly two or three hundred
people. There was virtually no leaving such a situation unless one became outcast
completely. Reserved for the greedy or aggressive, such ostracization did occur, but
was very rare. As the English explorer Captain Vancouver put it, the Ohlone were
not, “stimulated to obtaining consequence among themselves.” More clearly Margolin,
author of The Ohlone Way, writes of greed: “Acquisition was not an Ohlone’s idea of
wealth or security.” After a hunt, for example, the hunter would not prepare meat for
and Pacific
Islander
studies.
2. TWANAS and
the Native
American
Studies
Support Group
merge and
TWANAS logo
decide to
present specific demands to
secure permanent faculty
positions.

8

Picture: TWANAS rally

3. Nearly 600
people march to the
chancellors office and
present 5 demands
which are to be
answered within 5 days.
- The University’s
response doesn’t
specifically address
the demands. Instead,
in classic style, the
administration proposes
the formation of yet

himself, but would rather distribute the bounty
to family and friends first. For this, the hunter
would receive admiration and respect, as well as
a kind of insurance that they would be treated
with similar trust and benevolence. This is what
would be recognized today as a “gift economy,”
a method for distribution of goods without
bureaucracy, through a network of friends and
family, otherwise known as kinship. We can see
how this could likely lead to an individual who
wouldn’t see themselves as living in a rugged
individualistic hyper-competitive world, but
rather a world of collective security and mutual
aid. Clearly this was unheard of to Europeans who felt that a strong
(i.e. oppressive) government was the cornerstone of society, and that
this state of relative anarchy was unfit for humankind.
The Mission Period (1697 - 1834)
The first response
of the Ohlones on the coming
of the somber gray-robed
missionaries can best be
described as fright and awe.
The stability and seemingly
unchanged quality of life that
existed with the Ohlone for
centuries was suddenly shocked
into a new reality. A member
of the Portola expedition wrote
of the Ohlones reaction to the
Franciscan Monks: “Without
knowing what they did, some
ran for their weapons, then
shouted and yelled, and the
women burst into tears.” But
this was to be only a minor
hysteria compared to what was
Serra - one sick motherfucker
to befall the Ohlone in coming
years. When the Missionaries
appeared to intend no harm, the Ohlone treated the new-comers quite
warmly,” bearing gifts of fish seed cakes, roots, and deer or antelope
meat.”
Some people came voluntarily to the missions first, entranced
by the novelty of the missionaries dress, their magic and metallurgy,
their seeming benevolence. Others were captured through force. The
mission project was created with the stipulation that the Natives
another committee.
4. The TWANAS Support
Coalition organizes another
rally in response, and 25
people commit to not eating
until all demands are met.
5. Third World and Native
American faculty meet and
unanimously agree to support
the hunger strike.
6. The University agrees in
writing to
a. One tenured track faculty

would only be held captive and forced
into cultural “assimilation” camps for
a period of ten years, after which they
would be “weaned away from their life
of nakedness, lewdness and idolatry.”
Ten years of captivity and torture were
just the beginning for the Ohlone, whose
language was criminalized, who were
forced to pray like white people, dress
like white people, eat like white people, to
raise cattle, abandon traditional native
crafts, farm etc. Essentially, to abandon
all their previous ways of living. In the
Missions, they were baptized without knowledge of the implications of
the ritual. If not before, then from that point on, the Spanish believed
they had title over the Ohlones, could hold them without consent, and
deprive them of any vestige of freedom, or their previous culture.
If they attempted escape, a deployment of soldiers would likely find
them, and capture them again. Routine escapees were,” whipped,
bastinadoed, and shackled, not only to punish them but to provide
an example to the others.” Soon, by torture and imprisonment, the
Spanish postulated that these heathens would be transformed from
bestias (beasts) to gente de razon (people of reason). A Missionary
by the name of La Perouse described the missions as a cross between
a monastery and a slave plantation:
“We declare with pain that the resemblance [to slave colonies
in Santo Domingo] is so exact that we saw both the men and
women loaded with irons, while others had a log of wood on
their legs: and even the noise of the lash might have assailed

member each in both AsianAmerican Studies and Native
American Studies
b. The continuance of a
part-time position in
Asian-American Studies.
c. Additional funding for
staff to help begin the
search and hiring of these
faculty;
d. To replace Third World
and Native American
faculty who go on leave in

adherence with affirmative
action guidelines;
e. To propose to the
Academic Senate that each
student be required to
take a course substantially
focused on Native American
and/or the domestic Third
World;
f. Increased financial
support for the Third World
Teaching Resource Center.
• “Save our Shores” created in

9

our ears as that mode of punishment is equally admitted...
Corporal punishments are inflicted on the Indians of both sexes
who neglect their pious exercises, and many faults which in
Europe are wholly left to divine justice are here punished with
irons.“
Resistance against the Mission
Some Ohlones acknowledged that the only way they could preserve
their way of life, was through the employment of political violence,
also more favorably known as self defense. Certainly (much like
today) law had little to offer the Ohlone, other than to reinforce their
servility to the theocracy of the Mission system. As such, along
with the consistent escapes from the Missions,
other, more insurrectionary actions were taken
by the Ohlones. As an Ohlone author put it on
IndianCanyon.org :
“They resisted in many ways the restrictions
that the Padres seemed to think were desirable
for their neophytes, willing or otherwise. Santa
Cruz Mission was attacked by some indigenous
resistance fighters who were pursuing their
rights to life and liberty.”
Phil Laverty wrote of the attack on Mission Santa
Cruz:
“On the night of December 14, 1793, Mission
Santa Cruz was attacked and partially burned
by members of the Quiroste tribe, an Ohlonean
group [just twenty miles north of modern-day
Santa Cruz]. Based on all available information,
this occurrence appears to be the first and
perhaps the only direct attack on a mission
building in Central California during the
Spanish era. Nearly two years of armed resistance on the part
of members of the Quiroste [Ohlone] tribe preceded the attack,
which was probably the first extended resistance against the
Spanish in the entire San Francisco Bay Area.”
Ohlone resistance was on too small a scale however, to
make the critical difference. The only significant threat in the area,
the Quiroste, were defeated by sheer force in numbers and a superior
military apparatus. Another large blow to the health and morale
of the Ohlone, were diseases such as influenza, smallpox, syphilis,
measles and mumps. These often were intentionally spread by
Europeans, and were much more devastating to the Ohlone due to
the lack of immunity to such diseases. Death rates at the missions
soared, while birth rates plummeted. This was partially a result of the
SC to spearhead the movement
against off shore oil drilling
along the California coast
• Santa Cruz Veterans of Foreign
Wars (post 5888) expelled from
national org for taking an
anti-imperialist stand

1982
• UCSC Earth First! starts
holding meetings at College 8.
• Agroecology program founded,
ensuring the continued
existence of the farm and

10

isolation of women and men into separate facilities (prisons) which
were intended to enforce strict chastity regulations. In just some
sixty years, the missionary project left the Ohlone peoples almost
completely decimated. Native arts like basket making were all but
entirely forgotten. Native dialects became mixed and muddled, or
were deserted entirely, forcibly replaced with the dominant language
of the Spaniards. The gift and barter economy that existed for
centuries at least, along with the intricate network of tribal relations
and collective responsibilities shared by the Ohlones, had virtually
disappeared.
The Mexican Era and Anglo Advance
After California was ceded to Mexico
from Spain in the 1820s, the struggling Ohlones
were jostled into a new, but equally disastrous
position. The Missions were turned over to the
Mexican state in 1834, and the Ohlone who had
survived were now legally free, but without much
of the knowledge or resources necessary to make
it in the modern world (if this was something that
was desired at all). Without a means to sustain
themselves, some Indigenous Californians became
servants to the Spanish, while others formed
wandering bands who subsisted by hunting cattle,
horses and sheep. This was their only option, as the
elk and antelope had almost entirely disappeared.
These bands of “outlaws” were themselves hunted
and killed. At Mission Dolores in 1850, an old man
speaks about his people:
“I am very sad; my people were once around
me like the sands of the shore- many, many.
They have gone to the mountains- I do not
complain: the antelope falls with the arrow. I had a son- I loved
him. When the pale-faces came he went away; I know not where
he is. I am a Christian Indian; I am all that is left of my people.
I am alone .”
With California’s annexation to the U.S. in 1846, and the
coming of Anglo settlers, extermination became more overt and
publicly acceptable. Indian killing was a favorite pastime, and one
subsidized by the U.S. Government. The 1850 Act for the Government
and Protection of Indians led to looser protections for Native children
already heavily exploited as young slaves and servants. This act
also ensured that Indigenous People’s were withheld status as legal
persons, although the Treaty of Guadalupe Hidalgo already ostensibly
secured Indigenous Californian’s citizenship. With the Land Claims
Act of 1851, most remaining Indigenous land was expropriated for the

Chadwick garden.

1983
• First office of the soon-tobe national org. “Witnesses
for Peace” opens up at RCNV
to contest US counterrevolutionary intervention
in Latin America, especially
Nicaragua.
• On June 20th, over a thousand
people are arrested blocking
the entrance to the Lawrence
Livermore Weapons Lab. Five

days later more than six
thousand join hands around the
lab in opposition to the lab’s
work and in support of the
blockaders in jail.
• Several test launches of the
MX missile from the Vandenberg
Airforce Base are cancelled
due to security breaches
caused by protesters sneaking
onto the base. Over 800 people
are arrested.
• Santa Cruz becomes a “Nuclear

coming white settlers. Racism and hatred of California Indians led to
the impossibility of their receiving fair trial, as virtually any white
man would lie for another. The new inhabitants of California made
their desire clear in this article from the Yreka Herald in 1853:
“we hope that the Government will render such aid as will enable
the citizens of the north to carry on a war of extermination until
the last redskin of these tribes has been killed. Extermination
is no longer a question of time - the time has arrived, the work
has commenced, and let the first man that says treaty or peace
be regarded as a traitor.” (Yreka Herald, 1853)
Between 1850 and 1870 indigenous Californians experienced perhaps
the most bloody and murderous times in their history, with squatters
and supposed ‘pioneers’ tracking and assaulting any Native who
could be found. In California, the population of 200,000 -300,000
California Natives in 1848, was reduced to 15,238 by 1890.
As for the Ohlone, all 40 tribes and almost all 10,000 people are
gone. The last full-blooded Ohlone died recently.

Footnotes:
1
Unfortunately the research I’ve used for this article was compiled
predominantly by white men, and what’s worse... scientists. This
is only because I’ve found scarcely anything written, compiled, or
published by the Ohlone.
2
Ohlone is Miwok Indian word meaning “western people;” Both
Ohlone and Costanoan refer to a grouping of smaller tribes in Central
California who shared a similar language, although seven or eight
languages existed even inside this group.
4
One could argue that the same is true today, but the key to
understanding the distinction is the term “unmediated.” For example
the Ohlone wouldn’t likely visit their nearest Safeway to purchase a
portion of animal raised on a factory farm in the Midwest, but likely
would, after going through a series of preparatory rituals, journey out
and take the animal’s life with tools they themselves had made.

The Modern Era
Yet, despite the centuries of torment and subjugation,
the Ohlone are not dead. One example of a current Ohlone project
is the Indian Canyon Ranch, which serves as an Indigenous
cultural center and home for Native Americans of many tribal
origins. Also hopeful is Quirina Luna-Costillas, who has studied
the Mutsun Ohlone language extensively, and started a foundation
to research and teach it to others. Some have revived the art
of traditional basket making, storytelling and are writing about
various aspects of Ohlone culture and his-story. These examples
serve as a reminder of a living culture that has persevered, and
a wake-up call to those of us who consider the Ohlones (if we’ve
ever heard of them) to be deceased. As we are clearly not the
rightful inhabitants of this of this land- unless right is defined by
superior might and propensity for brutality- it would do us well
to shed some of our haughtiness, and our sense of entitlement.
We should Consider for a moment the courage of the Quiroste,
and recognize that we are an intrinsic part of the process of
genocide until we act concretely and directly to abolish it.

Free County”
• Demands from 1981 hunger
strike remain unmet. Oakes
college ethnic studies courses
dissolved, only science and
writing courses offered in
Fall.

1984
• TWANAS circulates a petition
that shows overwhelming
student support for the Ethnic
Studies GE.
• Demonstrations against plastic

packaging staged at
McDonalds on Mission
Street.

1985
• EOP/SAA sponsors a
forum for all Third
World students. UNITY
THROUGH ACTION is born.
UTA drew together a
coalition of Third World
organizations.
• UTA/TWANAS petition
drive collects 1500

student signatures
supporting the
Ethnic Studies
G.E. requirement.
Petitions submitted
to the Academic
Senate. The Senate
votes to include the
requirement. VICTORY
after 13 years.

11

EVERY TOOL IS A WEAPON IF YOU HOLD IT RIGHT:
RECLAIMING YOUR EDUCATION THROUGH DEVELOPING AN ANTI-RACIST LENS
By Bekki Bolthouse & Carrie Chandler

(*NOTE: the “we” used in this article is intended to signify white students because,
as recipients of white privilege, it is our responsibility to dismantle the system of white
supremacy, not a burden to be carried by people of color)
Many would argue that higher education is little more than a tool devised to mold
you into becoming a “good citizen,” which, in these days of unfettered nationalism and
jingoistic rhetoric, means little more than being a docile patriot. When it comes down to it,
questioning authority and what is deemed to be reality is rarely encouraged. Both inside
and outside of the classroom, those that choose to challenge the dominant ideology are
often confronted with an onslaught of opposition, punished for using the critical thinking
skills that we (theoretically) learn through years of institutionalized education. As a result,
it is quite possible, easy in fact, to move through your years in the university complacent
in your own brainwashing, and not even realize it. It doesnʼt have to be this way. By
developing a critical filter for what is being taught to you, you can re-appropriate your
education from those who want to maintain a submission hold on society. Education does
not have to mean indoctrination. It can be a tool for upholding systems of oppression, but
it can also be an incredible opportunity to examine how these systems function in order
to dismantle them.
One of the most important ways to redeem your education is by looking at
everything you are learning through an anti-racist lens. Upon reflection, it is clear that
white supremacy is nothing more than an ideology, constructed and maintained through
a combination of deceptive storytelling and brute force. Although the system of white
supremacy pervades every aspect of the lives of white folks, it remains invisible to most
of them, and herein lies its power. For if you donʼt understand what it is, nor see the
repercussions of its existence, how can you challenge it? In order to defy this system, it is
essential that we look at the fibers of racism that have been woven into the fabric of society.
This is where the anti-racist lens comes in.
Examining your education through an anti-racist lens means questioning the underlying
assumptions and beliefs that are put across in the classroom. It means not taking what you
are taught at face value. So what kinds of questions do you ask when you put on an anti-racist
lens? In her essay “Looking Through an Anti-Racist Lens” from Beyond Heroes and Holidays,
African American anti-racist trainer Enid Lee provides some starting points for analyzing society
• City Council declares Santa
Cruz a “Free Port” for
trade with Nicaragua after
U.S. military mines major
Nicaraguan harbors
• Westside neighbors organize
Westside Community Health
Clinic (later to join up
with and continue as Planned
Parenthood downtown)
• Women’s Center opens.

1986
• Years of student protest

12

pay off as the University of
California becomes the largest
public institution yet to take
a stand against apartheid
in South Africa. Actions
held at all UC campuses,
including mock shanty towns,
sit ins, and of course teachins and rallies caused such
disruption and bad press
for the university that it
sold its $3 billion in stock
holdings with companies that

do business with South Africa.
Mandela would later state that
the UC divestment campaign was
a key part of international
pressure to end apartheid.
This success is an important
precedent for the current
campaign to divest from Israel
(www.ucdivest.org).

1987
• Gay Lesbian Bi Trans Intersex
Resource Center (“Intersex”
added in 2003) space won by

through an anti-racist lens. Sharon Martinas, of the Challenging
White Supremacy Workshop, summarizes Leeʼs main points in the
following questions:

Who (communities, nations) are hit first, hardest
and longest by the policy, practice, program, event, law, or
institution you are analyzing? Think of specific examples from your
study and/or experience.

Who benefits most from the policy, practice,
program, event, law or institution? Be as specific as possible (Lee
qtd. In Martinas: 2003).
Classes like “American History” provide us with an incredible
opportunity to look deep into these questions,
and to analyze how the system of white
supremacy perpetuates itself through sharing
a particular version of “the way things were.”
Think back to what you learned in high school, of all the people that you were told shaped the history of this country. Unless
you went to an exceptionally conscious school, chances are that almost every one of those “forefathers” was a white male
(except for the token white woman or person of color, of course). Is it true that white men were the primary players in the
unfolding of U.S. history? Is it merely a coincidence that this is the history you were taught? And if not, what could possibly
be the purpose in teaching such a history? What benefits have white people in the U.S. received as a result of this version of
history, and how are they still reaping the benefits?
The classroom isnʼt the only place where an anti-racist analysis is important. The very basis of educational access is
shaped by the system of white supremacy, as can be seen in analyzing the recent debate around University of California
admissions for the 2004-2005 school year. Last Fall, University of California
Regents Chairperson John Moores issued a report accusing UC Admissions officials
of illegally considering race in the admissions process. Moores argued that several
hundred “undeserving” people of color were admitted to several UC campuses,
while thousands of (presumably deserving) white and Asian applicants were turned
away. Moores reported that at UC Berkeley in 2002, 400 applicants with SAT I scores
of 1000 or below were admitted, but nearly 3,200 applicants with SAT I scores of
1400 or higher were rejected (Locke, Associated Press and Faure, UCSD Guardain).
Furthermore, Mooresʼ report showed that “more than half of the students accepted
with low (SAT I) scores were black or Hispanic” (Locke, Associated Press).
Median Income
Median Net Worth (stocks,
Moores argued that UC officials were practicing “back-door affirmative
real estate and other assets
action” within the “comprehensive review admission process,” which, according to
minus debt) in 2001
Gaelle Faure of the UCSD Guardian, “looks at a wide variety of factors including
grades, service, personal hardship and first-generation college attendance” (Faure Source: “Recent Changes in U.S. Family Finances: Evidence
in UCSD Guardian: Nov 6, 2003). According to Faure¥s article in the UCSD Guardian, from the 1998 and 2001 Survey of Consumer Finances,” by
Ana M. Aizcorbe, Arthur B. Kennickell, and Kevin B. Moore.
students.

1989
• City Council explicitly uninvites Navy from visiting
harbor for recruitment efforts

1990
• Earth Night Action topples
power tower in Aptos, blacks
out Santa Cruz for 2 days. No
one is ever charged for this
action.

1991

• UCSC/Big Creek starts logging
at Elfland over holiday break.
42 people arrested in daylong demonstration and woods
actions. Native shell site
trampled and sacred sites
destroyed. Construction of
Colleges 9 & 10 begins. (the
story: http://nativenet.
uthscsa.edu/archive/
nl/9201/0051.html)
• Local activists raise funds to
install Chase’s “Collateral

Damage” statue downtown near
the clock tower.
• Students and local activists
shut down Highway 1 to protest
Operation Desert Storm (a.k.a.
Bush War I)
• African American Resource and
Cultural Center opens.

13

White Benefits Checklist

by Peggy McIntosh
a November 3, 2003 LA Times report concluded that
I can arrange to be in the company of people of my race most of the time.
“underrepresented groups on UC campuses are admitted
I can go shopping alone most of the time, pretty well assured that I will not be
with below-average test scores at the same rates as
followed or harassed.
whites and Asians. Latinos with below-average SAT scores
I can turn on the television or open to the front page of the paper and see
were admitted at ʻonly slightlyʼ higher rates than whites
people of my race widely represented.
and Asians, and blacks with below-average scores were
When I am told about our national heritage or about “civilization” I am shown
significantly less likely to get in.... The admission rate for
that people of my color made it what it is.
both groups was 63 percent” (Faure in UCSD Guardian: Nov
I can be sure that my children will be given curricular materials that testify to
6, 2003).
the existence of their race.
The argument that UC admissions were based on
I can go into a music shop and count on finding the music of my race
“back-door affirmative action” is based on three pillars
represented, into a supermarket and find the food I grew up with, into a
of white supremacist history. First, it assumes that the
hairdresserʼs shop and find someone who can deal with my hair.
playing field is level; second, it assumes that students of
Whether I use checks, credit cards, or cash, I can count on my skin color not to
color benefited from a clandestine practice of affirmative
work against the appearance of financial responsibility.
action; and third, it assumes that SAT scores are an accurate
I am not made acutely aware that my shape, bearing, or body odor will be
measure of intelligence, character, or capacity to succeed in
taken as a reflection on my race.
an intellectually challenging environment, such as UCSC. In
I can worry about racism without being seen as self-interested or self-seeking.
her essay “Detour Spotting,” Jona Olsson argues that:
I can take a job or enroll in a college with an affirmative action policy
“Attacks on programs like affirmative action find
without having my co-workers or peers assume I got it because of my race.
rationalization in the belief that the playing field is now
I can be late to a meeting without having the lateness reflect on my race.
level, i.e. that every individual, regardless of color (or
I can choose public accommodation with out fearing that people of my race
gender or disability, etc) has the same access to the rights,
cannot get in or will be mistreated.
benefits and responsibilities of the society.... What follows
I am never asked to speak for all of the people of my racial group.
is the rationalization that there is no reason for a person of
I can be pretty sure that if I ask to talk with the “person in charge” I will be
color to ʻfailʼ (whether manifested in low SAT scores or larger
facing a person of my race.
societal struggles ) EXCEPT (due to) individual character flaws
If a traffic cop pulls me over or if the IRS audits my tax return, I can be
or cultural inadequacies. These ʻfailuresʼ could have no roots
sure I havenʼt been singled out because of my race.
in racism and internalized racism” (Jona Olsson, from the article
I can easily by posters, postcards, picture books, greeting
“Detour Spotting” in Cultural Bridges: January 1997).
cards, dolls, toys, and childrenʼs magazines featuring
In her essay “Roles We Can Play,” Jennifer Holladay reminds us that
people of my race.
“in the big picture, white skin privilege carries white people much further than
I can choose blemish cover or bandages in “flesh” color
affirmative action programs will ever carry people of color” (Holladay qtd. From
and have them more or less match my skin.
Birthrights: Confronting the Entitlements of White Skin). Sharon Martinas of
I can do well in a challenging situation without being
Challenging White Supremacy has developed a concept that she calls “300 Years
called a credit to my race.
Of Affirmative Action for White People” that is helpful for analyzing any debate
I can walk into a classroom and know I will not be the only
that assumes that the playing field is level, or that we are living in a post-racist
member of my race.
society. In her essay, Martinas details the history of handouts and affirmative
I can enroll in a class at college and be sure that the
majority of my professors will be of my race.

[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]

1995
• August 6th: 15,000 people
gather in downtown SC to honor
the victims of the US atomic
bombing of Japan

Picture: 1995
hunger strike
against Prop 187

14

• Walnut tree action by Santa
Cruz Earth First! fails to
save old tree behind former
Bookshop site. City sells wood
at a profit. Protesters march
tto

demonstration and lockdown
at Big Creek Lumber mill in
Davenport.

action for white people in the U.S. since the 18th century. Did seven years of
Affirmative Action for People of Color in the State of California justify over 300
years of systematic (and ongoing) Affirmative Action for white people?
One example that Martinas gives is the 1947 GI Bill that offered free
college education and low cost home loans to veterans. Though people of color
represented a substantial proportion of veterans returning from World War II,
they received less than two percent of the benefits that were allocated under
the GI Bill. Most universities were segregated and did not accept students of
color, and people of color were systematically excluded from home ownership
by realtors and loan officers. (Martinas: “Selected Landmarks in the 300 Year
History of Affirmative Action for White People in the U.S.”). Considering this
example through an anti-racist lens, how do you think these actions affected
the economic disenfranchisement of the returned veterans of color?
So why is it important for white people to pay attention to white
supremacy? Kwame Ture, an African American Anti-Racist Organizer, called on
white folks to learn about white supremacy and how it works so that white people
can challenge it. In her article “Detour Spotting for White Anti-Racists,” Jona
Olsson argues that white people must take an active role in challenging white
supremacy because white folks are also wrapped up in the struggle for liberation of peoples and nations of color. She says, “Racism, the
system (of oppression) and advantage (for white people) depends on the collusion and cooperation of white people for its perpetuation”
(Olsson).
According to Jennifer Holladay, one thing that white folks can do to act as allies in the movement to end white supremacy is to ally “with
and rally behind the leadership from individuals and organizations of color” (Jennifer Holladay, “Roles We Can Play”). Kwame Ture along
with other organizers of color from the Black Panther Party called on white allies to organize around anti-racism in their own communities.
Kwame Ture and Eldridge Cleaver, for example, recognize that it is not the responsibility of organizers of color to do outreach to white folks--it
is the responsibility of white allies in the movement. The Challenging White Supremacy Workshop is an example of white allies organizing
white folks to be anti-racist solidarity activists and allies.
Likewise, challenging white supremacist assumptions in the classroom
and in your educational process as a whole can be an act of resistance and
solidarity. White skin privilege affects every aspect of our lives, and thus needs
to be confronted at every station, in every arena, including the institution of
higher education. As Frederick Douglass said, “Power concedes nothing without a
demand. It never did, and it never will.” We encourage you to take the opportunity
that you find in your education to make that demand, and to challenge the
assumptions implicit in the teachings of white supremacy.

“It is our intention to bring
to the forefront the issue of
affirmative action and the need
to act on it, for not to take a
stand on affirmative action is
to allow racist institutions
to uphold a power hierarchy
that is detrimental to all.”
-AAC statement printed in Twanas
2/8/96

1996
• After extensive
negotiations with
the Regents, the
UCSC “Affirmative
Action Coalition”
(AAC) mobilized
over 500 people
and shut down
the campus for 7
hours on January
17.

Photo: 1996 shutdown

15

Acknowledgements
1. The concept of “Analyzing with an Anti-Racist Lens”
was created by Enid Lee, an African American anti-racist
trainer.

Sources
Holladay, Jennifer. “Roles We Can Play.” Birthrights:
Confronting the Entitlements of White Skin. Spring 2001.
Lee, Enid. “Looking Through an Anti-Racist Lens.”
Beyond Heroes and Holidays. Copyright 1998, Network of
Educators on the Americas.
Locke, Michelle. “UC Analyzing Admissions at Some
Campuses.” Berkeley, CA: Associated Press. Reprinted in
UCSD Guardian, date unknown. www.ucsdguardian.org
Martinas, Sharon. “Selected Land Marks in the 300
Year History of Affirmative Action for White People
in the U.S.” How Mother Earth Became a Piece of
Real Estate, p. 33. Prepared for Challenging White
Supremacy Workshops, December 2002.
Olsson, Jona. “Detour Spotting.” Cultural Bridges: January 1997.

For Further Reading
Active Solidarity
www.activesolidarity.net
Challenging White Supremacy Workshop
www.cwsworkshop.org
Colours of Resistance
www.colours.mahost.org
Gonzalez, Margaret. “Assembly Approves Use of Race in UC Admissions.” UCSD Guardian. Date unknown.
www.ucsdguardian.org

• Redwood Empire begins logging
at Gamecock Canyon. Activists
blockade Summit Road until
injunction issued. Resistance
continues over the next 3 years
until monkeywrenching finally
bankrupts the company, but
not before Gamecock Canyon is
trashed.
• Chicano Latino Resource Center
(El Centro) opens.

1999
• Asian American/Pacific Islander

16

By Elizabeth Martínez, February 1998 .
White Supremacy is an historically based, institutionally perpetuated system of
exploitation and oppression of continents, nations, and peoples of color by white peoples
and nations of the European continent, for the purpose of maintaining and defending a
system of wealth, power, and privilege.

I. What does it mean to say it is a system?
The most common mistake people make when they talk about racism is to think it
is a collection of prejudices and individual acts of discrimination. They do not see that
it is a system, a web of interlocking, reinforcing institutions: economic, military, legal,
educational, religious, and cultural. As a system, racism affects every aspect of life in a
country.
By not seeing that racism is systemic (part of a system), people often personalize or
individualize racist acts. For example, they will reduce racist police behavior to “a few
bad apples” who need to be removed, rather than seeing it exists in police departments
all over the country and is basic to the society. This mistake has real consequences:
refusing to see police brutality as part of a system, and that the system needs to be
changed, means that the brutality will continue. The need to recognize racism as being
systemic is one reason the term White Supremacy has been more useful than the term
racism. They refer to the same problem but:
A. The purpose of racism is much clearer when we call it “white supremacy.” Some people
think of racism as just a matter of prejudice. “Supremacy” defines a power relationship.
B. Race is an unscientific term. Although racism is a social reality, it is based on a term
which has no biological or other scientific reality.
C. The term racism often leads to dead-end debates about whether a particular remark
or action by an individual white person was really racist or not. We will achieve a clearer
understanding of racism if we analyze how a certain action relates to the system of White
Supremacy.
D. The term White Supremacy gives white people a clear choice of supporting or opposing
a system, rather than getting bogged down in claims to be anti-racist (or not) in their
personal behavior.

Resource Center opens.
• December 3: 1,000 student
protesters successfully halt
introduction of grades

2000
• 18 June, Ramsey Gulch Treesit
started by Earth First! with
help from Canopy Action
Network. Redwood Empire files
a lawsuit, then withdraws it,
that would bar treesitters from
property.
• American Indian Resource Center

(formerly Native American
Resource Center) opens.
• E2 first conceptualized with
events organized by the Ethnic
Student Organization Council
and SUA in response to violence
and racism on campus.
• May: More than 1000 students
demonstrate to end once and
for all the attempt to remove
evals. Nevertheless, mandatory
grades are voted in by the
faculty senate. Evals kept
optional.

II. What does it mean to say White
Supremacy is historically based?
Every nation has a creation myth, or origin myth, which is the
story people are taught of how the nation came into being. Ours
says the United States began with Columbusʼs so-called “discovery”
of America, continued with settlement by brave Pilgrims, won its
independence from England with the American Revolution, and then
expanded westward until it became the enormous, rich country you
see today. That is the origin myth. It omits three key facts about
the birth and growth of the United States as a nation. Those facts
demonstrate that White Supremacy is fundamental to the existence
of this country.
A. The United States is a nation state created by military
conquest in several stages. The first stage was the European seizure
of the lands inhabited by indigenous peoples, which they called
Turtle Island. Before the European invasion, there were between
nine and eighteen million indigenous people in North America. By
the end of the Indian Wars, there were about 250,000 in what is now
called the United States, and about 123,000 in what is now Canada
(source of these population figures from the book “The State of
Native America” ed. by M. Annette Jaimes, South End Press, 1992).
That process must be called genocide, and it created the land base
of this country. The elimination of indigenous peoples and seizure
of their land was the first condition for its existence.
B. The United States could not have developed
economically as a nation without enslaved
African labor. When agriculture and industry
began to grow in the colonial period, a
tremendous labor shortage existed. Not
enough white workers came from Europe
and the European invaders could not
put indigenous peoples to work in
sufficient numbers. It was enslaved
Africans who provided the labor
force that made the growth of the
United States possible.
That growth peaked
from about 1800
to 1860, the period

2001
• On the 1-month anniversary of
9/11, 1500 people rallied at
the base of campus to oppose a
U.S. invasion of Afghanistan.
Many protesters emphasized the
blatant racism of the Bush
administration’s response to the
crisis.
• African-American, Chicano/Latino,
Native American, and AsianAmerican/Pacific Islander Resource
centers open up in Bay Tree

called the Market Revolution. During this period, the United States
changed from being an agricultural/commercial economy to an
industrial corporate economy. The development of banks, expansion of
the credit system, protective tariffs, and new transportation systems all
helped make this possible. But the key to the Market Revolution was
the export of cotton, and this was made possible by slave labor.
C. The third major piece in the true story of the formation of
the United States as a nation was the take-over of half of Mexico
by war -- todayʼs Southwest. This enabled the U.S. to expand to
the Pacific, and thus open up huge trade with Asia -- markets
for export, goods to import and sell in the U.S. It also opened
to the U.S. vast mineral wealth in Arizona, agricultural wealth
in California, and vast new sources of cheap labor to build
railroads and develop the economy.
The United States had already taken over the part of
Mexico we call Texas in 1836, then made it a state in 1845.
The following year, it invaded Mexico and seized its territory
under the 1848 Treaty of Guadalupe Hidalgo. A few years
later, in 1853, the U.S. acquired a final chunk of Arizona
from Mexico by threatening to renew the war. This
completed the territorial boundaries of what is now the
United States.
Those were the three foundation stones of the United
States as a nation. One more key step was taken in
1898, with the takeover of the Philippines, Puerto Rico,
Guam and Cuba by means of the Spanish-American
War. Since then, all but Cuba have remained U.S.
colonies or neo-colonies, providing new sources of
wealth and military power for the United States.
The 1898 take-over completed the phase of direct
conquest and colonization, which had begun with
the murderous theft of Native American lands five
centuries before.
Many people in the United States hate
to recognize these truths. They prefer the
established origin myth. They could be called
the Premise Keepers.

building.

2002
• A group of students passed a
referendum allocating funding to
address UCSC’s low outreach and
retention rates, and act as a
vital hub for self and educational
empowerment within the community.
The ballot measure swept the
Spring 2003 student elections
with 69% of the vote, setting up
“Engaging Education” or “E2”(more
on this page 23).

17

III. What does it mean to say that White
There had been slave revolts from the beginning but elite
whites
feared even more that discontented whites -- servants,
Supremacy is a system of exploitation?
The roots of U.S. racism or White Supremacy lie in establishing
economic exploitation by the theft of resources and human labor,
then justifying that exploitation by institutionalizing the inferiority
of its victims. The first application of White Supremacy or racism by
the EuroAmericans who control U.S. society was against indigenous
peoples.

tenant farmers, the urban poor, the property-less, soldiers
and sailors -- would join Black slaves to overthrow the existing
order. As early as 1663, indentured white servants and Black
slaves in Virginia had formed a conspiracy to rebel and gain
their freedom.

In 1676 came Baconʼs Rebellion by white frontiersmen
and servants alongside Black slaves. The rebellion shook up
Then came Blacks, originally as slaves and later as exploited Virginiaʼs planter elite. Many other rebellions followed, from
waged labor. They were followed by Mexicans, who lost their South Carolina to New York. The main fear of elite whites
means of survival when they lost their land holdings, and also everywhere was a class fear.
became wage-slaves. Mexican labor built the Southwest, along
with Chinese, Filipino, Japanese and other workers.
Their solution: divide and control. Certain privileges were
given to white indentured servants. They were allowed to join
In short, White Supremacy and economic power were born militias, carry guns, acquire land, and have other legal rights not
together. The United States is the first nation in the world to allowed to slaves. With these privileges they were legally declared
be born racist (South Africa came later) and also the first to white on the basis of skin color and continental origin. That made
be born capitalist. That is not a coincidence. In this country, as them “superior” to Blacks (and Indians). Thus whiteness was
history shows, capitalism and racism go hand in hand.
born as a racist concept to prevent lower-class whites from joining
people of color, especially Blacks, against their class enemies. The
IV. Origins of Whiteness and White concept of whiteness became a source of unity and strength for the
vastly outnumbered Euroamericans -- as in South Africa, another
Supremacy as Concepts
settler nation. Today, unity across color lines remains the biggest
The first European settlers called themselves English, Irish, threat in the eyes of a white ruling class.
German, French, Dutch, etc. -- not white. Over half of those
who came in the early colonial period were servants. By 1760 Elizabeth (Betita) Martínez has taught Ethnic Studies and
Womenʼs Studies in the California State University system partthe population reached about two million, of whom 400,000 time since 1989 and lectures around the country. She is the
were enslaved Africans. An elite of planters developed in the author of six books, including two on Chicano/a history. She has
southern colonies. In Virginia, for example, 50 rich white been an anti-racist activist since 1960. Her best-known work is
families held the reins of power but were vastly outnumbered the bilingual book “500 Years of Chicano History in Pictures”,
by non-whites. In the Carolinas, 25,000 whites faced 40,000 used by teachers, community groups, and youth since 1976. It
was recently made into an educational video, in both English and
Black slaves and 60,000 indigenous peoples in the area. Spanish versions. She has been a presenter at numerous sessions
Class lines hardened as the distinction between rich and poor of the Challenging White Supremacy Workshop for activists in
became sharper. The problem of control loomed large and fear San Francisco.
of revolt from below grew.

• October 14th and 15th: As part of
the largest strike in UC history,
the Coalition of University
Employees (CUE),
the clerical
workers’ union
& the American

18

Federation of Teachers (UC-AFT),
the lecturers’ union, stopped
work at five different campuses
in response to “unfair labor
practices” on the part of the UC.
Specifically, the UC was failing
to negotiate in good faith with
CUE (the union for clerical
workers at UC) and UC-AFT (the
lecturers), using such illegal
tactics as deliberate stalling.
UCSC was shut down not just by
the two unions that had called

the strike,
but also
through the
tremendous
support
of members
of other
campus unions
and student
organizations
standing in
solidarity.

Tools for White Guys who are Working for Social Change
(and other people socialized in a society based on domination)
1. Practice noticing whoʼs in the room at meetings
- how many gender privileged men (biological
men), how many women, how many transgendered
people, how many white people, how many people
of color, is it majority heterosexual, are there out
queers, what are peopleʼs class backgrounds. Donʼt
assume to know people, but also work at being more
aware - listening to what people say and talking with
people one on one who you work with.
2a. Count how many times you speak and keep track
of how long you speak.
2b. Count how many times other people speak and
keep track of how long they speak.
3. Be conscious of how often you are actively
listening to what other people are saying as opposed
to just waiting your turn thinking about what youʼll
say next. Keep a notebook so that you can write
down your thoughts and then focus on what other
people are saying. As a white guy who talks a lot,
Iʼve found it helpful to writing down my thoughts
and wait to hear what others have to say (frequently
others will be thinking something similar and then
you can support their initiative).
4. Practice going to meetings or hanging out with
people focused on listening and learning - not to get
caught in the paralysis of whether or not you have
anything useful to say, but acting from a place of
valuing other peopleʼs knowledge and experiences.
5a. Pay attention to how many times you put ideas
out to the group you work with.
5b. Notice how often you support other peopleʼs
ideas for the group.
6. Practice supporting people by asking them to
expand on ideas and get more in-depth.
7a. Think about whose work and what contributions
• Opposition to war on Iraq
organized by a coalition of 9
student organizations named
Standing United for Peace
o Rallies: 7-800 students on
October 7, 150 march around
campus and orchestrate a
‘die-in’ on November 20,
and 300 on 3/5. The actions
were each part of nationwide days of action with
participation from schools
across the country.

to the group get recognized.
7b. Practice recognizing more people for the work
they do and try to do it more often. This also includes
men offering support to other men who arenʼt
recognized and actively challenging competitive
dynamics that men are socialized to act out with
each other.
8. Practice asking more people what they think about
events, ideas, actions, strategy and vision. White guys
tend to talk amongst themselves and develop strong
bonds that manifest in organizing. These informal
support structures often help reinforce informal
leadership structures as well. Asking people what
they think and really listening is a core ingredient
to healthy group dynamics, think about who you ask
and who you really listen to. Developing respect and
solidarity across race, class, gender and sexuality is
complex and difficult, but absolutely critical - and
liberating. Those most negatively impacted by
systems of oppression have and will play leading
roles in the struggle for collective liberation.
9. Be aware of how often you ask people to do
something as opposed to asking other people “what
needs to be done”: logistics, child care, making
phone calls, cooking, providing emotional support
and following up with people are often undervalued
responsibilities performed by people who are gender
oppressed (biological women and trans folks).
10. Struggle with the saying, “you will be needed
in the movement when you realize that you are not
needed in the movement”.
11. Struggle with and work with the model of group
leadership that says that the responsibility of leaders
is to help develop more leaders, and think about
what this means to you: how do you support others
and what support do you need from others.

This includes men providing emotional and political
support to other men. How can men work to be
allies to each other in the struggle to develop radical
models of anti-racist, class conscious, pro-queer,
feminist manhood that challenges strict binary
gender roles and categories. This is also about
struggling to recognize leadership roles while also
redefining leadership as actively working to build
power with others rather than power over others.
12. Remember that social change is a process,
and that our individual transformation and
individual liberation is intimately interconnected
with social transformation and social liberation.
Life is profoundly complex and there are many
contradictions. Remember that the path we travel is
guided by love, dignity and respect - even when it
brings us to tears and is difficult to navigate. As we
struggle let us also love ourselves.
13. This list is not limited to white guys, nor is it
intended to reduce all white guys into one category.
This list is intended to disrupt patterns of domination
which hurt our movement and hurt each other.
White guys have a lot of work to do, but if we white
guys support and challenge each other, while also
building trust and compassion we can heal ourselves
in the process.
14. Day-to-day patterns of domination are the glue
that maintain systems of domination. The struggle
against capitalism, white supremacy, patriarchy,
heterosexism and the state, is also the struggle
towards collective liberation.
15. No one is free until we are all free.
For more reading check out: On the Road to Healing:
a booklet for men against sexism at www.pscap.org/
...and the resources on http://colours.mahost.org/
o Teach-ins, tabling, a peace
camp and carpools to the big
rallies in San Francisco.
• Santa Cruz City Council vocal
on national/international
issues:
o First city to pass
resolutions against US war
on Afghanistan,
o First city to oppose US war
on Iraq.
o Joins cities across the
country in opposing the

19

WHITE
STUDIES
THE INTELLECTUAL IMPERIALISM
OF U.S. HIGHER EDUCATION
By Ward Churchill,
Excerpted from “Since Predator Came: Notes from the Struggle for American Indian
Liberation” (Littleton, Colorado: Aigis Publications, 1995), ch. 9, pp. 245-64.

As currently established, the university system in the United States offers
little more than the presentation of “White Studies” to students, “general
population,” and minority alike.5 The curriculum is virtually totalizing
in its emphasis, not simply upon an imagined superiority of Western
endeavors and accomplishments, but also upon the notion that the
currents of European thinking comprise the only really “natural” -- or at
least truly useful -- formation of knowledge/means of perceiving reality.
In the vast bulk of curriculum content, Europe is not only the subject (in its
conceptual mode, the very process of “learning to think”), but the object
(subject matter) of investigation as well.
Consider a typical introductory level philosophy course.
Students will in all probability explore the works of the ancient Greek
philosophers,6 the fundamentals of Cartesian logic and Spinoza, stop off
for a visit with Thomas Hobbes, David Hume, and John Locke, cover a
chapter or two of Kantʼs aesthetics, dabble a bit in Hegelian dialectics,
and review Nietzscheʼs assorted rantings. A good leftist professor may
add a dash of Marxʼs famous “inversion” of Hegel and, on a good day,
his commentaries on the frailties of Feuerbach. In an exemplary class,
things will end up in the 20th century with discussions of Schopenhauer,
Heidegger and Husserl, Bertrand Russell and Alfred North Whitehead,
perhaps an “adventurous” summarization of the existentialism of Sartre
and Camus.
Advanced undergraduate courses typically delve into the
same topics, with additive instruction in matters such as “Late Medieval
Philosophy,” “Monism,” “Rousseau and Revolution,” “The Morality
of John Stuart Mill,” “Einstein and the Generations of Science,” “The
Patriot Act, and
o Raises question of
impeachment of G.W. Bush
with House Judiciary
Committee.

2003
• E2 center opens.
• The Dump Sodexho campaign:
o In January, food service
workers, students, and the
union local AFSCME 3299 came
together to start a campaign

20

Phenomenology of Merleau-Ponty,” “Popperʼs Philosophy of
Science,” “Benjamin, Adorno and the Frankfurt School,” “Meaning
and Marcuse,” “Structuralism/Post-Structuralism,” even “The Critical
Theory of Jurgen Habermas.”7 Graduate work usually consists
of effecting a coherent synthesis of some combination of these
elements.
Thus, from first-semester surveys through the Ph.D.,
philosophy majors -- and non-majors fulfilling elective requirements,
for that matter -- are fed a consistent stream of data defining and
presumably reproducing Western thought at its highest level of
refinement, as well as inculcating insight into what is packaged as its
historical evolution and line(s) of probable future development. Note
that this is construed, for all practical intents and purposes, as being
representative of philosophy in toto rather than of western European
thought per se.
It seems reasonable to pose the question as to what
consideration is typically accorded the non-European remainder
of the human species in such a format. The answer is often that
coursework does in fact exist, most usually in the form of upperdivision undergraduate “broadening” curriculum: surveys of “Oriental
philosophy” are not unpopular,8 “The Philosophy of Black Africa”
exists as a catalogue entry at a number of institutions,9 even Native
American Philosophical Traditions” (more casually titled “Black Elk
Speaks,” from time to time) makes its appearance here and there.10
But nothing remotely approaching the depth and comprehensiveness
with which Western thought is treated can be located in any quarter.
Clearly, the student who graduates, at whatever level, from
a philosophy program constructed in this fashion -- and all of them
are -- walks away with a concentrated knowledge of the European
intellectual schema rather than any genuine appreciation of the
philosophical attainments of humanity. Yet, equally clearly, a degree
in “philosophy” implies, or at least should imply, the latter.
Nor is the phenomenon in any way restricted to the study
of philosophy. One may search the catalogues of every college and
university in the country, and undoubtedly the search will be in vain,
for the department of history which accords the elaborate oral/
pictorial “prehistories” of American Indians anything approximating
the weight given to the semiliterate efforts at self-justification

to cancel the University’s
contract with Sodexho.
Sodexho, the largest food
service provider in the
world, ran the dining halls
at UCSC, making obscene
profits while paying its
workers poverty wages, not
providing health care or
full-time employment, and
disrespecting dining hall
staff on a daily basis.
o 2/14: 150 students and

workers rally to demand
1. that the University
cancel its contract with
Sodexho, and 2. that all
workers currently employed
by Sodexho be brought on as
full University employees.
o 3/3: UCSC publicly agrees to
coalition demands.
o September: All former
Sodexho employees are hired
by the University, winning
dignified salaries, full

scrawled by early European colonists in this hemisphere.11 Even the rich
codigraphic records of cultures like the Mayas, Incas, and Mexicanos (Aztecs)
are uniformly ignored by the “historical mainstream.” Such matters are more
properly the purview of anthropology than of history, or so it is said by those
representing “responsible” scholarship in the United States.12
As a result, most intro courses on “American History” still begin
for all practical intents and purposes in 1492, with only the most perfunctory
acknowledgement that people existed in the Americas in precolumbian times.
Predictably, any consideration accorded to precolumbian times typically
revolves around anthropological rather than historical preoccupations, such
as the point at which people were supposed to have first migrated across
the Beringian Land Bridge to populate the hemisphere,13 or whether native
horticulturalists ever managed to discover fertilizer.14 Another major classroom
topic centers in the extent to which cannibalism may have prevailed among
the proliferation of “nomadic Stone Age tribes” presumed to have wandered
about Americaʼs endless reaches, perpetually hunting and gathering their
way to the margin of raw subsistence.15 Then again, there are the countless
expositions on how few indigenous people there really were in North America
prior to 1500,16 and why genocide is an “inappropriate” term by which to
explain why there were almost none by 1900.17
From there, many things begin to fall into place. Nowhere in
modern American academe will one find the math course acknowledging,
along with the importance of Archimedes and Pythagoras, the truly marvelous
qualities of precolumbian mathematics: that which allowed the Mayas to
invent the concept of zero, for example, and, absent computers, to work with
multidigit prime numbers.18 Nor is there mention of the Mexicano mathematics
which allowed that culture to develop a calendrical system several decimal
places more accurate than that commonly used today.19 And again, the rich
mathematical understandings which went into Mesoamericaʼs development of
what may well have been the worldʼs most advanced system of astronomy are
typically ignored by mainstream mathematicians and astronomers alike.20
Similarly, departments of architecture and engineering do not
teach that the Incas invented the suspension bridge, or that their 2,500-mile
Royal Road -- paved, leveled, graded, guttered, and complete with rest areas
-- was perhaps the worldʼs first genuine superhighway, or that portions of it
are still used for motorized transport in Peru.21 No mention is made of the
passive solar temperature control characteristics carefully designed by the
Anasazi into the apartment complexes of their cities at Chaco Canyon, Mesa

time jobs and healthcare
for their families, union
representation through
AFSCME 3299, and respect.
VICTORY!!!
• On February 15th and 16th, 11
million people in 600 cities
around the world made their
opposition to a US invasion
of Iraq known in the largest
protest in history. 57000 (by police estimates)
rallied downtown, and many

Verde, and elsewhere.22 Nor are students drawn to examine
the incorporation of thermal mass into Mandan and Hidatsa
construction techniques,23 the vast north Sonoran irrigation
systems built by the Hohokam,24 or the implications of the fact
that, at the time of Cortezʼs arrival, Tenochtitlan (now Mexico
City) accommodated a population of 350,000, a number making
it one of the largest cities on earth, at least five times the size of
London or Seville.25
In political science, readers are invited -- no, defied
-- to locate the course acknowledging, as John Adams, Benjamin
Franklin, and others among the U.S. “founding fathers” did,
that the form of the American Republic and the framing of its
constitution were heavily influenced by the preexisting model
of the Haudenosaunee (Six Nations Iroquois Confederacy of
present-day New York, Quebec and Ontario).26 Nor is mention
made of the influence exerted by the workings of the “Iroquois
League” in shaping the thinking of theorists such as Karl Marx
and Friedrich Engels.27 Even less discussion can be found on
the comparably sophisticated political systems conceived
and established by other indigenous peoples - the Creek
Confederation, for example, or the Cherokees or Yaquis -- long
before the first European invader ever set foot on American
soil.28
Where agriculture or the botanical sciences are
concerned, one will not find the conventional department which
wishes to “make anything special” of the fact that fully twothirds of the vegetal foodstuffs now commonly consumed by
all of humanity were under cultivation in the Americas, and
nowhere else, in 1492.29 Also unmentioned is the hybridization
by Incan scientists of more than 3,000 varieties of potato,30 or
the vast herbal cornucopia discovered and deployed by native
pharmacologists long before that.31 In biology, pre-med, and
medicine, nothing is said of the American Indian invention of
surgical tubing and the syringe, or the fact that the Incas were
successfully practicing brain surgery at a time when European

locals joined 250,000 in San
Francisco.
• On the day after the war
started, 20,000 people,
including many from Santa Cruz
shut down San Francisco’s
business district with
mass civil disobedience.
Protesters targeted offices of
companies such as Bechtel and
the Carlyle Group who stood to
make millions off of the war.
• The Coalition to Demilitarize

the UC forms to end military
research at the UC, including
UC management of the country’s
nuclear weapons labs. (see
page 41)
• Students successfully lobby to
get fairtrade certified coffee
served in the dining halls.
This ensured that at least
$1.26 per pound of coffee went
to the coffee farmers, a vast
improvement over the $0.55/lb
poverty wage offered by the

21
21

physicians were still seeking to cure their patients by applying leeches to
“draw off bad blood.”32
To the contrary, from matters of governance, where the Greek
and Roman democracies are habitually cited as being sole antecedents
of “the American experiment,”33 to agriculture, with its “lrish” potatoes,
“Swiss” chocolate, “Italian” tomatoes, “French” vanilla, and “English”
walnuts,34 the accomplishments of American Indian cultures are quite simply
expropriated and recast in the curriculum as if they had been European in
origin.35 Concomitantly, the native traditions which produced such things
are themselves deculturated and negated, consigned to the status of being
“people without history.”36
Such grotesque distortion is, of course, fed to indigenous students
right along with Euroamericans,37 and by supposedly radical professors
as readily as by more conservative ones.38 Moreover, as was noted above,
essentially the same set of circumstances prevails with regard to the traditions
and attainments of all non-Western cultures.39 Over-all, the situation virtually
demands to be viewed from a perspective best articulated by Albert Memmi:
“In order for the colonizer to be a complete master, it is not enough for him
to be so in actual fact, but he must also believe in the colonial systemʼs
legitimacy. In order for that legitimacy to be complete, it is not enough for
the colonized to be a slave; he must also accept his role. The bond between
colonizer and colonized is thus destructive and creative. It destroys and
recreates the two partners in colonization into colonizer and colonized.
One is disfigured into an oppressor, a partial, unpatriotic and treacherous
being, worrying only about his privileges and their defense; the other into
an oppressed creature, whose development is broken and who compromises
by his defeat.”40
In effect, the intellectual sophistry which goes into arguing the
“radical” and “conservative” content options available within the prevailing
monocultural paradigm, a paradigm which predictably corresponds to the
culture of the colonizer, amounts to little more than a diversionary mechanism
through which power relations are reinforced, the status quo maintained.41
The monolithic White Studies configuration of U.S. higher education - a
content heading which, unlike American Indian, African American, Asian
American and Chicano Studies, has yet to find its way into a single college
or university catalogue -- thus serves to underpin the hegemony of white
supremacism in its other, more literal manifestations: economic, political,
military, and so on.42
conventional market.

2004
• Starting Spring quarter,
coffee served in the dining
halls was purchased direct
from a coffee growing
cooperative in Costa Rica
through the Community
Agroecology network, earning
$3.77/lb. for the farmer.
• A radical campus newspaper,
“The Project” starts up.

22

Those of non-European background are integral to such
a system. While consciousness of their own heritages is obliterated
through falsehood and omission, they are indoctrinated to believe
that legitimacy itself is something derived from European tradition, a
tradition which can never be truly shared by non-Westerners, despite
-- or perhaps because of -- their assimilation into Eurocentrismʼs
doctrinal value structure. By and large, the “educated” American
Indian or Black thereby becomes the aspect of “broken development”
who “compromises through the defeat” of his or her people, aspiring
only to serve the interests of the order he or she has been trained to
see as his or her “natural” master.43
As Frantz Fanon and others have observed long-since,
such psychological jujitsu can never be directly admitted, much less
articulated, by its principal victims. Instead, they are compelled by
illusions of sanity to deny their circumstance and the process which
induced it. Their condition sublimated, they function as colonialismʼs
covert hedge against the necessity of perpetual engagement in more
overt and costly sorts of repression against its colonial subjects.44 Put
another way, the purpose of White Studies in this connection is to trick
the colonized into materially supporting her/his colonization through
the mechanisms of his/her own thought processes.45
There can be no reasonable or “value neutral” explanation
for this situation. Those, regardless of race or ethnicity, who endeavor
to apologize for or defend its prevalence in institutions of higher
education on “scholarly” grounds do so without a shred of honesty
or academic integrity.46 Rather, whatever their intentions, they define
themselves as accepting of the colonial order. In Memmiʼs terms,
they accept the role of colonizer, which means “agreeing to be a . .
. usurper. To be sure, a usurper claims his place and, if need be, will
defend it with every means at his disposal. . . He endeavors to falsify
history, he rewrites laws, he would extinguish memories -- anything to
succeed in transforming his usurpation into legitimacy.”47 They are, to
borrow and slightly modify a term, “intellectual imperialists.”48
For footnotes, see http://academic.brooklyn.cuny.edu/education/
progler/ramahi/whitestudies.html

• On May 20th, 300 workers and
students kicked off a campaign
for a better contract for
AFSCME workers with a rally
at the chancellor’s office.
2450 pledges by students
to stand with workers,
and 300 pledges signed by
union members were formally
presented to the chancellor’s
office in a demonstration
of our ability to mobilize
and hold the administration

accountable. This action
was just the beginning of a
larger campaign... for more
information, see the article
on page 34 and keep an eye out
for flyers…

2005...

en

n

e
d
g
u
n
c
at i
i
g
a
o
g

the classroom and applying it to empower oneself and
oneʼs community. “e2 is about actively engaging in your
educational process by acknowledging and affirming
your own work as a student, activist, and member of
a community within a circle of empowerment,” says
Nick Javier, a member of the e2 team, “and then taking
action to hold accountable the social constructions
and institutions which deny you that complexity and
completeness.”
2

By Sabina Gonzalez,
Gabriel Martinez,
LaTrice Jones, Ambreen
Tariq, Tania Lee, & Nick
Javier

e2: the notion

e : the class

About
four
years ago, an incident of
Building upon the notion that education is
violence occurred on campus
something that is transformative and created by efforts
where a student ended
within and beyond the classroom, members from on-campus
up hospitalized, and the
organizations such as the Ethnic Student Organization Council
perpetrators received minimal
(ESOC), MESH, MEChA, FSA, A/BSA, APISA, GLBTIQN, ChUCK, SUA, and
disciplinary action taken by UC
SAJ (see the acronymn decoder with the directory of organizations in the
police. in response, students held a candle-light
back of this booklet) came together to provide a space for this notion to
peace vigil to express their disappointment and outrage at
manifest. They created a student-directed and conceptualized class where the
the lack of support they felt from members of the university
development of the entire student and activist could develop together in the same
administration and the campus community in general. About two
space, and not as things that were in
years ago, potential students visiting the campus with the
polar opposition to each other, as they
Filipino Student Associationʼs “A Step Forward” studentare commonly seen to be. They developed
led outreach program were assaulted one morning by
workshops that addressed such things as time
a 40-ounce bottle thrown into their crowd. When the
management and health, at the same time that
students came to an immediate response, the result they planned a collective project that would result
was an idea that if there were going to be any in setting the foundation for
real and lasting changes made to this campus, positive change in their
it was going to be by the students themselves. communities.
They determined that an entire educational
2
experience wasnʼt and shouldnʼt be limited to the
Taking the efforts that
classroom, and that this university belonged to
took
place
in the context of the e2
those who learned in it: the students. the idea
2
was known as e : engaging education. it meant class, the concerns of other members
that a studentʼs education was theirs to actively of their communities, such as the student-led outreach
engage in creating and transforming, and not and retention programs (ChALE, Umoja, CUSN, KAMP
[ChUCK] – retention, ORALE, DHE, ASF, Motivational
something that they passively received. It was a
Conference, REACH – outreach), and the ideas
signal that students could use as means to show that
of groups who have attempted similar things
an emergency existed that they and their peers should
at UCSC and other universities in the past,
know about and actively respond to. it was a notion that
a group of students came together in
a studentʼs educational experiences were not separated from
coalition to help pass a referendum
their life experiences, and that the definition of education is
that will specifically address UCSCʼs
something that can and always will change.
2
The notion of e (Engaging Education) was founded low outreach and retention rates,
on the reality of simultaneously being a university organizer and and act as a vital hub for self and
student. e2 is the experience of understanding what one learns in

e the coalition

23

Race breakdown of the State of California

For more information regarding e2 please contact the e2 team:
Main: (831) 459-1743, ucsc_e2@yahoo.com
Outreach: 831-459-1744
Retention 831-459-1741
24

source: census.gov

Race breakdown of the UC

source: ucop.edu

photo from Stop54.com

educational empowerment within the community. The e2 campaign, which
is the rebirth of a campaign run four years earlier, swept the Spring 2003
student elections with 69% of the vote.
“After the hard work of actually getting the students to vote
for the referenda that would supply the funds for the recruitment and
retention programs that the e2 center would house, we knew that we
would have to work twice as hard fighting administrative blockades
that would prevent us from implementing the decision,” says Diana
Lopez, who was a freshman at UCSC at the time of the campaign. “Such
barriers prove that we just have to keep working harder in coalition
with the coordinators of the programs, or else the decision of the student
body will not be respected by any means that opposed parties can think
of.” Unfortunately, many members of UCSCʼs Student Affairs have been
uncooperative and constantly contribute to miscommunication and chaos. “In
light of budget cuts and policies which decrease matriculation and access to higher
education, it is crucial that e2 and Student Affairs establish respectful and professional
working relationship with clear communication between students and UC administration
because we are the link to the students,” says LaTrice Jones, member of the e2 team.
Starting Fall 2003, the e2 center has been
directed by a board composed of outreach, retention,
and student government representatives. The board
organizes programming and provides funding and physical
space for projects that aim to improve outreach, retention and
graduation rates for historically underrepresented communities at
UCSC. “The e2 campaign was based on two goals that would allow
us to develop the foundations of a student-initiated outreach and
retention center,” says Gabriel Martinez, a member of the e2 team. “We
have secured funding and are not completely dependent on the state of
California to finance our programs and now we are focusing on securing
the best location for this center to function from.”
The center is also the location from which the e2 class functions. The
2
e class is a dynamic and productive space from which students can put theory
into practice, harnessing their education to give back to their communities.
This student-run seminar is held weekly and functions from a collectively
set curriculum. It is sponsored by supportive faculty who are invested in
empowering students to take their education into their own hands. In the past,
students have worked on projects such as creating and maintaining student
organizing coalitions, retention issues in the Chicano/Latino community, and
saving vital student services. The e2 class is specifically designed for students
UC execs
to take the initiative on issues that they feel passionate about.
The project of “engaging education” was born from the histories of student struggle throughout the
decades. As the price of education rises and accessibility to the university is plummeting, students have taken it
upon themselves to shape the future of their education. “Engaged Education” means that students will not be
passive receptors in the classroom, but will be active contributors in their education and outspoken leaders for
their communities. One of the goals of e2 is to continue the struggle of diversity in education so that the UC system
reflects the true demographics of the state of California. Students have a collective vision of what their education
should be; they are creating waves in the university structure, providing their own creative solutions in times of
budget crisis and opposition, and are continually building and redefining the movement.

The Regents of the University of California are the governing body that oversees the operation of the entire UC system, its three national laboratories, and its budget and finances, while determining the entire policy and rules affecting the nationʼs largest University. 18 of the Regents
are appointed by the Governor of California for 12 year terms. Most Regents are drawn from Californiaʼs economic elite. The other seven UC
Regents are “ex officio” members. These are: “the Governor, Lieutenant Governor, Speaker of the Assembly, Superintendent of Public Instruction, president and vice president of the Alumni Associations of UC and the UC president.” One Regent is drawn from the student body. For basic
information on the Regents a skimming of the UC Office of the President website (www.ucop.edu) is helpful.

okay, but really. who ARE the UC regents?
The Regents are best understood as a body of corporate
elites, and bureaucratic, technical, or managerial leaders whose influence and power is put to use by shaping
policy within the economic mill that is the University of
California. Many of the Regents have financial stakes
in the operation of the UC through either direct investments, or through indirect interest in the operation of
the school and the general economic benefits it brings
to their enterprises. Many of the Regents serve on the
boards of some of the Nationʼs largest corporations. Many of the firms controlled by UC Regents are powerful multinational corporations
worth billions of dollars.
The Regents are basically the board of the U.C. corporation. Like any other corporation, the UC is interested in expanding its institutional
power and prestige. The UC is also a locus of important activities including research, and technology transition, recruitment, basic education,
and vital partnerships with businesses, all of which function to stimulate the economy and serve the interest of large firms, the economic elite,
and the military-industrial enterprise.
Much of the important work of the UC Regents is carried out through the committee structure. The Regents manage the university by dividing
work into many necessary committees, and then cross serve on these committees where they have certain expertise and experience. The UC
committees include: Audit, Educational Policy, Finance, Grounds and Buildings, Health Services, Investments, and the DoE Lab Oversight Committee. The last two committees are of special importance. (see next page!)

THE NEW UC PRESIDENT

King Dynes

Robert Dynes was sworn in as new UC President on October 2nd, 2003. His appointment by the Regents
was hardly surprising. Why did the Regents choose Dynes? Clearly, it is his long history with the Los Alamos
National Laboratory. Formerly chancellor of UC San Diego, Dynes has served as a consultant to the UC
managed nuclear weapons labs for more than 25 years, is Vice Chair of the UC Presidentʼs
Council on the national labs, and a member of the UCʼs five person Board of Oversight for the Los Alamos
National Laboratory. A firm believer in the universityʼs management of the nuclear weapons labs, Dynes
will fight long and hard to keep this relationship intact when the UC is forced to bid on the 60 year old
contract in 2005. (read UC Manages Armageddon more information.)

“I believe it would be a great mistake and a loss to the nation to
discard the UC-national laboratory affiliation.”
25

UC Committee on Investments
The UC treasury is a fund totaling over $53 billion in endowments and retirement portfolios. The UC is heavily invested in the worldʼs largest
corporations, some of the most irresponsible businesses, and most major weapons manufacturers. For instance, the UC Retirement Plan Common
Stock Portfolio was invested up to at least $137,213,309 in Worldcom Inc., now known as the corporation which executed perhaps the largest
financial fraud in the history of the United States (Worldcom has subsequently been awarded the contract to build cell phone infrastructure in
post-war Iraq). Other dubious corporations which the UC has supported through investment include, Tyco International, Halliburton ( the #1
military contractor in Iraq), among others.
The UC investment funds are managed by David H. Russ. Russ previously worked as managing director of the University of Texas UTIMCO (UT
Investment Management Corporation). Serving on the Regents Investments Committee are; Gerald Parsky, David Lee, Ward Connerly, Velma
Montoya, Peter Preuss, Joanne Kozberg, Norman Pattiz, Haim Saban, and Richard Blum.

DOE Oversight Committee

The UC Regents also administer the contract between the University of California and the National Nuclear Security Administration (a semiautonomous agency within the DOE) to manage the nationʼs two nuclear weapons design labs. These are the Lawrence Livermore National
Lab located in Livermore CA, and the Los Alamos National Lab located in Northern New Mexico. The UC Regents have tied the university to the
nationʼs nuclear weapons complex since 1943 when Los Alamos was founded. Subsequently, every nuclear weapon in the United States arsenal
has been designed by a UC employee. The Regentʼs and the Universityʼs interest in the labs are complex, but they include strong institutional
ties, personal financial interests, and a tradition and ideology of patriotism through “public service.”
Serving on the DOE Oversight Committee are Regents Peter Preuss, Richard Blum, John Davies, Velma Montoya, Gerald Parsky, Marcus, Norman
Pattiz, Barbara Bodine, and Lawrence Seigler.

Ward Connerly: UC Regent, I see Racist.
Ward Connerly is the mastermind behind Californiaʼs recent ballot measure, Proposition 54. On July 20,
1995, Connerly, author of Prop 209
to abolish affirmative action, singlehandedly led the Regents to cancel
this policy in regards to admission to
the UC.
Shot down by California voters in October, Proposition 54,
also called the “Racial Privacy Initiative”, was worded so as to
lead voters to believe it would create a “colorblind society”. In
reality, Connerlyʼs initiative would have banned state collection of data pertaining to race, making it impossible to compile
evidence of the existence of racism, to create public policy that
would counter the effects of racism, or to identify the victims of racism. Connerlyʼs “Racial Privacy Act” would make it prohibitively expensive
to gather information on how race really works in the public sectors of society.

“The only color Connerly recognizes is the color of money.”
- Julian Bond, Chairman NAACP
26

UC Regent Gerald Parsky
I gave $237,755
to the 2000 Bush election campaign!

UC $alaries
Within the University of California there are vast discrepancies in pay between the service workers, professors, and administrators. Over the past
several years, there has been a continuing trend of rising admninstrator
salaries. At the same time that these salaries have been rising, student
tuition has dramatically increased, and faculty and staff pay have not been
increased to account for the rising cost of living in California. Below are
some of the salaries of UC employees:

President Robert Dynes: $395,000
Provost M.R.C. Greenwood: $380,000.

Last year, the UC Regents selected Gerald Parsky as their Chairman of
the Board. And this guy just might be the most evil of them all. Not only
is he a Chairmen of an investment corporation (Aurora Capital) that profits by buying up small failing companies and feeding them to the fatcats,
but heʼs a Bush Ranger (Yee-haw!). His 6 digit contribution to the 2000
campaign was only surpassed by such heavy-weights as Ken Lay of Enron, Michael Dell of Dell Computer, and John T. Chambers of Cisco.

Parsky is the head of the
Bush-Cheney re-election
campaign in CA.
Parsky is President Bushʼs political liaison to California and involved in
much of the Bush administrationʼs policy making and political strategy.
He has lent key support to the Bush administration in its project to win
California in the upcoming 2004 election. Key to this effort is Parskyʼs
central role in rebuilding the Republican Party in California which has
for some time been crippled with infighting and powerlessness. The
Presidentʼs chief political advisor Karl Rove has commented that the
California GOP needs to; “recruit good candidates” and “to undertake
programs to rebuild the grass-roots structure of the party, and to involve
a broader group of people in the decision-making process.”

Average chancellorʼs salary: $290,490
Average tenure-track professor: $91,934
Average first-year lecturer: $39,900
Food Service Worker $22,817
Janitor $21,180

UC Regent Norman Pattiz
Norman Pattiz is Chairman and Founder
of radio empire Westwood One, the largest radio network company in the US. It
distributes NBC, CBS, Mutual Broadcasting, CNN, and Fox News Radio Networks
to over 7500 stations in the US.
Pattiz serves as the Middle East Director
at the Broadcasting Board of Governors
of the United States, which oversees all
U.S. government international broadcasting, including Voice of America, Radio Free Europe/Radio Liberty, and Radio Free Asia.

As part of this party building mission, Parsky and other Bush administration strategists helped to propel the California recall and Swartzeneggerʼs campaign. Parskyʼs role in the recall, and the larger national
strategy that it effects, has been to work in the best interest of the White
House. After Karl Rove met with Swartzeneggar on April 12, 2003, the
Bush Administration has thrown its entire support behind the recall and
the actor turned politician.

Pattiz recently ventured into Arab media forming Radio Sawa which broadcasts American probaganda to Cyprus, Egypt, Lebanon, Syria, Jordan, Djibouti, Sudan, Yemen, and Iraq. The groupʼs stated goal is; “to promote
freedom and democracy through the free flow of accurate, reliable, and
credible news and information about America in the world audiences overseas.”

Gov. Wilson recieved approximately $75,000 in campaign contributions
from Parsky before appointing him as a Regent. Parskyʼs Term expires
March 1, 2008

In a February radio address in honor of Voice of Americaʼs 60th anniversary, George W. Bush singled out Pattiz for “his perseverance and dedication” to a project that will help those in the Middle East “better understand
American principles and American actions.”

Let Parsky know what you think about his politics. Reach him at:
10877 Wilshire Blvd. Suite 2100 Los Angeles, CA 90024 (310) 5510101

Pattiz was appointed by Governor Gray Davis and will hold a UC Regent
position until 2014.

27

A Political History of Academics at UCSC
Students are for the most part a transitory
population. We spend a few years at a University and
in the surrounding community and then most of us move
on to jobs, careers, families, etc. While in school most people
concentrate on passing their classes, meeting new people, paying
for their education, and getting their degrees; a few get involved
in campus groups or political organizing but for the most part,
students seem to be content to put in their time here as quickly
and quietly as possible.
We have very little concept of our place in the history of the
time, the regents had the idea that each campus should have a distinct
school because that knowledge is not given to us openly and we rarely seek
“personality” and UCSC was built to mimic schools such as Oxford which
it out because we do not realize that it is important. We are unaware of
were built on around small individual colleges and also to incorporate new
what is going on beyond our individual departments, we have no knowledge
ideas about education that were becoming popular in the 1960’s.
of what campus life was like in the past and how it has changed, and we
UCSC was started as an alternative to larger campuses such as UCLA
cannot see the larger picture of what
and UC Berkeley. It was supposed to be a small
direction our school is heading in.
Number of Declared Students
close-knit campus free from the competition and
Most students are also unaware of 4000
alienation felt at larger schools. It was set up as
how students before them have often
3500
clusters of residential colleges as opposed to the
struggled greatly to have some sort
traditional structure of universities, which had large
of control in their educations. This 3000
residence halls and were set up around academic
makes it easy for the administration to 2500
departments. The college model was supposed to
change campus policy to meet its needs 2000
foster community among students, allow for close
and whims because the students often
interactions between faculty and students, and put
1500
do not realize what they are missing.
an emphasis on undergraduate education.
Our ignorance also keeps us from 1000
Narrative evaluations were a key aspect of the
realizing that it is in fact possible to
500
learning environment that the first administrators
exert change on our school and that
at UCSC wanted to foster. Until 1997 narrative
0
many students before us have done
Arts Humanities Phys Sci Engineer Soc Sci
evaluations were the main way that students were
just that. Instead of learning from
Dollars Spent Per Student in Permanent Budget evaluated on their academic performance. Narrative
what students have tried in the past,
evals were meant to free faculty in their relationships
we get bogged down with the idea that 15000
with students because they weren’t pressured to
we will soon be moving on anyway so it
produce grades and it was also meant to give them
really doesn’t matter and we shrug off 12000
more range in what they could teach and how they
responsibility onto the next generation
could teach it.
of students. In the interest of providing 9000
Even though on paper UCSC was an experimental
a historical context for students so that
school,
many students became disenchanted after
we may in fact reclaim responsibility of 6000
they enrolled here. In one incident in 1969 during one
our educations, here is a brief snapshot
of the first commencement ceremonies on campus, a
of the history of academic life on the 3000
group of UCSC students performed a guerilla theater
UCSC campus.
action where they came up onto the stage and threw
0
Arts Humanities Phys Sci Engineer Soc Sci
there their diplomas at the school’s chancellor, Dean
Research Funds Awarded (dollars in thousands) McHenry and at Clark Kerr (President of the UC, and
a key planner of the UCSC campus). The students
40000
accused McHenry and Kerr of consciously building
35000
the UCSC campus in a remote location amongst the
30000
redwoods in order to calm revolutionary fervor in
25000
students by putting them away in the wilderness so
UCSC was built in 1965 and was
20000
that their minds would be taken off of the political
intended to be the experimental liberal
15000
events occurring at the time. Although this sounds
arts campus in the UC system. It
somewhat ridiculous at this point, it is testament
10000
was built, along with UC Irvine and
to the dissatisfaction of students with how the
5000
UC San Diego, to relieve some of the
“experiment” of UCSC was playing out.
overcrowding on older campuses such

UCSC THEN: THE
LIBERAL ARTS
MODEL

0

as UCLA and UC Berkeley.

28

At the

Arts Humanities Phys Sci Engineer Soc Sci

graph data is from 2002

UCSC NOW: THE MAJOR
RESEARCH UNIVERSITY MODEL
Although UCSC was never a perfect institution it is
moving farther and farther from a school that (at least
in theory) emphasizes small communities, meaningful
interactions with professors, and alternative models of
education and closer to an institution
t h a t
values grants and research over
learning. This change can be seen
in the fight over narrative
evaluations, the way
resources are allocated
between departments,
and the way that
the
University
is choosing to
expand.
Narrative
Evaluations,
meant
to
emphasize the learning process
rather than competition over grades, were
firmly in place from 1965 until 1993. At this time the idea
of taking on a standard system of grading began to be
seriously discussed. Objectors to narrative evaluations
asserted that “narratives detract from UCSC’s reputation,
they encourage less excellent students to apply here,
and they compromise students’ success in getting into
graduate and professional schools or securing jobs”. Many
students, however, did not agree and a substantial number
of students campaigned to keep narrative evaluations as
a significant if not entire part of the grading system at
UCSC. Despite the efforts of these students, as of October
2000 it was decided to adopt a “conventional grading
system”. Students are now only allowed to take 1/3 of
their classes on a pass/fail basis and must be considered
in “good academic standing” to do so. This is just one
example of how UCSC is aiming to become nothing more
than a factory of knowledge where degrees are cranked
out with assembly line efficiency.
Another aspect of alternative education that is going
by the wayside is Individual Majors. They were designed
as a way to let students have more of a say in what they
are studying and to let them work more closely with
faculty members. Now however many students are either
unaware that they can custom tailor a major or they are
persuaded that it is too difficult to do. At this point only
2% of UCSC students graduate with individual majors and
students must find three faculty members to serve on a
committee to oversee their progress and to advise them.
UCSC is rapidly moving away from an emphasis on the
liberal arts and undergraduate education and towards
natural and applied sciences and research. This has a great
deal to do with the values of the larger culture. In a country
that glorifies technology, competition, and war and gives
little thought to art and literature, it makes sense that in
order to survive financially schools such as UCSC, which are
partially dependent on state funds as well as on private and
governmental research grants, stress the same ideals.
Unfortunately because the state of California has

increasingly cut back on the amount of funding it allocates
for education, Universities such as UCSC are becoming
increasingly dependent on outside funding and grants and
thus they must play to becoming increasingly dependent
on outside funding and grants and thus they must play to
the desires of those giving the grants. Much of the money
awarded to Universities is in the area of natural and applied
sciences because this is the type of research that makes
the most money in this economy. Institutions give money
to departments and researchers at Universities and then
they can sell the outcomes of the research
to other institutions and corporations.
Expansion has also always been a key
issue to all the UC campuses. According to
Clark Kerr, UCSC’s expansion mentality grew
out of competition between the various UC
campuses. Although expansion is necessary to
some degree, it is also important to remember
that in many ways the UC is a business like any
other, and when one looks at what portions of the
campus are expanding the most (not necessarily
in proportion to the expansion of students) it often
correlates with the departments that bring in the
most research funding.
It is important to note that more and more the institutions
awarding the most money to Universities are branches
of the military along with the Department of Defense
and private weapons manufacturers. This is because the
military is dependent on having the newest technologies
in order to fight its battles and these technologies are
often invented within a University atmosphere. It is no
coincidence that every nuclear weapon in the U.S. arsenal
was built by a UC employee.
The University is often a refection of the greater society
and they generally share the same goals and ambitions.
The University of California was built to produce continuing
waves of new hires for businesses, think tanks, and
government institutions. For those students who are
unhappy that their departments are under funded and
understaffed, that they can never get into the classes
that they need, that their professors are too busy to give
them personal attention, etc., it is important to look at how
the government and the economy shape these things. It
is also important to realize that because the University
is so intertwined in this country’s
politics and economics, it is a good
launching ground to begin to
change our society.
Statistics and anecdotes for
this article were taken from
the following sources:
The UCSC website: www.ucsc.edu
The Regional History Project
http://library.ucsc.edu/reg-hist
“Narrative Evaluations and Educational
Culture”: http://Senate.ucsc.edu/
NESconsi.der/studedu.html
The UC Santa Cruz Budget - A Bird’s Eye
View: http://planning.ucsc.edu/budget/reports/
profile2002.pdf

29

Feminism for
Everybody!
by Alexis Shotwell and Chris Dixon
We’re sorry, but we still live in a society structured
by multiple forms of oppression and privilege. One of
the biggies intersecting all other forms is patriarchy,
or sexism. The term “patriarchy” may seem a little
outdated. After all, it literally means “rule of the
fathers” and many of us would say that our fathers
aren’t ruling us. Still, patriarchy is a good term to keep
around, because it names a form of gendered power that
is still very present in all of our lives. We’re talking
here about a complex web of ideas, everyday practices,
social systems, and ensconced institutions that form
some people into men, other people into women, punish
those who refuse to conform, and give social and
material power to men. “Power” here means having the
ability to influence important decisions and formations
– about politics, money, and relationships on a scale that
runs from government all the way down to our kitchens
and bedrooms.
Here at UCSC we can see lots of examples of patriarchal
power at work in our daily lives. You might see sexism
in your classrooms. The articles and books you read
might all be written by white men, or the course might
include token reference to one or two women, usually
also white and straight. In lecture, you might notice that
profs and TAs remember men’s names more frequently
than women’s, or call on men (also usually white and
middle class) more often and with more respectful
attention. Sexism also likely affects the grades you get,
though also always in relation to other kinds of privilege
you’re partaking, or not, in. You might see patriarchy
manifesting in social settings – parties, cafes, on the
bus (check out who’s wearing the “Freshman girls
– get them while they’re skinny” T-shirts, and notice
how you feel). You might see it in whether you feel
comfortable walking down the path to the library after
dark. You might see sexism in how you’re treated at the
health center (especially if you have to go there once a
year for a pelvic exam!) – does your doctor assume that
you’re incapable of using contraception correctly and
recommend that you get a carcinogenic Depo-Provera
implant?

30

Notice that, when we talk about
patriarchy, it doesn’t stand
alone. Systems of oppression
and privilege – patriarchy,
racism and white supremacy, class
stratification under capitalism,
heterosexism and gender binarism,
and others – intertwine in all aspects
of our lives. All of us here – students,
janitors, professors, bus drivers, food
service workers, and so on – live lives
in relation to our gender, who we want
to have sex with, how much money we
have, how others read our skin color and
ethnicity, etc. For instance, being white
and middle class affords considerable
opportunity in this university setting and in
Santa Cruz – both in who can come here and
who can live here. These forms of privilege, in
turn, deeply affect how each of us experiences
gender oppression or privilege, and vice versa.
It’s important to think about patriarchy in relation
to other ways we’re positioned, because tearing it
down will involve challenging it all.
We also see, here at UCSC, daily struggles against
the way patriarchy warps, limits, and messes with all
of us – weekly self defense trainings for responding to
sexual harassment and assault, Women’s Studies classes,
institutional resources like the UCSC Women’s Center,
individual people naming the sexism they see around them
and challenging gender binarism, and (more powerfully)
groups of people coming together to work against the
normalization of patriarchal power. One way to understand
many of these struggles is as expressions of feminist practice.
“Feminism” is another term that sometimes seems outdated.
Feminism is often attached to the Women’s Liberation
movement of the 1960s and 70s. Imperfectly, it attempted
to challenge the disparities and power imbalances affecting
women, including sex-role stereotypes, wage gaps, private
and public violence against women, inequities in household
labor, and more. Through interventions by women who were
often marginalized by the women’s liberation movement
– frequently working class and queer women of color –
much feminism has taken on a more radical, comprehensive
analysis. It is a theory and practice that seeks to challenge
not only sexism but all systems of oppression.
Happily, this theory and practice is available to everyone.
You don’t have to be a woman to fight patriarchy. In fact, it
will take people of all genders to fundamentally transform
our society into a place where we all want to live. Let’s start
now!

Resources
] UCSC Women’s Center: Cardiff House, 459-2072 ,
http://www2.ucsc.edu/wmcenter/
] Rape Prevention Education 459-2721 Student
Health Center, Room 147
] Gay Lesbian Bisexual Transgender Intersex
Resource Center (GLBTIRC) 459-2468 Merrill
College (next to KZSC)
] Walnut Avenue Women’s Center, 303 Walnut
Avenue 426-3062
] The Diversity Center 177 Walnut Avenue 425-5422.
] Bell Hooks, Feminism is for Everybody (South End
Press, 2000)

31

heterosexual questionnaire
1. What do you think caused your heterosexuality?
2. When and how did you first decide you were a
heterosexual?
3. Is it possible that your heterosexuality is just a
phase you may grow out of?
4. Isn’t it possible that all you need is a good gay
lover?
5. Heterosexuals have histories of failure in gay
relationships. Do you think you may have turned
to heterosexuality out of fear of rejection?
6.
If you’ve never slept with a person
of the same sex, how do you
know that you wouldn’t
prefer that?
7. If
heterosexuality
is normal, why are a
disproportionate number
of
mental
patients
heterosexual?
8. To
whom
have
you disclosed your
heterosexual
tendencies?
How did they react?
9. If you should choose to nurture children, would
you want them to be heterosexual, knowing the
problems they would face?
10. The great majority of child molesters are
heterosexuals. Do you really consider it safe to
expose your children to heterosexual teachers?
11. Why do you insist on being so obvious, and making
a public spectacle of your heterosexuality?
32

12. Heterosexuals are noted for
assigning themselves
and
each
other
narrowly restricted,
stereotyped sex-roles.
Why do you cling to
such unhealthy roleplaying?
13. Why do heterosexuals
place
so
much
emphasis on sex?
14. With all the societal
support marriage receives, the
divorce rate is spiraling. Why are there so few
stable relationships among heterosexuals?
15. Shouldn’t you ask the fringe straight types,
like swingers, Hell’s Angels, and Jesus freaks,
to conform more? Wouldn’t that improve your
image?
16. How could the human race survive if everyone
were heterosexual, considering the menace of
overpopulation?
17. There seem to be very few happy heterosexuals.
Techniques have been developed with which you
might be able to change if you really want to.
Have you considered trying aversion therapy?
18. Do heterosexuals hate or distrust others
of the same sex? Is that what makes them
heterosexual?
19. Why are heterosexuals so promiscuous?

33

Labor Solidarity
NIV
U
E
E
R
H

A

LIFOR

As you do each
of these things, take a
minute to consider what
is happening around you.
This university is staffed
by thousands of people
who do everything from
teaching your classes to
cleaning your common
rooms. It is these people
who make the studentsʼ experience at UCSC possible. The
university works because they do.

TY OF
I
S

CA

by Anne Shaver
Welcome to the University of California, Santa Cruz. In your first to take on more work for less pay.
week here, you will probably do some, if not all, of the folThis University can afford to pay its employees a livlowing things: buy your new books at the Baytree
ing wage. Every quarter studentsʼ tuition rises.
Bookstore; stand in line for your new student
The UC regents have just given themselves
ID; eat your meals in the dining halls;
a raise. Whatever excuses the admintake a shower in the just-cleaned
istration may make about facing
bathroom in your dorm; and throw
budget cuts, the effects of those
your empty beer cans into the
cuts should not have to be
just-emptied dumpster outside
shouldered by students and
your house.
workers alone.

Students have
an enormous amount
of power in any university. When the
administration wonʼt
listen to its employees,
it will have to listen
to its students. The
privilege of being a student here means that you
have power, and a voice in
how the University runs. You
can make your voice heard by
Unfortunately, the University
organizing with other students for
of California, which is one of the largest
change. Students were recently succorporations in the state, also has one of the
cessful in pressuring the university to end its
worst reputations as an employer. From its inception,
contract with Sodexho corporation, helping to win
the UC has been charged with labor violations such as unsafe
better wages, benefits, and a new union contract for 350 dinworking conditions, poverty-level wages, and refusal to negotiate in good ing hall workers.
faith with labor unions.

TH

PR O

E

RE

E

B

FIT?

N
I
A

LET

186 8

T

Labor unions are organizations that represent workers and negotiate for their rights with employers. Unions can mean better wages, job
security, and workplace solidarity. It took a long struggle to win the right
of union representation for employees of public universities in California.
Currently, there are five unions at UCSC. They represent the clerical workers, technical workers, service workers, teaching assistants, and teachers.
Even with the presence of these unions, however, the University continues
to keep its staff overworked, underpaid, and with as little power as possible.
The mistreatment of workers on our campus affects students in
the following ways: lack of teaching assistants to lead sections (some Biology, Chemistry, and Physics classes last year had no labs or sections); long
lines to deal with paperwork; frequent mistakes on class schedules or bills;
and less and less personal attention from professors. All of these things
are a result of understaffing. UCSC employees are increasingly expected
34

Union Cheat Sheet
Dining Hall staff, Association of Federal, State, Clerical, and Municipal EmJanitors: ployees (AFSCME) malper@afscme3299.org, 425-4822
Lecturers: American Federation of Teachers (AFT) www.cft.org,
rwaft@aol.com
TAs: Association of Student Employees (ASE), members of the
United Auto Workers (UAW) aseuawsantacruz@earthlink.
net, www.uaw2865.org/campuspages/santacruz.html
Clericals: Coalition of University Employees (CUE) www.cueunion.
org, cueorganizer@cruzio.com, 420-0258
Tech support, University Professional & Technical Employees (UPTE)
Lab assistants, www.upte-ucsc.org
Researchers: upte@upte-ucsc.org 429-8783
Univeristy Labor a coalition of all the unions on campus
United (ULU):

Service Workers at UCSC
are Fighting for Justice
In June of 2004, the union contract for over 7,000 Service Workers at the University
of California ended, and now the Workers are standing up together to fight for a better
contract. Service Workers at the UC campuses & medical centers are part of the union
American Federation of State, County, Municipal Employees (AFSCME) Local 3299, a democratic, worker-led, progressive union working to improve conditions for working families in
our communities.
On the UC Santa Cruz campus, there are over 550 Service Workers who perform the
essential functions of the University – including Custodians, Food Service Workers, Shuttle
Drivers, Groundskeepers, Building Maintenance Workers, and more.

We are low wage workers – the average UC Service Workerʼs salary
is $23,317 per year or $11.17 per hour. Most of us are immigrants and
women just trying to support our families, and although we work full-time
at the University, many us are forced to live in poverty and take on second
jobs. We are asking the University for a fair contract, and we need your
help as students.

We believe that what we are asking for are not special
demands, but rather are basic necessities that everyone in
the world deserves:
>>>Sufficient staffing to be able to provide students with quality service. As
you have probably noticed, there are a great number of new buildings on
campus this year as well as a lot more new students. However, the University has told us that they can not hire enough workers. We have serious
concerns that our workloads will increase dramatically, which will lead to
more accidents and a degrading of the quality of service we can provide to
students. Help us protect quality service at UCSC.
>>>A chance to advance. We believe that everyone should have an opportunity to grow and develop in their job. However, most of us have never
been given that opportunity to advance in our positions at the University.

We have concerns about this University, where the lowest paid positions
are overwhelmingly held by women and people of color, while at the same
time attendance rates of students of color at UC are dropping dramatically.
We believe UC has a social responsibility to provide a quality, affordable
education and decent jobs to all of our communities.
>>>Fair pay system that rewards our years of service. In the past, UC has had
a pay system that rewarded merit and resulted in rampant discrimination
and favoritism. We fought against that system and are now trying to
establish a system that rewards all of the time and energy that we put into
this campus community. We care about the students and the work that
we do, thatʼs why we stay working here, but it gets harder and harder to
stay as all of our expenses continue to rise dramatically, while our salaries
remain the same. We havenʼt seen a raise since October 2002, and all we
are asking for is a some fairness.

Last spring we started our fight for a better contract with a tremendous help from students. On May 20, over one hundred
Workers along with hundreds of student and community supporters marched to the UCSC Chancellorʼs office to demand a fair contract. Workers delivered over 300 pledge cards asking the University to take our demands seriously, while students delivered nearly
2,500 student cards pledging their support for the Workers. At the same time, thousands of workers at all of the other UC campuses
and medical centers also marched for a fair contract. On June 23, we held a mega-rally with over 2,000 workers at the UC Irvine
Medical Center, with workers from all of the UC campuses.
We continue to grow in power, and we our committed to making UC a better place to live, learn, and work. As students and
Workers we can take a stand for quality service and quality jobs at UCSC. We hope we can count on your continued support as
together we work towards these goals.

For more information on upcoming events and ways to get involved,
contact us at 425-4822 or malper@afscme3299.org
35

Coalition of University Employees
(CUE) Local #10
The Union for
Clericals at UCSC!!!

The 18,000 Clerical employees at the University
of California are among the lowest paid
workers in the UC system and weʼre
pissed! Not surprisingly, we are mostly women and do work that is often not
recognized or valued by those in power.
Yet, we provide crucial support systems
that keep this institution running. We
process your financial aid; advise you in
your academic coursework guiding you
through complicated and rigid requirements; organize to bring big name activists and artists to come to campus to speak
about social justice issues for students and
community; support student outreach; create excellent,
diverse student programming; and much more.
While the clerical unit is one of the largest bargaining units in the western United States stretching from San
Diego to Davis, we rely on building coalitions! We know
that our 2002 strike wouldnʼt have been nearly as powerful without the groundswell of student support. We recognize
that the same bullshit bureaucratic institutional structures that
students face in fighting to protect student outreach programs,
SOAR, Rainbow Theater, and ethnic resource centers, impact
CUE members and our access to UC decision-making about
our careers. Our democratic union was founded on the knowledge that grassroots power built at the local level is crucial to real
change. We are fighting the same fight!

CUEʼS CURRENT
CONTRACT EXPIRES
THIS FALL.
There are many ways that
students can plug in
to support clerical
workers.
- First, talk to us! Introduce
yourself and ask us about
the work we do. Chances
are that you encounter
several clericals every day.
Find out about our issues
from wages to health and
safety, layoff rights to
reclassification and subcontracting.
- Attend CUE general
membership meetings (last
Thursday of the month
5:30pm at the Womenʼs
Center).
- Make announcements in
class about any upcoming
direct actions being organized by CUE.
- Last, but not least, call
the CUE offices at 4200258. We always welcome interns with an appetite for action research
and organizing!!!
-Julie Jacobs
CUE Member

36

ULU Statement
As members of the University Labor Unions, and of the campus community, we are calling for the following
to be implemented immediately:
1) Full disclosure on all UC budget items and plans for future cutbacks or program changes at the state level
and on each of the campuses.
2) Participatory rights in decision making on implementation of budgetary cuts by all members of the UC
community—faculty, staff, and students.
3) That layoffs be considered as a last resort at UCSC, and then only after ALL alternatives have been exhausted.
4) A freeze on all salary increases, special bonuses, or other forms of enhanced
compensation for UC administrators while the budget crisis lasts. The
management MUST take proportional cuts with all workers at UCSC
in salary, bonuses, compensation, and layoffs while the budget crisis
lasts.
5) An end to the use of expensive outside consultants: (a) whose primary purpose is to make the University “more efficient” with no
regard to the educational and research mission of the institution
and (b) whose primary means to this goal is through cuts in employees and programs.
6) That staff human resources offer substantial training and redevelopment to staff, including laid off staff, thereby enabling further
development at UCSC.
7) Full restoration of funding for outreach programs, tutoring and
other activities to give underrepresented groups equal access to a
UC education.
UC does not belong to a handful of Regents and top Administrators. It is a public trust held of, by and for all the people of California. As
faculty, staff and students of the University, we pledge ourselves to resist the
dismantling of its historic mission and to maintain its role as an institution open to
all, providing the best possible quality of higher education.

Radical UCSC Faculty
Below is a list of radical faculty at UCSC. These are folks
who can teach you new skills, sharpen your analyses, stoke
your imagination – i.e. make you better all-round badasses.
ʻRadical Facultyʼ means folks who organize their teaching
and research around grasping the causes of injustice at their
roots. Listed are folks who deny the permanance and inevitability of the systems that oppress us (Heterosexism, White Supremacy, Patriarchy, Capitalism, Statism…) and believe in the
possibility and pursuit of radically transformed worlds.
This list is not comprehensive -- most UCSC faculty in the social sciences and humanities (save the economics department)
match at least parts of the above description – but the below
are particularly good bets for shit-disturbing skill sharers.
If youʼd like to take issue with our list (inclusions and exclusions) please do contact us at <radicalslugs@graffiti.net>.
Weʼd be especially interested to hear from folks in the natural
sciences.

Compiled by the Disorientation Guide Collective

the list:

Bettina Aptheker – Womenʼs Studies
John Borrego – Latin American and Latino Studies
David Brundage – Community Studies
John Brown Childs – Sociology
Chris Connery – Literature
Angela Davis – History of Consciousness
Gina Dent – Womenʼs Studies
Barbara Epstein – History of Consciousness
Jonathan Fox – Latin American and Latino Studies
Dana Frank -- History
Wally Goldfrank – Sociology
David Goodman – Environmental Studies
Julie Guthman – Community Studies
Donna Haraway – History of Consciousness
Gail Hershatter – History

David Hoy – Philosophy
Susanne Jonas – Latin American and Lation Studies
Denny Kelso – Environmental Studies
George Lipsitz – American Studies
Bob Meister – Politics
Paul Ortiz – Community Studies
Manuel Pastor Jr. – Latin American and Latino Studies
Mary Beth Pudup – Community Studies
Tricia Rose – American Studies
Mike Rotkin – Community Studies
Jack Schaar – Politics
Carolyn Martin Shaw – Anthropology
Dana Y. Takagi -- Sociology
Anna Tsing -- Anthropology

Happy Radical Registering!
37

S

, u
y
stainab
E c ol o g
,
t
n
e
m
il

ity,

an

d

u
Yo

Enviro

n

By Jacob Cabrera and Will Parrish
When you came to UC Santa
Cruz, you knew it was different – the trees,
the people, the animals. Here on campus,
you co-exist with a temperate rainforest
second-growth redwood trees, coupled
with meadows home to the endangered
Ohlone Tiger Beatle and riparian
corridors home to the Red Legged Frog.
UC Santa Cruz stands alone as the
most ecologically diverse and sensitive
habitat that any UC campus, if not any

university environment in the world, has
been blessed with. What we must ask
ourselves is whether it is worth it to keep
this land special by intricately balancing
our encroachment into the future, or
whether to allow our amazing landscape
to dwindle into expansion and infill/outfill.
If the answer is the former, then you need
to say to yourself:’’I will contribute to our
campus environment and work to improve
my interaction with the ecosystems here

on campus.’’ Everyone must be actively
involved with any effort to integrate
environmentally-sound practices and
sustainability into every aspect of our
lives and communities. This process
involves creating strategies based on
a two-thousand year cycle, when the
present redwoods on campus will turn
their world over to the new generation of
youngsters.

nter
Student Environmental Ce
r
Student Environmental Cente
the
of
The mission
tion
ora
lab
col
and
t involvement
(SEC) is to: ‘’Promote studen
to implement environmentally
ys
wa
nd

with the University to
mer
. Since its founding in sum
sound practices on campus
y
ekl
we
a
es
lud
ce. It now inc
2001, the SEC has grown apa
irs
cha
coe
thre
is overseen by
steeering committee, which
,
visors featuring staff, faculty
Ad
of
ard
and advised by a Bo
s
ade
dec
r
ove
ity
o build continu
administrators and alumni wh
includes three campaigns,
now
It
go.
as students come and
of
statewide level, the other two
one of which operates on a
ns.
cer
campuswide con
which focus specifically on
Campus Earth Festival
For the past three years, this annual cele
bration has
provided a space for the entire commun
ity to join together in
moving toward a more sustainable futur
e. Every year, 5001,000 people have turned out to rock out
to the music, listen
to the speakers, participate in the workshop
s, visit the tables,
learn more about environmental conc
erns, and honor the
earth. In 2004, the SEC collaborated with
College 8 Programs
to put on the ‘’Slugstock: 2004 Campus
Earth Festival.’’

Summit
Campus Earth
it,
pus Earth Summ
am
C
al
At the annu
e
re
ag
to
s
er
th
unity ga
the entire comm
the
und stewards of
on ways to be so
it parm
m
Su
e
th
ent. At
campus environm
d on
topic groups base
ticipants split into
ampus,
a Sustainable C
the Blueprint for
created
t revisited and re
a living documen
mmit.
annually at the Su

view from tree 9

38

SEC Campaigns
The success of the SEC’s campaigns
has
made it a model for student groups
nationwide.
The three campaigns are Students
for Organic
Solutions, Waste Prevention, and the
California
Student Sustainability Coalition (CS
SC), a
statewide coalition of student environ
mental
groups at the 10 UC campuses. Also
this past
year, the SEC (by way of its CSSC
campaign)
helped launch a statewide, fully-acc
redited
course and lecture series, the Educati
on for
Sustainable Living Program (ESLP)
, which
occurred simultaneously at five UC
campuses.
Over 160 students at UCSC took the
ESLP for
either five or two units of credit in Spr
ing 2004,
out of close to 500 students who wer
e enrolled
in the course statewide.

Blueprint for a Sustainable Campus
ing momentum around
With the concept of sustainability gain
ing on board.
com
are
the world, even The UC Regents

relationship to its social, ecological,
that much greater.

and economic vitality is

ntal projects occurring
The Blueprint is one of five monume
h will change the
on our campus as of this writing, whic
forevor. The Blueprint
Meeting our own needs of the
pus
cam
our
ction and evolution of
dire
of
ty
abili
the
ising
ble practices and
present without comprom
serves to document current sustaina
needs,
ones, thereby
new
ng
enti
future generations to meet their own
lem
compile strategies for imp
waste of
monumental
four
r
othe
The
.
particularly with regard to use and
ions
efitting future generat
ben
tices
prac
able
tain
Development Plan,
natural resources. Sus
ects are the 2005-2020 Long Range
proj
ic
nom
eco
and
an,
with the ‘’budget
support ecological, hum
Executive Budget Committee (dealing
the
s
ume
pres
ty
abili
tain
ies and its possible
health and vitality. Sus
crisis’’), the Monterey Institute for Stud
d
use
be
uld
sho
and
,
SC accreditation
that resources are finite
incorporation into the UC, and the WA
long
to
view
a
with
ly
our campus and
conservatively and wise
ich is a national program to accredit
(wh
s
way
the
of
ces
uen
e’’). Because these
term priorities and conseq
create a vision for ‘’academic excellenc
d.
use
pus, it is essential
in which resources are
ects will profoundly change our cam
proj
ty
abili
tain
Sus
of
n
nitio
it is also essential
-UC Regents Defi
that students participate in them, and
text of these projects,
that the Blueprint is placed in the con
the
for
r
doo
the
,
tion
icipa
part
future generations; its
With The Regents’ enthusiastic
because it, unlike them, will focus on
that
ned
ope
has
act
imp
ng
lasti
of the other projects.
Blueprint to make a huge and
ntial reach extends far beyond that
pote

pus
cam
the
rove
imp
to
much wider. And our opportunity

For more information
on the SEC’s
campaigns, or to get
involved,
you can visit the SEC Web site
at www.ucscsec.org, or Email us
at enviroslug@ucscsec.org.
The SEC’s weekly meetings are
Thursdays at 6:30 p.m. at the
College 8 ‘’red room.’’

39

what is the

military-industrial-academic complex?
All research is supported by
someone who funds it. Professors at universities, corporate
executive research scientists,
graduate students, social scientists all have to turn to someone
to pay for their work, provided
they aren’t born into riches.
But where does that money come
from? We go to a public university, which is largely funded for
operation by the state, but (especially now that Arnie’s become
our leader) there’s only so much
to go around. And as you know,
that ain’t much.
Because public funding is so
short, professors typically use
research grants to get the money they need . Grant requests
are primarily written by the
researcher,
but
sometimes
by
the
funding
organization,
and they are
a way to solicit funds
for a study
that
the
researcher
wants to do.
Usually
at
universities
these monies
are given by private corporations
or by the federal
government
through divisions of
the Office
of Scientific Research
and Development.

40

Last year the Office of Scientific
Research and Development distributed $107 billion dollars to its
recipients. After being approved
by various branches of the government, it is subsequently divided among federal agencies
such as the National Institute of
Health (NIH), National Science
Foundation (NSF), Departments
of Agriculture, Transportation,
Commerce, and most of all, by
the Department of Defense.
The DoD gets the biggest slice of
the pie for distribution. 58% of
research dollars ($54.4 billion)
from the Gov’t get dished out by
those old rich white guys running
America’s most dangerous corporation: the US Military. This
is more than twice what the NIH
receives (26 bil.), and an obscene
29x what is spent on natural resources and environmental
research (2 bil.)
Since WWII, DoD funding of
scientific research,
develop-

ment, testing, and evaluation
has remained the first priority
of federal research funds. The
military led the way in creating federal agencies, offices and
partnerships with America’s universities and research centers.
Prior to WWII there had been no
serious attempt by the federal
government to fund academic
research. During WWII, the DoD
created agencies and linkages
that provided billions of dollars
to universities and corporations
to research and design the weapons that would win the war and
wage future wars. Among these
weapons was most notably the
atomic bomb, but also the proximity fuze, missile technology,
and radar. Breakthroughs in
electronics during the war led to
the modification of anti-aircraft
guns with analog computers,
used to calculate the firing times
and trajectories necessary to hit
high speed targets like fighterbomber aircraft and the German
V-1 rocket. Computers were used
to calculate artillery tables, they
solved complicated engineering
problems, decoded enemy communications, and opened up
the future of technological
war.
Since WWII when this
partnership was born,
America’s universities have
been turning to offices within the
federal government for a large
portion of its grant money.
Unfortunately,
because of the

ily he
by em

ll, ucsc alumna

skewed distribution allocated by
the OSRD, universities simply
have nowhere else to turn when
they are low on money, but to the
military.

ence efforts.” The DoD provides
the 55 percent of total federal
support for computer sciences,
60 percent for electrical engineering, and 54 percent for mechanical engineering.

The University of California is no
exception to the rule. In fact,
the UC is a model example
of the complexity of the
militar y-academic
matrix. To start
with, the UC is
manager of a significant portion
of the nuclear
arms industry.
Two out of three
national nuclear
weapons laboratories are under
management of
the University
of California and
have been since
1943 (see “UC
Manages Armageddon” for more information).
Aside from the oversight of
the production of weapons of
mass destruction, UC campuses
also have their hands in the Pentagon’s cookie jar. According to
a document available on the UC
Office of the President’s website
entitled “Partners: The University of California and the Department of Defense”, in FY2003, the
UC system received $147 million
dollars in research grants from
the DoD.
Most of the research money given
out to by the DoD benefits the engineering and computer science
disciplines. The UC’s Budget Review FY2003 tells us that “DoD
does support considerable fundamental research in university
laboratories and this funding is
vital to the nation’s engineering,
mathematics, and computer sci-

On
top
of this
funding,
private
corporations
have found their way into universities to get their hands on
some hot new technologies. University of New Mexico is recently welcomed a brand-spankin’
new Raytheon building (as they
simeultaneously adopted a former Army Chief of Staff as their
president). UC Berkeley’s got
one named after the San Francisco based Bechtel Corporation.
Along with funding research at
universities, these greedy war
profiteers have snuck in by fund-

ing the creation and/or expansion of entire departments.
Perhaps most disturbing, however, is the recruitment that is
taking place on our campuses.
Military corporations regularly
send job offerings to department
heads, who in turn post them
outside the door and around the
buildings. (a fun activity that
we like to call “weapons inspections” involves the
systematic targeting and
removal of these recruitment flyers. Try
it!) It’s also quite common to see the Navy,
Air Force and Marines
at campus job fairs. At
the UC, however, nothing exceeds recruitment by LANL and
LLNL for scientists to work on
nuclear bombs.

As UCSC expands
into
the realm of
a research institution, you
can expect a
tighter military
hold on out institution. The new engineering building is nearing completion, journalism
has been axed and social science
programs are on the downturn.
And we can thank our former
chancellor, MRC Greenwood for
all this. And seeing as she was
promoted to become the director
of Academic Affairs for the UC
system, we can only fear where
she’s gonna take it.
Written By Emily Hell and
Darwin Bondgraham,
aka Fiat Pax.

www.FiatPax.net
41

UC MANAGES ARMAGEDDON
On April 15, 1943 the Regents of the University of
California signed a contract with the federal government to manage and operate the Los Alamos
National Laboratory. Los Alamos, the birthplace
of the atomic bomb, have continued its relationship with the UC until
this day, meaning that every nuclear
weapon in
the United States arsenal was
designed by a University of
California employee.
I don’t know about you,
but I have a problem with
the creation of weapons
of mass destruction being associated with the
name of my university.
In the forties when the UC
agreed to manage the lab,
they literally didn’t know
what they were getting into
as the work being done at
Los Alamos was top secret and nobody except
the lab scientists and the
Army Corps of Engineers
knew how sinister the work
was that was being done there.
Since then, however, the regents
have had their share of enlightenment, and although the relationship
lab has undergone decades of resistance by students and faculty alike
they continue to sign the contract every
five years.
In 1952, the country’s second Nuclear Weapons
Laboratory, located in Livermore CA opened its
doors. Despite the fact that the UC regents had attempted to sever ties with Los Alamos after bombs
were dropped on Hiroshima and Nagasaki and
the dark secret of Los Alamos became public, the
contract continued and in 1952 Lawrence Livermore Laboratory became under management by
the University of California as well. The labs are
officially a part of the Department of Energy, not
the Department of Defense, and it is ultimately the
DOE that the UC works with in its management.

Today, the three laboratories have a combined UC
workforce of 18,000 and operate on federally financed budgets totaling nearly $4 billion. Along
with nuclear weapons research, LANL and LLNL
conduct civilian studies as well, such as energy,
space, and medical research. The vast amount of
funding, however, given by the Department of Energy to the UC for management of the labs is used
for weapons research. In 2002, LANL received
1.2 billion dollars for research and development of
nuclear weapons, which was 80% of its entire DOE
funding for that year.
The budget for 2004 from the DOE for “total
weapons activities” will be 6.4 billion dollars, an increase of 9% from
2003. This is 30% of the entire
annual DOE budget of $21 billion.
This year the Los Alamos Laboratory will receive 1.3 billion dollars
for weapons research, Lawrence
Livermore will receive 1.2 billion. That means that this
year, of the $4 billion dollar
combined budget the University of California manages
for the labs, $2.5 billion,
or 63% will be used for nuclear weapons research.
The $2.5 billion is spent on
various nuclear weapons
programs, including the
Stockpile Stewardship Program, which provides for
upgrades of every nuclear
weapon the US has, as well
as for the production of
new nuclear weapons,
u n der the guise of stabilizing an
already existing arsenal
of weap- o n
ry. The goal of the SSP is
to enhance the capabilities of the US nuclear weapons stockpile. Though a huge portion of the DOE’s
budget is devoted to these weapons “improvement”
programs, the budget contains very little information about them.

This year, the Universit y of California will be given
42

ardship Program, and the disposal of nuclear waste, are all fundamental responsibilities of the University of California as
lab managers. Under the guise of fundamental scientific research, backed by one
of the nation’s most respected institutes
of higher learning, laboratory scientists
and bureaucrats are able to continue their
legacy of building weapons of mass destruction by abusing the reputation of this
university, its faculty, and its students.

Also being researched by University of California
employees is the Robust Nuclear Earth Penetrator, with a $45 million budget over three years for
design and theoretical framework. The RNEP will
be the first new nuclear weapon to be added to the
US arsenal since 1989. It has been touted by the
Bush Administration as a more “useable” nuclear
weapon, its objective to burrow hundreds of feet
below the ground before detonation in a “bunkerbusting” technique. Not only
does preliminary research
prove the RNEP ineffective, but it shows that
if used in an urban setting, the radiation
emitted,
though underground, would
be enough to
kill 50,000 people in the first
24 hours. Bush
Administration rhetoric has been heavily saturated with threats of
first-strike nuclear use, and
the mere production of a new
nuclear weapon designed for
battlefield use has disastrous
consequences in the international arms control regime.
The research of weapons of
mass destruction including
the RNEP, the management of the Stockpile Stew-

I recently drove out the Los Alamos and
saw the lab for myself. Walking around
on the property, it was eerily reminiscent of a university campus. Researchers
walked cheerily from building to building,
ate lunch in the cafeteria and carried out
normal converstions. It seemed that not a thought
crossed their minds as to the ethics of the work
they were doing. Many of them were once students
at the University of California and were recruited
through professors or department officials.
In order to
stop these
labs we must
remove the
university’s
name from
them. The
longer they
stay
connected, the
longer the lie
continues that the
production of these weapons is for “national security”. The US should not be allowed to
make these weapons and simultaneously dictate
who can and cannot do the same. And it is up to us
as students, staff, and faculty of this prestigious institution to recognize our role in the management
of these labs. Let’s get the UC out of nUClear!
Find out more about the UC’s involvement in the nuclear arms race, and the control of the Defense Department on University research. Please visit these sites,
and get involved!
www.fiatpax.net
www.lasg.gov
www.trivalleycares.org
www.UTwatch.org

$2.5 billion dollars to spend on nuclear weapons research.
43

Your Dollar, Your Vote
There are dizzying amounts of products for customers to choose from on the shelves of
grocery stores across the U.S. With each product’s packaging screaming a different message, it is hard to
tell if the quality of the products and the methods in which they were produced live up to what the labels may
claim. Unfortunately, global prices for commodities such as coffee are determined by powerful corporations with
little regard for the human costs of their profits. Coffee prices are now reaching an all time low,
making it more and more difficult for farmers to feed their families.

CURRENT
SITUATION
When a farmer sells coffee in the conventional market it has to go through a long chain of brokers before it reaches
your local retailer.
Since each of these steps takes a portion of the profit, the farmer ends up receiving only 3% - 5% of what the coffee
sells for (Central American farmers usually receive only $0.35 - $0.45/lb for coffee that retails at $8.00 - $9.00). Large
corporations have figured out how to make even more profit by acquiring all of the steps in this coffee chain.
Corporations have played a large role in creating the coffee crisis that Central American farmers are experiencing
today. Many corporations have contracted farmers in nontraditional coffee growing countries like Vietnam to grow
large quantities of low quality coffee. These large-scale farming systems are generally unsustainable and rely heavily on
pesticides and other chemicals. This increase of production in these countries has created an oversupply of beans on the
coffee market and has forced coffee growers in Central America to sell their gourmet quality coffee for mere pennies.
A

A

ALTERNATIVES
Imagine though, if you could buy your
products directly from farmers who could tell you
how the products were grown and sell them to
you for a price that they think is fair. According to
Roberta Jaffe, one of the founders of Community
Agroecology Network (CAN), a nonprofit
organization that is dedicated to creating a
cooperative coffee trade, they want consumers
to be able to buy coffee and other goods from
a “global village farmers market.” The direct
interaction that happens at a farmer’s market
allows the customer to choose their products,
communicate with the farmer about how the
products were produced and then see that their
money is going directly to the farmer without
passing through many other hands.

44

What is Fairtrade?
Fair Trade is an alternative system of global trade that guarantees a basic
level of human dignity and social well-being for small-scale coffee producers
in developing countries. While consumers in the U.S. pay up to 10 dollars
per pound for coffee, the conventional system of trade leaves only 30 cents
for the producer, which isn’t even a survival wage. A handful of transnational
corporations have taken so much control of the conventional market, that they
command these exploitative prices. Fair Trade, on the other hand, standardizes a
living wage, which is several times higher.
The Fair Trade system works on a few fundamental principles:

It’s based on more direct relationships between producers and
consumers, eliminating the middlemen that take up so much of the profit
in the conventional market.

Environmental Sustainability: Fair Trade requires that farmers maintain
sustainable management practices. Over 80% of Fair Trade producers are
also organic.

Fair Trade Cooperatives must belong to democratically-run cooperatives.

And it’s dependent on the education of consumers in developed
countries (like the U.S).

A STEP IN THE
RIGHT DIRECTION...

Many coffee retailers, from your local roaster
to large, chain coffee shops like Starbucks
are now responding to consumer pressure by
promoting fairtrade coffee. While this is a step
in the right direction, many farmers are still
hindered by the fair trade market.
The primary limitation to this alternative
model is limited consumer demand. Only a
small percentage of the huge global coffee trade
is certified Fairtrade. Increasing the market share
of responsibly traded coffee is only possible
through organizing and public education of
potential consumers.
Also, fair trade usually supports the wealthier
small-medium sized farms that already have
the resources to sell top-quality coffee. Many
small farmers that are lacking resources like the
machinery that produces coffee beans from the
berries cannot benefit from the fair trade market.
Fairtrade brokers usually only buy the farmer’s
highest quality coffee. This usually amounts to
only about 20% or the crop, which means the
farmer still has to sell the remainder of their crop
for the same low price.

SOME FACTS:
• In 1999, 1.5 million
pounds of Fair Trade
Certified coffee was sold
in the US; by 2003, this
number is expected to grow
to 12 million pounds.
• 300 Fair Trade cooperatives, representing
550,000 farmers and their families, sell
through the Fair Trade Register.
• 21 countries throughout Latin America,
Asia and Africa produced Fair Trade
coffee.
• According to a 1999 Transfair survey in
Central America, non-Fair Trade coffee
farmers only received an average of
$0.38 per pound from the middlemen
through which they were forced to sell.
* A majority of Fair Trade Certified coffee
sold in the US in 1999 was certified
organic.

45

CAN: helping communities help themselves

Organizations like the Community Agroecology Network (CAN) feel that it is important to create a direct market and take a
step beyond fair trade. CAN feels that it is important to not only create a direct market to ensure fair prices for coffee farmers,
but also to help communities establish independence so they don’t have to rely on the standards set by the existing market
structures. They want to help bring the resources of various communities together so communities lacking capital can acquire
the machinery that they need to roast and package their own coffee.
There are currently 5 communities from Costa Rica to Mexico that are members of CAN. Graduate researchers are working
in each of these communities to help further the communities’ knowledge about sustainable practices. According to CAN
researcher Deborah Yashar, “the direct relationship through CAN would encourage and support the farmers to grow coffee in
a more ecologically safe and friendly manner and help them in their transition to growing all organic coffee.”
CAN has a strong commitment to building the capacities of communities so they can receive a fair price and, as pledged
in their mission statement, CAN most importantly
believes in “Helping Communities Help Themselves
Move to Sustainability.”
For more information on the Community Agroecology
Network or to order coffee, visit

www.communityagroecology.net

To get involved with internships on campus or in
a CAN community abroad, contact Troy Henri:
troyhenri@yahoo.com

COMERCIO JUSTO

Comercio Justo promotes awareness of the principles of fair trade and seeks to stimulate its demand and access on campus.
We are dedicated to rebuilding a conscious consumer-producer relationship in which all participants act with responsibility
and integrity. Comercio Justo functions on two basic levels:
• Education: Striving to expose the consequences of consumer supported conventional corporate structures on farmers,
producers and craftspeople in their respective countries, Comercio Justo acts on campus as an informational outlet for
students, staff and faculty to advocate fair trade as a positive alterenative.
• Access: We work to increase the availability of fair trade products in all campus retail outlets by creating not only a
consumer demand for fair trade, but also through continuous dialogue with sellers concerning their opportunity for
responsible purchasing and to promote responsible consumerism.
For more information about Comercio Justo or to get involved, contact: ucscfaitrade@yahoo.com

GET INVOLVED!
Following our success making CAN coffee available
in all the UCSC dinning halls, Comercio Justo and
CAN are now launching the Sustainability with Soul
campaign to bring more sustainable foods to UCSC.
Begun in earnest by Comercio Justo this spring, the
campaign is a dual-faceted approach to pressure and
give support to the UCSC Dining Services to incorporate “local, organic, and Fair Trade foods” (called
generally “sustainable foods”) into their meal plans.
The first objective is to foster student support for sustainable foods through large events, small teach-ins,
and tabling at every campus event possible. The second part of the campaign is the creation of “sustainable food purchasing” guidelines to help the Dining
Services administration through the complex issues
of sustainable food systems. The guidelines were developed by the Campus Sustainable Food Purchasing
Group, composed of members from CAN, Comercio
Justo, Community Alliance for Family Farms (CAFF),
Center for Agroecology and Sustainable Food Systems (CASFS), Students for Organic Solutions (SOS),
46

and Program for Sustainable Living. The guidelines
will be implemented in the new Dining Services contracts this June. Our goal is to have 2% of the total
food bought by the Dining Services in the 2004/05
school year to be in accordance with the guidelines
and increase that to 5% and 10% over the next two
years.
To get involved, contact Nick: ed47les@yahoo.com

go hungry.

By 1999, the wealth of
the worldʼs 475 billionaires was greater than the
combined incomes of the
poorest half of humanity.

World population:
6.3 billion

Sources: Forbes Magazine and undp.org

see p.65-67

>

>

>

follow

the mone

y

47

NAFTA
The North American Free Trade
Agreement (NAFTA), signed in
1994 between Mexico, the U.S., and
Canada, was the result of a massive
lobbying effort by business groups in the
3 countries. It has also become the model for
many other proposed free trade agreements.
Has NAFTA made us better
off?
> In Mexico, manufacturing
wages fell 21 percent from
1995 to 1999, and have
only started to recover.
The percentage of
Mexicans living in
poverty has also grown
since NAFTA went into
effect.
> Itʼs estimated that
over 765,000 U.S.
manufacturing jobs
have been lost since
NAFTA came into effect
as companies relocated t o
Mexico to take advantage
of $5 per day wages for
Mexican workers. Without
enforceable labor rights and facing
violent repression, Mexican workers cannot
easily organize to increase their wages. The laid-off
U.S. workers usually find jobs with less security and wages
that are about 77% of what they originally had.
> In the maquiladora zones along the US-Mexico border, the
increased pollution and the improper disposal of chemical
wastes have dramatically raised rates of hepatitis and birth
defects.
> NAFTAʼs Chapter 11 changed the rules by letting corporations
sue for “anticipated lost profits.” This is imaginary money that
a corporation says it could have made... if some regulation
hadnʼt been there. One corporate lawsuit under NAFTA already
pressured Canadaʼs government into repealing a ban on MMT, a suspected
carcinogen. Canada was also forced to pay MMTʼs manufacturer $16
million. An effect of these new corporate rights is that corporations can
do end runs around democracy, threatening peopleʼs environmental,
health, and workplace safety protections.

CAFTA
The U.S. - Central American Free Trade Agreement (CAFTA) is a free
trade agreement between the U.S. and the five Central American
nations of Guatemala, El Salvador, Honduras, Nicaragua, and Costa Rica.
> CAFTA is closely linked to Plan Puebla Panama (PPP), a 10-year long,
multi billion-dollar mega-development project that will construct physical

48

and industrial infrastructure throughout the
region. Civil society groups in Mexico and
Central America see the PPP as paving the
way for CAFTA and FTAA. These groups have
protested the PPP because of the devastating
impact that it will have on the environment,
indigenous communities, and local economies.
> Under CAFTA, the state run health care,
education, electrical generation, and water systems
could be privatized and sold off to multinational
corporations.
>
CAFTA will most likely contain
the Chapter 11 investor rights provision of
NAFTA and would open up Central American
nations to the risk of corporate lawsuits. Such
elements of CAFTA would erode democracy and
allow for decisions to be made behind closed doors
that would affect the lives and well being of millions of
people.
For more info or to get involved in the Anti-CAFTA
campaign, contact: Centro Americanos Unidos
ucsc_cau@hotmail.com

FTAA
Further expanding on NAFTA, the Free Trade Area of the
Americas (FTAA) would encompass all countries in
North and South America except for embargoed Cuba,
forming the largest trade agreement in history.
NAFTA on steroids:
> Big business stands to gain still
more power to exploit labor
efficiently,
pressure
governments
with
lawsuits, and disregard
occupational safety or
the environmental costs
of its profitable enterprise.
> Inequality will worsen
as more and more people are
marginalized by a system that
concentrates the wealth in the hands of
a small minority.
> States lose their ability to pass laws to protect
their citizens, their environment, their sovereignty.
> Accellerated privatization means higher prices, poorer
service, union busting, and worsened working conditions.
Needless to say, many people are opposed to the FTAA. In fact,
a coalition of citizensʼ networks representing some 50 million
people from every country in the Americas has formed to work to
stop what is seen as the latest attack of corporate globalization.
more info: www.art-us.org/HSA.html

>

>

>

>

ercion >

Wealth >

>

?
See a patte>rn
Co

A SIMPLIFIED
DIAGRAM OF
THE GLOBAL
ECONOMY...

49

EXPLANATION OF THE DIAGRAM
Corporate power over governments
of rich countries
Example The $150 billion spent on corporate
subsidies and tax benefits in the U.S. is more than the
$145 billion paid out annually for all social services
excluding Social Security and medical care.
Example Chiquita recently used the US government
to bring a $525 million lawsuit against the European
Union using WTO trade rules. The suit alleged that the
EU policy of favoring trade with ex-colonies in African
and Caribbean nations cut into Chiquitaʼs profits.
Example Dick Cheney used to be the CEO of
Halliburton, a corporation that now holds U.S.
government contracts for operations in Iraq worth
$292 million. Fortune Magazineʼs cover
story this June was entitled “Making
Iraq Safe for Capitalism.” The article
discussed a second wave of profit in
Iraq: first companies like Bechtel
and Halliburton made millions off
reconstruction contracts, now thereʼs
a Burger King in Baghdad.
Corporate power over the
Global South
Example CocaCola: In Guatemala and
Colombia, union activists challenging
Coca-Cola are routinely murdered by
paramilitary soldiers. In India, the
company is known for taking control
of publicly owned water to make
its product. And throughout the
world, Coca-Cola undermines
traditional culture and
nutrition with its sticky mix
of sugary drinks and wallto-wall advertising.
Example
Monsanto:
This
agroindustrial giant developed the Agent Orange
defoliant used in the Vietnam War to destroy forests
where communist guerrillas might be hiding. Today it
supplies Roundup Ready to fumigate coca crops (and
unlucky peasants) under Plan Colombia.
Corporate power over WTO, IMF, etc.
Example At a recent meeting of agricultural
ministers in Sacramento leading up to the full WTO
meeting in Cancun, the USDA (headed by a former
lawyer for Monsanto) organized a trade expo that
gave agroindustrial companies inside access in order
to advocate the use of their products, including GMO
crops.
Example The US trade representative set a
new precedent this year by including “industry
representatives” in his delegation to the WTO meeting
in Cancun.
Rich countries’ power over WTO,
IMF, World Bank, etc.
Whilst the WTO is ʻrules-basedʼ when it comes to
implementing its biased trade rules, it is ʻrule-lessʼ
when it comes to the procedures by which these trade

50

rules are negotiated. The result is that the majority of
developing countriesʼ positions are marginalized in
these negotiations. Where necessary, bullying strategies
have been fully employed.
In the lead-up to the WTO ministerial in
Doha, Kenya attmpted to resist the USʼ position of
strengthening patent rights (TRIPS). Nairobi was called
five times in the space of two days until the country,
which was also in the process of negotiating a $150
million IMF loan, finally backed down. For more info,
read “Behind The Scenes At The WTO” at focusweb.org
Global capital’s power over WTO,
IMF, World Bank, etc.
Third world debt is big business. It is also a central obstacle
to alleviating poverty. In the words of Alejandro Olmos
Gaona with Jubilee 2000,“...behind the banks stand
the multilateral organisations and the governments
that uphold them, who control and influence their
decision-making. While they design common strategies
they systematically obstruct any attempt to formalise a
debtor countries grouping which might sit down on an
equal footing with the creditor countries.”
Global capital’s power over poor
countries
Trillions of investor dollars can suddenly leave a country
at the touch of a button, causing its currency to plummet.
Governments are thus forced to maintain policies that
favor international investors, even if this comes at the
expense of their citizens: high interest rates and no
limits to the wholesale export of wealth are two
notable examples.
Thailand and most of southeast Asia,
Argentina, Mexico, and others have experienced
the consequences of not jumping quick
enough at the command of spooked bankers:
thousands unemployed, erased life savings,
massive poverty.
Rich countries’ power over poor
countries
The 2002 National Security Strategy of the U.S.A.
states that “We will actively work to bring the hope of
democracy, development, free markets, and free trade
to every corner of the world.”
www.whitehouse.gov/nsc/nss.pdf
WTO, IMF, World Bank power over
poor countries
see prece

Structural Adjustment Policies have required 36 countries
in sub-Saharan Africa - where more than half of the
population lives in absolute poverty - to shift scarce
resources into production of cash crops for export in
order to raise funds for debt repayments. This has had
deadly consequences for a region devastated by the
AIDS pandemic. If current trends continue, the number
of AIDS orphans in Africa may exceed 40 million by
2010.
Example One out of every four Zimbabweans has HIV.
In 1998 Zimbabwe spent 10.3 percent of its GDP on debt
payments. It spent 3.2 percent of its GDP on health care.

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51

Interview with

Marcela Muñoz

- Sewing Supervisor Line 14 at the Korean-owned Kukdong garment factory in Puebla, Mexico
- Key Organizer with SITEKIM (Independent Union of the Workers of Kukdong)
this article thanks to United Students Against Sweatshops: www.usasnet.org

From the beginning Marcela, a SITEKIM the CROC representative said were the main troublemakers, and tried to force us
leader, has played an integral role in organizing to sign resignation letters that they had typed up for us, but we refused. Instead
fellow workers at Kukdong. When she is not they fired us.
Thatʼs when the workers collectively decided to have a work stoppage in objection
working at the factory, she travels from town to
to our dismissal. During the work stoppage workers were beaten up and many
town organizing workers in their homes.
Marcela is a 22-year-old single mother who were fired. However, because
hardly gets to see her 3-year-old son, Luis of the media and international
Eduardo. She lives two hours from Kukdong attention to the situation, most
and leaves for work and arrives home while he of us were rehired. But the
is sleeping. Marcelaʼs mother looks after him, conditions in the factory have
but she worries about their safety especially not improved.
A group of workers, through
after receiving threats from CROC* employees
the help of Centro de Apoyo al
targeting her and her family.
Trabajador,
decided that the
What is your family like?
Marcela: I live with my mother and my son. way to bring real change to the
My sister lives with her husband and son in factory is to have an independent
Florida. The father of my son is not involved in union represented by workers
Luisʼ life. Itʼs not because I wanted
“...the future of in the factory
rather than
it that way but because he never
democracy
in
Mexico
CROC. Since
took interest. He lives in Chietla
but did not ask about him until is in the unionization then, thatʼs
Luis was already two.
of workers in what we have
been trying to do.
My mother worries about me
maquiladoras.“
Have you worked in any other maquilas?
because I come home late from
Before working at Kukdong, I worked in Matamoros Garment. It was horrible
SITEKIM meetings and organizing, but she
supports what I am doing, which helps me a there. The union that supposedly represented the workers was also CROC. We were
lot. Once someone from church asked my mom never paid on time and we were forced to work overtime if we did not finish our
how she could let me go around organizing. My daily quota. Even though sign out was at 6 p.m., we would have to work until after
mom responded by saying that the Bible doesnʼt 11 p.m. I guess the reason why the workers in Matamoros Garment never had a
say itʼs wrong to organize people, especially if work stoppage in protest of the work conditions is because, unlike in Kukdong, the
workers were divided. The workers were either scared of losing their job or they
it is to help their situation.
How did you become a union were, in one way or another, affiliated with CROC. The conditions got so bad that I
decided to leave and work at Kukdong.
organizer?
What have you learned from your experience?
It first started because the conditions in
I realize that the future of democracy in Mexico is in the unionization of workers
Kukdong were bad. They were serving us spoiled
and dirty food in the cafeteria. There was a day in maquiladoras. SITEKIM is an example of how a union can function by workers.
when the majority of the workers were sick with
dysentery. So the supervisors from each sewing
CROC: Revolutionary Federation of Workers and Peasants, a union known
line got together and decided to address these
problems. Some time after that, they called for its closer allegience to the factory bosses than to the workers themselves.
some of us in to the main office, the ones that Has links with the PRI which ruled Mexico for more than 70 years.

*

52

EMPIRE STRIKES BACK
Moving away from home, smoking
the exploitation and domination it connotes, does not jive with our countryʼs self-image.
drugs, getting wasted, lots of hay rolling – these
What does it mean that more and more commentators are finding
are the typical rites of passage celebrated in
ʻEmpireʼ the appropriate term for U.S. power? The simple answer is that the Bush
college classics like Revenge of the Nerds and
Administrationʼs marauding (preemptive invasion and occupation of Iraq) and goAnimal House. A less sexy, but more profound rite
it-alone (snubbing the UN, and international agreements like the Kyoto Protocol,
across college campuses (especially UCSC!) during
ABM Treaty, and the International Criminal Court) foreign policy is making a once
the past thirty years has been getting acquainted with
marginalized accusation simple fact or common sense. Even voices on the far right
the darker side of U.S. history abroad and domestically
(or ʻneoconservativesʼ) are using the term to characterize their designs for the
– what you probably were not taught in high school. This U.S.ʼ role in the world – Dinesh DʼSouzaʼs “In Praise of American Empire” is one
can be a difficult transition that fundamentally challenges
example. The U.S. state has enacted imperial ambitions many times before,
your reality. The university experience can be akin to
but its actions have become so brazen that ʻAmerican Empireʼ is becoming a
Morpheusʼ warm warning to Neo upon his exit from the
reality even the steadfastly patriotic cannot ignore – in a recent interview
Matrix: ʻWelcome to the Desert of the Real.ʼ Once you learn
with Vanity Fair, Deputy Secretary of Defense Paul Wolfowitz admitted that
of the terror wrought in the name of national accumulation,
WMDs were chosen to legitimate war on Iraq for
progress, and security, pledging allegiance becomes impossible. bureaucratic reasons, not because of an
There are few states on this planet with an innocent
overwhelming threat: “we settled on
or bloodless history, but the U.S.ʼ is particularly troublesome.
the one issue everyone could agree
My aim in this dispatch is not to excavate the many miseries that
on: weapons of mass destruction.”
made and continue making this country (Philippines 1945-53, Iran
How many WMDs have been
1953, Guatemala 1953-1990s, Vietnam 1950-73, Cambodia 1955found since the bombing began?
73, Chile 1973, Nicaragua 1978-89, Panama 1989, Iraq 1990…) – if
About as many unicorns Iʼve
taught well this is what class is for – but instead to historically situate
made passionate love to in the
your welcoming to the desert of the real. The claim Iʼd like to develop
past month. You can rest assured,
is that your introduction to this countyʼs painful truths is occurring at a
however, that not one
novel time – one different from generations past. My sense is that now,
barrel of Iraqi oil
more than ever, the realities of U.S. nation-building are out in the open
has gone
– in the alternative media, mainstream media, classrooms, bars, coffee
houses etc. Nowhere is this clearer than in the present popularity of the term
ʻEmpire.ʼ
Pundits all across the political spectrum domestically and abroad
are invoking ʻEmpireʼ as the appropriate description of present U.S. power.
This is meaningful: ʻEmpireʼ is a dirty word. It used to be the preserve of more
marginal voices in U.S. politics: progressive activists, intellectuals, journalists etc.
Through the 80s and 90s prominent U.S. foreign policy critic Noam Chomsky could
be expected to invoke ʻEmpireʼ in his analyses of U.S. power, but not the New York
Times or Washington Post. ʻEmpireʼsʼ newly privileged place in public discourse
suggests changes both in the power and aims of the U.S. State, and the political
consciousness of ordinary U.S. Americans. These changes need to be accounted for.
But before sketching an analysis of our present moment, Iʼd like to answer the
obvious question: what the hell is an Empire?
Empire has traditionally referred to an extensive group of states
formed by colonization or conquest, and subject to the authority of a
metropolitan or imperial state. Calling the U.S. an empire is provocative not
least because this country was founded in a revolutionary struggle against the
British Empire, and more recently was a primary supporter of Decolonization
(whatever the motivation) after World War II. The U.S. has historically
regarded itself as a bastion of freedom and democracy. ʻAmerican Empire,ʼ and
53

53

unaccounted for since the occupation began.
In the mean time, approx. 12 000 Iraqi civilians have
died, and 40 000 have been injured. The invasion has also cost 900
U.S. American lives and 144 billion taxpayer (you and me) dollars
– enough money to finance 3.3 million four-year college scholarships
(see: www.costofwar.com). The recent increases in your tuition is not
unrelated to your countryʼs problematic spending priorities – Empire
ainʼt cheap.
The basic point I want to make is that Bushʼs America is
both a continuation of nationbuilding as usual, and a newly
pernicious configuration of U.S
state power – more overtly
militaristic and marauding
(and costly!) than probably
ever before. America as
Empire is not a new idea, but
the Bush Administrationʼs
particular enaction of Imperial
ambition is. To effectively
resist the new empire, we
require this double awareness.
There is ongoing debate over effective anti-Empire strategy.
The bottom line for progressives is that Bush -- The Emperor…ugh -must be ousted from the White House in 2004. But most progressives
are simultaneously suspicious of the electoral alternatives. The
Democrats are the most realistic vehicle for ousting Bush and his
neoconservative cabal, but only four years ago while Clinton was
president, thousands of folk flooded the streets of Seattle to protest
U.S. backed corporate globalization – or simply put: neo-colonialism.
The Democrats enacted imperial ambition more ʻsoftlyʼ (less
militaristically) and multilaterally than the Republican White House,
and we should expect more of the same if Kerry beats Bush (recall
that many more Iraqis died under the Clinton-backed UN economic
sanctions than have from the current invasion – both are despicable).
This is our problem: 1) Bush needs to be beaten; 2) The Democrats
are our best bet; 3) American Empire will not disappear – but will
become ʻsofter,ʼ Empire Lite -- with a Kerry White House. What to do?

Web Resources

>>>What to do?
The anti-Empire strategy I agree with most is as follows:
As bad as theyʼve been, we need the Democrats to end the presently
pernicious configuration of U.S. state power in the 2004 elections.
We must, however, work simultaneously to strengthen peopleʼs
movements that can both hold the Democrats more accountable – in
the form of a shadow government for example -- and work to more
radically transform our world -- wouldnʼt it be nice if democracy was
more empowering
than choosing
between the better
of two lessers? The
bottom line is this:
we need to vote and
vote strategically
(meaning Democrat
in most cases
– especially in swing
states!) in the coming
election, but shouldnʼt
think that casting our ballots for Democrats will create any deep
change.
This is both a terrifying and terribly exciting time. The
U.S. state is becoming increasingly militaristic and dominative, but
political awareness domestically and abroad is flourishing. The
differences between ʻdomesticʼ and ʻabroadʼ are becoming more
pronounced (tighter border controls, extraction of foreign resources
– labor, oil etc. – for domestic benefit…) while they simultaneously
disappear: We (whether U.S. American or not) are all subjects of
Empire, and are forging new solidarities and forms of community in
struggles against it. These are despairing times full of hope.
Party intensely, and frolic happily in the hay, but whether
commencing or continuing your college experience, I encourage you
to invest your self in the historic effort to remove Bush from power,
and the world-historical struggle against U.S. Empire, and all other
forms of power benefiting from borders, war and want.
Check this guide for activist opportunities on campus and in
Santa Cruz. Feel free to contact me (jkrowe@ucsc.edu) if you have
any questions, comments or criticisms, and below are some web
resources you might find helpful. Godspeed.
- James K. Rowe (jkrowe@ucsc.edu)

William Blum, “American Empire for Dummies,” Znet Foreign Policy, at:
http://www.zmag.org/contentshowarticle.cfm?SectionID=11&ItemIS=2517
Philip S. Golub, “Westward the Course of Empire,” Le Monde Diplomatique, at: http://mondediplo.com/2002/09/03iros8.htm
Charles S. Maier, “An American Empire?” Harvard Magazine at: http://www.harvard-magazine.com/on-line/1102193.html
Dennis J. Halliday, “UN Sanctions Against Iraq Only Serve US US Ambition,” The Irish Times at: http://www.commondreams.org/
views/081100-104.htm
54

Our Tuition Funds the Occupation:
Revealing the University of Californiaʼs Connection to Israeli Apartheid
The occupation of Iraq has opened a new discourse in the United States.
We are now able to discuss the reality of “occupation” as never before. Behind
the political rhetoric, we are faced with the ever emerging reality of an indigenous
Iraqi population resisting a violent and oppressive alien army. This is a reality
that has been present in Palestine for many years. Like the occupation of Iraq,
Israelʼs occupation of the Palestinian Territories represents a clear violation of
international law and the principle of self-determination. It is only with the
support of U.S. citizens and institutions that these violations are able to occur and

the violence of occupation continues.
From the beginning, the conflict between Israel and the Palestinians
has been skewed in favor of the Israeli government. The terms of the debate have
been shaped by Israelʼs monopolization of military power. Israel has negotiated
with tanks, bulldozers, helicopter gunships, and the fourth largest military in the
world. In contrast, the Palestinians have been forced to appeal constantly for
international assistance while continuing mass resistance and desperate acts of
violence. This imbalance in power has resulted in the formation of violent and
racist policies by Israeli officials governing the Occupied Palestinian Territories.
The conflict began in 1948 when 800,000 Palestinians were forced to
flee their homes in what became the state of Israel. Today, there are 5 million
Palestinian refugees. Many of these refugees now live in camps in the West Bank
and Gaza Strip, two territories which were invaded and occupied by the Israeli
army in 1967. In blatant violation of International Law, Israel continues to occupy
those territories (along with East Jerusalem and the Syrian Golan Heights) and
the refugees have never been allowed to return to their homes.
The Israeli occupation manifests itself every day in the life of Palestinian
civilians. Curfews lock residents in their homes for days while Israeli snipers shoot
anyone outside. Home demolitions come without warning leaving entire families
in tents. Random arrests, detentions, and population transfers are a common
occurrence. Targeted extra-judicial executions are carried out by Israeli helicopter
gunships and fighter jets firing missiles into civilian neighborhoods. Meanwhile,
military checkpoints and other physical barriers keep the Palestinian population

By Jacob Pace

fragmented and humiliated.
Israel is now rapidly constructing a vast Wall on Palestinian soil. The
Wall cuts through Palestinian land, illegally appropriating over 50% of the
occupied territories. Instead of separating Israelis from Palestinians, it encircles
indigenous Palestinian communities, forming ghettos and cutting them off from
agricultural lands and the rest of the population. Meanwhile, Israeli bulldozers
destroy agricultural lands and homes in the Wallʼs path.
The Wall exhibits the degree to which the Israeli occupation is more
than just daily oppression. In fact, it is a targeted
colonial endeavor. The military clears the way for
Israeli settlements which are built on strategic

locations in the territories. The settler movement
and its counterparts in the Israeli government openly
advocate Israeli annexation of Palestinian land and
the “transfer” (ethnic cleansing) of all Palestinians.
Ministers in the Israeli government openly support this
racist ideology.
This is the foundation of Israeli Apartheid.
Just as white residents of South Africa were granted
privileges far surpassing native Africans, Israeli Jewish
settlers also enjoy vast privileges over their indigenous
Palestinian neighbors. Settlers live in lavish settlements
with “Jewish only” roads and highly armed militias. The Wall represents a
concrete manifestation of the separation and inequality forming the basis of
these Apartheid policies. Meanwhile, Palestinian civilians are denied their rights
to human dignity and self-determination.
Israel is only able to maintain its occupation because of support from
the United States. The US government grants Israel more aid than any other
country ($6.3 billion a year) and US institutions invest vast sums in the Israeli
economy. The University of California is one such investor. At least $3.5 billion
of the UC Endowment is invested in companies with operations in Israel. For
instance, General Electric has strong ties to the Israeli military and receives an
average of $650 million from the University per year.
Without addressing the structural imbalance of power, no peace
agreement will succeed. Instead the Palestinians will continue to be the victims
of an aggressive and colonizing Israeli state. In the 1980ʼs UC students forced
the University to sever its financial ties with South Africa and the government
soon crumbled. We must now renew our calls for justice and demand that our
money is not used to fund Israeli Apartheid.

Get involved by contacting the UCSC Committee for Justice
in Palestine: cjp_santacruz@yahoo.com.
For more information visit:
UC Divestment Campaign
www.ucdivest.org

The Electronic Intifada
www.electronicintifada.net
BʼTselem: www.btselem.org

Jacob Pace works with The Resource Center for Nonviolence and The Committee for Justice in
Palestine in Santa Cruz. He recently returned from Palestine where he worked for the Palestinian
Centre for Human Rights in the Occupied Gaza Strip.

55

Student Government at UCSC
by James Sheldon
College Student Governments
Every college at UCSC has its own student government. These form
the base of student self-governance on our campus, and represent a
long-standing campus institution. Each student government has a budget of around $40,000 a year, which comes from a $10 per quarter
fee paid by each student who affiliates with that college. The college
student governments have the option of allocating money from this
budget to the activities office and residential life office at their college,
and many choose to allocate a large portion of this funding. For more
information about the college student governments, visit your college
programs, activities, or residential life office.
Student Union Assembly (SUA)
The Student Union Assembly (SUA) is the official campuswide student government at UCSC. Representatives from the college student
governments and ethnic student organizations convene together once
a week on Tuesday night from 6-8PM to engage in activism on issues
that affect UCSC students.
Some of the issues that SUA has worked on in the past include:
• Mandatory Meal Plans
• Preserving recruitment and retention funding for underrepresented
students
• Fighting fee increases and financial aid cuts
• Opposing mandatory grades
• Supporting the narrative evaluation system
• Advocating for a living wage for campus workers
• Lobbying for “education not incarceration,” or the idea that funding should go to support schools instead of building new prisons
University of California Student Association (UCSA)
SUA belongs to a statewide organization, the University of California
Student Association (UCSA). UCSA meets monthly at various UC
campuses and provides a forum where UC students can get together
and take positions on systemwide and statewide issues. UCSA has two
offices, one in Oakland near the UC Office of the President and one in
Sacramento near the State Capitol.
United States Student Association (USSA)
SUA also belongs to a national organization, the United States Student
Association (USSA). This association serves as a national advocacy
and lobbying organization for student priorities.
Student Committee on Committees (SCOC)
The Student Committee on Committees is a committee of SUA
whose purpose is to choose student representatives to various administrative, faculty, and student committees on campus. This year will be
the third year that the SCOC exists; it previously was an independent
organization (if you ever hear about ICSA, SSV, and SVOC… the person is talking about one of the previous names).

There are hundreds of opportunities for students to serve on campus committees. Most of them are in an online database at http://sua.
ucsc.edu/scoc where students can view openings and apply to serve
on committees. There is a choice of either being a representative to a
committee, or serving in a broader role by tracking the activities of a
committee so that students know what is going on.
The Student Committee on Committees holds a quarterly event for
students to hear about what is going on in committees on campus and
to network and share information. This event is called the Cross Committee Communication Caucus (C^4), and is an excellent way to learn
about how decision making happens on campus and to learn about how
you can get involved.
Engaging Education (E^2)
Engaging Education is an organization under the auspices of SUA
which was established in order to coordinate outreach and retention
programs and efforts for underrepresented groups. It has a dedicated
student fee of $4.20/student/quarter which funds its operations and programming. E^2 can be reached at 831-459-1743; the E^2 center is
located in the quarry plaza to the left of the student center.
Campus Sustainability Council (CSC)
The Campus Sustainability Council is an organization under the auspices of SUA which allocates funding to student organizations for efforts to advance the campus sustainability plan; they also have their
own fee which funds their efforts.
Student Fee Advisory Committee (SFAC)
The Student Fee Advisory Committee makes recommendations on how
to allocate the University Registration fee (which funds non-academic
student services at UCSC). Each college has a representative on SFAC,
who is appointed for a two year term by the SCOC. Go to http://www2.
ucsc.edu/sfac to learn more about the Student Fee Advisory Committee.
CORE Council
CORE Council is composed of a representative from each of the college senates; the council meets to allocate money to student organizations on campus for operating budgets and projects. More information
about CORE can be found at http://soar.ucsc.edu
Student Union Governance Board (SUGB)
The Student Union Governance Board meets weekly to set policy and
plan events for the student union, which is located in the quarry plaza
across from the Baytree Bookstore. There are eight students appointed
to the board by SCOC, and one from each college senate… so it is not
too hard to become a member of this board and to get involved. See
http://studentunion.ucsc.edu for more information.

SUA has a website, http://sua.ucsc.edu where you can learn about various issues and
find out more about the work we do and how you can get involved in making changes
on issues of concern on campus...
56

Volunteer Opportunities with Youth in the Santa Cruz Community
Roughly twenty percent of residents in Santa Cruz County are under twenty years old.
For any incoming student that is interested in getting involved in the community (that is the community beyond the university) volunteering for a youth organization is a great way to do it.
Each region of Santa Cruz has its own personality and spirit. So, depending on what you are looking
for and where you live you have quite a few options to choose from.
Davenport is a short drive up Highway One. It is a small, but rich community of farm workers, local
artists and families. The Davenport Resource Center (425-8115) has a teen center that does year-round
programming for kids including art classes and movie nights. They also have a regionally renowned
Cinco de Mayo Celebration which is a great family affair.
Santa Cruz City has a Teen Center downtown (420-6236), The Familia Center (423-5747), and the
Beach Flats Community Center (420-6125) which all have youth programs. In addition to these organizations, the County Office of Education (476-7140) has several alternative schools in the area. A local
organization that has a larger overlap with university faculty and works with youth on probation and
involved in gangs is Barrios Unidos (457-8208). Together For Youth (479-5466), a project of United
Way is another organization that works on drug and alcohol issues and runs a website called The Local
Down Low (www.localdownlow.org) where teens (and potential volunteers) can get information on local
happenings and resources for youth.
The mountain community is unique in Santa Cruz. The Mountain Community Resource Center (3362553) located in Ben Lomond is the hub of youth programming for Boulder Creek, Ben Lomond, Felton
and the surrounding areas. They are affiliated with the San Lorenzo Valley Teen Center (335-9760)
which is an excellent resource for mountain teens. For The People (427-5533) does youth programming around violence intervention in the mountains. Also located in Felton is the Santa Cruz County
Juvenile Probation Department (454-3880). Counter to popular belief, the Santa Cruz Juvenile Probation
Department is one of the most progressive in the nation. As leaders in reform, they are eager to open
their doors to students interested in learning more about juvenile justice and effective programming for
juvenile offenders. One of their main objectives is to reduce disproportionate minority confinement. They
have succeeded in reducing the number of incarcerated youth on any given day, but have yet to see a
reduction in the over-representation of Latinos in their facility. They could use your help! They are also a
great resource for finding local organizations that work with youth on probation in the community.
The Live Oak Family Resource Center (476-7284) is looking to expand their services to youth and
could really use some support. They are affiliated with The Core which is dedicated to surfing, skating
and other outdoor activities for youth in the Live Oak area. In Soquel there is a school for homeless children K-6 called New Horizons School that would be a great place to volunteer for folks that like working
with younger kids.
Most of the Latino community lives in South County, that is, the Watsonville area. Because it is about
fourteen miles south of Santa Cruz, Watsonville is highly under-resourced when it comes to university
student volunteers. This is unfortunate because it is one of the richer and more interesting places to
volunteer in Santa Cruz County. The Youth Community Restoration Project, called YCORP (724-4771)
offers youth mentoring for employment and has youth work crews that do community restoration work,
especially gardening and repair work. Pajaro Valley Prevention and Student assistance (728-6445)
offers youth and family counseling in addition to programming for youth on probation. Population
Services International, called PSI (722-9277) works on issues of teen pregnancy and sexuality, and
they have a great teen newspaper called Shout Out which is put together by and for teens. Defensa de
Mujeres/Womenʼs Crisis Support (722-4532) and Salud Para La Gente (763-3404) both offer services
for teens who are experiencing abuse in their relationship or that have questions about sexuality or
relationships. The Pajaro Valley Shelter Services (728-5649) offers transitional housing for families and
services for women and children.
These are just a few suggestions for ways to get involved with young people in Santa Cruz County.
Remember, the more involvement that young folks have with students in the university, the more they
will see themselves as future college students. I am sure that many of you had one or two people who
helped you believe that you too could attend college. You could be that inspiration for some young
person!
- Rebecca Hester

Check out the new Mural on the corner of Beach and
Park just below the Giant Dipper roller coaster. The Beach
Flats Mural Project was meant to be a process that brought
together people of all ages, all backgrounds and skills in a
community project.

57

“Activism is my rent for
living on this planet.”
- Alice Walker

Things You Can Do

Activism and politics donʼt just mean voting and endlessly boring speeches – if done right, it can be about
friends, creativity and a lot of fun.
1. Know what the fuck is going on


Keep up to date about events in the world and in your community.
o Alternative sources for media allow you to hear the stories that the mainstream press
wonʼt run. See:
- IndyMedia (next page in this guide)
- TruthOut.org (daily emails about world events from global press)
o Set your homepage to www.bbc.co.uk/worldservice - all the articles are really short
and you can read on the way to checking out some other site.
o Watch CNN, MSNBC, Fox News, CSPAN, and read newspapers so that you can keep up
to date and understand where others come from.
o Pay attention to when actions are happening locally and regionally – sign up for the
Santa Cruz Progressive E-mail List (send a blank E-mail to scpel-subscribe@topica.
com) and pay attention to flyers & emails.

2. Analyze yourself and start taking a stand






What privileges do you have that others donʼt? What changes can you make in your lifestyle to
create a better future?
o Fuck guilt – instead, work on fixing yours and others problems
o Watch where you shop, what you buy, who profits, who gets hurt
Donʼt just form your opinions – start standing up when shit is going down.
Take a stand in meetings – make sure that tasks are distributed to create future leaders. Only
take things on if youʼll actually do them.
Listen more than you talk. Before speaking, ask yourself if it actually contributes. If you talk too
much, step down. If you donʼt talk at all, step up.

3. Get involved







58

Donʼt think you can contribute? Everyone has a skill that is needed. Artist? Design a flyer.
Computer junkie? Manage the website. Music or theatre your thing? Make protests more fun.
Writer/Photographer? Youʼll love press releases.
Not much time? Tell friends about events and petitions (online ones too like at moveon.org),
donate a little time to just flyer your own college or neighborhood, or take on small tasks like
making a few phone calls or creating a flyer or two.
Focus on an issue or help a variety of groups working on different issues.
Check out the orgs in this guide & work on campaigns that achieve real results. Think Global, Act
Local. Look around, see how you can help, and commit!

Theyʼll probably invite you to a meeting. Come
prepared:
Look for some way to plug in: there are almost
always tasks that require help from lots of
people: flyering, tabling, etc.
Itʼs tough to get a group of people who have
grown up in a fiercely individualistic,
competitive society to suddenly leave all their
prejudices and power games at the door. Wellintentioned folks still screw up it sometimes:
meetings are occasionally dominated by a
small group that talks all the time, and true
multi-racial coalitions are frustratingly rare.
Folks are trying, so if you go to a meeting and
donʼt feel welcome/comfortable/engaged,
PLEASE suggest changes to someone who
looks like theyʼre pretty involved.

WHY INDEPENDENT MEDIA?
For true democracy to work, people need easy access to independent, diverse
sources of news and information. But the last two decades have seen unprecedented
corporate media consolidation. By the year 2000, just six corporations dominated
all media outlets, including television, radio, newspapers, magazines, music, publishing and film.
These corporate media outlets are legally responsible to their shareholders to
maximize profits. Lest anyone doubt that conflict of interest might create media
bias: consider that NBC is owned by General Electric, which also owns Westinghouse,
which collaborated with Boeing and Northrop Grumman to produce the B-2 bomber
and the F-18 fighter plane. Viacom (owner of CBS), Disney (owner of ABC), Rupert
Murdochʼs News Corporation (owner of Fox), General Electric (NBC) and AOL Time

Warner control 75% of prime time television production. Clear Channel owns 1225
radio stations in 300 cities across the country, and controls audience shares in 100
out of 112 major markets. A recent Federal Communications Commission(FCC) ruling relaxed restrictions on market ownership by the largest media corporations,
allowing one company to control up to 45% of the national television market, and
to control print as well as television markets in a given area. This ruling is currently
being contested.
In addition to the 3 local sources introduced below, these websites are constantly updated and make good homepages:
www.commondreams.org

www.bbcworldservice.com

www.alternet.org

www.indymedia.org

Free Radio Santa Cruz

http://SantaCruz.Indymedia.org
Santa Cruz Indymedia is a non-corporate, non-commercial source
of news and information. Santa Cruz Indymedia belongs to a network of
over 100 Independent Media Centers spanning the globe. The Independent
Media Center (IMC) is a grassroots organization committed to using media
production and distribution as a tool for promoting social and economic
justice. The IMC is a truly cooperative effort of hundreds of independent
media collectives.
On Santa Cruz Indymedia you can easily publish articles, audio,
photography, and video. Your stories and analysis go right up on our openpublishing newswire. You can even add comments and additions to other
stories posted on the site. Santa Cruz Indymedia has dedicated itself to
improving coverage of local issues and events.
Santa Cruz Indymedia also has an open-publishing community
calendar that allows anyone to publish information on upcoming meetings, vigils, film screenings, educational workshops/skill shares, social
gatherings, etc…

is an unlicensed, commercial free, community based pirate radio station that has been
operating for over 9 years without a license! We
broadcast alternative news and information
24 hours a day seven days a week in defiance of Federal Communications Commission rules and regulations.
Free Radio Santa Cruz
broadcasts Amy Goodmanʼs
Democracy Now!, Free Speech
Radio News, and a host of local independent voices bringing
you the news, information, and
music you canʼt get from the
mass media.
Wanna be a DJ? To get
your own show, fill out the application and mail it to us along with a
demo tape. See the schedule page for
available time slots.

101.1 FM
www.freakradio.org

Santa Cruz Indymedia holds general meetings
every other Sunday, 7:00pm, at the Resource Center
for Nonviolence (515 Broadway at Ocean). For more
information, email imc-sc@lists.indymedia.org
Indynewsreal, a special project of Santa Cruz Indymedia, is a 30 minute compilation of video segments
produced by video journalists in the Monterey Bay area.
Indynewsreal airs Wednesdays at 7:00pm on Community TV channel 27. Santa Cruz Indynewsreal meets the
second Monday of each month, 7:30pm, at Community
TV of Santa Cruz County (816 Pacific Ave.) For more
information, email indynewsreal@communitytv.org

A student publication that comes out a couple of times a quarter, the project has
had articles on activist strategy and current events, a Do It Yourself section, satire,
and a community calendar.
Their mission statement:
“The purpose of this collective newspaper is to document and inspire strategic radical actions that are relevant to local, regional and global socioeconomic justice. We
believe independent media plays a crucial role in facilitating dialogue, organizing
mass mobilizations and encouraging daily acts of resistance.”

59

Tools for Activists:
Consensus Decision Making and Facilitation Tips
By Marla Zubel

Introduction
Systems of hierarchy are so deeply embedded in our capitalistic
culture that is often difficult to see how such notions manifest themselves in our
daily lives. But if we wish to effectively organize against these institutions it is
imperative that we radicalize the process. One way of doing this is consensus
decision making. Put simply, consensus means that decisions are made and
agreed upon by all members of a group, rather than by a majority vote or by
select members of a group.
Consensus means valuing the opinion of all people involved in the
decision being considered. It allows groups to take advantage of the various
ideas of all members. Combining these ideas and creating decisions that truly
reflect the general will of the group (rather than a simple majority) often results
in higher-quality decisions than would not have been possible if it had simple
been voted upon or made by a single individual. Furthermore, when people
feel that the decision is one that they actively shaped, they are more likely to
implement these decisions themselves.
Consensus requires a commitment to an often long and exhausting
process. It is necessary that group members trust each other, and believe that
every person has the organizationʼs best interest in mind.
Role of the Facilitator
The consensus process is made easier with good facilitation. A
facilitator must make sure everyone present is heard and that each of their ideas
and opinions are incorporated into decision as much as possible. The facilitator of
a consensus meeting is not the leader of the group, but more like a servant whose
job is to synthesize the thinking of the group.
A good facilitator should never show signs of impatience or dislike
towards an idea or a member of the group. In order to foster an environment
in which people feel comfortable expressing their ideas, the facilitator must try
to remain as neutral as possible in decision making. It is often a good idea for
groups to rotate facilitators or choose a facilitator for each meeting depending
on who is willing to take a less active part in expressing their opinions at that
meeting.
A facilitator must always be alert as to the dynamic of the group
(i.e. who is speaking and who is not speaking.) If someone looks like they
have something to say but is too shy to speak then the facilitator should try
to encourage them to do so. He or she should also be on the lookout for ideas
that might have been badly articulated but deserves being revisited for their

potential. Also, being able to read nonverbal communication is crucial. It is often
suggested that the separate role of “vibes watcher” be taken up by another group
member to undertake this important task.
In order to stay on task, the facilitator should frequently state ideas
and proposals, things that have been agreed upon, and things that still need to
be decided.

Consensus is not always easy
Even with proper facilitation consensus is not often easy. Sometimes
people become fatigued with the process and might feel inclined to just rush
through the decision with a majority vote. Certain
personality types may dominate group discussions and attempt to coerce other
members into agreeing to what they want. And in a reverse manner the group
might have the tendency to bully individuals into going along with a decision
they feel uncomfortable with. This may be a result of intimidation or pressure
to avoid conflict and not hold up the process. This is called “groupthink” rather
than consensus, and facilitators and vibes watchers should be on the lookout for
this tendency.
There are ways of helping the consensus process move along. People
can chose to agree on decisions, add improvements to proposals in the form of
friendly amendments, stand aside, or block decisions. Standing aside means
that you donʼt necessarily agree with the decision but it is not so important to
you that you would chose to block it. An example: someone who is a vegan
may not necessarily condone spending group money to purchase non-vegan food
for a banquet planned by the organization but they do not feel the desire to
impose their personal beliefs on the rest of the group. Blocking a decision is a
serious manner and should be reserved for times when a decision compromises
your values or what you perceive to be the values of the group. Oftentimes
disagreements can be resolved through more discussion and small changes to
the original proposal.

Conclusion
Although groups may find consensus challenging, it is important
that we are willing to take this challenge. Working for social change includes
radicalizing our daily actions. We must first recognize the many ways in which
a society based on domination manifests itself in our lives and then strive to not
replicate these systems of oppression in the processes we take to destroy it. I
think you will find consensus to be a valuable and critical means of organizing
for social change.

Resources
ON CONFLICT AND CONSENSUS by CT Butler and Amy Rothstein
<http://www.consensus.net/ocaccontents.html>
MEETINGS AND FACILITATION
<http://www.radio4all.org/aia/dec_meeting.html>
THE TYRANNY OF STRUCTURELESSNESS by Jo Freeman
<http://www.jofreeman.com/joreen/tyranny.htm>
Also, an excellent compilation of general activist resources is
ANARCHISM IN ACTION: METHODS, TACTICS, SKILLS, AND IDEAS
<http://www.radio4all.org/aia/>

60

How many times have
you heard an organizer say
something like “People around
here are so apathetic, no one
wants to do anything.” Yet if
you walk around the block,
you will find that everyone is
out industriously doing what
they need to do. Most are hard

for
adapted from “Organize! the Midwest Academy Manual

Activists” - Bobo, Kendall, and Max, 2001 .

at work or going to school. A
few are searching for deposit
cans or hustling. Hardly any
are apathetically sitting around
waiting for good things to come
to them. If organizers encounter
people who seem apathetic, it is
because we havenʼt been able to
convince them that organizing is
one way to get what they need.
In fact, we usually donʼt know
what they need because we donʼt
understand their self-interest.
For that reason, this chapter on the
fundamentals of organizing starts with a
discussion of self-interest.

Understanding Self-Interest
An underlying assumption behind direct action organizing is that people
who are primarily motivated by self-interest. That is, they are making the effort
to organize in order to get something out of it for themselves, their families,
or their community. The concept of self-interest also includes motivation by a
sense of moral justice or by an ideology that leads people to want to help the
poor or to seek opportunities to fight racism, curb the power of transnational
corporations, or protect the environment, among many other things.
Self-interest is one of the most important and misunderstood concepts in
direct action organizing. It is sometimes thought of in the most narrow sense:
people want more “stuffʼ and will organize to get it (often to get it away
from someone else). But self-interest is actually a much broader concept. The
word “interest” comes from the Latin inter esse, which means “to be among.”
(There is a similar word in Spanish.) So, self-interest is self among others. That
is, where do my needs fit into those of the larger society?
The concept of self-interest applies to an individualʼs material needs,
such as better housing, education, healthcare, or wages, but it also applies
to the need for friends, for respect, for recognition, for being useful, for
feeling important, or for feeling part of a larger community. Self-interest
generalized is often class interest. Self-interest can mean the good feeling
that comes from getting back at the landlord, standing up to the boss, or
knocking an unaccountable politician out of office. Self-interest also applies
across generational lines as people are motivated to fight for what helps their
children or grand-children. Self-interest, then, applies to what makes people
feel good about themselves, as well as to what materially benefits them.
More broadly still, many people feel a need to take on the

responsibilities of citizenship and to play a role in shaping public affairs.
People want interaction with the larger community and often enjoy working
collectively for the common good. Sometimes self-interest is a desire to
work with people of a different race or culture in order to broaden oneʼs
own perspective or to combat prejudice. Other people may be drawn to an
international project, such as fighting foreign sweatshops, because they want
to make a global difference.
The point here is not to make a list of all the forms of self-interest and
particularly not to imply that all of them apply to everyone. As an organizer,
you can assume nothing about a personʼs self-interest that isnʼt actually
expressed to you by that person. One of the worst mistakes an organizer
can make is to say, “This is an issue about which everyone must care” or
“This is an issue about which you must care because you are a _______
(vegetarian, ballet dancer-fill in the blank).” It is risky enough to act on what
the polls tell you people care about. Caring is one thing; acting on it is quite
another. Understanding self-interest is the key to getting people to take that
step. Listening is an essential way for an organizer to learn what peopleʼs selfinterest truly is. One-on-one interviews are an excellent way to get to know the
values and concerns that motivate people. However you do it, organizing is the
process of finding out what people want as individuals and then helping them
find collective ways of getting it.

The Three Principles of Direct Action Organizing
61

The Importance of Relationships
The personal is political: Organizing is overwhelmingly about
personal relationships. It is about changing the world and changing
how individuals act together. The relationships organizers develop
are their most important resource and forming relationships their
most important talent. To form good relationships, an organizer
must like people. A good organizer is motivated by strong feelings
of love and caring. This should not be forgotten because a good
organizer is motivated as well by strong feelings of outrage and
anger at how people are treated. Forming relationships with
people is based on trust and respect. It is based on doing what you
commit to do and being honest and straightforward in order to
advance the membersʼ goals through building an organization.
Oneʼs ability to build relationships reflects oneʼs basic values.
In the long term, you will be known by your values. Characteristics
that will enable you to build strong relationships include
• Caring about others. People around
you can tell if you really care about
them or just view them as a means to
do your job.
• Treating everyone respectfully,
regardless of status or lack thereof.
Those who are gracious only to the
powerful will be noticed.
• Judging not. (“Judge not that ye
be not judged.”) Give everyone the
benefit of the doubt. Try to understand
why people act certain ways. Develop a
reputation as someone who refuses to
talk negatively about other people and
other organizations. (Itʼs OK to talk
negatively about the target of your
campaign; in fact, itʼs necessary.)
Relationships between organization
members are also critical. The long-term lesson
that successful direct action and Labor organizing
teaches is that everyday people can make their
own decisions, manage their own organizations,
and rely on each other to work for the common
good and that they can do it across lines of race,
ethnicity, and gender. This is just the opposite
of the view that we must all be guided by the economic and
intellectual elite. All too often, a bad organizational experience
reinforces the wrong lesson. Anyone who sets out to organize others
should remember that the political implications go far beyond the
immediate issues.
All organizing, then, is based on relationships and selfinterest, broadly defined. With this foundation, we will proceed
to the ways in which direct action organizing differs from other
forms because not only is the personal political, the political is also
political.

62

The Three Principles of Direct Action Organizing
Direct action organizing is based on three principles that give it its character and
distinguish it from other forms.
1. Win Real, Immediate, Concrete Improvements in Peopleʼs Lives
Whether the improvement is better healthcare, lower auto insurance rates, street
lighting, or police protection, the direct action organization attempts to win it for
large numbers of people. Even when the problem being addressed is very large
or long term - crime, unemployment, discrimination, or world hunger, for example
- it must be broken down into short-term, attainable goals, called issues. Without
winnable issue goals, there is no reality principle, no way to measure success. If
the goal of an organization is educating people, changing the framework of their
thinking, or working only for very long-term goals, there is rarely a way to measure
progress or even to determine if it is relevant at all. How many people had their
thinking changed and by how much? How do you know?
2. Give People a Sense of Their
Own Power
Direct action organizations mobilize
the power that people have. In doing
so, they teach the value of united
action through real-life examples,
and they build the self-confidence
of both the organization and the
individuals in it. Direct action
organizations avoid shortcuts that
donʼt build peopleʼs power, such as
bringing in a lawyer to handle the
problem, asking a friendly politician
to take care of it, or turning it over to
a government agency. Giving people
a sense of their own power is as
much a part of the organizing goal
as is solving the problem.
3. Alter the Relations of Power
Building a strong, lasting, and
staffed organization alters the
relations of power. Once such an
organization exists, people on the
“other side” must always consider
the organization when making decisions. When the organization is strong enough,
it will have to be consulted about decisions that affect its members. The organization
further strives to alter power relations by passing laws and regulations that give
it power and by putting into public office its own people or close allies (although
groups to which contributions are tax deductible are prevented by law from
endorsing candidates). Winning on issues is never enough. The organization itself
must be built up so that it can take on larger issues and play a political role.

Stages of a Campaign
Power is built through campaigns to win specific victories. Campaigns
last for various lengths of time, and an organization can, by carefully
choosing the specific change it is fighting for, influence the length of its
campaigns. Frequently, new organizations want short campaigns and
sometimes choose relatively “fixed fights” for their first issues. They ask for
information that they know they are entitled to, or they ask for something to
be done that probably would have been done anyway but at a later date. The
purpose of the fight is to have a visible win. These quick victories build up the
membersʼ confidence in their ability to accomplish something and also gain
public recognition for the new organization. Later, longer campaigns, say, of
six monthsʼ duration, provide an opportunity to recruit volunteers, build a
committee structure, or give the organizationʼs leadership experience. Issue
campaigns may be timed either to coincide
with elections or to avoid them.
Both long and short issue campaigns
go through a series of steps, although shorter
campaigns involve fewer tactics than described
below.
1. Set Goals and Develop a Strategy.
The people who have a problem agree
on a solution and how to get it. They
may decide to define, or “cut:ʼ the
issue narrowly: “Make our landlord
give us back our rent deposits when
we move out.” Or they may define it
more broadly: “Make the City Council
pass a law requiring the return of rent
deposits.” The strategy is the overall
plan for winning the issue, building
the organization, and changing the
relations of power. A strategy is always
about a power equation. It is how you
assess the strengths and weaknesses
of the target/decision maker.
2. Open Communication with the
Target. Next, communications are opened with the person who has
the power to give the group what it wants. Requests are made and
arguments are presented. At this point, the problem is sometimes
resolved and the organizationʼs requests are met. When they are not
resolved, however, the person with the power becomes the “target”
of an issue campaign. The target, or “decision maker:ʼ is always the
person who has the power to give you what you want. (If no one has
such power, then you havenʼt cut the issue correctly.)
A decision maker is always a person. It is never an institution such
as the government, the corporation, the bank, the legislature, the board,
or the agency. Break it down. Even the most powerful institutions are
made up of people. Having already addressed the institution itself through
official channels, the campaign now moves outside that framework to
focus pressure on one or more individuals who make up the institution
and have the power to give you what you want. These people are actually
the institutionʼs weak point. As individuals, they have goals, aspirations,

and interests that donʼt coincide completely with those of the institution.
For example, the state insurance commission may be set up to support the
industry, but the commissioner may hope to run for Governor someday and
thus want to establish the appearance of independence.
3. Announce the Campaign. Frequently, a media event announces
the start of the campaign. A study may be released, or people
may simply tell of their experiences and their efforts to correct
the problem. If the campaign is to be a coalition effort, then most
of the coalitionʼs member organizations need to sign on to the
campaign before the announcement and be present at the event.
(Note: A coalition is an organization of organizations. The Coalition
for Interspecies Relationships does not become a true coalition
because one member owns a hamster and another a turtle. Even if
the members are hamsters and turtles,
this is still not a true coalition. Only if the
coalition is made up of organizations of
hamsters and turtles, or organizations of
their owners, is it a real coalition.)
4. Begin Outreach Activities.
Because every campaign is an
opportunity to reach new people,
outreach activities are started now.
In a statewide or national campaign,
other organizations may be enlisted.
When the organization has a local
focus, individuals and local groups
are brought in. Often a petition drive
is used both to find supporters and to
build a group of active volunteers who
circulate the petition. Speakers may
be sent out to meetings of groups such
as senior clubs, unions, churches, or
PTAs (Parent-Teacher Associations). The
kickoff of each of these activities can
be a press event in itself, at least. in
smaller cities where press is easier to
get.
The outreach drive builds toward a large turn-out event such as a public
hearing sponsored by the organization. The event establishes legitimacy
and brings in more allies and volunteers. It is also fun and a media event.
5. Stage Direct Encounters with Decision Makers. Now the
organization is ready for direct encounters with the people who
have the power to give it what it wants. Large face-to-face meetings
(sometimes called “actions”) are set up with the decision maker.
At this stage, the organization members carefully consider what
power the organization has over the decision maker. It usually has
more power over elected officials than over appointed ones, and it
usually has more power over anyone in government than in private
corporations, unless the corporations are heavily dependent on local
customers.
Although several months may have passed, it is still early in the
campaign, and the group is probably too weak to challenge its main
decision-maker directly. Attention may then shift to “secondary targets.”

63

These are people over whom the organization has more power than it
has over the main target. In turn, the secondary target has more power
over the main target than does the organization. For example, the Mayor
might be the main target and the local ward leader the secondary target.
Because the organizationʼs members are a large percentage of the voters
in the ward leaderʼs district but only a small percentage of the voters in
a citywide election, the organization usually has more power over the
locally elected official than over the one elected citywide. And because the
local official helps to get
the Mayor elected, she has
more influence at City Hall
than does the group. The
organization therefore puts
pressure on the ward leader
to get her to pressure the
Mayor to meet the groupʼs
demands. (The terminology
of organizing is often
confusing on this point. The
“secondary target” is not the
same as the second target,
the person to whom you would go second when you are done seeing the
person to whom you went first. A better term for secondary target might
be “indirect target”-.that is, a person to whom you go to put pressure on
someone else indirectly.)
6. Build the Organization. A series of meetings with secondary
targets builds support for the issue. Each meeting is an opportunity
to recruit new supporters, train spokespersons, and try for media
coverage. Such meetings are also fun. To demonstrate power, an
elected official might be shown more signatures on petitions than the
number of votes by which she won in the last election. The Director
of a local Housing Authority might be told that he is in violation of
HUD (Housing and Urban Development) regulations or local building
codes and that outside agencies will be called in to investigate if
he doesnʼt make repairs. At this stage, real power is shown, not
just good arguments and facts. (Not every event needs to be a
direct confrontation. A community parade, picnic, or even a party
to celebrate a victory can also build the group and become a show
of numbers. Invite allied elected officials to join you.) But the main
reason for holding such events is often to develop the strength of the

64

organization.
Every planning session for an event should include a discussion of
how to use the event to build the group. Often people become so focused
on what they will say to the decision maker that organization building is
forgotten. Planning to build the organization must be specific. How many
new people will be recruited, where, how, and by whom? Must the event
be held after six oʼclock so that working people can come? Must it be
before three so that mothers of school-age children can come? How will
new people be integrated into the group? How will all the members be
told what happened? Perhaps a telephone tree should be activated or an
evening leaflet distribution planned. In general, each event should be larger
than the last one. If this isnʼt happening, then you are not building the
organization. Another measure of organizational strength is the experience
level of its leaders and members. A local organization that can hold two
events at the same time is quite well developed. Plan leadership training
into each event. This means practice beforehand and evaluate afterward.
7. Win or Regroup. After a series of successful buildup events, the
organization takes on the main decision maker. Sometimes this is
done in an action or confrontation and sometimes in a negotiation.
Often a victory is won or a compromise is reached. If not, the
organization must be prepared to escalate its tactics. This may mean
large demonstrations and picketing, a return to other secondary
targets, or the selection of a new main target. Sometimes the
issue has to be broadened to attract still more supporters and the
campaign taken to a new level. The refusal of a locality to control
toxic dumping can lead, for example, to a broader fight for statewide
legislation or enforcement. At other times, the organization may
decide that it has reached the limit of its strength and that it will
have to lower its demand and accept less.
At each of these stages, the organization is being strengthened
internally in addition to power being built. The leadership is growing
and gaining experience, skill, and media recognition. The membership is
growing. Other organizations are moving into closer alliance. Money is
being raised. The staff is becoming experienced in organizing and electoral
tactics.
Community and citizen organizations are democratic institutions;
their very existence helps to make the whole system work better and opens
avenues for ongoing participation. Without such democratic institutions, our
concept of politics would be limited to voting every few years a necessary
but often uninspiring activity.

Decoding the Terms
Note:

These definitions are of course imperfect – theyʼre useful only because they are the
thoughts of some well-intentioned people. What do your friends think?
Many of the following were adapted from those used by the Challenging White Supremacy
Workshop (http://cwsworkshop.org/) and Womenʼs Education in the Global Economy
by the Women of Color Resource Center (http://www.coloredgirls.org/).
See http://colours.mahost.org/faq/definitions.html has a more detailed discussion,
including criticisms of the definitions below.
DA: Damn ACRONYMS!
CAFTA: Central American Free Trade Area
FTAA: Free Trade Area of the Americas
GLBTIQ: Gay, Lesbian, Bisexual, Transgender, Intersex, Questioning
IMF: International Monetary Fund
NAFTA: North American Free Trade Area
OECD: Organization for Economic Cooperation and Development
PPP: Plan Puebla Panama
BDSM: Bondage and Discipline, SadoMasochism
SAP: Structural Adjustment Program
SOA: School Of the Americas
WB: World Bank
WTO: World Trade Organization
ANTI-RACIST: As applied to white people, an anti-racist is a person who makes a conscious
choice to act to challenge some aspect of the white supremacy system: including her/his
own white privilege, as well as some form of oppression against people of color. As applied
to people of color, some use the term anti-racist. Others use synonyms such as freedom
fighter, activist, warrior, liberation fighter, political prisoner, prisoner of war, sister, brother,
etc. In practice, it is difficult for an activist of color not to be an anti-racist activist, since the
struggle against racial oppression intersects with every issue affecting people of color.
CAPITALISM: A system in which most of us are forced to sell our labor ( work ) in order
to live. Wealthy people (often as corporations) own the facilities and tools that we use to
work, and profit from their ownership. At the same time, they scour the world looking for
cheaper ways to extract resources, manufacture products, dump resulting wastes, and ac
cumulate more money.
CLASSISM: The belief that people deserve the privilege or oppression of their class based
on their “merit”, “social status”, level of education, job, etc. Elitism is often classist (eg.
activists using all sorts of pretentious jargon).

COLONIALISM: A relationship in which a colonizing state maintains total economic, military,
political and cultural control over a colonized nation or people. The purpose of colonialism
is to extract maximum profits from the colonized nation for the colonizing state.
CULTURAL IMPERIALISM: Imposition of a dominant culture on others, rendering other
cultures subordinate, invisible or exotic. Many see the spread of American movies, TV
shows, music, and corporations such as McDonalds and CocaCola as an example of cultur
al imperialism.
COMMODIFICATION is when something valuable, such as a kiss or a favor, is transformed
into something that can be exchanged like currency. An important part of the spread of
capitalism has been the commodification of almost everything.
CONSENSUS: Consensus decision process typically goes through the following stages:
1. group discussion
2. proposals for action are presented
3. debate on these specific proposals, concerns are raised and solutions are
found.
4. everyone in the group indicates whether they will support the proposal, will
stand aside, or (if they have FUNDAMENTAL concerns about the proposal) will
block the group from proceeding.
5. if there are concerns, the issue is then revisited and creative compromises are
found or the group must decide collectively how to proceed.
More info: www.ic.org/nica/process/Consensusbasics.htm, or http://consensus.net
ENVIRONMENTAL RACISM: Racial discrimination in environmental policy-making and the
enforcement of regulations and laws; the deliberate targeting of communities of color for
toxic waste facilities; the official sanctioning of the life threatening presence of poisons
and pollutants in our communities; and the history of excluding people of color from the
leadership of the environmental movement.
FREE TRADE: Government intervention to ensure that business is able to maximize profits
however possible. The elimination of any laws that would prevent profitable activities such
as polluting, deliberately forcing small local operations out of business, searching the
globe looking for the people willing to accept the lowest pay, or consolidating a monopoly
on commodities necessary for survival, such as water.
GENDER BINARY SYSTEM: A biologically determinist system of oppression which dictates
that there are two acceptable genders, man or woman. This is a gender regime policed
and upheld by heterosexism and patriarchy (and closely linked to white supremacy and
capitalism), which regulates what gender “roles” are and the punishments for challenging
or deviating from those roles.
GLOBALIZATION: The expansion of economies beyond national borders, in particular, the

65

expansion of production by a firm to many countries around the world, i.e., globalization
of production, or the global assembly line. This has given transnational corporations
power beyond countries, and has weakened any nation s ability to control corporate
practices and flows of capital, set regulations, control balances of trade and exchange
rates, or manage domestic economic policy. It has also weakened the ability of workers
to fight for better wages and working conditions from fear that employers may relocate
to other areas.
HETEROSEXISM: An ideological and social system of compulsory and assumed
heterosexuality, based on binary gender, which denies and persecutes nonheterosexual
forms of behavior, identity, relationship, or community. Heterosexism also privileges
people who act “straight.”
HOMOPHOBIA: The fear and persecution of queer people rooted in a desire to maintain
the heterosexual social order.
IMPERIALISM: Hereʼs an excerpt from the Unity Statement of the largest peace coalition
in the U.S.: “We, the members of United for Peace and Justice (UFPJ), stand opposed to
the “pre-emptive” wars of aggression waged by the Bush administration; we reject its
drive to expand U.S. control over other nations and strip us of our rights at home under
the cover of fighting terrorism and spreading democracy; we say NO to its use of war
and racism to concentrate power in the hands of the few, at home and abroad.” [www.
unitedforpeace.org]
NEOIMPERIALISM: More subtle and cost effective than conventional imperialism. Control
over the imperialized country s resources is achieved by dominating its economy, not
invading militarily. Powerful corporations carve out huge market shares, and economic
policies are kept in place that ensure that labor will continue to be cheap and docile.
NEOLIBERALISM (aka “neoclassical economics”): The set of ideas that has justified the
rise of capitalist globalization over the last twenty-five years. The main tenet is that “the
market will take care of everything.” In practice, this has meant many countries have cut
funding for social services such as education, welfare, and health care, and sold publiclyowned facilities such as schools, highways, water, and energy utilities (privatization).
Meanwhile corporations and investors are increasingly given free reign to maximize their
profits, even if that means busting unions, dumping toxic waste, or destroying entire

66

economies with volatile short-term investments.
OPPRESSOR, OPPRESSED, OPPRESSION: An oppressor is one who uses her/his power to
dominate another, or who refuses to use her/his power to challenge that domination. An
oppressed is one who is dominated by an oppressor, and by those who consent with their
silence. Oppression is the power and the effects of domination. There are many forms of
(often) interlocking oppressions: racism, sexism, classism, heterosexism, anti-semitism,
ablism, ageism, etc. People can be oppressed by one or more of these systems while
benefiting from privilege obtained from one or more of the others.
PATRIARCHY: An economic, political, cultural and social system of domination of women
that privileges men. It is based on binary definitions of gender—male/female—with strict
gender roles. It also has rigidly enforced heterosexuality that places male/straight as
superior and women/queer as inferior.
PEOPLE OF COLOR: A term used to refer to peoples and ethnicities whose ancestral origins
are from Africa, Asia, the Middle East, Pacific islands, and the Americas; used instead of the
term “minority” which implies inferiority and disenfranchisement. The term emphasizes
common experiences of racial discrimination or racism.
PREJUDICE: A prejudice is a pre-judgment in favor of or against a person, a group, an
event, an idea, or a thing. An action based on prejudgment is discrimination. A negative
prejudgment is often called a stereotype. An action based on a stereotype is called
bigotry. (There is no power relationship necessarily implied or expressed by “prejudice,”
discrimination,” “stereotype” or “bigotry.”)
PRIVILEGE: Unearned social power accorded by the formal and informal institutions of
society to all members of a dominant group (e.g. white privilege, male privilege, etc.).
Privilege is usually invisible to those who have it because weʼre taught not to see it, but
nevertheless it puts them at an advantage over those who do not have it.
QUEER: Queer is an umbrella term of self-identification and means different things to
different people but is usually used in place of or in addition to identifications of gay,
lesbian, bisexual, transgender, or intersex. The basic idea is that queer is a gender or
sexual identification that implies that the person is outside of traditional binaries of
gender (male/female) and sexuality (gay/straight). As a definition of gender it often
means that the person does not see themselves as fitting into the binary of male/female

and refuses to buy into “gender roles”. As a sexual definition it can mean that the person
is generally homosexual but prefers the term queer because it sounds less like a text book
diagnosis or that the person refuses to see sexuality as a set boundary wherein people
can only be attracted to men and/or women, or any other definition that people create
for themselves or their communities.
RACISM: Power plus racial prejudice, a system that leads to the oppression of or
discrimination against, specific racial or ethnic groups.
SEXISM: Perpetuates a system of patriarchy where men hold power and privilege and
women are subordinate to men.
SILENCING: Situations in which people from dominant social groupings dominate
discussions or dominate space.
TOKENISM: Presence without meaningful participation. For example, a superficial invitation
for participation without ongoing dialogue and support, handpicked representatives who
are expected to speak for the whole (socially oppressed) group (e.g. “tell us how women
experience this issue”). Tokenism is often used as a band-aid solution to help the group
improve its image (e.g. “weʼre not racist, look thereʼs a person of color on the panel.”).
TRANSGENDER: The definition of transgender often overlaps with those of transsexual and
genderqueer. Although many people use the term in their own ways, transgender usually
means a person who identifies as a gender other than the one they were given at birth.
Transgender includes non-op, pre-op, and post-op individuals (i.e. those that choose not to
surgically and chemically change their bodies to look more like the gender they identify
with, those who wish to change their bodies but have not yet done so, and those who have

already gone through the process). Transgendered people are often categorized as either
f2m or m2f (female to male or male to female).
TRANSPHOBIA: The fear and persecution of transgender/transexual persons, rooted in
a desire to maintain the gender binary (i.e. the categories ʻmaleʼ and ʻfemaleʼ), which
obscures the reality of the fluidity of gender and hides the experience of persons who do
not identify with either category.
WHITE PRIVILEGE: A privilege is a right, favor, advantage, immunity, specially granted
to one individual or group, and withheld from another. White privilege is an historically
based, institutionally perpetuated system of: (1) Preferential prejudice for and treatment
of white people based solely on their skin color and/or ancestral origin from Europe;
and (2) Exemption from racial and/or national oppression based on skin color and/or
ancestral origin from Africa, Asia, the Americas and the Arab world.
U.S. institutions and culture (economic, legal, military, political, educational, entertainment,
familial and religious) privilege peoples from Europe over peoples from the Americas,
Africa, Asia and the Arab world. In a white supremacist system, white privilege and racial
oppression are two sides of the same coin.
WHITE SUPREMACY: White supremacy is an historically based, institutionally perpetuated
system and ideology of exploitation and oppression of continents, nations and peoples
of color by white peoples and nations of the European continent; for the purpose of
maintaining and defending a system of wealth, power and privilege.

67

Directory of Community Organizations
This directory is a draft that will be updated and improved with your help. We encourage you to submit
any changes or updates to this directory to: directory@communitylifenetwork.org. . Due to the enormous
amount of effort it required to database all of the organizations in Santa Cruz, it is possible that some of the following
organizations’ contact information and/or descriptions are out-of-date, inputted incorrectly, or even wrong altogether.
Please notify us if you have any problem contacting any organizations in this directory, or to add or update your
organization’s information.
The categories in this directory are our best effort to make this list a little less intimidating. However, many
organizations work on multiple issues, and sometimes we just screw up, so consult the alphabetical listing below to
find out how we’ve categorized the organization you’re looking for. Thanks to all of those who have developed
directories previously. Without their efforts, this directory would not be possible.

Categories:
Academic
Animal Rights
Art
Environmental
Farm Networks
Gender & Sexuality
Health

Hunger & Homelessness
Labor
Media
Networking
Peace & Non-Violence
“other” Political
Social Colectives & Entertainment

Spiritual
Transportation
World Cultures & Indigenous Nationalities
Youth

Alphabetic Listing:
ACLU, Santa Cruz County Chapter: Political
African American Council: Cultures/Nations
African Family Film Foundation: Cultures/Nations
African-American Resouce and Cultural Center: Cultures/Nations
All Peoples Coalition: Political
Alliance For Children: Youth
Alliance for the Mentally Ill: Health
American Red Cross – Santa Cruz County Chapter: Health
Amnesty International: Political
Animal Defense League – Santa Cruz: Animal Rights
Anthropology Student Association: Academic
Art and Revolution, Santa Cruz: Art
Asian and Pacific Islander Student Alliance: Cultures/Nations
Asian Pacific Islander Coalition: Cultures/Nations
Assist International: Political
Bali Tree Ecosystem : Environmental
Barrios Unidos: Political
Bhakti Yoga club: Spiritual
Big Brothers, Big Sisters: Youth
Bioengeneering Action network (BAN): Environmental
Boys And Girls Club of Santa Cruz: Youth
Buddhist Society at UCSC: Spiritual
California Native Plant Society, Santa Cruz County Chapter:
Environmental
California Peace Action: Peace & Non-Violence
California Public Interest Research Group (CALPIRG):
Environmental
Californians for Corporate Accountability: Political
Califronia Student Sustainability Coalition: Environmental
camp paradice: Hunger & Homelessness
Campaign for Budget Fairness: Political
Campain to Stop Global Warming: Environmental
Campus Bible Fellowship: Spiritual
Campus Greens: Political
Campus Natural Reserves: Environmental
Campus Sustainability Council: Political
Cannabis Conversations: Health
Cement Boat: Media
Center for Agroecology & Sustainable Food Systems (UCSC
Unit): Farm Networks
Center for Justice, Tolerance and Community (UCSC Unit):

68

Political
Center for Political Economy / Capitalism, Nature, Socialism
(CNS): Political
Center for World Networking: Spiritual
Central Coast Alliance for Health: Health
Centro-Americanos Unidos (CAU): Cultures/Nations
Ch.A.L.E.: Academic
Chabad: Spiritual
Challenging, Learning About, and Undermining Heterosexism
(CLUH): Gender and Sexuality
Chican@s/Latin@s in Health Education: Academic
Chicana Latina Film fest Committee: Art
Chicano/Latino Resource Center (UCSC Unit): Cultures/Nations
Chicanos and Latinos Educandose: Academic
Chinese Student Association: Cultures/Nations
Circle K: Spiritual
Citizens Committee for the Homeless: Hunger & Homelessness
City on a Hill: Media
Coalition for a Living Wage: Labor
Coalition to End the Occupation: Peace & Non-Violence
Coastal Watershed Council: Environmental
College Democrats: Political
College Republicans: Political
Comercio Justo: Political
Commission for the Prevention of Violence Against Women:
Gender and Sexuality
Common Vision: Political
Community LIFE Network: Networking
Community Action Board of Santa Cruz County, Inc.:
Networking
Community Agroecology Network: Farm Networks
Community Alliance with Family Farmers: Farm Networks
Community Resources for the Disabled: Political
Community Television of Santa Cruz: Media
Covenant of Unitarian Universalist Pagans: Spiritual
Death Penalty Focus, Santa Cruz Chapter: Political
Democratic Central Committee--831/420-0546: Political
Democratic Socialists of America (DSA): Political
Democratic Womenʼs Club: Political
Disabled Students Union: Political

Diversity Center: Gender and Sexuality
Doris Martini: Art
Earth Action Club (EAC): Environmental
Earth First!, Santa Cruz chapter: Environmental
Earth Save: Environmental
Ecology Action, Inc.: Environmental
EcoTopia/USA: Environmental
Educators for Social Responsibility: Academic
El Andar: Media
El Teatro Campesino: Art
Energy Savers Program: Environmental
Engaging Education: Academic
EnviroMerrill: Environmental
Environmental Council: Environmental
Environmental Directory: Environmental
E-student Awareness volunteers for energy Reduction:
Environmental
Ethnic Student Organizing Committee: Cultures/Nations
Faculty Against War (FAW): Peace & Non-Violence
Faith, Education, Action, and Service: Spiritual
Familia Center / Centro De Familia: Cultures/Nations
Filipino Student Association: Cultures/Nations
First Congregational Church Santa Cruz -- United Church of
Christ: Spiritual
Fish Wrap Live!: Media
Food Not Bombs: Hunger & Homelessness
Free Radio Santa Cruz 96.3 FM : Media
Free School Santa Cruz: Academic
Friends Committee on National Legislation (FCNL): Political
Friends of Soquel Creek: Environmental
Friends of the Monarchs: Environmental
Friends Peace and Social Justice Committee: Peace & NonViolence
Game Development Group: Social
Gay Lesbian Bi Trans Resource Center (UCSC Unit): Gender
and Sexuality
Gay, Lesbian, Bi-sexual, Transgender, intersex Network:
Gender and Sexuality
Green Party of Santa Cruz County: Political
Green Party--831/425-4499: Political
Green Press: Media
Group Folklorico Los Mejicas: Cultures/Nations

Guerilla music project: Art
Health Care for All – Santa Cruz: Health
Hillel: Spiritual
Homeless Garden Project: Hunger & Homelessness
Homeless Services Center: Hunger & Homelessness
Homeless United for Friendship and Freedom (HUFF): Hunger & Homelessness
Homes on Wheels: Political
Indian Student Organization: Cultures/Nations
Informed Democracy: Political
Inner Light Ministries: Spiritual
Internaltional socialist Organization at Santa Cruz: Political
Intervarsity Cristian Fellowship: Spiritual
Japanese American Student Association: Cultures/Nations
Jewish student union: Cultures/Nations
Kids and Teens Exploring Nature (KATEN): Youth
Killing King Abacus: Media
KZSC: Media
La Gazette: Media
La Revista: Media
Land of the Medicine Buddha: Spiritual
Leviathan: Media
Libertarian Party: Political
Life Lab: Youth
Manifiesto: Media
Media Watch: Political
Merrill Student Garden: Environmental
Monterey Bay Central Labor Council: Labor
Monterey Bay Educators Against War (MBEAW): Peace &
Non-Violence
Movimiento Estudiantil Chicano\a de Aztlan: Cultures/Nations
Muslim Student alliance: Cultures/Nations
NAACP, Branch #1071: Cultures/Nations
National Alliance for the Mentally Ill of Santa Cruz County,
(NAMI-SCC),: Health
National Organization for Women (NOW): Gender and
Sexuality
National Society of Black Engineers: Academic
Native American Resource Center (UCSC Unit): Cultures/Nations
Natural Law Party: Political
No Compromise : Media
Oakes Senate: Political
Ohlone/Costanoan Esselen Nation: Cultures/Nations
Open Space Alliance of Santa Cruz County: Environmental
Pack Your Trash: Environmental
Peace and Freedom Party--831/688-4268: Political
Peacemakers: Peace & Non-Violence
People for Animal Liberation: Animal Rights
Peopleʼs Democratic Club: Political
Permaculture Guild, Santa Cruz: Farm Networks
Pesticide Watch Education Fund / Santa Cruz: Environmental

Planned Parenthood : Health
Political Parties: Political
Program In Community and Agroecology (PICA): Environmental
Queer Geeks: Gender and Sexuality
Rainforest Action Network, Santa Cruz: Environmental
RASCALS: Political
Redwood Review: Media
Reference and Research Services: Media
Reform Party--831/408/353-9091: Political
Reproductive Rights Network: Health
Republican Party--831/457-5125: Political
Resource Center for Nonviolence (RCNV): Peace & NonViolence
Revolution youth: Political
Salud Para La Gente: Health
San Lorenzo Watershed Caretakers: Environmental
SANAI: Cultures/Nations
Santa Cruz Action Network (SCAN): Political
Santa Cruz AIDS Project: Health
Santa Cruz Arts Journal: Media
Santa Cruz Center for Appropriate Technology: Transportation
Santa Cruz Citizens for Medical Marijuana: Health
Santa Cruz Coalition to Free Mumia and All Political Prisoners: Political
Santa Cruz Comic News: Media
Santa Cruz County Democrats: Political
Santa Cruz County Regional Transportation Commission :
Transportation
Santa Cruz CUUPS (Aptos/Santa Cruz): Spiritual
Santa Cruz Indian Council: Cultures/Nations
Santa Cruz Indymedia: Media
Santa Cruz Israel Action Committee: Political
Santa Cruz Live Oak Grange: Farm Networks
Santa Cruz Peace Coalition: Peace & Non-Violence
Santa Cruz Progressive Email List (SCPEL): Networking
Santa Cruz Sociological Alliance: Academic
Santa Cruz Sociological Alliance: Political
Santa Cruz SPCA: Animal Rights
Santa Cruz Teen Center: Youth
Santa Cruz Zen Center: Spiritual
Save Our Shores (SOS): Environmental
SCTV: Media
SIPAZ: Political
Site Stewardship Program: Environmental
Society of Friends (Quakers): Spiritual
Society of Hispanic Professional Engineers: Academic
Society of Women Engineers: Academic
SOLTrain: Transportation
Stevenson CO-OP: Environmental
Stevenson Senate: Political
Student Committee On Committees: Political

Student Environmental Center: Environmental
student environmental center: Environmental
Student Organizations Advising and Resources (UCSC Unit):
Political
Student Union Assembly: Political
Students for Labor Solidarity: Labor
Students for organic solutions: Environmental
Students for textbook industry reforms: Academic
Suicide Prevention Service of the Central Coast: Health
Surfrider Foundation, Santa Cruz chapter: Environmental
Sustainable Quality Alliance: Environmental
Synesthia Poetry Slam: Art
Tenantsʼ Rights Union: Political
The Connection: Media
The Hub: Transportation
The project: Media
The project: Political
The Tertulia: Media
Three Americas, Inc: Political
UCSC parent Association: Academic
United Nations Association: Political
United Nations Association Store: Political
University Economics Association: Academic
Vandenberg Action Coalition: Peace & Non-Violence
Vegan Action, Santa Cruz: Animal Rights
Ventana Wilderness Alliance: Environmental
Veterans For Peace, Chapter 11: Peace & Non-Violence
Vietnamese Student Association: Cultures/Nations
Volunteer Center of Santa Cruz: Networking
Voter Registration: Political
Walnut Avenue Womenʼs Center: Gender and Sexuality
Western Service Workers Association: Labor
Wildlands Restoration Team: Environmental
Willing Workers on Organic Farms - California (WWOOF):
Farm Networks
Wo/Menʼs Alliance for Medical Marijuana (WAMM): Health
Women As Allies: Gender and Sexuality
Womenʼs Center (UCSC Unit): Gender and Sexuality
Womenʼs Empowerment Network: Gender and Sexuality
Womenʼs Crisis Support / Defensa de Mujeres: Gender and
Sexuality
Womenʼs Health Center: Health
Youth Coalition of Santa Cruz (City of Santa Cruz Parks &
Recreation): Youth
Youth for a better yesterday: Youth
Youth for Environmental Sanity: Youth
Youth Opportunities Job Training Program: Youth
Zero Population Growth: Political

The Directory:
Academic
Anthropology Student Association
Cultivate interaction and community with
the anthropology dept.
214- 9216 (Juan Junerose)
Engaging Education
See article p. 21
ucsc_e2@yahoo.com
www.engagingeducation.org
831-459-1743 - main
831-459-1744 - outreach
831-459-1741 - retention
831-459-1742 - fax
Santa Cruz Sociological Alliance
Barbara Laurence, 459-4888
Students for Textbook Industry Reforms

To rpomte changes in the textbook industy
that lower new book prices increase used
Chican@s/Latin@s in Health Education
text book supplies
CHE
CHE exists for the primary purpose of
566- 0778 (Kattie Towers)
providing academic and social support to
UCSC Parent Association
students interested in working as health
A campus support service for all UCSC
care professionals in underserved Latino
afiliated parent-stuents.
communities. Our goal is to ensure the
admittance of our members into graduate
427-1285 (Heather Giordano)
school.
University Economics Association
home: 763 0875, cell: 345 1691 (Hana
Enhance the study of buisness and
Hamilton)
economics on campus
che@ucsc.edu
429-1229 (Chris Lee)
National Society of Black Engineers
Chicanos and Latinos Educandose
http://nsbe.ucsc.edu
Ch.A.L.E.
Retention prgram trying to reduce drop out Society of Hispanic Professional
rates through peer mentorship
Engineers
chale_ucsc@yahoo.com
http://shpe.soe.ucsc.edu shpe@soe.ucsc.

edu
Chicanos in Health Education
To provide academic and social support
to students interested in working as health
care professionals in under served Latino
communitees
345-1691 (Hanna Hamilton)
Society of Women Engineers
http://sweslugs.soe.ucsc.edu
Free School Santa Cruz
PO Box 1053 Santa Cruz, CA 95061
831-515-4480 x3896
freeschoolsc@onebox.com
www.dobius.com/freeschool/
Life Lab
459-2001

69

www.lifelab.org
Educator’s for Social Responsibility
441 High St., Santa Cruz, CA 95060
831-426-1597

Youth
Alliance For Children
515 Broadway, Santa Cruz, CA 95062
831-438-0774
Dorothy Shaw- (831) 662-1366
http://www.allianceforchildren.net/
Big Brothers, Big Sisters
1000 41st Ave., Suite 1, Capitola, CA
95062
831-464-8691 Fax 831-464 -8693
bbbscruz@cruzio.com
http://www.santacruzbbbs.org/
Boys And Girls Club of Santa Cruz
543 Center St., Santa Cruz, CA 95060
831-423-3138
http://gate.cruzio.com/~bgc/
Santa Cruz Teen Center
125 Laurel Street, Santa Cruz, CA
831-420-6235
http://www.santacruzparksandrec.com/
guide/teens.html#tc
Pat Clark - 420-6298
peace@cruzio.com
Youth Coalition of Santa Cruz (City of
Santa Cruz Parks & Recreation)
Teen Center, 831-420-6235
Shaunnessy Jones, 831-427-5066 ext 2
Youth for Environmental Sanity (YES)
420 Bronco Rd., Soquel, CA 95073
831-465-1081
Toll free: 877-293-7226
Fax: 831-462-6970
camps@yesworld.org
http://www.yesworld.org/
Youth Opportunities Job Training
Program
1123 Pacific Ave., Santa Cruz
831-423-3231, Don Lane

Health
Alliance for the Mentally Ill
POB 1516, Santa Cruz, CA 95061
Jody Hansen 831-427-2160
American Red Cross – Santa Cruz
County Chapter
2960 Soquel Avenue, Santa Cruz, CA
95062
831-462-2881
info@sccredcross.org
http://www.sccredcross.org/
Cannabis Conversations
POB 8137, Santa Cruz, CA 95061
Theodora Kerry 831-685-1241
Central Coast Alliance for Health
375 Encinal Street, Suite A, Santa Cruz,

70

CA 95060
831-457-3850
http://www.ccah-alliance.org/
Health Care for All – Santa Cruz
123 Pryce St., Santa Cruz, CA 95060
831-426-1397, Jeanette
831-688-5561, Elizabeth Means
pelicanpress@yahoo.com
http://www.healthcareforall.org/
National Alliance for the Mentally Ill
of Santa Cruz County, (NAMI-SCC),
PO Box 360, Santa Cruz, CA 95061
831-427-8020
http://www.namiscc.org/
Planned Parenthood
212 Laurel St., Santa Cruz, CA 950604409
831-425-1551 Fax: 831-425-0217
1119 Pacific Avenue, Suite. 200, Santa
Cruz
831-426-5550
40 Penny Lane, Watsonville
831 724-7525
http://www.ppmarmonte.org/
Reproductive Rights Network
212 Laurel St., Santa Cruz, CA 950604409
POB 8305, Santa Cruz, CA 95061
Cynthia Matthews
831-425-1551 Fax: 831-425-0217
1119 Pacific Avenue, Suite 210, Santa
Cruz, CA 95060
831-425-1551, Fax: 831-425-0217
mathews@cruzio.com
Santa Cruz AIDS Project
175 Walnut Avenue, Santa Cruz, CA
95060
831-427-3900
http://www.scapsite.org/
Santa Cruz Citizens for Medical
Marijuana
201 Maple St., Santa Cruz, CA 95060
831-429-8819; Fax: (831) 457-1733
Scott Imler sccmm@cruzio.com
Fred Seike
328 Ocean St., #5, Santa Cruz, CA
95060
sccmm@cruzio.com
Suicide Prevention Service of the
Central Coast
Family Service Association
P.O. Box 5157, Santa Cruz 95063
459-9373 Administrative Office
Hotlines:
Santa Cruz County 831 458-5300
Monterey Peninsula 831 649-8008
Toll-Free in Santa Cruz, Monterey, and
San Benito Counties
1-877-ONE-LIFE, 1-877-663-5433
PO Box 1222, Santa Cruz, CA 95061
PO Box 52078, Pacific Grove, CA 93950
Wo/Men’s Alliance for Medical
Marijuana (WAMM)
309 Cedar St. #39, Santa Cruz, CA
95060
info@wamm.org
http://www.wamm.org/
Women’s Health Center

250 Locust St., Santa Cruz, CA
831-427-3500
http://library.ucsc.edu/reg-hist/benedetto.
html

Hunger &
Homelessness

Farm Networks

Camp Paradise
c/o Larry Templeton
115 Coral St., Santa Cruz, CA 95060
campparadise@hotmail.com

Community Alliance with Family
Farmers (CAFF)
735 Chestnut, Ste C, Santa Cruz, CA
95060
Reggie Knox 831-457-1007
caff@caff.org
www.caff.org
Center for Agroecology & Sustainable
Food Systems (UCSC Unit)
UC Santa Cruz, 1156 High St., Santa
Cruz, CA 95064
831-459-3240 / Fax 831-459-2799
martha@zzyx.ucsc.edu
http://zzyx.ucsc.edu/casfs/community/
csap.html
Permaculture Guild, Santa Cruz
831-763-3848
800-469-5857
Permaguild@villagers.org
Santa Cruz Live Oak Grange
1900 17th Avenue, Santa Cruz, CA 95062
831-476-6424
postmaster@greengrange.org
http://www.greengrange.org/
Willing Workers on Organic Farms
- California (WWOOF)
309 Cedar Street #5C, Santa Cruz, CA
95060
831-515-4143
info@wwoofca.org
http://www.wwoofca.org/
Community Agroecology Network
459-5818 (Troy Henri)
http://www.agroecology.org/can
troyhenri@yahoo.com

Animal Rights
Animal Defense League – Santa Cruz
http://www.animaldefenseleague.com/
SantaCruz/index.html
Vegan Action, Santa Cruz
831-502-7713
Katherine Matutina
http://www.vegan.org/
Santa Cruz SPCA
2200 7th Avenue, Santa Cruz, CA 950626454
831-465-5000
feedback@santacruzspca.org
http://www.santacruzspca.org/
People for Animal Liberation
POB 2960, Santa Cruz, CA 95063
831-429-5698 Ben @ 471-7014
pal@hotmail.com

Citizens Committee for the Homeless
131 Spring St., Santa Cruz, CA 95060
831-469-3384
drpalee@aol.com
111 Errett Circle, Santa Cruz, CA 95060
831- 423-7932
Food Not Bombs
The first group was formed in
Cambridge, Massachusetts in 1980 by
anti-nuclear activists. Food Not Bombs is
an all volunteer organization
dedicated to nonviolence. Food Not
Bombs has no formal leaders and strives
to include everyone in its decision
making process. Each group recovers
food that would otherwise be thrown out
and makes fresh hot vegetarian
meals that are served in city parks to
anyone without restriction. The
groups also serve free vegetarian meals at
protests and other events.
http://foodnotbombs.net
509 Broadway, Santa Cruz, CA 95060
831-425-3345
P.O. Box 8091, Santa Cruz, CA, 95061
SantaCruzfnb@yahoo.com
http://www.geocities.com/santacruzfnb/
Food Served Monday and Wednesday
4:30 PM
Pacific and Cooper
(in front of O’Neill’s)
Homeless Services Center
115 Coral St., Santa Cruz, CA 95060
831-462-3970
Homeless Garden Project
(831) 426-3609
www.infopoint.com/sc/orgs/gardenMedia
Homeless United for Friendship and
Freedom (HUFF)
614 Hanover St., Santa Cruz, CA 95062
831-423-4833
831-427-0270
831-427-1205
info@huffsantacruz.org
http://www.huffsantacruz.org/

Gender &
Sexuality
Challenging, Learning About, and
Undermining Heterosexism (CLUH)
http://cluh2.tripod.com
cluh@ucsc.edu
Commission for the Prevention of
Violence Against Women
915 Cedar Street, Santa Cruz, CA. 95060
831-420-6298
cpvaw@ci.santa-cruz.ca.us
http://www.ci.santa-cruz.ca.us/cm/cpvaw/
cpvaw.html

Diversity Center
(Lesbian, Gay, Bisexual & Transgendered
Community Center)
177 Walnut Avenue (near Cedar)
POB 8280 , Santa Cruz, CA 95061
831-425-5422 Fax: 831-425-0743
info@diversitycenter.org
http://www.diversitycenter.org
Gay Lesbian Bi Trans Resource Center
(UCSC Unit)
1156 High Street, Santa Cruz, CA 95064
831-459-2468 Fax. 831-459-4387
glbtcenter@cats.ucsc.edu
dabbott@cats.ucsc.edu
http://www2.ucsc.edu/glbtcenter/
Gay, Lesbian, Bi-sexual, Transgender,
intersex Network
A social and political group for all, Queer,
questioning, now lbaling, people, and
queer allied persons
247-1648 (Kory Rapanut)National
Organization for Women (NOW)
P.O. Box 1119, Felton, CA 95018
831-335-7704 or 728-3988, Julie
Gender Funk
www.genderfunk.org
contactus@genderfunk.org
Queer Geeks
Socail and support forum for Queer
Geeks
http://qgeeks.org
Walnut Avenue Women’s Center
303 Walnut Ave., Santa Cruz, 95060
831-426-3062
wawc@cruzio.com
http://members.cruzio.com/~wawc/
Women As Allies
831-338-0843
Lorene@Women-As-Allies.org
http://www.Women-As-Allies.org/
Women’s Crisis Support / Defensa de
Mujeres
Mailing address:
406 Main St., Rm. 326, Watsonville, CA
95076
831-722-4532 / Fax: 831-722-4990
831-728-2295
Hotline: 831-685-3737
Service site:
1658 Soquel Drive, Ste. A, Santa Cruz,
CA, 95065
831-477-4244 / Fax: 831-477-4231
831-429-1478
postmaster@wcs-ddm.org
http://www.wcs-ddm.org/
Women’s Empowerment Network
309 Cedar, PMB 547 Santa Cruz, CA
95060
831-768-7004
http://www.peacehost.net/Dorothy/main.
htm

Women’s Center (UCSC Unit)
Cardiff House – UCSC
1156 High St., Santa Cruz, CA 95064
831-459-2072
831-459-2291 Fax: 831-459-3616

women@cats.ucsc.edu
http://www2.ucsc.edu/wmcenter/

World Cultures
& Indigenous
Nationalities
African American Council
P.O. Box 1474, Santa Cruz, CA 95061
831-427-4588
African-American Resource and
Cultural Center (UCSC Unit)
831-459-3207
African@cats.ucsc.edu
www2.ucsc.edu/aasl

Filipino Student Association
FSA is a social.cultural, and educational
org. that aims to create an atmosphere of
support and respect for all Phillipinos
459-5811 fsa_news@ucsc.edu
Group Folklorico Los Mejicas
mejicas@hotmail.com
Indian Student Organization
http://soar.ucsc.edu/iso
iso@ucsc.edu
Japanese American Student
Association
setsuhen@hotmail.com

African Family Film Foundation
POB 630, Santa Cruz, CA 95061-0630
friends@africanfamily.org
http://www.africanfamily.org/

Movimiento Estudiantil Chicano\a de
Aztlan
To strive for education, gender,cultural,
sexual orientatoin, economical political
and social equality within, but not limited
to the chicano\a community
459 3496 (AIM: MECHASntCrz2)
mecha_de_ucsc@hotmail.com

Asian and Pacific Islander Student
Alliance
459-3495
apisa_ucsc@yahoo.com

Muslim Student alliance
http://soar.ucsc.edu/msa
UCSC_msa@yahoo.com,
fatimah62@yahoo.com

Centro-Americanos Unidos (CAU)
We are a group of students from diverse
cultures with a special interest in serving
the Central American, and in general,
the Latino community at the University
of California Santa Cruz. Central
Americans and Latinos form a substantial
;population at the University yet many
ofus graduate without having the
opportunity to meet one another. CAU
hopes to provide a space where CentroAmericanos and Latinos can meet one
another and begin friendships with teh
larger goal being building communidad.
UCSC_cau@hotmail.com
323-630-5960 (Alondra Acuna)

NAACP, Branch #1071
POB 1433, Santa Cruz, CA 95061
740 Front St., #300B, Santa Cruz, CA
831-429-2266
mspan@cruzio.com
Bruce Engelhardt, 831-454-1478,
BruceME@webtv.net
Deborah Hill, 831-464-1905

Chicano/Latino Resource Center
(UCSC Unit)
1156 High Street, University of
California, Santa Cruz
Merrill College, Faculty Services, Santa
Cruz, CA 95064
831-459-3789 Fax: 831-459-3125
clrc@cats.ucsc.edu
http://lals.ucsc.edu/clrc/
Chineese Student Association
The chinese Student Association devoted
to promoting unity and empowerment
througgh recognitoin of Chinese and
Chinese American culture. We strive to
create a space forcoalition building
http://soar.ucsc.edu/csa
csa-admin@ucsc.edu
Ethnic Student Organization Council
(ESOC)
Esoc8@yahoo.com
Familia Center / Centro De Familia
711 E. Cliff Dr., Santa Cruz, CA 95060
831-423-5747
http://iccs.csumb.edu/html/community/
famres/fc.html

Native American Resource Center
(UCSC Unit)
831-459-2881
amnative@cats.ucsc.edu
Ohlone/Costanoan Esselen Nation
POB 1301, Monterey, CA 93942
EsselenNation@aol.com
http://www.esselennation.com/
SANAI
The student aliance of north American
Indains, our purpose is to promte and
celbrate American indian culture and
identity.
466- 9738 (Lucio Ramirez)
Santa Cruz Indian Council
831-425-4404
831-426-6920
santacruzic@yahoo.com
http://www.indiancouncil.net/
POB 236, Santa Cruz, CA 95060
831-429-5963
PO Box 975, Soquel 95073
Melissa: 831-459-7929
Tina: 831-426-8211

Environmental
Arana Gulch Watershed Alliance
903 Pacific Avenue, Santa Cruz, CA
95060
831-457-8132
rjhaver@pacbell.net
http://www.aranagulch.org/

Bali Tree Ecosystem
P.O. Box 2910, Santa Cruz, CA 950632910
Fax: 831-421-9223;
bali@cybermax.net
California Native Plant Society, Santa
Cruz County Chapter
P.O. Box 1622, Santa Cruz, CA 95060
831-338-2097
831-469-9024
sluggo@cruzio.com
http://cruzcnps.org/
California Public Interest Research
Group (CALPIRG)
The California Public Interest Research
Group (CALPIRG) is working with
the Student Environmental Center to
sponsor the two-day earth week event,
which will consist of the on campus
festival by the SEC and the Earth Day
festival off campus by CALPIRG.
This year CALPIRG’s campaigns
consist of many interests including a
textbook plan to reduce prices, and an
extensive educational drive to make sure
every college student understands the
monstrosities the Bush administration is
doing to the environment and the world.
UCSC, Student Center, Box 6, Santa
Cruz, CA 95064
831-459-4649 Kathy Bisbee
831-459-0553, Ethan
305 Potrero Suite 51, Santa Cruz, CA
95062
Alec Vandersoude 831-459-0533
Students have the opportunity to work
on campaigns involving environmental
issues and homelessness, higher
educatoin and democracy
Campus Sustainability Council
Allocates funds to promote
environmentally sound practices and the
creation of the Blueprint for a Sustainable
Campus.
csc@planet-save.com* *http://sua.ucsc.
edu/csc
Coastal Watershed Council
204 Laguna St., Santa Cruz, CA 95060
831-426-9012
831-471-9280
Greg Gauthier, 831-421-0170
cwc_office@yahoo.com
http://www.coastal-watershed.org/
Campain to Stop Global Warming
425-0665 (Bill)
b_lebon@yahoo.com
Califoronia Student Sustainability
Coalition (CSSC)
To collaborate with faculty, staff,
aministaroin, UCOP,Board of Regents,
and students from throughout the UC
system to promote sustainable policies
and practices in the UC system.
UCSC- iamanna13@yahoo.com
Statewide: www.ucssc.org 566-0778
(Arthur Coulston) arthur@ucssc.org
Earth Action Club (EAC)
142 Darwin Street, Santa Cruz, CA 95062
831-423-8749 Michael Arenson

71

Earth First!, Santa Cruz chapter
P.O. Box 344, Santa Cruz, CA 94301
831-425-3205
Dennis Davie, 427-1684
cruzef@cruzio.com
http://members.cruzio.com/~cruzef/
Earth Save
1509 Seabright Avenue, Suite B1, Santa
Cruz, CA 95062
831-423-0293 or 800-362-3648 / Fax:
831-423-1313
information@EarthSave.org
http://www.earthsave.org
706 Frederick St., Santa Cruz, CA 95062
Pat Carney 831-423-4069
Ecology Action, Inc.
P.O. Box 1188, Santa Cruz, CA 950611188 (mailing address)
333 Front Street, Suite 103, Santa Cruz,
CA 95060 (physical address)
831-426-5925 / Fax: 831-425-1404
http://www.ecoact.org/
Bonny Wilson 427-1357
EcoTopia/USA
1315 Spring St., Santa Cruz, CA 95060
831-426-8810, Paul Lee
http://www.ecotopia.org
Environmental Council
9032 Soquel Drive, Suite A-1, Aptos, CA
95003
831-465-0377
831-662-2755
831-424-2286
831-688-0565
Fax 509-753-7406
encouncl@cruzio.com
vic@desotelle.com
Enetwork@ebold.com
info@environmentalcouncil.net
http://gate.cruzio.com/~ecocruz/
http://www.environmentalcouncil.net/
Environmental Directory
(Harbinger Communications)
616 Sumner St., Santa Cruz, CA 95062
831-457-0130
info@environmentaldirectory.net
http://www.environmentaldirectory.net/
Friends of Soquel Creek
P.O. Box 1431, Soquel, CA 95073
831-457-0414
Friends of the Monarchs
P.O. Box 51683, Pacific Grove, CA 93950
1-888-PGMONARCHS
Friendsofmonarch@aol.com
PGButterflylady@aol.com h0tfoot@aol.
com
http://www.pgmonarchs.org/fomh.html
Open Space Alliance of Santa Cruz
County
1001 Center Street Santa Cruz, CA 95060
Mailing address:
P.O . Box 8042 Santa Cruz, CA 95061
831-423-0700
saveland@cruzio.com
http://www.sc-openspace.com/
Pack Your Trash
2965 Pleasure Point Drive, Santa Cruz,

72

CA 95062
Ray Conti, 831-465-8645 Fax: 831-4797900 bigray@packyourtrash.com
Steve Smith, 831-475-6171 Fax: 4755953 steve@packyourtrash.com
http://www.packyourtrash.com/
Pesticide Watch Education Fund /
Santa Cruz
130-A Pearl Alley, Santa Cruz, CA 95060
831-466-3310 Fax: 831-469-8438
pestiwatch@igc.org
David Edeli, 831-466-0746,
dedeli@hotmail.com
Rainforest Action Network, Santa Cruz
Steve Graves, Executive Director
794 Estates Drive, Aptos, CA 95003
831-465-0677
831-425-4482
San Lorenzo Watershed Caretakers
Karen Christiansen
820 Bay Ave. Suite 107, Capitola, CA
95010
831-464-2950
feltongal@aol.com
Save Our Shores (SOS)
2222 East Cliff Dr., Suite 5A, Santa Cruz,
CA 95062
831-462-5660 / Fax: 831-462-6070
sos@cruzio.com
http://www.saveourshores.org/
Student Environmental Center
To promte student involvement and
collaboration with the university
in findign ways to implement
environmentaly sound practices on
campus
Student Union 2nd Floor
1156 High St., Santa Cruz, CA 95064
831-459-1714
enviroslug@ucscsec.org
www.ucscsec.org
Surfrider Foundation, Santa Cruz
chapter
PO Box 3968, Santa Cruz, CA 95063
831-476-7667
surfridersantacruz@yahoo.com
http://www.surfridersantacruz.org/
Storm Drain Stenciling Coordinator
Dave Hickson- danger98@earthlink.net
Beach Clean-up Coordinator
Coral Weese coral_weese@hotmail.com
Sustainable Quality Alliance
2870 S. Palisades Ave, Santa Cruz, CA
95062
831-465-0377
sbqa@cruzio.com
http://www.ecoquality.com/sqa/
Wildlands Restoration Team
125 Brookwood Drive, Santa Cruz, CA
95065
info@wildwork.org
http://www.wildwork.org
Ventana Wilderness Alliance
POB 506, Santa Cruz, California 95061
831-423-3191 Fax: 831- 423-3191
vwa@ventanawild.org
http://www.ventanawild.org/

Students for Organic Solutions (SOS)
To collabotate with administratoin staff,
faculty, and students, in developing a
more sustainable food system on campus
425- 5071 (Amy Stodard)

degradation on campus. They offer
internships and have volunteer
stewardship days many times per quarter.
459-2197 Scott Loosly
sloosley@ucsc.edu

Program In Community and
Agroecology (PICA)
The Program In Community and
Agroecology is sponsored by the
Environmental Studies Department. It
is a new program as of 2002, and is
focused in the Lower Rock Quarry at the
Village. Students are encouraged to live
in the Village and help coordinate garden
work days, as well as cook and eat in
community dinners. The PICA program
is also working with gardens and other
food providers on campus to start weekly
organic garden markets in front of the
Bay Tree Bookstore.
Adrian Hardesty
agroecologist@sbcglobal.net

Campus Natural Reserves (UCSC Unit)
The Campus Natural Reserves (CNR) is
composed of seven areas, which add up
to 400 acres of our 2000-acre campus.
This land is protected as outdoor learning
laboratories for research and teaching.
There are many internship possibilities
and over thirty professors who are
involved with the reserves. You can
get involved through classes or by just
volunteering.
http://ucreserves.ucsc.edu
459-4971
fusari@ucsc.edu Maggie Fusari

Stevenson CO-OP
The Stevenson CO-OP is an alternative
to a dinning hall meal plan available for
Stevenson students. The CO-OP buys
bulk unprocessed organic food and cooks
meals everyday to provide for students
who are committed to eating healthy
food. This program is on the cutting edge
of indigenous research and the problems
created from our cultures need to process
foods. Research shows that processed
food strips necessary nutrients needed for
a healthy body.
joanclair.richter@verizon.net (Joanclair)

Synesthia Poetry Slam
To create a succeful poetry slam and
to create a team to send to the college
nationals. As well s to foster a peoty slam\
spoken word community
ucscslam@yahoo.com
345 - 2653 (Irene Hamaker)

Merrill Student Garden
The Merrill Student Garden is a new
garden committed to brining students a
place to grow their own food and work
together as a community. Students are
working together with students across
campus to get student gardens at every
college. To get involved contact: Hillary
dylan4awareness@yahoo.com
EnviroMerrill
EnviroMerrill is a new program
committed to bring environmental
education and waste prevention to Merrill
College. It works with the maintenance
staff at Merrill and has hired students to
oversee waste prevention programs.
459-4031 (Merrill Maintence)
Energy Savers Program (UCSC Unit)
The Energy Savers Program is a new
program, which is sponsored by the
Physical Plant? Last year they put on
a program to give incentives for dorms
to reduce energy use by comparing
consumption patterns before and after the
program, and giving prizes to the colleges
that saved the most energy. This year
they are continuing to do so.
esavers@hotmail.com Alex
Site Stewardship Program (UCSC
Unit)
The Site Stewardship Program is
based within the Grounds Department
of Campus. It is working with new
incentives to get students excited about
volunteering to restore environmental

Art

Guerilla Music Project
Gives youths a forum to express
musically or otherwise, integrate santa
cruz youth and UCSC community
429-1479 (Jonna Raymundo)
Chicana Latina Film Fest Committee
A CAU Mecha led comitee that
coordinates the processes and
development of the Chicana\Latina Film
festival.
619-0865-7279 (Robert Rodriguez)
Doris Martini
P.O. Box 329, Felton CA 95018
831-438-0114, Fax 831-438-3985
doris@dorismartini.com
http://www.dorismartini.com/
Art and Revolution, Santa Cruz
831-336-1710
jeffcaplan@hotmail.com
http://www.artandrevolution.org/
santacruz/
El Teatro Campesino
705 Fourth St., San Juan Bautista, CA
95045
831-623-2444
Tickets: 831-623-2512
Mailing address is:
P.O. Box 1240, San Juan Bautista, CA
95045
info@elteatrocampesino.com
http://www.elteatrocampesino.com/

Political
ACLU, Santa Cruz County Chapter
Marge Frantz, 831-471-0810
411 Cedar St., Santa Cruz, CA 95060
Bob Taren 429-9880
P.O. 2528, Santa Cruz, CA 95060
831-426-5433

Complaint line, 831-622-9894
Amnesty International, Santa Cruz
chapter
134-E Blaine St., Santa Cruz, CA 95060
831-425-1302
PO Box 52185, Pacific Grove, CA 93950

All Peoples Coalition
Freemumia.org
831-425-4467
Assist International
POB 66396, Scotts Valley, CA 95067
831-438-4582
assistintl@aol.com
http://www.assistintl.org/
Barrios Unidos
non-profit multicultural youth violence
prevention
1817 Soquel Avenue, Santa Cruz, CA
95062
831-457-8208 / Fax: 831-457-0389
barrios@cruzio.com
http://www.barriosunidos.com
ceylida@barriosundios.net
Community Resources for the Disabled
340 Soquel Ave. Suite115, Santa Cruz,
CA 95062
Death Penalty Focus, Santa Cruz
Chapter
We collect signatures for a moratorrium
on the death penalty in Ca. table at
events. & have speakers.
PO Box 1117
Santa Cruz, CA 95061
Marilyn Strayer
423-7973 or 429-1765
marilyns@cruzio.com
marilyns@cruzio.com
http://www.deathpenalty.org/
Tenants’ Rights Union
P.O. Box 7484, Santa Cruz, CA 950617484
831-426-0644
Comercio Justo
Comercio Justo is a student organization
that promotes awareness of Fair Trade
and seeks to stimulate its demand and
access on campus. We are dedicated
to rebuilding a conscious consumerproducer relationship that works toward
responsibility and equality. Comercio
Justo functions on two basic levels: 1.
Exposing the exploitative consequences
of conventional corporate structures on
farmers and producers in developing
countries, and 2. Increasing the
availability of Fair Trade products in all
campus retail outlets, both by creating
demand and engaging in a continuous
dialogue with managers and operators
regarding the student body’s commitment
to social responsibility.
ucscfairtrade@yahoo.com
Disabled Students Union
To provide support and secure
environment and activites for disabled
students
510-209-5222 (Jashua Muchison)

Campaign for Budget Fairness
501 Soquel Ave., Ste. E., Santa Cruz, CA
95062
831-457-1741x423
Center for Political Economy /
Capitalism, Nature, Socialism (CNS)
U.C. Santa Cruz, CNS, Box 8467, Santa
Cruz, CA 95061
831- 459-4541
Center for Justice, Tolerance and
Community (UCSC Unit)
The Center for Justice, Tolerance,
and Community (CJTC) at UC Santa
Cruz is a progressive research institute
tackling issues of social justice, diversity
and tolerance, and the building of
collaborative relationships between the
university and local community. Our
overall mission is to promote EQUITY.
We define this broadly, including studies
of the roots of prejudice, the sources of
economic inequality, and the obstacles to
the building of community.
Contact: Julie Jacobs
831- 459-5743
fax: 831.459.3125
cjtc@cats.ucsc.edu
Three Americas, Inc.
We are active in health, education and
civil and human rights activities in North,
Central and South Americas.
ccrcnica@cruzio.com
POB 366. Santa Cruz, CA 95061
831-335-7164
Lois Muhley, 831-426-2798
American Political Engagement and
Empowerment Project (APEEP)
Nourishing participatory democracy
& transcommunality to enhance
participation of the community in the
political process.
apeep@planet-save.com
252-4373 Will Parrish
Common Vision
POB 7008, Santa Cruz, CA 95061
stilwatr@commonvision.org
http://www.commonvision.org/
Democratic Socialists of America
(DSA)
664- 37th Ave., Santa Cruz, CA 95062
Democratic Women’s Club
Chief goal to bring information to its
members and elect democratic politicians
in the area
pres- Judy Warner 425 1168
P.O. Box 1901, Capitola 95010
Friends Committee on National
Legislation (FCNL)
follows national legislation and
legislation pertaining to world affairs
612a Washington st, sc, ca 9060
ehfoster@cruzio.com,
Herb Foster 831-423-2605
http://www.fcnl.org/
Green Party of Santa Cruz County
Political party dedicated to peace, justice,
wholistic ecology and

grassroots democracy. We support Green
candidates for public office and
advocate for humanitarian and
compassionate social and political
change.
PO Box 387, Santa Cruz, CA 95061-0387
831-462-4525
greens@santacruzgreenparty.org
http://www.santacruzgreenparty.org/
Working Groups:
Ecology- Joel Rider 429-7578
Social Justice- Paul Franklin 464-0877
Energy- Joe Rigney 425-3238
Homeless Issues- Nicholas Whitehead
475-2012
Informed Democracy
P.O. Box 67, Santa Cruz, CA 95063
Fax: 831-426-2312
831-426-3921, garden@cruzio.com
http://www.sadako.com/informed-dem3.
html
People’s Democratic Club
POB 2374, Santa Cruz, CA 95063
pres bill malone 420 1139
billjoyce@yahoo.com
http://www.cdc-ca.org/clubs/santacruz2.
htm
http://cruzdemocrats.org/pdc/pdcindex.
html
SIPAZ
Servicio Internacional para la Paz is
a coalition of North American, Latin
American and European organizations
formed in 1995 to support the peace
process in Chiapas, Mexico. SIPAZ
combines violence reduction and
peacebuilding strategies in Chiapas
with efforts to inform and mobilize the
international community.
International Office:
www.sipaz.org
P.O. Box 2415
Santa Cruz, CA 95063
R.A.S.C.A.L.S.
Radical Action Student Coaltion Against
Lies And Suppression
rascals@riseup.net
rufus4you@yahoo.com
Santa Cruz Coalition to Free Mumia
and All Political Prisoners
831-425-4467
johnhga286@aol.com
John Thielking, jfredt@hotmail.com
Santa Cruz County Democrats
elerick@cruzio.com
http://cruzdemocrats.org/
Santa Cruz Action Network (SCAN)
P.O. Box 8160 Santa Cruz, CA 95061
831-458-9425 scan@cruzio.com
http://www.cruzio.com/~scan/
United Nations Association
Profit org that supports the UN and sells
UNICEF goods
1330 Pacific
426 3101
Pat Arnold- 425 7618 pat@californiamaps.comUnited Nations Association
Store
inside the Santa Cruz Coffee Roasting

Company at 1330 Pacific
Campus Greens
Contact: Shari Silva
shari@cats.ucsc.edu
http://www.cagreens.org/campus/ucsc
Political Parties
Democratic Central Committee-831/420-0546
Green Party--831/425-4499
Libertarian Party--831/338-4612
Natural Law Party--831/7248980
Peace and Freedom Party-831/688-4268
Reform Party--831/408/3539091
Republican Party--831/4575125
College Senates
Oakes Senate—oakessenate@hotmail.
com
Stevenson Senate—Stevenson@ucsc.edu
Voter Registration
831/454-2060 (TDD: 831/454-2123)
Register to Vote
Student Union Assembly
The official voice of the undergraduate
students at UCSC. Working to empower
students through action.
Student Union 2nd Floor
459-3848***http://sua.ucsc.edu
suamail0405@yahoo.com
Student Committee On Committees
Appoints students to campus wide
committees.
Student Union 2nd Floor
459-5533***http://sua.ucsc.edu/scoc
scoc0405@yahoo.com
Homes on Wheels
The purpose of HOW is to preserve the
UCSC trailer Park Community
425- 4792 (Jolie Mazor)
Internaltional Socialist Organization at
Santa Cruz
The International Socialist Organization
(ISO) stands in the revolutionary
tradition of Karl Marx, Vladimir Lenin
and Leon Trotsky. We have branches
across the country that organize activists
in workplaces and communities and
on campuses in order to mobilize
opposition to all forms of oppression
and exploitation. The ISO believes that
capitalism produces poverty, racism,
famine, environmental catastrophe and
war. By getting involved in struggles big
and small, the ISO aims to build with
others a society where we all have control
over our lives. We believe another world
is possible.
phone: (831) 588-9392
e-mail: iso_santacruz@hotmail.com
website: www.internationalsocialism.org
www.socialistworker.org
Media Watch
POB 618, Santa Cruz, CA
831-423-6355
mwatch@cruzio.com

73

http://www.mediawatch.com/
Revolution youth
Revolution youth is the US section of the
Revolution youth international, which
has groups in 23 countries. At UCSC, we
are active in the peace, labor, amd anti
globaliztion movements. “The only way
to build a society that puts human needs,
not
corporate profit,
at the center of its priorities is through
revolution.”
ryi_irj@yahoo.com
College Republicans
To promote individual responsibility,
freedom, limited government, and lower
taxes. We hold regular meetings, bring
conservative speakers to campus and and
attend conferences state and nation wide.
465-9552 (Laurie Hauf)
Santa Cruz Israel Action Committee
pro-israel, pro-peace organization that
focuses on education through cultural
and political events
ucscisrael@hotmail.com
454 -0739 (Areal Witken)
Corporate Swine Inc.
www.corporateswine.net
Zero Population Growth
http://www.zpgmb.org/
http://www.populationconnection.org/

Labor
Coalition for a Living Wage
501 Soquel Avenue, Suite E, Santa Cruz,
CA 95062
831-457-1741 or 831-724-0211 / Fax:
831-457-0617
Sandy Brown sandy@cruzio.com
http://members.cruzers.com/cab/
livingwage/livingwage.html
Monterey Bay Central Labor Council
www.montereybaylabor.org
laborcouncil@igc.org (831) 633-1869
Students for Labor Solidarity
See article p. 34
studentsforlaborsolidarity@yahoo.com
Western Service Workers Association
1511 Mission St., Santa Cruz, CA 95060
831-429-6016
547 Airport Blvd, Watsonville, CA
95076-2003
831-688-9017

Peace & NonViolence
California Peace Action
903 Pacific Ave., Suite 304, Santa Cruz,
CA
831-420-1931
capa@cruzio.com
Santa Cruz Field Director, Jennifer
Heyward
http://www.californiapeaceaction.org/

74

Coalition to End the Occupation
(UCSC)
ceoucsc@mail.com
Faculty Against War (FAW)
faw@ucsc.edu
Friends Peace and Social Justice
Committee
1255 Dougmar Dr., Santa Cruz, CA
95062
Maria Acosta-Smith 831-475-6050
Monterey Bay Educators Against War
(MBEAW)
POB 7260, Santa Cruz, CA 95061
info@mbeaw.org
http://www.mbeaw.org/
Peacemakers
Sharon Delgado
831-423-1626, ext. 103
revsher@earth-justice.org
http://www.rcnv.org/rcnv/center/
peacemakers.htm
Resource Center for Nonviolence
(RCNV)

work to promote and teach
nonviolence.
515 Broadway, Santa Cruz, California
95060
831-423-1626 / Fax: 831-423-8716

rcnv@rcnv.org
www.rcnv.org
newsletter: yes
Santa Cruz Peace Coalition
(866) 841-9139 x1917 - voicemail/fax
scpc@onebox.com
http://www.santacruzpeacecoalition.org
Email list: Yes
Vandenberg Action Coalition
POB 7061, Santa Cruz, CA 95061
831-457-9914 , Peter Lumsdaine
<MGPturningpoint@aol.com>
831-421-9794
http://www.geocities.com/vafb_m19/
Veterans For Peace, Chapter 11
129 Marnell Ave., Santa Cruz, CA 95060
Ruben Somez, 831-426-7974
http://www.veteransforpeace.org/

Networking
Santa Cruz Progressive Email List
(SCPEL)
scpel-subscribe@topica.com
http://members.cruzio.com/~spitzer/
mailinglist.html
Volunteer Center of Santa Cruz
Santa Cruz Volunteer Center (+ 6 other
county locations)
1010 Emeline Ave., Bldg. C, Santa Cruz,
CA 95062
831-427-5070
scruz@scvolunteercenter.org
www.scvolunteercenter.com
Community Action Board of Santa
Cruz County, Inc.

501 Soquel Ave., Suite. E, Santa Cruz,
CA 95062
(831) 457-1741 / Fax: (831) 457-0617
tomh@cruzers.com
http://members.cruzers.com/cab/index.
html
Runs: Campaign for Budget Fairness,
Davenport Resource Service Center,
Energy Services, Familia Aztlan, Natural
Resources & Employment Program,
Santa Cruz County Immigration Project,
& The Shelter Project.
Community Life Network
Umbrella of Community Action,
L.I.F.E. Support Everything Network.
Networking Life into our communities to
bring balance.
www.communitylifenetwork.org
321 Park Way, Santa Cruz, Ca, 95062
Community Action- Creating Databases
of organizations. The group that made
this directory that you are reading now.
(866)248-7673x2302
communityaction@onebox.com
www.soar.ucsc.edu/caPolitical
L.I.F.E.
Help facilitate the creation of life support
groups to uplift, support, and network
individuals through small groups where
people can talk about their individual
issues and needs out of organizational
meetings.
345-9443 (Jacob Cabrera) red@ucsc.edu
Student Organizations Advising and
Resources (UCSC Unit)
UCSC’s resource for students wishing to
organize on campus.
(831) 459-2934

Transportation
Critical Mass, Santa Cruz
http://www.well.com/user/kjcole/Bike/
CriticalMass.html
The Hub
With the Bike Church in the back.
224 Walnut Ave.
425-BIKE
Mon-Thurs 3-7pm
Santa Cruz County Regional
Transportation Commission
(to improve means for public
transportation as well as set prioities for
future construction)
http://www.sccrtc.org
Santa Cruz Center for Appropriate
Technology
http://www.santacruzcat.org
SOLTrain
Building a Solar Train that spans the
Monteray Bay
425-1098
457-7969

Media
Leviathan
http://leviathan.ucsc.edu
leviathan@studentmedia.ucsc.edu

The Project
The project wishes to make availible
media rescources to the stuent body,
as well as diversify the political\socio
economic attitudes of UCSC students
theproject@studentmedia.ucsc.edu
La Revista
larevistadeucsc@yahoo.com
Redwood Review
http://redwoodreview.com
SCTV
http://www.sctv.ucsc.edu
Community Television of Santa Cruz
816 Pacific Ave., Santa Cruz, CA 95060
831-425-8848 / Fax: 831-425-3958
ctvstaff@cruzio.com
http://www.communitytv.org/
newsletter: yes
Santa Cruz Indymedia
imc-sc@lists.indymedia.org
http://santacruz.indymedia.org/
Cement Boat
hswanhuyser@hotmail.com
City on a Hill Press
UCSC / Media Center, Santa Cruz, CA
95064
831-459-2430
chp@studentmedia.ucsc.edu
http://www.slugwire.org/
The Connection
editor@theconnect.com
http://www.theconnect.com/
Fish Wrap Live!
UCSC Press Center, 1156 High St., Santa
Cruz, CA 95064
831-459-3917
jlouv@cats.ucsc.edu
http://fishrap.ucsc.edu/
Green Press
P.O.Box 1715, Soquel, CA, 95065
459-6774
contact@greenpress.org
http://www.greenpress.org/
El Andar
PO Box 7745, Santa Cruz, CA 95061
831.457.8353 / fax 831.457.8354
info@elandar.com
http://www.elandar.com/
Killing King Abacus
Leila Teapata & sasha k
kk_abacus@yahoo.com
http://www.geocities.com/kk_abacus/
La Gazette
POB 671, Santa Cruz, CA 95061
(831) 426-7828
llp@cruzio.com
http://members.cruzio.com/~llp/
Manifiesto
POB 2701, Watsonville, CA 95077-2701
831- 761-3176 / Fax: 831 -761-0130
http://manifestonews.org/

No Compromise
POB 1440, Cruz, CA 95060
831-425-3007
nc-info@nocompromise.org
http://www.nocompromise.org/

Land of the Medicine Buddha
5800 Prescott Road, Soquel, CA 95073
831-462-8383 Fax: 831- 462-8380
lmb@medicinebuddha.org
http://www.medicinebuddha.org

mail@quakercenter.org
831-336-8333
John De Valcourt, clerk
jodevalc@cabrillo.cc.ca.us
http://www.quaker.org/

on the timeless and insightful scriptures
such as Shri Bhagavad-Gita and Srimad
Bhagavatam.
Sulalita D.D. earthdance@planet-save.
com OR (831) 454-0829

Santa Cruz Arts Journal
c/o Dream Dancer Design
POB 3612 Santa Cruz, CA 95063
831-426-6318
editor@artsjournal.info
www.artsjournal.info

Santa Cruz CUUPS (Aptos/Santa
Cruz)
Covenant of Unitarian Universalist
Pagans
Meets at: UU Fellowship of Santa Cruz
County
6401 Freedom Blvd. Aptos CA 950039634.
Terra Collier Young, 831-462-4995
http://www.cuups.org/

Circle K
A non-proffit community service
organizatoin dedicated to leadership,
fellowship,and service
ucsccirclek@yahoo.com

Social Colectives &
Entertainment

Santa Cruz Comic News
108 Locust St., Santa Cruz, CA 950603930
831-426-0113
The Tertulia
POB 812, Santa Cruz, CA 95061
submissions@thetertulia.com
http://www.thetertulia.com
Free Radio Santa Cruz 96.3 FM
P. O. Box 7507, Santa Cruz, CA, 95061
831-427-4523 (voice mail)
831-427-3772 (live studio line)
frsc@cruzio.com or frsc@microradio.net
http://members.cruzio.com/~frsc/

Santa Cruz Zen Center
113 School St., Santa Cruz
831-457-0206
http://www.zendo.com/~sczc/
Society of Friends (Quakers)
Santa Cruz Friends
PO Box 813, Santa Cruz, CA 95061
Traci Hjelt Sullivan, Clerk

Center for World Networking
PO Box 769, Soquel, CA 95073
831-477-1739
chandler1@got.net
http://web.got.net/~worldnet/
Bhakti Yoga Club, UCSC
Join us once a month for a night of
unique eastern philosophy and mystical
spirituality. At these gatherings you will
experience homemade Indian vegetarian
cuisine, chanting with mridanga drums
and karatals, and an informal discussion

Game Development Group
goodguy@ucsc.edu
Theta Chi
To Promote brotherhood amongst a group
of diverse individuals through social and
community servise events
http://www.ThetaChiUCSC.org
Zami Co-op
471-9098

Poster from Columbia University, 1968

KZSC
(831) 459-4036air
(831) 459-2811office

Spiritual
Buddhist Society at UCSC
459 1520
http://www.geocities.com/scbuddhism
neenan@ucsc.edu
Campus Bible Fellowship
408 666 8936
http://soar.ucsc.edu/cbf pak_
edward@hotmail.com
Hillel
http://www.santacruzhillel.org
Intervarsity Cristian Fellowship
459-7309 (Berneard)
http://soar.ucsc.edu/ivcf
Jewish Student Union
To put on Jewish events, to make Jews
comfortable being Jews on campus
423-4730 (Rebecca Rudolph)
Faith, Education, Action, and Service
427-2620, 459-1324
http://uccmsantacruz.org uccm@ucsc.edu
First Congregational Church Santa
Cruz -- United Church of Christ
900 High Street, Santa Cruz, CA 95060
831-426-2010 Fax: 831-426-3854
Office@fccsantacruz.org
http://www.fccsantacruz.org/
Inner Light Ministries
9057A Soquel Drive Suite C, Aptos, CA
95003
800-933-0920 Fax: 831-688-4942
ilm@innerlightministries.com
http://www.innerlightministries.com/

75

This publication was made possible by: e2, Leslie, Yacov, Loocefer, Community Printers, The Student Union Assembly, numerous college governments,
The Project, Bradley, Max Bell Alper, Nick Babin, Liz Bennett, Bekki Bolthouse, Regan Brashear, Lisa Burk, Sean Burns, Jacob Cabrera, Carrie Chandler,
Ward Churchill, Chris Crass, Chris Dixon, Sabina Gonzalez, Emily Hell, Rebecca Hester, Nick Javier, LaTrice Jones, Tania Lee, Hillary Ann Levine,
Elizabeth Martinez, Gabriel Martinez, Peggy McKintosh, Jacob Pace, Will Parrish, Maia Ramnath, David Rees, James Rowe, Anne Shaver, James
Sheldon, Alexis Shotwell, Stephanie Smith, Josh Sonnenfeld, Ambreen Tariq, Miriam Traore, Maureen Turnbull, Ryan Wadsworth, Marla Zubel, Dave
Zlutnic, and the others we likely forgot.

n

o

s
e
t

Check out upcoming political/cultural events (and post yours!) on the

Online Community Calendar!

follow links from our local Indymedia: http://santacruz.indymedia.org
76

Resource Center For Non-Violence: 515 Broadway
A hub for local organizing around multiple political issues, including Middle East solidarity. Features a comprehensive calendar and community resources, bookstore and
video library. They also hold frequent events, meetings and speakers. Look for the
giant peace sign.
Planned Parenthood: Cathart St. This a safe place for women to find
out about and attain contraception, ob-gyn exams. pre-natal care, STD tests or abortions among other things. It is located downtown on Pacific Ave. but the entrance is
on the other side of the building.
Camouflage: It may look like just another place to but an overpriced matching
zebra-stripped bra and thong, but in the back of this clothing store is a full equipped
sex shop. It is a comfortable, laid back environment, that doesnʼt strike me to be as
straight-male oriented as most.
The Hub: 224 Walnut
Your resource center for sustainable transportation. Home of the Bike Church co-op,
where you can share tools to build or repair your own bike; Ped X, a worker-owned bicycle
delivery service; and People Power, an advocacy group for more bike-friendly city planning. You can also get your annual Slingshot Organizer here.
Santa Cruz Community Credit Union: 324 Front Street
Need to open a bank account but would rather die than touch a bigtime finance capitalist institution with a ten-foot slimy pole? This is one solution. Cooperatively managed,
the Credit Union is committed to supporting local non-profits and economic justice in the
community. It also has super-nice tellers, and all business may be transacted in either

Spanish or English.
Farmerʼs Market: Lincoln & Cedar
The Farmerʼs Market is on Wednesdays from 2:30 pm until 6:30 pm. It is in the parking
lot located at Cedar and Lincoln St. There are tons of freah fruits and vegies to be had
from local (mostyl organic) farms year around. Even if you donʼt have and money on you,
everyone passes out free samples and Food Not Bombs serves in the afternoon.
The Drop-In Center: Front St. by the Metro Center
This is a resource center for homelss people and others who are looking for a place to get
free condoms, STD testing and to exchange needles.

>>>more descriptions next page>>>

77

GUIDE TO DOWNTOWN SANTA CRUZ
various (cont.):
Union office: 321 Cedar
Home of American Federation of State, County and Municipal Employees (AFSCME), Clerical Union Employees (CUE), and University Professional and Technical Employees(UPTE): some of the key
unons on campus, representing clerical, service and maintenance
staff, and lecturers. In other words the people who generally get
the least respect, the crappiest deal, and without whom your school
wouldnʼt function. So itʼs good to know where they are and what
theyʼre upte. i mean up to.
Womenʼs Center(s): There are two womenʼs centers close
by. One is a farm house located at the base of campus, the other
is on Walnut Ave. The Walnut Ave. one is larger and seems to
offer room and board as well as a playground for children, while
the UCSC center tends to host a lot of cool events in a laid back
atmosphere.
City Hall: Center & Church City Council meetings take
place at City Hall. When there are important or controversial issues
being decided at these meeting (which is quite frequent) santa cruzeans tend to show up en masse to give their two cents.
Library: Walnut & Center The public library is good
not only for books, but if you have a library card you can surf the
internet for up to one hour a day for free. The only downside is
that there is often a long wait to get online.
Louden Nelson Center: Center & Laurel This
community center is named after a wealthy African American man
who lived in Santa Cruz in the 1900ʼs and donated a great deal of
money to the community. There are a range of activities that take
place here, from plays to teach-ins to voting.
Co-ops: The two main housing co-ops in Santa Cruz are Zami at
807 Laurel St and Chavez Co-Op on Beach Hill. Large numbers of
people lived together in a sustainable fashion, without a landlord,
and share responsibilities for the house. The Co-Ops tend to throw
political events, shows and parties throughout the year and are
often a site for Food Not Bombs cooking.
Veterans Memorial Building (aka Vets Hall):
842 Front Street
Besides the veteransʼ services office, there are lots of good political,
art, music and theater events here. Also daily yoga classes; most
of the instructors use a sliding scale and are very understanding if
youʼre broke and come a lot.
Post Office: The post office is located on the corner of Front
St and Water St. in case you wanted to know. It has some really
nice murals inside, painted by a famous woman artist in the early
1900ʼs.
San Lorenzo Park (Duck Pond): This is a good place
to chill out on a nice day and soak up the sun. It often hosts big
events such at the Gay Pride Festival in June. Oftentimes meetings, potlucks, or teach-ins will be held here. People usually just
call in the Duck Pond since there is a rather large duck pond in the
center of the park. There is a footbridge off River St. that crosses
of the San Lorenzo River and takes you quickly from downtown to
the park.
Tom Scribner: In front of Bookshop Santa Cruz, on Pacific
Ave. is a life size bronze statue of Santa Cruzʼs legendary radical
Tom Scribner. He was a labor organizer back in Santa Cruzʼs IWW
days and had two leftist newspapers, The Redwood Ripsaw Review
and the Lumberjack News. In his old age he used play the musical
saw on the streets of Santa Cruz.
Town Clock: The Town Clock is often the meeting place for
community events such as protest, peace vigils or critical mass.
Next to it is a controversial sculpture that pays homage to civilian
casualties of war.
Thrift Stores: There are lots of thrift stores in and around
Santa Cruz. If you are downtown and looking for something other
than over-priced vintage boutiques check out the Thrift Center on
78 street. Itʼs a pretty big space filled with clothing and furniture
Front

and just about everything. It is also notorious for its “50% Off
Everything Today Only” discounts that actually happen every day.
The County Building and Court House: Ocean
St. and Water The unfortunate place to take care of bureaucratic/ legal bullshit. Also, large protests and carpools often start
or end at the county building.
Herland: Cedar St btwn Locust & Church This is
a women-centered/ lesbian bookstore and gift shop.
Food Bin: Mission & Laurel The Food Bin is a good
alternative to your average corporate variety grocery store. Youʼll
find lots of organic produce and vegan treats, and bulk bins galore. The staff is really friendly and everyone seems to know each
other.
Herb Room: The Herb Room is located right next to the Food
Bin. It is a good source for natural health and body care and the
staff seems to be very knowlegable. Youʼre sure to find obscure
dried herbs, oils and tinctures as well as important vitamins. If
youʼre into hippy medicine, this is your place
Emilyʼs Bakery: Mission & Laurel Emilyʼs is owned
by former mayor and current city council member, Emily Riley. The
muffins are great, even the vegan ones and the place has a nice
outdoor patio to chill in, right by the stream. The feds raided the
bakery about a year ago due to Emily Rileyʼs involvement in antiwar and anti-patriot act legislation.
Saturn Cafe: Pacific & Laurel Everyone knows about
Saturn. Its become something of a tourist destination with its TShirts and bumper stickers. But its vegan diner-style food, table
collages and late hours make it a Santa Cruz favorite.
Asian Rose: Cedar & Center For delicious mouth watering vegan indian food at great prices check out this place for
lunch. It closes at 5 pm and will often sell whatever is leftover at
cheaper prices.

Bars:
The Poet and Patriot: 320 Cedar That rare bar
where friends can actually hang out and talk to each other. Has
darts, pool and lots of historical revolutionary wall art featuring
good folks like James Connolly and the Wobblies. They serve many
kinds of beer including local microbrews, though not much else. I
hear they draw a clover in the foam on every mug of Guinness.
The Red Room: 1003 Cedar I couldnʼt not mention it.
The landmark you love to hate. Divey, smoky meat market, though
it has a jukebox, serves a wide range of liquor and mixed drinks,
and my friend Jo says the red lights make everyone look sexy.
Kuubwa Jazz Center: This venue is tucked away off
Cedar St. It is a non-profit space with a great atmosphere and
reasonably priced shows. It is know for the types of shows that you
wonʼt find at more mainstream venues.
The Catalyst: Pacific Ave. This is a music venue/bar/
restaurant popular for its large variety of shows. Hip hop, reggae,
punk, emo, all are to be experienced at the Catalyst.

Coffee shops
-- report by Caffeinated Correspondent Quick:
Santa Cruz Coffee Roasting Company: Pacific Ave Headquarters for Santa Cruzʼs Fair Trade Coffee program,
theyʼre the suppliers for most places on campus and around town.
Good for if youʼre passing through and need a custom-brewed cup
or bulk beans.
Cafe Pergolesi: Cedar and Elm Donʼt be intimidated
by the extreme propaganda bathroom or the baristasʼ bad-ass attitudes. The Perg is a seedy haven for marathon study sessions or
meeting your cohorts to plot subversion. Features huge outdoor
porch, highstrung cat, and free wireless.
Union: 120 Union Another good study spot. Mellow atmosphere despite high traffic of weirdos. Service sometimes slow or
forgetful but always friendly. Airy and spacious, with nice garden.
Often live music by local folks, who always seem to be having such

a good time that you donʼt mind even when itʼs cheesy.
Java Junction: 519 Seabright Avenue Off the
beaten track, a few blocks from Seabright Beach, so itʼs good for
when you want some peace from your ubiquitous friends, associates and enemies. (When ranting or shit-talking in a Santa Cruz
cafe, always assume that someone who knows the people youʼre
talking about is within hearing range.) In summer however, itʼs
clogged with bronzed vacationers. Breezy, beachy feel, with indoor
and outdoor seating.

Bookstores:
Bookshop Santa Cruz: 1520 Pacific Some people
think this place is too big and commercial, but letʼs face it, itʼs the
kind of thriving local independent bookstore that can stand against
the tide of Borders and Barnes&Noble. They do sell those “keep
santa cruz weird” stickers to support street performers against the
new downtown ordinances, and they sponsor good author reading
events. Great selection of magazines and newpapers. They also
buy used books.
Literary Guillotine: 204 Locust A close-packed den of
new and used scholarly books, independently owned by smart people. Many profs get their class books here. Tricky if youʼre looking
for something particular that hasnʼt been specially ordered, but alluring if youʼre browsing for serendipities. Staff is very helpful and
knowledgeable, and theyʼre happy to place special orders. You can
sell your used books here too.
Logos: 1117 Pacific By far the best place downtown to buy,
sell and trade secondhand books and CDs for cash or in-store exchange credit. Also has new stuff, including a good selection of art
books. Get lost in the basement for hours. And thereʼs a sidewalk
coffee stand out front (yes, this is still Quick speaking)
Slug Books: 224 Cardiff (By 7-11 at the base
of campus) Student-run, student-owned and student-managed alternative non-profit textbook co-op from which many profs
order course readers and books for their classes. The best deals
youʼll find, whether buying or selling. You can also get involved
as a core member, apprentice or seasonal worker. Check out their
website, www.slugbooks.com

Not on Map
Staff of Life: This is another good natural foods store. It
tends to be less expensive than the others but it is located on Soquel on the Eastside and might be a little out of reach for some.
Barrios Unidos: 817 Soquel Avenue The California
Coalition of Barrios Unidos began as a community based peace
movement in the violent streets of urban California in 1977. Incorporated as a non-profit organization in 1993, the national office of
Santa Cruz Barrios Unidos established the mission to prevent and
curtail violence amongst youth within Santa Cruz County by providing them with life enhancing alternatives. Over the past twenty-five
years Barrios Unidos has developed a model that seeks to reclaim
and restore the lives of struggling youth while promoting unity
amongst families and neighbors through community building efforts. www.barriosunidos.net
Bargain Barn: This is a huge thrift store loacted on Encinal
St. in Harvey West Industrial Park. Youʼll find a huge variety of
things at dirt cheap prices and you pay by the pound for clothing.
Seabright Beach The best place for nighttime bonfires.
Bright stars, crashing waves, cold sand and gooey marshmallows.
What could be better? The only problem is that the Law drives
around at 10pm to kick everyone out, shine lights in your eyes,
and make you pour out all your beer.
UCSC Inn: Technically considered “on campus-housing” the
Inn is located right next to the County and San Lorenzo Park. It is
a hotel mostly converted into student housing.
Surfer Statue on West Cliff Our townʼs signature homoerotic phallic symbol.

KNOW AND USE YOUR RIGHTS!
By SantaCruzCopWatch.org

What rights do I have?
>>>The Right to Advocate for Change. The First Amendment to the
U.S. Constitution protects the rights of groups and individuals who advocate
changes in laws, government practices, and even the form of government.
>>>The Right to Remain Silent. The Fifth Amendment of the
Constitution provides that every person has the right to
remain silent in the face of questions posed by any police
officer or government agent.
>>>The Right to be Free from “Unreasonable Searches
and Seizures.” The Fourth Amendment is supposed to
protect your privacy. Without a warrant, no government
agent is allowed to search your home or office and you can
refuse to let them in. Know, however, that it is easy for the
government to monitor your telephone calls, conversations
in your office, home, car, or meeting place, as
well as mail. E-mail is particularly insecure.
The government has already begun stepping
up its monitoring of e-mails.

IF THE POLICE STOP YOU...
>>>Ask, “AM I FREE TO GO?” If not, you are being detained.
If yes, walk away.
>>>Ask, “WHY ARE YOU DETAINING ME?” To stop you,
the officer must have a “resonable suspicion” to suspect
your involvement in a specific crime (not just a guess or a
stereotype).

831-621-1726

your pockets or bags without your consent. If you are arrested, they can
search you and your possessions in great detail.

IF THE POLICE STOP SOMEONE ELSE...
>>>STOP AND WATCH.

FACT: T
Write down officersʼ names, badge numbers, and
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ld
: prisonac
tivist.org . incident and all details as soon as possible.
- Ask if the person is being arrested, and if so, on
what charge.
- Get witnessesʼ naems and contact info.
- Try to get the arresteeʼs name, but only if they
already gave it to the police.
- Document any injuries as soon as
possible. Photograph them and have a
medical report describing details of the
injuries.
Police can arrest someone they believe is
“interfering” with their actions. Maintain a
reasonable distance, and if cops threaten to arrest
you, explain that you donʼt intend to interfere, but
you have the right to observe their actions.

You do not have to answer any questions. If you are stopped
while driving you DO have to show id, registration, and proof of
insurance. If you are stopped while walking, you are not required
to show id. If you are being detained or issued a ticket, you may
want to show ID to the cop becuase they can take you to the
station to verify your identity.
DO NOT ARGUE OR RESPOND TO THEIR ACCUSATIONS.
When talking to them always keep your hands in sight.
Do not touch them. Do not run away, even if you have
done nothing wrong. Do not argue with, insult, or be rude
to any officers, even if they are being rude to you.
If a cop tries to search your car, your house, or your person
say repeatedly that you DO NOT CONSENT TO THE SEARCH.
If in a car, do not open your trunk or door - by doing so you consent to a
search of your property and yourself. If at home, step outside and lock your
door behind you so cops have no reason to enter your house. Ask to see
the warrant and check for proper address, judgeʼs signature, and what the
warrant says the cops are searching for. Everything must be correct in a legal
warrant. Otherwise, send the police away.
The cops can do a “pat search” (search the exterior of oneʼs clothing for
weapons) during a detention for “officer safety reasons.” They canʼt go into

IF THE POLICE ARREST YOU...
DO NOT RESIST PHYSICALLY. Use your words and keep
cool.
You may be handcuffed, searched, photographed and
fingerprinted.
Say repeatedly, “I DON”T WANT TO TALK UNTIL MY
LAWYER IS PRESENT.” Even if your rights arenʼt
read, refuse to talk until your lawyer/public
the wake
defender arrives.
1, the Imnd NaturalIf youʼre on probation/parole, tell
your P.O. youʼve been arrested, but
(INS) manNOTHING ELSE.
boys from

F A C T:

Do not talk to inmates in jail about
your case.
In California, within the first three
hours of your arrest, you are
allowed 3 local phone calls: one to
a family member or friend, one to
a bail bondsperson, and one to a
lawyer.

for more information on your legal rights, visit www.nlg.org

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