I have also benefited from teaching; as I try to explain my views to students with critical and open minds, I find myself continually being challenged to go back and rethink ideas. I now see teaching and research as complementary, mutually reinforcing activities.

It was basically writing. I loved watching sports and writing about them. So I was sports editor of the school paper and I worked weekends at the Long Beach Press Telegram, near my home in southern California. Just primarily an interest in sports, then from that developed the athletic publicity work that I did in school.

Number two I’d say to young people, be curious.

The questions of the students are often the source of new research.  They often ask profound questions that I’ve thought about at times and then given up on, so to speak, for a while.  It wouldn’t do me any harm to think about them again and see if I can go any further now.  The students may not be able to see the thing I want to answer, or the subtleties I want to think about, but they remind me of a problem by asking questions in the neighborhood of that problem.  It’s not so easy to remind yourself of these things.

I tried to get funding to shoot this film and couldn’t—nobody wanted to touch it, you know?

to isolate and to force myself to write

I just don't really see the dialectic between inside and outside, and corporate and revolutionary, as being as cut and dry as I used to.

My fear, my anxiety, that I’m grappling with in this film, is that if we’re not able to struggle with the domestic things

I prefer not to compartmentalize my life.

I need to know what my editing voice is