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Extreme events are the occasion for many people’s encounters with climate change. Though causation is complex and no one event is directly attributable to climate change, when we consider Cassandra, we can consider what people encounter in assistance after an extreme event. This chapter takes the case of assistance to displaced people after Katrina to explore how care and surveillance were intertwined. Methods include analysis of government documents as well as interviews. When we consider assistance people receive, we often focus on the intended assistance and how it worked or did not. Evaluation is difficult, not least because criteria for determining what it means to work are uncertain. However, if we include the process of gaining assistance as part of the experience, we broaden concerns from the instrumental outcomes to the mixed messages people get in assistance. Assistance appears in a context, where the most vulnerable people have reasons to mistrust government and nonprofits, and where in the United States assistance has come intertwined with supervisory rules, a focus on getting people to work, and a need to manage criminal histories. Trust in government may be limited, emergency care can operate outside ordinary legal frameworks when providers are new, and legal accountability for assistance may be experienced as confining, despite caregivers’ intent.

The long-entrenched belief that “white” equates to inherent racial superiority is intrinsically linked to “racism and pseudo-science used to justify slavery, imperialism, colonialism, and genocide” (Smithsonian National Museum of African American History and Culture, n.d.). This widely propagated belief plagues American society maintaining disparities in wealth, health, education, housing, and employment, and disproportionately marginalizing African and Hispanic Americans. The resultant inequities and systemic racial disparities in school practices, policies, and institutional structures sabotage efforts to mediate the inaccuracies of America’s history. School libraries and librarians can provide the materials, resources, and expertise to counter erroneous notions of White superiority while affirming all students’ positive racial identities.

Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning pedagogies provide “service” to community, the view of community partners from a deficit-oriented perspective can render service learning ineffective and, at worst, potentially harmful to the community served. This chapter presents a course that uses food as a civic lens through which to engage community, instructors, and students in CRITICAL-SERVICE-LEARNING where systemic inequities that contribute to community needs are focused upon, community partners are co-creators of course design, outcomes to student learning and community benefits are equitably considered, and collective knowledge and experience of stakeholders is valued.

It has been argued that the workplace and the labor market in general, by processes of education, mobility and competition, have become the main forces behind the individualization and atomization in societies and in people’s lives. This paper inquires into the tensions between solidarity, identity, and individualism among workers in their efforts to organize collective struggles to improve their workplaces and their lives. Drawing on the dilemmas of increased diversity in the new workplace, the paper delineates three models of organized labor: (1) The Universalist-Individualist model of organized labor, peaking at the New Deal crisis and embedded in National Labor Relations Act, as an attempt to establish universal solidarity, which suppressed differences and presented a unified worker voice; (2) The Separatist model, which emerges as a reaction to intragroup exclusion and involves fragmentation of workers into identity groups, each representing the interests of its members; (3) The Coalitionist-Altruist model, envisioned in the paper as a middle ground between solidarity and self-interest, through interrelated moves: a move from totalizing universal solidarity to coalitionist solidarity through continuous dialogue and “rotation of centers” and a move from rights-based identity politics and the dominance of employment antidiscrimination claims to a fuller substantive theory for social reform.