Collective Organizing Principles

About

In 1969, the TWLF Central Committee was established at UC Berkeley. Its primary role was to negotiate the demands of the 1969 TWLF UC Berkeley strike with the campus administration. The committee approach to collective organizing intentionally embodied principles of solidarity, community empowerment and democratic representation. It represented a united front, comprising four key racial and ethnic organizations: (1) The Afro-American Student Union (AASU), (2) The Asian American Political Alliance (AAPA), (3) The Mexican American Student Confederation (MASC), which later evolved into MEChXA (Movimiento Estudiantil Chicano/Xicana de Atzlán), and (4) The Native American Student Alliance (NASA).

The committee granted each of the four organizations - regardless of their size or individual member count - an equal vote in decision-making processes. This approach ensured that decisions reflected a broad consensus, supporting the committee’s vision to create a society that equally acknowledged and empowered different communities of color. The Central Committee was informed by the Progress Committee which was structured so that each racial group in the strike was represented by two faculty and two students. The Progress Committee collected information about the strike and the university’s response to examine the effectiveness of the strike in achieving its demands. The determinations of the Progress Committee were used to inform future directions of the strike.

Women played a central role in TWLF, countering the often male-centered narratives of political activism during that time. Their involvement was crucial in organizing and developing strategies to strengthen solidarity, highlighting the intersectional nature of TWLF’s vision for self-determination and the Third World College.

While press coverage and the media may have highlighted certain individuals, fundamentally, the committee was a non-hierarchical and collective movement. No single leader or group of leaders had authority over others. Every member’s voice carried weight in discussions and decision making. This approach mirrored TWLF’s principles of equality and mutual respect that they sought to instill within the establishment of the Third World College and its programs.

The committee practiced collectivity and organized cooperatively, challenging the hierarchical and individualistic nature of campus power structures. Through these practices, TWLF created a more inclusive and representative campus where people of color were heard and empowered. The Department of Ethnic Studies, which was created in response to TWLF’s demands, was the first to prioritize the hiring of people of color at the University. However, it’s important to note that not all demands were met, and collective organizing continues to address these and other relevant issues.

To learn more about the organizing principles and efforts of the TWLF Central Committee, consider exploring the TWLF digital archive on Calisphere, as well as the physical archive at the UC Berkeley Ethnic Studies Library. Pay special attention to TWLF's ‘communiqués,’ which offer a glimpse into their collective organizing process.

This section is designed to engage students in the study of the 1969 Third World Liberation Front (TWLF) movement at UC Berkeley. Through a series of questions and answers, students will gain an understanding of the movement’s principles, its impact, and the ongoing efforts to address unmet demands. This resource aims to promote discussions around themes of equal representation, collective organizing, and the importance of supporting each other The structure and content of this section can be a potential framework for high school lesson plans.

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What were the key principles that guided the TWLF movement at UC Berkeley in 1969?

The TWLF movement was guided by principles of self-determination, solidarity, and democratic representation.

Self-determination: One of TWLF's core principles was the concept of self-determination. However, it was about more than an individual's autonomy - it was about empowering third world communities and ensuring they had the right to define their own educational paths. This included the creation of curricula that reflected their histories and experiences, academic, career and financial support, a connection between the university and their communities, and playing an active role in deciding the hiring of faculty, staff, and administrators throughout the University system (review strike demands).

Solidarity: TWLF sought to bring together third world histories and cultures - of Asian Americans, Chicano Americans, African Americans, and Native Americans in a united front to fight for Third World Studies. This solidarity was not just about shared struggle, but also about mutual support and collective action. It was about recognizing the interconnectedness of their experiences and working together to challenge the structures of power that marginalized them (learn more).

Democratic Representation:
The TWLF Central Committee ensured democratic representation was practiced throughout their decision-making processes by granting each of the four organizations - regardless of their size or individual member count - an equal vote in decision-making processes.

How did the TWLF Central Committee make decisions?

Decisions were made democratically through the TWLF Central Committee. This committee was composed of the main four striking organizations. Each striking organization had one vote.

What practices did the TWLF movement avoid?

Hierarchical Practices: The TWLF movement with its principle of collective action intentionally avoided hierarchy because it concentrates power in the hands of a few. This was contrary to the TWLF’s goal of providing a space where a diversity of voices could be heard. While there were leaders within the striking organizations and the movement itself, the TWLF movement ensured that decisions were made democratically. Hierarchy was avoided to guarantee that every voice was heard and valued equally.

What practices did the TWLF movement embrace?

Collectivity and Community: Within the movement, there were several different sub-organizations that worked together to protect strikers and advance the goals of the movement. For example, the Medical Committee sent out communiques to strike participants with instructions on what to do if they received an injury while striking. Other committees that served as liaisons with the wider Berkeley communities included the Faculty, Administration, and Employees Committee, the White Relations and Strike Support Committee, and the Community Liaison Committee. In addition, the TWLF movement reached out to labor unions, high schools, and members of the National Guard in order to gain support for the strike. These dedicated committees demonstrate how at the heart of TWLF was community and collective action.

Self-determination: (see the response to question 1)

How did women take part in this movement?

Women were some of the biggest drivers of the TWLF movement. However, the role of women in the strike has been underrepresented or ignored in the primary sources from that time and scholarship about TWLF. Some women were leaders in the strike like LaNada War Jack who formed and represented the Native American Student Alliance (NASA). Women’s liberation organizations wrote in support of the TWLF strike because of the shared history of discrimination within the university against women and people of color. Women served in a variety of different positions and committees and were foundational to the success of the movement. Learn more