University at Buffalo Fall 2023 Social Change
SOC 309
Credit Hours: 3
Pre-requisites: N/A
Days and Location
M/W/F: 10:00-10:50
Knox 04
FACULTY INFORMATION
Instructor:
E-mail:
Office Location:
Office Hours:
Ayesha Datta
ayeshada@buffalo.edu
442 Park Hall
Fri 11:30-12:30 (Walk-in), or by appointment (email for appointment)
I: COURSE DESCRIPTION
We see change everywhere. Modern societies are constantly undergoing rapid change but have you ever
wondered what social change is or how social scientists understand it? Why do some groups desire social
change? Finally, how does change come about? In this course, we will try to reflect on some of these questions
by first exploring the development of global capitalism and how it produces and shapes patterns of
inequality. In doing so, we will engage with questions of power, especially its role in producing
inequalities and the various resistances against such inequalities. We will then discuss and analyze the meaning
of social change, locating it within complex structures of power, inequality and transformation. Finally, we will
discuss the role and various dimensions of organizing and activism to bring about social change. As we study the
causes and processes of social change, we will keep “structure” and “agency” in mind.
“Never doubt that a small group of thoughtful, committed [people] can change the world; indeed, it is the only
thing that ever has.” - Margaret Mead
II: COURSE OBJECTIVES
Learning Outcome
Mode
and
Method of Assessment
method of
delivery
( Mode
: In - person)
1 . Understand
Interactive lectures
how the
using basic exercises
development of
like Question of the
global capitalism
changed the
Weekly reaction
papers, class
participation
day and One-
relationship between
minute write,
state, market and civil
class discussion
society
2. Identify the
Weekly reaction
economic order
Interactive lectures
using basic exercises
like Question of the
day and One- minute
write, class
discussion and group
exercise
3. Apply the
Group exercise
Group
patterns of social
inequality with a
focus on the
current social and
understanding of power
and inequality to realworld issues to
understand the
implications for certain
groups
papers, class
participation, group
essay and
presentation
essay and
presentation
4. Critically analyze
the triggers for social
change such as conflict
in society and its
effects on the status
quo
5. Analyze organizing
and activism as
empowerment
strategies used by
disadvantaged groups
to resist the status
quo. Students will be
able to analyze the
role of organizing and
activism in many
social change
movements such as
Civil Rights
Movement and
Feminist Movement.
Interactive lectures
using intermediate
exercises like
ConcepTest and
Skeleton Notes, class
discussion and group
exercise
Weekly reaction
papers, class
participation,
groupessay and
presentation
Interactive
Weekly
lectures using
reaction
intermediate
papers, class
exercises like
participation,
ConcepTest
critical
and Skeleton
review paper
Notes, class
discussion
REQUIRED TECHNOLOGY
To fulfill the course requirements, you need access to the internet and a pdf reader to complete the readings for the course. You
also need to be familiar with Brightspace. I am happy to accommodate requests (once or twice during the semester) that arise
due to technical issues but also know that UBIT Help Center is available to help you (https://www.buffalo.edu/ubit/informationfor-students.html).
III: COURSE REQUIREMENTS
1.
Weekly Reaction Papers (20 points toward your overall grade)
To help you prepare for class discussions and make 50 minutes of your class time meaningful, you will submit a
1-2 page written reaction to the readings each week by the first day of each week’s classes. These reaction
papers should be in a short essay format, but you can be creative with the content. By creative, I mean you can
show your understanding in different ways. For example, you can state the main arguments of the readings (do
not quote), raise several important questions related to the readings, or make connections between the week’s
readings and readings from the preceding weeks. These papers should demonstrate your critical engagement
with the readings. Please come prepared to share your questions or your perspective on the readings.
•
These papers must be submitted by Monday at 11:59 pm of each week (except the first week).
•
Papers submitted late would lose 2 points for each day they are late and won’t be accepted after
the second class for the week is over.
•
You can skip two weeks of your choice.
2.
Class Participation/Concept Tests (15 points toward your overall grade)
I believe every person brings value to the classroom, including you and me. Therefore, your participation is
critical for your and everyone’s learning. Participation shows your interest and enthusiasm for learning and your
leadership in making the class discussion meaningful for you and everyone else. Active participation includes
asking questions about the readings, responding to others’ questions or providing your critical perspectives on the
readings. You can (and should) also connect your personal experiences with the readings without being
disrespecting anyone else’s. Remember that the classroom is a space which will sometimes make you
uncomfortable by challenging your assumptions and worldviews. However, each time you are ready to listen,
engage and learn with an open mind, you will inch closer to your goal of contributing to change. You will also
have 4-5 concept tests throughout the semester that will count towards your class participation grade.
• You must be respectful of everyone in class. Under absolutely no circumstances are derogatory comments
permitted.
• I highly encourage you to participate. As long as we all engage with the material, we will all have something
valuable to offer.
• If you do not intend to sit through the entire class duration (at least a substantial portion), please do not come
to the class. In case of emergency, you may leave without taking my permission.
3.
Two Group Research Projects and Presentations (15% each; 30% total): Due Sep 24, Nov 5
Over the semester, student groups of 5 students per group (you can choose your group) will collectively select a
social issue related to the content of the course and then meet weekly to conduct research on the issue and engage
in a hermeneutic dialogue with other group members about its connections with the course material and personal
perceptions related to social change. By hermeneutic dialogue, I mean you will build upon others’ insights
through additional thoughts and insights, critique and commentary. It is collective knowledge-making through
meaningful interpretations of a specific issue. You will then write a group essay based on your discussion of the
particular issue and present it to the class.
• In total, you will write two group essays over the entire semester and each essay will make connections with
different units of the course. It is up to you to choose the same or different issue for making connections
with different units of the course. The purpose of these essays is to help you develop critical thinking and
apply analytical skills to topics related to social change.
• Each essay should be approximately 3-4 typed pages (12 font, double spaced)
• Each group member will present for 1-2 minutes and total presentation duration for each group should not
exceed 8 minutes. You will present in a way that you build upon each other’s arguments in a logical
sequence. You will present a total of 2 times during the semester. Dates for presentations will be announced
once the semester starts.
4.
Final Paper (35%): Final Paper Part 1 due on Nov 27th and Final Paper Part II due on Dec 11th
For this paper, you will choose any social movement/issue (not covered in the class) and two concepts from the
readings covered in class that you can connect to the movement/issue. One of the concepts should be from units
related to resistance (Unit 5 onwards), and the other could be from any unit. For the first part of the final paper,
you will define the concepts as the author has defined them in the readings but do not quote the author. Explain
the concepts in your own words. Both in-text citations and full references are required for this paper. For the
second part of the final paper, you will apply these two concepts along with their meanings/definitions to discuss
the movement/issue you choose. It could be a paper, recorded video presentation, or other possible formats.
However, if you decide to do it in any format other than the paper, please discuss it with me before you start
working on it. Please also email me and get permission if it is not in a paper format. Otherwise, it won’t be
accepted. Clear connections should be made between the concepts and the movement/issue in the second part
of the final assignment. Both in-text citations and full references are required for this paper.
•
Part I should be approximately 1-2 pages and Part II should be 3-4 pages (12 font, double spaced)
•
You will start working on this paper by November 15th and come to me in case you need any feedback by
Dec 4th.
•
Do not plagiarize.
Grading Chart
Grade
Quality
Points
Percentage
A
4.0
93.0% -100.00%
A-
3.67
90.0% - 92.9%
B+
3.33
87.0% - 89.9%
B
3.00
83.0% - 86.9%
B-
2.67
80.0% - 82.9%
C+
2.33
77.0% - 79.9%
C
2.00
73.0% - 76.9%
C-
1.67
70.0% - 72.9%
D+
1.33
67.0% - 69.9%
D
1.00
60.0% - 66.9%
F
0
59.9 or below
IV. COURSE POLICIES
V. Late Policy for Papers
Students are expected to turn in all the assignments by the posted due date. I understand that sometimes you may
have competing demands on your time as students, adults and working professionals. In case you need additional
time to complete an assignment, please email me before the due date so that we can discuss and determine an
acceptable resolution. In most cases, assignments submitted after the due date will lose 5% of the total points
possible for each day late up to a total of seven days. Any assignment submitted after a week from the due date until
the end of the course will lose 50% of the total points. In case of emergencies like hospitalization, these policies may
vary. Note: If you do not take permission from me for an extension by sending me an email before the due date,
your assignment will not be accepted.
Incomplete (I)
A grade of incomplete (“I”) indicates that additional course work is required to fulfill the requirements of a given
course. Students may only be given an “ I” grade if they have a passing average in coursework that has been
completed and have well-defined parameters to complete the course requirements that could result in a grade better
than the default grade. An “I” grade may not be assigned to a student who did not attend the course.
VI. ACADEMIC POLICIES
Academic Integrity
The University at Buffalo has a responsibility to promote academic honesty and integrity and to develop procedures
to deal effectively with instances of academic dishonesty. Students are responsible for the independent and honest
completion and representation of their work, for the appropriate citation of sources, and for respect for others'
academic endeavors. By placing their name on academic work, students certify the originality of all work not
otherwise identified by appropriate acknowledgments.” More details at: academicintegrity.buffalo.edu/policies
Cheating and plagiarism includes representing someone else's words or ideas as one’s own, as well as representing
one’s own past work as present-day work. It is critical that students understand how to properly give credit to their
sources, both when using quotes and when paraphrasing material, including information from the Internet; please
see me if you need help learning how to do this. I reserve the right to use plagiarism detection software on all
coursework submitted. If students are caught plagiarizing or cheating, students will at minimum receive a grade of
zero on the assignment in question and be formally reported to the university.
All class materials, syllabi, powerpoint presentations, etc. are my intellectual property. You may not record my voice,
take my photograph, or videotape my movements without my express permission. You may use material I have
have prepared and distributed to you only for the purpose of studying for this course. All other uses are prohibited;
unauthorized use is a breach of academic integrity.
Note: Not knowing or not fully understanding what constitutes academic dishonesty will not alter its consequences.
Accessibility Services
If you have a disability and may require some type of instructional and/or examination accommodation, please
inform me early in the semester so that we can coordinate the accommodations you may need. If you have not
already done so, please contact the Accessibility Resources office. The office is located at 25 Capen Hall and the
telephone number is (716) 645-2608.
For more information, see: http://www.buffalo.edu/accessibility/
UB Public Health Behavior Expectations
Please familiarize yourself with UB’s public health behavior expectations. Students are required to stay home if they
are sick and should contact me to make arrangements for missed work. Consequences for noncompliance with public
health directives are outlined on the Public Health Behavior Expectations webpage - https://www.buffalo.edu/
studentlife/who-we-are/departments/conduct/coronavirus-student-compliance-policy.html.
VI. CLASS POLICIES
Statement on diversity
Our commitment to diversity and inclusion goes hand in hand with our commitment to equity and social justice.
In the College of Arts and Sciences, we value diversity in all forms, including but not limited to race, ethnicity,
indigeneity, gender and gender expression, sexual orientation, language, culture, religion, mental and physical
ability, age, socio-economic status, parenting status, citizenship status, and immigration status. Openness, dignity,
intellectual curiosity, and inclusiveness are crucial to learning. They are the root of true knowledge and lie at the
heart of our academic mission.
Class Etiquette and Civility
Since a successful learning experience requires a positive classroom environment, students are requested to engage
with everyone present in the class in a respectful manner.
Policy on Laptops and other Electronics/Phones in Class
Laptops are permitted in class for note taking or checking assigned readings. If, however, they are used for personal
purposes during class time (Facebook, e-mail, web surfing, gaming, etc.) the privilege of using laptops may be
withdrawn. Cellphones must not be used during classes unless there is an emergency.
Communication
Many questions about ideas and materials in the course or personal matters are far more effectively addressed in
in face-to-face exchanges, so use discretion in choosing the format for communication. Requests for submitting
assignments late must be made through email. I will endeavor to respond within 48 hours to your emails during
weekdays, but actual response times will vary.
VII. REQUIRED READINGS
All readings are required, and it is expected that each week’s readings will be completed before Monday’s lecture.
The readings are a crucial part of the course, and they are essential to your learning and success in the class. All
readings will be available on the course website.
Note: Do not purchase any course material.
VIII. COURSE SCHEDULE
Note: This outline is tentative and subject to change.
Unit 1: Global Capitalism (begins August 28)
M: Read the course outline
W: Readings: J. Timmons Roberts, Amy Bellone Hite & Nitsan Chorev. 2015.“Dependency and Beyond:
Introduction.” Pp. 97-104 in The Globalization and Development Reader, edited by J. Timmons Roberts, Amy
Bellone Hite and Nitsan Chorev. Blackwell.
F: Readings: Wallerstein, Immanuel. 2011. The Modern World-System I: Capitalist Agriculture and the Origins of
the European World-Economy in the Sixteenth Century. University of California Press.(chapter7)
Unit 2: Civil Society and Democracy (begins Sep. 4)
Assignment: Weekly reaction paper (Due: Sep. 4 by 11:59pm)
M: Labour Day
W: Readings:
• Polanyi, Karl. 2001 [1944]. The Great Transformation: the Political and Economic Origins of Our
Time.Boston:Beacon Press. (pp. xxii-xxxviii from introduction by Fred Block, pp. 146-7, 154-7)
• Somers, Margaret. 2008. Genealogies of Citizenship: Markets, Statelessness, and the Right to
HaveRights.Cambridge: Cambridge University Press. (pp. 1-8, 48- 49)
F: Group Discussion (for the first group essay)
Unit 3: The Rise of Neoliberal Inequality (begins Sep. 11)
Assignment: Weekly reaction paper (Due: Sep. 11 by 11:59 pm)
M: Inequality for All. 2013. Jacob Kornbluth, dir. 50 mins.
W: Zygmunt Bauman. 2013. “Introduction,” “Just How Unequal are We Today?” & “Why do we put up with
inequality?” Does the Richness of the Few Benefit Us All? Cambridge, UK: Polity Press. Pg. 1-26.
F: Group Discussion (for the first group essay)
Unit 4: Max Weber and Finance Capital (begins Sep. 18)
Assignment: Weekly reaction paper (Due: Sep. 18 by 11:59pm)
First Group Essay (Due on Sep. 24 by 11:59pm)
M:Arjun Appadurai. 2016. “The Entrepreneurial Ethic and the Spirit of Financialism.” Banking on Words: The
Failure of Language in theAge of Derivative Finance. Chicago, IL: University of Chicago Press. Pls. 15-35.
W: The Love of Money: Part 2 TheAge of Risk. BBC. 50 mins.
F: Group Discussion (for the first group essay)
Unit 5: Global Labor and Labor Movements begins Sep. 25)
Assignment: Weekly reaction paper (Due: Sep. 25 by 11:59 pm)
M: Group Presentation
W: Group Presentation
F: Silver, Beverly. 2003. Forces of Labor: Workers’ Movements and Globalization since 1870. Cambridge:
Cambridge University Press. (pp. 1-24)
Unit 6: Post-Modernity (begins Oct 2)
Assignment: Weekly reaction paper (Due: Oct. 2 by 11:59 pm)
M: Cowie, Jefferson. 1999. Capital Moves: RCA’s Seventy-Year Quest for Cheap Labor. NewYork: The New Press.
(introduction & pp. 176-179)
W: Group Discussion (for the second group essay)
F: Ong, Aihwa. 1991. “The Gender and Labor Politics of Postmodernity.” Annual Review of Anthropology
20:279-309. (read pp. 279-284, 295-296, 304-305)
Unit 7: Transnational Social Movements (begins Oct 23)
Assignment: Weekly reaction paper (Due: Oct. 23 by 11:59 pm)
M: Munck, Ronaldo. 2007. Globalization and Contestation: The New Great Counter- Movement. NewYork:
Routledge. (chapter 4)
W: Group Discussion (for the second group essay)
F: Khasnabish, Alex. 2008. Zapatismo beyond Borders: New Imaginations of Political Possibility. Toronto:
University of Toronto Press. (chapter 4)
Unit 8: Contesting Privatization ((begins Oct 30)
Assignment: Weekly reaction paper (Due: Oct 30 by 11:59 pm)
Second Group Essay (Due on Nov 5 by 11:59pm)
M: Market Reforms and Water Wars: The Case of Cochabamba, Bolivia (Youtube Video)
W: Group Discussion (for the second group essay)
F: Spronk, Susan. 2007. Roots of Resistance to Urban Water Privatization in Bolivia: The New Working Class, the
Crisis of Neoliberalism, and Public Services. International Labor and Working-Class History, 71:8-28.
Unit 9: Women Workers, Precarious Workers (begins Nov 6)
M: Group Presentations
W: Group Presentations
F: Ong, Aihwa. 1987. Spirits of Resistance and Capitalist Discipline: Factory Women in Malaysia. Albany:
SUNY Press. (pp. 195-201)
Unit 10: Global Solidarity Global Democracy (begins Nov 13)
M: Khasnabish, Alex. 2008. Zapatismo beyond Borders: New Imaginations of Political Possibility. Toronto: University
of Toronto Press. (pp. 214-232)
W: Writing time for the final paper
F: Khasnabish, Alex. 2008. Zapatismo beyond Borders: New Imaginations of Political Possibility. Toronto:
University of Toronto Press. (pp. 214-232) (continued)
Thanksgiving Break (begins Nov 22)
M: Writing time for the final paper
WF: No classes
Unit 11: Internet Activism and Social Media (begins Nov 27)
Final Paper Part 1 (Due on Nov 27th by 11:59 pm)
M: Johnston, Josee and Gordon Laxer. 2003. “Solidarity in the Age of Globalization: Lessons from the Anti-MAI and Zapatista
Struggles.” Theory and Society 32(1):39-91.
W: Writing time for the final paper
F: Johnston, Josee and Gordon Laxer. 2003. “Solidarity in the Age of Globalization: Lessons from the Anti-MAI and
Zapatista Struggles.” Theory and Society 32(1):39-91. (Continued)
Unit 12: Organizing for Social Change (begins Dec 4)
M: Michael Gecan, Going Public: Preface: Why Organize? Xi-xix Introduction: 1-16 OR Kim Bobo, Kendall and Max
Organizing for Social Change: 6-13
W: Group Discussion
F: Michael Gecan, Going Public: Preface: Why Organize? Xi-xix Introduction: 1-16 OR Kim Bobo, Kendall and Max
Organizing for Social Change: 6-13
Unit 12 (cont.): Organizing for Social Change (begins Dec 11)
Final Paper Part 2 (Due on Dec 11 by noon)
M: Ed Chambers, Roots for Radicals: Organizing for Power, Action and Justice pp. 27-31 OR Keanga Yamahatta-
Taylor, How We Get Free: Black Feminism and the Combahee River Collective, pp. 9-14, 61-64.
IX. CRITICAL CAMPUS RESOURCES
Sexual Violence
UB is committed to providing a safe learning environment free of all forms of discrimination and sexual
harassment, including sexual assault, domestic and dating violence and stalking. If you have experienced
gender-based violence (intimate partner violence, attempted or completed sexual assault, harassment,
coercion, stalking, etc.), UB has resources to help. This includes academic accommodations, health and
counseling services, housing accommodations, helping with legal protective orders, and assistance with
reporting the incident to police or other UB officials if you so choose. Please contact UB"s Title IX Coordinator
at 716-645- 2266 for more information. For confidential assistance, you may also contact a Crisis Services
Campus Advocate at 716-796-4399.
Mental Health
As a student you may experience a range of issues that can cause barriers to learning or reduce your ability to
participate in daily activities. These might include strained relationships, anxiety, high levels of stress, alcohol/
drug problems, feeling down, health concerns, or unwanted sexual experiences. Counseling, Health Services,
and Health Promotion are here to help with these or other issues you may experience. You can learn more
about these programs and services by contacting:
Counseling Services:
o 120 Richmond Quad (North Campus), 716-645-2720
o 202 Michael Hall (South Campus), 716-829-5800 Health Service
o Michael Hall (South Campus), 716-829-3316 Health Promotion
o
114 Student Union (North Campus), 716-645-2837
LGBTQ Student Support
Lesbian/Gay Bisexual TransgenderAlliance
Location: SU 323 http://www.buffalo.edu/equity/obtaining-assistance/lgbtq-information-and-support.html
International Student Services
Location: 210 Talbert hall http://www.buffalo.edu/international-student-services.html
OTHER STUDENT RESOURCES
THINKING ABOUT A MAJOR OR MINOR IN SOCIOLOGY, CRIMINOLOGY, SOCIALJUSTICE, OR
SOCIETY,MEDICINE,AND HEALTH?
To major in sociology, you must:
(a) earn a “C” or better in four required courses: SOC 101 (Introduction to Sociology), SOC 293 (Social
ResearchMethods), SOC 294 (Basic Statistics for Social Sciences), and SOC 349 (Sociological Theory); and (b)
complete eight sociology electives (7 of which must be at the 300 or 400 level).
To major in criminology, you must:
(a) earn a “C” or better in six required courses: SOC 101 (Introduction to Sociology), SOC 206 (Social Problems),
SOC 293 (Social Research Methods), SOC 294 (Basic Statistics for Social Sciences), SOC 307 (Criminology),
SOC317 (Criminal Justice Systems); and (b) complete six criminology electives. (Students will be allowed to
substitute SOC 349 for SOC 317 through the end of the 2021-22 year.)
To minor in sociology, you must:
(a) earn a “C” or better in SOC 101 (Introduction to Sociology); and (b) complete five additional sociology electives,
four of which must be at the 300- or 400-level.
To minor in social justice, you must:
(a) earn a “C” or better in SOC 206 (Social Problems); (b) complete an internship (SOC 496); and (c) complete four
additional social justice electives, three of which must be at the 300- or 400
level.To minor in criminology, you must:
(a) earn a “C” or better in SOC 206 (Social Problems) and SOC 307 (Criminology); and (b) complete four additional
criminology electives.
To minor in society, medicine and health, you must:
(a) earn a “C” or better in SOC 229 (Population Problems) and SOC 322 (Medical Sociology); and (b) complete four
additional sociology electives, three of which must be at the 300- or 400-level.
Details about all of our programs can be found on our website.