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Hewlett Syllabus |
Katheryn Doran, Carol Drogus, Barbara Gold, and Jinnie Garrett: Social Movements: The Environment
SOPH 265S: What is a social movement? This seminar provides an interdisciplinary critical examination of environmental social movements on the global and local levels, considering how they represent themselves and have been represented, how they have changed through history, the ethical debates that inform them, as well as how they have both shaped and been shaped by structures of power and privilege. Off-campus work required. Prerequisite, one course in introductory science for Garrett's section. Doran's section will count for the philosophy concentration.Syllabus:
Course Overview: "Social movements" are politics by other means. Often referred to as "people power," social movements are a means by which less powerful actors challenge the rules and policies created by more powerful interests. They occur when people become motivated to challenge power holders by going beyond the ballot to protest, demonstrate, petition, lobby and otherwise organize themselves. Since less powerful actors are often those who are discriminated against in a particular society, social movements are frequently organized in response to injustices perceived to be inflicted on the basis of class, race, gender. Although organizing is never easy, it has often produced important and democratizing changes, such as the extension of labor rights and civil rights. It is a means by which ordinary citizens seek to exert more control over their own lives and the policies that affect them.
This course asks how people organize social movements, fight for change, and influence policy. To answer these broad questions, we'll focus on one particular type of movement, one that is still very politically active and important today: the environmental movement. We will delve into the history of American environmental movements in general as well as focusing on particular case studies. In addition to asking questions about how people have tried (successfully and unsuccessfully) to mobilize around environmental issues, we will pay significant attention to how power and privilege shape environmental politics and how race, class and gender affect movements.
Course objectives: By the end of the semester, you will have gained both empirical and conceptual knowledge and some new skills.
• Because this is an interdisciplinary course, you'll have a better understanding of how a variety of disciplines--political science, sociology, history, philosophy, and the natural sciences--can be brought to bear to help us understand both environmental issues and environmental social movements.
• You'll be versed in a variety of concepts involving social movements (power, mobilization, framing, etc.) and the environment (conservation, preservation, environmental justice, wise use, etc.)
• You'll be more aware of how both power relations and differences of race, class, and gender affect both public policy and public activism.
• You will have developed some new research skills, planning an original, long-term research project that involved interviewing and archival work in the local community.
• You will have developed or improved your skills in writing a paper based on original research.
• You will have learned to apply abstract conceptual frameworks (social movement theory) to a real case.
• You will have improved your oral communication/presentation skills.
Class format:
We believe strongly that learning is an active experience, and that we learn best when we do so in collaboration with others. Most of our class time will be spent in discussion. We encourage you all to express your own ideas, bring in your own experiences and examples, and ask questions. For our discussions to be most valuable, you need to be fully prepared everyday, having done the reading and completed any homework assignments. Of course, we also all need to respect and listen thoughtfully to the views of others, even when we disagree. Remember that listening with respect includes posing thoughtful questions and responding to points you disagree with. This shows that you are taking others’ viewpoints seriously.
Our Friday sessions will be devoted to films, guest speakers, and an occasional field trip. You should remember to TAKE NOTES on anything that might be useful to your final research project, including class discussions, trips, and guest lectures.
Readings: The following texts are available at the College Store:
1. Robert Gottlieb, Forcing the Spring: The Transformation of the American Environmental Movement. Island Press, 1993.
2. Bill Moyer, Doing Democracy: The MAP Model for Organizing Social Movements. New Society Publishers, 2001.
3. Andrew Hurley, Environmental Inequalities: Class, Race, and Industrial Pollution in Gary, Indiana, 1945-1980. University of North Carolina Press, 1995.
Other readings will be on reserve or will be given to you as handouts.
Assignments/grading:
• Two short papers/presentations (20%): See handout
• Class preparation (20%)
• Class participation (20%): See handout
• Final project (40%): Your final project will consist of an individual research paper (15-20 pgs) based on your original research on the landfill opposition in Oneida County. You will all participate in a group presentation or presentations, and these will count as part of the final project grade as well.
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