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1 | Artwork note | Copublisher? | Lead Editor (point of contact) | Co-Editor | Technical Editor | Copy Editor | Proofreader + Google Doc or PDF | Translator / Languages / Proofreader | DETAILED STATUS (updated regularly) | Status | Contributor (byline) | Fee (for EG use) | Pitch | Article Type | Title/Keywords | Actual word count | Print word count maximum | 1st draft due | 2nd draft due | 3rd draft due | Due to fact checking | Due to proofreading | Due to design | Link to Final Google Doc | Link to Webpage |
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10 | stock photos, pills, maybe 1950s style clinic photos? | Camille Rullán | Ghita Guessous | Matthew Moss | Soren Hough | Jo M. | /Spanish/ | in proofreading | In proofreading | Andrea Natalia Rivera Rosario | 250 | The introduction of the birth control pill in the 1960’s ushered in a new era of autonomy and freedom for women in the United States. However, one woman’s liberation was another’s oppression. The clinical trials–if they can be called clinical–for The Pill took place in Puerto Rico, a small U.S. colony set in the Caribbean. Impoverished and uneducated, Boricua women who wished to control the size of their families were easily coaxed into consuming a stronger dose of the contraceptive than was later approved. None knew the treatment was experimental. This population was chosen as an alternative to women in the continental U.S., where laws prohibited birth control research. Interestingly enough, Puerto Rico was and is still part of the United States. Its inhabitants have been American citizens since the Jones Act was passed in 1917 to recruit militia for WWI. The women who were unknowingly killed and sterilized by the trials were Americans. How could de United States harm their own? For decades Puerto Ricans have been regarded as second-class citizens by the U.S. The birth control trials were not the exception; neither was the testing of Agent Orange in the Yunque Rainforest or the austerity measures implemented after Hurricane María’s passing. This island has served as a free range for abuses the United States cannot yet bestow upon their own–a test-drive of sorts. Andrea Natalia Rivera Rosario | Feature | Puerto Rico, healthcare, reproductive justice | 3300 | 1000 | 11/27 | 1/13 | 1/26 | ? | 1/31 | ||||
11 | picture of Indian army in Kashmir | Darshan | Emily | Priyankar | Fred Murphy | Sigrid Schmalzer | with editors for final review | In fact-checking | Mudasir Firdosi | 250 | On August 5th, India annexed the previously autonomous region of Jammu and Kashmir. Seventy years of military occupation weakened and undermined the autonomy of Indian-controlled Jammu and Kashmir. Over half million heavily armed Indian troops concentrated in an area roughly the size of the state of Ohio enforced military domination, curfews and martial law using technologies of control, such as armored vehicles, surveillance drones, assault rifles, and pellet guns to fire upon protesting civilians. The indiscriminate use of these weapons have caused numerous civilian deaths and an epidemic of blindness in the Kashmir valley, producing an overarching context for medical practice created by the occupation. Frequently imposed communications blackouts of cell phone connections, internet services and landlines have also been employed as technologies of surveillance and control. Consequently, multiple generations of Kashmiri civilians have primarily encountered science and technology as metaphors of oppression and occupation. Yet, part of the resistance to the occupation of Kashmir has been the promotion of scientific education in the state for many decades. Numerous universities and colleges have produced multiple generations of chemists, doctors, computer scientists, and other professionals. The production and dissemination of scientific knowledge at institutions, such as the University of Kashmir, Islamic University of Science and Technology and others, provides a context for both, the underdevelopment of scientific research in the state, as well as the adaptation of science as a form of resistance to occupation. The article will focus on the history of science in Kashmir as a metaphor for occupation and resistance. The co-authors are activists on the Kashmir crisis. Prasad, a physicist of Indian origin, conducts research in the area of science and technology studies as well as physics education. Irfana, a biochemist of Kashmiri origin, conducts research on the development and pre-clinical testing of new cancer drugs. | Feature | Kashmir, technology | 1700 | 2000 | 11/27 | 1/10 | 1/26 | ? | 1/31 | |||||
12 | image of Menomenie forest from space - need to find a good one | Erik W. | Emily | Britta Voss | Michelle Yuan | Fred Murphy | tbd | Final | Ragina Johnson and Brian Ward | 250 | Brian Ward and I are proposing we co-write an article together on the following topic of indigenous knowledge, science and US colonial-settler project. We can come up with a fancy title later with your help. ;) Environmental destruction was at the heart of settler-colonialism and Indigenous People's have been resisting the theft of their homelands and resources for centuries, since Europeans came to Turtle Island. Many nations have reasserted their sovereignty. Natives are taking up the task of relearning, teaching, and reclaiming the knowledge of their ancestors — not limited to the sustainability, conservation, protection, stewardship, and management of their homelands. Indigenous knowledge isn't just something from the past that we should highlight, but indigenous land management is more sustainable. It should be understand as a central component of flighting climate change and restoring the balance between human and non-human relatives and the land. Indigenous knowledge is used today by Nations around the world. It isn’t something that should be seen as counterposed to science but should compliment it. The struggle at Mauna Kea shows how Indigenous peoples sovereignty shouldn’t be an afterthought in the “advancement of science". Our movements should be in solidarity and struggling alongside Indigenous nations for their sovereignty and self-determination. A top priority first and foremost should be fighting to return land to Native peoples and listening to them about solutions. This is an important way forward to transition from a fossil fuel and extractive based economy that sees only profit as the end goal. Not to mention our ability to eat healthy foods, grow sustainable agriculture, etc. As part of this project, we hope to do some interviews with Indigenous activists to use as quotes (later the interviews could be used in full as part of the PGND project of collecting testimonials): including Chairman Valentin Lopez of the Amah Mutsun Tribal Band and Dina Gilio-Whitaker of the Colville Confederated Tribes. Let us know what you think and if you need us to reformulate and/or resubmit this proposal to another email address! | Feature | Indigenous knowledge, land management | 2600 | 2000 | 12/1 | 1/6 | 1/26 | ? | 1/31 | |||||
13 | EG will ask about photos | Kelsi Jackson | Emily | Chrys M. Cuencas | Sigrid Schmalzer | /Spanish/ and /Filipino/ | In fact-checking | Chuckie Calsado | 250 | Decolonising Curriculum: Citizen Science and the Lumad Science Curriculum The current dominant curriculum, as formulated by the ruling class, as a function of their hegemonic and monopolizing subjugating control to serve their class interest, is geared towards the re-education and/or miseducation of the oppressed. There is a false dichotomy in the use and existence of science in our society, and more importantly in our curriculum, where it engenders a limit-situation on the ruled class that science sits on a pedestal that the privileged is sole holder of it. But in Mindanao island, Philippines, indigenous peoples collectively known as “Lumad” who have been subjected to oppression and state terror for hundreds of years, tries to break this existing dominant culture through the “Makabayan, Makamasa, at Siyentipiko” (MMS) or the Nationalist, Mass-Oriented, and Scientific Curriculum of their community schools or Lumad schools. Amidst the continuing attacks to plunder their ancestral lands, they sow a sturdy seed of resistance through these schools built from the blood and sweat of their forefathers. Together with people’s science worker, the MMS curriculum is an answer to the emancipating and liberating needs of the people in order to reach their social conscientization. Their identity is key in their struggle for land rights, natural resources, and their self-determination, which is the in the heart of the decolonized MMS curriculum. The success of this curriculum has put the Lumad in the crosshairs of those who have capital interest in their ancestral lands, as educated “natives” frighten the ruling class. Books are met with bombs, pencils with guns. The culture of impunity continues. Science ought not to be an imposing monolith -- a mere symbol, a tool used by the privileged, the ruling class in subjugating the “others” by monopolizing and benefiting from it. It is not an edifice in which the “other” cannot grasp, rather, it is emancipatory in that it acknowledges the diverse identities, knowledge, culture, and technologies derived from it and harness it to work for the betterment of the underserved. Through a decolonising curriculum and a science for the people framework, we have to aim for the development of a curriculum which was developed by indigenous peoples communities together with curriculum developers. | Feature | Philippines, indigenous knowledge, education, citizen science, | 2800 | 2000 | 11/27 | 12/20 | 2/1 | 1/31 | |||||||
14 | picture of Mauna Kea | Erik W. | Emily | Matthew Moss | Fred Murphy | Michelle Yuan | Final | Ethan Siegel | 100 | Mauna Kea | Essay/List/Short | Indigenous communities, astronomy, land | 600 | 500 | 1/24 | 1/31 | |||||||||
15 | Matteo will check about portraits - Chris was going to ask Conor about getting photos | Jenn | Kelsi Jackson | Matthew Moss | Sigrid Schmalzer | Final | Katherine Bryant, Hilary Rose | 250 | Katherine is going to interview Hilary Rose and possibly Steven Rose, members of SftP-adjacent groups in the OG days, on neuroscience, Palestine, activism and academia in the 1970s, and feminism in and beyond the radical science movement. | Interview | Sociobiology, feminism | 2200 | 2000 | 11/27 | 1/12 | 1/24 | 1/31 | ||||||||
16 | book cover | Jaime | Mark Colasurdo | Mark Colasurdo | Soren Hough | Emily Glaser | Final | Erik Wallenberg | 100 | Really going to try this time! | Review | Review of Fugitive Science | 1340 | 1200 | 12/1 | 1/15 | 1/24 | 1/31 | 1/31 | ||||||
17 | EG will ask author - photos of protest | Emily | Erik | Dana Williamson | Jo M. | second draft feedback sent to author 2/25 | In edits | Kaliris Y Salas | 250 | Mentorship, leadership, institutional policies and systemic change should be something that researchers and scientists should always be thinking about. This applies to academia, industry and society as a whole. Understanding power structures, power dynamics and engaging in bias training that includes learning about racism as a social construct, is critical for bringing about transformative change in the sciences. It impacts the way we conduct our science and our vision of who we are doing the science for. Within our power structures are mentoring relationships that should be fostering independent thought, critical thinking and mastery. As professionals committed to innovation and improving the lives of others, understanding these different aspects of systems will allow us to deepen our mentoring relationships within our laboratories, departments and institutions. These play a critical role in the development of scientists at every career level and can elevate the voices of even the most marginalized and oppressed groups to promote equity in the research enterprise. This proposal would aim to present some research on culturally relevant and anti-racist mentoring practices as we challenge relationships within science to create radical change in research and science dissemination. | Feature | Anti-racist organizing on campus | 0 | 1/5 | 1/26 | 2/28 | |||||||||
18 | Camille | Kelsi Jackson | Final | David Hofmann, Lala Penarada, Bolivar Aponte-Rolon | 0 | Report on SftP July 2018 Brigade, Interviews, etc. | Reports | Puerto Rico | 1000 | 1000 | 11/27 | ||||||||||||||
19 | something by Ricardo Levins Morales | Frank Rosenthal | Camille Rullán | Francesca Finocchiaro | Fred Murphy | Michelle Yuan | /Spanish/ | In proofreading | Omar Pérez-Figueroa & Bolívar Aponte-Rolón | 200 | The term “resilience”, from Latin root resi-lire—meaning “to spring back”—, was first used by physicists to denote the characteristics of a spring and to describe the stability of materials and their resistance to external shocks (Davoudi, 2012). Its theoretical origins are rooted in social ecological systems and their capacity to adapt to change (McEvoy, Fünfgeld, & Bosomworth, 2013; O’Hare & White, 2013; Sudmeier-Rieux, 2014). However, social theorists have criticized the ways in which ecological models are applied to social structures, including the general lack of focus on issues of politics, power, and equity (Cote & Nightingale, 2011; Cretney, 2014; Evans, 2011; MacKinnon & Derickson, 2012; Weichselgartner & Kelman, 2015). These authors question different views of resilience by asking “resilience of what to what?” and “resilience for whom?” (Carpenter, Walker, Anderies, & Abel, 2001; Lebel, Anderies, Campbell, Folke, Hatfield-Dodds, Hughes, & Wilson, 2006; Vale, 2014; Meerow & Newell, 2016). There is little understanding of what it means to be resilient—beyond that it is good (Davoudi, 2012). Luke (1986) argues that the way a group perceives power may serve to reproduce and reinforce power structures and relations; alternatively, it may challenge and subvert them. For example, it is power that allows the reinforcement or opposition of the ongoing economic liberalism and free-market capitalism of diverse sectors of society (Grover, 2013). I argue that power operates by pushing those who define resilience to either reinforce the status quo or oppose it. Puerto Rico (PR) represents a unique opportunity to analyze resilience under occupation, that include disaster conditions, bankruptcy, 500-year-old colonial structure, an oversight fiscal control board, and high rates of governmental corruption. Equally, as a U.S. territory the island is subjected to special laws, which have hindered the local economy. For example, the Jones Act imposed by the U.S. Congress prevents any shipment into the island that is not operated by a U.S. enterprise, even under disaster conditions. While some have argued that the Puerto Rican economy is developed because of its relationship to the U.S., its economic and social conditions are closer to those of developing countries. Despite the fact that the local government of PR and the ex-governor Ricardo Roselló portrayed the aftermath of hurricane Maria to investors and stakeholders as an opportunity to paint a “blank” canvas of what PR could become, grassroots groups such as the agroecology movement continue to challenge this vision. After hurricane Maria, Organización Boricuá, a network of farmers brought support and aid to other farmers and communities neglected by the government by engaging in solidarity brigades and bringing food such as yucca, taro, and several other nutrient rich staples of the Puerto Rican diet. The case of Boricuá highlights how resilience is being define and enacted by grassroots movement in ways that contest established governmental structures. We present a case in which agriculture, solidarity and science converge, providing us a glimpse of societal visions carried forth in the aftermath of hurricane Maria in PR. | Feature | Has the concept of Resilience been coopted in Puerto Rico? | 1800 | 1500 | 11/27 | 1/4 | 1/26 | ? | 1/31 | |||||
20 | pictures provided by the author | Priyankar | Ghita Guessous | Marco Baity Jesi | Carrie Spadine | /Filipino/ | In proofreading | Sero Toriano Parel | 250 | What can we learn from a country—more accurately a neocolony of the United States—where the state of science and technology is backward and stunted but where progressive science advocacy and activism thrive? In Philippine society, science and technology workers play key roles in industrialization, are the lifeblood of research and innovation, and solve basic scientific problems of society. However, since the Philippines is chronically in crisis as a semicolony of the United States with its fascist puppet president Rodrigo Duterte, the dire situation of Filipino scientists and non-scientists alike continue to worsen. In education, laboratories exist in only 4.8% of public elementary schools and 50% of public high schools—that’s 1,325 students per lab in the country. There are only 201 research and development personnel for every million people in the Philippines, and a mere 0.11% of GDP is spent on R&D—compared with the UNESCO (2011) standards of 380 R&D personnel per million population and 1% of GDP on R&D expenditures. Worst of all, scientists who speak out have even become victims of extrajudicial killings. In 2018 I had the opportunity to work with a resilient science advocacy group in the Philippines called AGHAM, or Advocates of Science and Technology for the People. AGHAM is a progressive, grassroots organization that aims to promote and advance science and technology that are self-reliant and independent and that genuinely serve the interests of the Filipino people. In this feature, I first chronicle my month-long exposure to science activism and the burning issues in the scientific communities in the Philippines. Next, I discuss the concrete political and economic conditions that have resulted in the poor state of science and technology in the Philippines. Finally, I share lessons that US science advocacy and activism can gain from the Philippine experience, the role of science workers, and the urgency and importance of revolutionary internationalism in and outside of science. I write from my lens as a Filipinx migrant who is a current PhD student in neuroscience, grew up working class, struggles with mental illness from the traumas of forced migration, and is queer and non-binary. | Feature | Philippines, technology | 2800 | 2000 | 11/27 | 1/5 | 1/25 | ? | 1/31 | ||||||
21 | pictures provided by the author | Darshan | Rana Baker | Shafeka Hashash | Fred Murphy | Erik Hetzner | /Arabic/ and /Hebrew/ | FINAL except confirming quotations | In fact-checking | Jake Silver | 250 | Over the past five years, the Palestinian territories have experienced what could be called an astronomy boom: from the emergence of university clubs in major cities, to the founding of public astronomy organizations, to the development of community observatories, a fascination with the interstellar has seized the region. While these scientific pursuits have deeply permeated manifold communities in Palestine and created new opportunities for study, research, and employment for those therein, many astrophysicists in America and Europe consider the notion of Palestinian astronomy parochial and unsophisticated that, as one American physicist put it, simply “helps Palestinians escape the [Israeli/Palestinian] conflict.” For Palestinians, astronomy must be recreational. In this article, I will lay out how astronomy in Palestine has taken shape in order to contextualize that development within the international community of astronomy and astrophysics. By placing these two strands of interstellar study side by side—a comparison rarely made—I will show how wonder has become a politic that traps Palestinians within the occupation through the domain of science. While astrophysicists worldwide incentivize their wonder in order to think about the feasibility and practicality of interplanetary ambitions such as space travel, extraterrestrial life, and human life on another planet, Palestinians are circumscribed within a childlike realm of science, one by which they are simply imagining “something else.” While international scientists I have worked with claim that Palestinians are escaping the occupation through astronomy, that very logic bars Palestinians’ scientific, imaginative, or professional ambitions from transcending the confines of the occupation. Such logic also obscures the actual work that astronomy does in Palestine—which I will also detail—including community and university development, a revitalization of civil society, the emergence of institutional relationships and fellowships, and the creation of transnational organizations devoted to the Palestinian sciences. | Feature | Palestine, astronomy | 2800 | 2000 | 12/18 | 1/10 | 1/21 | ? | 1/31 | ||||
22 | we have photos of Sam from Uri Thier | Erik W. | Saman | Britta Voss | Sigrid Schmalzer | Jo M. | Final | Sam Anderson, Emily Hamilton | 250 | Sam Anderson interview | Interview | Math, Black education and liberation | 2600 | 2000 | 11/27 | 1/12 | 1/26 | ? | 1/31 | ||||||
23 | book cover | Erik W. | Jenn | Allison Kitely | Carrie Spadine | Sigrid Schmalzer | Final | Sara Giordano and Angela Willey | 200 | are both in the field of feminist science studies. We happen to be interviewing Sandra Harding in mid-November for another project and we were thinking that it might prove to be interesting to write the book review as a hybrid book review/interview with Harding. We could add some interview questions to our current guide to include the book more specifically. | Review | Feature review with author interview content of Sandra Harding's Sciences from Below: Feminisms, Poscolonialities, and Modernities | 2160 | 2000 | 1/3 | ? | ? | ? | 1/31 | ||||||
24 | asking author for images of Palestine forests/landscape EG | Rana Baker | Frank Rosenthal | Mark Colasurdo | Soren Hough | Arabic | Final | Mazin B. Qumsiyeh and Mohammed A. Abusarhan, Palestine Institute for Biodiversity and Sustainability, Bethlehem University | 200 | The rich biodiversity of Palestine is due to geographic and geologic factors and is directly related to why it formed a key part of the Fertile Crescent where humans first domesticated animals and plants. In this chapter we review and discuss: 1) some of the data known on biodiversity in Palestine, 2) threats to this biodiversity, and 3) efforts at environmental conservation. In the threats areas we explain for example potential impact of climate change and the way colonization/occupation has damaged the local environment. We highlight opportunities for moving forward towards a strategy that ensures sustainability of both nature and human population using the experience of the Palestine Institute for Biodiversity and Sustainability at Bethlehem University (founded 2014). We note that research and education rooted in empowerment, justice and indigenous knowledge will be key factors in forging future strategies to insure sustainability in developing countries. | Feature | Palestine, biodiversity | 1800 | 2000 | 11/27 | 12/14 | 1/20 | 1/24 | 1/31 | ||||||
25 | image of demonstration, portrait of Maurice and wife, Michael asking Michele | Michael | Marco Baity Jesi | Shafeka Hashash | Fred Murphy | Erik Hetzner | /Spanish/ | Final | Michele Audin | 250 | FULL DRAFT BELOW (tentative title) Maurice et Josette Audin, a short life, a long story On June 11th 1957, at 11 pm, Maurice Audin, mathematician, aged 25, was arrested at his home in Algiers. On September 13th 2018, at 2 pm, the French President of the Republic visited Josette Audin, aged 87, at her home in Bagnolet, a Paris suburb, and gave her a declaration in which he recognized that Maurice Audin and many others had been tortured and killed, in application of the “arrest-and-detention” system, legally instituted when the “special powers” had been entrusted to the army. (1) Josette Audin was a retired math teacher. She taught in a few schools, in Algiers (until 1966), then in France, one year in Étampes then in Argenteuil, a Paris suburb. She and Maurice Audin had met when both were math students at the University of Algiers and members of the Algerian communist Party (PCA). Josette Audin's father was an employee and a member of the PCA before her. This was not the case in Maurice Audin's family. Another difference between them was the fact that she was born in Algiers in a “pied-noir” family, while the city of origin of his father's was Lyon (in Metropolitan France). Maurice Audin's mother, Alphonsine Fort, came from a family of peasants of the Mitidja plain, close to of Algiers. She started to work as a maid in a bourgeoise family when she was 14. This is where she later met Louis Audin. He was the personal adjutant of the son-in-law, a captain in the army. They married in 1923, left for France and Lyon, and started to live the--hard--life of workers during the 30's depression, experimenting unemployment, deaths of babies... To earn their lives, he became a gendarme and was sent to the small city of Béja, in Tunisia. This is were Maurice Audin was born, on February 14th 1932. The Front populaire and its new colonial politics brought back the French gendarmes and the Audin family to France and Bayonne. A few years later WWII and 1940 demobilization of the French soldiers sent the family to Algiers, near Alphonsine's parents. The Anglo-American troops invading French North-Africa in 1942 occupied the schools, making it difficult for children to study normally. The Audin parents decided to send their 10 year old son to an army school. Maurice Audin spent first four years in such a school in Hammam Righa, in Algeria, then from 1946 to 1948 in Autun, in Burgundy, France, far from his parents.(2) He was a bright student, he loved math. Much better than physical exercise and discipline! He obtained from his parents to come back to Algiers to prepare and pass his baccalauréat in 1959. Here we should stop to take note of two roots of his political education. One was the military discipline and atmosphere in the military school. Many of his fellows were dreaming of being given guns and be sent to shoot the strikers (there were many workers strikes in France in 1947-48). The other was the inhuman life of the indigenous farm workers employed by his mother's peasant relatives. This way he became antimilitarist and anti-colonialist. It is no wonder that he followed his fellow student Josette Sempé and became a member, in 1951, of the PCA. Josette also came from a modest family, where she was the very first to go to a secondary school, she was good at latin and math, she chose math and entered the university. So they were young, students, activists, and in love. René de Possel, who had been one of the founding members of Bourbaki in 1935 and was professor at Algiers university, became the advisor of Maurice Audin. He found him an assistant position. So that Josette and Maurice married (a civilian marriage) on January 24th 1953. Their first child was born one year later. And then came November 1st 1954 and the outbreak of the Algerian independence war, which was, for them, rather unexpected, as Josette would say. They were anti-colonialist, they could not tolerate the racial segregation, for instance the (indigenous) shoeshine boys, cleaning the shoes of the pied-noirs instead of going to school--the so-called blessings of the colonization. Of course they would promote the independence. So did the PCA. Their second child was born right after the banning of the PCA on September 13th 1955. Some members of the party joined the fighters in the mountains and engaged in the armed struggle. The FLN (National liberation front) wanted to have the party disband and its members join. However, the leaders of the party became clandestine. Maurice Audin's task was to take care of them. For instance, he participated, in September 1956, to the exfiltration of Larbi Bouhali, the general secretary of the party, who could leave Algiers and travel to China in the cabin of a French communist sailor in a cargo ship. At the same time, Maurice Audin was working at his thesis. This was on linear mappings between topological vector spaces. He had already published a few Comptes rendus notes. The index theorems would soon become mainstream. At the end of 1956, he flied to Paris where he met Laurent Schwartz and other mathematicians, Henri Cartan et Gaston Julia. He outlined his work to Schwartz, and they started to plan a defense in Paris for the next year (1957). From this moment, Schwartz considered him one of his students. (3) But next year was that of the Battle of Algiers. Started in the mountains, the war had reach the city. The FLN organized attacks against civilian targets. Using the special powers voted by the French National Assembly to the government on March 12th 1956, all the police power were granted to the army, more specifically to the 10th RCP (régiment de chasseurs parachutistes), eight thousand parachutists, under the command of General Massu. Their method was to use torture, rather to terrorize the people than to find information. By Josette and Maurice Audin, a third child was born in April. Paul Caballero, the party secretary who replaced Larbi Bouhali, was hosted by Maurice's sister and her family. He got ill, his hosts worried, Maurice Audin took charge of Caballero and called a communist doctor, who came to Maurice and Josette's home and healed the patient. Unfortunately, the doctor was arrested, tortured, and he spoke. The soldiers rushed and soon arrested Maurice. His family never saw him again. A trap was installed in the apartment and was successful enough: the next day, Henri Alleg was arrested there. He was a communist journalist and the former director of Alger Républicain and a better catch than Maurice Audin. He then was tortured and later witnessed, in his book La Question, that Maurice Audin was tortured. Josette Audin and her three young children spent a few days confined in the apartment with soldiers. She then could go out and look for news of Maurice. (4) Here started what Pierre Vidal-Naquet called the “Audin Affair”. From what the militaries accepted to tell her, Josette Audin knew with certainty that her husband was dead. And this was soon confirmed by the incredible story they invented, according to which Maurice Audin had escaped. About 3,000 persons disappeared during the Battle of Algiers, in similar ways. Maurice Audin's singularity was the fact that he and his wife were intellectuals, that Josette was able to write and send letters. And this is what she did. She met lawyers, journalists, and she sent hundreds of handwritten letters. Of course she started with Laurent Schwartz. But she wrote “to everybody”, to the people who had written on torture in the newspapers... Among these was Pierre Vidal-Naquet. When Josette Audin's first letter (dated June 20th) reached Schwartz, he was visiting Bombay. Back in Paris, he began to mobilize his colleagues of Paris University. For instance, on October 24th, the Council of the Faculty of Sciences voted a resolution containing the sentence: “It is unacceptable that, in today France, somebody be arrested, and that, four months later, it is still impossible to know what happened to him”. He decided to organize a defense of Maurice Audin's thesis in absentia. This took place in a large auditorium in la Sorbonne on December 2nd 1957. Jean Favard, who chaired the committee, asked whether Maurice Audin was present in the room, then René de Possel defended the work of his student, On linear equations in vector space. After the meeting of the committee, Maurice Audin was awarded the title of doctor. The many listeners observed a moment of silence. Josette Audin was present, with her parents-in-law, Louis and Alphonsine Audin. As for Pierre Vidal-Naquet, a young historian, assistant (like Maurice Audin) at the University of Caen, he investigated and shattered the military story of the escape. With the help of Jérôme Lindon, the publisher of the Éditions de Minuit and of Henri Alleg's La question, he wrote his conclusions in the booklet L'Affaire Audin, which appeared in May 1958. (5) Following Schwartz and Vidal-Naquet, many “comités Audin” were organized, especially in the universities, starting a large mobilization of the academics and students against torture in Algeria--again the war in Algeria. Fifteen or twenty years later, still with Schwartz as a leader, a French “committee of mathematicians”, remembering the Audin case, would obtain the liberation of Pliouchtch (from a psychiatric asylum in Soviet Union) and Massera--as Maurice Audin, a communist activist--(from a jail in Uruguay). Back to the Audin case. Algeria became an independent country in 1962. An amnesty law including any act committed in relation with the Algeria war is voted. Sixty years of protests, demands, claims, petitions, of various trials, followed Vidal-Naquet's booklet. The official version was still that Maurice Audin had escaped. Historical research on the Algeria war expanded during that time. Works by Raphaëlle Branche and Sylvie Thénault, to name a few, highlighted the arrest-and-detention system and the intensive use of torture by the French army. (6) In June 2014, President Hollande made a first step, recognizing that Maurice Audin died in detention. This small step, after fifty-seven years, was a big disappointment for Josette Audin. It is very rare than the official version of a fact is so far from the historical truth--this was mentioned during the conception of the 13 September 2018 declaration. Both coincide now. Josette Audin died on February 2nd 2019, four months and a half after she won her battle. However, as she immediately objected when she read the declaration, two days before the President's visit, this text does not tell precisely how Maurice Audin was killed. Using Schwartz's words, sixty-one years later, it is still impossible to know what happened to him. Quite a few theories were formulated on this point. Vidal-Naquet suggested that Maurice Audin was strangled by Lieutenant Charbonnier during a torture questioning--unfortunately he did not give his source. Colonel Godard wrote somewhere (in a manuscript found by Nathalie Funès) that Maurice Audin was executed, that this was a mistake, the victim should have been Henri Alleg--but the two men were very dissimilar, and Godard may have been motivated by the desire of accusing Massu. According to a posthumous revelation of Général Aussaresses, he was executed, to make an example--why work so hard to conceal a death which was supposed to be an example? Aussaresses was an intelligence officer, that is, a professional of falsehood. (7) The President's declaration also asks those who know something to make it known. However, the investigation and interviews made, in particular, by the journalist Nathalie Funès and the historian Sylvie Thénault leave little hope to eventually recover “the truth”. | Revolutionary Lives | Algeria, France, history | 2200 | 2000 | 10/25 | 11/27 | n/a | 1/18 | 1/31 | |||||
26 | EG ask Rana if photos / clinic, children, hearing aids | Electric Antifada | Rana Baker | Ghita | Dana Williamson | Michelle Yuan | Fred Murphy | /Arabic/ | Final | Raja Sharaf | 200 | Hearing Loss in Gaza: Toward a Political Diagnosis.....My paper provides a political diagnosis of hearing disability in Gaza. Since the imposition of the siege in 2007, Israeli bombing and sonic boom air raids have produced an increasing number of patients suffering from hearing loss and speech disorders. Israel has also made it very difficult for hospitals and clinics to acquire hearing aid equipment, thus allowing those with pre-existing, and often minor, hearing problems to deteriorate and become deaf. Seen from a social and economic perspective, this has meant that many young men and women who work in call centres and customer service end up losing their jobs. Children with speech disorders also often find themselves stigmatised. Moreover, Palestinian audiologists and hearing aid practitioners often find themselves in a position in which they know how to help but cannot do so due to the lack of equipment. How do practitioners address these challenges? What is the relationship between the Israeli occupation, labour, psychology, and hearing disability? How can we contribute to an understanding of hearing disability in a way that is grounded in real political conditions? My paper will address these questions. As an audiologist myself, I will also argue that hearing disability is not merely a scientific problem that can be resolved by scientists and medics in labs and clinics. Rather, it is underpinned by political causes at the heart of which is the Israeli occupation. The health of the Palestinian people, therefore, requires the systematic undoing of and fight against the Israeli occupation. | Essay/List/Short | Gaza, medicine, health | 1700 | 1000 | 12/15 | 1/15 | n/a | 1/18 | 1/30 | ||||
27 | book cover | Emily | Nicole | Matthew Moss | Erik Hetzner | Final | Thomas Zauner | 100 | Anna Tsing's "The Mushroom at the End of the World" speaks to and extends the current discourse around the Anthropocene in which human activity has become a global geological force. She follows the global commodity chains of the highly priced matsutake mushroom, examining the precarious livelihoods of marginalized pickers and critters in disturbed forests. These post-industrial landscapes and the human and non-human life they contain show a glimpse of a possibility of living on post-capitalist ruins. In my opinion, this is the core strength of the book: sensitizing the reader to multispecies entanglements of ecology and economy investigating all too often neglected perspectives. The book's importance in the current discourse stems from it thinking about a post-capitalist way of life, not in a far-away utopia, but within the damaged and tumultuous present of a global ecological crisis. The structure of the book is a mycelium of chapters and intermissions, making it a rich study in both human and non-human anthropology and history. On the one hand, this may also represent a weakpoint of the book; despite its concrete grounding in stories of people and mushrooms, the rigorous placement of its findings in a larger sociological and anthropological context is not focused on. On the other hand, this also enables people not too acquainted with the theoretical framework to enjoy this book. | Review | Review of Anna Tsing's The Mushroom at the End of the World | 1200 | 1200 | 12/1 | 12/23 | 1/10 | 1/15 | 1/31 | |||||||
28 | Lydia | Emily | Final | Michael Gasser | 0 | Chapter report on militarism | Reports | Militarism | 200 | 500 | 11/27 | ||||||||||||||
29 | Emily | Final | Lisette Torres-Gerald | 0 | Report on the SftP Accessibility collective | Reports | Accessibility Collective | 150 | 300 | 1/10 | |||||||||||||||
30 | Emily | Final | Lisette Torres-Gerald | 0 | Report on the SftP POC caucus | Reports | People of Color Caucus | 150 | 300 | 1/10 | |||||||||||||||
31 | Emily | Final | Michael Gasser | 0 | Report on the new Santa Cruz, CA chapter | Reports | Santa Cruz Chapter | 420 | 500 | 12/20 | 36020 | ||||||||||||||
32 | Michael | Emily | Final | Hubert Murray / S4P | 100 | Proposal from Scientists for Palestine (S4P) for submitting an announcement/short article to the Science for the People (SftP) magazine: S4P is an international organization created by and for scientists to promote science and support the integration of the occupied Palestinian territories in the international scientific community. It held its first and second international meeting for Science in Palestine at Cambridge University in January 2018 and at Columbia University in November 2018. It will hold its third annual conference at MIT in January 2020. Further information can be found at the following links: http://www.scientists4palestine.com/ https://www.facebook.com/Scientists4Palestine/ We propose to submit a short article to the SftP magazine in which (1) we announce the 3-rd annual conference of S4P in January 2020, (2) we outline the challenges of doing Science under Occupation, with a special focus on Palestine and (3) we will describe the activities of S4P, outlining the future goals and critically analyzing its achievements. | Reports | Palestine | 500 | 500 | 11/27 | 1/31 | |||||||||||||
33 | COVER: Jaime going to ask artists in Mexico and report back on Slack | Emily | n/a | n/a | Jo M. | Final | Bio and Soc WG | CFP for 23-3 issue | Front/Back Matter | CFP | 400 | 500 | |||||||||||||
34 | budget: $300 | Emily | n/a | n/a | Jo M. | Final | Front/Back Matter | About this Issue/Masthead | 400 | n/a | |||||||||||||||
35 | Other ideas: malik sajad | Emily | n/a | n/a | Jo M. | Final | Front/Back Matter | Acknowledgements | 400 | n/a | |||||||||||||||
36 | Ask Ricardo re: an artist he mentors? | Emily | n/a | n/a | Jo M. | Urgent | In edits | Front/Back Matter | Meet the Contributors | 1000 | n/a | ||||||||||||||
37 | think about the ideas of Occupation and Liberation/Resistance | Emily | n/a | n/a | Jo M. | Final | Front/Back Matter | How to get involved in SftP | 400 | n/a | |||||||||||||||
38 | Everyone | n/a | n/a | Jo M. | In edits | Front/Back Matter | Letter from the editors | 400 | n/a | ||||||||||||||||
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