Diaspora Confederacy

Revolting

Teaser: 

by Taylor Sparrow:

"I hope you come down with a horrible sickness, so that the revolting can begin."

Body: 

Revolting

If you're going to turn on the spotlight, why don't you get a closer look?
For years I've felt like I must bleed blue,
because people always dissect, vivisect and infect me with their ways
And then it turns out most times that they just want to turn away
after all....

Now, they say that Shakespeare was a mirror to society,
and when the English went to see him, they threw fruit and vegetables at the stage,
now amerika "oohs," and "ahhh"s at what we really can't understand
Looking back, most of Shakespeare's time was rather unintelligible-
patriarchy, war, Christianity, royalty, the whole deal was pretty messy...

Not so different from today, I suppose
But instead of being disgusted by what you see, you pretend it isn't there.
nope, not a single thing going wrong here, no sir...

If you're going to turn on the spotlight, why don't you get a closer look?
personally, i'd rather be a virus than a mirror-
I'd like to spit back the illness of the amerikan way,
So you all come crawling back to me, begging for a cure
The scars : the frustration, the aggression, the despair, the hatred,
the alienation, the sorrow, the nihilism, all of the scars,
I want you to feel them rush into your body and overcome you,
With every action, every single day,

I want you to be absolutely sick of living in this society
I want you to be revoltingly ill, so that the revolting can begin...

If you're going to turn on the spotlight, why don't you get a closer look?
The problem is not that I bleed blue, but that I bleed red...

I am one hundred percent a living, breathing human animal,
I aspire to live and be free, to love, to share my enjoyment with others,
to create, struggle, laugh, learn, cry and everything else that makes me human
I want a family, a community, a home,
I want to enjoy the world in which I live, the streams, the forests,
the animals, the oceans, the mountains, grass, sand, rock, plant, air...

I want to soak in my time on earth, then fade into the ground
and pass on my energy to generations yet to come...

Because I am so human,
I'll never fit in with the amerikan way
school-work-tv-programmed sleepwalking automatons
Hatred-filled violent protectors of the status quo-

Living, dying

and killing seven billion animals every year,

and killing thousands and thousands of acres of rainforests, farm land, oceans raped, expanding from the heat, coming down through the decaying sky, burning gray, amerikan prairies, dustbowl, slaughterhouse run-off, don't swim in those waters, don't drink that, step inside, you'll burn soon

and killing the majority of the world's people, "free trade" sweat-shops, military dictatorship, u.s. forces stationed in over one hundred nations, poor brown nations, starving while Columbus-style-corporations expand, flourishing off white supremacy, the wealthy elite grows richer

and killing women throughout the globe, false images, theft of beauty on the t.v. screens, billboards, magazines, school, office, your home, my home, kept around to suit the interests of man, work more for less, open up your body, and let them crawl inside, one out of every three men uses force, dying slowly, in make-up and lingerie

and killing 20 species a day, gone forever

and killing all memory of the peaceful societies that were turtle island, native people forgotten, cast onto reservations, racist movies and museums, and the middle passage expands to vast new highways and bi-ways, loopholes in the law, racist thinking never buried, still the African peoples work as slaves in amerika, in cyber-chains, cutting cane, rotting in prisons, overcrowded ghettoes

and killing for money.

Living, dying and killing for money.

Even in the spotlight, you assume I don't exist...

Impossible!

Nothing is wrong here!

A revolution?! Ha! Never!

school-work-tv-programmed sleepwalking automatons,

I hope you come down with a horrible sickness
So the revolting can begin....

- Taylor Sparrow

My People Are Social Revolutionaries

Teaser: 

by Taylor Sparrow:

A European-descended man's experience of coming to want to do away with whiteness.

Body: 

When i was a child i was told of the heritage i had,
Proud white messiahs,
Civilizing heathens, and modernizing chaos,
Proud white warriors of freedom,
Spirits of equity, propriety
And good ole' fucking tea time.

i wondered why my ancestors always
Tried to wash their hands in holy water,
Why their pale hands turned red after mentioning amerika's birth…

Like my childhood fairy tales, i asked, "are you my mother?"
And, "where have you come from, Oh, great white hope?"

Suddenly there were 10 million Africans,
Ten million chains,
Ten million plantations
Ten million bibles,
Suddenly there were 80 million "Indians,"
Eighty million land sales,
Eighty million wars,
Eighty million missionaries

And 90 million graves.

Yes, my people are god-fearing christians,
And just like our pale skinned deity,
Penises have run our family for over 2,000 years
Yes, the bright white peoples have stuck their:
Swords, cannons, guns, crosses, flag poles, oil wells
And dicks, into the entire world.

And now the moon as well.

Fucking christians with tea and crumpets,
Chatting about how much money they've made
All these years.

So, then i was really curious.

i had to ask my fathers,
Me, a bastard child in another people's land, i had to ask them,
"who were these people that were slain for our liberty?"
And then, in the silence left by my pale educators

The voices of their casualties arose
Through the remaining dirt,
Through history books burned and banned,
Through loopholes in a decadent system
on dances in the wind, blood and mace on sidewalks,
acid in the water cycle, smog in the sky,
The scars of the people of the sun…

They spoke of the Spanish invaders,
Slaughtered by Arawak warriors.
Fifty dead along Nat Turner's path.
John Brown's body swinging like strange fruit.

British troops taking every nationalist male over eighteen
From their homes in Belfast, N. Ireland
Gandhian Indians weaving their own cloth,
To help force the British out of India.

Makhno's ukranian peasant army, 1917.
Thousands of Spanish women armed to defeat Franco, 1936.
Lucy Parsons and Mother Jones defying segregation in 1905
To form "One Big Union," to topple the bosses.

Millions and millions of battles in a never - ending war
Against greed.

These stories have revealed my true heritage;
They have shown me both the past and the future.

My past is littered with European tyrants and revolutionaries:
Mussolini and the IRA
John Brown and Columbus
Ronald Reagan and Ned Ludd
And somewhere along the way,
All of them became "white."

White folks have been trying for centuries
To win control of the planet
Through slavery, brutality, war, Capitalism and christianity,
All the world is under the control of White power.

But what is the benefit in this world that white folks own in the name of profit?

No need to own the world.

Far better to live in it, live among it.

My future family, the one i'm most proud of,
Is the family of folks of all races and cultures
Who have spent centuries living, dying and killing
For social revolution.

My people live for respect, dignity and peace,
"Liberty, justice and democracy."
Ours is a family of struggle.
And the struggle will continue
Until "whiteness" is buried…
Until the land has healed…
Until life is for living…

Until all are free…

- Taylor Sparrow

Kings And Chains

Teaser: 

by Taylor Sparrow:

About the experience of slavery in amerika, written from the perspective of a pig.

Body: 

I would say that I have seen three types of creatures and that these can be separated into two categories. First, there are the laborers. Second, there are the profiteers.

I am one of two within the first group. With me are the humans of black pigmentation. Funny word.

I must correct myself. Those people from the African continent are both friend and foe. Perhaps they have yet to recognize our similarities.

Everyone knows the last division of life.
The foreign xenophobes.
The persecuted persecutors.
The revolutionary lords.
Well, you know...

So, they've asked me to tell you about life here. That's very hard to some degree.
Mostly death is all we know.
You see, when the sun spins our way, the Africans are awaken by a dirty white command. In the shadow of forced sexuality and an ever present whip, they step onto their brother's land; yet they own nothing.
The sun rises and wanes and they forge forward.

Now and again an African forces an African.
No one has choice when cotton reigns.
The kings reside gently on the porch.
Rocking back and forth they chat about profit and progress.
In the maze of land that was meant to be maize, the Africans sing softly.
Their struggle is to pretend that there is a way out.
Like I said, we believe in death around here.

At the root of it all, there are no kings and there are no chains.

When the sun sleeps, the moon rises and the Africans forge forward.
Through the night the task of submission continues.
Always one side is on the bottom.
Her song is a desperate cry; she sings with me.
We are fed blood and garbage out of a trough.
One in the same, we whisper our lullaby to ourselves.
Sleep is death's child; we nurture her.
The water cleanses us of our shackles, and yet it flows south to New Orleans.
It speaks to us of the white future, stained by greed.

This we know until we know no more.
We fade into the sunset and our songs echo amidst the soil.

At the root we know; there are no kings or chains.

Then there are those who say that only the sky is free.

Perhaps they are worth believing.

Most no one around here is.

This we know and we forge forward.

- Taylor Sparrow

Free World

Teaser: 

by Taylor Sparrow:

About an asylum and how the people who live in it survive.

Body: 

Welcome to the asylum.
You are insane because you choose to live here.
Listen to the warden.

Listen to the warden.
Obey child, obey. Kill soldier, kill. Slave worker, slave. Spread woman, spread.

This is the free world. Nothing ever goes wrong here.
All of our patients wake each morning and put on their own straight jackets.
They spend every day of their lives working for someone else.
The monotony of their endless toil drives them to depression, aggression and violence.
We hate to do it, but we have to sedate them.
They beg us for it, really they do.

When they are done feeding the warden's fat cat,
They go home and find their women waiting for them.
Pretty women, women with face-lifts and breast implants.
Women on diets, women wearing make-up and revealing lingerie.
And not just pretty women, but useful women,
Women who nod and smile, women who spread their legs on command,
Women who apologize when their husbands have to beat them.

Every night they lull themselves to sleep
with the quiet hum of the television.

Watch the pretty images closely.
Listen to the warden now, listen to the warden.
Buy, consumer, buy.
The boot is your friend. The boot is your friend.
The warden knows all there is to know.
Listen to the warden. Listen to the warden closely.

Swallow some of these if you don't understand.
It feels better when you see all the pretty pictures.
In thirty minutes everything will be fine.

This is the free world.
This is a land of slaves and slave holders.

Animals exist for our purposes.
The ones we don't throw away we keep in cages for their entire lives.
We pump them full of drugs and feed them whatever is cheapest.
Sometimes it's cement, sometimes newspaper scraps,
Sometimes the ground up carcasses of their brothers and sisters.
You'd think spending years living in other's creatures' feces
would make your flesh taste pretty bad
But we love it.

And it's so good for you to. Cancer, strokes, heart-attacks,
osteoporosis, high blood pressure, obesity
It's all a mystery to us.
Eating animals is so cheap and tasty, there's no way it could be a bad idea.
Sometimes when we're cold, we kill a few dozen animals and use their skins as coats.
Now is that classy or what?
And where would quality cosmetics be without killing a few thousand rodents.
See how great this all works out?
They die, we live like kings - what progress!

This is the free world.
We can do whatever we want here.
We've got a one way ticket to heaven, and we're getting there
Even if it means putting our children through hell.

We've heard stories of places that didn't look like this, but, well,
They can't be true.
This is the real world.

This is how it all works.
If you find a piece of land, take it.
If people are living there, kill them.
If there are forests there, cut the trees down and sell the wood.
Next, build a mini-mall or a prison or a church on the land that's left.
If you have any stuff you don't know what to do with,
Bury it in the back yards of dark-skinned people,
Or just throw it in the water.
Of course, you'll need some people to do all your work for you,
So you might want to send in the military and
Convince a starving population somewhere that they want to work for you
It's a good idea to pay them as little as you can,
That way you make more money and buy more land somewhere else.

This is the free world.
We will never run out of land.
The earth is green so that we can make money off it easier.

People who talk about ecological crises,
We know what to do with them.
More prisons are being built every day.
Pollution, global warming, soil erosion, deforestation, overpopulation,
We deny every word of it.
None of that nonsense will be taught in our schools.

Besides, even if it was true that we are destroying the planet,
Does it matter?
Living in harmony with the earth isn't profitable -
so why would anyone want to live like that?

Children are being dragged down the hall now.
It's o.k. my fellow citizen.
The warden will make everything better again.

Those children were screaming about a new place to live.
They said we should burn down the asylum and get rid of the warden.
They wanted to steal your world from you and let it live on it's own.

No more pretty images.
No more pills to swallow.
No more boot to tell you when you've been bad.

Laugh dear brother, laugh heartily.
The warden will surely show them the truth.
Listen to the warden.
The boot is your friend. The boot is your friend.
Bow down on the ground.
Obey Child, obey.
Obey child, obey.

This is amerika.

You have to be insane to live here.

But we listen to the warden.

- Taylor Sparrow

Brutal Devotion

Teaser: 

by Taylor Sparrow:

"The Romans could never have tortured Jesus as much as his believers do now..."

Body: 

The Romans could never have tortured Jesus as much as his believers do now.
If it is humiliating and dreadfully painful to be crucified,
How much more punishing to have your likeness cast in stone,
Only to be displayed before the whole world, naked, and dying on a cross?


For the love of christ, still we drink his blood, and tear apart his flesh
Pieces small enough to be shared among an overcrowded planet

For the love of christ, of cannibalistic doctrine, the brutal devotion
Of a way of life that is, in it's everyday functioning, a terrifying miracle.

So, if there is a hand that feeds, it does so only while the other remains cocked,
And only with the help of indutrial strength blades - the modern platter.
Unlike pavlov's students, we are not easily convinced,
And since Columbus met the Arawaks,
these nations have resisted.

But there is no revenge in biting a steel hand, in a virtual land
Our own blood, Our own tears, Our own sweat stolen from us,
First the massa's children eat, of cannibalistic victory, the brutal devotion
Then Our lives are sold back to us, to keep us begging for more.

Uncle Sam is a pimp.
Millions of schoolchildren every year sold Liberty & Justice
After five centuries of warfare, there are only two hostages.
Both women pulverized, tokenized, and carefully implanted inside our heads
All of our messiahs are either blind, assimilated, or crucified.

Lady Liberty, you should have seen your true self, back when you were
One of eighty million transatlantic captives - the one that broke free.
Now that woman lies forgotten, like so much industrial waste
In a land where mountains turn to paper, and trees become prisons.

Lady Justice, these past five centuries have been quite an adventure
I wish you could have seen it with your own eyes.
Because I know,
If you weren't made of stone, you would surely have spoken up, fought back.
In your name, they have poisoned us all, and live off of our rotting flesh

For God and Country, of cannabilistic freedom, the brutal devotion
Of a gentle suicide, that is, in it's everyday functioning, a terrifying miracle.

- Taylor Sparrow

The Racialized Discourse of High-Stakes Testing (By A. Darder)

Teaser: 
Manufacturing Destinies: The Racialized Discourse of High-Stakes Testing Whatever its little detours may be, ultimately, the goal of racism is dominance. (Memmi 2000, 55)

Racialized discourse operates to construct racialized subjectivities and identities. (Gann 2000, 12)

Since its inception in the United States, the public school system has been seen as a method of disciplining children in the interest of producing a properly subordinate adult population. Sometimes conscious and explicit, and at other times a natural emanation from the conditions of dominance and subordinacy prevalent in the economic sphere, the theme of social control pervades educational thought and policy. (Bowles and Gintis 1976, 37)

Body: 

Manufacturing Destinies: The Racialized Discourse of High-Stakes Testing

Whatever its little detours may be, ultimately, the goal of racism is dominance. (Memmi 2000, 55)

Racialized discourse operates to construct racialized subjectivities and identities. (Gann 2000, 12)

Since its inception in the United States, the public school system has been seen as a method of disciplining children in the interest of producing a properly subordinate adult population. Sometimes conscious and explicit, and at other times a natural emanation from the conditions of dominance and subordinacy prevalent in the economic sphere, the theme of social control pervades educational thought and policy. (Bowles and Gintis 1976, 37)

In the twentieth century public education in the United States consistently presented itself as a liberal democratizing force for the world that operates in the name of justice, freedom, and excellence. However, closer examination of schooling practices reveals an ideology of domination at work that systematically reproduces, reinforces, and sustains the hegemonic forces of social control, and regulation, linked to class oppression, gender inequalities, and racialization exclusion of populations. Not surprisingly, therefore, popular myths related to meritocracy, the rights and privilege of the elite, and the need for state consensus have together conserved an ideology of "race" that fuels the current craze over high-stakes testing in public schools today.

This rapidly growing phenomenon can best be understood in light of the major changes taking place in the socioeconomic landscape of U.S. society, changes that could ignite greater class conflict and social unrest than modern history has ever known. This condition continues to worsen for the growing numbers of working-class people, given recent events associated with the global political economy that have resulted in thousands of workers being laid off with fewer options for employment. Jeff Faux of the Economic Policy Institute (EPI) in Washington, D.C. echoed this theme in a 2002 speech he gave in Japan at the Asia-Europe-U.S. Progressive Scholar’s Forum: Globalization and Innovation of Politics. In his comments, Faux confirmed that inequality has become worse. "In the short term, we can expect the U.S. unemployment rate. . . to rise." (4) "In the long term, the U.S. economy is clearly headed for a financial crisis" (8) with an account deficit of over $400 billion. Moreover, preliminary findings from The State of Working America (Mishel, et al. 2002) predict that unless the economy reverses course soon, working families can look forward to high and rising unemployment that will generate wage stagnation, higher poverty rates, and rising inequality. Workers’ response to the impact of this economic decline on their lives is well-illustrated in a recent front-page story in the Christian Science Monitor entitled "Labor more militant as economy teeters." The story reported that "the nation’s economic slowdown is threatening millions of ordinary workers’ paychecks and jobs" (Belsie 2002).

Alex Molnar (1996) in Giving Kids the Business points out that simultaneously with a depressed economy and worsening conditions for workers, "the rhetoric about the catastrophic failure of American public schools [has] become even more feverish" (10). Business leaders clamor for free-market solutions to educational problems, alleging that these solutions can improve education at no additional cost. These reforms conceal the fact that they "offer a public-spirited justification for introducing education to the profit motive and giving educators a healthy dose of the 'real world' in the form of competition.

Most important, they keep the focus on schools and off the failure of business to promote the well-being of most of the country's citizens." (10)
In response to the pressure from business, the enterprise of education has become more and more fixated on making claims of scientific authority to carry out its instrumentalized policies in response to the academic problems faced by students from the working-class and communities of color. The historical parallels between the contemporary "accountability experts" in education and the "cost-efficiency consultants" of the early part of the twentieth century are worth noting. In both historical eras there was increasing immigration, burgeoning student enrollments in urban centers, economic decline, and overt military action overseas. Moreover, big business leaders seeking to take control of public education in the early 1900s utilized the same rhetoric of corruption and the declining efficiency of public schools, so prevalent among corporate elites today, to legitimate their move. In the early 1990s elite businessmen ran for school boards and solicited the advice of efficiency experts like Frederick Taylor in their misguided effort to make schools function like well-oiled factory machines.

The Politics of Accountability

In today’s world, corporate leaders again hold the enterprise of education hostage through their demand for new accountability measures, in exchange for support of tax hikes and budget increases. The tactics of these businessmen are closely aligned to the idea that schools should function with the efficiency of a for-profit business, with a chief executive officer (CEO) holding the reins of the district and the language and practices of schooling translated into the technical realm of accountability. These business leaders insist that measurable, scientifically based objectives should be the primary impetus for making decisions, designing curricula, and articulating the pedagogical imperatives of the classroom. They advocate fervently for an increase in standardized testing.

They argue that emphasis on testing ensures that 1) schools and teachers are accountable to communities, and students are accountable for their lessons, 2) quality of education is increasing as scores increase, 3) economic and academic opportunities are expanding for students that attain higher scores, and 4) schools are accountable to a patriotic curriculum. Using standardized tests as a hammer, many of these leaders tell students to be accountable for their classwork and homework, parents to be accountable for their children’s performance and teachers to be accountable for their students’ performance. In doing so, they effectively marginalize discussion of the real problems in education. (Caputo-Pearl 2001, 4)

In the process, the yardstick of test scores has achieved an overarching prominence, seriously limiting educational debates to that of numbers and categories of students to be tested. Questions welcomed and legitimated within this narrow discourse of quality and accountability adhere to standardized testing as the most effective and legitimate means for assessing academic achievement. Rather than entertaining questions regarding student ability and overall performance, current educational debates all loop back to the issue of testing and the improvement of test scores. Thus, it is not unusual for educators to ponder questions such as: How soon can recent immigrant students be tested? What subjects and grade levels should be tested? What scores should be used to determine grade promotion or graduation? What degree of movement in the improvement of scores should be required to grant bonuses to principals? What scores should determine teacher merit pay?

Within the current discourse of accountability, rarely is there any serious or substantive mention of academic success outside test score indicators. In this closed system of accountability, there is no dialogue related to the very conditions under which schooling functions, its unexamined assumptions, and its effect on students, as such questions are deemed irrelevant or scientifically irrational. Issues unrelated to the measurement of test scores are considered anecdotal at best or ideological prattle at worst, justifying their dismissal as inconsequential to public policy and educational debate. Nowhere is this change more evident than in California, where the reform movement in support of testing and the standardization of knowledge openly and unabashedly turned the education of working-class and poor students of color into "drill and kill" exercises of teaching-to-the-test and highly scripted literacy instruction such as Open Court, which is being widely used by many districts. The exceedingly prescriptive nature of these practices leaves little doubt that state testing and test-driven curricula are directly or indirectly linked to an academically limiting and subordinating system of social control—one that successfully sustains the reproduction of class formation in both public schools and the larger society.

Moreover, to ensure compliance, school funding, principal tenure, and teacher incentive pay are being determined more and more by performance contracts linked to performance as measured by a single indicator--the aggregation of student standardized test scores. Standardized testing is increasingly being used as the central mechanism for decisions about student learning, teacher and administrative practice, and overall school quality (Heubert and Hauser 1999). This is exemplified by a supplementary section published in the Rocky Mountain News entitled "CSAP 2002: A Guide to Results of the Students Assessment Tests." The twenty-four-page supplement (of which eighteen pages consist of test scores for Colorado schools) reported "Colorado’s largest-ever release of state scores" (2E). Story headlines reveal the problems with standardized testing: "Test scores hit the wall" (2E), "Schools fare better, worse in DPS" (3E), "Affluent districts score at top" (4E), "Spotty performance to cost Jeffco $4.5 million" (4E), and "Tax dollars are tied to results in state's largest school districts" (4E).

The consequence is that the institutionalized locus of control over curriculum, teaching, and assessment, all based upon a tightly regimented set of prescriptions, not only locates authority over educational decisions at the state level but also, as mentioned earlier, gives the power over those decisions to business leaders. The insidious nature of this hegemonic mechanism of control is glaringly evident in a national commission report, issued in the early 1990s by the Ford Foundation, which estimated that nearly 130,000,000 standardized tests were being administered to elementary and secondary students, at an estimated cost of $500 million a year (Toch 1991). This has resulted in the preponderance of testing within public schools, and of the reform movement so invested in it. "[I]ncreasingly it is in terms of standardized test scores alone that the nation judges its schools and educators judge themselves" (206).

Yet, despite its key role in the accountability reform movement, studies repeatedly show that standardized tests are flawed when used as a single measure of progress because they fail to measure students' ability to judge, analyze, infer, interpret, or reason--namely, to engage in critical thought. Standardized tests have been found even less useful in measuring students’ more advanced academic knowledge. One reason for their failure is associated with the purpose behind norm-referenced tests, such as the Stanford 9 [NOTE ON CAT 5] that has been widely administered in California public schools. These tests are designed to rank students against one another, rather than to measure students' knowledge of the material. Many of the questions
...are intentionally developed so that a relatively high percentage of students will be tricked by them. This is an important method of differentiating one student from another in the rankings. Further, because test scores are supposed to fall into a bell curve pattern in comparing one to the other, 50% of students will always be considered "below average" or "below middle ground." (Caputo-Pearl 2001, 7)

Other reasons associated with student failure are directly tied to questions of cultural relevancy and class biases hidden in the conceptual construction and language use of standardized tests.

As if these problems were not enough, there are widespread testing problems related to the administration and scoring of tests. In New Mexico, 70 percent of superintendents reported a variety of testing errors. In Georgia, Harcourt Educational Measurement could not deliver accurate results from spring 2002's Stanford 9 tests in a timely fashion. In Nevada, officials reported that 736 sophomores and juniors had mistakenly been told they had failed the math portion of a test, although they had actually passed. And even states such as North Carolina, "considered models of accountability are struggling to come up with reliable tests" (Jonsson 2002, 11).

Even more disconcerting is the way the politics of standardized testing functions to silence and prevent greater public engagement within communities. When the only language of currency for the construction of educational policy is linked to accountability, the capacity of parents, communities, and educators to raise significant and more complex questions related to student academic success is jeopardized and impeded. Excluded are critiques based on democratic values, children's development, cultural differences, class privilege, and other critical questions that could potentially unveil the social and economic consequences of standardized testing. In the current political climate, the only conversations deemed meaningful are those directly linked to raising test scores.

In Contradictions of School Reform: Educational Costs of Standardized Testing, Linda McNeil (2000) sheds light on the way this insidious
system of accountability is operationalized. First, the tenure for principals is replaced by "performance contracts." Their contract renewal, assignment, and annual bonuses are predicated on test score results in their school’s—which reinforce the role of the principal as compliance officer and justify the principal's intervention and control over the labor of teachers. Second, newspaper ratings and state rankings of schools disaggregate by "race" and ethnicity. All their scores must "improve."

“ This disaggragating of scores gives the appearance that the system is sensitive to diversity and committed to improving minority education. This reporting, however, actually exacerbates . . . a focus on tests to the exclusion of many other forms of education. Increasingly common is the substitution of commercial test-prep materials in place of traditional curricula and instructional activities for these students" (233). Consequently, teachers are held captive to the accountability protocols set forth by the state, with virtually no room to generate or execute more effective criteria for assessing the academic progress of their students.

The Deskilling of Teachers

The requirements for high-stakes testing of students also set into motion a series of state-mandated curricula aimed at minimizing teacher skills, in conjunction with long-term pedagogical practices of social control and regulation within schools. Increasingly, the curricula and tests are divorced from any serious consideration of critical forms of pedagogies or learning theories. The development of standardized curricula, assessment instruments, and high-stakes testing often fails to consider the wealth of research and literature on teaching and learning to inform its execution. Undoubtedly an educational system that willingly ignores curriculum theory and child development research—not to mention the social, political, and economic realities of students' lives—has the veiled organizational objective of serving as a regulatory and exclusionary mechanism to control teacher work and student outcomes.

Testing and teaching-to-the test serve as mechanisms to instill a teacher-proof curriculum which, in many cases, may include narrowly prescribed checklists for assessing minimum teaching and student skills. Undoubtedly, such regimentation makes schooling exceedingly simple for less skilled teachers. Many teachers are happy to offer routine lessons according to a standard sequence and format, preferring to function as deskilled laborers who do not have to do much thinking or preparation with respect to their practice. In contrast, a teacher-proof instructional approach makes it extremely uncomfortable and disturbing for those teachers who know their subjects well, who teach in ways that critically engage their students, and who want teaching to be linked to the realities of students’ lives. Moreover, this “controlling, top-down” push for higher standards may actually produce a lower quality of education precisely because the tactics constrict the means by which teachers most successfully inspire students' engagement in learning and commitment to achieve. (Ryan and La Guardia 1999, 46)

The standardization of the curriculum at the state level echoes the distrust of teachers by the public and legislators--a fabricated distrust that is widely used to rally sentiment and support for high-stakes testing. Consequently, standardized testing results are used to support a principal's efforts to exercise greater power over teachers, since test scores are deemed a legitimate and objective way to measure teacher performance. The primary goal of the standardized curriculum, then, is to provide all teachers with the exact course content to which they must adhere. Hence, any variation in the quality of student performance, according to the current logic of accountability, can be tied directly to the quality of teaching. In this way, low student scores can be justified to fire teachers without further discussion, and high student scores can be used to grant merit pay to teachers as reward for their compliance.

This is an example of how a system of rewards and punishment works in schools to preserve the status quo by giving people what they need or want (i.e., salary increases) as an incentive or motivation for compliance, thereby insuring teacher regulation and social control within the classroom. However, it is imperative that we recognize that such a pervasive system of rewards and punishment is not predicated on a law of nature. It reflects a particular ideology or set of assumptions in the education system that must be questioned, particularly when it dismantles social agency and reinforces dependence on school officials. Kohn (1993), a staunch critic of the rewards and punishment system endemic to public school practices, views this system of social control and regulation as rooted in the legacy of behaviorism and scientism:

We are a nation that prefers acting to thinking, and practice to theory, we are suspicious of intellectuals, worshipful of technology and fixated on the bottom line. We define ourselves by numbers--take home pay, percentiles (how much does your baby weigh), cholesterol counts, and standardized testing (how much does your child know). By contrast we are uneasy with intangibles and unscientific abstractions such as a sense of well-being or an intrinsic motivation to learn. (9-10)

In the urgency to test students, the disempowering effects and negative impact of the testing situation itself and the removal of students from the classroom several times during the year for testing are seldom discussed. Such practices disrupt the developmental momentum of student learning, provoke enormous unnecessary stress and tension in students, and interfere with the quality of interaction in the classroom. In many ways, the politics of testing, along with the prescribed curriculum it inspires, ultimately erodes teacher autonomy and creativity, as well as teachers' authority within their classrooms. In the process, teachers are socialized to become highly dependent on prepackaged materials and the authority of state-sanctioned educational experts to provide the next curricular innovation.

McNeil (2000) argues that the bottom line is that the state mechanism for assessing teacher quality, like proficiency testing, must be cheap, quick, generalizable across all subjects and school settings, and capable of being used by school-level administrators independent of their knowledge of the subjects being taught. In many cases, what is generated is a factory-like checklist reminiscent of the social efficiency era, reducing teaching to specific, observable, and thus measurable behaviors, many having little or nothing to do with the content of the material being taught or with the particular pedagogical needs of students. Typically, behaviors found on teacher assessment checklists can include such items as eye contact with students, whether the daily objective was written on the board, whether there was a catchy opening phrase and definite closure to the lesson, and the number of times teachers varied their verbal responses to students.

A major consequence of standardized testing and teaching-to-the-test is that the emphasis of learning is transferred from intellectual activity to the dispensing of packaged fragments of information. Meanwhile, students and teachers, as subjects of classroom discourse who bring their personal stories and life experiences to bear on their teaching and learning, are systematically silenced by the need for the class to "cover" a generic curriculum at a prescribed pace established by the state. In making the case against standardized testing, Kohn (2000) argues,

High-stakes testing has radically altered the kind of instruction that is offered in American schools, to the point that “teaching to the test” has become a prominent part of the nation’s educational landscape. Teachers often feel obliged to set aside other subjects for days, weeks, or (particularly in schools serving low-income students) even months at a time in order to devote [time] to boosting students’ test scores. Indeed, both the content and the format of instruction are affected; the test essentially becomes the curriculum. (29)

Through the hegemonic process of standardized testing, teachers, as workers, have become the new scapegoat of the system. As a result of the political struggles in education rooted in the civil rights era, it became unfashionable to blame students, their parents, or their culture. Teachers, whose status is located at the next lowest rung of the educational hierarchy (after students), became the most likely suspects. State and national teacher tests, based upon the very same premise as those administered to their students, are now being used as a primary indicator of teacher labor, rather than the quality of their actual teaching. Such an assessment mechanism can now more easily be used to support the notion that the problem of student failure is the fault of poor teachers.

So, once again, educational debates have shifted from the quality of teaching and the schooling process to that of "quality control"—a shift closely linked with conservative political efforts to dictate the agenda of public education. This debate justifies taking further control of their labor away from the hands of teachers. In the process, there is no consideration for increasing classroom resources, nor are provisions made for instructional materials and ongoing teacher development linked to enhancing the quality of children's learning or teacher-parent relationships. Little attention is given to engaging communities in a plan to rectify persistent inequalities. More clearly, there is little willingness to openly challenge the asymmetrical relations of power that result in the racialized reproduction of class formations. Such a strategy must be central to efforts geared toward dismantling the educational injustices prevalent in public schools today.

The Racialized Discourse of Testing

More disturbing is the use of this system of accountability to justify the undemocratic governance of urban public schools. In many ways, the racialized discourse of the old efficiency rhetoric was refashioned into the new accountability rhetoric and quickly seized and embraced by mainstream educators and researchers who felt they were losing control of schooling debates to those who clamored for greater democratic participation by teachers, students, parents, and communities. The language of scientific accountability, with its narrow focus on test scores, was seen as a sure way to replace the messiness of "interest group" participation in schools; that is, the participation of those who had historically been excluded from the debate in the first place.

In this way, the racialized discourse of testing in public schools has historically played an insidious role in the perpetuation of underachievement among working-class and racialized student populations. Bowles and Gintes (1976) argue that the educational system legitimates economic inequality by providing an open, objective, and ostensibly meritocratic mechanism for assigning individuals to unequal economic positions. Through the construction of testing instruments as value-free scientific tools, considered to produce objective, measurable and quantifiable data, predefined skills and knowledge have been given priority at the expense of the cultural knowledge and experience of students from economically disenfranchised communities. (103)

As mentioned earlier, the evaluation and assessment of students (as well as teachers) is predicated on the results of standardized tests, which are used to sort, regulate, and control students. The testing of students increasingly drives the curriculum and prescribes both teaching and the role of students in their learning. This prescriptive teaching hardens and intensifies the discrimination already at work in schools, as teaching the fragmented and narrow information on the test comes to substitute for a substantive curriculum in the schools of poor and minority students. This intensified discrimination and widespread pattern of substituting test-prep materials, devoid of substantive content and respect for the ways children learn, is particularly marked in schools that serve economically oppressed children. Hence, standardized testing has historically functioned to systematically reproduce, overtly and covertly, the conditions in schools that perpetuate a culture of elitism, privilege, and exploitation.

Among the most insidious dimensions tied to the preservation of this ideology of dominance in schools are the unexamined philosophical assumptions and values that undergird, and hence legitimate, educational policies and practices associated with standardized testing. Many of the values and assumptions at work in sustaining asymmetrical relations of power within the larger society have been engaged substantially in the work of radical educators, psychologists, sociologists, political scientists, economists, and other social critics during the last century. This chapter can do no more than provide a brief overview of some of the primary values and assumptions operating in schools. Nevertheless, it must be emphasized that the interrelatedness of these assumptions often functions in concert to successfully veil the ideological contradictions that exist between a rhetoric of democratic ideals and the racialized discourse and practices of dominance at work in U.S. public schools. Teachers may seldom connect these assumptions to their teaching practice although they underlie what teachers do in their classrooms (Kohn 1993).

Another overarching philosophical assumption that undergirds the ideology of public schooling today is the unbridled, but veiled, acceptance of Darwinian conclusions related to belief in the "survival of the fittest." As a result, much educational rhetoric functions to justify the existence of economic inequality, sexism, racialized notions of humanity, and good old U.S. self-promotion at the expense of the greater good. Such rhetoric is well-disguised in the false benevolence at work in the discursive justifications for standardized testing, tracking, and the competitive and instrumentalizing curricular practices found in classrooms today.

Thus, "commonsense" beliefs about human nature, deeply rooted in racialized and class notions of normalcy, are actively at work in the assessment of student intellectual abilities and their potential for academic success. For example, racialized beliefs about the inferior or superior abilities and potential of particular student populations are often utilized to justify the so-called objective measurement of student knowledge and then to use these measures to justify the unequal distribution of educational resources and opportunities. The fact that such practices effectively perpetuate class interests is well-hidden by a racialized educational discourse that glorifies expediency in learning, separates theory from practice, heralds the conquest of nature, and objectifies time and human experience in the name of scientifically fabricated assessment criteria.

Also inherent in the racialized discourse of testing is an overwhelming penchant for unbridled individualism at the expense of a greater collective well-being. Hence, competition among students within the context of knowledge construction is strongly reinforced and rewarded. Students learn very quickly to acquiesce in the wiles of competition so as to be deemed worthy material for academic success in the future. In the process, knowledge is reified and objectified and students are socialized to accept that knowledge is objectively disconnected from the subjective realm of human experience. This is in contrast to a view of knowledge that connects its construction and evolution to the realities of the larger social milieu. Accordingly, students become convinced, particularly as they advance in the educational hierarchy of achievement, that their goal is to independently construct some "original" notion, thought, idea, or theory in order to gain prominence in their chosen field.

The organizational regimes of power or the hegemonic forces at work in the legitimation of knowledge and the institutional assignment of both "originality" and worthiness are seldom acknowledged. It is disturbing that the very qualities considered essential to the education of elite students and later, crucial to the dicta of graduate school success, are virtually absent in and almost entirely negated by standardized testing in public schools.

Further, the individualistic and economist language so prevalent in the racialized discourse of high-stakes testing is deeply rooted in the ideological tenets of advanced capitalism. Its materialist emphasis on private property is extended to the domain of knowledge, where intellectual ideas become the property of an individual or the state. Hence, the pedagogy of the elite very early teaches students that they are the owners of their intellectual products with the right to sell or buy these products at their discretion. In contrast, poor and working-class students are schooled into subordination, socialized to accept, accommodate, and comply with the knowledge deemed "truth," even when that knowledge is diametrically opposed to their experience and well-being. Academic socialization thus encourages poor students not to be creators of knowledge but to be consumers of specific knowledge forms prescribed by the dominant class. Nowhere is this prescription of knowledge for the oppressed more readily visible than in the racialized discourse of standardized testing—a prescription steeped in the rhetoric of scientism.

Scientism and Meritocracy

The scientific claim of accountability experts is one of the most devious and fallacious elements in the testing mania. An overemphasis on "hard" science and "absolute objectivity" gives rise to scientism rather than real science. Scientism refers to the power and authority vested in the mechanization of intellectual work generated by specialists. Consequently, knowledge is fragmented and instrumentalized by way of reductionist interpretations of student learning. Hence the very claim of objectivity is steeped in the cultural assumptions and racialized discourse of the dominant class.

Schools, then, operate upon a view of the world, or ideology, clearly governed by an instrumentally technocratic rationality that glorifies a logic and method based on the natural sciences. To comply with the scientific requirement of measuring knowledge, high-stakes tests are constructed under the rubric of objective knowledge. This knowledge is treated as an external body of information, produced independently of human beings and independent of time and place. Thus it can be expressed in language that is technical and allegedly neutral. School knowledge becomes not only countable and measurable but also impersonal. Teaching-to-the-test thus becomes normalized and acceptable and testing is exalted as the only truly effective and “unbiased” mechanism to measure academic success and achievement.

In the process, extensive field-based research on standardized testing that has documented its negative effects on teaching and learning, particularly on working-class and racialized students, is categorically ignored. Even worse is the lasting harm caused by imbedded controls, the legitimization of "accountability" as the language of school policy, and the elimination of wider public debates on the purpose of schooling for poor, working-class, and racialized students on concrete educational efforts to democratize schooling practices.

Scientism also supports a carte blanche adherence to the educational practice of meritocracy, which is one of the primary hegemonic mechanisms implicated in the inequitable achievement and advancement of students in the educational system. It constitutes a form of systemic control by which racialized educational discourse is naturalized and perpetuated. Public schools persistently tout the myth of scientism to guarantee that successful participation in the educational system is the most visible and legitimate process by which individuals are allocated or rewarded higher status within the society at large. Through a system of merit tied to high-stakes testing, for example, the process of unequal privilege and entitlement is successfully camouflaged under the guise of “fair and equal” opportunity for all students.

Through the daily practices of meritocracy linked to social promotion (or demotion) and graduation, a twofold justification of inequality is upheld to justify the undemocratic distribution of wealth in this country and around the world. First, it establishes the merit of those in power as the legitimate criterion for achieved social position. And second, it persists in blaming those who fail for their underachievement (whether the blame is assigned to teachers, students, or parents), by implying that they do not have the necessary intelligence, motivation, or drive to partake of what is freely being offered them by the educational system. In other words, if students fail, it's their own damn fault!

Testing and the Politics of Schooling

Within the racialized discourse of education, schools and educators, as agents of the state, are viewed as neutral and apolitical. Their sole purpose is to give students the knowledge and skills necessary to render them functional in and useful to society—in other words, to fulfill their place in the process of consumption and capitalist accumulation. Hence, ideas and practices that accord with dominant knowledge forms are generally perceived to be neutral and acceptable, shrouding the authoritarianism of the status quo. Conversely, knowledge forms that might in any way question the "official" curriculum, methods, or pedagogy are deemed "political" and unacceptable. To make things even more perplexing, opposing views are generally neutralized by a variety of social agents, including: 1. those who knowingly support the limits and configuration of "official" authority within the fundamental order of public schools for their own personal gain; 2. those who are complicit as a consequence of insufficient knowledge and skills to contest the system; 3. those who protect their class interest by "playing the game" while paying lip service to the rhetoric of helping the oppressed; and 4. those who consent due to their overwhelming fear of authority.

Unfortunately, there are many educators and advocates from all walks of life who confidently support the propagation of testing as a legitimate educational strategy in public schools, irrespective of the volumes that have been written linking standardized testing to racism and economic exploitation. The rallying cry of testing advocates is often tied to the question: "If we take away testing, how will we have the objective criteria to demand better schools?" This myopic view fails to link an acceptance and adherence to such educational policies and practices with capitalist interests that perpetuate undemocratic life in this country and around the globe. Even more disturbing is the negative impact that such practices continue to have as students are "railroaded into a testing culture that squeezes out the joy of learning and turns schools into 'factories'" (Woodward 2003). Recognizing the harmful effects of existing practices, the president of the British Association of Teachers and Lecturers argued:

What sort of education system do we have if we brand children as failures by the time they are eleven, or worse, seven? What sort of morality is it to force on young children an impoverished curriculum diet just to help politicians meet targets and keep the Treasury happy? What difference does it really make to a child’s life if he or she achieves [certain levels] aged eleven? Will it really make them a better person, a genuinely enriched human being with a passion for learning? Of course, it won’t. (Moore, cited in the Guardian, April 17, 2003)

In the process of attempting to rally support for their views, many well-meaning educators and advocates who are content to play the "race card" can actually obstruct teachers, parents, and communities who publicly question and critique those ideas, practices, and events that are contrary to community self-determination and the construction of a genuinely democratic political movement in education. Many go so far as to suggest that those who question racialized arguments in defense of testing as a good thing for students of color are somehow falling prey to white, bleeding-heart liberal tendencies. Radical efforts to expose the long-term damage of testing to all oppressed students are viewed as suspect. Rather, we need to make a concerted search for a wider range of information so that we can struggle (beyond identity politics) to dismantle the structures of capitalist domination and inequality in schools and society today.

What the history of civil rights struggles in the United States should have taught us is that our understanding of racism and those schooling practices which perpetuate racialized inequality can never be separated from the reproduction of class relations. Thus, high-stakes testing must be understood as systematically implicated in the reproduction of racialized economic inequality and injustice. For it is precisely through the uncontested acceptance of such mechanisms of social control and regulation that students from the dominant class consistently end up at the top of the hierarchy and students from subordinate communities at the bottom—which in turn readily and unjustly fuels widespread belief in the legitimacy of a hierarchically racialized, gendered, and class-stratified society.

It is no secret that in the United States the most politically powerful are those who control the bulk of society’s wealth and resources. This economic and institutional control is clearly perpetuated from generation to generation through the process of schooling. The ruling class, with its bureaucratic system of managerial officials, strives to retain control of schooling through the construction of educational public policies. Thus the curriculum and pedagogical practices that support the standardization (and control) of knowledge—knowledge that functions in the interest of capitalist relations—effectively sustain the racialized educational discourse in schools. Moreover, through control of teacher certification and such schooling practices as curricular policies, literacy instruction, pedagogy, and testing requirements tied to educational opportunities, the stratification of populations so necessary to capitalist accumulation is successfully maintained. Consequently, even working-class students and students of color learn to compete furiously for the limited "top" positions in society, rather than to alter the social, political, and economic conditions that define (and limit) their future well-being, and ultimately their destinies.

A Politics of Silence

Schools produce and perpetuate knowledge that serves as a silencing agent, in that it legitimizes the abstract reality developed by prescribed knowledge, rather than the actual lived daily experiences that shape the knowledge that students bring to the classroom. Nowhere was this more evident than in the response of most public schools responded to the events of September 11, 2001. The actual experiences of students predicated upon what they were hearing and feeling about this historical moment were marginalized and suppressed. A politics of silence was imposed in order to ensure a return to normalcy, with the expectation that there be minimal discussion about the issue. And when discussions did occur, they echoed the language of a most superficial and vulgar patriotism, in concert with the official public discourse of the government.

Consequently, a blind, flag-waving nationalism substituted for any real critical dialogue. Teachers were told that the attitude in classrooms was to be "business as usual" as students were being ushered in and out of their beginning-of-the-year standardized testing sessions. Meanwhile, the administrative pressure on teachers to keep up with the prescribed curriculum and to prepare students for future testing prevented critical inquiry into the initial and subsequent events connected with the "war on terrorism." So, while the practice of high-stakes testing effectively contributed to an ahistorical and fragmented response to such a significant historical event in the lives of students, booksellers were rushing to develop and insert the official historical reading into traditional social studies textbooks to generate new sales. By the time the events of 9-11 and the "war on terrorism" are officially documented and taught in U.S. classrooms, the lived impact of the events will have been buried and lost for many, with only the prescribed curricula and its sanitized interpretation remaining.

Last, an aspect seldom discussed in education but very much at work in the politics of silence is the racialized discourse of “good and evil” so prevalent in conservative and liberal political discourses on schooling and society. The "good" are those who conform and seek to fulfill their rightful place in the process of capitalist accumulation. As such, the Other is transformed into an "evil" that must be reformed or eliminated. Albert Memmi (2000) speaks to this in his writings on racism. "[T]he other's traits all have a negative valuation. Whatever they are, they will signify something bad. The correlative effect is that the corresponding characteristics for the one who derogates are good. We must keep this inverse relation in mind; it recurs everywhere, even where not apparent and even where the order of the terms have been changed" (95).

From this perspective, all problems in schools and society are approached from the standpoint of how the "evil" (or deviance) must be eliminated in students, teachers, or parents. By linking notions of evil consequences (pregnancy, drug abuse, crime, school drop-out, unemployment, and the like) to academic failure, students who fail are justifiably excluded and rendered disposable. In the testing madness, this notion has been interjected in the definition of good schools, good students, good teachers, and good parents, where the level of "goodness" is determined by the measurable outcomes of standardized testing. The "good" are considered worthy of rewards by the state for their achievement. However, most people fail to acknowledge that the measures for achievement are constantly raised, in order to perpetuate the inequality inherent in the bell curve phenomenon associated with high-stakes testing.

The veiled moralism that unwittingly permeates the racialized discourse of high-stakes testing actually socializes populations to uncritically accept the inferiority of the “Other” and the need for corrective action in order to assure the participation of the majority in the labor market and as rightful citizens of the nation. Hence, many unexamined assumptions that give rise to an ideology enmeshed in the nobility of "good versus evil" shape the uncritical, commonsense perceptions of whole populations as "evil" and in need of punishment or corrective action—whether this action be loss of opportunity, incarceration, or military intervention. Nowhere is this more evident than in the demonizing "good versus evil" arguments disseminated to justify the expansion of U.S. military intervention in Afghanistan and Iraq. So, whether it be the contrived political wars waged in public schools or the fabricated military wars waged overseas, economically dispossessed people are the most destructively affected by the practices of those who seek to retain dominion over their lives.

(Darder, Antonia and Rodolfo D. Torres. (2004), After Race: Racism After Multiculturalism. New York: New York University Press.)

I'll Never Return

Teaser: 

by Meena, of RAWA

"I'm the woman who has awoken...I've said farewell to all golden bracelets."

Body: 

I'll never return

I'm the woman who has awoken
I've arisen and become a tempest through the ashes of my burnt children
I've arisen from the rivulets of my brother's blood
My nation's wrath has empowered me
My ruined and burnt villages fill me with hatred against the enemy,
I'm the woman who has awoken,
I've found my path and will never return.
I've opened closed doors of ignorance
I've said farewell to all golden bracelets.

Oh compatriot,
I'm not what I was
I'm the woman who has awoken
I've found my path and will never return.
I've seen barefoot, wandering and homeless children
I've seen henna-handed brides with mourning clothes
I've seen giant walls of the prisons swallow freedom in their ravenous stomach
I've been reborn amidst epics of resistance and courage
I've learned the song of freedom in the last breaths,
in the waves of blood and in victory

Oh compatriot, Oh brother, no longer regard me as weak and incapable
With all my strength I'm with you on the path of my land's liberation.
My voice has mingled with thousands of arisen women
My fists are clenched with the fists of thousands compatriots
Along with you I've stepped up to the path of my nation,
To break all these sufferings all these fetters of slavery,
Oh compatriot, Oh brother, I'm not what I was
I'm the woman who has awoken
I've found my path and will never return.

-Meena,
Revolutionary Association of the Women of Afghanistan

Yes

Teaser: 

by Sathyu:

"I am a rabid optimist... the battle is not only on, it is being won."

Body: 

Yes.

Yes, I am a rabid optimist.
For me,
Every tree that continues to stand,
Every stream that continues to flow,
Every child that runs away from home,
Is an indication,
That the battle is not only on,
It is being won.

Possibly you will tell me
About the nuclear arms race,
And all I can tell you
Is that An unknown child
Held my hand
With love.

You will try to draw me
Into the plateau of practical life
Tell me,
That not only God but all the religious
And irreligious leaders
Are dead.
And all I can tell you
Is that Across the forest
Lives a young man
Who calls the earth His mother.

You will give me the boring details
Of the rise of state power
After every revolution.
And all I can tell you
Is that
In our tribe
We still share
Our bread.

You will reason with me
And I will talk nonsense like this.
And because the difference between reason and poetry
Is the difference between breathing and living life,
I will read poems to you.
Poems full of optimism.
Poems full of dreams.
Maybe poems better than this.

-Sathyu

Arundhati Roy Interview

Teaser: 
Gives a good overview of Roy's writing, how she looks at the world, and what struggles she is involved in in India. Much of the writing talked about here is elsewhere on the site.
Body: 

Arundhati Roy
an interview
by David Barsamian

There is a high-stakes drama playing out in India these days, and the novelist Arundhati Roy is one of its most visible actors. Multinational companies, in collusion with much of India's upper class, are lining up to turn the country into one big franchise. Roy puts it this way: "Is globalization about 'the eradication of world poverty,' or is it a mutant variety of colonialism, remote controlled and digitally operated?"

Roy, forty-one, is the author of The God of Small Things (Random House, 1997), which won the Booker Prize, sold six million copies, and has been translated into forty languages. Set in a village in the southwestern state of Kerala, the novel is filled with autobiographical elements. Roy grew up in Kerala's Syrian Christian community, which makes up 20 percent of the population. She laughs when she says, "Kerala is home to four of the world's great religions: Hinduism, Islam, Christianity, and Marxism." For many years, Kerala has had a Marxist-led government, but she hastens to add that party leaders are Brahmins and that caste still plays a strong role.

The success of Roy's novel has brought lucrative offers from Hollywood, which she takes impish delight in spurning. "I wrote a stubbornly visual but unfilmable book," she says, adding that she told her agent to make the studios grovel and then tell them no. In Kerala, the book has become a sensation. "People don't know how to deal with it," she says. "They want to embrace me and say that this is 'our girl,' and yet they don't want to address what the book is about, which is caste. They have to find ways of filtering it out. They have to say it's a book about children."

Roy lives in New Delhi, where she first went to become an architect. But she's not working as an architect or even a novelist these days. She's thrown herself into political activism. In the central and western states of Madhya Pradesh, Maharashtra, and Gujarat, a series of dams threatens the homes and livelihoods of tens of millions. A huge, grassroots organization, the Narmada Bachao Andolan (NBA), has arisen to resist these dams, and Roy has joined it. Not only did she give her Booker Prize money (about $30,000) to the group, she has also protested many times with it, even getting arrested.

She skillfully uses her celebrity status and her considerable writing gifts for this effort, as well as in the cause of nuclear disarmament. Her devastating essay on dams, "The Greater Common Good," and her searing denunciation of India's nuclear testing, "The End of Imagination," have literally kindled bonfires. The upper class didn't appreciate her critique of development, and the nationalists abhorred her for questioning India's nuclear arsenal. (These two essays comprise her latest book, The Cost of Living, Modern Library, 1999.)

By now, Roy is used to criticism. "Each time I step out, I hear the snicker-snack of knives being sharpened," she told one Indian magazine. "But that's good. It keeps me sharp."

Her most recent essay is called "Power Politics." In it, she takes on Enron, the Houston-based energy corporation that is a large financial backer of George W. Bush. In India, Enron is trying to take over Maharashtra's energy sector. The scale of what is happening, she says, makes California's power woes look like child's play.

On a cold, mid-February afternoon, Roy gave the annual Eqbal Ahmad lecture at Hampshire College in Amherst, Massachusetts, before a huge crowd. It was a powerful, political talk, and afterward she was besieged by a long line of mostly young South Asian women, many of whom are studying at one of the five colleges in the Amherst area. She donated her lecture fee to earthquake relief in Gujarat.

The next morning, I interviewed her in the back seat of a car taking her from Amherst to Logan Airport in Boston. The two-hour drive went by in a flash...

Q: You grew up in Kerala. What's the status of women there?


Arundhati Roy: Women from Kerala work throughout India and the world earning money to send back home. And yet they'll pay a dowry to get married, and they'll have the most bizarrely subservient relationships with their husbands. I grew up in a little village in Kerala. It was a nightmare for me. All I wanted to do was to escape, to get out, to never have to marry somebody there. Of course, they were not dying to marry me [laughs]. I was the worst thing a girl could be: thin, black, and clever.

Q: Your mother was an unconventional woman.

Roy: She married a Bengali Hindu and, what's worse, then divorced him, which meant that everyone was confirmed in their opinion that it was such a terrible thing to do in the first place. In Kerala, everyone has what is called a tharawaad [lineage]. If you don't have a father, you don't have a tharawaad. You're a person without an address. That's what they call you. I grew up in Ayemenem, the village in which The God of Small Things is set.

Given the way things have turned out, it's easy for me to say that I thank God that I had none of the conditioning that a normal, middle class Indian girl would have. I had no father, no presence of this man telling us that he would look after us and beat us occasionally in exchange. I didn't have a caste, and I didn't have a class, and I had no religion, no traditional blinkers, no traditional lenses on my spectacles, which are very hard to shrug off. I sometimes think I was perhaps the only girl in India whose mother said, "Whatever you do, don't get married" [laughs].

For me, when I see a bride, it gives me a rash. I find them ghoulish, almost. I find it so frightening to see this totally decorated, bejeweled creature who, as I wrote in The God of Small Things, is "polishing firewood."

Q: Tell me a little more about your mother.

Roy: She is like someone who strayed off the set of a Fellini film. She's completely nuts. But to have seen a woman who never needed a man, it's such a wonderful thing, to know that that's a possibility, not to suffer. We used to get all this hate mail. Though my mother runs a school and it's phenomenally successful--people book their children in it before they are born--they don't know what to do with her, or with me. The problem is that we are both women who are unconventional in their terms. The least we could have done was to be unhappy. But we aren't, and that's what bothers people.

By the way, my mother is very well known in Kerala because in 1986 she won a public interest litigation case challenging the Syrian Christian inheritance law that said a woman can inherit one-fourth of her father's property or 5,000 rupees, whichever is less. The Supreme Court actually handed down a verdict that gave women equal inheritance retroactive to 1956. But few women take advantage of this right. And the churches have gone so far as to teach fathers to write wills that disinherit their daughters. It's a very strange kind of oppression that happens there.

Q: Since you wrote your novel, you've produced some remarkable political essays. What was that transition like?

Roy: It's only to people in the outside world, who got to know me after The God of Small Things, that it seems like a transition. In fact, I'd written political essays before I wrote the novel. I wrote a series of essays called "The Great Indian Rape Trick" about a woman named Phoolan Devi, and the way the film Bandit Queen exploited her, and whether or not somebody should have the right to restage the rape of a living woman without her consent. There are issues I've been involved with for a while.

I don't see a great difference between The God of Small Things and my works of nonfiction. As I keep saying, fiction is truth. I think fiction is the truest thing there ever was. My whole effort now is to remove that distinction. The writer is the midwife of understanding. It's very important for me to tell politics like a story, to make it real, to draw a link between a man with his child and what fruit he had in the village he lived in before he was kicked out, and how that relates to Mr. Wolfensohn at the World Bank. That's what I want to do. The God of Small Things is a book where you connect the very smallest things to the very biggest: whether it's the dent that a baby spider makes on the surface of water or the quality of the moonlight on a river or how history and politics intrude into your life, your house, your bedroom.

Q: Estha, one of the main characters in your novel, is walking "along the banks of the river that smelled of shit and pesticides bought by World Bank loans." The World Bank scheme for the Narmada River Valley envisioned the construction of more than 3,000 dams. The bank has since withdrawn from the project, and the government of India has taken it over. Tell me about the Narmada Bachao Andolan, the NBA.


Roy: When I first met people from the NBA, they told me, "We knew that you would be against the dams and the World Bank when we read The God of Small Things." The remarkable thing about the NBA is that it is a cross-section of India. It is a coalition of Adivasis [India's indigenous people], upper-caste big farmers, the Dalits [formerly known as Untouchables], and the middle class. It's a forging of links between the urban and the rural, between the farmers and the fishermen and the writers and the painters. That's what gives it its phenomenal strength, and it's what a lot of people criticize it for in India, saying, you know, these middle class protesters! That makes me furious. The middle class urban engineers are the people who came up with this project! You can't expect the critique to be just Adivasi. You isolate them like that, and it's so easy to crush them. In many ways, people try to delegitimize the involvement of the middle class, saying, how can you speak on behalf of these people? No one is speaking on behalf of anyone. The point is that the NBA is a fantastic example of people linking hands across caste and class. It is the biggest, finest, most magnificent resistance movement since the independence struggle.

Q: One protest you were involved in last year took place at a village on the banks of the Narmada at the site of one of the proposed dams. You were among many who were arrested there. What was that like?


Roy: It was absolutely fantastic. I was in a village called Sulgaon. All night, all over the valley, people started arriving, by tractor, by motorcar, by foot. By three in the morning there were about 5,000 of us. We started walking in the dark to the dam site. The police already knew that the dam site would be captured, but they didn't know from where the people would come. There's a huge area of devastation there. So we walked in the dark. It was amazing. Five thousand people, mostly villagers, but also people from the cities--lawyers, architects, journalists--walking through these byways and crossing streams in absolute silence. There was not a person that lit a bidi or coughed or cleared their throats. Occasionally, a whole group of women would sit down and pee and then keep walking. Finally, at dawn, we arrived and took over the dam site. For hours, the police surrounded us. Then there was a baton charge. They arrested thousands of people, including me. The jails were full.

Q: You say that the government of India is "hell-bent on completing the project." What's driving it?

Roy: There are many things. First of all, you have to understand that the myth of big dams is something that's sold to us from the time we're three years old in every school textbook. Nehru said, "Dams are the temples of modern India." So they're like some kind of huge, wet national flags. Before the NBA, it was like, the dam will serve you breakfast in bed, it will get your daughter married and cure your jaundice. People have to understand that they're just monuments to political corruption, and they derive from very undemocratic political institutions. You just centralize natural resources, snatch them away from people, and then you decide who you're going to give them to.

The first dam that was built in the Narmada was the Bargi, completed in 1990. They said it would displace 70,000 people and submerge 101 villages. One day, without warning, the government filled the reservoir, and 114,000 people were displaced and 162 villages were submerged. People were driven from their homes when the waters rose. All they could do was run up the hill with their cattle and children. Ten years later, that dam irrigates 5 percent of the land that they said it would. It irrigates less land than it submerged. They haven't built canals. Because for contractors and politicians, just building the dam in itself is a lot of money.

Q: What happens to those who are displaced?

Roy: Nobody knows. When I was writing "The Greater Common Good," what shocked me more than the figures that do exist are the figures that don't exist. The Indian government does not have any estimate of how many people have been displaced by big dams. I think that's not just a failure of the state, but a failure of the intellectual community. The reason that there aren't these figures is because most of the people that are displaced are again the non-people, the Adivasis and the Dalits. I did a sanity check based on a study of fifty-four dams done by the Indian Institute of Public Administration. According to that study, just reservoir-displaced, which is only one kind of displacement, came to an average of something like 44,000 people per dam. Let's assume that these fifty-four dams are the bigger of the big dams. Let's quarter this average. We know that India has had 3,600 big dams built in the last fifty years. So just a sanity check says that it's thirty-three million people displaced. They all just migrate to the cities. And there, again, they are non-citizens, living in slums. They are subject to being kicked out at any minute, anytime the housewives of New Delhi's upscale areas decide that all these slum people are dangerous.

Q: You've compared this uprooting to a kind of garbage disposal.

Roy: It's exactly like that. The Indian government has managed to turn the concept of nonviolence on its head. Nonviolent resistance and nonviolent governance. Unlike, say, China or Turkey or Indonesia, India doesn't mow down its people. It doesn't kill people who are refusing to move. It just waits it out. It continues to do what it has to do and ignores the consequences. Because of the caste system, because of the fact that there is no social link between those who make the decisions and those who suffer the decisions, it just goes ahead and does what it wants. The people also assume that this is their lot, their karma, what was written. It's quite an efficient way of doing things. Therefore, India has a very good reputation in the world as a democracy, as a government that cares, that has just got too much on its hands, whereas, in fact, it's actually creating the problems.

Q: But you say about your own politics that you're "not an anti-development junkie or a proselytizer for the eternal upholding of custom and tradition."

Roy: How can I be? As a woman who grew up in a village in India, I've spent my whole life fighting tradition. There's no way that I want to be a traditional Indian housewife. So I'm not talking about being anti-development. I'm talking about the politics of development, of how do you break down this completely centralized, undemocratic process of decision-making? How do you make sure that it's decentralized and that people have power over their lives and their natural resources?

Today, the Indian government is trying to present privatization as the alternative to the state, to public enterprise. But privatization is only a further evolution of the centralized state, where the state says that they have the right to give the entire power production in Maharashtra to Enron. They don't have the right. The infrastructure of the public sector in India has been built up over the last fifty years with public money. They don't have the right to sell it to Enron. They cannot do that. Three-quarters of our country lives on the edge of the market economy. You can't tell them that only those who can afford water can have it.

Q: Still, I sense some optimism on your part about what you call the "inherent anarchy" of India to resist the tide of globalization.

Roy: The only thing worth globalizing is dissent, but I don't know whether to be optimistic or not. When I'm outside the cities I do feel optimistic. There is such grandeur in India and so much beauty. I don't know whether they can kill it. I want to think they can't. I don't think that there is anything as beautiful as a sari. Can you kill it? Can you corporatize a sari? Why should multinationals be allowed to come in and try to patent basmati rice? People prefer to eat roti and idlis and dosas rather than McDonald's burgers. Just before I came to the U.S., I went to a market inDelhi. There was a whole plate of different kinds of dal, lentils. Tears came to my eyes. Today, that's all it takes to make you cry, to look at all the kinds of dal and rice that there are, and to think that they don't want this to exist.

Q: Talk about the material you covered in "The End of Imagination" concerning the nuclear testing on the subcontinent.

Roy: It's so frightening, the nationalism in the air. I'm terrified by it. It can be used to do anything. I know that a world in which countries are stockpiling nuclear weapons and using them in the ways that India and Pakistan and America do to oppress others and to deceive their own people is a dangerous world. The nuclear tests were a way to shore up our flagging self-esteem. India is still flinching from a cultural insult, still looking for its identity. It's about all that.

Q: You said that the jeering young Hindu men celebrating the nuclear test were the same as the ones who were thrilled with the destruction of the Babri mosque.

Roy: Indian intellectuals today feel radical when they condemn fundamentalism, but not many people are talking about the links between privatization, globalization, and fundamentalism. Globalization suits the Indian elite to a T. Fundamentalism doesn't. It's also a class problem. When people stop some film from being shot or burn a book, it's not just that they are saying, this is against Indian culture. They are also saying, you Westernized, elite, English-speaking people are having too much of a good time. It's a very interesting phenomenon. I think it has to be addressed together, not separately. The religious rightwingism is directly linked to globalization and to privatization. When India is talking about selling its entire power sector to foreign multinationals, when the political climate gets too hot and uncomfortable, the government will immediately start saying, should we build a Hindu temple on the site of the Babri mosque? Everyone will go baying off in that direction. It's a game. That's something we have to understand. With one hand, you're selling the country out to Western multinationals. And with the other, you want to defend your borders with nuclear bombs. It's such an irony! You're saying that the world is a global village, but then you want to spend crores of rupees on building nuclear weapons.

Q: You use a metaphor of two truck convoys. One is very large, with many people going off into the darkness. The other is much smaller and is going into the light of the promised land. Explain what you mean.

Roy: India lives in several centuries at the same time. Every night outside my house I pass a road gang of emaciated laborers digging a trench to lay fiber optic cables to speed up our digital revolution. They work by the light of a few candles. That is what is happening in India today. The convoy that melts into the darkness and disappears doesn't have a voice. It doesn't exist on TV. It doesn't have a place in the national newspapers. And so it doesn't exist. Those who are in the small convoy on their way to this glittering destination at the top of the world have completely lost the ability to see the other one. So in Delhi the cars are getting bigger and sleeker, the hotels are getting posher, the gates are getting higher, and the guards are no longer the old chowkidars, the watchmen, but they are fellows with guns. And yet the poor are packed into every crevice like lice in the city. People don't see that anymore. It's as if you shine a light very brightly in one place, the darkness deepens around. They don't want to know what's happening. The people who are getting rich can't imagine that the world is not a better place.

Q: You made a decision, or the decision was made for you, to identify with, or to be part of, that large convoy.

Roy: I can't be a part of the large convoy because it's not a choice that you can make. The fact that I'm an educated person means that I can't be on that convoy. I don't want to be on it. I don't want to be a victim. I don't want to disappear into the darkness.

I am an artist and a writer, and I do think that one always places oneself in the picture to see where one fits. I left home when I was sixteen and lived in places where it was very easy for me to have fallen the other way. I could have been on the large convoy because I was a woman and I was alone. In India, that's not a joke. I could have ended up very, very badly. I'm lucky that I didn't.

I think my eyes were knocked open and they don't close.

I sometimes wish I could close them and look away. I don't always want to be doing this kind of work. I don't want to be haunted by it. Because of who I am and what place I have now in India, I'm petitioned all the time to get involved. It's exhausting and very difficult to have to say, 'Look, I'm only one person. I can't do everything.' I know that I don't want to be worn to the bone where I lose my sense of humor. But once you've seen certain things, you can't un-see them, and seeing nothing is as political an act as seeing something.

Q: Are you thinking about writing any new fiction?

Roy: I need fiction like you need to eat or exercise, but right now it's so difficult. At the moment, I don't know how to manage my life. I don't know how I'll ever be able to make the space to say, "I'm writing a book now, and I'm not going to be able to do x or y." I would love to.

Q: You feel a sense of responsibility to these silent voices that are calling out to you.

Roy: No, I don't feel responsibility because that's such a boring word.

Q: You're in a privileged position. You are a celebrity within India and also outside.

Roy: But I never do anything because I'm a celebrity, as a rule. I do what I do as a citizen. I stand by what I write and follow through on what I write. It's very easy for me to begin to believe the publicity about myself, whether for or against. It can give you an absurd idea of yourself. I know that there's a fine balance between accepting your own power with grace and misusing it. And I don't ever want to portray myself as a representative of the voiceless. I'm scared of that.

But one of the reasons some people get so angry with me is because I have the space now that a lot of others who think like me don't. It was a mistake maybe for so many people to have opened their hearts to The God of Small Things. Because a lot of dams and bombs slipped in along with it.

Armed and Dangerous

Teaser: 

"The Desperation of Rural America." Derrick Jensen interviews Joel Dyer about the devestating effects of centralization of corporate control of agriculture on small farmers in America. As a result of this economic tyranny (and the Left's blindness to it), many (white, male) small farmers are turning to suicide and right wing militia movements.

Body: 

ARMED AND DANGEROUS:
THE DESPERATION OF RURAL AMERICA

An Interview with Joel Dyer
by Derrick Jensen
Published in "The Sun"
December 1999

Eight years ago, I got a flat tire while collecting firewood way back on a dirt road in the hills of northeastern Washington. No spare. Thumping along at about five miles per hour, I came to a small house and asked to borrow a pump. The owner didn't have one, but offered me a spare tire instead. I drove home on the spare and returned the next day with his tire and a cake. The man, clearly a logger, asked if I wanted some firewood. I said sure, and he picked up his chain saw.

Before starting up the saw, the logger asked what I did. "I'm a writer," I said. He asked what I wrote. Relations between loggers and environmentalists being poor at best, I was tempted to lie, but nothing came to mind. So I told him the truth: that I was writing about how the big four timber companies in the Pacific Northwest had gotten their land illegally from the American public. The logger turned red in the face and started swearing. I was looking for a chance to make a break for it when I realized he was swearing not at me, but at the timber companies. An independent logger, he'd been put out of business by Plum Creek Timber Company and hated them even more than I did. Within minutes, we were swapping stories about Plum Creek's atrocities and planning how to take on the big corporations.

Too often, however, what seems like a natural alliance between environmentalists and people who make their living off the land - whether loggers or ranchers or farmers - never comes into being. Joel Dyer's book Harvest of Rage: Why Oklahoma City Is Only the Beginning (Westview Press) offers some compelling reasons why farmers end up allied not with environmentalists but with the far Right.

Dyer was drawn to write about the farm crisis when he learned that American farmers are killing themselves in droves: suicide has long since replaced equipment accidents as the primary cause of unnatural death on the farm. Dyer wanted to know why, and what could be done to help. So, working closely with Glen Wallace, head of the Oklahoma Rural Mental Health Department, he began to interview farmers throughout the Midwest, and to visit militia compounds to figure out their attraction.

He found people driven to desperation by a political and economic system out of control - one that does not represent them and, moreover, is destroying their way of life. And he found people with a level of anger and dedication that is inconceivable to most of us. "We will continue to see rural America turn to terrorism to protect its way of life," Dyer says, "because it doesn't have the numbers or the resources to fight any other way."

Dyer points out that, though we tend to think our nation's history is fairly smooth, we've always had "radical" movements: in the 1890s, the 1930s, the 1960s. Common people changed the world during these periods. The rise of the antigovernment movement is a sign that it could happen again. He has written: "There may be conspiracy afoot. But it's not a conspiracy of Jewish bankers against Christians; it's a conspiracy of wealth holders versus the rest of us."

A journalist living in Longmont, Colorado, Dyer was editor of the Boulder Weekly for four years and in 1997 won the Association of Alternative Newsweeklies' first-place prize for social reporting. He is now a frequent lecturer on college campuses and commentator on television and public-radio networks. His most recent book, The Perpetual Prisoner Machine: How America Profits from Crime (Westview Press), explores this country's prison-population explosion, the largest in history. Dyer has written for Mother Jones, Utne Reader, and the New York Times Magazine. He is currently cowriting a screenplay, with actor-author Peter Coyote, based on Harvest of Rage.

This conversation took place at the Boulder Public Library in June 1999.

Jensen: Why is rural America angry?

Dyer: Because the people there look around at their way of life, their unique culture, and they see that it's changing. It's dying out. And the reasons for that change are beyond their control. I think all of us tend to get angry when our lives are harmed by forces outside our control.

Rural Americans are a small enough percentage of the nation's population now that they can't affect our democracy the way they once could. The cities carry every election. Even in an agricultural state like Kansas, if a candidate can convince the cities to vote for him, he can lose the rest of the state and still win.

This means people in the cities are now capable of dictating, through the government, how rural Americans must live. And rural Americans are upset by this, because they don't want to change their way of life. They don't want to live by city rules. They're a very nostalgic population that wants to keep things the way they've always been. They want to give their kids a gun when they turn ten and teach them how to hunt. They want to farm. They want to be left alone. They don't want to have to mess with eight thousand different laws.

Jensen: How do you define "rural America"?

Dyer: Once you leave the cities and get past the half-million-dollar houses on five acres - the gentlemen's farms - you're in rural America, the other 85 percent of the land mass of the United States. Rural America is where most people make their living through agriculture, mining, or some other occupation based directly on the land and natural resources, and where the economy depends on the money spent by these people. A town of ten thousand probably isn't rural America because it has a sustainable economy that doesn't rise and fall with the price of wheat or lumber, whereas a town of three thousand whose economy is tied directly to the price of soybeans would be.

Jensen: Would you say that the farm crisis in rural America is a crisis of democracy?

Dyer: There are two components to this. The first is that we haven't always had a national democracy. The U.S. was founded as a republic, with mostly local government - it had to be, because of the lack of communications and transportation technology. If you were in, say, rural Missouri 150 years ago, you had to be self-sufficient, because traveling to the nearest store or court of law was prohibitive. Because it took so long to travel between locales, it made sense for each place to establish its own laws, courts, and way of life based on local customs and economics. Laws in Missouri were different from laws in New York City. For all practical purposes, the two might as well have been in City. For all practical purposes, the two might as well have been in different countries.

As transportation and communications technology improved, a simple democracy and federalism became practicable. It became possible for Washington, D.C., to dictate to people in rural Nevada how they were supposed to live - and to check up on them and make sure they were obeying the rules. Now we're hearing about the possibility of national elections being conducted over the telephone. You won't even have to leave your home; you'll just dial up, punch in your vote, and you're done. Simple.

But what does that kind of simplicity do to minority cultures? By "minority" I mean not just people of color or the poor, both of whom certainly suffer from laws passed by the middle-class white majority, but any group that doesn't have the numbers to compete in a large-scale democratic government. A perfect example is here in Colorado. Think how many "I send ten dollars to the Nature Conservancy" pseudo-environmentalists live in Boulder and Denver. These voters easily have the numbers to override all the farmers in the western half of the state. They want to do a good thing for the environment without ever leaving their easy chairs. But how many thousands of rural people have they put out of work with impractical environmental legislation dreamed up by urban activists who lack practical knowledge of rural life? Suburban-chic environmentalism is a big source of rage in the hinterland, because it has imposed a certain standard of behavior to which many rural people don't want to be held.

By the way, most small family farmers are not resistant to environmentalism: they pollute because, economically, they have to in order to stay on their land. They're angry because, quite often, environmental regulations are the last nail in the coffin of their way of life. Contrast this to large corporate farms, which pollute because it allows them to make more money.

Jensen: Most of the farmers, ranchers, and loggers I know hate environmental regulations for the same reason I do, which is that they don't work: small operators have to abide by the rules, while huge corporations get pet senators and representatives to pass waivers, or else simply ignore the regulations and pay a fine.

Dyer: There's a fellow out in California who is something of a martyr in the antigovernment movement. He operated a small mining claim on public land. Government regulations allowed him to cut enough trees to work his mine, but, according to the government, he cut about thirty too many. He was sentenced to ten years in prison - primarily because he'd written a number of racist, antigovernment books. He was stabbed to death behind bars a couple of years ago. Weyerhaeuser, on the other hand, can "accidentally" cut down a whole damn forest and get a fine - maybe not even that.

But back to the point. If both urban and rural cultures in this country are to survive, then we have to begin allowing for some diversity in the laws. If not, relative population densities will guarantee that the rural culture dies out. And the more that happens, the more rural Americans will turn militant.

This leads to the second part of the problem. To put farmers under the thumb of urban America is bad enough. But what's even worse is that our national democracy is, for the most part, an illusion. There are a number of reasons for this, but the problem really begins with the media, especially television.

Behavioral scientists now increasingly believe that, for the first time in our history, we're formulating our worldview based more on images that come to us through our televisions than on what we see with our own eyes. This has huge implications, especially when you look at who controls those images. In 1983, fifty companies controlled half of all media - not just television. By the early 1990s, it was down to twenty-six. Now nine corporations control more than half the media in the entire world. The biggest is Disney; the second, Time Warner.

It's important to look at how content is selected. What is the motivation of those who control these images? The images are controlled by corporations, and corporations' sole purpose is to make money. And what makes money? More specifically, what makes money in a global market? Violent and sexually explicit content, since these lose the least in translation. So that's what gets produced.

As a result, we're inundated with violence: 61 percent of all television programming now contains it. This applies to the news, as well; because violence sells, the news media exploit incidents of violent crime. Just since 1990, sensationalized reporting of violent crime has tripled. That means the NBC Nightly News reports three times as many sensational, violent crimes as it used to. Think about the stories that have been covered to the point of saturation: Bobbit, Buttafuoco, Littleton, JonBenet Ramsey, O.J. What do any of these really have to do with us? Nothing. But they generate money because they're sordid and unusual. It's insane that, five years after John Wayne Bobbit got his penis whacked off, more people know about his story than know about the biodiversity crisis, soft-money loopholes, or the collapse of the family farm.

Now, if you are constantly bombarded with the details of sensational murders, the world begins to seem an overwhelmingly violent place, much more violent than it actually is. The media critic George Gerbner calls this the "mean-world syndrome."

Jensen: I interviewed him for The Sun ["Telling Stories," August 1998].

Dyer: He's a very perceptive analyst.

Unfortunately, the consolidation of the media coincided with the rise of the political consultant, whose stock in trade is constant polling. In the last five years, the amount of money spent on polling by political candidates has quadrupled. Bill Clinton polls to see what tie to wear, to decide where to vacation, to determine which words to use when he speaks.

Jensen: Are these examples actually true?

Dyer: Unfortunately. During the Lewinsky scandal, Clinton used pollsters to try to figure out what to tell the country. His political consultants discovered that whenever Clinton used the word truthful, everyone got angry. But every time he described what had happened as "part of [his] private life," people felt empathetic.

The result was that Clinton went on television the next day and, in a four-minute speech, used the term "private life" seven times and never once said anything about being truthful. Afterward, another poll found that 70 percent of Americans approved of Clinton. But did we really approve of Clinton, or simply of words and images to which pollsters had already determined we'd react favorably? In other words, were we simply being manipulated?

Political consultants have been around forever, but they really began their rise to prominence in the 1970s, when politicians stopped calling them in six months before the election and just put them on staff full time. So politicians follow consultants, who feed them the results of polls taken of people who've been manipulated by images designed by other people who've taken polls to see what images will resonate - and these images are largely delivered by nine gigantic corporations. So we end up with a Congress that jumps through hoops held up by nine corporations motivated solely by profit. That's the America we live in.

A new poll just came out that said crime is the single most important concern for most Americans - this at a time when, for seven years, crime has been falling. That's a powerful divergence: our fear and anger and frustration regarding crime are going up while crime itself is going down. It makes no sense, unless you look at the role of the media. Because political consultants constantly poll people infected with Gerbner's mean-world syndrome, everyone in Congress is told, "Crime is the hot-button issue. Be harder on crime." Anyone who said, "You know, we can't continue to spend this kind of money on prisons," would get thrown out of office in a heartbeat.

Here's why: Because the cost of a national-level electoral campaign has gone from $300,000 to $10 million (much of that money going, by the way, to the nine gigantic media corporations), politicians are more beholden to big money than at any other time in our history. Any politician who wants access to that money is told, "Here are the ten hottest issues. If you're in line with the targeted electorate on those issues, you get the money. If not, you don't, because these corporations don't want to spend money to purchase access to someone who's not going to be elected." So because we've been brainwashed by the media to believe the world is a much more violent place than it actually is, even corporations with no vested interest in prisons will, as a rule, give their money only to someone who's hard on crime.

As a result of this setup, the U.S. went from having two hundred thousand to 2 million inmates in less than three decades: the largest prison expansion in the history of the world. And it's all come about as the result of the media trust's decision to boost ratings by exploiting sensationalized crime as a form of twisted entertainment.

Now, at last, we return to your original question about the sources of anger in rural America. Not only is rural America subject to the will of urban America, but it's not even the true will of urban America: it's a brainwashed will based on an illusion.

Jensen: I would say there's another level to this that has nothing to do with politics, but rather with corporate control of rural economies. A family farmer once said to me, "Cargill gives me two choices: either I cut my own throat, or they'll do it for me."

Dyer: You've got to love farmers. They go straight to the heart of the problem. And the heart of the problem is that a few corporations have monopolistic economic control of rural America. Without that control - if, for example, we had anything resembling a free market - the political control wouldn't matter. To gain political control, you have to have economic control.

Jensen: What are the numbers on corporate control of agriculture?

Dyer: In the beef-packing industry, Cargill, ConAgra, and Iowa Beef Packers control 80 percent of the total market. At the beginning of the farm crisis, the seven largest grain companies controlled 96 percent of all U.S. wheat exports, 95 percent of corn exports, 90 percent of oat exports, and 80 percent of sorghum exports. The numbers have only gotten worse since then. Some of these companies have been around for hundreds of years, and because they're family owned, they're not required to give out any information on how much they make or how much they're worth.

Every farming industry is dangerously concentrated. In Oklahoma, if you're a chicken farmer, Tyson Foods provides your propane, your building, and your baby chicks. You basically work for Tyson. At the end of the season, they come and truck the chickens to their plant and tell you how much they're going to pay you. Hog farming is quickly becoming like that. One farmer in Missouri told me that, just a decade ago, there were a dozen people to whom he could sell his pigs on any given day. Now there's one, fifty miles away, who tells him on what day he can come and dictates the price.

What does this consolidation mean for producers? Two years ago, farmers were getting thirty-five dollars per hundred pounds of pork - and they were already losing money then. Earlier this year, it was fifteen dollars per hundred. Does this mean that the price in the supermarket has gone down by more than half? Of course not. You saw maybe a 2ÿpercent drop in pork prices at the store. A giant processor - the only one in, say, a four-state area that buys that particular product - can dictate a price that's less than what it costs for the animal or crop to be raised. And the farmer still has to sell, because there's nowhere else to go.

In Idaho, ConAgra, the last time I checked, was paying less per hundred pounds of potatoes than it cost to raise them. The farmers' response has been not to sell, but ConAgra doesn't care; it just uses NAFTA to bring potatoes over from Canada, where the farmers can get a lousy price and still stay in business because they're subsidized. So ConAgra cheerily goes on making potato chips, all the while holding American farmers over a barrel.

Jensen: One might say, "So what? Buggy-whip makers went out of business when cars came in. Why can't farmers just get jobs in the city?"

Dyer: Because it's not just the loss of a job - it's the loss of an entire way of life. Rural America is a different culture. Farmers don't just say, "Damn, these corporations sure are making it hard for me to get by. I guess I'll take that factory job in the city." They don't want to go to the city; they want to hold on to the life they have.

Consequently, they continue to lose money every year while they can't afford to feed their children. Twenty-seven percent of all kids in rural America go to bed hungry every night - more than in the inner city. These farmers can't buy food; they can't make loan payments. Their stress level goes up and they start having heart attacks. And some of them - more than you'd imagine - kill themselves.

Five times as many farmers now die of suicide as die from equipment accidents - which, historically, have been the single biggest cause of unnatural death on the farm. And that's not even counting suicides made to look like accidents: if you're about to lose your farm and have life insurance, you can crawl into your combine, and your family might be able to keep the farm. Personally, I suspect there are more fraudulent accidents than straightforward gunshots to the head. So it could be that ten or fifteen times as many farmers die from suicide as die from accidents.

Jensen: You're talking about an extreme level of despair.

Dyer: As much time as I've spent with farmers going through foreclosures over the last decade, I don't even pretend to understand the anxiety they suffer. That's part of the problem of urban-rural relationships: we urbanites can see the despair, but we can't feel it. We can't fully grasp the feeling of "My great-granddad homesteaded this piece of land and fought to keep it. My granddad took it over from him and made it bigger and better. My dad took it over from him and did the same. And now he's given it to me, and I'm going to lose it."

Jensen: And not because you're a bad farmer.

Dyer: No, because of economics, consolidation, and the activities of the federal government. The farm crisis of the 1980s was a direct result of Federal Reserve Chairman Paul Volcker's fighting inflation so that rich people could save money. He consciously decided to tighten credit drastically. When other governors of the reserve board warned him that this path would precipitate a disastrous farm crisis, he responded, "That's the price you pay for letting inflation get out of hand."

It isn't the farmers' fault - they did everything they were told to do. When the secretary of agriculture told them, "Get big or get out," they got big. When he said, "Plant fence row to fence row; there's a global economy out there, and we need all the wheat we can get," they did. Farmers obeyed when they were told - by their bankers, by the government, and by their extension agents - "Go into as much debt as you can; buy more land." Then Volcker pulled the plug, and suddenly the farmer who'd borrowed $4 million to buy more farmland so he could plant more wheat was sitting on land worth only $700,000.

That would have been bad enough, but next the banks - in one of the most extraordinarily stupid actions in banking history - started calling in their loans, giving farmers ultimatums: "Pay back the $4 million immediately, or lose your farm." Obviously, no one had that sort of money, so the bank foreclosed on the farm and then, astonishingly enough, turned around and sold off that land for $700,000 to another farmer - or, more likely, to a giant corporation.

But the reason doesn't always matter; the important thing is that the farm went belly up. And when you lose the farm that belonged to your great-granddad and your granddad and your dad, and that was supposed to go to your kids, it's worse even than a death in the family, because on top of the emotional distress is a thick layer of guilt. You feel as though you murdered that farm; as though you murdered your children's future, your heritage, your connection to God, and your connection to history.

Imagine you go into a house in western Oklahoma and see a forty-year-old farmer with a shotgun sitting in his lap, empty bottles of Jack Daniels lying all around. He hasn't slept in days, hasn't bathed or shaved in weeks. There's food stuck in every nook and cranny. The wife and kids split a while ago. You can't look into those eyes and say, "Why didn't you just get another job?" It's not like that. Of course he would have gotten another job if that were all there was to it, but it's bigger than that, deeper than that.

I recently received a videotape made by rural psychologist Glen Wallace. It was an interview with a farmer named Jerry, who looked to be in his midthirties. He had red around his eyes, as if he hadn't slept. He'd lost his farm four years before, and he'd been going through counseling, doing everything he could to hang in there. He'd lost his wife; she couldn't take the stress, took the kids and left. The counselors followed Jerry around to his new job pumping propane, still in the same community. He said, "It was hard, but I realized I had to go on with my life." He had kind of a stammer. You could still hear the anxiety in his voice after four years. The tape was made to show an example of someone who was recovering, someone who was going to make it. After I watched the tape, I read the note Glen had put in the box with it. It said: "Unfortunately, we lost Jerry this week." After four years, he'd killed himself.

So what do you do? You can't just say, "You lost your farm; get over it." You have to look at retraining. You have to look at medicating some people. But obviously the best answer is to figure out a way to keep the five hundred family farms a week from going under in the first place.

Jensen: The farmers' unwillingness to get a factory job reminds me of a quote from Big Soldier, a nineteenth-century Indian: "I see and admire your manner of living. . . . You can do almost what you choose. You whites possess the power of subduing almost every animal to your use. You are surrounded by slaves. Everything about you is in chains, and you are slaves yourselves. I fear that if I should exchange my pursuits for yours, I, too, should become a slave."

Dyer: It's a terrible thing to be a slave to another person. But it's potentially a wonderful thing to belong to a piece of ground. Indigenous cultures understand that connection. And as an agrarian society, we once understood it. But within the last few generations, we've lost that connection. I'm forty-one. I didn't grow up on a farm, but my grandparents did. And my uncle had a ranch, where I went as a child. Even though I didn't see my time there as important, it did help me establish the connection: I knew where pigs came from, and milk and potatoes. Future generations won't have anywhere like that to visit. They'll be totally disconnected from the land. I once talked to a woman about the farm crisis, and she actually said to me, "I really would like to be concerned, but I don't get my food from the farmer anyway. I get it at the store."

Now we have generations of people who don't even drive from one big city to the next. Their understanding of rural America is that big flat area their plane flies over. And should they wonder what life is like down there, they figure it must be pretty good, because they've seen those TV commercials in which Archer Daniels Midland says it's "feeding the world."

Jensen: How does the conversion take place from despair to militant action?

Dyer: When I was researching Harvest of Rage, I was shocked to find out how universal the patterns are. Whether I was hanging out with the Freemen, or the Republic of Texas people, or some other group, there was a uniformity to their stories that I haven't seen anyone in the mainstream media address.

Jensen: Why is that?

Dyer: Probably because we're in the middle of an economic boom that's gone on for seven years, and to acknowledge the universal causes of rural despair would be to acknowledge the hollowness of the boom. Even though a good-sized portion of U.S. children are going hungry, these are still boom times for the audience the media are trying to reach.

But you were asking how despair turns to action. Filmmaker-activist Michael Moore has a great quote about this: "If you want to know where the Michigan Militia came from, they're the unemployed arm of the United Auto Workers." And that's true. If you begin to listen to militia members, you'll find that what moves them to action is depression from losing their farm, their house, their job, their wife and children. The problems are never just economic. The question is: How do you respond to not just the loss of your home and family, but the loss of your whole way of life, and of control over your life?

The answer depends a lot on your culture. If you're a farmer, the next step may be to put a gun to your head. Ranchers are a slightly different breed. They're more likely to turn their violent feelings outward. But the point here isn't the difference between ranchers and farmers; it's that once long-term, chronic depression has set in, only three things can happen: One, you can get help through counseling or the like. But because most people caught in an economic crisis don't have insurance, and because the government has been slashing budgets for rural counseling at the same time that it's been driving farmers off the land, that option doesn't exist for the vast majority. The next option is that you turn the anger inward, which means maybe you kill yourself or drive your family away (recognizing that violence against one's family is in some way internally directed). Or maybe you drink yourself to death, or do drugs, or otherwise escape. The last option is that you turn your anger outward, into some form of action. That can mean driving through the front window of a bank and shooting the guy who wouldn't give you a loan extension. But for most, it has meant turning to militant action. Quite often, I've found rural people's racism and hatred for the government to be symptoms of economic stress rather than a simple ideological difference.

Let's say I've lost everything, and I'm chronically depressed. My entire world has fallen apart. Then somebody knocks on my door and says, "I can help you. It's not your fault. Let me give you my support." Whoever extends that helping hand to me, I'm likely to be converted to their cause: If the Mormons knock, I might become a Mormon. If the Jehovah's Witnesses knock, I might become a Jehovah's Witness. And if it's the militia, I'll probably become a militia member.

If you go to a farm auction, time after time you'll see someone crying and putting his arm around the man who's losing his farm. Chances are, that will be a local John Bircher or a local militia member. He's there because he lost his farm, too, and he understands what that farmer is going through. He's saying, "It's not your fault, man. It's the government's fault. It's the evil Jewish conspiracy's fault. I love you, and you can come with me now and fight this battle. Here's another reason to live." What a message!

If someone were there for that farmer with another message - and that person would have to know and care about what the farmer was going through; it couldn't be just another urban type trying to manipulate the farmer - then the farmer might go in another direction. If a rural psychologist like Glen Wallace were there with his arm around him, then maybe the guy would make it out of his despair without joining the antigovernment ranks.

You also have to realize that it's the rare militia person who takes it all the way to a truck bomb. Most guys just put out a bunch of literature and get a little angry and eventually calm back down.

Jensen: So where is the Left through all this? Why is it a John Bircher with his arm around the farmer, and not an anticorporate activist?

Dyer: The Left is in the city, worried about urban blight or the environment. We on the Left have put on blinders, to the point where we aren't willing to reach out to middle-aged white men. Middle-aged white men are supposed to be the root of all evil. And I don't disagree with that notion in many ways: it's absolutely true that middle-aged white men are the root of most evil, because they occupy the positions of power. But there are 15 million poor middle-aged white men who have more in common with urban blacks and Hispanics than they do with the average CEO.

So there's no help from the Left because these rural men are villified as "rednecks" and "Bubbas." Besides, there are too many problems for people on the Left to worry about as it is - the last thing they need to take on is underprivileged white men. Can you imagine how hard it would be to raise money from wealthy liberals to help poor white males?

This attitude allows those of us on the Left to sidestep examination of our own bigotry, which is, I think, just as serious as that of the Right. The Left determines who is downtrodden, and often that determination is based on just as shallow a measure as those the Right uses to determine who is worthy. Another problem with the Left's attitude is that it ignores the potential for violence among white males, which is high. Finally, the Left is alienating a massive group of potential political allies. Twenty-four million whites are currently living in poverty.

The Left needs to realize that low-income whites, including farmers and others in rural America, are not and have never been the enemy.

When I first started cruising around talking to suicidal farmers, my friends would say, "My God, you're not going to Watonga looking like that, are you? They won't even serve you in restaurants there." In a sense, they were right to be concerned, because I had hair almost down to my butt and wore an earring. And there would be a sudden silence when I walked through the door of the local diner. But then I'd say, "I'm here to talk to so-and-so about how the banks are screwing him out of his farm," and instantly they'd say, "Hey, you want to come to my house for dinner?" and, "If you need a truck while you're here . . ." Once we had a common cause, our other differences didn't matter.

During my book tour, I went on TV shows like Good Morning America and Today. On one show, they introduced me as "Joel Dyer, who went undercover into the antigovernment movement." As soon as I came on, I said, "I never went undercover anywhere. I walked up and knocked on doors and said, 'I want to know what you think, and why you're angry,' and they told me." The TV people couldn't believe that somebody in an armed compound had let me in just like that. I said, "They're angry, and they want to tell someone why, but the only time a reporter ever shows up is to cover a shootout or ask stupid questions about how many guns they have. No one ever shows up to really talk to them, which involves listening."

I wasn't there because I agreed with them, but because I thought I understood why they were mad and wanted to know how they had reached their conclusions. I'd have arguments with men in the Christian Identity Movement, for instance, about the Bible. And they were much scarier than the more straightforward, political militia members. The Identity people believe that blacks and Jews don't have souls and aren't human. I told them I thought they were wrong. We talked about it. Nobody hit me. (They might have wanted to.) Of course their rhetoric is very offensive, but change will never come until we establish open lines of communication with them. You don't have to pretend to agree with them to talk to these people. They are perfectly open to dialogue, and the Left would find it shares many things in common with the non-racist militia groups. I've seen more than one militia leader reading Noam Chomsky.

One reason for the popularity of antigovernment groups - and also racist groups like the Christian Identity Movement - is that they provide scapegoats. When we're depressed and in trouble, scapegoating can sometimes save our lives. If we can somehow get the blame off ourselves, we're less likely to do ourselves harm - either through the slow suicide of drinking, or the fast suicide of a pistol.

Now, whom we're going to scapegoat depends a lot on who delivers that saving message to us when we're vulnerable. To me, the most obvious scapegoat - and one that doesn't require twisted interpretations of the Constitution or the Bible - is large corporations. Corporations technically aren't even scapegoats, since it's true that they are driving rural farmers out of business. Does this have anything to do with government? It has to do with decisions being made by government - trade agreements like NAFTA and GATT, for example - decisions made to benefit the big corporations that fund political campaigns. I look forward to the day when antigovernment groups become realistic and stop blaming this mess on some arcane Jewish conspiracy.

One of the healthiest developments I've seen in the last decade was when farmers blockaded rail lines in North Dakota and Montana last year. This protest was pulled off by guys who four years earlier were wearing fatigues and shooting at targets. Now they were putting their tractors across rail lines to stop trains from bringing in wheat that was undercutting theirs.

Jensen: Leaving aside the racists for the moment, what is it that most militant farmers want?

Dyer: I don't think they're greedy. They want to feed their families, keep their farms, work their land, and make a decent living - not a six-figure income, but enough to provide food and health care for their kids. If you give rural Americans that, they will be happy, because everything else stems from those basics. If the farmers and loggers and miners have that, then the guy who runs the corner store will have it, too. In my first book, I described a comparison done by Walter Goldschmidt of two towns in California: Dinuba and Arvin. Dinuba was surrounded by family farms, whereas Arvin was surrounded by a few very large, industrialized farms. In Dinuba, there were more businesses, better schools, less crime, more parks, less welfare, less violence, a better system of government, and a much smaller gap between rich and poor than in Arvin.

Jensen: What about those who resort to terrorism? What do you think they want?

Dyer: Some have gone mad and want revenge against those they think are to blame for their problems. Others want to be heard and believe violence is the only way to get their message out.

The Oklahoma City bombing was one of the most horrible things I've seen in my life, senseless and brutal. Yet some of the most militant of the antigovernment folks will tell you that it was "a success" because it accomplished its goal of bringing attention to Waco and Ruby Ridge, and of swaying public opinion. Polls show that the vast majority of Americans now believe the federal government was extremely out of line at Waco and Ruby Ridge.

Contrast that with Leonard Peltier. Everybody who's paid any attention to the Peltier case knows he was wrongfully convicted and that the government fabricated evidence. But most people in the U.S. don't even know who Peltier is, because the mainstream media haven't focused on him.

It's a fact that the Oklahoma City bombing made the media look more skeptically at the government's actions at Ruby Ridge and Waco. But then to claim, as some in the antigovernment movement have done, that the bombing was the only way to accomplish this - well, that's insane.

Jensen: What, in your opinion, is the potential for mass violence by militia groups?

Dyer: I don't think there will be mass violence. Most people in militias have never blown anything up and never will. But there is an element that is willing to put a gun to its head, that is willing to drive through a bank's front window and shoot the banker, that is willing to blow up a building in Oklahoma City or shoot an abortion doctor or blow up spectators at the Olympics.

There's a story pertaining to this that I used to end Harvest of Rage: In February 1998, Daniel Rudolph, the brother of Eric Rudolph (a fugitive wanted in connection with the bombings of an abortion clinic in Birmingham, gay bars in Atlanta, and the Olympic games), sent a videotaped message to the FBI. Rudolph turned on a video camera and focused it on a power saw. He then walked over to the whirling blade, laid his arm on the table, and proceeded to saw off his left hand at the wrist. Then he turned off the camera, mailed the videotape to the FBI, and drove himself to the hospital.

To me, Daniel Rudolph explained through his videotape something that I could never explain, and something that not even his brother could explain by blowing things up and killing people. The question he seemed to answer is: How dedicated am I? How committed am I? Zing. More committed than any of you people can ever be.

And he's right. Just as I can't imagine the anguish weighing on that farmer who's about to commit suicide, I can't imagine the anger going through the mind of someone who is willing to cut off his own hand. It's a level of commitment that you see in Afghanistan, Palestine, and elsewhere around the world. We're not used to seeing it here, but we're going to see more and more of it.

The people we should be frightened of aren't those guys who "secede" from the U.S., make up flags, and fly them in front of their houses, or who go on TV to say, "We're tired of the government." The ones we need to worry about are the ones we've never heard of, and the government's never heard of. We won't hear about them until something bad happens.

And the sad truth is, I don't think anyone will bother to take a hard look at the demise of rural America until more bad things happen.

Jensen: Are you saying it's like an addict who has to hit rock bottom before he or she can change?

Dyer: I'm saying that I don't think the forces that have the power to fix things will pay attention until they're compelled to do so. And we need ways other than violence to make them pay attention. As long as corporations determine who will be elected - and, subsequently, what legislation will be enacted - rural America will continue to race toward Third World status, our inner cities will continue to implode, and the gap between the rich and the poor will continue to widen.

This is nothing new. Serious social change generally does not come out of good intentions or concern. It comes out of fear on the part of the haves, and desperation, frustration, anger, and depression on the part of the have-nots. And it comes only when there are enough people who fit into the second category.

Until someone comes up with a plan for change that makes sense to rural Americans, they will continue to turn to strange conspiracy theories and weird schemes to get the government off their backs. The whole purpose of some of these - like the "common-law courts" and their strict, line-by-line interpretations of the Constitution - is to get people out from under the control of the federal government, and especially its taxes, which often represent the difference between feeding the family or not. These schemes can seem pretty bizarre and crazy, but the message to rural Americans (and, increasingly, to underemployed urbanites as well) is very attractive: You can live your life the way you always have, without some outsider - the government, the farm bureau, suburban environmentalists, the IRS - controlling you. Who could disagree with the attempt to reassert control over one's own destiny?

Jensen: If things are likely to get a lot worse before they get better, what can we do to try to help in the meantime?

Dyer: I think one of the most important things urban people can do is educate themselves about rural America. So many activists have never held a farm or factory job in a working-class community, so they don't really know what they're talking about when they talk of unions or agricultural issues. They don't know anything about these people's lives. And if you don't know anything about them, it's much harder for you to help them.

Jensen: It strikes me that one way we could help, on an individual level, would be simply to buy directly from farmers. For instance, I buy half a cow at a time from local ranchers. In doing so, I don't support factory farms, I get chemical-free beef from a cow raised on open pastures, it's much cheaper, and the local rancher makes more money.

Dyer: That raises some possibilities. There are certainly no laws against buying directly from growers - yet. It would be even better if we could get grocery stores to buy direct. But that isn't really possible, because if grocery chains started buying from local ranchers, Iowa Beef Packers or Cargill would either temporarily drop prices to drive the local ranchers back out of the stores, or threaten to pull other product lines if the grocers refused to play along. So, unfortunately, grocery stores don't have the option of investing heavily in local producers.

Jensen: How can we get them that option?

Dyer: By enforcing the existing antitrust laws.

Jensen: How do we make that happen?

Dyer: Considering that the media won't cover a story these days unless it's somewhat sensational, you could truck a hundred thousand pigs to Washington, D.C., and turn them loose on the streets while encircling the city with a tractor blockade. If you did something like that, the media would show up and stick a microphone in someone's face, and you might be able to get a message across that would resonate with people in the city.

Jensen: When do you see more open rebellion occurring?

Dyer: When the economy goes bust. And I'm afraid much of the energy will be focused against scapegoats. You go down to Alabama right now and ask people why they're in a militia or the KKK, and you'll find out it's because they've been told black people have taken all the good jobs, or that Mexicans are willing to work cheap.

Jensen: Which is crazy for many reasons, not the least of which is the pretty-much-open warfare that has been waged against blacks by the government. A convincing case can be made that prisons are simply concentration camps for black males.

Dyer: There's a chapter in my new book, The Perpetual Prison Machine, called "Pulling the Plug," in which I get to say what's wrong with the prison system, the media, and rural America. It was a hard chapter to write because my inclination is to point the finger at easy targets like politicians and corporations. But they're only the manifestations of the real problem: they are simply operating on a misguided reward system that you and I have established for them. Management theorist Stephen Kerr talks about "hoping for A while rewarding B." This is exactly what we do.

All organisms will do what they're rewarded for doing. And we've established systems that reward the very behavior we say we're trying to discourage, and don't reward the behavior we say we prefer. Perfect example: politicians. We say we want them to speak substantively about the issues. We want people in office who will "tell us the hard facts." Yet every time someone speaking the truth runs against someone who just spouts the usual rhetoric - "I stand for a proud America, and I'll punish bad people more harshly than the other guy" - we turn around and vote for the guy with the rhetoric. It's the same with corporations. We say we want them to act responsibly, but every time a company lays off U.S. workers in favor of Third World labor, we rush to buy its stock.

Until we're willing to change the reward systems, we'll get what we deserve. And I suspect that we won't bother to change those systems until things turn violent. If we were smart, we'd change them right now. It's within our power. But it's inconvenient.

For example, I'm tired of the fact that every product I pick up is made in China. I have a problem with that - not just because of slave labor, but because so many people in the U.S. don't have decent-paying manufacturing jobs. But you know what? I don't search for the product that's not made in China. I'm not willing to pay more for the item not made in China. And until I'm willing to do that, every single time, nothing's going to change. Until there are thousands, and tens of thousands, and millions of people doing it, things won't change.

Again, I hate Wal-Mart. But how can I tell people to boycott Wal-Mart because it puts local stores out of business? The people shopping there are only trying to find cheap diapers, and they may have just gotten laid off themselves, or maybe they're working two part-time, minimum-wage jobs and haven't had health care since 1982.

Jensen: In some ways, you're a fool if you pay two bucks for something you can buy for a buck elsewhere.

Dyer: But by saving yourself a buck, you hurt another community somewhere else. The factory is now in Guatemala, where the workers are paid slave wages, and some of the workers in the U.S. who lost their factory jobs so you could save a dollar are now sitting around making lists of people to shoot.

To return to your question of when I think things will start to change: I believe that when the entire country starts to go to hell in a handbasket, you'll see some reforms. But not until then. That's what happened in the Great Depression: Roosevelt wasn't enlightened - he was terrified.

Jensen: He was trying to stop a revolution.

Dyer: Historian Howard Zinn is exactly right when he says that the Depression could have brought down the government if the New Deal hadn't been put into place. Well, another New Deal won't happen right now because there are still too many people doing too well from the stock-market boom. But when the market collapses and takes with it the money of the schoolteachers and social workers and garbage collectors who've jumped in, tempted by the ungodly profits of the last few years, many more people will be feeling the harsh realities now felt by the poor, minorities, and farmers.

Click