Sunday, September 27, 2015

Update: #36. study more about Marxism

I bought Marx's Capital last spring, and got kind of alienated by the language quite quickly. It sat on a side table for months.

Geoff is very well-versed in this area. At his suggestion, I am now working through Capital with the lectures of David Harvey. "Watch the first," he said, "without ever reading the text." It was an ideal suggestion. I completed the first lecture, taking notes (see below) and am now working through Chapter 1 with little issue. 

I remember learning about Marx in high school Philosophy and coming home to ask my parents "What was so bad about Communism anyway?"

People keep asking me why I'm reading this text. I say: "To better understand."


After each reading, I will post my reading notes. Then I will watch the lecture. After each lecture, I will post the lecture notes.





Reading Marx’s Capital Volume 1 with David Harvey
Class 1, Introduction




My lecture notes (which were originally scrawled onto a notepad app in my phone):

- Volume 1: Capitalist mode of production from the standpoint of production

- Methods: presentation, inquiry, dialectics (does not detail causal relationships, but dialectal ones; considers himself to be opposite to Hegelian dialectics)

- impressed by the fluidity/dynamism of Capitalism (Marx himself is not static)

- his dialectics* deal with contradictions and motion

- everything defined in motion (i.e. “labour process”, not “labour”)

- value does not exist unless it is in motion

*dialectic (definition): thesis/antithesis/synthesis; systematic reasoning that juxtaposes opposed/contradictory ideas

- watch out when Marx uses the word “appears” – does not equal “is” (something else is going on)

- Commodity: a commodity is something that satisfies a human need (Marx is not so much interested in the psychology behind why)

- Usefulness of a thing = use value

- as use values, commodities differ in quality, whereas in exchange values, can only differ in quantity (how much of this = how much of that, etc.)

- “human labour in the abstract”

- three fundamental concepts: use value, exchange value, value

- value is what is passed on in the process of commodity exchange; it is the hidden element in a commodity that makes all commodities exchangeable

- exchange value (what you will actually get in the market for that commodity) is a representation of value, of labour

- you can’t see the labour in the commodity (i.e. produce in the supermarket), but you get a sense of what it is because of its price.

- commodity: a labour process becomes objectified in a thing; process itself cannot be sold, but thing itself would not exist without the process (necessitates objectification)

- “value is always in motion”

- How does Capitalist mode of production structure time? (time = money; associated with value)

- world of commodities is a global situation, even at this point; Marx is writing at a point where world is opening very fast (by rail or steamship) to a global economy; consequence: value not determined in our backyard, but in a world of global commodities

- “value is socially-necessary labour time”: conceptual apparatus based on Ricardo; Marx basically saying that it is inadequate to say value = labour time, but does not define “socially-necessary”, especially at the outset

- What is “socially-necessary”? How is it determined? What determines it? That is the big issue. (Harvey argues that this continues to be the big issue in global Capitalism)

- fluidity of value: value changes with productivity – therefore, value is extremely sensitive to revolutions in technology – Capital will focus on these relations

- variables (value of commodity does not remain constant): individual worker’s skill and average degree of skill, level of a development of science and its technological application (consider contribution, then, of scientific advancement to Capitalism), social organization of the process of production, the extent and effectiveness of the means of production and the conditions found in the environment (ß elements that can all impinge upon value)

- value is therefore subject to a vast array of forces, and is never constant

- a thing can have a use value without having value – i.e. we breathe air, but we do not (yet) bottle and sell it

- a thing can be useful without being a commodity (i.e. even within a Capitalist system, growing and eating tomatoes in your own backyard)

- nothing can be of value without being an object of utility – if object is useless, so is the labour contained within it – values dependent on there being a use value for someone, somewhere

- Marx interested in what happens when supply and demand are in equilibrium


 This is an analysis which is not causal – it’s about dialectical relationships




Saturday, September 26, 2015

Progress 2/5 - Iconographic Coasters: #24. make five different First Nations crafts

(Click photo to view Hi-Res version)


Last weekend, we helped out Geoff's mom with a garage sale. After the sale, she encouraged us to take any items that were of interest to either of us.

Lately, I'm quite enamoured with both coasters and repurposed wood products. I picked out these circular teak wood coasters. She said that they date back to the 60s/70s, and formerly belonged to Geoff's grandmother.

I decided to paint them, using acrylic ink (which is quite a bit more translucent than acrylic paint) with various First Nations iconography.

Numbering each 1-6, L-R, top row to bottom, I will explain them:

1. The Sacred Tree is a place under which to gather, to find healing power, wisdom, and security. It is deeply rooted in Mother Earth and its hands reach outward toward Father Sky. The life of the tree represents the life of the people. It is foretold that the people may wander away from the nourishment and security of the tree, or they may attempt to destroy it. This will bring a great sorrow, where people will quarrel, become unable to deal with each other honestly, fall sick at heart, and are unable to dream. However, the tree will never die - and, as long as the tree lives, so do the people. It is also foretold that they will one day awaken, as though from a drugged sleep, and begin again to search out the protection of The Sacred Tree.

2. I have previously explained the significance of the medicine wheel here.

3. A feather represents the element of air in a smudging ritual. An eagle feather, signaling truth, power, and freedom, is the most spiritual and honoured gift that can be bestowed upon someone.

4. I have been told that the Grandmothers who came forth to say I was their relative communicated that the eagle is my guide. It is the most powerful figure in the skyworld, representing the gifts of the East, such as vision and new beginnings. The eagle symbolizes leadership - and a leader of the people must often travel alone. The eagle has the vantage point to be able to observe the movements of all creatures below, to know the hiding places of even the tiniest amongst them, and to safeguard their well-being.

5. An inukshuk is a manmade landmark, traditionally left by peoples in the Arctic region of North America. It is a symbol by and for travelers - made to alert future visitors that they are both welcome, and not alone in their plight: someone has travelled these lands before.

6. Smudging is a cleansing ritual, often performed with aspects of all four elements: An abalone shell (water), contains one or more of the four sacred medicines (earth), which are lit until smoking (fire), and the smoke is heightened and directed by a smudging feather (air). The four sacred medicines are: sweetgrass (represents love, kindness, and honesty, and is braided to symbolize Mother Earth's hair), sage (cleanses and removes negative energy), cedar (purification - on a fire, it crackles, said to call attention to the Spirit World), and tobacco (represents protection and respect, and traditionally given as an offering, it opens the door to the Spirit World).






Wednesday, September 23, 2015

Progress: 4/5 - #25. cook five different Métis recipes

Maple Applesauce



Recipe adapted from this little book that I received for free, upon request, from Aboriginal Affairs and Northern Development Canada:


Ingredients:
  • 4 large apples, peeled and cored (I used Gala)
  • 60ml maple syrup
  • 2 cups water
  • cinnamon, to taste
Put all the ingredients together in a pot and bring to a boil. Reduce the heat and simmer for about 50 minutes while stirring frequently.



Monday, September 21, 2015

Progress: 3/5 - #25. cook five different Métis recipes



Homemade Beans

(Adapted from "Breaking Bread Across the Nation": The Métis Nation of Ontario recipe book)

  • 4 cups dried beans (I used pinto)
  • 2 qts cold water
  • 2 small diced onions
  • 1 tbsp salt
  • 4 tsp vinegar
  • 2 tsp mustard
  • 2 tbsp brown sugar
  • 1/4 cup fancy molasses
  • 1/4 cup ketchup
  • dash of maple syrup
Soak beans in water overnight.

The next day, rinse beans. Fill pot with water about 1" above the beans. Bring to boil, reduce to medium heat, and let simmer for about 45 mins (or until tender).

While beans boil, mix all above ingredients. Remove beans from heat when desired. Drain beans of almost all (but not quite all) water. Place beans and remaining water in slow cooker and then cover with mixture. Stir. Leave lid ajar. Cook on high for approximately 5-8 hours, stirring occasionally within the first hour or two.



Monday, September 14, 2015

Progress 1/5: Sweetgrass Medicine Wheel - #24. make five different First Nations crafts


At the end of the summer, my darling little sister Savanna bought me a sweetgrass plant (pictured here with my cat Leo). There is no scent I love more than sweetgrass.



I quickly worked on making my own braids. I cut and weaved them, binding them in circles with the dead fallen ends of the plant, hanging them to dry.


Circles are important. Everything exists in cycles. Anything essential is round. There are no beginnings or endings. One day bleeds into night, returns to day. One season falls upon another. The earth and moon and sun are round. A circle is a shared space: No corners are uppermost. Every part bears an even weight.

This is why I braid in circles. Sweetgrass braids are said to represent the hair of our Mother Nature.

The braids dried to be very fragile. 



Each successive endeavour has been an improvement. I have gifted the first two.


The one pictured below was my third attempt. I gathered all the dead ends, and dried a few additional pieces overnight. I bound them all together this evening, and again braided. The result was a much thicker, sturdier braid. It still smells divine.



I used this braid as a base to make a small hanging medicine wheel. An enduring symbol in most First Nations cultures, the medicine wheel represents the four cardinal directions, the four aspects and colours of man, the four stages of day and of life, and the four sacred medicines.


              

Using beads and fishing line, I created the four segments. Lastly, I added a final piece of fishing line, to make this sweetgrass medicine wheel hang-ready.


I'm quite impressed with the results.




Sunday, September 13, 2015

Completed: #37. order organic food boxes


I'll be receiving a bi-weekly produce box from this organization, starting this Tuesday. Excited!

If you're interested in signing up, too, let me know! I can send you an email invite that will earn us both $20 free in groceries. (The starting rate for the produce box is only $32, delivery included, per order.)




[Original goal list posted here.]

Progress: 3/30 - #18. read 30 texts that will aid in my teaching




As for my next selection in the "biography" series, I chose this case study of Donald Marshall Jr., a 17-year-old Mi'kmaq youth from Cape Breton, Nova Scotia. As a result of systemic racism, perpetuated by both law enforcement and the judicial system in 1971, Marshall was falsely accused of murder and imprisoned for 11 years. Eventually, he was acquitted of the crime, and a Royal Commission Inquiry highlighted the miscarriage of justice that occurred as a direct result of discrimination.

This is a quick read, specifically aimed at high school students. It is prefaced by a formal letter from Anne S. Derrick, one of Marshall's counsel at the Royal Commission Inquiry. It then introduces a narrative timeline crafted from dialogue in transcripts of hearings and witness statements. It ends with an update of individuals mentioned in the text, as well as a glossary of definitions for judicial and cultural terms used throughout.

The author, Bill Swan, has written other case studies in this "Real Justice" series, which narrate Canadian proceedings in which a miscarriage of justice occurred.







Wednesday, September 9, 2015

Update: #2. join a choir

I almost retired this goal when I created this list a couple weeks ago. I set up an audition last autumn and cancelled. I may do the same this evening.

It always feels like a good idea in the summer, or in the morning - when my energy isn't yet sapped from interacting with hundreds of people all day.

I just want to camp out here, quietly, in my own space.

I am very introverted by nature.




[Original goal list posted here.]

Tuesday, September 8, 2015

Accomplished: #11. set up an ebay store



Geoff's success in this area has been hugely inspiring to me.

Here's my new store. Expect many more listings in the days to come - but, for now, this goal accomplished and I am (finally) very tired.




[Original goal list posted here.]

Monday, September 7, 2015

Progress: 1/5: Blueberry Bannock - #25. cook five different Métis recipes



At its best, I've always found bannock (or fry bread) to taste more like a doughnut, than a pancake or a dinner roll. Though I've never made it myself, this taste was my aspiration in this dish.

Like many artists, I'm much more for the invention and creative license found in cooking, than I am for following recipes and directions. As such, these sort of endeavours are never my favourite or my forté in the area of foods - but I'm pleased with my small taste test, I think.

I've adapted this recipe from two found in "Breaking Bread Across the Nation" - the Métis Nation of Ontario's recipe book. A caveat: I am a vegan and I try to maintain a low gluten diet and will adapt all recipes to these particular specifications. As such, they're not all authentic - this one, evidently, included. I have, for the most part, tried to pick already existing vegetarian (if not vegan) recipes, and have adapted only as necessary.



Don't Panic! Here's Some Gluten-Free Blueberry Bannock!

Ingredients:
  • 4 cups rice flour
  • 4 tsp baking soda
  • 1 tsp salt
  • 2 tbsp sugar
  • 1 cup water
  • 1 cup coconut milk
  • 1/2 pint blueberries
Process:
  • Mix dry ingredients in a large bowl to form a well in the centre.
  • Pour liquids into well and stir gently.
  • Fold blueberries into mixture.
  • Put mixture onto floured surface.
  • Kneed gently for about 1 minute.
  • Kneed into 1" thickness.
  • Cut into mixture with the top of a glass to make the base shape for the fry bread.
  • Place in a lightly oiled pan (I used olive oil).
  • Fry, flipping sides, until both sides are golden brown.
  • Lightly blot with paper towel before storing for consumption.


Sunday, September 6, 2015

Progress: 2/30 - #18. read 30 texts that will aid in my teaching



Geoff and I picked this up at a yard sale yesterday. At just over 100 pages, it's a short but visually and emotionally staggering read.

"Waltz with Bashir: A Lebanon War Story", an adaptation of the 2008 animated film, is a graphic text rendition of the author's efforts to recollect his forgotten war memories during his time spent as an Israeli soldier in the Sabra and Shatila massacre in 1982.


I always think that graphic texts, in the right hands, make for a potentially rich analysis - especially insomuch as the biography unit will have students speak to the form of the text as a vehicle to help articulate the author's purpose.



[Original goal list posted here.]

Progress: 1/30 - #18. read 30 texts that will aid in my teaching



One of the units with my ENG3U0 students is about biographies / autobiographies / memoirs. This is an area in which I've felt ill-equipped to make recommendations, so I've added many more of these types of texts to my current list.


Rachel Corrie was run over by an Israeli tank in Palestine, as a peace activist in 2003, while attempting to guard a house from demolition.

Having been to Israel myself in 2011, and having been unable to ignore the absences of certain perspectives, this was a narrative I needed to add to the list.

Corrie always wanted to be a writer and artist, and her parents collected her poems, diary entries, stories, emails, and drawings, assembling them to make this text. From the liveliness of her words, there's this contrasting sense of loss.

I am finding myself very taken with a particular story in the centre, of a real-life relationship's deterioration. She uses this overarching metaphor of an allergic beekeeper, who can't quit secretly beekeeping, even if it kills him, because it's all he knows. It reads like this really beautiful narrative about serious drug addiction, with a heartfelt intensity of love, and the blind hope for betterment. She wrote this story, aged 20. I want to use it in a classroom.

I searched out this "beekeeper"s name, in conjunction with hers, and learned that he read a eulogy at her funeral. It can be found here: http://criticalconcern.com/colin_reese.htm

I scoured further and learned that he committed suicide the following year.

Lost potential.

Rachel Corrie speaks in poetic subtleties throughout the rest of this memoir, interspersed with social justice and mental health narratives / advocacy, about the ills of drug addiction - and the fear experienced by those who try to nurture sufferers back to health.

It is a privilege to watch the evolution of her growth as a human being, from age about 10-23. I feel like one of her most perceptive statements is the following, my page here dog-eared:

"I also think it's extraordinarily important to draw a firm distinction between the policies of Israel as a state, and Jewish people. That's kind of a no-brainer, but there is a very strong pressure to conflate the two. Thus, the pro-Israel lobby becomes the 'Jewish Lobby' and criticism of Israel becomes anti-Semitic. I try to ask myself -- whose interests does it serve to identify Israeli policy with all Jewish people? All I can think of is that it serves people who want to stifle all critique of Israeli policy, people who want to execute various foreign policy goals under the guise of doing something humanitarian for Jewish people (i.e. U.S.), and neo-Nazis who want to use Israel's policy as a way to justify their hate." (Corrie 227)


Friday, September 4, 2015

Progress: #25. cook five different Métis recipes


I have been browsing the internet, and marking pages in these two books:



I have decided on these possibilities:
  • Blueberry Bannock
  • Three Sisters Soup
  • Wild Rice Casserole
  • Homemade Beans
  • Homemade Applesauce
  • Maple Butter
  • Caramel Corn
  • Wild Rice & Cranberry Dressing

I'm aiming to try the bannock very soon.