Social Movements: Ethnographic Approaches
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Collective Action and the Evolution of Social Norm Internalization Sergey Gavriletsa,B,C,1 and Peter J
Collective action and the evolution of social norm internalization Sergey Gavriletsa,b,c,1 and Peter J. Richersond aDepartment of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996; bDepartment of Mathematics, University of Tennessee, Knoxville, TN 37996; cNational Institute for Mathematical and Biological Synthesis, University of Tennessee, Knoxville, TN 37996; and dDepartment of Environmental Science and Policy, University of California, Davis, CA 95616 Edited by Simon A. Levin, Princeton University, Princeton, NJ, and approved May 4, 2017 (received for review March 7, 2017) Human behavior is strongly affected by culturally transmitted processing, and decision making (11) and the costs of monitor- norms and values. Certain norms are internalized (i.e., acting ing, punishments, or conditional rewards that would otherwise be according to a norm becomes an end in itself rather than merely necessary to ensure cooperation (9, 14). Internalization of norms a tool in achieving certain goals or avoiding social sanctions). allows individuals and groups to adjust their utility functions Humans’ capacity to internalize norms likely evolved in our ances- in situations with a rapidly changing environment when genetic tors to simplify solving certain challenges—including social ones. mechanisms would be too slow to react (9). A society’s values are Here we study theoretically the evolutionary origins of the capac- transmitted through the internalization of norms (15), with some ity to internalize norms. In our models, individuals can choose societies being more successful than others due to their norms to participate in collective actions as well as punish free rid- and institutions (16). The presence of both costs and benefits of ers. -
Transient Solidarities: Commitment and Collective Action in Post-Industrial Societies Charles Heckscher and John Mccarthy
bs_bs_banner British Journal of Industrial Relations doi: 10.1111/bjir.12084 52:4 December 2014 0007–1080 pp. 627–657 Transient Solidarities: Commitment and Collective Action in Post-Industrial Societies Charles Heckscher and John McCarthy Abstract Solidarity has long been considered essential to labour, but many fear that it has declined. There has been relatively little scholarly investigation of it because of both theoretical and empirical difficulties. This article argues that solidarity has not declined but has changed in form, which has an impact on what kinds of mobilization are effective. We first develop a theory of solidarity general enough to compare different forms. We then trace the evolution of solidarity through craft and industrial versions, to the emergence of collaborative solidarity from the increasingly fluid ‘friending’ relations of recent decades. Finally, we examine the question of whether these new solidarities can be mobilized into effective collective action, and suggest mechanisms, rather different from tra- ditional union mobilizations, that have shown some power in drawing on friending relations: the development of member platforms, the use of purposive campaigns and the co-ordination of ‘swarming’ actions. In the best cases, these can create collective actions that make a virtue of diversity, openness and participative engagement, by co-ordinating groups with different foci and skills. 1. Introduction In the last 30 years, there is every evidence that labour solidarity has weak- ened across the industrialized world. Strikes have widely declined, while the most effective recent movements have been fundamentalist and restrictive — turning back to traditional values and texts, narrowing the range of inclusion. -
Downloadhs4016 Social Movements
COURSE OUTLINE Course Code / Title : HS4016 Social Movements Pre-requisites : HS1001 Person and Society HS2001 Classical Social Theory HS2002 Doing Social Research HS3001 Contemporary Social Theory HS3002 Understanding Social Statistics No. of AUs. : 4 Contact Hours : 52 Course Aims From revolutionary movements that overthrew regimes, to women’s movements that have radically altered and continue to challenge gender norms, to contemporary environmental and labor movements that shape the ways governments and businesses behave, social movements have been and continue to be major forces in human history. They account for why power relations are organized in particular ways in given contexts; they shape group identities and boundaries; and they help us understand the limitations and possibilities of social change in our own times and contexts. This course serves as an introduction to the vast and rich research in sociology on this important subject. We will explore social movements through a sociological lens, asking: what are the conditions for their emergence? What are social movement organizations’ and activists’ tactics and strategies, and how do these come about? How do social movements shape the worlds in which we live? Intended Learning Outcomes (ILO) By the end of the course, you should be able to: 1. Discuss the diversity of social movements past and present 2. Evaluate the different ways sociologists have approached the study of social movements 3. Describe the key theories that account for social movements 4. Articulate connections -
Centennial Bibliography on the History of American Sociology
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Sociology Department, Faculty Publications Sociology, Department of 2005 Centennial Bibliography On The iH story Of American Sociology Michael R. Hill [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/sociologyfacpub Part of the Family, Life Course, and Society Commons, and the Social Psychology and Interaction Commons Hill, Michael R., "Centennial Bibliography On The iH story Of American Sociology" (2005). Sociology Department, Faculty Publications. 348. http://digitalcommons.unl.edu/sociologyfacpub/348 This Article is brought to you for free and open access by the Sociology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Sociology Department, Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Hill, Michael R., (Compiler). 2005. Centennial Bibliography of the History of American Sociology. Washington, DC: American Sociological Association. CENTENNIAL BIBLIOGRAPHY ON THE HISTORY OF AMERICAN SOCIOLOGY Compiled by MICHAEL R. HILL Editor, Sociological Origins In consultation with the Centennial Bibliography Committee of the American Sociological Association Section on the History of Sociology: Brian P. Conway, Michael R. Hill (co-chair), Susan Hoecker-Drysdale (ex-officio), Jack Nusan Porter (co-chair), Pamela A. Roby, Kathleen Slobin, and Roberta Spalter-Roth. © 2005 American Sociological Association Washington, DC TABLE OF CONTENTS Note: Each part is separately paginated, with the number of pages in each part as indicated below in square brackets. The total page count for the entire file is 224 pages. To navigate within the document, please use navigation arrows and the Bookmark feature provided by Adobe Acrobat Reader.® Users may search this document by utilizing the “Find” command (typically located under the “Edit” tab on the Adobe Acrobat toolbar). -
The Neighborhood As a Social Structure for Collective Action
THE NEIGHBORHOOD AS A SOCIAL STRUCTURE FOR COLLECTIVE ACTION: THE ROLE OF BONDING SOCIAL CAPITAL, CIVIC ENGAGEMENT, AND NEIGHBORHOOD RACIAL HOMOGENEITY By Charles Collins A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Psychology – Doctor of Philosophy 2013 ABSTRACT THE NEIGHBORHOOD AS A SOCIAL STRUCTURE FOR COLLECTIVE ACTION: THE ROLE OF BONDING SOCIAL CAPITAL, CIVIC ENGAGEMENT, AND NEIGHBORHOOD RACIAL HOMOGENEITY By Charles Collins Collective action is a process by which individuals linked by a common goal engage in cooperative activities in order to affect socio-political change. Collective action takes a variety of forms including protests, sit-ins, and marches, and can address a wide swath of social justice issues. However, research on the mechanisms by which collective action takes place is still developing. Utilizing a national sample of urban neighborhood residents within seven cities, this dissertation is comprised of two related studies investigating the role that civic engagement, bonding social capital, and neighborhood homogeneity play in influencing collective action. Using path analysis, Study 1 investigates the mediating role of bonding social capital in the relationship between civic engagement and collective action. Study 2 utilized multilevel modeling (MLM) and includes a neighborhood level indicator – neighborhood racial homogeneity – to understand the relationship between individual level bonding social capital and collective action. Overall, the results reveal a complex relationship between civic engagement, bonding social capital, and neighborhood homogeneity on the outcome variable of collective action. Study 1 found that collective action was directly related to both bonding social capital and civic engagement, but that bonding social capital partially mediated the relationship between civic engagement and collective action. -
The Sociology of Social Movements
CHAPTER 2 The Sociology of Social Movements CHAPTER OBJECTIVES • Explain the important role of social movements in addressing social problems. • Describe the different types of social movements. • Identify the contrasting sociological explanations for the development and success of social movements. • Outline the stages of development and decline of social movements. • Explain how social movements can change society. 9781442221543_CH02.indd 25 05/02/19 10:10 AM 26 \ CHAPTER 2 AFTER EARNING A BS IN COMPUTER ENGINEERING from Cairo University and an MBA in marketing and finance from the American University of Egypt, Wael Ghonim became head of marketing for Google Middle East and North Africa. Although he had a career with Google, Ghonim’s aspiration was to liberate his country from Hosni Mubarak’s dictatorship and bring democracy to Egypt. Wael became a cyber activist and worked on prodemocracy websites. He created a Facebook page in 2010 called “We are all Khaled Said,” named after a young businessman who police dragged from an Internet café and beat to death after Said exposed police corruption online. Through the posting of videos, photos, and news stories, the Facebook page rapidly became one of Egypt’s most popular activist social media outlets, with hundreds of thousands of followers (BBC 2011, 2014; CBS News 2011). An uprising in nearby Tunisia began in December 2010 and forced out its corrupt leader on January 14, 2011. This inspired the thirty-year-old Ghonim to launch Egypt’s own revolution. He requested through the Facebook page that all of his followers tell as many people as possible to stage protests for democracy and against tyranny, corruption, torture, and unemployment on January 25, 2011. -
SOCY S216 Summer 2019, Session B (July 1 – August 2) Tuesdays and Thursdays, 9:00 - 12:15 AM
Social Movements SOCY S216 Summer 2019, Session B (July 1 – August 2) Tuesdays and Thursdays, 9:00 - 12:15 AM ** Draft Syllabus, Subject to Change ** Instructor Roger Baumann [email protected] Description This course is about how people act collectively to challenge the status quo of powerful political, social, economic, and cultural systems that resist change. Social movements that challenge such systems vary widely in terms of their group identities, social locations, strategies for action, particular demands, and tactics. In order to better understand social movements, we will begin broadly with some key questions: What are social movements and how do we approach the task of defining them? What tools do we need to analyze how movements work? And how can we appreciate how and why some movements succeed in achieving their goals while others apparently fail? In this intensive 5-week summer course, we will focus on one case study per week, using each case to work through a set of concepts that will help us understand particular social movements and how movements work more generally. We will pay attention to how movements operate both inwardly (oriented towards their own members) and outwardly (oriented towards opponents and others). Our primary empirical focus will be on social movements within the United States, but we will also pay close attention to the ways that collective behavior and protest in the U.S. matters globally. Our study of social movements will move back and forth between abstract concepts and particular case studies. Our primary empirical case studies are: 1) The U.S. -
The Historiography of Social Movements Å
Chapter 1 The Historiography of Social Movements å Halfway through the twentieth century, Fernand Braudel raised a call for establishing a productive dialogue between history and the social sciences whereby history might freely employ indispensable concepts that it was incapable of developing by itself, and the social sciences might acquire the temporal depth they lacked. He went on to state that there would be no social science ‘other than by the reconciliation in a simultaneous practice of our different crafts’. The convergence of history with the social sciences was baptized ‘social history’ and later, in the United States, as ‘historical sociology’ to underline sociologists’ shift towards historiography.1 At the fi rst international congress of historical sciences held after the Second World War in Paris, 1950, Eric Hobsbawm was involved in the section on social history, ‘probably the fi rst in any historical congress’, as he recalls in his autobiography.2 It gained momentum in 1952 with the creation of the British journal Past and Present, which brought to- gether a group of Marxist historians (Hobsbawm himself, Christopher Hill, Rodney Hilton, George Rudé, and E.P. Thompson), joined by such prominent scholars as Lawrence Stone, John Elliot and Moses Finley. Meanwhile, in the United States, historical sociology took its fi rst steps forward with Barrington Moore, the Harvard teacher of Charles Tilly. It would be very hard to fi nd a sociologist who has taken better ad- vantage of history than Tilly. With the exception of his fi rst book, on the counter-revolution in the Vendée (published in 1964), long duration, which Braudel conceptualized as the history of structures, is the time- frame for Tilly’s analysis, whether it be of social struggles in France, state systems, European revolutions, democracy or social movements worldwide. -
Collective Political Action a Research Program and Some of Its Results*
Analyse & Kritik 23/2001 (©Lucius & Lucius, Stuttgart) S. 1-20 Karl-Dieter Opp Collective Political Action A Research Program and Some of Its Results* Abstract: This paper describes a research program that focuses on the explanation of political protest and its causes. The starting point is Mancur Olson's theory of collective action. This theory is modified, extended and applied to explain political protest. In particular, it is argued that only a wide version of Rational Choice theory that includes 'soft' incentives as well as misperception is capable of providing valid ex planations of protest behavior. Another part of the research program is the utilization of survey research to test the predictions about protest behavior that are generated from the wide version of Rational Choice theory. The research program further aims at (a) comparing empirically Rational Choice and alternative propositions, (b) providing micro-macro explanatory models, (c) dynamic theoretical models, and (d) explaining preferences and beliefs which are usually treated as exogenous variables. The paper further reports, some results of the research program. 1. Introduction Mancur Olson's theory of collective action advanced in his book The Logic of Collective Action (1965) is among the few testable theories with high explana tory power in the social sciences that has generated a vast number of empirical as well as theoretical research over decades. Although the theory is still debated the following general assessment will be shared by many social scientists: " ... since the publication of Man cur Olson's book there has been a whole series of advances in our understanding of collective action, a cumulative progress rare in the social • I gratefully acknowledge support 'Of the research reported in this paper by the two major German institutions devoted to advancement of scientific research. -
7 the Theory of Action Reclaimed
7 The Theory of Action Reclaimed Quid leges sine moribus vanae proficient? [Of what use are laws without morals?] Horace C: If you could converse with Talcott Parsons today, what would you say? HG: I would explain succinctly his only serious mis- take and suggest a way to correct this mistake. C: Would he agree? HG: In my dreams. Choreographer interview The analytical core for sociological theory proposed in the previous chap- ter includes a rational actor model inspired by Talcott Parsons’ voluntaristic theory of action (1937). My elaboration of this model, however, followed a differentpath from that taken by Parsons in his later work, which wandered away from the microfoundations of human behavior into the dusty realm of structural-functionalism. Big mistake. This chapter explains where and speculates why Parsons went wrong. Briefly, between writing The Structure of Social Action in 1937 and the publication of The Social System and Toward a General Theory of Action in 1951, Parsons abandoned the stress on individual efficacy of his early work (e.g., in his critique of positivism and behaviorism) in favor of treating the individual as the effect of socialization that when successful produces social order, and when unsuccessful produces social pathology. In The Structure of Social Action, Parsons mentions the term “socialization” only once, writing (pp. 400–401): Ultimate values of the individualmembers of the same commu- nity must be, to a significant degree, integrated into a system common to these members...not only moral attitudes but even the logical thought on which morality depends only develop as an aspect of the process of socialization of the child. -
Social Movement Learning Research: International Comparative Perspectives on Challenges and the Current Status of the Field
Kansas State University Libraries New Prairie Press 2011 Conference Proceedings (Toronto, ON, Adult Education Research Conference Canada) Social Movement Learning Research: International Comparative Perspectives on Challenges and the Current Status of the Field Budd Hall University of Victoria Richard Hall Chandler Chris Harris OISE/University of Toronto John D. Holst University of St. Thomas Peter H. Sawchuk OISE/University of Toronto See next page for additional authors Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Hall, Budd; Hall, Richard; Harris, Chris; Holst, John D.; Sawchuk, Peter H.; and Walters, Shirley (2011). "Social Movement Learning Research: International Comparative Perspectives on Challenges and the Current Status of the Field," Adult Education Research Conference. https://newprairiepress.org/aerc/ 2011/symposia/2 This is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Author Information Budd Hall, Richard Hall, Chris Harris, John D. Holst, Peter H. Sawchuk, and Shirley Walters This is available at New Prairie Press: https://newprairiepress.org/aerc/2011/symposia/2 Social Movement Learning Research: International Comparative Perspectives on Challenges and the Current Status of the Field Budd Hall University of Victoria Richard Hall Chandler Chris Harris OISE/University of Toronto John D. Holst University of St. Thomas Peter H. Sawchuk OISE/University of Toronto Shirley Walters, University of Western Cape Keywords: Social movement learning Abstract: Studies of social movements have a long and contradictory relationship with adult education research. -
GROUP SIZE and COLLECTIVE ACTION by Arun Agrawal Dept. Of
GROUP SIZE AND COLLECTIVE ACTION by Arun Agrawal Dept. of Political Science, Yale University 124 Prospect Street, New Haven CT 06520 Email: [email protected] and Sanjeev Goyal Econometric Institute, Erasmus University 3000 DR Rotterdam, Netherlands Email: [email protected] © 1997 by authors Paper to be presented at the conference on "Local Institutions for Forest Management: How Can Research Make a Difference," Center for International Forestry Research (CIFOR), Bogo, Indonesia, November 19-21, 1997. ABSTRACT This paper examines the Olsonian thesis that group size is inversely related to successful collective action. We start with an empirical analysis based on primary data. This data gives information on a set of 21 villages in the Indian Himalayas that collectively monitor to protect and conserve community forests. This empirical analysis reveals that small and large villages fare relatively poorly, while medium size villages are much more successful, in the provision of monitoring. This finding goes against the general consensus that group size is inversely related to the likelihood of successful collective action. We identify two features of the collective good that appear critical. Both features are standard in the literature on public goods. The first feature is that the monitoring technology displays lumpiness, and must be above a certain minimum size to be worthwhile. The second feature is that the collective good is only imperfectly excludible and that this excludibility is decreasing in the size of the group. We formulate a theoretical model which incorporates these two features and develop a set of sufficient conditions on the monitoring technology under which the sustainable levels of collective good match the empirically observed patterns.