Rachel Benner, Fordham University sophomore, interviewed Janet Greene in fall 2020 for LaborArts.org

In November, I had the opportunity to talk with historian, educator, and activist Janet Wells Greene. She is one of the most interesting and inspiring people I have ever met—to say she is an impressive woman is an understatement. Her mission is to make life better for people, especially the working class and those in poverty. Most recently, she has carried this out by creating The Freedom School, where she worked for ten years before retiring in 2019. The school—less like a building and more like a movement—was built on her educational philosophy and her own life experiences.

Her work is centered around education. Influenced by Brazilian educator Paulo Freire, Janet’s philosophy is that education should be for community empowerment. People should understand the story of their lives and study their neighborhoods. Janet emphasized that “we need to understand what came before us, and we need to learn from the past.” In 2009, she and her husband moved from Brooklyn to Newark, Ohio, a town made up of factories and working people. From talking and observing, she learned that the population was suffering, and they tended to blame themselves or each other for what was happening. She knew the blame should instead fall on those in power and organizations just looking to make a profit at their workers’ expense. Nobody was listening to the people of the town. In response, she and her husband founded The Freedom School in Licking County with the help of other groups committed to making a change. In an article about the school, she wrote, “We want to provide opportunities for education to expose and eliminate the conditions that caused people to be unemployed, poor, and uneducated.”

Life experiences of her own led her to this work. Janet has three master’s degrees in English, Library Science, and History, and has a Ph.D. in American History. Even with these degrees, much of her work has been funded by grants, making it temporary. The search for jobs has forced her to live in 10 states throughout her life. Her first move, from West Virginia to Tennessee, was at the age of ten when they closed the coal mines her father worked at. Janet can relate to the struggles of the working class because she is a part of the working class. There were times she had little money because it had to go towards necessities or medical costs, so she understands the burdens that the people in Newark carried.

Her challenges have shaped her beliefs about poverty. Janet attributes poverty to people not getting paid liveable wages and not having enough money because of uncontrollable outside factors. “If you go to a food pantry and talk to the people about why they’re there, half will tell you that they are there because they had cancer, and the other half will tell you it’s because their job disappeared,” she said. She acknowledges that people can become poor in an instant and the absurdity and injustice in that. In 1997, before her move to New York, Janet started a food pantry in Ohio. When she returned years later, she found that the people getting food were treated as if they had no rights. They were only allowed a limited amount of food (depending on how many social security numbers they presented) and could only come once a month. She was horrified but was able to partially change the practice. This is an example she shared to illustrate the importance of learning about your community and how it operates. With this knowledge, people can “uncover the power relationships in their society” and strive to break free.

Another objective of The Freedom School comes from what Janet learned in her years spent in academia. She observed that oftentimes the purpose of education is to learn how to participate in academic conversations and share your research. But, she realized that nobody was talking to the people that lived through the history and issues they studied. A main goal of The Freedom School is to listen to and learn from people and create plans for change together from there. She also identified a big concern with current education: inaccessibility. Because individuals have to pay to learn, many people that work or cannot afford college lose the opportunity for education. Additionally, the books she read for research were dense and difficult to understand; she wants books with the same material formatted in an easier way to understand. The Freedom School intended to make education accessible to anyone willing to learn about their communities and how they are being stripped of their power. “We need to make sure the people in the present can understand what is being said without having to spend their whole lives studying so they can understand the conversation,” she explained.

In its entirety, the goal of Janet’s work and The Freedom School is to open the conversation to people struggling, listen to their concerns, and to train new leadership and work to solve them. Janet has learned that their problems and needs are different from what people studying from afar claim. Her mission was to notice these people and care for them, unlike those in power. The hope is that they stop misdirecting their blame to themselves. She says this process is difficult and long but well worth it. Janet Greene and her school is a catalyst for this change. “I want to be the crack in the ivory tower…the place where all the information gets out,” she expressed. “I want to tear down the wall.”

Jillian Elba, Fordham University sophomore, interviewed artist activist Robin Holder in fall 2020 for Labor Arts.org

Recently, I had the opportunity to talk with Robin Holder, a multi-ethnic and bi-racial female artist based in Northern New Jersey. Her art explores a variety of topics such as: the complexities of the human identity (something that she can relate to and has to live with most days as a mixed woman in America) and the larger social issues that work to exclude and oppress those already vulnerable. Her art works as a form of activism, as it forces the audience to consider deeper and institutionalized issues of class, race, gender, ethnicity, immigration status, etc. and to consider their own role in either perpetuating or preventing it. Robin confronts the audience and forces them to ask themselves these questions by portraying her own personal experiences or events that affect her or people in her community. Despite the fact that this may make audiences uncomfortable, Robin only wishes for people to be “comfortable and open” towards her and her art, which she demonstrated to me when she asked me if there was anything I disliked or “found disturbing” about her art.

The series of hers that we discussed most in depth was “What’s Black and White and Red All Over? An African American Russian Jewish Red Diaper Baby”. She described her desire to create this series due to the fact that she wanted to track her development as a young girl and how she became aware of her identity. She specifically wanted to consider “the incidents and interactions that indicated what my gender, racial, political and class identity was”. To achieve this, Robin even re-read books that she loved in the past to return to her past thoughts and considerations.

This autobiographical desire is also rooted in her identity as a multi-ethnic, bi-racial woman who was raised in an intellectual family, as she claims another reason she was so drawn to creating this series was, “to discover for myself how is it that I become aware of who I am and how do I utilize the different aspects of my identity and how do I break out of the confines of aspects”. In regards as to who she wanted the audience for this series to be, she said “everybody and anybody”, for she “wanted to spark conversation about these specific events that happened or how these affected people or what they were doing or thinking or feeling during these things that happened and also for younger people to think about and consider and reflect upon how we develop as young people”.

Robin places an emphasis on one’s childhood, for she views this period (specifically from ages 6-16) as the period when one becomes aware of who they are in the world. This development of discovery was something extremely apparent in Robin’s life as she claims that “I was always the only one”. Whether this is in regards to her being “Jewish or dark-skinned or young or a girl”, almost every part of her identity was something that differentiated her from everyone else. Because of this, Robin says that she “didn’t do anything that was expected of me the way that it was expected”.

A particular moment where this was illustrated appears in her piece “half and half” which appears in her series discussed above. This art piece displays three panels, with a younger Robin shown in the middle and two silhouettes of little girls on the outer panels. In the silhouettes of these little girls lies large metal chains which take over the entirety of their bodies. Under the younger Robin in the middle are words which describe the event portrayed in the art. To see this piece and Robin’s other work, just click here.

With “half and half”, Robin discusses an interaction she had with her friend Elsbeth. During a normal day, Robin was spending time with her friend Elsbeth who lived in her neighborhood. As normal kids, they were simply talking when Elsbeth told Robin that her family ate snake meat and then asked Robin if she wanted to see it. Robin, as any child would, agreed. Robin described the walk over as not specifically abnormal until, “just before we started to go up the stoop, she remembered like in a quick instant, she said ‘oh, my dad doesn’t allow n****rs in the house’ ”. Elsbeth further expressed her confusion in whether or not Robin could come into her house and told Robin, “but you’re half-and-half, so I’m not sure”. Robin responded to this by claiming that half-and-half was something that her mother put in her coffee, not a description of who Robin was.

Robin describes this incident as displaying “two girls who are friends and who want to do what they want to do”, yet are still confined by “remembering the rules and guidelines that their parents gave them” to justify their desires and thoughts. Through this piece, Robin wanted to address our “internal dialogue”. The internal dialogue of the two girls is portrayed by the chains in the silhouettes of the girls (as described above). Robin explained internal dialogue as “a private, personal conversation that’s constantly going on in your head where you are evaluating, interpreting and reflecting on what’s happening”. This occurs when we engage with other people or in activities and Robin wants to emphasize its importance, for she believes that “that life of that internal dialogue is really what informs people and what motivates them to move forward in society”.

This incident and art work also describe the presence of ignorant or naive people in our lives. After going to Elsbeth’s house, all Robin could think about were slaves and Elsbeth’s father and his understanding of black people. The internal dialogue mentioned above actively works when being around ignorant people, as Robin explained that she has “a constant negotiation or navigation with them”, where she is unsure of what to reveal about herself or whether she should comment on something the person said.

Despite the difficulty and discomfort that can occur when being around people we may deem ignorant, Robin believes that one of the most important lessons she ever learnt was when she was in fourth grade and her fourth grade self realized that “most adults were stupid or ignorant or not able to answer my questions, but that I could like them anyways”. This “revelation” came to her when she went to give her favorite teacher her favorite flower (dandelions) and her teacher “drew back” and told her “oh Robin, those are weeds”. Robin described herself as being extremely upset by this incident and believing that her teacher thought her “dandelions were untouchables” (in reference to the Indian caste system).

Robin, however, found that this teacher was still her favorite teacher and that she could still in fact like her. Robin describes this incident and lesson as still impacting her as she told me, “to this day there’s people that I like that I think are really ignorant or inept or unskilled, but it doesn’t prevent me from enjoying or appreciating them”. She believes that this lesson is “valuable” and that if more people learnt this, then we would all be more empathetic and compassionate.

While Robin’s life has often been made more difficult due to her identity, she continues to create change and inspire others to do the same whilst passing on her knowledge and stories to whoever is fortunate enough to meet her or witness her art.

Ryan Gregware, Fordham University sophomore, interviewed David Nocenti in fall 2020 for LaborArts.org

A few weeks ago David Nocenti was gracious enough to chat with me on the phone. David previously worked as a lawyer and now spends his time as the Executive Director of the Union Settlement in East Harlem. This organization has been around since 1895 as its primary job is to help the community of East Harlem. What I found most interesting about this organization is that they do not have one primary method of helping the people. They understand that each individual has a different situation and needs to be helped in different ways. Typically, there’s a sentiment about throwing money at problems but the Union Settlement truly is dedicated to providing the low-income residents with the skills and opportunities to succeed and build better lives.

Some of the different ways they provide this include; Education/adult education, summer programs, job training, English classes, mental health classes, and all social services that advocate for social justice. The community also opened a food pantry during the ongoing endemic to help feed the community.

Union Settlement is also one of the leading organizations working to reform NYPD practices. David wanted to be a lawyer because he wanted to make a change and understands the way to do that is through the law. He uses his background in law to talk to city councils and try to enact change through legislation to make the NYPD a better department for themselves and the community.

However, Union Settlement alone can not do their job to the best of their ability without help from the government. The main challenges David has had to overcome have involved getting the government to understand and recognize the deep needs of low-income communities.

Through this experience, David told me he has gained a deeper knowledge of the needs of low-income communities as well as an appreciation for the hardships that many families in east Harlem have to go through. He talked about how it doesn’t matter if you’re 70 or in college, you can make a change. He said there is no one answer for how to make a change, but if you give your time and relate you’re giving to your passions in life it will be beneficial to everyone.
 

Hannah Adams, Fordham University biology major, interviewed philanthropist Gladys Miller-Rosenstein in fall 2020 for LaborArts.org

Gladys Miller-Rosenstein is an exceptional woman. In between her busy schedule, this week she was gracious enough to take a few moments with me to reflect on her time spent developing the Puffin Foundation. The foundation was started in 1983 by Perry Rosenstein, the late husband of Gladys. While it has grown significantly over the years, the foundation remains true to its mission: “to join with other concerned groups and individuals to ensure that the arts not merely survive, but flourish at all levels of our society”.

After retiring from teaching first grade for twenty-five years, Gladys joined the Puffin Foundation full time working heavily to develop the foundation’s grant program. Each year the foundation funds artists and art organizations who would be otherwise unable to receive grants. When reflecting on the foundation’s early years, I asked Gladys about how the grant process began. She explained that in the first year, she and Perry put advertisements for grants in the local paper with social issues they were interested in. During this first year, 18 grants were provided. Nowadays, hundreds of artists are provided grants yearly ultimately “giving people who have important things to say an opportunity to say them” as Gladys explained.

In addition to her work developing the grant program, Gladys helped establish the Puffin Cultural Forum and serves as its executive director. The forum is a gallery and performance space where art shows, musical performances, film screenings, interviews, and discussions on  social issues/movements for all ages can occur. During our conversation, I asked Gladys if she was an artist herself. While she said no, she explained that the focus on arts was largely driven by Perry who believed that art speaks to people and through art we reach people with important themes. In addition to providing grants and hosting events at the cultural forum, Gladys explained that the foundation also works to support the arts in education. Having been involved in school band programs beginning in fourth grade and continuing until college, I was so grateful to hear how the foundation is supporting access to arts in education.

As I mentioned earlier, Gladys taught first-grade for twenty-five years prior to working full time at the Puffin foundation. When asked about her experiences teaching, she exclaimed with such joy “the first-graders are magical. It is like working with a beautiful bud opening up”. Given that Gladys was a teacher for so long, I was curious to learn how her experiences have impacted her work with the Puffin Foundation. She explained that it opened up other avenues for the foundation to work with. She brought a different view to the foundation which has allowed for the development of after-school programs like Superstrides and activities including bird watching, hiking, and photography at the Teaneck Conservancy.

Ultimately, Gladys’s work for the Puffin Foundation has enabled it to become what it is today. When meeting with her, her passion for the organization and the people it serves is so clearly evident. In regard to the future of the foundation, she hopes that it will continue to  expand its services, enlarging the programs at the forum and parks like the Teaneck Conservancy. She mentioned that the concerns regarding conservation/environmental practices, labor issues, art, and the economy are significant in today’s society and can be expressed through art so long as people have the access to do so. Overall, Gladys is a remarkable woman whose commitment to the mission of the Puffin Foundation is inspiring and makes me hopeful for a future where outlets such as the Cultural Forum and the Teaneck Conservancy will exist throughout the country.

As part a LaborArts.org campaign, Fordham University sophomore Ryan Gregware interviewed restorative justice activist Linda Aristondo in fall, 2020

This past week Linda Aristondo was gracious enough to grant me some time despite her very busy schedule. Linda has been an attorney for several decades but does much more to make a difference. She does restorative justice work which makes her background in law very useful. This involves dismissing cases where people were arrested by the police, typically with prejudice involved. Most of these cases involve young aged black adults who have been arrested for minor possession charges. These individuals are over-policed which has led to many of their arrests.

While being arrested for something as petty as a small possession charge may seem like not a huge deal, it plays a massive role in shaping these people’s lives. An arrest can be made before a conviction as a criminal record eliminates a ton of jobs you are eligible for. Linda explained to me how many job applications will ask whether you have been arrested and not about a conviction. This leaves people with two choices, either lie and if people find out, get fired or tell the truth, and most likely not get the job. What Linda does with these cases is make a decision based on the reality of the perspective and if there are outside factors she will make a motion to dismiss the case.

Aside from her work as an attorney, Linda is involved with many other organizations that strive to help people. This includes the RDJ refugee center. This is a homeless shelter that works with people who are just coming out of detention. While there are many different types of detention the RDJ shelter specializes in people who are coming out of immigration centers. While some while return to their families not everyone has that option. These people have to go somewhere and the RDJ is one of the many shelters that help them find a place to live. The particular work that Linda does is set up asylum claims for people who don’t have one. Asylum claims are for people facing prosecution in other countries, but with the claim are provided internal protection in the United States. Most people at the RDJ are seeking asylums as they have been persecuted for their gender/sexual orientation or from fleeing local gangs. Linda noted that while this is not the last step for these people, there are several success stories within the shelter of people making a life for themselves after they leave.

Linda also sits on the board of an organization that provides shelter for undocumented women and their families. These women are people who have suffered domestic violence and became homeless as a result. Linda said that the organization all speaks Spanish and understands the culture intending to need to protect people from their abusive partners.

Linda was always interested in this type of profession as it directly relates to her. She is a person of color who values social justice and knew she needed to advocate on the behalf of her people. With all the marginalized and disenfranchised people she has helped, she understands the importance of her work. Since she looks like the people she serves, there is a cultural reference and a level of trust between her and the people she tries to help.

Unfortunately throughout her career, Linda has had to overcome a great deal of prejudice. She said that many (white men) in her field will discriminate against her because of her skin color. They see her more as a helper as she typically ignores them and they become embarrassed when they realize how qualified she is.

In the future, Linda hopes to continue her efficacy work but add another level to what she does. The one message she wants people to hear is that you don’t need to be an attorney to help. The best thing you can do is have a good heart and give your time to people in need.

Hannah Adams, Fordham University biology major, interviewed Dr. Cynthia Gomez in fall, 2020 as part of Connect ing Activists series at http://www.LaborArts.org

I had the opportunity to meet Dr. Cynthia Gomez on a recent Monday evening. After a long but successful day at the practice Dr. Gomez and I met over zoom to discuss her overseas volunteer medical work. Within a few minutes I was captivated by Dr. Gomez’s stories. Throughout our meeting it was as if I was taking a trip alongside her.

We started off discussing her experiences working at a clinic in Nepal. I learned about the kids from the orphanage that the team of doctors treat and how one of the young girls she met while volunteering and proceeded to see on different trips went to school and even became a dentist. She kept every item Dr. Gomez had given her while working at the clinic in a special chest, that she one day revealed to Dr. Gomez.

We then began to discuss her experiences in Africa and the Middle East, Burundi and Jordan, more specifically. Her stories were quite honestly terrifying and heartbreaking to hear. She met a woman in Burundi who had been caught in the war between the Tutsi and Hutu people. She had lost everything. She had been attacked, mutilated, had her family killed, and was in exile from the community. Dr. Gomez told me another woman was crawling into the clinic in Jordan because her hip had been broken in the ongoing conflict. These stories are horrifying and what Dr. Gomez calls the worst part of her volunteer experiences; “people are simply cruel sometimes”. However, this led us to talking about how the best part of these experiences are the people she is able to meet, help, and work alongside.

Towards the end of our interview she told me a story about a girl named Prom. She had been in a family that was struggling to survive. Her family was led by their mother and she had younger siblings to care for as well. One of the youngest boys also had special needs. Dr. Gomez was able to help support the family and was even able to build a chicken coup for the youngest boy. Although family issues arose with the mother, Dr. Gomez was still able to support young Prom. She is now a happy, healthy young girl rocking out the classes at her boarding school!

Throughout all of her stories, Dr. Gomez’s genuine passion for caring for those around her is abundant. The joy that jumps out of her eyes and the smile that crosses her face when talking about caring not only for her patients overseas but for her team and family is radiant. Not only is she a true academic as one of the first doctors to be certified in Periodontic laser surgery and one of NY’s top doctors, but also she is a truly kind individual. As a woman hopeful to work in the medical field, Dr. Gomez is inspiring and someone I am happy to look to as a mentor for getting involved in volunteer medical work one day.
 

 Sonia Goldstein is a lifelong activist for the rights of workers and civil rights causes. She was raised by activists, and has continued this by raising new generations of activists. She previously spoke at the 2017 Clara Lemlich Award ceremony at the Museum of the City of New York about a relative who was almost involved in the 1912 Triangle Fire disaster. 

Interviewed by Annika Fagerstrom

My parents were both very committed to making a better life for themselves. They lived in the co-ops, which were built by the garment workers association. They couldn’t have planning on getting old, because they didn’t have the money. The garment workers built two houses because they believed workers deserved light, cross ventilation, and all that. A large number of them were Jewish, so they had a school for the children in the basement. And an auditorium, and so forth. They really all believed in making things better, and then workers deserved these basics.

My husband was a GI, and didn’t make much, so I went to work as well. I remember once coming home from work. This woman comes up to me, points at me, and says, “You’re Morty’s?” I said, “Yeah.” She said, “Good.” I don’t know her name, never knew who she was. And that was what living there was like. Everyone looked out for everyone else and everyone cared for everyone else. At that time May Day was the workers’ holiday, everyone got the day off. Everyone, the students got the day off from school, and all the workers did as well. There was a real appreciation for a better life. You know, they worked crazy hours, made very little money, and they focus on a better life for their kids. And for themselves. They had lectures, they had book clubs, they had all kinds of things that made them feel better about themselves.

My parents came into Washington DC, they met there. They never would have met in New York. My mother was the poorest person I know, in terms of her background. She was one of five sisters. My mom’s oldest sister, my mom’s the next oldest, was in the 1905 revolution in Russia and had to hide out. ‘Cause the Cossacks would get her, also they were Jewish, which was a double whammy. She died of typhus because she couldn’t leave hiding to seek medical help because then they would have gotten her. My mother was arrested at the age of nine for stealing a loaf of bread. And I asked her, ‘Why did you steal a loaf a bread.” And she said, “I couldn’t stand my sister’s crying anymore.” So, she was the oldest of the other three. And she told me a lot of story that she probably shouldn’t have but she had a breakdown when I was 10, and I took care of her, and she talked a lot then.

She wanted desperately to learn to read. She told me, “When you walk in the park with a book under your arm, everyone knows you can read.” This was the highest honor for her; her face was alight when she told me this. So, she, when my grandmother sent money for passage to New York, and when my grandmother went to the next town to get her from school, she didn’t want to go.  And I have it on tape, she said to me, “So I gave up my life and went.” She came to this country. And she told her sisters, “everything is paid for so eat everything you can.” But then she was seasick the entire time. Life isn’t fair, sometimes.

When I was born, we lived in Baltimore with my grandmother. We moved to Washington from Baltimore when I was little, I only spoke Yiddish. My whole life was speaking Yiddish, I didn’t know any English. In Washington, no one spoke Yiddish and I was the only person in school who did. I was passed on condition from kindergarten to first grade. But, the first-grade teacher if you gave her the wrong answer you were rapped on the knuckles, so I knew better than to talk. So, they sent me back to kindergarten. All through school I thought I was dumb, all through school. Only later I found out, I had the goods.

I got married in 1947. We were involved in desegregating Washington. Washington prided itself on being separate. So, we had a housewarming party, which involved all colors because that’s who we were. And there was a spy in our group. And the vice squad came to our house, banging on the door, saying someone heard a gunshot. And they went to our closet and pulled out a rifle, which they had brought with them to plant. No one in our house had guns, no one could even afford them. So, they separated the men and the women, and took us down to the station. And I thought after, why did we answer. But there were no Miranda rights back then.

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