Revolution and Resistance

Political Science 3123Winter 2017

Lee-Anne Broadhead

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Table of Contents

Contact Information 2

Introduction to the course 2

Course Texts/Reading Requirement 3Course Requirements 3Course Summary 4Week One: The Meaning of Revolution/Resistance

5Notes: pp. 23-30

Week Two: The Rebel 6 Notes: pp. 31-54

Weeks Three,Four & Five: The Strategy: Violent vs. Non-Violent

6Notes: pp. 55-106

Weeks Six& Seven: The Tools: Ideas, Money, Art, Social Media, Sex and more…

7Notes: pp. 107-134

Week Eight: Contemporary Issues in Historical Context - Part I: Message from the Margins: Black Lives Matter 10

Notes: pp. 135-144

Week Nine: Contemporary Issues in Historical Context - Part II: Popular Resistance in Palestine 11

Notes: pp. 145-162

Week Ten: Contemporary Issues in Historical Context - Part III: The Alter-Globalization Movement… and its progeny

12Notes: pp. 163-170

Week Eleven: Contemporary Issues in Historical Context - Part IVResisting Contemporary Colonialism: The Struggle for Indigenous Rights.

14Notes: 171-200

Week Twelve: Contemporary Issues in Historical Context - Part V1

Student Rebels…Then and Now15

Notes: pp. 201-210

Reading Assignment 18Essay Topics/Titles

19Personal Reflection Assignment

20

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Contact Information:

Lee-Anne Broadhead Office: CC256Phone: 563-1626Email: LeeAnne_Broadhead@cbu.ca

Office Hours:

Tuesdays: 9:30-12:30Wednesdays: 9:30-11:30

If my office hours are not convenient, please note that I am often in my office at other times and you are welcome to drop by or arrange a meeting for a time that better suits your schedule.

Introduction to the course:

Revolutionary ‘moments’ which reverse social, political and/or economic conditions have long held special interest for students of politics. It is important (and fascinating) to consider the impetus for the active participation of people in the struggle for an altered, renewed or dramatically restructured society. When one is asked to think about revolutions, the mind quite naturally turns to the great historical events of the past – the American, French, Russian, Cuban or other anti-colonial revolutions. And while the goals, strategies and broader impli-cations of these big ‘set-pieces’ will be woven throughout our consideration of the chosen themes, we will be more concerned with the substance, appeal and con-text (historical and social) of a diverse range of current resistance and/or revolu-tionary movements. By accepting broad definitions of revolution and resistance this course will, in addition, consider the various factors that can push individuals to resist, rebel or revolt and offer insight into the many strategies and tools utilized by those who seek to challenge the status quo.

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Course Texts

There is no text book for this course. Instead, readings for each week are listed and can be accessed through the library’s E-Resources page. In addition, it is important that you read the notes in this book associated with each class.

Reading Requirement:In this syllabus you will find a number of articles cited for each week’s topic. You are NOT REQUIRED to read every article listed – they are intended to assist you with further readings for essay topics or to offer suggestions for additional readings in areas that might be of particular interest to you. You are, however, expected to keep up with the “required readings” listed for each week in the syllabus. You will notice that a substantial part of your mark is derived from class participation. It is essential that you come to class prepared to discuss the material. Participation in these sessions will help you develop critical thinking and verbal presentation skills.

Course Requirements:1. Participation: 15%2. Reading Assignment (due: 14 February) see p. 18 25%3. Research Paper – 3000-4,000 words (due: 28 March) see p. 19 35%4. Final Reflection (due: 19 April) see p. 20 25%

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Course Summary

Week One: The Meaning of Revolution/Resistance

Week Two: The Rebel

Weeks Three, Four & Five: The Strategy: Violence vs. Non-Violence

Reading Assignment due: 14 February

Weeks Six & Seven: The Modern Tools of Resistance: Ideas, Money, Art, Social Media, Sex and more...

Week Eight: Contemporary Issues in Historical Context - Part I: Message from the Margins: Black Lives Matter

Week Nine: Contemporary Issues in Historical Context - Part II:

Popular Resistance in Palestine

Week Ten: Contemporary Issues in Historical Context - Part III: The Alter-Globalization Movement and its progeny

Week Eleven: Contemporary Issues in Historical Context Part IV: Resisting Contemporary Colonialism: The Struggle for Indigenous Rights

Essay due: 28 March

Week Twelve: Contemporary Issues in Historical Context Part IV, Student Rebels… Then and Now

Final Reflection due: 19 April

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Week One: The Meaning of Revolution/Resistance

“To the question of what a revolution is, it is not possible to give a conceptually precise answer, acceptable to all who study revolutions. To some it represents a wide range of activities that result in illegal change in government. To others, revolution refers only to deep-seated social change, reflected invariably by alterations in the political fabric of society, often consummated through violence, and ultimately accompanied by the production of ideology” (Leiden and Schmitt) “The waves of civic activism unfolding since late 2010 at a global level are striking. In major cities of the world, streets and squares have been filled with self-organized citizens demanding attention for social and political rights. The protest images have been televised, downloaded and quickly distributed – seemingly diverse sites and types of activisms being rapidly connected and speaking to each other. Does this scale and momentum signal a tipping point in a ‘globalization of disaffection’? Are we witnessing the emergence of a new age-cohort of activists, similar to the ‘1968 generation’?” (Biekart and Fowler)

Required Reading:Biekart, Kees and Alan Fowler. “Transforming Activisms 2010+: Exploring Ways

and Waves.” Development and Change 44 (2013): 527-546. [Academic Search Complete]

Additional Reading: Arendt, Hannah. On Revolution. London: Faber and Faber, 1963. [JC 491 A68

1963A]Bell, David V.J. Resistance and Revolution. Boston: Houghton Mifflin, 1973. [JC

328.3]Brinton, Crane. The Anatomy of Revolution. New York: Vintage Books, 1965. [JC

491 B7 1965]Glasius, Marlies and Geoffrey Pleyers. “The Global Moment of 2011: Democracy,

Social Justice and Dignity.” Development and Change 44 (2013): 547-567. [Academic Search Complete]

Hedges, Chris. Wages of Rebellion. New York: Nation Books, 2015.Hsiao, Andrew, ed. The Verso Book of Dissent: Revolutionary Words from Three

Millennia of Rebellion and Resistance. New York: Verso, 2016. Leiden, Carl and Karl M. Schmitt. “The Pattern of Revolution” In The Politics of

Violence: Revolutions in the Modern World . New York: Prentice Hall, 1968, 3-17. [JC 491 P64]

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Marx, Karl. “Dynamics of Revolution.” In Karl Marx: Selected Writings in Sociology and Social Philosophy, T.B Bottomore & M. Rubel, eds. 236-45. London: Penguin, 1961.

Selbin, Eric. Revolution, Rebellion, Resistance: The Power of Story. London: Zed Books, 2010. [JC491 S45 2010]

Smith, Charles Hugh. Resistance, Revolution, Liberation: A Model for Positive Change CreateSpace, 2012.

Week Two: The Rebel

“What is a rebel? a man who says no, but whose refusal does not imply a renunciation. He is also a man who says yes, from the moment he makes his first gesture of rebellion. A slave who has taken orders all his life suddenly decides that he cannot obey some new command. What does he mean by saying ‘no’? He means, for example, that ‘this has been going on too long,’ ‘up to this point yes, beyond it no,’ ‘you are going too far,’ or, again, ‘there is a limit beyond which you shall not go.’ In other words, his no affirms the existence of a borderline.” (Albert Camus, The Rebel)

Required Reading:Camus, Albert. The Rebel. New York: Vintage Books, 1956. Excerpt [pp. 37-42 in this book]Hessel, Stéphane. “Indignez Vous!” The Nation 7/14 March 2011. [pp. 43-47 in

this book]Sainath, P. “Nero’s guests” 2003 speech. (pp 49-54 in this book)

Additional Reading:Curtin, Nicola et al. “What Makes the Political Personal? Openness, Personal

Political Salience, and Activism.” Journal of Personality 7 8 (2010): 943-968. [Academic Search Complete]

Gurr, Ted Robert. Why Men Rebel . New York: Princeton University Press, 1970. [HM 281 G82]

Lewy, Guenter. “Resistance to Tyranny: Treason, Right or Duty?” The Western Political Quarterly 13 (1960): 581-596. [JSTOR]

Moore, Barrington (Jr) Injustice: The Social Bases of Obedience and Revolt. White Plains: M.E. Sharpe, 1978. [HD 8450 M66]

Weeks Three, Four & Five: The Strategy: Violent vs. Non-Violent

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“A non-violent revolution is not a program of seizure of power. It is a program of transformation of relationships, ending in a peaceful transfer of power.” (Mahatma Gandhi)“At the level of individuals, violence is a cleansing force.” (Frantz Fanon)

Required Reading: Churchill, Ward. Pacifism as Pathology. Oakland: AK Press, 2007 [originally

1997]. [Excerpt in this book, pp. 61-78. Lakey, George. The Sword that Heals. Training for Change, 2001. [pp. 81-96 in

this book in this book]

Additional Reading: Bondurant, Joan. Conquest of Violence: Gandhian Philosophy of Conflict .

Berkeley: University of California Press, 1965. [HM 278 B6 1965.] Deutsch, Morton. “A Framework for Thinking About Oppression and its Change.”

Social Justice Research 19 (2006): 7-41. [Academic Search Complete]Gandhi, Mahatma, “The practice of Satyagraha.” In Gandhi: Selected Writings,

edited by Ronald Duncan. New York: Harper, 1972. [DS 481 G3 A17 1972] Gregg, Richard Bartlett. The Power of Nonviolence 2nd Revised edition . New

York: Schocken Books, 1966. [HM 276 G7 1966]Johansen, Jørgen, Brian Martin and Matt Meyer. “Non-violence versus US

Imperialism.” Economic and Political Weekly 47(38, September 2012): 82-89. [Google Scholar]

Juluri, Vamsee. “Media Wars in Gandhian Perspective.” Peace Review: A Journal of Social Justice. 17(2005): 397-402. [Available through Academic Search Complete]

King, Martin Luther (Jr.) Where Do We Go From Here? New York: Bantum Books, 1967. [E185.615 K5]

Lakey, George. Strategies for a Living Revolution. San Francisco: Freeman and Co, 1973. [HM 278 L32 1973]

Malcolm X. By Any Means Necessary. New York: Pathfinder, 1970. [E 185.61 L577]

Mandela, Nelson. Long Walk to Freedom. London: Little Brown, 1994.Martin, Brian. “Dilemmas in Promoting Nonviolence” Gandhi Marg 30 (4, 2009):

429-453. [Google Scholar]Sales, Wm. From Civil Rights to Black Liberation: Malcolm X and the

Organization of Afro-American Unity. Boston: Southend Press, 1994. [BP 223 Z8 L5772 1994]

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Sartre, Jean-Paul. “Preface.” in Frantz Fanon, The Wretched of the Earth. New York: Grove Press 1963, 7-31. [DT 33 F313 1968]

Sen, Amartya. “Gandhi Values and Terrorism.” ETC: A Review of General Semantics 65 (2008): 76-9. [Academic Search Complete]

Stephan, Maria J. and Erica Chenoweth, “Why Civil Resistance Works: The Strategic Logic of Non-violent Conflict.” International Security 33 (2008): 7-44. [Academic Search Complete]

Thoreau, Henry David. Civil Disobedience. New York: Norton, 1966. [PS 3048 A1 1966]

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Weeks Six, & Seven: The Tools: Ideas, Social Media, Art… and more…

A wide range of tools have been used to resist prevailing power arrangements throughout history. Having a good idea of a possible alternative is a necessary starting point in order to convince people to join the campaign against the status quo. A popular image of the rebel is a man with a gun in his hand but there are many, many other tools to be considered.

Required Reading:One of the articles that suits your area of interest….

IdeasAdorno, T. and M. Horkheimer. Dialectics of Enlightenment. New York:

Continuum, 1993/c1972. [B3279 H8473 P513 1993]Bacon, Francis, Advancement of Learning . London: Dent, 1973. [B 1190 1973]________. Essays, Civil and Moral, and the New Atlantis . New York: Collier, 1909.

[AC 1 H3 v3]Brooks, Sally. “Biotechnology and the Politics of Truth: From the Green

Revolution to an Evergreen Revolution.” Sociologia Ruralis 45 (2005): 360-79. [Wiley Online]

Cullather, Nick. “Miracles of Modernization: The Green Revolution and the Apotheosis of Technology.” Diplomatic History 28 (2004): 227-54. [Academic Search Complete]

Gramsci, Antonio. “The Study of Philosophy.” excerpts from The Prison Notebooks edited and translated by Quintin Hoare and Geoffrey Nowell Smith. London: Lawrence and Wishart: 1973.

Hellyer, Marcus. The Scientific Revolution: The Essential Readings. Oxford UK: Blackwell, 2003. [Q 125.2 S37 2003]

Jacob, Margaret. The Cultural Meaning of the Scientific Revolution. New York: A.A. Knopf, 1988. [Q 175.5 JC 1988]

Shelley, Mary. Frankenstein. Boston: Bedford/St. Martin’s [novel] PR 5397 F7 2000

Shiva, Vandana. The Violence of the Green Revolution: Third World agriculture, ecology and politics . London: Zed Books, 1991. [S 471 132 P885 1991]

Social mediaBurford, Caitlyn M.R. “Anonymous and the Virtual Collective: Visuality and Social

Movements in Cyberspace.” Unpublished MA Thesis, Northern Arizona University, December 2013. [Google Scholar]

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Fuchs, Christian. “Social Media and the Public Sphere.” Triple C: Journal for a Global Sustainable Information Society 12 (2014). Available at: www.triple-c.at/index.php/tripleC/article/view/552

Meek, David. “YouTube and Social Movements: A Phenomenological Analysis of Participation, Events and Cyberplace.” Antipode 44 (2012): 1429-1448. [Academic Search Complete]

Shirky, Clay. “The Political Power of Social Media.” Foreign Affairs. 90 (2011): 28-41.

Tufekci, Zeynep, and Christopher Wilson. "Social media and the decision to participate in political protest: Observations from Tahrir Square." Journal of Communication 62(2,2012): 363-379. [Google Scholar]

Valenzuela, Sebastián, Arturo Arriagada, and Andrés Scherman. "The social media basis of youth protest behavior: The case of Chile." Journal of Communication 62(2,2012): 299-314. [Google Scholar]

Valenzuela, Sebastián. "Unpacking the use of social media for protest behavior the roles of information, opinion expression, and activism." American Behavioral Scientist 57(7, 2013: 920-942. [Google Scholar]

MoneyDickens, Charles, Hard Times, (1854). [novel] [PR 4561 A1 1966]Engels, Fredrich. “Working-Class Manchester” In, The Marx-Engels Reader edited

by Robert C. Tucker, 579-85. New York: Norton, 1978. [HX 39.5 A224 1978]Hobsbawm, E.J. Industry and Empire. Harmondsworth: Pengin, 1969. [HC

253H57 1969]King, Steven and Geoffrey Timmins. Making Sense of the Industrial Revolution:

English economy and society. Manchester: Manchester University Press, 2001. [HC 254.5 K535 2001.

Marx, Karl. Capital: A Critique of Political Economy (volume II) (Translated by Eden and Cedar Paul) London: Dent, 1930: pp. 831-43. [HB 501 M3 1930 v2]

_____. “The Power of Money in Bourgeois Society.” In The Marx-Engels Reader 2nd Edition, edited by Robert C. Tucker, 101-5. New York: Norton, 1978. [HX 39.5 A224 1978]

Naím, Moisés. “Washington Consensus or Washington Confusion.” Foreign Policy (118, Spring 2000): 87-103. [Academic Search Complete]

Rogin, Josh. “America's Allies Are Funding ISIS.” The Daily Beast June 14, 2014 www.thedailybeast.com

Sullivan, Megan. "African-American music as rebellion: From slavesong to hip-hop." Discoveries. NY: John S. Khight Institute for Writing in the Disciplines, Cornell University 3 (2001): 21-39.

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ArtBerger, John. Art and Revolution: Ernst Neizvestney and the role of the artist in

the U.S.S.R. New York: Pantheon Books, 1969. [NB 699 N4 B4 1969]Fekety, John, ed., Life After Postmodernism: Essays on Value and Culture.

Montreal: New World Perspectives, 1987. [BD 232 L53 1987]Frith, Simon. “Rock and the Politics of Memory.” In The 60s Without Apology,

edited by Sohnya Sayres, 59-69. Minneapolis: Univ. of Minnesota Press, 1984. [E 169.12 S524 1984]

Little, David T. “Until the Next Revolution.” New York Times Opinionator 18 May 2011. Available at http://opinionator.blogs.nytimes.com/2011/05/18/until-the-next-revolution

Neal, Larry. “The Black Arts Movement.” In The Portable Sixties Reader, edited by Ann Charters , 446-54. New York: Penguin, 2003. [P5 536.2 P665 2003]

Richter, Peyton E., ed., Perspectives in Aesthetics: Plato to Camus. Indianapolis: Bobbs-Merrill, 1967. See, especially, chapter 13. “Art, Experience and Rebellion: Dewey and Camus” [BH 21 R5]

Sullivan, Megan. “African-American Music as Rebellion: From Slavesong to Hip-Hop.” NY: John S. Knight Institute for Writing in the Disciplines, Cornell University 2001, 21-39. [Google Scholar]

SexAristophanes, Lysistrata www.poetryintranslation.com/theodoridisglysistrata.htmLysistrata Project: A Theatrical Act of Dissent.

[http://lysistrataprojectarchive.com/]

Week Eight: Contemporary Issues in Historical Context - Part I:

Message from the Margins: Black Lives Matter

“This is Not a Moment, but a Movement.” Black Lives Matter Network

Required Reading:Hoffman, Louis, Nathaniel Granger, Lisa Vallejos, and Michael Moats. "An

Existential–Humanistic Perspective on Black Lives Matter and Contemporary Protest Movements." Journal of Humanistic Psychology (2016) [Google Scholar]Shieh, Eric. "After Eric Garner: Invoking the Black Radical Tradition in

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Practice and in Theory# BlackLivesMatter." Action, Criticism, and Theory for Music Education 15 (2016): 2. [Google Scholar]

Additional Reading: Bonilla, Yarimar, and Jonathan Rosa. "# Ferguson: Digital protest, hashtag

ethnography, and the racial politics of social media in the United States." American Ethnologist 42,(1, 2015): 4-17. [Google Scholar]

Black Lives Matter website: http://blacklivesmatter.com/about/Edwards, Sue Bradford. Black Lives Matter. Ohio State Journal of Criminal Law,

2015. [Google Scholar]Black Lives Matter. “Constructing a New Civil Rights and Black Freedom

Movement.” New Politics 15(3, Summer 2015): 28-32. http://newpol.org/content/%E2%80%9Cblack-lives-matter%E2%80%9D-constructing-new-civil-rights-and-black-freedom-movement

Freelon, Deen Goodwin, Charlton D. McIlwain, and Meredith D. Clark. "Beyond the hashtags:# Ferguson,# Blacklivesmatter, and the online struggle for offline justice." [Google Scholar]

Garza, Alicia. "A herstory of the# blacklivesmatter movement." (2014). [Google Scholar]

Yancy, George and Judith Butler. “What’s Wrong with ‘All Lives Matter’?” New York Times 12 January 2015. [Google Scholar]

Week Nine: Contemporary Issues in Historical Context - Part II:

Popular Resistance in Palestine

“As long as we choose violence Israel will always defeat us.” – Mubarak Awad

Required Reading:Høigilt, Jacob. "Nonviolent mobilization between a rock and a hard place Popular

resistance and double repression in the West Bank." Journal of Peace Research (2015): 1-13. [Google Scholar]

Additional Readings:Allo, Awol. "Marwan Barghouti in Tel Aviv Occupation, Terrorism, and Resistance

in the Courtroom." Social & Legal Studies (2016): [Google Scholar]Joronen, Mikko. "“Refusing to be a victim, refusing to be an enemy”. Form-of-life

as resistance in the Palestinian struggle against settler colonialism." Political Geography (2016): 1-20. [Google Scholar]

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Leech, Philip. "Who owns “the spring” in Palestine? Rethinking popular consent and resistance in the context of the “Palestinian State” and the “Arab Spring”." Democratization 22(6,2015): 1011-1029. [Google Scholar]

McDonald, David A. My Voice Is My Weapon-Music, Nationalism and the Poetics of Palestinian Resistance. Duke University Press, 2013. [Google Scholar]

Stephan, Maria J. "People power in the Holy Land: How popular nonviolent struggle can transform the Israeli-Palestinian conflict." Journal of Public and International Affairs 14 (2003): 164-183. [Google Scholar]

Week Ten: Contemporary Issues in Historical Context - Part III: The Alter-Globalization Movement…and its Progeny

The anti-globalization movement has many adherents around the world and it takes many forms. There are interesting and innovative international efforts to build alternatives to the existing international financial order and thus, the preferred name of alter-globalization. In addition, there are myriad attempts on the part of citizen groups to respond to policy decisions made by leaders who accept the rules of the international economic system with little concern for the negative consequences to be experienced by the people. We will look at the rise of the alter-globalization movement and consider examples of both national and international movements that believe in the premise that another world is possible.

Required Reading:

McKane, Rachel. “The Globalization of Social Movements: Exploring the Transnational Paradigm Through Collection [sic] Action Against Neoliberalism from Latin America to the Occupy Movement.” Pursuit: The Journal of Undergraduate Research at the University of Tennessee 5 (2014): 87-109. [Academic Search Complete]

ORPickerill, Jenny and J. Krinsky. “Why Does Occupy Matter?” Social Movement

Studies 11 (2012): 279-287. [Academic Search Complete]ORSquibb, Stephen. “What Was Occupy?” Monthly Review (February 2015): 39-46.

[Academic Search Complete]

Additional Readings:

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“The ‘Call of Social Movements’ of the Second World Social Forum, Porto Alegre, Brazil, 31 January-5 February, 2002” Antipode 34 (2002): 625-32. [Academic Search Complete]

Brand, Ulrich and Joachim Hirsch. “In Search of Emancipatory Politics: The Resonances of Zapatism in Western Europe.” Antipode 36 (2004): 371-82. [Academic Search Complete]

[Note, this article is also useful for a consideration of Indigenous movements]Broadhead, Lee-Anne & Robert Morrison. “ ‘Peace Based on Social Justice’: The

ALBA Alternative to Corporate Globalization.” New Global Studies. 6 (2012). [Available on request]

Clark, John D and Nuno S. Themudo. “Linking the Web and the Street: Internet-Based ‘Dotcauses’ and the ‘Anti-Globalization’ Movement.’ World Development 34 (2006): 50-74. [Google Scholar]

Curran, Giorel. “Making another world possible? the politics of the World Social Forum.” Social Alternatives 26 (2007): 7-12. [Academic Search Complete]

DeLuca, Kevin M., Sean Lawson, and Ye Sun. "Occupy Wall Street on the public screens of social media: The many framings of the birth of a protest movement." Communication, Culture & Critique 5(4,2012): 483-509. [Google Scholar]

DiSalvo, Jackie. “Occupy Wall Street: Creating a Strategy for a Spontaneous Movement.” Science and Society 79 (2015): 264-287. [Academic Search Complete]

Halvorsen, Sam. “Beyond the Network? Occupy London and the Global Movement.” Social Movement Studies 11 (2012): 427-433.

Hammond, John L. “The Anarchism of Occupy Wall Street.” Science & Society 79 (2015): 288–313. [Academic Search Complete]

Hardesty, Michele. “Signs and banners of Occupy Wall Street.” Critical Quarterly 54 (2012): 23-27. [Academic Search Complete]

Hart-Landsberg, Martin. “ALBA and the Promise of Cooperative Development.” Monthly Review 62 (2010). Available at: http://monthlyreview.org/2009/09/01/learning-from-alba-and-the-bank-of-the-south-challenges-and-possibilities

Heynen, Nik. "Cooking up non-violent civil-disobedient direct action for the hungry:‘Food Not Bombs’ and the resurgence of radical democracy in the US." Urban Studies 47(6 (2010): 1225-1240. [Google Scholar]

Kilibarda, Konstantin. “Lessons from #occupy in Canada: Contesting Space, Settler Consciousness and Erasures within the 99%” Journal of Critical Globalisation Studies 5(2012): 24-41. [Google Scholar]

Milan, Stefania. "Communicating Civil Society: participation as the main benchmark of Civil Society Media. The case of the III World Social Forum."

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Revista de Estudios para el Desarrollo Social de la Comunicación 1 (2012). [Google Scholar]

Poell, Thomas, and Erik Borra. "Twitter, YouTube, and Flickr as platforms of alternative journalism: The social media account of the 2010 Toronto G20 protests." Journalism 13(6,2012): 695-713. [Google Scholar]

Skonieczny, Amy. “Interrupting Inevitability: Globalization and Resistance.” Alternatives 35 (2010): 1-27. [Google Scholar]

Steger, Manfred B. and E.K. Wilson. “Anti-Globalization of Alter-Globalization? Mapping the Political Ideology of the Global Justice Movement.” International Studies Quarterly 56 (2012): 439-454. [Academic Search Complete]

White, Micah. The End of Protest: A New Playbook for Revolution. Toronto: Knopf, 2016.

Worth, Owen and Karen Buckley. “The World Social Forum: postmodern prince or court jester.” Third World Quarterly 30 (2009): 649-661. [Academic Search Complete]

Yates, Michael. “ ‘We are the 99%’: The Political Arithmetic of Revolt.” New Labour Forum 22 (2013): 10-13. [Academic Search Complete]

Week Eleven: Contemporary Issues in Historical Context - Part IV: Resisting Contemporary Colonialism: The Struggle for Indigenous Rights

“As Indigenous peoples, the way to recovering freedom and power and happiness is clear: it is time for each one of us to make the commitment to transcend colonialism as people, and for us to work together as peoples to become forces of Indigenous truth against the lie of colonialism. We do not need to wait for the colonizer to provide us with money or to validate our vision of a free future; we only need to start to use our Indigenous languages to frame our thoughts, the ethical framework of our philosophies to make decisions and to use our laws and institutions to govern ourselves.” (Alfred and Corntassel, p. 614)

Required Reading:Alfred, Taiaiake and Jeff Corntassel. “Being Indigenous: Resurgences against

Contemporary Colonialism.” Government and Opposition 40 (2005): 597-614. [Wiley Online Library]

or

Woons, Marc. “The ‘Idle No More’ movement and global indifference to Indigenous nationalism.” AlterNative 9 (2013): 172-177. [Academic Search Complete]

or

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‘Building alternatives to the colonial relationship. ’ An Interview with Glen Coulthard. Windspeaker, 30 (2013): 17. [Academic Search Complete]

Additional Reading:Anderson, John. “Idle No More.” Social Policy (Spring 2013): 58. [Academic

Search Complete]Ball, David. “Journey of the Nishiyuu swells to hundreds after 1,600 km trek.”

Windspeaker, (April 2013): 8. [Academic Search Complete]Becker, Marc. “Correa, Indigenous Movements, and the Writing of a New

Constitution in Ecuador.” Latin American Perspectives 38 (2011): 47-62. [Google Scholar]

Coulthard, Glen. “Indigenous peoples and the ‘politics of recognition’ in Canada.” Contemporary Political Theory 6 (2007): 437-460. [Academic Search Complete]

Hanna, Philippe, Esther Jean Langdon, and Frank Vanclay. "Indigenous rights, performativity and protest." Land Use Policy 50(2016): 490-506. [Google Scholar]

MacDonald, Fiona. “Indigenous Peoples and Neoliberal “Privatization” in Canada: Opportunities, Cautions and Constraints.” Canadian Journal of Political Science 44 (2011): 257-273. [Google Scholar]

Morris, Amanda. “Twenty-First-Century Debt Collectors: Idle No More Combats a Five-Hundred-Year-Old Debt.” Women’s Studies Quarterly 42 (2014): 242-260. [Google Scholar]

Pasternak, Shiri. “Occupy(ed) Canada: The political economy of Indigenous dispossession in Canada.” rabble.ca 20 October 2011.

Proulx, Craig. "Colonizing surveillance: Canada constructs an Indigenous terror threat." Anthropologica 56(1, 2014): 83-100. [Google Scholar]

Stahler-Sholk, Richard. “The Zapatista Social Movement: Innovation and Sustainability.” Alternatives 35(2010): 269-90. [Academic Search Complete]

Vergara-Camus, Leandro. “The MST and the EZLN Struggle for Land: New Forms of Peasant Rebellions.” Journal of Agrarian Change 9 (2009): 365-91. [Academic Search Complete]

Week Twelve: Contemporary Issues in Historical Context - Part V: Student Rebels… then and now

“The bridge to political power…will be built through genuine cooperation, locally, nationally, and internationally, between a new left of young people

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and an awakening community of allies. In each community we must look within the university and act with confidence that we can be powerful, but we must look outwards to the less exotic but more lasting struggles for justice.

To turn these mythic possibilities into realities will involve national efforts at university reform by an alliance of students and faculty. They must wrest control of the educational process from the administrative bureaucracy. They must make fraternal and functional contact with allies in labor, civil rights, and other liberal forces outside the campus. They must import major public issues into the curriculum – research and teaching on problems of war and peace is an outstanding example. They must make debate and controversy, not dull pedantic cant, the common style for educational life. They must consciously build a base for their assault upon the loci of power.

As students for a democratic society, we are committed to stimulating this kind of social movement, this kind of vision and program in campus and community across the country. If we appear to seek the unattainable, as it has been said, then let it be known that we do so to avoid the unimaginable.”

[Students for a Democratic Society (SDS) The Port Huron Statement, 1962]

“The Port Huron Statement was offered in 1962 as ‘a living document open to change with our times and experiences’, but in fact was never revised. The New Student Politics is also conceived as a living document, ‘not the final word on student engagement.’ In our view, it will require continuous revision if it is to help shape a living democratic movement. It will need to become bolder and more self-confident in its challenge to strengthen democracy, even while retaining its humility in resisting grand programmatic agendas and totalizing visions. It will need to provide more vivid examples of alternative politics, perhaps on a website, to communicate the richness and realism of opportunities to engage in relational organizing and co-production, and to do so in the context of globalism and a fully multicultural democracy. It will need to map out the pathways for engagement as ‘civic professionals,’ since students must face the challenge of continuing to fashion democratic public work in all kinds of professional, business, government, and nonprofit institutional settings upon graduation. And, finally, The New Student Politics will need to make more explicit its relationship to the broader civic renewal movement, since students want to see themselves as part of a transformative politics that reverberates to many arenas beyond higher education.”

[Sirianni and Friedland, pp. 117-8.]

Required Reading:

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Giroux, Henry A. “Youth in revolt: the battle against neoliberal authoritarianism.” Critical Arts: A south-North Journal of Cultural and Media Studies 28 (2014): 103-110. [Academic Search Complete]

LaRiviere, Kristen, et al. “Protest: Critical Lessons of Using Digital Media.” About Campus (July-August 2012): 10-17. [Academic Search Complete]

if time permits:

Students for a Democratic Society, The Port Huron Statement. 1962. Available at the website of The Sixties Project www3.iath.virginia.edu/sixties/HTML_docs/Resources/Primary/Manifestos/SDS_Port_Huron.html

Additional Reading:”The Strike of the General Assembly”: An Interview with Nicolas Phebus, Upping

the Anti (2, January 2006): 48-57. [This article is about the 2005 student mobilization against the Quebec government’s attempts to convert grants into loans]http://uppingtheanti.org/journal/article/02-the-strike-of-the-general-assembly/

Cabalin, Christian. "Online and Mobilized Students: The Use of Facebook in the Chilean Student Protests” Comunicar 22(43, 2014): 25. [Google Scholar]

Cammaerts, Bart. "The mediation of insurrectionary symbolic damage: The 2010 UK student protests." The international journal of Press/Politics (2013): 1-24. [Google Scholar]

Chrisafis, Angelique. “ ‘We will not be thrown away’: France’s Student Uprising.” The Nation, 282 (16, 24 April 2006): 11-15. [Academic Search Complete]

Larrabure, Manuel, and Carlos Torchia. "The 2011 Chilean Student Movement and the Struggle for a New Left." Latin American Perspectives (2014): 1-21. [Google Scholar]

Lothstein, Arthur, ed. “All We are Saying…” : The Philosophy of the New Left. New York: Putnam’s 1970. [HM 281 L67] (See especially, Herbert Marcuse, ‘Re-examination of the Concept of Revolution’ , pp 273-82)

Marwick, Arthur. The Sixties: Cultural Revolution in Britain, France, Italy and the United States . Oxford University Press, 1998. [B 425 M424 1988]

Rivetti, Paola, and Francesco Cavatorta. "‘The Importance of being Civil Society’: Student Politics and the Reformist Movement in Khatami's Iran." Middle Eastern Studies 49(4,2013): 645-660. [Taylor & Francis]

Sirianni, Carmen and Lewis Friedland. “The New Student Politics: Sustainable Action for Democracy.” Journal of Public Affairs 7 (2004): 101-23. [Academic Search Complete]

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Sealey-Huggins, Leon, and André Pusey. "Neoliberalism and Depoliticisation in the Academy: Understanding the ‘New Student Rebellions’." Graduate Journal of Social Science 10(3,2013): 80-99. [Google Scholar]

Valenzuela, Sebastia’n, A. Arriagada and A. Scherman, “The Social Media Basis of Youth Protest Behavior: The Case of Chile/” Journal of Communication (2012) [Google Scholar]

See Online: The Sixties Project: http::/lists.village.Virginia.edu/sixties/HTML_docs/Sixties.html This site contains a wide variety of resources including poetry, personal narratives and primary documents – including the famous “Port Huron Statement.

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Reading Assignment

One of the most important – and interesting – aspects of the study of resistance movements is the debate between those who believe that radical transformation of society can only be accomplished through non-violent means and those who counter that the use of violence is often essential and even, as Frantz Fanon argues, serves as a cleansing force. Because this debate is central to the topic at hand, it is important that we explore the arguments carefully and challenge ourselves to confront our own assumptions and views.

For this assignment, please consider the arguments made by Ward Churchill and George Lakey and write a short reflective piece (approximately 5 pages) exploring the issues raised by these authors. You do not need to reiterate each argument made but, instead, use them to reflect on your own thoughts on the utility of violent and/or non-violent tactics for social transformation. Please be clear about where you agree/disagree with them and which arguments you find most persuasive.

Due: 14 February 2017

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Essay AssignmentWhen you engage in your research please do not limit yourself to a description of the events surrounding your chosen resistance movement or revolution. Dig deeper, think about the topic from a political point of view. You can not present all the details of a particular resistance/revolutionary movement in a single essay but you can/should think thematically and critically. Please remember this is a political science course and I am eager to see analysis of, and engagement with, your chosen topic and not simply a narrative or a summary. And remember it is a research paper – and that means, yes, research (and not on Wikipedia)! Please include citations and a bibliography. You can choose to do any of the topics we cover in class or if you wish to suggest your own topic, please discuss it with me so I can help with the framing of the issue.And… a few essay titles to consider in case you are not immediately struck with any particular event:

1. Gandhian Strategy: Still Relevant in the 21st Century?2. The Rebel and His/Her Cause: A Consideration of the Roots of Resistance3. Poverty and Resistance: The Challenge to Colonial/Post-Colonial Rule4. Modern Tools of Rebellion: The Importance of Social Media 5. The Zapatista Movement: A Model for Resistance? 6. Uprising in Tunisia: The Beginning of a Broader Movement for Justice?7. Modern Resistance Strategies: Another World is Possible8. Sounds of Dissent: The Politics of Music 9. Resisting the Empire? The Legacy of Osama bin Laden’s Challenge to U.S. Power10. The World Social Forum: A New Model of Resistance?11. RAWA: Afghan Women Resist the Taliban and the War in Afghanistan12. Women in Black: A Powerful Silent Vigil or a Silent Waste of Time?13. Indigenous Struggles in 21st Century Canada14. Technological Violence: The Geopolitical Agenda of the Green Revolution15. Stonewall: Sparking the Gay Revolution16. Connecting with Others: Social Media and Youth Rebellion17. Re-making the world: the struggle for an “Arab spring” 18. Idle No More: Re-thinking Indigenous Oppression in Canada19. Anonymous: Rebels in Cyberspace20. Black Lives Matter: The Birth of a New Civil Rights Movement

There are plenty of other revolutions or resistance movements to consider as possible topics. For example: the on-going Palestinian struggle; resistance movements in countless countries… the list goes on and on ….

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Due: 28 March 2017

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Personal ReflectionA Concluding Assignment

At the conclusion of any course of study it is important to take the time to pause and reflect on the relevance of the materials examined to the world around us. Formal education in the classroom should not be seen as something outside of ourselves and separate from the “real world” but, rather, as a place where we develop our ability to critically perceive both the way the world exists and the ways it has and can be changed. We should, as Paulo Freire suggests, “come to see the world not as a static reality, but as a reality in process, in transformation.” Given the subject matter of this course, then, it seems that a useful reflection should concern itself with a current situation you perceive as unjust and a possible strategy of resistance.

Feel free to choose any example of injustice or oppression – be it in the classroom, workplace, community, country, or elsewhere in the world – and bring the themes of the course to bear on your analysis. Why, for instance, has the individual, group or country not sought to resist the situation that you consider to be unjust? What would it take, do you believe, for resistance to be seen as a possible course of action in the face of oppression? What strategy and/or tool(s) do you think should/could/might be used? Is reform of the situation possible or is a more radical transformation necessary? What are the broader ramifications of this particular case?

The assignment, in short, is an invitation to participate in the unveiling of an injustice and in the consideration of possible solutions.

The recommended length for your reflection is 750-1000 words but it can be as long as you want.

Due Date: 19 April 2017

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