SC357 F08: Social Change in Action I
Mondays, 4:30-6:50, Carney 306
Professor:
Phone:
Email:
Darcy Leach
617-552-4645 (office)
leachd@bc.edu
Office:
Office Hours:
519b McGuinn
Mon. 1-2;
Thurs. 1-2 or by appt.
Course Description
It is easy to feel overwhelmed by the problems of our times. What can ordinary people do to
bring about social change? How can they organize themselves effectively without sacrificing
the very values for which they are fighting? In this two-part course you’ll learn about various
organizing strategies through readings and discussion, and also gain practical skills in
participatory decision-making, publicity and outreach, alliance-building, and more, through
trainings and a hands-on collective action project. Over the course of the year, the class will
choose an issue, set a goal, and design a campaign strategy, then work together to carry out
the first steps of that campaign. Students should have either prior coursework in social
issues/social movements or activist experience.
The Fall semester will be dedicated primarily to choosing an issue, researching it, and
developing a campaign strategy, and collectively writing a detailed action plan for the
campaign, including a media strategy and a general timetable for various events. We will
hopefully progress quickly enough to be able to carry out the first step of the campaign
during the Fall semester, but the bulk of the actual organizing work will take place Spring
term. Since planning and doing are always interconnected, we will be involved in some of
each in both semesters, but generally this term is for planning and next term is for learning
the concrete organizing skills and carrying out the plan.
While you are not required to take the course both terms, I highly recommend that you do.
Taking it only Fall term may leave you frustrated at not having actually done much, and
you’ll be leaving just as the project gets going; and those who only take it Spring term will be
jumping into a project they had no hand in creating and joining a group that has spent a whole
semester working together, getting to know each other, and building a sense of community,
which may make it very difficult to really feel a part of things and invested in the project.
Nonetheless, if you are only able to take it one term or the other, I will do my best to make it
a rewarding experience for everyone.
Course Format
The course is designed to have a strong experiential component. It is meant to give you
practical knowledge of various kinds of organizing skills and hands-on experience using them
in a collective project. At the same time, we will be discussing these issues and the various
options we look at with an evaluative eye, considering the practical and ethical implications
of various options available to organizers in terms of how to mobilize people, how to deal
with the media, what strategies for social change work best, what tactics, etc. Also, many of
the options that have been tried historically are either not within the scope of this course for
us to try ourselves (developing a national coalition, for example) or are ethically/morally
inappropriate to be carrying out as a class (e.g. violent tactics), yet it is important from an
intellectual standpoint to understand what has been tried in the past and what has or has not
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worked in different situations. Consequently, the format of the course is designed so that the
experiential component and our consideration of historical approaches to social change run
parallel to each other over the course of the year - in each class period, we will spend
approximately half of the time discussing the readings and the other half of the time working
on the group project/campaign.
Because of the collective nature of much of what we will be doing this term, and because the
goal of the course is to allow you to grow in your capacity to engage in issues of concern to
you, I have designed the course to have a somewhat emergent character. While some things
are less flexible than others (workshops done by outside trainers, for example), there is room
in the syllabus for us to customize the readings and topics as the course unfolds, based on
your needs and interests and the requirements of the project we choose. Likewise, in weeks 6
or 7, we will take a look at the suggested topics for the last half of the course, and if the class
has developed interests in other questions, we can reorganize things to work them in.
Course Requirements (Semester I)
1) Participation and discussion questions. These are especially important since so much of
the class revolves around group work. I will not be taking roll each week, but your
classmates will need you to be there for the project to come together well, so absences
will be noticed. If you have to miss a class, please make sure to get notes from a fellow
student and keep up with all readings and assignments. My assessment of your overall
level of engagement with the class will constitute a significant part of your grade. Things
that will count toward your participation grade are:
• participation in class discussions
• once during each term, you will sign up to bring in discussion questions which we
will use to guide discussion that day
Other (optional) things you can do to ensure a good participation grade might be:
• email correspondence
• coming to my office hours
• attending relevant lectures or events on campus and talking to me about it in person or
writing up a page summarizing the event and giving your reactions.
Everyone will get to suggest what grade they should receive for their work on the group
project by writing up a one-page report explaining what role you played, what work you
did on the project over the course of the semester, and what grade you think you deserve.
I will then use these reports to inform my assessment of each person’s contribution.
2) 3-page concerns paper. For the third week of class, everyone will be asked to write a short
(3 pages) paper on the social issue or problem you would most like to have the class
address for the class project. It should be something you are really concerned about and
that you think you would be passionate about working on. This exercise will help us
facilitate our selection of an issue and a goal for the class project.
3) Journaling. As a supplement to in-class discussion and as a way of processing the
materials we cover, I will ask each student to keep a journal, recording your thoughts and
reactions to the readings, our discussions, and your experience in the course. I have set up
the journaling tool on the Blackboard site for you to use, or if you prefer, you may buy a
separate spiral notebook or journal to use for this purpose. I will periodically read and
respond to the journals as a way of entering into a more individualized intellectual
dialogue with you. These won’t be graded on content, but on the degree to which you
seem to be consistently and thoughtfully engaging with the issues and ideas that come up.
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4) Activist biography/autobiography report/presentation. Each student will choose an
activist they would like to learn more about and read either a biography or autobiography
on that person and give an informal report to the class about that person’s life and your
impressions/thoughts about the book. This can be done either in pairs, in which case the
presentation should be about 10-15 minutes long, or individually, in which case it should
be 5-7 minutes. Then you’ll turn in a short write-up of the presentation. We will figure
out who will do which activist during the second week of class and sign up for
presentation dates. I have compiled a list of as many activists I can think of and
biographies and autobiographies written about them from which you can choose, or talk
to me if you have another idea of someone else you would like to report about.
Presentations will take place throughout the semester.
5) Action plan. Once we have chosen an issue and a goal for the action, the class will work
most of the semester to create a detailed action plan, laying out what the issue is we are
working on, who the stakeholders are, and what resources the class has, and laying out a
campaign strategy, including what exact actions will be carried out, when and how they
will happen, etc. The collectively written action plan will be due no later than week 12
and probably earlier, depending on our rate of progress. Everyone will get the same grade
for this assignment.
6) Final reflections paper (10-12 pgs). At the end of the term, each student will write a 10-12
page final paper, reflecting on the action, your experiences in the group project aspect of
the course, and what you learned through the readings and discussion.
Grading – Semester I
Your final grade for the course will be derived according to the following weighting of
individual requirements:
Participation (including in-class/discussion
questions and group project)
Concerns paper
Journal
Activist presentation/report
Action plan (collective)
Final paper
15%
5%
10%
25%
20%
25%
Academic Integrity
It is each student’s responsibility to understand and adhere to the accepted norms of
intellectual honesty in their academic work. Any form of cheating, plagiarism, dishonesty, or
collusion in another’s dishonesty is a fundamental violation of these norms. To see the
College's policies in this area go to: http://www.bc.edu/integrity. Two other sources to
consult about proper citation rules and exactly what constitutes a breach of policy are:
“Plagiarism Examples and Guidelines: A Quiz” at
http://www.bc.edu/schools/cas/polisci/integrity/quiz/#Example_four and the American
Sociological Association’s “Quick Style Guide” at
http://www.asanet.org/page.ww?section=Sociology+Depts&name=Quick+Style+Guide).
A note about late papers (please read carefully!). Papers are graded down by 5 percentage
points for each day they are late. If you must turn a paper in late due to an emergency (i.e.
something that is both unavoidable and unforeseen), make sure to contact me by email as
soon as possible. If you know about an unavoidable conflict ahead of time, let me know in
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advance, and we can arrange an extension. If you miss your assigned day to give your
presentation or to bring discussion questions, without arranging with me ahead of time, you
will get a zero for those assignments, unless it was an emergency.
Readings
There are 4 required books for Semester I:
•
Paul Rogat Loeb. 1999. Soul of a Citizen: Living with Conviction in a Cynical Time. New
York: St. Martin’s Griffin.
•
Nina Eliasoph. 1998. Avoiding Politics: How Americans Produce Apathy in Everyday
Life. New York: Cambridge University Press.
•
Jason Salzman. 2003. Making the News: A Guide for Activists and Nonprofits. Boulder,
CO: Westview Press.
•
Randy Shaw. 2001. The Activist’s Handbook: A Primer. Berkeley: University of
California Press.
These books will be available at the Bookstore and on reserve at O’Niell Library. The
Salzman and Shaw books till arrive in a couple of weeks. All other assigned readings will be
on electronic reserve. From the library home page (http://www.bc.edu/libraries/), click on
“course reserves” under “Find Library Materials,” log in, and look up the course.
Weekly Schedule of Readings and Assignments
1. Sept. 8
Introductions.
2. Sept. 15
Motivation – Obstacles to Engagement I
•
Workshop: Consensus Decisionmaking
•
Sign up for Activist Biography/Autobiography assignment
•
Sign up for Discussion Questions week.
•
Avoiding Politics, Chapters 1-3.
3. Sept. 22
Motivation – Obstacles to Engagement II
•
Concerns papers due.
•
Decide on topic for Future Workshop.
•
Avoiding Politics, Chapters 5, 7, 9.
•
Michael Gould-Wartofsky. “Repress U.” The Nation, January 28, 2008. Online at:
http://www.thenation.com/docprint.mhtml?i=20080128&s=gould-wartofsky
4. Sept. 29
•
Soul of a Citizen, Chapters 1-3.
5. Oct. 6
•
Motivation – Overcoming Cynicism I
Motivation – Overcoming Cynicism I
Soul of a Citizen, Chapters 4-7.
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Oct. 13
COLUMBUS DAY – NO CLASS
6. Oct. 20
Educating Ourselves About Our Issue I – Causes & Consequences of the
Problem.
•
Readings to be assigned based on the issue we choose
7. Oct. 27
•
Readings to be assigned based on the issue we choose
8. Nov. 3
•
Developing Our Campaign Strategy: Who Do We Have to Influence and
What Would it Take?
Activist’s Handbook, Chapters 1 & 8
9. Nov. 10
•
Educating Ourselves About Our Issue II – State of the Movement:
What’s Been Tried, and What Can We Do?
How the Media Work & What Gets Covered
Making the News, Introduction and Chapters 1-2.
10. Nov. 17
Developing a Media Strategy: Framing the Argument
•
Workshop: Using the Media in Grassroots Campaigns.
•
Activist’s Handbook, Chapter 5
•
Char Ryan. Framing for Activists: Building Movements by Talking Strategy. Excerpt.
•
Char Ryan and Bill Gamson. 2006. “The Art of Reframing Political Debates.”
Contexts 5(1):13-18.
11. Nov. 24
Tactics: Inside the Box (Pushing the Envelope w/out Breaking the Rules)
•
Albert Einstein Institution. “198 Methods of Nonviolent Action” (1 pg.) at
www.aeinstein.org.
•
Steve D. 2008. “Thinking About Protest Tactics” Posting on London Indymedia.
http://londonontario.indymedia.org/?q=node/394
•
John Cavanagh & Jerry Mander, eds. Alternatives to Economic Globalization: A
Better World is Possible. San Francisco: Berrett-Koehler Publishers, Inc. Chapter 11.
“Global to Local: What You Can Do,” pp. 333-345.
12. Dec. 1
Models of Community Organizing
•
Action Plan due.
•
Kristina Smock. 2004. Democracy in Action. New York: Columbia University Press.
Introduction and Chapters 1 and 9.
•
John P. Kretzmann and John L. McKnight. 1993. Building Communities from the
Inside Out: A Path Toward Finding and Mobilizing a Community's Assets. Evanston,
IL: Institute for Policy Research. “Introduction” pp.1-11. Online at:
http://www.northwestern.edu/ipr/publications/community/introd-building.html
•
Tom Hayden. 1988. Reunion: A Memoir. New York: Collier Books. Chs. 6-7.
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13. Dec. 8
Wrap-up Discussion
• Participation Reports due.
Final Reflections Papers due: Thursday, December 11, by 5pm
Overview of Discussion Topics for
Social Change in Action II, Spring ‘09
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Intro
Fundraising
Media: Nuts & Bolts of Campaign PR
Mobilizing Turn-out: Getting to “Yes”
Issues of privilege: w/in the group
Issues of privilege: w/in the movement
Strategies for Social Change: Historical Dilemmas (revolution vs. reform, parliamentary
vs. extraparliamentary…)
Movement democracy (autonomy vs. oligarchy)
Strategies for Social Change (new conditions, new ideas?)
Organizing Ourselves: Organizational Structure
Organizing Ourselves: Decision-Making Models & Challenges
Tactical Issues: the Master’s Tools? (Inside vs. Outside)
Tactical Issues (Nonviolent Outside vs. Militant Outside)
Staying Involved: How to Maintain Hope and Avoid Burnout
Semester II Requirements and Grading
Participation:
In-class/discussion questions
Group Action Project
Strategies for Social Change paper
Journal
Presentation/report on a current movement
Final paper
10%
25%
10%
10%
20%
25%
Books for Semester II (tentative):
•
John Anner. 1996. Beyond Identity Politics: Emerging Social Justice Movements in Communities
of Color. South End Press.
•
Michael Albert. 2002. The Trajectory of Change: Activist Strategies for Social Transformation.
Cambridge, MA: South End Press.
•
Ward Churchill with Mike Ryan. 1998. Pacifism as Pathology. Winnepeg, Manitoba: Arbeiter
Ring Publishing.
•
Barbara Epstein. 1991. Political Protest and Cultural Revolution. Berkeley: University of
California Press.
•
Amory Starr. 2005. Global Revolt: A Guide to the Movements Against Globalization. New York:
Zed Books.
•
(And we’ll continue to use the Salzman and Shaw books from first semester)
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Bibliography for Activist Lives Assignment
19th and early 20th Century US
Frederick Douglass. Born a slave and escaped to freedom in the North to become a famous
orator, author, and one of the most influential leaders of the abolitionist movement.
•
McFeely, William S. 1991. Frederick Douglass. Simon & Schuster.
Paul Robeson. World famous African-American singer, actor, professional football player,
graduate of Columbia Law School, and communist activist.
•
Duberman, Martin Bauml. 1989. Paul Robeson: A Biography. Ballantine Books.
Carlos Bulosan. Filipino-American novelist and labor activist with the ILWU (longshoremen’s union) on the West coast before World War II.
•
Bulosan, Carlos. 1990 [1943]. America is in the Heart. University of Washington Press.
Eugene V. Debs. Labor and political leader, co-founded the International Labor Union and
the anarcho-syndicalist Industrial Workers of the World (IWW). Also ran for president five
times – once from jail – on the Socialist Party ticket.
•
Salvatore, Nick. 1982. Eugene V. Debs: Citizen and Socialist. University of Illinois Press.
John Reed. Turn of the century American journalist, Harvard graduate, poet, communist
activist, and husband of feminist activist, Louise Bryant. Went to Russia to document and
support the Bolshevik revolution with Emma Goldman, where he died of the flu and was
buried near Lenin.
•
Rosenstone, Robert A. 1990. Romantic Revolutionary: A Biography of John Reed.
Harvard University Press.
Emma Goldman. Turn of the century Lithuanian-born anarchist, feminist, essayist, orator.
Imprisoned several times for her activism and deported to Russia in 1919, where she was an
outspoken critic of Lenin’s brutal suppression of dissent. Lived in several countries and
participated in Spanish Civil War with the anarchists against Franco.
•
Goldman, Emma. 2006. Living My Life. Penguin Classics.
•
Chalberg, John C. 2007. Emma Goldman: American Individualist. Longman Press.
Alice Paul. Early 20th century Quaker leader of the suffragist movement, founder of the
National Women’s Party, jailed for picketing the White House during World War I.
•
Adams, Katherine H. and Michael L Keene. 2007. Alice Paul and the American Suffrage
Campaign. University of Illinois Press.
The Interwar Years
Joe Hill. Swedish-born labor organizer and songwriter, active with the International Workers
of the World, convicted of murder in a controversial trial and executed. His arrest was widely
believed to be politically motivated, with many well-known people, including Helen Keller,
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pleading for clemency on his behalf. The story is captured in several well-known protest
songs.
•
Rosemont, Franklin. 2003. Joe Hill: The IWW & The Making Of A Revolutionary
Working Class Counterculture. Charles H. Kerr Publishers.
Dorothy Day. Pacifist, anarchist, Catholic journalist, anti-poverty activist, and advocate for
the homeless during the Great Depression. Founded the Catholic Workers movement and
started a string of “houses of hospitality” and communal farms for the poor.
•
Coles, Robert. 1989. Dorothy Day: A Radical Devotion. Da Capo Press.
•
Day, Dorothy. 2004. The Long Loneliness. HarperOne Press.
Myles Horton. Theologian, educator, socialist, and founder in the late 1930s of the
Highlander Folk School, an organizer training center where many leaders of the civil rights
and southern farm-workers movements were trained, including Rosa Parks and Martin Luther
King, Jr.
•
Horton, Myles, Judith Kohl, and Herbert Kohl. 1997. The Long Haul: An Autobiography.
Teachers’ College Press.
Dorothy Healey. Well-known labor organizer in California with a 40-year career. Eventually
a national leader of the American Communist Party. Strong advocate for the rights of Black
and Chicano farm and factory workers.
•
Healey, Dorothy and Maurice Isserman. 1990. Dorothy Healey Remembers: A Life in the
American Communist Party. Oxford University Press.
The 1960s: New Left & Civil Rights Activists
Tom Hayden. Student, civil rights, anti-war, and anti-poverty activist. Founder of Students
for a Democratic Society (SDS), the largest student activist organization in US history.
Defendent in the Chicago 8 conspiracy trial, who later became a California State
Congressman.
•
Hayden, Tom. 2003. Rebel: A Personal History of the 1960s. Red Hen Press.
Abbie Hoffman. Colorful co-founder of the countercultural anarchist group, the “Yippies.”
Anti-war activist and one of the Chicago 8 defendents.
•
Hoffman, Abbie. 2000. Autobiography of Abbie Hoffman 2 Ed. Perseus Books.
Bill Ayers. Member of SDS turned co-founder of the Weather Underground Organization.
•
Ayers, Bill. 2003. Fugitive Days: A Memoir. Penguin Books.
Carl Oglesby. Copywriter for a military defense contractor turned anti-war activist and early
leader of SDS. Great speaker and writer.
•
Oglesby, Carl. 2008. Ravens in the Storm: A Personal History of the 1960s Antiwar
Movement. New York: Scribner.
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Cathy Wilkerson. SDS member turned member of the Weather Underground Organization.
•
Wilkerson, Cathy. 2007. Flying Too Close to the Sun: My Life and Times as a
Weatherman. New York: Seven Stories Press.
Malcolm X. Fiery orator and iconic muslim leader of the Black Power movement,
assassinated in 1965.
•
Shabazz, Attallah.1987. The Autobiography of Malcolm X : As Told to Alex Haley.
Ballantine Books.
Martin Luther King, Jr. Does he need an introduction?
•
King, Jr., Martin Luther. 2001. The Autobiography of Martin Luther King, Jr. Grand
Central Publishing.
Stokely Carmichael. Early civil rights activist in the Student Nonviolent Coordinating
Committee (SNCC) turned militant leader who sparked the Black Power movement.
•
Carmichael, Stokely. 2005. Ready for Revolution: The Life and Struggles of Stokely
Carmichael (Kwame Ture). Scribner.
•
Johnson, Jacqueline. 1990. Stokely Carmichael: The Story of Black Power. Silver Burdett
Press.
Daniel and Phillip Berrigan. Civil rights and anti-war activists from the 1960s-1990s,
Christian anarchists, co-founders of the Ploughshares movement. Phillip Berrigan was a
Josephite Priest and Daniel Berrigan is a Jesuit Priest. Both served time in prison for repeated
acts of civil disobedience, Phillip served a total of 11 years at different times.
•
Polner, Murray and Jim O’Grady. 1998. Disarmed and Dangerous: The Radical Life and
Times of Daniel and Philip Berrigan, Brothers in Religious Faith and Civil Disobedience.
Westview Press.
•
Berrigan, Daniel. 2007. To Dwell in Peace: An Autobiography. Wipf & Stock Publishers.
Black Panthers
Huey P. Newton. Co-founder of the Black Panther Party for Self Defense.
•
Jeffries, Judson L. 2002. Huey P. Newton: The Radical Theorist. University Press of
Mississippi.
Assata Shakur. Charismatic speaker, East Coast leader of BPP, jailed for armed robbery,
escaped to exile in Cuba, mother of Tupac Shakur.
•
Shakur, Assata. 2001. Assata: An Autobiography. Lawrence Hill Books.
Elaine Brown. Leader of BPP for a time while Huey Newton was in prison.
•
Brown, Elaine. 1993. A Taste of Power: A Black Woman's Story. Anchor Press.
Angela Davis. BPP member, orator, political candidate in Oakland. Now a leading Black
intellectual and academic.
•
Davis, Angela Y. 1989. Angela Davis: An Autobiography. International Publishers.
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Mumia Abu-Jamal. Member of BPP in Philadelphia, journalist, radio personality, convicted
of murdering a police officer in highly controversial trial, still on death row. World-wide
movement exists to free him.
•
Abu-Jamal, Mumia. 1997. Death Blossoms: Reflections from a Prisoner of Conscience.
Plough Publishing House.
The American Indian Movement
Leonard Peltier. A leader of the American Indian Movement (AIM), tried and convicted of
murdering two FBI agents in controversial trial. Serving life in prison. Also focus of worldwide movement to free him.
•
Peltier, Leonard. 2000. Prison Writings: My Life Is My Sun Dance. St. Martin's Griffin.
Dennis Banks. Early leader of AIM.
•
Banks, Dennis and Richard Erdoes. 2005. Ojibwa Warrior: Dennis Banks And The Rise
Of The American Indian Movement. University of Oklahoma Press.
Russell Means. Early leader of AIM.
•
Means, Russell. 1996. Where White Men Fear to Tread: The Autobiography of Russell
Means. St. Martin's Griffin.
Since the 1960s
Ann Hansen. Militant punk/anarchist activist from Canada.
•
Hansen, Ann. 2002. Direct Action: Memoirs of an Urban Guerrilla. AK Press.
Cesar Chavez. Founder of the United Farmworkers Union for migrant workers, organizer of a
national boycott on grapes and lettuce that forced agribusiness concerns to recognize the first
agricultural workers union in the US.
•
Ferriss, Susan, Ricardo Sandoval, and Diana Hembree. 1998. The Fight in the Fields:
Cesar Chavez and the Farmworkers Movement. Harvest/HBJ Books
•
Levy, Jacques E., Barbara Moulton, and Fred Ross, Jr. 2007. Cesar Chavez:
Autobiography of La Causa. Minneapolis, MN: University of Minnesota Press.
International
Che Guevara. Author, Marxist leader of the Cuban revolution, and revolutionary activist in
many countries in Central and South America. Killed in Bolivia in 1967.
•
Anderson, Jon Lee. 1998. Che Guevara: A Revolutionary Life. Grove Press.
Subcommandante Marcos. Masked leader of the Mexican Zapatista movement for autonomy
of indigenous peoples of Mexico, famous orator who drew lots of media attention and built
an international netowrk in support of the movement.
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•
Henck, Nick. 2007. Subcommander Marcos: The Man and the Mask. Duke University
Press.
Nelson Mandela. Leader of the resistance to Apartheid in South Africa. Served 20 years in
prison and emerged to become the first president of South Africa after Apartheid fell.
•
Mandela, Nelson. 1995. Long Walk to Freedom: The Autobiography of Nelson Mandela.
Back Bay Books.
•
Mandela, Nelson. 1996. Mandela: An Illustrated Autobiography. Little, Brown & Co.
Mohandas Gandhi. Author, activist, spiritual and political leader of the anti-colonial
independence movement in India. Pioneer of nonviolent philosophy of Satyagraha and
proponent of mass civil disobedience. Assassinated in 1948.
•
Gandhi, Mohandas Karamchand (Mahatma) and Mahadev H. Desai. 1993. Gandhi An
Autobiography: The Story of My Experiments With Truth. Beacon Press.
Lech Walesa. Nonviolent labor and pro-democracy activist, founder of the “solidarity”
movement in Poland which helped to bring down the Communist regime in the 1980s.
•
Walesa, Lech. 1994. The Struggle and the Triumph: An Autobiography. Arcade
Publishing.
•
Rebecca Stefoff. 1992. Lech Walesa: The Road to Democracy. Ballantine Books.
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