Education Commons^™

The Advocate, November/December 1999, Vol. [11], No. [2], Gc Advocate

The Advocate

TABLE OF CONTENTS:

Inside Badillo’s Labyrinth of Solitude: A Recapitulation and Commentary on Herman Badillo’s Anti-Latino Remarks. Silvia Rivero and Jocelyn Solis (p. 1)

Keep CUNY’s Doors Open. Mark Noonan (p. 1)

Contents (p. 2)

Conspiracy at CCNY: A Case of Forgery, Defamation and Fallacy. Nassima Abdelli (p. 4)

Bad Art, Worse Politics. Dave Gerardi (p. 5)

In the News: Culture Corner; Sports Page; Campus Police Blotter. Dave Gerardi (p. 6)

Buginmyear. Rubber Chicken (p. 7)

The Problem with Herman Badillo. Ruben Ortiz (p. 9)

Transcript of Herman Badillo’s Anti-Latino Immigrant Remarks (p. 11)

Horowitz Declares Anti-Vampire Campaign in Full …

The Advocate, October 1999, Vol. [11], No. [1], Gc Advocate

The Advocate

TABLE OF CONTENTS:

Mighty Vieques Has Stirred! Ruben Ortiz (p. 1)

Escape from Park Ave: The Tragic Saga of One of CUNY’s Own. Frank Benjamin (p. 1)

In the News (p. 3)

Cartoon: The South Park Kids Take a Field Trip to Pennsylvania. Mark Petras (p. 3)

The Role and Function of the Doctoral Students’ Council. Jennifer Leigh Disney and Susanna Jones (p. 4)

DSC Offices (p. 4)

Book Review: Ooooo! That Nasty Man: Ed Koch on Adolf Giuliani. Review of Giuliani: Nasty Man by Ed Koch. Mark Noonan (p. 6)

Music Reviews. Dave Gerardi (p. 7)

Masthead (p. 2) …

Lgbtq Youth Initiative, Manolo Estavillo

Center for LGBTQ Studies (CLAGS)

At CLAGS we have decided to address the growing importance of secondary educational systems as a site for the struggle for Igbtq rights.

Supreme Court To Rule On Student Fees Case, Arthur S. Leonard

Center for LGBTQ Studies (CLAGS)

The U.S. Supreme Court announced March 29 that it will intervene in the "culture wars" raging in academia by considering whether public university students have a constitutional right to block use of their student activity fees by student organizations of which they disapprove. Lesbian and gay studies programs, such as CLAGS, are at the heart of these culture wars, as right-wing groups raise public controversies about the discussion of sexuality in the academy and question the very legitimacy of lesbian and gay studies as an academic discipline.

Local/Global Conference Stages Conversation About Queer Future, Chandan Reddy

Center for LGBTQ Studies (CLAGS)

On April 23rd and 24th, CLAGS hosted Local Politics and Global Change: Academics and Activists Thinking About a Queer Future. The conference employed an innovative structure within which panelists, rather than delivering papers on their individual skill area or academic interest, were asked to respond from their located standpoint to prepared questions. These questions elaborated upon the broad topic of each panel and roundtable, which also included extended Q&A periods that encouraged conversation between "audience," moderator, and panelists. To describe the format seems noteworthy because it contributed in part to one of the most outstanding features of this conference: There …

Clags Forms New Cuny Committee, Robert Kaplan

Center for LGBTQ Studies (CLAGS)

The CUNY Graduate Center (within which CLAGS is housed) draws its faculty from the senior colleges and community colleges of the CUNY system. This consortial arrangement means that CLAGS is uniquely positioned to serve as a focal point through which queer students and academics at all the CUNY campuses can network with each other.

Redefining 'Institution', Alisa Solomon

Center for LGBTQ Studies (CLAGS)

I'm thrilled and honored to be succeeding Jill Dolan as Executive Director of CLAGS. Thanks to Jill and to Marty Duberman before her—and to all past and current Board members and to the miracle-working staff—CLAGS is a secure and solid institution. Let me quickly explain what I mean by 'institution' for it is a word I don't always use comfortably as it tends to conjure in my bohemian brain images of stuffiness and caution, bureaucratic stasis and lumbering loss of purpose. That's the last thing CLAGS has become. On the contrary, CLAGS remains lively, responsive, provocative, and ever self-critical.

A Fond Farewell, Jill Dolan

Center for LGBTQ Studies (CLAGS)

Sadly, this is my last column as the Executive Director of CLAGS. After five years teaching and working at CUNY's Graduate Center, I've decided to accept a position at the University of Texas at Austin. This was a difficult decision to make, but the offer of an endowed chair in the Department of Theatre and Dance at UT was finally too attractive to pass up.

Clags Forms New Advocacy Committee, Elizabeth Freeman

Center for LGBTQ Studies (CLAGS)

During the 1990s, attacks on the arts and higher education have demonized Women's Studies and Gay/Lesbian Studies, as well as those courses designed to make higher education available to academically underprivileged students. The CLAGS Board of Directors has come to feel that CLAGS should be taking a leading role in debates that use homophobia, racism, and sexism to justify cuts in funding for the arts and education, restrictions on freedom of academic and artistic expression, and policies that restrict access to higher learning. For this reason, we have formed a Board committee for advocacy in the arts and education.

Politics, Pedagogy, And Shaping Public Policy, Jill Dolan

Center for LGBTQ Studies (CLAGS)

We never exactly know when history is going to catch up with us, when we'll be in the midst of a crucial moment to which posterity will refer as key, as significant, as a lynchpin on which other moments, other decisions, other understandings were founded. The impeachment hearings recently conducted in the House of Representatives dragged us all, unwilling and amazed, into a dark hour of American politics, one in which partisan fury and ideological hatred are translated into strategies of power that disregard and reverse electoral politics. There's much to say about the disappointing performance of Bill Clinton as …

Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand

Publications and Research

The project we describe in this article emerged from thinking about Fridays. While the Monday through Thursday schedule at Renaissance Middle School in Montclair, New Jersey covers the traditional distribution of curriculum, Fridays are dedicated to nine-week cycles of two hour sessions. Each session involves in-depth work focusing on five themes: Aviation, Genetics, Building Bridges, Community Service and this, the Oral History Project. Because the school is thematically organized around core notions of justice, history, social movements and "renaissances" (that is, Italian, Harlem and Montclair), we structured this project around the deeply contested history of desegregation of the Montclair public …