Social Movement Theory and Far Right Organizations Frank Tridico Wayne State University
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
INSIDE CANADA's FAR RIGHT NETWORK, by Warren Kinsella (Toronto: Harpercollins Publishers, 1994)
BOOK REVIEWS 835 WEB OF HATE: INSIDE CANADA'S FAR RIGHT NETWORK, by Warren Kinsella (Toronto: HarperCollins Publishers, 1994) [The antiscmite] is a man who is afraid ... of himself, of his conscience, his freedom, of his instincts, of his responsibilities, of solitude, of change, of society and the world ... Antisemitism, in a word, is fear of man's fate. The antisemite is the man who wants to be pitiless stone, furious torrent, devastating lightning: in short, everything but a man. 1 Warren Kinsella's message in Web of Hate'- is that racism is alive, well, and growing in Canada. Kinsella focuses on white men who hate. It is difficult to define those whom they hate: they hate all who are not like them; they hate people of colour and people who do not share their language or traditions; but, most of all, they hate the Jewish community. Anti-semiti~m seems to be the symbol of their racism, the banner under which they march. While Web of Hate should interest the general reader, it is, in many ways, a book for lawyers. Lawyers both historical 3 and contemporary 4 populate its pages. The book relates technical evidential issues that arose in hate crime trials, including a "present memory refreshed" issue in the trial of a Manitoba Klan leader; the qualification of an "expert" in the Keegstra trial; and a false distinction Doug Christie sought to draw in the Finta trial respecting the weight of testimony taken on oath and on affirmation. 5 Kinsella also poses the problem of adapting existing hate legislation and its enforcement to new computer technology, particularly to the transmission of hate literature by electronic mail from the United States to Canada.6 Despite its legal appeal, Web of Hate is primarily a work of journalism. -
Advanced Sociological Theory SOCI 6305, Section 1
DEPARTMENT OF SOCIOLOGY UNIVERSITY OF WEST GEORGIA Spring 2017 Advanced Sociological Theory SOCI 6305, Section 1 Tuesday, 5:30-8:00 PM, Pafford 306 Dr. Emily McKendry-Smith Office: Pafford 319 Office hours: Mon. 1-2, 3:30-4:30, Tues. 1-5, and Weds. 11-2, 3:30-4:30, or by appointment Email: [email protected] Do NOT email me using CourseDen! “Social theory is a basic survival skill. This may surprise those who believe it to be a special activity of experts of a certain kind. True, there are professional social theorists, usually academics. But this fact does not exclude my belief that social theory is something done necessarily, and often well, by people with no particular professional credential. When it is done well, by whomever, it can be a source of uncommon pleasure.” – Charles Lemert, 1993 Course Information and Goals: This course provides a foundation in the key components of classical and contemporary social theory, as used by academic sociologists. This course is a seminar, not a lecture series. Unlike undergraduate courses, the purpose of this course is not to memorize a set of “facts,” but to develop your critical thinking skills by using them to evaluate theory. Instead, this course will consist of discussions centered on key questions from the readings. This course format requires that you be active participants. If discussion does not emerge spontaneously, I will prompt it by asking questions and pushing for your point of view. (That said, some of these theories can be difficult to understand; I will help you with this and we will work together in class to uncover the readings’ main points). -
Holocaust-Denial Literature: a Fourth Bibliography
City University of New York (CUNY) CUNY Academic Works Publications and Research York College 2000 Holocaust-Denial Literature: A Fourth Bibliography John A. Drobnicki CUNY York College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/yc_pubs/25 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Holocaust-Denial Literature: A Fourth Bibliography John A. Drobnicki This bibliography is a supplement to three earlier ones published in the March 1994, Decem- ber 1996, and September 1998 issues of the Bulletin of Bibliography. During the intervening time. Holocaust revisionism has continued to be discussed both in the scholarly literature and in the mainstream press, especially owing to the libel lawsuit filed by David Irving against Deb- orah Lipstadt and Penguin Books. The Holocaust deniers, who prefer to call themselves “revi- sionists” in an attempt to gain scholarly legitimacy, have refused to go away and remain as vocal as ever— Bradley R. Smith has continued to send revisionist advertisements to college newspapers (including free issues of his new publication. The Revisionist), generating public- ity for his cause. Holocaust-denial, which will be used interchangeably with Holocaust revisionism in this bib- liography, is a body of literature that seeks to “prove” that the Jewish Holocaust did not hap- pen. Although individual revisionists may have different motives and beliefs, they all share at least one point: that there was no systematic attempt by Nazi Germany to exterminate Euro- pean Jewry. -
SOC 103: Sociological Theory Tufts University Department of Sociology
SOC 103: Sociological Theory Tufts University Department of Sociology Image courtesy of Owl Turd Comix: http://shencomix.com *Syllabus updated 1-20-2018 When: Mondays & Wednesdays, 3:00-4:15 Where: 312 Anderson Hall Instructor: Assistant Professor Freeden Blume Oeur Grader: Laura Adler, Sociology Ph.D. student, Harvard University Email: [email protected] Phone: 617.627.0554 Office: 118 Eaton Hall Website: http://sites.tufts.edu/freedenblumeoeur/ Office Hours: Drop-in Tuesdays 2-3:30 & Thursdays 10-11:30; and by appointment WELCOME The Greek root of theory is theorein, or “to look at.” Sociological theories are therefore visions, or ways of seeing and interpreting the social world. Some lenses have a wide aperture and seek to explain macro level social developments and historical change. The “searchlight” (to borrow Alfred Whitehead’s term) for other theories could be narrower, but their beams may offer greater clarity for things within their view. All theories have blind spots. This course introduces you to an array of visions on issues of enduring importance for sociology, such as alienation and emancipation, solidarity and integration, domination and violence, epistemology, secularization and rationalization, and social transformation and social reproduction. This course will highlight important 1 theories that have not been part of the sociological “canon,” while also introducing you to more classical theories. Mixed in are a few poignant case studies. We’ll also discuss the (captivating, overlooked, even misguided) origins of modern sociology. I hope you enjoy engaging with sociological theory as much as I do. I think it’s the sweetest thing. We’ll discuss why at the first class. -
Sociological Theories of Deviance: Definitions & Considerations
Sociological Theories of Deviance: Definitions & Considerations NCSS Strands: Individuals, Groups, and Institutions Time, Continuity, and Change Grade level: 9-12 Class periods needed: 1.5- 50 minute periods Purpose, Background, and Context Sociologists seek to understand how and why deviance occurs within a society. They do this by developing theories that explain factors impacting deviance on a wide scale such as social frustrations, socialization, social learning, and the impact of labeling. Four main theories have developed in the last 50 years. Anomie: Deviance is caused by anomie, or the feeling that society’s goals or the means to achieve them are closed to the person Control: Deviance exists because of improper socialization, which results in a lack of self-control for the person Differential association: People learn deviance from associating with others who act in deviant ways Labeling: Deviant behavior depends on who is defining it, and the people in our society who define deviance are usually those in positions of power Students will participate in a “jigsaw” where they will become knowledgeable in one theory and then share their knowledge with the rest of the class. After all theories have been presented, the class will use the theories to explain an historic example of socially deviant behavior: Zoot Suit Riots. Objectives & Student Outcomes Students will: Be able to define the concepts of social norms and deviance 1 Brainstorm behaviors that fit along a continuum from informal to formal deviance Learn four sociological theories of deviance by reading, listening, constructing hypotheticals, and questioning classmates Apply theories of deviance to Zoot Suit Riots that occurred in the 1943 Examine the role of social norms for individuals, groups, and institutions and how they are reinforced to maintain a order within a society; examine disorder/deviance within a society (NCSS Standards, p. -
Sociological Functionalist Theory That Shapes the Filipino Social Consciousness in the Philippines
Title: The Missing Sociological Imagination: Sociological Functionalist Theory That Shapes the Filipino Social Consciousness in the Philippines Author: Prof. Kathy Westman, Waubonsee Community College, Sugar Grove, IL Summary: This lesson explores the links on the development of sociology in the Philippines and the sociological consciousness in the country. The assumption is that limited growth of sociological theory is due to the parallel limited growth of social modernity in the Philippines. Therefore, the study of sociology in the Philippines takes on a functionalist orientation limiting development of sociological consciousness on social inequalities. Sociology has not fully emerged from a modernity tool in transforming Philippine society to a conceptual tool that unites Filipino social consciousness on equality. Objectives: 1. Study history of sociology in the Philippines. 2. Assess the application of sociology in context to the Philippine social consciousness. 3. Explore ways in which function over conflict contributes to maintenance of Filipino social order. 4. Apply and analyze the links between the current state of Philippine sociology and the threats on thought and freedoms. 5. Create how sociology in the Philippines can benefit collective social consciousness and of change toward social movements of equality. Content: Social settings shape human consciousness and realities. Sociology developed in western society in which the constructions of thought were unable to explain the late nineteenth century systemic and human conditions. Sociology evolved out of the need for production of thought as a natural product of the social consciousness. Sociology came to the Philippines in a non-organic way. Instead, sociology and the social sciences were brought to the country with the post Spanish American War colonization by the United States. -
Social Movement and Collective Action Area Exam
Social Movement and Collective Action Area Exam Updated August 2020 Format, Expectations, and Scope Students taking the social movements and collective action area exam are expected to be familiar with the development of the field, the dominant theoretical traditions, the major substantive questions and debates, and the various methodological approaches employed. At the same time, we want to make explicit that the canon upon which this field is based is largely dominated by white cis-men and by Americanist and Eurocentric perspectives. This is a problem not just in the social movements and collective action field, but across sociology more broadly. While the reading list provided here intends to be as inclusive as possible, we face the dilemma of ensuring that students are conversant in foundational works while keeping the list concise. This necessarily limits the inclusivity of the list. We therefore acknowledge this disparity and welcome students to challenge these inequities. Students may do so by providing critiques of canonical texts’ standpoints and biases; by suggesting how inclusivity, marginalized scholars, and under-examined cases can advance the field theoretically, empirically, and methodologically; and by bringing in under-utilized texts. At the same time, any challenge to the canon is going to be ineffective without deep familiarity with the canon. This reading list will therefore provide the foundation for innovation. On the day of the exam, students will answer three out of six questions (students will skip the three questions they least want to answer). Students can bring the reading list (below) and two single-spaced pages of notes to the exam (font must be at least 11 point). -
Sociological Theory COURSE SYLLABUS Spring 2013
t Sociology 436.001: Sociological Theory COURSE SYLLABUS Spring 2013 Instructor: Yvonne Villanueva-Russell (Associate Professor) Class Time: Monday & Wednesday: 2:00PM – 3:15PM Class Location: Ferguson Social Sciences Room 312 Office: Ferguson Social Sciences 232 Office Hours: Mondays, Wednesdays: 8AM-9AM; 11AM-Noon; 1PM-2PM Fridays: 11AM-Noon & by appointment Office Phone: 903-886-5320 Office Fax: 903-886-5330 University Email: [email protected] Skype username: yvrussell1 eCollege Website: http://www.tamuc.edu/myleo.aspx COURSE INFORMATION Required Textbook: 1) Kivisto, Peter. 2013. Social Theory: Roots and Branches (fifth edition. New York: Oxford University Press. ISBN: 9780199937127 2) Several Xeroxed readings. These will be accessible through the eCollege website Recommended Textbook 1) Ritzer, George. 2010. Contemporary Sociological Theory and Its Classical Roots. (third edition). New York: McGraw-Hill. ISBN: 9780073404387 I. COURSE DESCRIPTION Catalog Description: This course examines the nature of theory and reviews major sociological theories, especially structural-functionalism, conflict theory, exchange theory and Sociology 436.001 Syllabus Spring 2013 1 interactionism. Special attention is given to leading figures representing the above schools of thought. Prerequisite: Sociology 111 or its equivalent. Student Learning Outcomes 1) Students will demonstrate comprehension of the major sociological theorist’s ideas and concepts as measured through examinations and online discussion boards 2) Students will demonstrate the ability to apply sociological concepts and theories through written essays Course Format: This course will revolve around numerous readings and active discussion in class of these selections, as well as lecture to supplement and provide background information on each theorist or theoretical paradigm. We will spend the bulk of time wading through and struggling to understand the writings through primary readings composed by the actual theorists, themselves. -
Theoretical Pluralism and Sociological Theory
ASA Theory Section Debate on Theoretical Work, Pluralism, and Sociological Theory Below are the original essay by Stephen Sanderson in Perspectives, the Newsletter of the ASA Theory section (August 2005), and the responses it received from Julia Adams, Andrew Perrin, Dustin Kidd, and Christopher Wilkes (February 2006). Also included is a lengthier version of Sanderson’s reply than the one published in the print edition of the newsletter. REFORMING THEORETICAL WORK IN SOCIOLOGY: A MODEST PROPOSAL Stephen K. Sanderson Indiana University of Pennsylvania Thirty-five years ago, Alvin Gouldner (1970) predicted a coming crisis of Western sociology. Not only did he turn out to be right, but if anything he underestimated the severity of the crisis. This crisis has been particularly severe in the subfield of sociology generally known as “theory.” At least that is my view, as well as that of many other sociologists who are either theorists or who pay close attention to theory. Along with many of the most trenchant critics of contemporary theory (e.g., Jonathan Turner), I take the view that sociology in general, and sociological theory in particular, should be thoroughly scientific in outlook. Working from this perspective, I would list the following as the major dimensions of the crisis currently afflicting theory (cf. Chafetz, 1993). 1. An excessive concern with the classical theorists. Despite Jeffrey Alexander’s (1987) strong argument for “the centrality of the classics,” mature sciences do not show the kind of continual concern with the “founding fathers” that we find in sociological theory. It is all well and good to have a sense of our history, but in the mature sciences that is all it amounts to – history. -
Globalisation and Social Movements
Globalisation and social movements In the society a large number of changes have been brought about by efforts exerted by people individually and collectively. Such efforts have been called social movements. A social movement may, therefore, be defined as “a collectively acting with some continuity to promote or resist a change in the society or group of which it is a part. Social movement is the effort by an association to bring about a change in the society. A social movement may also be directed to resist a change. Some movements are directed to modify certain aspects of the existing social order whereas others may aim to change it completely. The former are called reform movements and the latter are known as revolutionary movements. Social movements may be of numerous kinds, such as religious movements, reform movements, or revolutionary movements. Social movements maybe distinguished with institutions: social movement is the effort by an association to bring about a change in the society. A social movement may also be directed to resist a change. Some movements are directed to modify certain aspects of the existing social order whereas others may aim to change it completely. The former are called reform movements and the latter are known as revolutionary movements. Social movements may be of numerous kinds, such as religious movements, reform movements, or revolutionary movements. Causes of social movements: The social unrest may be caused by the following factors: (i) Cultural Drifts: The society is undergoing constant changes. The values and behaviour are changing in all civilized societies. In the course of cultural drift most of the people develop new ideas. -
Discussion of Frames
10 Frames and Their Consequences Francesca Polletta and M. Kai Ho In 1979, the nuclear reactor at Three Mile Island in Pennsylvania suffered a partial meltdown and sent hundreds of thousands of residents fleeing as radiation leaked into the atmosphere. The resulting media coverage made “Three Mile Island” into an international symbol of the dangers of nuclear energy, prompted nationwide opposition to nuclear power, and shut down the nuclear industry for more than a decade. Yet, Three Mile Island was not the first accident of its kind. In 1966, the Fermi reactor outside Chicago experienced a partial meltdown followed by a failure of the automatic shut-down system. Officials discussed evacuation plans for area residents as they tried to avert the possibility of a secondary accident. The Fermi accident was no secret: the press was alerted as it was happening. But newspapers, including the New York Times, gave the episode only perfunctory coverage, mainly repeating company spokespeople’s assurances that the reactor would soon be up and running. Why did the Fermi accident not produce the public crisis that Three Mile Island did? Because it was viewed through different frames, says William Gamson (1988). At the time of the Fermi accident, nuclear power was covered by the press mainly in terms of a “faith in progress” frame that viewed nuclear power unequivocally as a boon to technological development and human progress. By Three Mile Island, however, media stories about nuclear power were less confident about nuclear power’s safety and effectiveness. The stage was already set for a critical and alarmist interpretation of the accident. -
Module 6 Social Protests and Social Movements Lecture 31 Theories of Social Movements
NPTEL – Humanities and Social Sciences – Introduction to Sociology Module 6 Social Protests and Social Movements Lecture 31 Theories of Social Movements A variety of theories have attempted to explain how social movements develop. Some of the better-known approaches are outlined below. Deprivation Theory Deprivation theory argues that social movements have their foundations among people who feel deprived of some good(s) or resource(s). According to this approach, individuals who are lacking some good, service, or comfort are more likely to organize a social movement to improve (or defend) their conditions (Morrison 1978). There are two significant problems with this theory. First, since most people feel deprived at one level or another almost all the time, the theory has a hard time explaining why the groups that form social movements do when other people are also deprived. Second, the reasoning behind this theory is circular – often the only evidence for deprivation is the social movement. If deprivation is claimed to be the cause but the only evidence for such is the movement, the reasoning is circular (Jenkins and Perrow 1977). Mass-Society Theory Mass-Society theory argues that social movements are made up of individuals in large societies who feel insignificant or socially detached. Social movements, according to this theory, provide a sense of empowerment and belonging that the movement members would otherwise not have (Kornhauser 1959). In fact, the key to joining the movement was having a friend or associate who was a member of