The Sociological Perspective: Patterns of Social Behavior



SOC 98MC

Protest and the State

Fall 2016

Tutorial Time: Monday, 16:00 – 18:00.

Location: 501 William James Hall

Danilo Mandić

Department of Sociology

604 William James Hall

Office Hours: Monday, 14:00 – 16:00.

mandic@fas.harvard.edu

Tutorial Abstract

Social movement protests challenging state policy, legitimacy and leadership have become a central feature of American political life. This tutorial explores major protest episodes in the United States, emphasizing historical trajectories and movement precedents. Four major trajectories will be considered: (1) the Civil Rights Movements of the 1950s and 1960s, and Black Lives Matter activism; (2) 1960s student movements and 2000s antiwar activism; (3) early 20th century US labor movements, and anti-globalization and Occupy Wall Street activism; and (4) suffragist and early feminist movements, and the women's movement of the 1960s and 1970s and contemporary LGBTQ activism. Students will conduct an independent research project on a movement of their choosing (not necessarily one covered in the syllabus) using the conceptual and methodological tools of sociology – archival research, content analysis, interviews, and/or ethnography. In addition to learning about issues of protest and the state, the tutorial will be dedicated to exploring issues in research design and methods. Several weeks will be devoted to student presentations and workshopping, as students develop an independent research project with original data collection.

Readings

All readings are available on the course website. In addition, the following books are available on reserve at Lamont Library:

David A. Snow, Sarah Soule and Hanspetier Kriesi. 2008. Blackwell Companion to Social Movements. Blackwell Publishing.

Goodwin, Jeff and Jasper, James, eds. 2009 & 2014. The Social Movements Reader: Cases and Concepts (2nd & 3rd Editions). London: Blackwell.

Grusky, David B. 2008. Social Stratification: Class, Race and Gender in Sociological Perspective (Third Edition). Colorado: Westview Press.

Stekelenburg et al. 2013. The Future of Social Movements Research: Dynamics, Mechanisms, Processes. University of Minnesota Press.

Tutorial Requirements

Attendance & Participation (mandatory) (20%)

Research Proposal (25%)

Paper Presentation (15%)

Term Paper (40%)

Students are expected to engage actively in class discussion.

The last three weeks of the tutorial will be dedicated to workshopping paper ideas during class. Each student will prepare a paper presentation to the tutorial, receiving feedback and critique.

For the research proposal (6-8 pages), students will formulate a clear and manageable research question, give a brief preliminary literature review situating their project, and decsribe a feasible methodology to address the research question in the final term paper.

For the term paper (20-25 pages), students will produce an original research project with primary data collection. They will analyze a particular social phenomenon that interests them, formulating a specific research question and research design, and collecting data and analyzing it.

The Sociology Department’s Departmental Writing Fellow is available to meet with students to discuss papers. Please also remember that the Havard College Writing Center is available to assist with any stage of the writing process. Information about both can be found online.

Late Policy for Deadlines

One partial grade will be deducted from papers and weekly responses that are turned in late (for example, an A- paper would be given a B+). Another partial grade will be taken off for each additional 24 hours of tardiness. Extensions will be given in the case of medical emergencies or religious observance. All requests for extensions should go directly to the course head and must be made in advance of the relevant deadline.

Collaboration Policy

Collaboration is permitted in class assignments. Discussion and the exchange of ideas are essential to academic work. For assignments in this course, you are encouraged to consult with your classmates on the choice of paper topics and to share sources. You may find it useful to discuss your chosen topic with your peers, particularly if you are working on the same topic as a classmate. However, you should ensure that any written work you submit for evaluation is the result of your own research and writing and that it reflects your own approach to the topic. You must also adhere to standard citation practices in this discipline and properly cite any books, articles, websites, lectures, etc. that have helped you with your work. If you received any help with your writing (feedback on drafts, etc), you must also acknowledge this assistance.

No Electronics

No phones, laptops or tablets in class. No exceptions.

Tutorial Outline

* N.B. Please note that the very first tutorial session will be held on Friday, September 2nd at a time TBD. Every subsequent session will be held at the regular Monday time, except for University Holidays.

Week 1 (September 2): Introduction

Jack Goldstone, 2003, “Bridging Institutionalized and Noninstitutionalized Politics” in States, Parties and Social Movements, pp.1-24.

Week 2 (September 12): Civil Rights & Black Lives Matter

Rhoda Lois Blumberg, 2009, “The Civil Rights Movement” in Social Movements Reader: Cases and Concepts (2nd Edition), p.15-21.

Doug McAdam, 2009, “Recruits to Civil Rights Activism” in Social Movements Reader: Cases and Concepts (2nd Edition), p.66-74.

Aldon D. Morris, 2014, “Tactical Innovation in the Civil Rights Movement” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 219-223.

Alice Goffman, 2009, “On the Run: Wanted Men in a Philadelphia Ghetto” in American Sociological Review 74 (3), pp. 339-357.

Frederick C. Harris, 2015, “The Next Civil Rights Movement?” Dissent 63 (3), Summer.

Recommended:

Janel Ross, 2015, “How Black Lives Matter moved from a Hashtag to a Real Political Force,” Washington Post, August 19, 2015. Available at:

matter-moved-from-a-hashtag-to-a-real-political-force/

* N.B. September 5th is a University Holiday, so our first class will not be held until the following week.

Week 3 (September 19): Student Movements & Antiwar Activism

Sam Morullo & David S. Meyer, 2008, “Antiwar and Peace Movements,” in Blackwell Companion to Social Movements, p.641-666.

McAdam, Doug, and Yang Su, 2002, "The war at home: Antiwar protests and congressional voting, 1965 to 1973." American Sociological Review (2002): 696 721.

David Meyer and Catherine Corrigall-Brown, 2005, “Coalitions and Political Context: U.S. Movements Against Wars in Iraq.” Mobilization October 2005, Vol. 10, No. 3, pp. 327-344.

Todd Gitlin, 2014, “The Media in the Unmaking of the New Left” in Social Movements Reader: Cases and Concepts (3rd Edition), pp.333-344.

Week 4 (September 26): Labor Movements, Globalization & Occupy Wall Street

J. Craig Jenkins & Charles Perrow, 2014, “Farmworkers’ Movements in Changing Political Contexts” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 287-300.

Smith, Jackie, 2001, "Globalizing resistance: The battle of Seattle and the future of social movements." Mobilization 6.1 (2001): 1-19.

Milkman et al., 2014, “Occupy Wall Street” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 30-45.

Gillham, Patrick F., Bob Edwards, and John A. Noakes, 2013, "Strategic incapacitation and the policing of Occupy Wall Street protests in New York City, 2011." Policing and Society 23, no. 1 (2013): 81-102.

Recommended:

Michael Goldfield, 1989, “Introducing the Decline” in Decline of Organized Labor in the United States, pp. 3-25.

Peter Evans, 2005, “Counterhegemonic Globalization: Transnational Social Movements in the Contemporary Global Political Economy” in Handbook of Political Sociology, pp.655-670.

Week 5 (October 3): Women’s Movement, Gender and LBGTQ Activism

&

Research Question Workshop

N.B. Students are required to submit a research question 48 hours in advance of the section, uploading it on the Canvas course website. Come prepared to fine-tune and workshop your own question.

McCammon, Holly J., Karen E. Campbell, Ellen M. Granberg, and Christine Mowery, 2001, "How movements win: Gendered opportunity structures and US women's suffrage movements, 1866 to 1919." American sociological review (2001): 49-70.

Jo Freeman, 2014, “The Women’s Movement” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 13-24.

Elizabeth Clemens, 2009, “Organizatinoal Repertoire and Institutional Change: Women’s Groups and the Transformation of US Politics, 1890-1920” in Social Movements Reader: Cases and Concepts (2nd Edition), p.211-226.

Taylor et al., 2014, “Tactical Repertoires: Same-Sex Weddings” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 266-279.

Mary Bernstein, 1997, “Celebration and Suppression: Strategic Uses of Identity by Lesbian and Gay Movement,” American Journal of Sociology 103 (3), pp. 531; pp.542-557.

Recommended:

Skocpol, Theda, 1995, “Safeguarding ‘Mothers of the Race’: Protective Legislation for Women Workers” in Protecting Soldiers and Mothers, pp.373-423.

John D’Emilio, 2014, “The Gay Liberation Movement” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 24-30.

N.B. October 10 is a University Holiday, so class will not be held that day.

Week 6 (October 17): Research Design Workshop

N.B. Students should come prepared to brainstorm and discuss potential research designs for their selected research question.

Recommended:

Robert R. Alford, 1998, “Designing a Research Project” in The Craft of Inquiry, pp.21- 32.

Week 7 (October 24): Research Proposal Workshop

N.B. Come to class prepared to discuss all student proposals, and bring any concerns or questions that you may have about your own project.

RESEARCH PROPOSALS DUE NOON, FRIDAY OCTOBER 21st.

In addition to uploading your reseach proposal online, you will be responsible for giving brief, one-paragraph feedback to two of your classmates on the course website “Discussion” board.

Week 8 (October 31st): Data Collection, Part I: Archives & Content Analysis

N.B. Come to class prepared to discuss and analyze already collected data, trouble-shoot issues of analysis and interpretation, and to fine-tune next planned steps.

Roger V. Gould, 1995, “Methodological Concerns” in Insurgent Identities, pp.213-228.

Amenta, Caren, Olasky and Stobaugh, 2014, “Conceptualizations, Data & Methods” in Social Movements Reader: Cases and Concepts (Third Edition), pp. 304-309.

Aaron M. McCright and Riley E. Dunlap, 2000, “The Study,” “Sampling” and “Coding” in “Challenging Global Warming as a Social Problem: Analysis of Conservative Movement’s Counter-Claims” in Social problems, 47(4), pp. 506-510.

Taylor, Verta, 1989, “Introduction” and “Data” in “Social Movement continuity: Women’s Movement in Abeyance,” American Sociological Review, pp. 761-763.

Week 9 (November 7): Data Collection, Part II. Interviews

N.B. Come to class prepared to discuss and analyze already collected data, trouble-shoot issues of analysis and interpretation, and to fine-tune next planned steps.

Jocelyn Viterna, 2006, “Data” in “Pulled, Pushed and Persuaded: Explaining Women’s Mobilization into Salvadoran Guerrilla Army,” American Journal of Sociology 112 (1), pp.11-18.

Mary Waters, 2009, “Appendix: Notes on Methodology,” Black Identities: West Indian Immigrant Dreams and American Realities, pp. 347-372.

Survey Research Center: Interviewer’s Manual (ISR: University of Michigan): pp.7-18.

Robert S. Weiss, 1995, Learning from Strangers: The Art and Method of Qualitative Interview Studies, pp. 141-147.

Week 10 (November 14): Data Collection, Part III. Ethnography

N.B. Come to class prepared to discuss and analyze already collected data, trouble-shoot issues of analysis and interpretation, and to fine-tune next planned steps.

Emerson, Robert et al., 1995, Writing Ethnographic Fieldnotes. University of Chicago Press, pp.1-65.

Week 11 (November 21): Student Presentations #1

In-class presentations.

Week 12 (November 28): Student Presentations #2

In-class presentations.

TERM PAPER DUE BY NOON, DECEMBER 13.

RECOMMENDED METHODS READINGS:

Jeff Goodwin and James M. Jasper, 2014, “When and Why do Social Movements Occur?” in The Social Movements Reader: Cases and Concepts (3rd Edition), pp. 9-13.

Royce Singleton and Bruce Straits, 2010, “Introduction” in Approaches to Social Research (4th Edition), pp.1-12.

Stanley Lieberson, 1987, “Introduction” in Making it Count: The Improvement of Social Research and Theory, pp.3-13.

Dietrich Rueschemeyer, 2003, “Can One or a Few Cases Yield Theoretical Gains?” in Comparative Historical Analysis in the Social Sciences, pp.305-337.

Howard S. Becker, 2008, “Tricks” and “Concepts” in Tricks of the Trade: How to Think About Your Research While You’re Doing it, pp.1-9; pp.109-145.

Kathy Charmaz, 2006, Constructing Grounded Theory, chapters 3-5.

Jonathan Rose, 2008, “A Preface to a History of Audiences” in The Intellectual Life of the British Working Class, pp.1-11.

Michael Burawoy, 1998, “The Extended Case Method,” Sociological Theory, Vol. 16: 4-33.

Jeff Goodwin and Ruth Horowitz, 2002, “Introduction: The Methodological Strengths and Dilemmas of Qualitative Sociology.” Qualitative Sociology 25 (1): 33-47.

Carol Warren. 2001, “Gender and Field Work Relations” selections from chapter 9 in Contemporary Field Research.

Mitchell Duneier, 2001, “On the Evolution of Sidewalk.” Chapter 7 in Contemporary Field Research.

John K. Watters and Patrick Biernacki, 1989, “Targeted Sampling: Options for the Study of Hidden Populations.” Social Problems 36 (4): 416-430.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download