PaRCha - JNU - All Organisations - 2013 ID-56083
.
Mode in Argentina in 1968, The H..our of the Furnaces is the film .
that established the paradigm of revolutionary activist cinema. .
It combines new and old film footage to explain the history of .
Argentina and the wave of revolutionary fervor that swept .
many countries in Latin America. From the Spanish invaders to Join the Scteening ofthe Epic Gtounqbteqki~iDc:cu.ment4ty film modern military concerns financed by foreign powers, this film master piece examines radsm, social upheaval, nativeby Fern4nqo E. Solan4s & Od4vil Getino T -·-~-massacres, privatization of resources and education and.
..,...~ .
precarious political situations that could change in the wake of revolutionary rebellion..
The Hour of the Furnaces .
AI~F I fFI I 0~11 I KN~ I ~tr11nniP. ( ommittP.P. I TNM I IID~F .
With the tightening tentacles of the recolonization policies of liberalization-privatization-globalization (LPG) on the Indian economy a!'d polity, one can notice an increasing number of assaults on the resources and hard won rights of the working people and the toiling masses in this country. In order to satiate the greed of global as well as domestic capital our hills, rivers, forests and lands are being sold at a pittance to several multinational corporations. The latest additio11. to the list of what the ruling classes consider as saleable commodities are our minds. With a plethora of bills-and key policy changes in the pipeline, the ruling classes are all set to systemically destroy the existing public university system as well as allowing unbridled access to private corporations in the field of higher education. But, any such drastic policies the government knows very well is going to lead to widespread opposition and protests from -the students and specially from the organized students' movement. In consonance with the directives of ~ the World Bank to _minimise the possible resistance against the implementation of the policies of LPG. the latest .
strategy adopted by the ruling classes is a phased approach of implementing policies in instalments and always striking .
at the fault-lines ofthe-1-esistance by co-opting certain sections while isolating the other~:. Jt.is i~ this context that one .
needs to place the draconian Lyngdoh Committ~e Recommendations (LCR) and 1Qok at its effects on progressive .
students' movements and the larger implications in terms of privatization of education. -.
How and whom exactly within the students do the ruling classes co-opt, and whom do they attempt to isolate .
through LCR? A students' ·movement that raises its voice against the privatization of education, that struggles .
uncompromisingly against polices of fee-hikes and fund-cuts and a students' movement that links itself with the various .
people's movements of the country is not acceptable for Lyngdoh. When LCR says that students should be nationalist-.
integrationist, can a students' movement under the diktats of Lyngdoh speak out against the policies of minority-witch-.
hunting and state terror done ostensibly under the garb of 'national security'. Some can feel that the claims made .
against Lyngdoh are exaggerated for after all isn't the JNUSU elected under Lyngdoh speaking out against all these .
measures. But what goes missing in such reflections is the fact that LCR is a slow poison meant to gradually corrode .
the effective strength of our students' movement through de-politicization (or in other words, right wing politicization). .
When an extremely large section is debarred from contesting elections on the bogus plea that he has crossed a certain .
age or has contested earlier and when one notices the falling percentage of turn outs in elections, these are all .
~nd1cators of the process of depoht:CIZ3hon 'hh1ch ~~bound to only 1ncrease wrth every passing year under LCR. JNUSU .
might have been speaking out against the policies of fund-cuts but was unable since the imposition of LCR. to fight iis .
concrete manifestations, such as increasing the MCM to 3000 for the last three consecutive tenures. We in JNu-pride .
ourselves on the fact that in spite of several political-ideological differences, the students' movement has ensured .
freedom of expression to all as a result of our long and protracted struggles. But for the first time in the history of JNU, .
we were witness to a student being s.how caused by the administration (through the GRC) during the presidential .
debate last year only because he mentioned the word 'beef in his campaign. The administrative interference in the .
students' politics is at its _hi~hest since the imposition of LCR, and the only way to fight it is to outrightly reject Lyngdoh. .
Lyngdoh· reminds one of the 'Good Conduct Bond' that the Maruti management forced the struggling workers .
in Manesar to sign when they raised their banner of revolt against the exploitative working conditions and .
their right to unionize. At a time when 'good conduct' in the form of Lyngdoh is synonymous with compliance to .
policies of-LPG, to state terror, to not raising our voice agatnst minority-witch-hunting or atrocities on dalits and women .
and to not confronting the communal-fascist forces, the students of this campus must decide whether they would let the .
sword of Lyngdoh hang over our necks any longer. For the last two consecutive tenures, forces in the union such as .
AISA and SFI have only blatantly violated the mandate and betrayed the struggle against ~LCR. It is now up to the .
students to come together and unitedly rebuild the struggle ~gainst Lyng<;foh _and p~ivat!?ation. From the great students .
upsurge across the world in the mid 1960s against imperialism to the present occupy ·university movements opposing .
funds cuts -there has been a glorious & unbroken history of resistance by the students and youth for us to draw .
inspiration from for our awn struggles. It is in this spirit that the Joint Front invites the student community for the screening .
of tt:le epic bafin AmeriGan documentary The Hous: ef fhe Eurnaces' .
tonight afKV Grounds at 9:30pm. .
_..,.. _ .
-.
.
PaRCha - JNU - All Organisations - 2013 ID-56083
.
Mode in Argentina in 1968, The H..our of the Furnaces is the film .
that established the paradigm of revolutionary activist cinema. .
It combines new and old film footage to explain the history of .
Argentina and the wave of revolutionary fervor that swept .
many countries in Latin America. From the Spanish invaders to Join the Scteening ofthe Epic Gtounqbteqki~iDc:cu.ment4ty film modern military concerns financed by foreign powers, this film master piece examines radsm, social upheaval, nativeby Fern4nqo E. Solan4s & Od4vil Getino T -·-~-massacres, privatization of resources and education and.
..,...~ .
precarious political situations that could change in the wake of revolutionary rebellion..
The Hour of the Furnaces .
AI~F I fFI I 0~11 I KN~ I ~tr11nniP. ( ommittP.P. I TNM I IID~F .
With the tightening tentacles of the recolonization policies of liberalization-privatization-globalization (LPG) on the Indian economy a!'d polity, one can notice an increasing number of assaults on the resources and hard won rights of the working people and the toiling masses in this country. In order to satiate the greed of global as well as domestic capital our hills, rivers, forests and lands are being sold at a pittance to several multinational corporations. The latest additio11. to the list of what the ruling classes consider as saleable commodities are our minds. With a plethora of bills-and key policy changes in the pipeline, the ruling classes are all set to systemically destroy the existing public university system as well as allowing unbridled access to private corporations in the field of higher education. But, any such drastic policies the government knows very well is going to lead to widespread opposition and protests from -the students and specially from the organized students' movement. In consonance with the directives of ~ the World Bank to _minimise the possible resistance against the implementation of the policies of LPG. the latest .
strategy adopted by the ruling classes is a phased approach of implementing policies in instalments and always striking .
at the fault-lines ofthe-1-esistance by co-opting certain sections while isolating the other~:. Jt.is i~ this context that one .
needs to place the draconian Lyngdoh Committ~e Recommendations (LCR) and 1Qok at its effects on progressive .
students' movements and the larger implications in terms of privatization of education. -.
How and whom exactly within the students do the ruling classes co-opt, and whom do they attempt to isolate .
through LCR? A students' ·movement that raises its voice against the privatization of education, that struggles .
uncompromisingly against polices of fee-hikes and fund-cuts and a students' movement that links itself with the various .
people's movements of the country is not acceptable for Lyngdoh. When LCR says that students should be nationalist-.
integrationist, can a students' movement under the diktats of Lyngdoh speak out against the policies of minority-witch-.
hunting and state terror done ostensibly under the garb of 'national security'. Some can feel that the claims made .
against Lyngdoh are exaggerated for after all isn't the JNUSU elected under Lyngdoh speaking out against all these .
measures. But what goes missing in such reflections is the fact that LCR is a slow poison meant to gradually corrode .
the effective strength of our students' movement through de-politicization (or in other words, right wing politicization). .
When an extremely large section is debarred from contesting elections on the bogus plea that he has crossed a certain .
age or has contested earlier and when one notices the falling percentage of turn outs in elections, these are all .
~nd1cators of the process of depoht:CIZ3hon 'hh1ch ~~bound to only 1ncrease wrth every passing year under LCR. JNUSU .
might have been speaking out against the policies of fund-cuts but was unable since the imposition of LCR. to fight iis .
concrete manifestations, such as increasing the MCM to 3000 for the last three consecutive tenures. We in JNu-pride .
ourselves on the fact that in spite of several political-ideological differences, the students' movement has ensured .
freedom of expression to all as a result of our long and protracted struggles. But for the first time in the history of JNU, .
we were witness to a student being s.how caused by the administration (through the GRC) during the presidential .
debate last year only because he mentioned the word 'beef in his campaign. The administrative interference in the .
students' politics is at its _hi~hest since the imposition of LCR, and the only way to fight it is to outrightly reject Lyngdoh. .
Lyngdoh· reminds one of the 'Good Conduct Bond' that the Maruti management forced the struggling workers .
in Manesar to sign when they raised their banner of revolt against the exploitative working conditions and .
their right to unionize. At a time when 'good conduct' in the form of Lyngdoh is synonymous with compliance to .
policies of-LPG, to state terror, to not raising our voice agatnst minority-witch-hunting or atrocities on dalits and women .
and to not confronting the communal-fascist forces, the students of this campus must decide whether they would let the .
sword of Lyngdoh hang over our necks any longer. For the last two consecutive tenures, forces in the union such as .
AISA and SFI have only blatantly violated the mandate and betrayed the struggle against ~LCR. It is now up to the .
students to come together and unitedly rebuild the struggle ~gainst Lyng<;foh _and p~ivat!?ation. From the great students .
upsurge across the world in the mid 1960s against imperialism to the present occupy ·university movements opposing .
funds cuts -there has been a glorious & unbroken history of resistance by the students and youth for us to draw .
inspiration from for our awn struggles. It is in this spirit that the Joint Front invites the student community for the screening .
of tt:le epic bafin AmeriGan documentary The Hous: ef fhe Eurnaces' .
tonight afKV Grounds at 9:30pm. .
_..,.. _ .
-.
.