purchasing a Shaggs CD, before launching into a polemic revealing animosity towards Columbia students: only time really know that this Occupy stuff is working is when you wake these kids “The you’ll at Columbia up. ... These kids will be the last to support this because their mommies and daddies are the 1 he of them will not go below 110th or above 125th the whole percent,” declares. “Most time here. ... They have this air of entitlement that is they’re disgusting.” --- Some students would beg to differ, at least with regard to comment about students Hann’s waking up. Despite depiction of Columbia as a citadel of unjust wealth, student Hann’s participation in the Occupy movement is growing, as demonstrated by this week’s activist events. In line with about knowledge and power, many of the efforts target the Klein’s comments establishment of new models for discourse and dissemination. The recent OWS book confiscation put ideas about free access to knowledge on the radar of even lukewarm sympathizers. A few blocks north of table on a chilly afternoon, students gather around a guitar case Hann’s with a bubble lettered sign reading Poetics of and a sheet listing their personal “The Exchange,” past course books and pleasure reading. As passersby pick up flyers for local activist events pinned to string hanging from the guitar case, an impromptu saxophone-guitar-harmonica jam session erupts. Klein describes why facilitating an active exchange (as opposed to maintaining a passive inventory) is to imagine where they [these books] will go and how they important. “It’s nice he explains. of mouth and might change someone else’s life,” “There’s word then there’s dissemination. I think really nice about dissemination is the influence these little that’s what’s seeds will bring is totally indeterminate. You never know, but you know something will be shared.” The swap is loosely held from 12 to 2 p.m. on Fridays, and uses gift economy logic to facilitate a more open, participatory forum for recommending books and sharing ideas than is found
purchasing a Shaggs CD, before launching into a polemic revealing animosity towards Columbia students: “The only time you’ll really know that this Occupy stuff is working is when you wake these kids at Columbia up. ... These kids will be the last to support this because their mommies and daddies are the 1 percent,” he declares. “Most of them will not go below 110th or above 125th the whole time they’re here. ... They have this air of entitlement that is disgusting.” --- Some students would beg to differ, at least with regard to Hann’s comment about students waking up. Despite Hann’s depiction of Columbia as a citadel of unjust wealth, student participation in the Occupy movement is growing, as demonstrated by this week’s activist events. In line with Klein’s comments about knowledge and power, many of the efforts target the establishment of new models for discourse and dissemination. The recent OWS book confiscation put ideas about free access to knowledge on the radar of even lukewarm sympathizers. A few blocks north of Hann’s table on a chilly afternoon, students gather around a guitar case with a bubble lettered sign reading “The Poetics of Exchange,” and a sheet listing their personal past course books and pleasure reading. As passersby pick up flyers for local activist events pinned to string hanging from the guitar case, an impromptu saxophone-guitar-harmonica jam session erupts. Klein describes why facilitating an active exchange (as opposed to maintaining a passive inventory) is important. “It’s nice to imagine where they [these books] will go and how they might change someone else’s life,” he explains. “There’s word of mouth and then there’s dissemination. I think that’s what’s really nice about dissemination is the influence these little seeds will bring is totally indeterminate. You never know, but you know something will be shared.” The swap is loosely held from 12 to 2 p.m. on Fridays, and uses gift economy logic to facilitate a more open, participatory forum for recommending books and sharing ideas than is found
Ferguson%20Article%202.docx