From: S Webb (sfwebb@usa.net)
Date: Sat Apr 20 2002 - 09:46:57 EDT
Is your school on this list? Mine is-- What do
we have in common? See below.
Alma College
American
Bard College
Bates College
Boston U
Brown U
Carnegie Mellon
Central Michigan U
Clark U
College of St. Benedict
Cornell U
Depauw U
Duke U
Florida State U
Fordham U
George Washington University
Georgetown University
Georgia State U
Grinnell College
Harvard U
Holy Cross College
Indiana U
James Madison U
Kenyon College
Lawrence University
Lafayette College
Lehigh University
Manchester College
Miami U of Ohio
Michigan State U
Middlebury College
Montclair State
Moravian College
Mt. Holyoke
New Mexico State
New York U
Notre Dame U
Northeastern U
Northern Arizona
Occidental College
Ohio State U
Pitzer College
Purdue U
Rice U
San Diego State U.
San Jose State U.
St. John+IBk-s U
St. Joseph+IBk-s University
St. Mary+IBk-s
St. Olaf
Seattle U
Susquehanna U
Transylvania U
Trinity University
Tulane U
U of Akron
U of Buffalo
U of Connecticut
U of Delaware
U of Illinois +IBM Chicago
U of Iowa
U of Kentucky
University of Maine (Orono)
U of Michigan +IBM Ann Arbor
U of Minnesota
U of Missouri +IBM Columbia
U of North Carolina +IBM Chapel Hill
U of Northern Iowa
U of Pennsylvania
U of Pittsburgh
U. of San Francisco
U of Southern Maine
U of Tennessee +IBM Knoxville
U of Virginia
U of Wisconsin +IBM Madison
U of Wisconsin +IBM Steven+IBk-s Point
Vassar
Villanova
Virginia Tech
Washington and Lee
Wesleyan U
Western Michigan U
West Virginia University
Wheeling Jesuit U
Yale U
If your school is on this list, it means you are one of the
USAS affiliates that has not yet voted for WRC rep. C'mon!
Get out and vote! Details below.
Here is how the voting process works: each USAS affiliate group should
review the applications below. Then, each USAS
affiliate group should appoint two liaisons to communicate the group's
votes. Each liaison votes for two candidates, as
determined democratically by his or her USAS group.
Your group's liaisons can vote anytime between today, Wednesday, April 10
through Monday, April 22.
Some details on the voting process:
It is perfectly fine for a group's two liaisons to vote for the same two
candidates, or for none of the same candidates, or for some of the same
candidates. The same liaison can act as both liaisons for your group, but
the liaison must indicate so during voting.
No single liaison can vote for an applicant more than once, unless the same
liaison is acting as both liaisons for the group, in which case s/he can
vote for an applicant at most twice.
It is permissible to vote for an applicant who is in your USAS group.
Obviously, applicants cannot be a liaison.
Just to be clear: the liaison should vote the group's preference, not
necessarily his or her own preference. The group's preference should be
determined by circulating the applications over e-mail, bringing paper
copies to this week's meeting, discussing the applications in an open forum,
and whatever other democratic methods you can come up with. Please remember
it important to create diversity of regions, gender, race, small schools vs.
large schools, sexual preference, socio economic background, etc.
The winners of the election will be the top two vote getters.
Liaisons should e-mail their group's votes to:
EMAIL: wrc_elections@y...
Your liaisons can also telephone in their votes, to the USAS office
(202-NO-SWEAT). It is OK to leave your votes on the voice mail of the USAS
office.-- just remember to identify yourself, the group for whom you are the
liaison, and clearly name the two applicants for whom your group is voting.
Here is a list of the 7 applicants, in alphabetical order. For your
convenience, each applicant has written a short paragraph that sums up their
application, which are located before the actual applications. Their
applications are pasted below:
Matt Aber-Towns, Grand Valley State University
Audrey Avila, Loyola University of Chicago
Leah Bry, Grinnell College
Gabe Katsh, Harvard University
Ginny Leavall, Georgetown University
Mary Nagle, Georgetown University
James Nussbaumer, University of Southern California
Nancy Steffan, Indiana University
Please look over their applications carefully- they are all good candidates.
When your USAS group reviews their
applications, please keep in mind that in addition to striving for diversity
in the areas of race, class, LGBTQ, and gender, USAS also strives for
diversity of region and school size in its representation on the WRC board.
Information on the region and size of each applicant's school is included
below for your consideration.
If you have any questions about the voting process, please don't hesitate to
contact us at wrc_elections@y...
PARAGRAPHS
MATT ABER-TOWNS, GRAND VALLEY STATE in MI
My involvement with the WRC is pretty extensive primarily working only at
the local level with USAS. I feel I have a firm grasp of USAS and the WRC. I
will bring perspective of a non-licensing school with needs that are unlike
those of type A and B licensing schools. I know I will do a good job because
I am a self-starter and have a passion for doing this line of work. Please
look over all of the applications very carefully and make the right decision
for USAS as well as your local group and school.
AUDREY AVILA, LOYOLA UNIVERSITY OF CHICAGO
I+IBk-m from Chicago, I+IBk-m bi-racial, and I+IBk-m a woman. This says a lot about
me.
I think being half-Mexican and half-euro-mut mix gives me a unique and open
perspective on life. I can empathize with the person of color and the
distraught white kid+IBQ-while never truly understanding either. It+IBk-s taught
me
to take in all sides and to be objective. I am open to all races, colors,
creeds, etc. I+IBk-ve really just recently become involved with the student
sweatshop movement; however, I have been an activist all my life. I+IBk-ve
always had a vague awareness that things in the world just don+IBk-t always seem
fair. I just couldn+IBk-t put all the pieces of the puzzle together until I got
to Loyola. I+IBk-ve become active in activist work through race-related issues
before sweatshops. I+IBk-ve always been very aware of different races and since
I was little I was enthralled with the work of Martin Luther King jr. and
Cesar Chavez. I do not think I realized the depth of injustice, poverty, and
oppression in the world though. Every day I learn more about the structures
of oppression, etc. I think the student sweatshop movement is incredible.
The students I have met through conferences and protests have really
inspired me. We may lack money, logistical training, etc, however, we have
passion, intelligence, and energy to truly make a difference. I do find it
frustrating, however, that I sometimes find myself feeling disconnected from
the workers who I am fighting with-- that we are working in solidarity with
abstract faraway factories and people. I+IBk-m trying more and more to try and
put names to faces and experiences to campaigns. I want concrete experience
with the abstract people that I fight in solidarity with. I+IBk-m interested in
furthering the link between workers, corporations, and students.
LEAH BRY, GRINNELL COLLEGE in Iowa
My name is Leah Bry, and I+IBk-m a member of the Grinnell College USAS branch.
My father was a public defender for 10 years, and I+IBk-ve grown up concerned
about fundamental rights and advocacy for those who have no voice or
representation. This concern has generated and guides my passion for
activism at college. I+IBk-m interested in the workings of the WRC at its most
basic level because I see it as a unique organization in the movement for
worker+IBk-s rights worldwide with an unprecedented structure and philosophy for
supporting worker advocacy and organizing while influencing US corporations
from a consumer and activist perspective.
GABRIAL KATSH, HARVARD UNIVERSITY
I have been involved in anti-sweatshop work since I first came to college.
Working with local labor organizations and my campus anti-sweatshop group
has been an important part of my college career, as well as an unparalleled
educational experience that beats anything I have learned in the classroom.
The more I meet with people from USAS chapters around the country, and the
more I hear about the vital work that USAS and the WRC are doing in fighting
for workers' rights, the more I hope to gain the opportunity to expand my
involvement in the anti-sweatshop movement beyond my campus.
GINNY LEAVALL, GEORGETOWN UNIVERSITY
I want more than anything to start working here with the students around me
who don't know about sweatshops or don't know that it is an issue that
concerns them. I'm passionate about this issue and want very much to work
from a position that can teach me more about the WRC and collegiate
licensing. It's exciting for me to work creatively to raise awareness among
students and get them more involved. There are so many students who just
haven't been exposed to sweatshop issues or realize that they are
contributing to the problem, and only need a little exposure to the facts.
Working on these issues inspires and makes me happy, and I hope to continue
in this vein of activism in any manner possible, whether on the WRC board on
my own campus.
MARY NAGLE, GEORGETOWN UNIVERSITY
I am very active in our campus's student labor activist group, known as
Georgetown Solidarity. I have participated in things such as conference
calls with USAS, educational activities concerning the issue of New Era,
efforts to remove Mt Olive pickles from our student-run grocery
store--basically I help out/work on all the issues our Solidarity group
works on. Specifically, I concentrate my effort on the LOC (our Licensing
Oversight Committee). I was on the special subcommittee that wrote our
letter to New Era concerning our dropped contract, and I was also on the
subcommittee that reviewed their huge response. Now, I am working on the
issue of a Living Wage for all workers here at Georgetown.
JAMES NUSSBAUMER, UNIVERSITY OF SOUTHERN CALIFORNIA
I have been involved with USAS work for three years. Although my university
is not yet a member of the WRC, it is surely not due to lack of trying. I
am interested in being a WRC representative because I believe I have a lot
to contribute to the national dialogue. I am eager to broaden my outlook
and help assist what is CLEARLY THE MOST PROMISING DEVELOPMENT IN THE
STUDENT CAMPAIGN TO IMPROVE WORKING CONDITIONS IN THE GLOBAL APPAREL
INDUSTRY. Having been to Kukdong and played a role in that campaign, I have
witnessed the power of the WRC firsthand. Acting as a representative would be
an exciting honor and opportunity to help build this power and ensure other
such successes around the world.
NANCY STEFFAN, INDIANA UNIVERSITY
I have been involved with No Sweat (IU`s USAS affiliate) for the past 2
years. I have also been involved with USAS on the regional level as a
regional organizer and was very involved nationally on the Kukdong campaign.
This semester I have been studying abroad in Central America with a
program focused on movements for social change, which has given me new
insights into the lives of people in a different part of the world and new
inspiration to work in solidarity with the people I have met. I know that
the success of the WRC model is based on strong USAS participation at the
university level, and as a governing board representative I would be
commited to representing USAS and serving as a resource to student groups so
that we can effectively support the struggles of workers making our licensed
apparel.
FULL VERSIONS OF APPLICATIONS
Name: Matt Aber-Towns
School: Grand Valley State University (Michigan, Midwest)
Year: Junior
Licensing/non licensing school: Non-licensing
Size of student body at your school: 15,000 Undergraduate, 5,000 graduate
Any languages spoken
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level (less than 100 words please)?
For the last 4 months I have been in charge of gathering factory location
information for those goods purchased by our University Bookstore. Prior to
that I co-founded our USAS chapter in the Fall of 2000 and ran, with fellow
runners, a WRC campaign. We won in April
of 2001. I also attended, as an observer, the University Caucus meeting last
May.
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role?
The sure-fire and efficient way of communicating is through email, but damn
am I tired of it! Not everyone feels comfortable sharing ideas over
listserves. And this is probably in some respects a good thing, otherwise it
would be atrocious to try to read through all of them. Nevertheless, no one
can share ideas unless somehow information is available to formulate ideas
from. I plan to use email to keep regular up-to-date information flowing
from the WRC to students. I know, from my experience of trying to figure out
what is going on (for the sake of keeping allies on campus informed), that
it can be frustrating not knowing, or at the very least embarrassing.
Furthermore, it builds strength at the local level when, not only is there
regular up to date information, but as well critical thought in regards to
the WRC, its relation to Workers, and Students relations to workers through
the WRC and/or the ISC. For this, I plan to make phone calls to my
constituents (I can do my own fundraising to cover the costs as well) and
ask as well as answer any relevant questions they may have and be sure that
if were not on the same page, were at least working towards it. One of my
largest frustrations has been that the WRC staff is more accessible to speak
with than the WRC board reps. That largely is because they, and not the WRC
board reps have been perceived, by myself, as more knowledgeable. However, I
know longer think this is the case, or at least should never be. I+IBk-d like to
take a little work off of their shoulders, but letting my constituents know
that I can be held accountable for answering any of their questions, and if
not, I+IBk-ll find out the answers. That+IBk-s how at least I see representing
USASers.
Representing workers is ensuring USAS knows the dynamics of workers
struggles (I have faith in my experience with USAS that the individuals
involved are not guided by their own strong idealogue separate from the
workers, but rather work in tandem with workers struggles). Outside of this
I think the individuals that have been doing great work with the
International Solidarity Committee would be a great help in formulating
exactly what workers are calling on usas to do.
3) How would you describe the WRC+ALk-s relationship to universities? To
corporations?
The WRCs relationship to Universities is to keep them regularly informed on
the progress of the WRC and to disseminate reports. It also I hope is to
make University Administrators feel empowered. Not only to change conditions
(and perhaps even reach the level of consciousness USASers have to where
they work for the workers), but also to feel empowered within the WRC. From
my experience, it alone isn+IBk-t and/or cannot do this, as represented in my
administrations void of attending University Caucus meetings. (again, I
think the students have to do this).
There+IBk-s talk that the WRC is exclusionary, even an advocacy organization
that Universities shouldn+IBk-t join for the reason that corporations are not
sitting on its governing board. That is a ridiculous claim! No organization
that is attempting to change the working conditions that benefit
corporations can allow for those corporations to sit on its board. It only
benefits corporations to correct these conditions when there is an impact to
their image as local corporations serving communities and, predominantly US,
consumers. Furthermore, it would undermine the validity of reports,
something I would hope Academia holds to be important. However, we should
also realize that the WRC is focused on making point-to-point changes in
conditions in the hopes that the whole industry will become revolutionized.
For this, the WRC needs Corporations to comply with requests, which
ultimately means there has to be communication.
4) What do you see as the WRC+ALk-s relationship to workers in producing
countries? (150 words)
I+IBk-d like to think that the WRC can stay credible and directly work with
workers to change their conditions. But I feel this unfortunately is not the
current situation. Universities want reports they can feel are done with the
utmost professionalism. And frankly, that+IBk-s exactly what they are getting
and that has really struck administrators as a great thing. I think the last
reports done by the WRC show a great balance between advocacy
(recommendations for immediate action by affiliate universities) and concise
and thoughtful research that is done in conjunction with worker-allies
organizations.
5) What skills can you contribute as a USAS WRC representative? (150 words)
What I have yet to say is that I am also in GVSUs Student Senate. It may
seem odd to mention, but I think the formalitiness (in my informal language)
has provided me speaking skills as well as the ability to constructively
deal with differing opinions. Outside of that, I think I have developed a
great method of keeping track of information and progress through both
on-campus activism and my work gathering factory location information from
the many corporations GVSU is in business with. Fluent in Excel, word,
internet, power-point, and talking on the phone.
6) Is there anything else that you would like to add?
I honestly was not going to run for this position, not because I don+IBk-t want
to do the work, but because of other time commitments. I will be, hopefully,
in Jamaica from February 4thish Mid-April of 2003. Nevertheless, in talking
with current WRC-reps I feel that I will have the time and capability of
fulfilling my role. First and foremost, this position will be top priority,
after school, eating, occasional sleep, friends and family.
Name: Audrey Avila
School: Loyola University Chicago
Year: Sophomore
Email: audreyavila@h...
Licensing/non licensing school: Licensing
Size of student body at your school: 7,411 undergraduate
Any languages spoken: Some espanol
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level? (150 words)
Last year I assisted in generating cause consciousness for the Kukdong
campaign here at Loyola as well as in Chicago. Through Kukdong I was able to
see how the WRC works, by reading their reports, receiving updates, etc. I
saw the link between the WRC, the workers, and the students. I, also, helped
in organizing and participating in the Chicago Niketown
protests/leafleting/etc. I, also, helped with the planning of the national
conference, which was held at Loyola. Assisting with the national conference
was an incredible experience. I learned a lot about dealing with
administration, students, contracts, local businesses, raising money, etc. I
attended the Midwest conference this year and last year. This year, I have
been involved with local labor issues, such as the Carousel
Linens+IBQ-predominantly Latina workers who are on strike. I have also helped
organize a sweatshop fashion show and spoke at high schools about LSAS. We
are also working on bringing all Fair Trade coffee to Loyola+IBQ we+IBk-re almost
there!
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role? (200 words)
The shift in USAS ideology over the past few years from merely helping the
poor helpless workers to instead working in solidarity with the workers is
extremely important. If I were to advocate for the rights of workers, I want
to represent them accurately+IBQ-as human beings and not victims, but autonomous
individuals. I want to get the facts straight and represent stories and
interests correctly. Also, the link between these workers and students is
essential. Receiving concrete and accurate information is important for
students to effectively spread cause consciousness with legitimacy. The
effective mobilization of USAS chapters for the Kukdong campaign was because
of the direct link from the Kukdong workers to college campuses. Thus one
must not jump to conclusions and spread hasty misleading information to
students, for this would have disastrous result for student legitimacy. One
must keep an open mind, open heart, and create an open dialogue, while also
remaining pragmatic, rational, and reasonable in decision making. I would
try and maintain contact between schools, through emails, updates, phone
calls, etc. Also, we must remember to reach out through mass emails from
students from other schools, as well as letters from university presidents
to those schools who are starting WRC campaigns at their campuses or that
are in the midst of campaigns.
3) How would you describe the WRC+IBk-s relationship to universities? To
corporations? (150 words)
The University should provide the WRC with full disclosure of the factories
that produce their merchandize. The WRC then works with the University to
develop a code of conduct. With my experience through Loyola, we developed a
code of conduct that strongly resembles the WRC+IBk-s in addition to our added
insights. We worked with administration, students, as well as outside
lawyers and WRC models. University officials, as I understand, also sit on
the WRC governing board along with students and representatives from human
rights groups. The relationship between the WRC and the University seems
critical. The very existence of the WRC was because students wanted a more
legitimate monitoring group to investigate where their college apparel was
being produced. The WRC works as a watchdog for corporations by making sure
that they are abiding by certain fair labor standards, such as fair
treatment of workers, fair wages, legitimate health and safety standards,
etc. The WRC prides itself with operating independently of the apparel
industry, however, still recognizing that they must work with corporations
to encourage improvements in factories. The WRC appears to strive to be
objective and critical of corporations.
4) What do you see as the WRC+IBk-s relationship to workers in producing
countries? (150 words)
The WRC, while maintaining objectivity, should listen to the workers+IBk
experiences and give them a voice, whether that voice brings to light the
positive aspects of the factory or the negative aspects. The WRC does not
want to give a slanted view of working conditions, however, workers have
been a marginalized group that is consistently ignored. The WRC should
insure that the basic rights of workers are being respected. The WRC should
continually strive to improve conditions and educate the workers to what
their rights are without being overbearing or intrusive. The WRC should take
the workers+IBk demands and put pressure on the factories and corporations to
improve their conditions+IBQ-not to simply drop the factory and move to another
country. The WRC should work to make the workers feel safe and feel that
they have someone advocating for their side. What WRC works to empower
workers!
5) What skills can you contribute as a USAS WRC representative? (150 words)
I enjoy listening to others and try to look at all sides of each problem or
issue. I try and budget my time efficiently and enjoy getting things done on
schedule. I am open and flexible, but also enjoy structure. I can get along
with almost anyone; however, I am quite shy at first. I also have passion
and energy for this issue. I have a pretty thorough understanding of the
structure of USAS and the WRC. I have experience with working on
campaigns+IBQ-contacting other schools, recruiting new members, working on
flyers, passing out flyers, putting on presentations, working with
administration, etc. I may by shy in small group settings; however, I am
very comfortable with giving planned presentations, speeches, etc. I also am
a very artistic person. I write poetry, draw, and have experience with
theatre.
Name: Leah Bry
School: Grinnell College
Year: Current Sophomore, will graduate 2004
Email: bry@g...
Licensing/non licensing school: non-licensing
Size of student body at your school: 1400
Any languages spoken: English and Spanish
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level?
I have taken an active role in our campus Students Against Sweatshops group
for both of my years at Grinnell, serving as the group+IBk-s only representative
on the school+IBk-s committee to decide whether or not to join the WRC. Though I
haven+IBk-t participated at the national level beyond attending last year+IBk-s
Midwest conference (Bringin+IBk Down the Man, Midwest Style) and networking
with other Midwest groups for support and advice, I+IBk-m interested in the
workings of the WRC at its most basic level because I see it as a unique
organization in the movement for worker+IBk-s rights worldwide with an
unprecedented structure and philosophy for supporting worker advocacy and
organizing while influencing US corporations from a consumer and activist
perspective.
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role?
As always, using the internet to network and communicate with other USAS
members is an invaluable resource. In addition to list-serves, I find that
actually speaking with other activists is the best way to maintain fun and
effective connections and best exchange information. I+IBk-d like to propose a
specific phone tree for the exchange of big news. Linking schools that are
close enough in proximity to allow USAS-ers to network with their neighbors
as well as just talk through e-mail and on the phone would help foster
inter-group communication and personal connections. I+IBk-m sure that with
USAS+IBk-s extensive network of schools we could create an effective and
efficient tree, with each school having the responsibility of contacting
only one or two of their closest neighbors. It would be a good way to
facilitate larger-range communication and keep everyone tied in to what the
WRC is up to, no matter what individual groups decide to do.
3) How would you describe the WRC+ALk-s relationship to universities? To
corporations?
I believe the WRC offers colleges and universities a unique opportunity to
take part both in the process and system of verification and in the larger
worker+IBk-s rights movement in general. By integrating both administrators, NGO
representatives and student organizers into the basic structure of the WRC,
the organization is uniquely egalitarian+IBQ-letting everyone voice an opinion
and keeping the process open enough for all interested parties to follow it.
Because of this arrangement the WRC also has a unique relationship to
corporations. By representing a wide base of what is a powerful and
concerned spectrum of consumers and activists the WRC has the power to
maintain the distance necessary for unbiased investigation and the proximity
to positively and powerfully influence corporations. College and University
students have, historically, had major influence and have acted as catalysts
for important social change. Today is no different, and I see the WRC as
being the start and the model for some very important changes.
4) What do you see as the WRC+ALk-s relationship to workers in producing
countries?
The WRC serves as a fundamental and supportive contact for workers in
producing nations, a sort of go-between for workers and the corporations
that employ them. Because the WRC is an outside voice connected to both the
workers and influencing corporations, it has the opportunity to provide more
than even the networking and support capabilities so important to forming
connections between workers and the students working in solidarity with
them. The WRC has the capability to represent those worker+IBk-s specific
concerns back to the corporations and incorporate them into better and more
effective activism and solidarity projects.
5) What skills can you contribute as a USAS WRC representative?
I learn and think quickly, can remain calm in heated situations and have a
diplomatic and open way of expressing myself. I have a critical mind and am
conscientious+IBQ-I would be very concerned both with representing the concerns
of my constituents and informing them promptly and clearly of any new
developments! I also speak nearly-fluent Spanish.
6) Is there anything else that you would like to add?
Nope.
Name: Gabriel Katsh
School: Harvard University
Year: Sophomore
Licensing/non licensing school: licensing
Size of student body at your school: approximately 6500 undergrads and 9000
graduate students
Any languages spoken: Spanish and Hebrew
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level (less than 100 words please)? (150
words)
As a member of Harvard Students Against Sweatshops (HSAS), I have worked
on our campaign to pressure Harvard to affiliate itself with the WRC.
Through direct actions and public education, HSAS has worked to increase
awareness about Harvard's role in the sweatshop industry, show the need
for independent monitoring of the factories that produce Harvard apparel,
and lobby the Harvard administration to take concrete steps to become more
accountable for the working conditions in the factories where Harvard
apparel is produced. I have also worked with HSAS to support national USAS
and other labor-related campaigns. In the past year we have invited
members of the Campaign for Labor Rights and the PCUN union to talk about
their work on behalf of migrant farm workers, held a public forum with
sweatshop workers from Guatemala, and organized a rally, led by UNITE
President Bruce Raynor, outside a GAP in Harvard Square.
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role? (200 words)
As both a board member of the WRC and a representative from USAS, I would
see myself accountable and responsible to both organizations and their
members. However, my primarily responsibility would be to USAS,
specifically to
represent the views and opinions of the organization and its members.
In order to ensure good communication with USAS, I would do my best to
keep in direct contact with the Coordinating Committee. Additionally, I
would encourage anyone with suggestions or concerns to contact me directly
- I can usually be reached by phone or email, and would love hearing from
others how I can better serve as a liaison between USAS members and the
WRC. I would almost make it a priority to check in periodically with
schools working on WRC campaigns to see if there was any way that the WRC
or USAS could assist.
3) How would you describe the WRCs relationship to universities? To
corporations? (150 words)
The WRC has a unique relationship to universities, given that there would
be no WRC if not for USAS. While the WRC has now become an established
institution with its own staff and board, it is important not to forget
its connection to the student anti-sweatshop movement, and the need for
the WRC to work with universities to put an end to sweatshop labor in
collegiate apparel production.
While I think cooperation with corporations can be helpful, especially
toward ensuring compliance with labor standard and preventing corporations
from simply closing factories with poor conditions rather than working to
improve them, it is also important to remember that the WRC would not be
necessary if these corporations could be trusted to run ethical
businesses. It is unrealistic to assume that corporations which
profit tremendously from sweatshop labor will want to devote resources
toward
ending that profitable system; this means that, unfortunately, the WRC
will often have to take an adversarial role. The important aspect is to
strike the right balance between working with these corporations and
lobbying against them. As the recent Kukdong victory shows, I think the
WRC, more than any other group, has shown its potential for successfully
taking on both roles simultaneously.
4) What do you see as the WRCs relationship to workers in producing
countries? (150 words)
More than anything, the WRC should facilitate the development of
unionizing and organizing movements of the workers themselves, and should
serve as a resource for the workers in these countries in their efforts to
improve their own conditions. I think a quote that USAS often uses sums up
the way the WRC should interact with the workers themselves: "If you
have come to help me, you are wasting your time; But if you've come
because your liberation is bound up with mine, Then let us work together."
5) What skills can you contribute as a USAS WRC representative? (150 words)
I have experience working with nonprofit organizations on a variety of
issues that USAS and the WRC address, including labor rights, globalization,
and the role of corporations in the global economy. I am familiar with the
WRC and USAS, and am enthusiastic about working with other schools to
promote and further the missions of both these organizations.
6) Is there anything else that you would like to add?
I am very excited about the opportunity to work for both the WRC and USAS.
If you have any questions or concerns, please do not hesitate to contact me
at katsh@f... or 617-493-2264. Thank you, and I hope to have the
opportunity to work with all of you in the future.
Name: Ginny Leavell
School: Georgetown University
Year: 2005
Email: vhl@g...
Licensing/non licensing school: Licensing
Size of student body at your school: 6000 undergrad
Any languages spoken: German, 2 semesters+IBk worth of Japanese
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level (less than 100 words please)?
On campus this year I have been involved on Georgetown+IBk-s Licensing
Oversight Committee, which was put in place after a high profile student
campaign three years ago to get the University onto the WRC. After
working on the New Era campaign with the WRC and our LOC, I feel I+IBk-ve
become comfortable with the WRC process in evaluating factories and
working with universities. I am also very active in the Georgetown
Solidarity Committee, which is an affiliate of USAS.
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role? (200 words)
As a student in DC active both on campus in the Georgetown Solidarity
Committee and in the city in the DC-Student Labor Action Project(DC-SLAP), I
feel I could be very effective in personally working with students here in
DC and surrounding area. I+IBk-ve also had experience this year working with the
SEIU-1199 union on campus and working with union organizers and workers to
raise awareness and begin a campaign to investigate and push for their
rights and higher wages. While I am still a relative newcomer to USAS and
the WRC, I feel I am learning quickly how to organize students and work with
employees on campus. It is most important to relay to the WRC the needs of
the workers, as well as the state of student campaigns. Here my position as
a student labor activist in Washington would prove beneficial, as I have
access to every campus in the city, the workers with whom we organize, the
faculty around me, and my own peers active in many progressive groups and
campaigns.
3) How would you describe the WRC+ALk-s relationship to universities? To
corporations? (150 words)
Comparing the part I have played in our university+IBk-s work with the WRC this
year to the struggles of other campuses, I feel grateful for ease with which
we have handled a campaign like New Era thus far. The reports drawn up by
the WRC were brought to the committee to be reviewed and discussed, and a
decision was made with an equal say from both faculty and students. Without
the WRC+IBk-s recommendation or the committee in place to handle it, the
decision to drop New Era would have been an uphill battle on the part of the
students. The legitimacy and thoroughness of the investigations done by the
WRC are key, as their recommendations and conclusions are taken seriously by
the entire university. While corporations may be intimidated by the WRC
code of conduct and ability to mobilize so many universities, the WRC does
not advocate a +IBw-cut and run+IB0 strategy on the part of the licensees, and
can
therefore serve to help the corporation to improve its conditions and
maintain its relationship with its licensees in accordance to their
respective codes of conduct.
4) What do you see as the WRC+ALk-s relationship to workers in producing
countries? (150 words)
The WRC can come to a producing country and access the dangers to the
workers as well as their rights and/or needs that are not being appreciated
in a specific factory. The report to and subsequent communication with all
universities part of the WRC can serve to educate those licensing to
companies who employ that factory in order to take steps to remedy problems
in the factory. The workers stand to improve their working conditions and
ensure their rights as workers. The actions taken by collegiate licensers
together can influence factories and corporations enough to improve the
conditions of the employees of the factories they are connected to. I also
see it as positive if the workers take their own initiative in upholding the
WRC code of conduct. With education among workers in factories, violations
of their rights and of the code of conduct can be directly reported to the
WRC. This is a positive step, in that the workers are taking their safety
and rights into their own hands to improve their condition by working with
the WRC.
5) What skills can you contribute as a USAS WRC representative? (150 words)
As a USAS WRC representative I can offer a student voice on the WRC board.
I+IBk-m eager to be involved with USAS activity in DC and to help with campaigns
on campuses as much as possible. The work I do and would continue doing with
the workers on campus and in DC helps me learn to work with unions, and the
campaigns on campus is educational for me in student organizing. I am
passionate about these issues and want very much to play an active student
role on the board to communicate student needs and make student involvement
in the issues as well as access to the WRC easier from students+IBk respective
campuses and campaigns.
6) Is there anything else that you would like to add?
I+IBk-m excited to see the WRC growing, and want very much to help specifically
with other campuses that are campaigning to sign their universities onto the
WRC. Education and outreach is important nationwide, and communication
between different campaigns and intercollegiate solidarity campaigns can
help get more and more universities active and involved with the WRC.
Name Mary Nagle
School Georgetown University
Year Freshman
Email mkn@g...
Licensing/non licensing school licensing school
Size of student body at your school around 6,000
Any languages spoken French and I am currently learning Spanish
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level (less than 100 words please)? (150
words)
My only involvement with the WRC stems from my involvement with our
Licensing Oversight Committee here at Georgetown, for which I read all
publications/documents/reports from the WRC and report back to the LOC. The
LOC is then charged with making decisions concerning our apparel licensees
based off the recommendations made by the WRC, which I bring to the
committee. I have actually been more active in efforts put forth by USAS;
while the WRC may be making an investigation and conducting research, I try
to keep up on their research while remaining acting on the issue through
USAS.
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role? (200 words)
I think the most important form of communication I would participate in as a
board member would not necessarily be with other board members, whether they
be fellow students or not. Rather, I see the most important communication
being the communication between WRC board members and actual workers. Too
many times in labor struggles it is the voices of the workers that are
ignored, and since their rights/struggles are the reason for the creation of
the WRC, I feel that with any issue the WRC decides to take up, the most
important communication will take place between board member and worker.
Accomplishing this task simply requires that board members make the extra
effort through the local union (or whatever form of leadership the workers
have set up) to set up a personal line of communication with at least a few
workers. The most meaningful communication I have ever had as a member on
the LOC was a phone call conversation to Patty Case, a worker striking at
New Era+IBk-s Derby factory. Obviously, communication and interpersonal skills
are very important, and I am confident that I have these skills. I also
speak French and am learning Spanish.
3) How would you describe the WRC+ALk-s relationship to universities? To
corporations? (150 words)
I see the WRC as an agency that provides an amazingly wonderful service to
the universities. By signing onto the WRC, a university only has to follow
the research and reports of the WRC, and make educated decisions based off
of the WRC+IBk-s recommendations. This is a far easier task than attempting to
monitor licensees individually as a university. Through the WRC, a
university can be socially conscience with much less effort and much more
efficiency, for the mechanisms set up through the WRC (and the solidarity
through other universities in the WRC) make the whole process much more
effective. These same facts are true for the corporations, although many
times they view the WRC as the +IBw-enemy.+IB0 I see an important goal for the
WRC
is helping corporations realize the numerous ways in which the WRC serves
them, the corporations.
4) What do you see as the WRC+ALk-s relationship to workers in producing
countries? (150 word
Right now the WRC fills an important role that the governments of many
producing countries have failed to fulfill: the role of protecting workers+IBk
basic and undeniable rights. Yet the WRC plays a critical role in granting
these workers rights not just because the governments have failed to, but
also because these countries are at a very critical stage of development.
Precedents set (like the one at Kuk-Dong) are very powerful as many
factories are still in very early stages and much more likely to make
positive changes effected through precedents like the ones set with
Kuk-Dong. Yet the WRC+IBk-s relationship with workers in these countries must
be one of equality; the WRC is not providing charity to these workers.
Instead, the WRC must work to set up a mechanism through which workers can
voice their own concerns and begin to take back the control over their
lives.
5) What skills can you contribute as a USAS WRC representative? (150 words)
I feel that I have a sufficient amount of communication skills, as I have
served on many boards in the past. Additionally, I have worked on a lot of
closely related issues, ranging from organizing unions on Georgetown+IBk-s
campus, to the LOC, to initiating research concerning the issue of a Living
Wage here at Georgetown. I think my most important skill is my ability to
think critically, for many of these issues create complicated situations
that involve more than a simple conflict between two parties. I feel that
my education is very important as well, and I feel like the classes I have
taken have provided me with an essential understanding of world history
(especially colonialism) and the current circumstances found around the
globe. Finally, I feel the most important contribution I can make to the
group is simply my dedication to (as I see it) very important struggle for
workers+IBk rights here and abroad, and the symbiotic relationship I see
between the two.
6) Is there anything else that you would like to add?
I just want to let you know how excited I would be to work with the WRC!!!
Name: James Nussbaumer
School: University of Southern California
Year: Senior (not graduating)
Email: jnussbau@u...
Licensing/non licensing school: Licensing
Size of student body at your school: 26,000
Any languages spoken: German; possibly Bahasa Indonesian after this Summer
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level (less than 100 words please)? (150
words)
My involvement with anti-sweat work has been mostly local. Since I was a
freshman, I have planned rallies, done petitions, organized speaker events,
planned press conferences, drafted reports, publicly debated administrators,
etc.
My main involvement with USAS has been attendingd various conferences
(Eugene), and my most exciting involvement with the WRC was my participation
in the national delegation to the Kukdong factory in March of last year.
The success of that initiative has inspired me to get me more active in the
national process.
2) As a WRC board member, you would be representing USAS and advocating for
workers. What are some means of communication and accountability that you
propose in order to fulfill your role? (200 words)
I think email is overemphasized in a lot of our work. When possible, I like
to communicate the old-fashioned way: by picking up the phone. Obviously,
email has its benefits when wide dissemination is required, however I think
more work could be done to build people-to-people ties. This could involve
calling people for the purposes of outreach, answering questions, discussing
new developments, etc.
I think communicating with workers is essential. There are currently no
workers on the WRC Governing Board, nor a caucus for one. There are,
however, several representatives on the Advisory Council. If a
representative to the WRC, I would be interested in furthering communication
with these representatives and others. Since USAS seeks to advocate for
workers, this would seem to be essential.
3) How would you describe the WRC+ALk-s relationship to universities? To
corporations? (150 words)
The WRC offers universities an opportunity to contribute to the
globalization of human rights. The WRC serves universities+IBk interests by
providing information on conditions in producing regions. It benefits
universities by allowing them to verify their claims regarding the rights of
workers.
The WRC engages its corporate stakeholders where it is productive. For
example, in the recent report on PT Dada in Indonesia, it is clear that
dialogue with the corporate community can have a beneficial impact on
workers. Ultimately, licensees have the most direct power over contracting
facilities so sharing information is important. However, those who
described the WRC as +IBw-antagonistic+IB0 to the industry clearly have it
wrong-
the industry is antagonistic to accountability. With that in mind, while
such dialogue is important, WRC independence is clearly what sets it apart
from other less credibly initiatives.
4) What do you see as the WRC+ALk-s relationship to workers in producing
countries? (150 words)
The WRC is a tool for workers who believe their rights are being violated.
Because the WRC works on a +IBw-complaint+IB0 basis, it allows workers a voice
in
defending their interests. When the WRC investigates, it +IBw-shines the
spotlight+IB0 on the situation, helping to ascertain the truth and publicize
it
to the world community.
The WRC+IBk-s relationship with workers is and must be more than that, though.
The speaking tour it organized last term with Marcela Munoz of Kuk Dong
demonstrates that the WRC is also about forging stronger ties with workers
throughout the world. As opposed to 'top-down' initiatives such as the FLA,
which provides no voice for workers themselves, the WRC is truly a bottom-up
process where such participation can be achieved. Also, the situation at
New Era illustrates that the WRC is also not an agent of protectionism but
one of global solidarity.
5) What skills can you contribute as a USAS WRC representative? (150 words)
I believe my biggest contribution to the WRC will be my experience. I have
been involved with USAS for long enough to have a strategic outlook that
encompasses an understanding of the possibilities and weaknesses of the
movement. I also have an academic understanding of political economy and
trade issues that may be beneficial in contextualizing issues with the
larger problems of the global economy. Finally, having been involved with
USAS so long, I have met many other students from all across the country
involved with the movement. These relationships will no doubt help in
building strong WRC ties with the university community.
6) Is there anything else that you would like to add?
I am interested in starting a dialogue on the appropriate role of the WRC in
emerging market-based initiatives to the sweatshop problem. It is easy to
publicize abuses of workers rights, but how do we reward places where such
rights are respected? Should the WRC have a role in such initiatives?
There are clearly no answers yet, but there has been some debate within
USAS. I am interested in helping to expanding this dialogue within the WRC
itself.
Name: Nancy Steffan
School: Indiana University
Year: junior
Email: nancysteffan@h...
Licensing/non licensing school: licensing
Size of student body at your school: 35,000
Any languages spoken: intermediate level of Spanish
1) What has been your past involvement with the Worker Rights Consortium and
USAS at the local and/or national level (less than 100 words please)? (150
words)
I+IBk-ve been involved with No Sweat (IU+ALQ-s USAS affiliate), for the past two
years. IU was one of the first schools to join the WRC, and No Sweat has
been an active USAS chapter on both the Kukdong and New Era campaigns, as
well as engaged in local labor and community issues. I+IBk-ve served on our
university+IBk-s WRC advisory committee which consists of administrators,
faculty, and students, and serves to make recommendations to the university
based on the findings of the WRC. On the regional and national USAS level, I
worked as a regional organizer in the midwest last year and helped to plan
the midwest conference, and have worked to coordinate actions and demands
among Big 10 USAS groups. I was active in organizing nationally around the
Kukdong campaign, and also New Era last semester.
2) As a WRC board member, you would be representing USAS and advocating
for workers. What are some means of communication and accountability that
you
propose in order to fulfill your role? (200 words)
I think that the current group of USAS GB representatives has done an
excellent job of working to improve communication and accountability through
updates and new job descriptions that emphasize communication with local
USAS groups. The WRC board members should maintain strong communication with
regional organizers and members of the USAS coordinating committee regarding
information from WRC investigations so that the requests being made by
workers and the WRC can fit into USAS campaigns on the local and national
level. The representatives should make information gathered by the WRC
accessible to student groups and be available to students organizing local
campaigns. To do this, in addition to listserves and conference calls,
GB members should make an effort to be at regional conferences and local
events where USASistas are organizing in order to be a strong resource to
USAS groups.
3) How would you describe the WRC+ALk-s relationship to universities?
Tocorporations? (150 words)
The WRC gets its power from universities, who are consumers of licensed
apparel, and give the WRC its authority to access workplaces. The WRC
provides a service to universities, determining whether their licensed
apparel is made in compliance with their codes of conduct, and making
recommendations on how to best correct violations when they are uncovered.
The university must understand its role in the WRC model and communicate to
its licensees its faith in the WRC, and also take seriously violations of
its code of conduct. The WRC was created as an independent monitoring
organization, and the WRC model functions because it is independent of
corporations. Keeping that in mind, the WRC must on some level work with
companies (once independent monitoring has been done to objectively verify
code violations) to correct abuses. Companies must respect the WRC as an
independent and objective watchdog group and comply with investigations
because the WRC represents their client universities.
4) What do you see as the WRC+ALk-s relationship to workers in producing
countries? (150 words)
The WRC is responsible for informing workers of their rights based on
university Codes of Conduct, and for building relationships with local NGOs
with which workers are familiar and comfortable. This allows the WRC to be
informed of potential labor abuses and have local partners to assist in
factory investigations which are objective and respectful of workers+ALQ needs.
The WRC conducts assessments and makes recommendations to universities that
are based on what is in the workers+ALQ best interests, not putting them at
risk for future abuse by management, but empowering them to fight for their
rights based on guidelines guaranteed by college and university codes of
conduct.
5) What skills can you contribute as a USAS WRC representative? (150 words)
I have past experience organizing within USAS on the regional and national
levels, and am familiar with the communication methods within USAS
(listservs, conference calls, conferences, etc) as well as different
organizing styles within USAS and their strengths and weaknesses. I
consider myself to be an organized person who is committed to
responsibilities I accept because of my commitment to the issues and
movements which these responsibilities serve. This semester I have been
studying abroad in Central America and have met with various local NGOs as
part of my program, which has given me insight into some problems facing
people in the South and what local organizations are doing about it. I can
also speak and read Spanish.
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