Disarm the UC Police

 

Topic: Disarming UC campus Police, Creating safe campus, UAW 2865
Segment: D Report
Participants: Blu Buchanan, Sociology PhD Candidate , UC Davis
Broadcast Air Date: 06/01/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.

Discussion Topics:
-What are the goals of the group Disarm UC?
-UAW 2865 represent student academic workers such as Teaching Assistants?
– Students and Workers Ending Racial Violence ( SWERV)
–  Why was Disarm UC  organized?
– How do we discuss the risk of student violence by campus police?
-What is the role of campus police departments?
– Why do parents feel safe sending their children and loved ones a campus with police officers carrying guns?
– Is campus police safer to students than the city police?
– Do students of color have a different experience with campus police?
-What is the connection between present police to the past slave patrols and strike breaking groups?
– How did the student protest movement of the 1960’s produce the present performance of power with campus police?
– How are campus police different from off-campus police?
– How does the short Institute memory of university shield campus police from criticism?
-When was the paper spray incident of UC Davis?
-What happened in Georgia Tech that led to scout Shultz being shot to death by campus police?
– Is the reason why the violence by campus police on colleges is not talked about because the victims of violence are already marginalized?
– Can we question if the campus police have to be armed?
-How do campus police reinforce and protect the systems of oppression and inequality?
– Why do campus police protect building over student protesters in need of support?
– Why are Police and Policing given a false history?
-Where does Police get its authority?
– Did hunters and gatherers have police?
– What is the legacy of the UC system in terms of student protests and activism?
– How does campus administration funnel students into reformist positions as way of stopping actual change?
– Why is the white moderate more dangerous than the KKK?
– Why does the administration work so hard to manage the students that want to see the university look different?
-Students have visions of the university that is beautiful and productive.
-What can we do to make the university a safer place?
-Can you remove the guns from the campus police in order to make the campus a safer place for students?
– Is the police as an institution the place of protection of whiteness and toxic masculinity?
– How does the UAW 2865 union acknowledge the long history of gender and racial violence by campus police in its contract?
– Are police unions anti-union and anti-worker rights?
– Why did UAW2865 officially declare that police unions fail to qualify as labor organizations unions in 2015?
– What is the responsibility of teachers and educators on college campus to keep the students safe from potential threats by campus police?
– How can a new UAW2865 contract help protect students and workers?
-David Cole was tackled and arrested by UC Berkeley Police for exercising his right to strike?
– How do we build a safer and beautiful campus for everyone?

UC 3-Day Strike for Safety, Respect and Equality

05/25/18 UC 3day Strike for Safety, Respect and Equality

Topic: UC 3- day strike ( May 7,8, 9 2018 ), Worker’s rights, UC System, Education
Segment: D Report
Participants: Yesenia Padilla, UC Riverside Student and Undergraduate Organizer AFSME 3922
Broadcast Air Date: 05/25/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.

Discussion Topics:
– What was the context for the 3-day( May 7, 8 & 9 2018 ) UC system strike?
– Why have the UC workers been without a contract since last July 2017?
–  Did the strike affected all UC campuses?
– How is fair treatment and respect in the work place demonstrated in contract negotiations?
– Will the UC System officials acknowledge the inequality experienced by UC workers?
– Was there a resolution of the demands after the 3- day strike?
– What was the response from the UC riverside community towards the UC employee strike?
– How do students intersect as members of the support working class and college experience?
– What are the obligations of UC students to understand the benefits received that are supported on the exploitation of the UC workers?
– How is the divided work force of the university marked by visibility versus invisibility?
– Did Dylan Rodriguez join the worker strike?
– How do we translate respect into tangible economic support?
– Why is advocating for living wage discredited as greed?
– How do we humanize the labor issues; we are more than workers?
– How is our participation in college, a participation in a system of structural separation?
– What if we did not compare ourselves to the hierarchy of classifications?
– How do we openly give credit that UC Riverside was literarily built and an advanced by “us’, the support working class?
– How do we give credit to the UC employee majority?
– How do we build new conversations that inspire us and allow us to talk about the things we care about?
– The data shows that the inequality is documentable.
– How do students become accountable for how their tuition supports UC employee inequality?
– Why do people repeat, “if you want better wages, you should just get a better job?”
– What happens if you study capitalism?
– How is worker advocacy and organizing an imbedded component of capitalism?
– How comfortable are we as students with being recipients of a degree that requires others to suffer?
– If you make $80 an hour at a bank are you still a worker?
– Are chancellors of the UC also workers that can stand in solidarity with the UC service workers?
– Are a lot of us just surviving capitalism?

You can’t just talk about it , you must be about it! -A conversation with Romanie Arterberry

05/11/18 You can’t just talk about it , you must be about it! -A conversation with Romanie Arterberry

Topic: UC Riverside, Women’s Resources Center, college life,
Segment: D Report
Participants: Romanie Arterberry, Programmer for the Women’s Resource Center and the advisor for the Campus Safety Escort Service
Broadcast Air Date: 05/11/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.

Discussion Topics:
– How has UC Riverside changed in the past 30 years?
– How did UC Riverside change in terms of being more open to address the UCR community’ concerns?
– What are some of the similar university concerns of a student population of less than 5,000 students and a university with over 22,000 students?
– How are the student perspectives of the university, different from the parents and support staff perspectives of the university?
– Is the university setting a “weird” place because the student setting will revolve around an encapsulated world of 18 to 20-year-old’s?
– Is the university a place of personal growth?
– Is college the place where you become the adult person you are going to be?
– What is the role of the support staff in “holding up” students in college?
– Why is it that the students do not see that there are so many people on campus that are invested in the student’s success?
– If the university is an institution, then how do we meet the needs of the institution and the needs of humans?
– The role that you hold within the institutions may not be the role you execute as a human being?
– Many times the administrative, custodial staff and food service staff will become more important than the deans, teachers and advisors.
– What types of growth will happen in college?
– What learning opportunities exist outside of the classroom?
– Where can you build your “home away from home” while on campus?
– Do you remember, when UCR was “the campus with a personal touch?”
– Is the Women’s Resource Center funded through student fees?
– What is Nematology?
– The Women Resource Center is safe space for women and men.
– When is the 45th anniversary of UCR ‘s campus escort center
– How does R kids support students that are parents?
– What is the history of Women’s Resource Center?
– How is UCR a different version of the “real world?”
– Why and when did the Women’s Center change its name to Gender Education Resource Services?
– How do we respect diversity and inclusiveness in the program name?
– The many cultural and diversity programs are open for everyone?
– How is UCR unique in support of distinct offices and programs for cultural, gender, LTBTQ, religion and other community memberships?
– How can UCR students come out and find safety on campus?
– Is it OK to be specific in my terms of identification?
– How does the university movement of inclusivity, reduce institutional presence by collapsing different offices programs and staff into one office with one program title and less title staff?
– Why do colleges struggle to keep the institutional memory?
– If UC Riverside stands as the most diverse campus in the UC system, then the student programs must reflect physical support via it is programs.
– You can’t just talk about it, you must be about it- Romanie Arterberry

May Day: Intersecting labor, City and Community Health

May Day: Intersecting labor, City and Community Health
Topic: mayday, cities, labor movement, houseless
Segment: D Report
Participants: Sofia Aguilar, MA Urban Affairs
Broadcast Air Date: 05/04/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.
Discussion Topics:
– Is San Francisco Sanctuary city?
– How does May Day in San Francisco compare to May Day in the Inland Empire?
– Does May Day Include immigrant, LGBTQ and other intersectional communities?
– How does the employment market space disrupt the city space?
– How is San Francisco’s Tech sector disruption of communities similar to Fontana’s community disruption by warehouses?
– The “Tech boom” and “warehouse boom “both equally force people out of their homes and neighborhoods?
– What is the percentage of houseless population in San Francisco a result of housing displacement?
– Is the houseless crisis directly connected to labor issues?
– Is homeless the same as houseless?
– What are cities?
– Are cities centers of inequality?
– What are the different stories we tell about the reasons for House lessness/ Homelessness?
– Can you use your gym membership to cope with being Houseless?
– What if you work, yet must live out of your car because you can’t afford house shelter?
– Why do the people that keep the city running, not able to live in the city?
– Why do city mayors say the city is for everyone, when not everyone can afford to live in the city?
– How do the observations of the city change if you dissociate and pretend you are visitor?
– How can the city take advantage of so much inequality, when the city officials say the city is for everyone?
– How and why do we normalize the inequality of cities?
– Just because we are told the inequalities normal, does not make it right.
– How is May Day commemoration the power of the work force?
– How do we transform our vulnerabilities to movements of empowerment?
– How do we defend our communities from the drastic economic transformations?
– How do we extend the conversations past the May Day events?
– How do conversations of power, create capsules of insulation that separate us?
– Are you a worker or non-worker?
– How are the different workers united by a shared vulnerability?
– How does knowledge become a tool of transformation?
– How do we make cities equitable for communities that have been historically marginalized?

Riverside, SB 54 and Sanctuary Cities

Topic: immigration, Riverside, SB 54 and Sanctuary Cities
Segment: D Report
Participants: Luis Nolasco, Policy advocate with ACLU Southern California
Broadcast Air Date: 04/27/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.

Discussion Topics:
– What are Sanctuary cities?
– What is the official and unofficial position of Riverside city towards immigrants?
– SB 54, California Values Act
– How do we untangle the collaborate work of city police and sheriff and federal immigration custom enforcement?
– Is the anti-immigrant effort a reflection of racism?
– Is being stopped by the police the same as being stopped by ICE?
– How is SB 54 an appropriate and good policy to safe-guard our communities?
– What are the misunderstandings regarding what sanctuary cities are able to legally do?
– Why are cities participating in law suit to challenge SB 54?
– Is the “ traveling circus” composed of Alt-right members?
– Will the city of Riverside join the suit to oppose SB54?
– Why did the 2014 resolution to affirmatively declare riverside as a “welcoming city “ to immigrants and refugees fail?
– Why is there a resolution to affirmatively to oppose sb54, if the city has already voted to “ remain neutral” regarding the subject of federal immigration policy?
– Is the anti-immigrant campaign, a movement of White Supremacy/ White Nationalism?
– How is White Nationalism built into the foundations of the United States?
– How do we build a more direct form of conversation to get to the core of the issues in debate?
– How do we wake up every morning to transform the world for the better?

Chican@ Studies: Philosophy, History and Future

Topics: Chicana , Chicano Studies, Education,
Segment: D Report
Participants: Gloria Miranda PhD, Chicana Studies Professor ( retired) and former Dean El Camino Community College
Broadcast Air Date: 04/20/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.
Discussion Topics:
– What is the history of the field of Chicana Chicano Studies?
– Can you teach Chicana studies while in your first year of a doctorate history program?
– What was the percent of Chicana, Brown and Black students in colleges during the 70’s and 80’s?
– How is community college an equalizer of opportunity for Black and Brown communities in terms of navigating towards the four-year universities?
– How were the students that entered the Chicanas studies classes in the 70’s, different from the students that enter Chicana studies today?
– How did Chicana and African American studies professors neutralize the hostilities experienced by students outside of their respective classes?
– What is the relationship between the Chicana Movement and the emergence of Chicana Studies?
– What can you expect from your first Chicana studies class?
– How does Chicana studies become personal?
– How did Chicana studies build stories that students could relate to?
– When and how will the field of Ethnic studies open up to the K-12 system?
– How is the content of Ethnic Studies transformative?
– What are the different academic and personal tools available within Chicana studies?
– How did the academic field of Chicana Studies become permanent?
– Can a history department teach Chicana history?
– What are some of the basic principles for Chicana studies within the Plan de Santa Barbara?
– How did the field of Chicana Studies evolve?
– Is the trend in Chicana Studies to emulate “mainstream topics” of the other academic fields?
– Who were the first generation of Chicana studies faculty and how were they different from today’s faculty?
– Is there a difference in Chicana studies within community colleges and their four-year counter parts?
– What is the Chicana experience?
– Why use the word “ machismo” when the terms patriarchy and sexism already exist?
– Is the field of Chicana studies diminishing?
– How did the original community membership of Chicana studies change as the field moved to align itself with the university credentials of Baccalaureate, Master and PhD degrees?
– How will Chicana studies hold its unique place within the general academic setting?
– What is the future of Chicana studies?

Healing the Earth Conference @ UCR : A conversation

Topic: Science, Education, Decolonization, Knowledge Sovereignty
Segment: D Report
Participants: Nicholas Rajen MA, UC Riverside, Material Sciences and Engineering
Broadcast Air Date: 04/13/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org

Send comments about this segment to: comments@dreport.org

Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.

 

Conference information: April 21, 2018 at UCR Riverside
https://www.eventbrite.com/e/2nd-annual-conference-of-healing-the-earth-decolonizing-education-tickets-44005498631,

Discussion Topics:

– What are the goals of the “Healing the Earth conference?”
– How do we reclaim and validate indigenous knowledge?
– The national AISES recognized the UCR chapter.
– Beyaga Notah is recognized as outstanding AISES chapter advisor.
– Everyone is sharing science, and everyone is telling a story?
– What are the efforts of UC Riverside Native professors hires?
– What does the decolonization subject address?
– How did colonial encounters disrupt a holistic way of life?
– What is indigenous math and indigenous science?
– Are indigenous knowledge systems compatible with present academic knowledge systems?
– What is the application of observing the universe?
– What is sovereignty of knowledge?
– Indigenous communities had their own systems of understanding and intervening with the world?
– Is the university’s concept of “absolute knowledge” incomplete by ignoring indigenous systems of knowing?
– The Healing the earth conference will hold an opening dedication to James Luna.
– How is the linguistics study of academia different from study of linguistics by all humans?
– How do questions of identity and culture factor in in the STEM fields?
– What is sovereignty of knowledge within the Zapatista movement?
– What is the Meso- American diet?
– Indigenous knowledge systems are not limited to agriculture but also include astrophysics and nanotechnology?
– How has the university system become unquestioned rom its colonial history?
– How do we change the language from “I deserve a place in the university “ to “ I will take a place in the university?”
– The Bandelier Pueblo held their own engineering knowledge.
– What is the colonial history to science?
– How do universities discover a new species of mushroom, when the mushroom has a name by the indigenous community?
– What is the arbitrary nature of the university ?
– What is the history of sequestering information within the walls of the university?
– Is the university system racist, classist but also patriarchal?