FSS II - Google Drive
Uploaded by
university jglsFSS II - Google Drive
Uploaded by
university jgls“Finding one’s place”
eaches us that St. Paul aims to develop among students act skills. In this Episcopalian
T
school, we can suppose that these possibilities of development are linked to the
characteristics of the faculty and staff members. However, Khan restricts himself to consider
that St. Paul adults “instil in elite students their importance of their lives and their
worthiness” (p. 65) without paying a real attention to the religious, social, racial and gender
properties of these different people.
tudents learn the importance of their own hard work and talents to success. They also learn
S
to embrace the principles of the open society. However, they do not learn that such an open
i
society means equality. Far from it: students learn that the enduring characteristic of all social
relations is hierarchy. Inequality is fundamental. Within the open society there are those on
ar
the top and those at the bottom. Yet such positions are not ascribed through inheritance,
instead they are achieved through talent and work. Finding one’s place at St. Paul’s means
learning the relentlessness of hierarchical relations, but with a twist: this hierarchy is not like
that of old where ceilings limit how far up you can climb. Instead students learn the
tiw
importance of treating hierarchical relations like ladders that allow for advancement.
Arrogance of Entitlement- ascriptive (based on birth) politics i.e. wealth and caste
v.
Ease of Privilege- internalisation of experiences (beliefs and habits)
e
1. E thnography- qualitative research method- participative observations: account of
adolescents.
in
2. Ideas give legitimacy to power relations.
3. How are the students legitimising the existing power relations?
4. Making arguments about the American elites- channelising experiences and
sm
portraying something. “Privilege is about negotiating”. Elements:
a. Hierarchies are natural, can be climbed, are a part of the larger order of thing,
you can negotiate hierarchies, can be used like ladders
b. Students are taught to value their experiences
c. Ease of privilege (interacting with different hierarchies is acquired/ learnt)
ja
5. Sites of hierarchy: couch (faculty and ryan sitting on couch which is meant by senior
students by their own transgression), chapel
6. Knowing one’s place (bringing external entitlements) EVANS & Finding One’s place
(experiences and focusing on reality rather than looking at background)
7. EMILY “But life here is tough. And this place, this was a goal for me. I mean, I
would walk by every day and see seniors sitting here”.
8. Emily and Stan both appeal to their own capacity: Emily finds that she “can do it”;
Stan, despite the lack of evidence, notes that he can achieve tasks he sets himself to in
a way that not everyone can.
9. Evan Williams: show off about school; sister is an alumni
10.Jessica; spoke about Gretchen
11.Meritocratic language: Students insisted that the only valuable knowledge was
corporeal—inscribed on oneself by the experience of living at St. Paul’s.
12.CINDY importance of hardwork, achievement.
13.Cultural capital: generations in families have wealth and education : can get it from
social groups or acquire it (going to a good college). Networks you create also form a
cultural capital.
14.‘HABITUS’: Aspects of privilege are inculcated through interactions. (interactive and
corporeal state)
15.Gendered nature of the caregiving staff- gretchen.
16.Bad luck, lack of opportunities or by choice/ cultural capital is the staff doing dead
end jobs according to the students
i
17.Faculty +students live on campus. Staff lives outside. Metaphorical.
18.Individualise inequalities with different experiences- Mason (big guy) & Steven (Milk
ar
Gnome). Durability of inequality is obscured. Structural inequalities chalked up
19.Faculty student relationship can described to be mildly intimate
20.Pg 67 david newman faculty interacts with a student
tiw
21.Nelson Aldrich- example of climbing hierarchy- recalls dead poet society
22.Some students might find it difficult to climb up- matthew courtney (sweet kid),
underprivileged family, excelled in studies, school is a place of opportunity
23.Comparison between Chase Abbott and matthew
24.Important to make connections in the elite for future “I found that it was the wealthy
students who worked much harder to argue with me about the importance of their
e
relationships with staff members and the depth and shared quality of the connection.
Wealthy students, it seemed, were intentionally developing the capacity to interact
in
with those “below” them.”
25.Ease of privilege- comfortable negotiating
26.Matthew and Devin fail to create intimacy & dense relationships.
27.Not valid for south asian context or maybe non elite schools
sm
28.When does a student find its place- continuum between presumption & reverence-
George knew boundaries
29.Ease is the signature emotion of finding one's place “They literally must know what
the various postures feel like and internalise the many different poses necessary to
succeed in the myriad di- mensions of an elite existence.
ja
Terry Eagleton on ideology Hierarchy is not oppressive it works for everyone:
1. Terry Eagleton argues that ideology is what exists at the intersection of ideas/
knowledge with power.
2. There can be two different kinds of intersections:
3. a. In every society, there are ideas that support existing power relations and make
them appear to be legitimate, acceptable wand good for everyone,
4. For instance, Aristotle (384 BC - 322 BC) wrote that some people are born to be
slaves, and that to allow them to be free was something contrary to their nature, and
hence an injustice to them.
5. T here can also be ideas that challenge existing power relations, expose them as unfair
and point to the need for social change.
6. For example, Immanuel Kant (1724- |804) wrote that all human beings have an innate
capacity for reason and, therefore, have equal moral worth and deserve equal respect.
CLASS ANALYSIS
urpose of the book
P
Substantive topics: from friendship patterns and class mobility to housework and
class consciousness, unification of these topics- class (common explanatory factor)
. E
1 xplore the relationship between class and all sorts of social phenomena.
i
2. Based onthe conviction thatclass is a pervasivesocial causeand thus it is worth exploring
its ramifications for many social phenomena, but notthat it is universally the most
ar
important.
3. The most elaborate andsystematic theoretical frameworkfor class analysis is found in the
Marxist tradition. (EXPLOITATION IS A FEATURE OF CAPITALISMAND THE
BY-PRODUCT)
tiw
a. The aphorism“class struggle is the motor of history”captures this idea.
b. Criticism- monocausal & restricted
c. Most contemporary marxistspulled back fromthesegrandiose claims oforthodox
historical materialism.
d. Ideology backgroundhistory has a comprehensible structure& dynamics of
capitalism are fraught with contradictions that point towards a socialist future.
e. Focus- focuses on the ways in which class affectsvarious aspects of social life.
e
4. Weberian-inspired class analysis, stratification-inspiredclass analysis, eclectic
common-sense class analysis.
5. ELEMENTS OF CLASS ANALYSIS
in
a. Class STRUCTURE
b. Class FORMATION
c. Class STRUGGLE
d. Class CONSCIOUSNESS
sm
Interconnections among all these elements and their consequences for other aspects
of social life.Interconnections among all these elementsand their consequences for other
aspects of social life.
lass formation is the formation of collective actors organised around class interests within
C
class structures, class struggle is thestruggle betweensuch collectively organised actors
ja
over class interests; class consciousness is the understanding by people within a
class of their class interests.
6. CLASS VS GROUP
a. T
o speak of class formation or class struggle as opposed to simply group formation or
struggle implies that we have a definition of “class” and know what it means to
describe a collective actor as an instance of class formation, or a conflict as a class
conflict instead of some other sort of conflict.
7. The parable of shmoos
a. NEOLIBERAL RATIONALITYCAN BE USED FOR NEGOTIATINGWITH
DOGPATCH
b. SUBSISTENCE IS A THREAT TO CAPITALISM, CAN’T WORKWITHOUT WAGE
LABOURERS
c. Thepresence of shmoos is thus a serious threat toboth class relations
and gender relations.
d. Workers are more difficult to recruit for toilsome labour and no longer have to accept
i
“guff” and indignities from their bosses. Women are no longer economically
dependent on men and thus do not have to put up with sexist treatment.
ar
e. Shmoos helps to clarify the sense in which theinterestsof workers and capitalists
are deeply antagonistic, one of the core ideas ofMarxist class analysis.
f.
● P
tiw
reference ordering of workerscorresponds to whatcould beconsidered universal
human interests.
● Marxist idea- working class is the “universal class” corresponds to the universal
human interests
e
● What might be calledRawlsian preferences- thepreferencesthat maximise the
welfare of the worst off people in a society.
● That acquisition does not take the form of a redistribution of wealth or income from
in
capitalists to workers.
● linkage between class divisions, class interests and exploitation.
g. Capitalist interests are opposed to-
sm
i. Social arrangementsthat have even a partialshmoo-likecharacter.
ii. Such things asuniversal guaranteed basic incomeordurably very low
rates of unemployment, even if the taxes to supportsuch programs were
paid entirely out of wages and thus did not directly come out of their own
pockets.
ja
8. EXPLOITATION
a. “Exploitation” is thus akey concept for understandingthe natureof the
antagonistic interests generated by the class relations.
b. concept.
c. Revolves around a particulartype of antagonisticinterdependencyofmaterial
interests of actors within economic relations,ratherthan the injusticeof those
relations as such.
d. right's class analysis builds upon the Marxist tradition while also
W
incorporating new insights and concepts. He argues that class is not a
single monolithic entity but a multidimensional concept that
encompasses three interrelated dimensions: exploitation, domination,
and opportunity.
e. CLASS EXPLOITATION CRITERIA:
i. The inverse interdependent welfare principle: thematerial welfare of
exploiters causally depends on thematerial deprivationsof the exploited.
The welfare of the exploiter is at the expense of the exploited.
ii. The exclusion principle: the causal relation thatgenerates the principle
involves theasymmetrical exclusion of the exploitedfrom access to and
control over certain important productive resources.Typically this
exclusion is backed by force in the form of property rights, but in special
cases it may not be.i+ii= “non exploitative” economicoppression
iii. The appropriation principle:the causal mechanismwhich translates
(ii) exclusion into (i)differential welfare involvestheappropriation
of the fruits of labourof the exploited by thosewho control the relevant
productive resources.This appropriation is also oftenreferred to as the
i
appropriation of the “surplus product”. GAP BETWEENWORK DONE
AND PAY DESERVED
ar
f. Thewelfare of the exploiter depends upon the effortof the exploited, not merely
the deprivations of the exploited.
g. i+ii= “non exploitative” economic oppression”-
i. both instances, theinequalitiesin question are rootedinownershipand
controlover productive resources (exclusion principle)
ii.
iii.
tiw
non exploitative oppression, the oppressors would be happy if the oppressed
simply disappeared
Genocide is thus always a potential strategy for nonexploitative oppressors.
h. Exploitation, therefore, does not merely denote a set of statuses of social actors, but
apattern of ongoing interactions structured by aset of social relations,
relations which mutually bind the exploiter and the exploited together.
i. Social control of labourwhichrelies exclusivelyon repressionis costly and,
e
except under special circumstances, often fails to generate optimal levels of diligence
and effort on the part of the exploited.
in
j. There is generallysystematic pressure on exploitersto moderate their
dominationand in one way or another to try toelicitsome degree ofconsentfrom
the exploited, at least in the sense of gaining some level ofminimal cooperation
from them.
sm
k. Exploitation is thus aconstraining force on the practicesof the exploiter. This
constraint constitutes abasis of power for the exploited.
i. oppressed people have the power that comes from thehuman capacity for
physical resistance.
ii. Pressureon non-exploitative oppressors to seek accommodationis very
weak; the outcomes ofconflicttherefore tend to becomesimply a matter of
ja
the balance of brute force between enemies moderated at best by moral
qualms of the oppressor. (native american example)
l. DIFFERENTIATING NON-OWNERSHIP CLASS LOCATIONS
i. Authority- privileged appropriating location, loyalty rent (reward for loyalty of
managers)
ii. Skills & expertise
COWS, CARS & CYCLE-RICKSHAWS
S
● treets of delhi- a place where we can see all walks of life
● Bourgeois environmentalism- not compassionate of lower sections- use universal language of
“public interest” & “citizenship” in a broader sense and their interests normalise and
niversalise as the “public” interests (claim to speak for the entire city) use language to mask
u
other class interests
● They use public interest to promote their own agenda- notion of PI becomes Hegemonic-
congruence b/w people propagating policies and judiciary (judges are also hindered by class
biases) further affecting people
● Calls for compassionate- public policies and judicial decisions- holistic and accommodating all
sections of the society
● Their own lifestyle is ecologically unsustainable- double standards-they drive cars but are
against cycle rickshaws
● Environmentalism of the poor- mass effort whereas bourgeois are heterogenous- they
approach the courts directly and avoid messiness of approaching the politicians, poor try to
unite with them
● Proximity- middle class- judiciary accessible- media gives light to their issues
i
● PIL appropriated by the middle class
● Dairy owners enjoy an immunity-supplying musclemen to politicians- threat of physical
ar
violence or bribing officials
● Judicial activism vs judicial overreach- “catch-for-cash”
● Undesirable objects- cycle-rickshaws & cows
● Families, mechanics, extremely poor migrants w/o social and cultural capital dependent on
CR (they don’t fit in a world-class city cause traffic)- gendered for women, children & old
tiw
people- affects the drive (daily exertion)
IS FEMINISM ABOUT ‘WOMEN’? A Critical View on the Intersectionality from India
e
Note the criticisms
heorised byKimberle Crenshawsimultaneous and compounded-multiple forms of
T
in
oppression, based on gender and ethnicity, need for a framework acknowledgment of this,
acknowledges social categorisations are interconnected= overlapping oppression, emerged
in the context of critical race studies- scholars pointing out how law is blind towards the
sm
multiplicity is there in women.
Critiques:
1. Different discourses of gender and not just limited to women, feminism also talks
about the produced conceptions of men and women
2. Application and western origin
a. What happens when the UN adopts this? Incorporated by international
ja
organisations. Closes its radical potential or edge, adopted by NGOs in India,
tames potential of feminism depoliticizes it (feminism discourse should be
continuous)
b. This concept was prevalent in the south- RML but the name came from the
West
c. Politics of power in west as they overpower south and assume universality of
it- use southern experience as data
d. Oyewumiargues about cultures alien to patriarchy,hence not universal
3. What is intersectionality?
a. Double or triple burden/ oppressions
b. P olitics in mid century india,gandhi and ambedkar aware how caste and
class intersect- not something new already familiarwith the concept
c. Is it talking about the theory of marginalised subjectivity? Is it only applicable
to individuals possessingmarginalised identities
d. Amartya Sen (identity and violence)- we have multiple identities but in certain
situation only one identity matters, menon makes a similar argument
e. Menon-intersectional is empty as opposed to multipleidentities, only
possessing one identity in certain situations. Is it just for identities or
marginalised subjectivity?
4. Crenshaw assumes that the category of women is homogenous and is stable.
Intersectionationality doesn’t capture the fluidity
a. Reservations for women- Women subjects can easilybe mobilised for
i
feminism as they have commonality of gender oppression- seats for lower
caste men will be replaced by upper caste men. Thus this argument gets
ar
fractured by complexities of caste.The oppositionto the proposed legislation
cannot simply be categorised as patriarchal, it comes from a particular caste location
that includes women, which expresses the legitimate apprehension that a blanket
reservation of 33% for women would simply replace “lower” caste men with “upper”
caste women.
tiw
b. Uniform Civil Code- for personal laws 1930s onwardsfeminists argued for
this, 1990s tussle b/w individual right- rights of a social group and individual
identities, seizes to be a women question. Becomes a question of national
integration vs national individuality, eg: gst doesn’t accommodate diversity
“one nation one tax” & polyamy for muslims vs hindus. Becomes a question of
e
secularism. Women mobilised for feminist politics. Feminists support personal
laws due to heterogeneity.
c. Services of women being used for state development but they are paid less,
in
draconian pov- highlights a paradigm of development- unsustainable, diluting
impact, making it more compensating by including women in ecological
frameworks
sm
hrenreich
E
.
1 Critique of science- male experts relying on scientific knowledge
2. Charlotte Perkins Gilman, like Jane Addams, felt “intense shame” that she was not
up and about- dilemma: what to do? Housework or revolt- paralysed (feudal to
ja
industrial era- no more agrarian order)
.
3 Late 18 & 19 century women express angst- nervous prostration
4. OLD ORDER- unitary (no distinction of public & private- production & living happened
under the same roof), gynocentric (subordinate to men but larger centric role, they
had dignity and possessed knowledge through generations) & patriarchal-no market
for profit only nature determined prices
a. But only in the last one hundred years or so in the Western world does this
private dilemma surface as a gripping public issue—the Woman Question or
“the woman problem.”
b. Traditional knowledge of women gets marginalised by experts and modern
medicine after industrialisation telling them what to do
c. W omen were organically linked with nature- eg: menstruating women should
not enter the kitchen. NO COMPARTMENTALISATION- WOMEN= CENTRE
OF PRODUCTION AND KEY COMMODITIES
d. Revolutionary role guided by men- patriarchy- At home was the father, in
church was the priest or minister, at the top were the “town fathers,” the local
nobility, or, as they put it in Puritan society, “the nursing fathers of the
Commonwealth,” and above all was “God the Father.”
e. 2 elements- submission of women & ?
5. Grip of patriarchy loosened with capitalism=double edged sword, women are unpaid
labour but women now have anoptionto go out andwork=choice
a. Activities by women got commodified- factories for making butter and clothes
b. What should a woman do? MEN STEPPED IN TO ANSWER- biology is the
i
destiny of women- to rear and bear children and should remain in the private
realm
ar
c. Market plays an important role- ideas of economic man and self centeredness
of man
d. 2 SOLUTION= FeminismNOT CRITICAL OF CAPITALISM(suffragearose
during the french revolution) & Household (elites of the old order fantasised
tiw
this and were upset about mixing of classes- industrialisation has corrupted
and importance of religion has lowered)- problem= economy becomes the
unit of measurement
e. Family should remain untouched by the logic of the market- women last
holders of selflessness and love= domestic solution is to confine women
f. Capitalism gives an ILLUSION of freedom- UNDER CLASS
e
SUPEREROGATORY ACTIONS (action beyond duty)
6. They were women with other interests too—science, or art, or philosophy—and all of
them were passionately idealistic.
in
7. WOMEN’S QUESTION- what is the role of women belong- private or public
sphere-private question becomes a public issues wherein male experts start telling
women what women should do
sm
8. But only in the last one hundred years or so in the Western world
9. does this private dilemma surface as a gripping public issue—theWoman Question
or“the woman problem.”
10.Male authors writing about women- most discussed animal i the universe, masculine
POV
ja
Family Beyond Justice
. W
1 omen due to unpaid gendered division are not politically represented
2. Family is the first school of morals- internalising their family structures- making public
sphere for men
3. Justice- fairness, opportunity, equity and equality,Okins used Rawls theory of
justice
4. Circumstances of justice (CoJ)- background conditionsin which questions of fair
distribution of benefits and burdens of distribution of rights and duties considered to
be in the larger sense of the society - arise in scarcity of resources & different needs
5. S ome argue CoJ don’t arise in a family- irrelevant- Sandals (family @ an elevated
position founded on love no scope for CoJ)
6. Some argue gender divisions are naturally destined- women child bearing & rearing-
Bloom-hierarchy is natural- against affirmative action-men are naturally selfish &
women have to sacrifice
7. Institution of family outside principles of Justice- Sandals
8. Okindemolishes- sandals and bloom’s argument- critiquesRawls and genders
theory of Justice
9. Should families be just?- looks at Rousseau & Hume
10.Rousseau- unlike a government “in order to act right”the father of the family has to
consult their heart. CRITICISM- both rules by family and denied to participate in the
realm of politics
i
11.CoJ arise- conflict of interest and scarce goods
12.Coverture- no joint ownership, all property transferred to men after marriage
ar
13.Sandels- reasons of CoJ not prevailing
a. family is on elevated position
b. Criticises Rawls(1st moral virtue of governance=justice,basis of analysing
institutions, it is the most basic virtue), says more important virtues than
tiw
justice-selflessness SUPEREROGATORY ACTIONS (actionbeyond duty)
c. Applying justice in family turns from virtue to vice
d. Assumes no conflict of interest
e. Justice can only be a remedial virtue- eg: affirmative action
14.Okins-clarifies- justice is not the highest but themostfundamental& essential
virtue. Agrees with rawls.
e
a. Distinct personalities in families
b. Romanticised and Idealised families (mythical account)-20th century
overlooking systematic differences and domestic violence
in
c. Questions if there is an agency in a patriarchal household to take conscious
decisions and not operate out of internalised beliefs
15.Bloom-“The closing of the American Mind”- liberaldemocracy disintegrating
sm
because its universities are failing to educate the young elite- making them moral
relativists (no absolute truth, every truth depends on a larger cultural context, no
universal truth) how will judge an action as right or wrong? Tolerance has increased
which could justify heinous practices. Students won’t study “great books”- western
philosophy and literature written by classical philosophers (political canon constituted
only by male thinkers)
ja
e writes of the family as "the intermediary . . . that gave men and women unqualified
H
concern for at least some others," thereby tempering individualism. Feminists threaten
family, feminism undermines masculinity
a. Feminist scholars have criticised the classical pol thinkers, state of nature and
their sexism, human nature for philosophers= nature of men.
b. Debate= to completely boycott great books or just the sexist part? Feminists
have devalued the legitimacy
c. Hints of idealised version
d. Natural denotes how things should be without human intervention
● Political life is beyond the elections, parties and systems within the government.
● G roups find that their ideals can’t be achieved within this orthodox set up and are
blocked by this set up actively.
● Despite democracy fascism persists in china, turkmenistan and cuba, thus, change in
political structures is not always possible.
● Sometimes political and social change can only be brought upon through the
recourse of non-orthodox political actions-revolutions/social movements-
overthrowing
What are social movements
1. c ollective attempts to further a common interest or secure a common goal
i
through action outside the sphere of established institutions.
2. It is characteristic of protest movements, however, that they operate near the
ar
margins of what is defined as legally permissible by governments at any
particular time or place.
3. aim of bringing about change on a public issue, such as expanding civil rights
for a segment of the population.
tiw
4. counter-movementssometimes arise in defence of thestatus quo.
a. The campaign for women's right to abortion, for example, has been
vociferously challenged by anti-abortion ('pro- life') activists, who
argue that abortion should be illegal.
5. laws or policies are altered as a result of the action of social movements,
legislation can have far- reaching effects.
a. It used to be illegal for groups of workers to call their members out on
e
strike, and striking was punished with varying degrees of severity in
different countries. Eventually, however, the laws were amended,
in
making the strike a permissible tactic of industrial conflict.
b. lesbian and gay movements have been largely successful in raising
the issue of equal rights and many countries around the world have
sm
equalised their laws on the legal age of sexual activity for
heterosexuals and homosexuals.
6. most powerful forms of collective action.
a. American civil rights movement overcame racial segregation laws
b. Feminist movement, in highly unconventional ways, promoted
sustainable development
ja
Collective behaviour & social unrest
(SUT)- Blumer
1. T he Chicago School of Sociology is often seen as the first to systematically chart
forms of collective behaviour and to turn these into a specialist field of inquiry in soci-
ology from the 1920.
2. saw social movements as agents of social change, not merely as products of it.
3. Herbert Blumer (1969) was the foremost social movement analyst in the Chicago
tradition of symbolic interactionism. He devised a theory of social unrest to account
for the unconventional protest activities of social movements outside the sphere of
i
formal party politics and interest representation
4. Saw SM as all kinds as motivated by dissatisfaction with some aspects of current
ar
society, which they sought to rectify
a. collective enterprises to establish a new order of life
b. condition of unrest
c. Dissatisfaction with the current form of life
tiw
d. hopes for a new scheme of living
e. As a social movement develops it takes on the character of a society.
f. It acquires organisation and form, a body of customs and traditions,
established leadership, an enduring division of Labor. social rules and social
values - in short, a culture. a social organisation. and a new scheme of life.
5. movements can be 'active' or outwardly directed, aiming to transform society, or they
e
can be 'expressive' or inwardly directed, trying to change the people who become
involved.
a. Labor movement for radical changes
in
b. NSM for changing their inner selves
c. most social movements involve both active and expressive elements as
movement activists and supporters undergo changes in their self-identity as a
sm
result of campaigns to change society
d. environmental campaigns. for example, are explicitly aimed at preventing
environmen- tal damage, but in the process they often generate an increasing
self-identification with the natural world, thereby transform- ing people's
perception of self.
e. social movements have a 'life-cycle', 4 consecutive stages
ja
1. Social ferment- agitation of disorganised people
2. Popular excitement- dissatisfaction clearly definedand
understood
3. Formal organisations created- higher level of coordination
and effective campaigning
4. Institutionalisation- movement that was outside the
mainstream politics becomes accepted as a part of the society
f. Some movements party succeed while others completely fail
1. Endurance over time runs out with less enthusiasm and ends
the life cycle at an early stage
g. we may be moving towards a global 'social movementsociety', which
provides fertile ground for this type of collective action.
CRITICISM
6. Problem with interactionist approach-treats movementsas a meaningful phenomena
but its studies did not explore the rational decisions and strategies of activists
Descriptive accounts but paid no attention to explanations and reasons connecting SM to an
activity changing the social structure
Resource mobilisation (RMT)
USA Europe
M studied using RCT (rational choice
S focus has tended to be much more on
theory) the connections between social
i
movements and social classes within
theories of broad social change
ar
uestion of how movements become
q focus on why social movements emerge
organised when they do
1. R
tiw
MT argued that movement participantsbehaved in rationalwaysand movements
themselves werepurposeful,not chaotic
2. Zald&McCarthy argued that capitalist societiesproduce chronic discontent
3. SUT problematic- social unrest is always present, raises the question of what turns
chronic discontent into effective mobilisations?Availabilityof resourcesmount
effective campaigns which challenge the established order.
a. Meeting require publicity and a place to host it
e
4. Dissatisfaction insufficient to bring change
5. Has aneconomist feel,draws similarities withcompetitivemarket economy,
in
pictures social movements as operating within a competitive field of
movements - a 'social movement industry' (SMI) - within which they compete
for scarce resources, not least members and activists. Competitive with other
SMOs
sm
6. RMT filled the gaps by other SUTs
7. RMT underplays the effects on social movements of broad social changes such as
the trend towards post-industrial- ism or globalization processes.
a. the increasingly global politi- cal context has meant that traditional UK
conservation organizations such as the National Trust have come under
ja
pressure from the new international environmental organizations such as
Greenpeace, whose ideology and campaigns seem to fit the changing context
more closely.
CRITICISM
8. little explanation for social movements that achieve success with very limited access
to resources.
9. Piven and Cloward (1977) analysed 'poor people's movements' in the USA, such as
unemployed workers in the 1930s, black civil rights in the 1950s and welfare
movements of the late 1960s and '70s. Surprisingly, they found that the main
successes of these movements were achieved during their formative stage, before
they became properly organized.
10.Reverse RMTActivists in early stages were very enthusiastic and took part in many
direct actions such as strikes and sit- ins. But once they became more effectively
organised, direct actions became fewer and the'deadhand of bureaucracy', as
described by Max Weber and Robert Michels, took over as the movements lost
momentum and impact.
i
ar
tiw
e
in
sm
ja
New Social Movements (NSM)
1. include student movements in the 1960s, civil rights and feminist move-
ments of the 1960s and '70s, anti-nuclear and ecological movements of the
1980s, gay rights campaigns of the 1990s - and many more.
2. Collectively, this group of movements is often referred to by Euro- pean
scholars as new social movements
3. diverges from previous forms
4. address thequestion of why this has happenedwhenit did and, in some
ways, this approachcomplementsthe general focusofRMTon how
movements garner resources and make use of them.
i
5. new = contemporary
ar
New Issues
● unrelated to simple material self-interests. Instead, these issues are concerned
with the 'quality of life',(including the state ofthe global environment, animal
tiw
welfare and animal rights, peaceful (non-nuclear) energy production and the 'identity
politics' associated with gay rights and disabled people's movements.)
● NSM reflects abroad social transformation from anindustrial to a
post-industrial society. While industrial politicscentred on wealth creation and its
distribution, post- industrial politics centres on post material issues.
● Ronald Inglehart survey- younger generations exhibited post material values, took for
granted a certain material standard of well-being, explanation of 'glacial' generational
e
shift in values-
○ the post-1945 generation did not experience the depression and hardship of
in
their parents' generation, nor did they have personal experience of war.
Rather, they became used to post-war peace and affluence, being raised in
the context of a 'post-scarcity socialisation', in which the historic obstacle of
sm
food scarcity at least appeared to have been solved for good.
○ This generation also had a different experience of work as a growing service
sector took over from the old industrial workplaces.
○ These enormous social changes led to thedemise ofan 'old' politics, which
was rapidly giving way to a 'new', post-industrial form of politics.
ja
New Organisational Forms
● NSM differently organised- adopted aloose organisationalform that rejected the
formal organisation that earlier social movement theorists argued was necessary for
success.
● No single centre,polycephalusor many headed structure
○ One local group broke the law and faced prosecution, the rest of the network
could carry on, but this structure also suited the emotional needs of activists,
who tended to be younger and imbued with post material values and
identities.
● MELUCCI- organisational form itself carried a message,namely thesymbolic
rejectionof the aggressively masculine, bureaucraticpower politics of the industrial
age, typified by some trade unions and party politics
● V aclav Havel(1988) described this as a form of anti- hierarchical and'anti-political
politics'
● What marked out this new form of politics was aself-imposedlimitation.
● NSM did not seek to take over the state and use the levers of state power to change
society; instead, they looked to appeal directly to the public by working at the cultural
level.
● Described as: ‘self-limiting radicalism’that contrastssharply with the state- centred
politics of socialism and the labour movement
New Action Repertoires
● Non violent, symbolic and direct actionsenablinga high moral stance with violent
i
protests
● Many NSM actions aim to present aspects of soci- ety to the public that were
ar
previously un seen
○ campaigns against nuclear and toxic waste dumping in the UK, the culling of
seal pups in Newfo undland , animal cruelty, the destruction of woodlands for
road-building or the presence of disabling environments all showed people
tiw
things of which they may not previously have been aware
● tend to make extensive use of the mass media:
○ filming their own protests, showing videos on the Internet, organising
campaigns using text messaging and email and creating a perspective on
politics that encourages ordinary people to become empowered to participate.
○ Such efforts illustrate well the point made byMelucci (1985) that NSMs are
e
forms of communication: 'messages' to society which present symbolic
challenges to the existing political system.
in
New Social Constituencies
● Middle class radicalism:NSM activists shown a predominanceof the 'new' middle
class that works in the post-1945 welfare state bureaucracies, creative and artistic
sm
fields and education (including many students)
● attract a'rainbow coalition'of retired people, students,first-time protesters,
feminists, anarchists, socialists, traditional conservatives and many more.
● working classes are not involved in significant numbers in NSM politics.
● Debate: Some have argued that the postmaterial politics of the NSMs is not a
self-interested politics on behalf of middle-class interests, but seeks to improve the
ja
quality of life for everyone.
● new social movements in terms of a'paradox of democracy'
● highlighting complex moral issues and putting them at the centre of social life.
CRITICISM
1. ‘new’ features identified above have been found in 'old' social movements.
a. postmaterial values were evident in some small-scale communes in the 19th
century
b. too quick to draw radical conclusions from little empiri- cal evidence.
c. organizations and these have become more bureaucratic than the theory
allows for
i. riginally a loose network of like-minded individuals involved in
O
numerous direct actions, over time Green- peace has become a very
large business-like organization with a mass membership and huge
financial resources.
d. 'new' issues have been seen as rather older.
i. Environmental politics, for instance, can be traced back to the
European and North American nature defence organisations of the
mid-nineteenth century and is perhaps best understood as an
enduring social movement which has passed through various stages
of growth and decay
Globalisation of the SM society
i
1. Globalisation = global SM
2. traditional political institutions find it harder to cope, ignored or avoided until it is too
ar
late and a full-blown crisis is at hand.
a. They find it impossible to respond creatively to the negative risks facing the
natural environment from nuclear energy, the burning of fossil fuels or
experimentation in bio- or nanotechnology.
tiw
b. The cumulative effect of these new challenges and risks may be a growing
sense that people are 'losing control' of their lives in the midst of rapid change
c. electronic networks now have the unprecedented ability to respond
immediately to events as they occur, to access and share sources of
information, and to put pressure on corporations, governments and interna -
tional bodies as part of their campaigning strategies.
e
i. The enormous protests against the war in Iraq in cities around the
world in February 2003, for example, were organized in large part
through Internet-based networks, as were the protests outside the
in
meeting of world leaders in Genoa in 2001, and the protests that took
place in Seattle in 1999 against the World Trade Organization.
ii. Similarly, the emergence of the World Social Forum in Porto Alegre,
sm
Brazil in 2001 was one element of an 'even newer social movement'
(Crossley 2003) that aims to provide a global space for debates on
what progressive politics really means and can offer in the twenty-first
century
d. Sidney Tarrow argues: 'What is new is that they have greater discretionary
resources, enjoy easier access to the media, have cheaper and faster
ja
geographic mobility and cultural interaction, and can call upon the
collaboration of different types of movement-linked organizations for rapidly
organized issue campaigns'
e. Acknowledging these changes raises the possibility that we may be moving
towards a 'social movement society'-without borders.
i. World Social Forums with their democratic principles give us one
example of such a prospect, though it is important to recognize that
the global networks of al-Qaeda - a social movement terrorist
organisation - give us another
f. No certaintythat an emerging movement society willsee thewidespread
adoption of the non-violencethat characterised thewave of NSMs in the
1960s and '70s in the industrialised world. Indeed, the more ready access to
eapons and the information needed to build them holds out the more
w
terrifying prospect of a more violent social movement society.
g. ability to coordinate international political campaigns - is the one that is the
most worrying for governments and the most inspiring to participants in social
movements.
. observers argue that the information age is witnessing a 'migration' of
h
power away from nation-states into new non -governmental alliances
and coalitions.
NETWARS
1. Policy advisers in think-tanks such as theRAND Corporation(in the United States)
have spoken of'netwars' - large-scale inter- national conflicts in which it is information
i
and public opinion that are the stakes in the contest, rather than resources or
territory.
ar
2. Participants in netwarsuse the media and online resourcesto shape what
certain populations know about the social world.
3. These online movements are often aimed atspreadinginformationabout
corporations, government policies or the effects of international agreements to
elusive threat.
tiw
audiences who may otherwise be unaware of them.
4. For many governments - even democratic ones - netwars are a frightening and
5. As aUS Army report has warned: 'A new generationof revolutionaries, radicals
and activists are beginning to createinformationage ideologiesin which identities
and loyalties may shift from the nation state to the transnational level of global civic
e
society'
he Power ofIdentity (1997),Manuel Castellsexaminedthecases of three social
T
in
movements which, while completely dissimilar in theirconcerns and objectives, all attracted
international attention to their cause through the effective use of information technology
1. The Mexican Zapatista rebels, the American 'militia' movement and the
sm
Japanese Aum Shinrikyo cult have all used media skills in order to spread
their messageofoppositiontotheeffectsofglob- alization and to express their
anger at lOSing control over their own destinies.
2. each ofthese movements relies on information technologies as its
organizational infrastructure
3. the Zapatista rebels would have remained an isolated guerrilla movement in
ja
southern Mexico.
4. Instead, within hours of their armed uprising in January 1994, local, national
and international support groups had emerged online to promote the cause of
the rebels and to condemn the Mexican government's brutal repression of the
rebellion.
5. The Zapatistas used telecommunications, videos and media interviews to
voice their objections to trade policies, such as the North American Free
Trade Agreement (NAFTA), wh ich further exclu de impoverished Indians of
the Oaxaca and Chiapas areas from the benefits of globalization.
6. Because their cause was thrust to the fore- front of the online networks of
social campaigners, the Zapatistas were able to force negotiations with the
exican govern- ment and to draw international attention to the harmful
M
effects of free trade on indige- nous populations.
The conventional left- right political division now looks much less clear- cut.
ociologists may have to work across discipli nary boundaries and specialist subjects if they
S
are to better understand where the 'new' politics is taking us.
i
ar
tiw
e
in
sm
ja
You might also like
- Hollis, Martin & Smith, Steve. Explaining and Understanding International Relations PDF100% (1)Hollis, Martin & Smith, Steve. Explaining and Understanding International Relations PDF118 pages
- Peter Berger and Thomas Luckmann: The Social Construction of RealityNo ratings yetPeter Berger and Thomas Luckmann: The Social Construction of Reality12 pages
- Sociology and The Modern World - SummaryNo ratings yetSociology and The Modern World - Summary3 pages
- The Sociological Perspective and Research ProcessNo ratings yetThe Sociological Perspective and Research Process7 pages
- DR Sukriti Ghosal: MUC Women's College, BurdwanNo ratings yetDR Sukriti Ghosal: MUC Women's College, Burdwan34 pages
- Sociology: Perspective, Theory, and MethodNo ratings yetSociology: Perspective, Theory, and Method25 pages
- Niklas Luhmann - Globalization or World Society Sociology)No ratings yetNiklas Luhmann - Globalization or World Society Sociology)25 pages
- Political Science Critical Thinking GuideNo ratings yetPolitical Science Critical Thinking Guide13 pages
- Introduction To Sociology: Dr. Anis AlamNo ratings yetIntroduction To Sociology: Dr. Anis Alam86 pages
- Lecture 6 Conflict Theory, Marx and NeoMarxist ON FAMILYNo ratings yetLecture 6 Conflict Theory, Marx and NeoMarxist ON FAMILY6 pages
- Reviewer For Understanding Culture, Society and Politics0% (1)Reviewer For Understanding Culture, Society and Politics3 pages
- Social Studies Project Part 1 Dec. 2014.No ratings yetSocial Studies Project Part 1 Dec. 2014.6 pages
- Culture and Inequality Identity, Ideology, and Difference in Postascriptive SocietyNo ratings yetCulture and Inequality Identity, Ideology, and Difference in Postascriptive Society19 pages
- Detailed Lesson Plan For Final Demo Marxist ApproachNo ratings yetDetailed Lesson Plan For Final Demo Marxist Approach10 pages
- Ethics: Sofía Catalina Del Pilar Montoya HoyosNo ratings yetEthics: Sofía Catalina Del Pilar Montoya Hoyos8 pages
- Why We Believe Nick Carraway - Narrative Reliability & American IdNo ratings yetWhy We Believe Nick Carraway - Narrative Reliability & American Id13 pages
- Cultural Differences Between Australia and LibyaNo ratings yetCultural Differences Between Australia and Libya11 pages
- BCB 201 (MS) - Accreditation Procedure For MS - Oct 2021No ratings yetBCB 201 (MS) - Accreditation Procedure For MS - Oct 202194 pages
- Press Council of India - Composition of Members, Functions, Powers, Limitations of PowersNo ratings yetPress Council of India - Composition of Members, Functions, Powers, Limitations of Powers1 page
- Hexaware GD Topics Preparation 250720 223808No ratings yetHexaware GD Topics Preparation 250720 2238086 pages
- Requirements For Admission Requirements For Admission: Shepherdville College Shepherdville CollegeNo ratings yetRequirements For Admission Requirements For Admission: Shepherdville College Shepherdville College2 pages
- Lesson Ii. Feeling As Instinctive and Trained Response To Moral DilemmasNo ratings yetLesson Ii. Feeling As Instinctive and Trained Response To Moral Dilemmas7 pages
- Characteristics Epistemology Metaphysics Logic Ethics AestheticsNo ratings yetCharacteristics Epistemology Metaphysics Logic Ethics Aesthetics1 page
- The Object of Love in Ficino's PhilosophyNo ratings yetThe Object of Love in Ficino's Philosophy11 pages
