# Video letter from the present to the future Telling through examples: - Science hub - Women on Waves - Four Thieves Vinegar - OSSI - property and technocapitalist capture --> Elsevier, #syllabi, pandemic --> shadow libraries/custodians.online (Science Hub, Rameshwari) and alternative pedagogies - patents --> "Consider Elsevier, the largest scholarly publisher, whose 37% profit margin1 stands in sharp contrast to the rising fees, expanding student loan debt and poverty-level wages for adjunct faculty. Elsevier owns some of the largest databases of academic material, which are licensed at prices so scandalously high that even Harvard, the richest university of the global north, has complained that it cannot afford them any longer... For all the work supported by public money benefiting scholarly publishers, particularly the peer review that grounds their legitimacy, journal articles are priced such that they prohibit access to science to many academics - and all non-academics - across the world, and render it a token of privilege." -- Custodians.online * hacking and piracy needed to provide a guerilla access to books can be understood as a form of custodianship — care — for the knowledge commons: from sharing to building and maitaining infrastructures for sharing, aimed against the corporate capture of culture, education and science at the hands of a technocapitalist oligopoly of copyright-holding academic publishers such as Elsevier and Big Tech such as Google * radical pedagogies of social justice movements are increasingly dependent on digital channels, a phenomenon we have been tracking across twitter and blogs as #syllabi, to build a shared analysis and learning from their struggles — but that makes them dependent on technocapitalist ambience that both facilitates exchange and makes it subject to the larger dynamics of accumulation in that sector * developing technologies that increase autonomy and technical knowledge is thus allowing for greater resilience of these movements and counter a generalised deskilling and subsumption to technocapitalist dynamics * How do political notions of care and pedagogy relate to those of hacking and piracy? * How do you consider forms of digital activism and care can be related and how then to enact them in everyday practices of struggle, and how instead these tools are used and countered by the other side? * How do you think digital tools can foment collective learning processes and help communities in struggle, and what strategies can be used to counter digital inequality, as opposed to the mainstream narrative? * How does the concept you propose of Hacking with Care unfold? * How pedagogy needs to rethink its models from decolonial, anti-oppressive, and intersectional pedagogies. And how are these pedagogies informing and shaping the direction of the queer, feminist, and anti-oppressive hacker movement? * Link between surveillance, digital, biodata. How the most oppressed (racialized, non-binary, etc.) people are paying the most?