Community and Environmental Soci ? Community and Environmental Soci

Community and Environmental Sociology 573
The web address for this syllabus is:

Professor: Randy Stoecker
Office:  Ag Hall 340d
Office Hours: M 1-2:00pm, and by appointment
Phone:  890-0764

Spring, 2013
M 2:25-5:25
2120 Chamberlain

WELCOME... Community Organization and Change.  This course will focus on the rich history and contemporary practices of the craft called community organizing.  This is the work of the famous Saul Alinsky, the 1950s and 1960s Civil Rights Movement, and more recently people such as Barack Obama.  It is, fundamentally, about oppression and inequality and the struggles for social change that come from them. 

The Syllabus Process

Because this is a course in community organizing, much of the course will be experiential.   That includes the construction of the course itself. This is only the initial syllabus.  During the first course meeting we will have our own "community" meeting where we will develop learning goals and strategies.  We will focus on three topics:

  1. what everyone wants from the course:  our learning goals will come from this
  2. what each person can bring to the course:  our learning strategies will come partly from this
  3. what principles and ethics will govern our interactions as a group: our learning strategies will come partly from this

We will then together produce a full written syllabus. Please note that this will not be a free for all.  The focus of the course will be strictly community organizing--how people who are historically excluded from power by discriminatory economic, political, social, and cultural systems can develop their collective abilities to get power.   I will also demand significant reading and writing (typically 60-100 pages a week of reading and 30-50 pages of writing for the semester).  So you need to come prepared to engage in a process that involves real work.

Principles to Guide Our Course

    (to be developed in class)

Resources for Constructing the Course

Besides my own past syllabi at and, there are a variety of syllabi at


Saul Alinsky, Rules for Radicals

Joan Minieri and Paul Getsos, Tools for Radical Democracy

The two books should be available soon at Rainbow Books, 426 West Gilman Street.  Rainbow is a community-owned cooperative. 


(most course requirements will be developed in class--see the assignment due at the beginning of the first class on January 28)

1.  Introductory essay (due at the beginning of class on January 28, see week 1 in course calendar for details) -- 10 points (half points off for every day late)

Here are our agreed upon class requirements, based on our discussion on 1-28. 

2.  Choose any 12 weeks to submit questions about the readings (3 questions per week citing specific sections of readings).  Questions are due before the beginning of class for that week (use the Learn@UW dropbox and check to make sure your submission actually succeeded). 1 point each for 12 points total (half points off for every day late).

3.  choose any 12 weeks to write reflections on (1/2 to 1 page each). Reflections can cover readings and/or discussion and are due before the beginning of the class after the one you are reflecting on (use the Learn@UW dropbox and check to make sure your submission actually succeeded).  3 points each for 36 points total (half points off for every day late)..

4.  do a final project of your choosing (can be a paper or multimedia or an actual community organizing process you are already committed to and involved in) 22 points divided into 6 points for proposal, 6 points for rough draft/update, 10 points for final draft/product.  Proposal is due 2-25 ( a paragraph about what your project will be and either an outline for a paper or a timeline for other projects.  Rough draft/update is due 4/22 and will either be a full draft of a paper or a report on the state of your project up to that time.  The final draft/report of your project will be due by the end of the regularly scheduled finals time, May 12, 5:05pm (even though we will not meet then--half points off for every day late). I will support credit for community-engaged work provided that you are *already involved* in the work and that it is *community organizing* and *not* community service or community development).

5.  facilitate/co-facilitate one class (meeting with professor, choosing readings, choosing activities, and managing time during the class.  it can also include you presenting and leading activities). 20 points.  To get full credit you need to meet with me two weeks before the class you facilitate, provide a reading list and a draft facilitation plan one week before the class you facilitate, and then facilitate.

5.  for each class you miss beyond one, you lose 6 points, and can make it up by turning in extra questions and reflections from other weeks.

Grading Scale:

A= 90 or above

B= 80-89

C= 70-79

D= 60-69

F= 59 or below


Week 1, Jan. 28:  Introduction and Course Design

In order to have a productive discussion there will be both a reading assignment and a writing assignment due at the beginning of the first class meeting on January 28.  When you do the reading, bring questions, objections, critiques, and reactions to talk about in class.  When you do the writing, do it to contribute to our planning the rest of the course.

Reading Assignment:

Randy Stoecker.  2010.  Has the Fight Gone out of Organizing?  Shelterforce, spring. (read all four pages) .

Chris Valley.  2008.  Alinsky at 100.  Journal of Community Practice vol:16 iss:4 pg:527 -532.

Mike Miller.  2010.  Alinsky for the Left:  The Politics of Community Organizing.  Dissent

Ellen Ryan.  2010.  Whatever Happened to Community Organizing?  COMM-ORG Papers

Gary Delgado.  2009.  Reflections on Movement Building and Community Organizing.  Social Policy Summer2009, Vol. 39 Issue 2, p6-14.


Writing Assignment:

Due no later than the beginning of class on January 28, is a minimum 500 word essay on what you want from the course and what you are able and willing to bring to the course.  You are welcomed to e-mail the assignment at any time up to the deadline, upload it at Learn@UW, or bring it with you to class.  The purpose of this assignment is for you to do careful reflection on your interests and your own resources and skills.  It will be worth ten percent of your final grade and will be graded as a serious writing assignment. So put your best thinking and your best writing into it.  I will expect thoughtfulness and detail equal to my example below.  And it needs to be about community organizing.  You may not have had community organizing experiences, but you have other skills and knowledge you can bring.  And if you don't want to learn anything about community organizing, then this isn't the right course for you.  You can see my example assignment below.


Please also get Saul Alinsky's book, Rules for Radicals.  It is the closest thing to a core text in the field.  We will read and discuss that the second week, which will buy us time to get the other readings in order after our first class planning session. All books will be available at Rainbow Bookstore, a community-owned bookstore at 426 W. Gilman Street.

Example Assignment

What I Want and What I Bring

Randy Stoecker

I don't exactly know why I became interested in how oppressed peoples organize to build their own power. But from a teenager on that has been my passion. I grew up in a very small and very conservative town in southeast Wisconsin, of rural working class parents.  I watched them scrimp and save and suffer the stress of making ends meet.  There was always food on the table and a roof over our heads, but their lives were preoccupied with the worry of having no job protection, few benefits (not even employer retirement plans), and a consequently uncertain future.  I chafed at the religious and cultural conservatism that surrounded me everywhere but on the TV and an older cousin who was in college just when campus political activism was reaching its nadir in the early 1970s (I didn't graduate high school until 1977).  Why I became so disenchanted with my immediate surroundings and so fascinated with the exciting turmoil beyond I don't know.  But I did.

Since then I have always wanted to find out how people without power can get more control over their own circumstances. That includes poor and working class people, people of color, people of marginalized genders and sexualities, youth, people with disabilities, and others. As a sociologist, I spent a lot of time learning how bad things are. So I am quite convinced that things are very bad indeed. The social structures of race, class, sex, ability, age, and others produce frightening and unjustifiable inequalities. But I get bored with learning how bad things are, and I don't need any more convincing. What I need to learn is how people successfully fight back against those oppressions and inequalities and build the kind of society we all deserve.

It's actually a lot more exciting for me to study how people fight back. First, even when they don't win, it is a lot more inspiring to study people's resistance than just how they got oppressed. And when they do win it's really inspiring. Thankfully, I had the good luck in graduate school to live smack dab in the middle of a neighborhood that fought back against a government-capitalist developer coalition that tried to literally bulldoze them off the map. Not only did they win, but they got to then redevelop their own neighborhood. The folks of the West Bank neighborhood in Minneapolis taught me how to be inspired.

But there are still far too few examples like that neighborhood. So one thing I want is to learn about more examples, which I know are out there. My idea of a good vacation is to visit a city where there is good organizing going on and hang out with the group for a few days.  I also am trying to collect as many written examples--both successes and failures, as I can. There are a bunch of newer books that I want to read again or more carefully: Contesting Community, Tools for Radical Democracy, Creative Community Organizing, Progressive Community Organizing, Seeds of Change: The Story of ACORN, Organizing Urban America, The Revolution Will not be Funded, Streetwise for Book Smarts: Grassroots Organizing and Education Reform in the Bronx, and others.

Something else I want is to have some fun building and being part of a learning community. What I enjoy most about this class is that it has some aspects of community organizing in its own process. At some point in the course during each of the past two semesters it felt like ownership of the class shifted from me to the students, and that made the class a lot more enjoyable for me.

I can bring a fairly long history of experience in working with such groups. I started learning about community organizing first-hand in that Minneapolis neighborhood in 1983, and formally started doing research with them in 1985. I’ve been working with them from time to time ever since.

I can’t say that I’m an actual community organizer, though I’ve got a couple of successes under my belt (the most fun was organizing against my previous university when they wanted to replace a park with a parking lot in my neighborhood). But I also haven’t just read about and studied what people have done. Instead, I have been involved in supporting community groups’ organizing work. So I’ve mostly provided research support for community organizing groups to help them do their work better, using a method called participatory action research. I’ve worked with ACORN most closely, but also with a number of unaffiliated neighborhood organizing groups. I have helped such groups also by facilitating strategic planning and strategy development. I am also currently working with a southwest Madison community organizing effort and just finished up working with neighborhood groups in Waukesha, WI. And I've worked with many other neighborhoods doing their own organizing in Australia and Canada, and in this country (Chicago and Toledo most notably).

Perhaps most importantly for this course, I have learned a lot about teaching by hanging out with community organizers. I’ve seen community organizers teach people lots of stuff, and I’ve never once seen them give a lecture. So I’ve also learned to teach by facilitating, mostly by reading about the work of two people—Myles Horton and Paulo Friere—both of whom developed models of community organizing that integrated community education and community organizing.

Week 2, Feb. 4--The starting point: Saul Alinsky

Reading Assignment:

Saul Alinsky, Rules for Radicals (read entire book)

OR choose about 100 pages from the following articles (but Alinsky's book is a lot more fun and provocative and it's not expensive):

Saul Alinsky. 1965.  "The War on Poverty-Political Pornography"

Robert Fisher, "Neighborhood Organizing: The Importance of Historical Contba"

Three Alinskys? by Peter Szynka, 2002,

Donald Rietzes and Dietrich Rietzes.  1982.  Saul D. Alinsky:  A Neglected Source but Promising Resource.

Wendy Plotkin. 1996. "Alinsky and Back of the Yards Neighborhood Council."

Wendy Plotkin. 1996 "Alinsky's involvement in Woodlawn in Chicago/The Woodlawn Organization."

Understanding Alinsky Conservative Wine in Radical Bottles; CHARLES F LEVINE. The American Behavioral Scientist (pre-1986). Nov/Dec 1973. Vol. 17, Iss. 2; p. 279 (6 pages)

SAUL D. ALINSKY: A NEGLECTED SOURCE BUT PROMISING RESOURCE. By: Reitzes, Donald C.; Reitzes, Dietrich C.. American Sociologist, Feb82, Vol. 17 Issue 1, p47-56

The influence of Saul Alinsky on the campaign for human development.Full Tba Available  By: ENGEL, LAWRENCE J.. Theological Studies, Dec98, Vol. 59 Issue 4, p636

Hillary Clinton's undergraduate thesis on Saul ALinsky 1969 or try

Interview with Saul ALinsky 1972 (originally in Playboy but now provided on an independent site)

Week 3, February 11:  The Less Visible Historical Origins of Community Organizing

Reading Assignment:

Ella Baker and Models of Social Change. Charles Payne. 1989. Signs, Vol. 14, No. 4.

Interview with Ella Baker, September 4, 1974.

Dolores Huerta: Woman, Organizer, and Symbol. Richard A. Garcia.


Ella Baker: Free Agent in the Civil Rights Movement. Aprele Elliott. 1996. Journal of Black Studies, Vol. 26, No. 5.

“Neither Bedecked Nor Bebosomed": Lucy Mason, Ella Baker and Women's Leadership and Organizing Strategies in the Struggle for Freedom. Susan Glisson.

Ella Baker. By Lisa Y. Sullivan, Social Policy, Vol.30 no.2, Winter 1999.

Ella Baker and the Black Freedom Movement. Barbara Ransby. 2003

A Dolores Huerta Reader. Mario T. García. UNM Press.

Traditional and Nontraditional Patterns of Female Activism in the United Farm Workers of America, 1962 to 1980. Margaret Rose. Frontiers: A Journal of Women Studies, Vol. 11, No. 1, Las Chicanas (1990), pp. 26-32

Cesar Chavez: The Organizer's Tale:

United Farm Workers. The Story of Cesar Chavez.

A Way of Thinking about the History of Community Organizing,

An Internet Guide to Community Organizing,


Week 4 February 18:  Theories of Community Organizing

facilitators:  Joe Evica, Lindsey Day Farnsworth


Harkin, Shaun. January 16, 2013. “The Case for Socialist Organization.” The Socialist Worker.

Arnstein, Sherry R. July 1969. “A Ladder of Citizen Participation.” Journal of the American Institute of Planners 35: 216–224.

Ohmer, Mary L., and Karen DeMasi. 2009. Chapter 1: “Approaches to Community Organizing and Their Relationship to Consensus Organizing.” Consensus Organizing: A Community Development Workbook. U.K.: Sage Publications Inc.


Jorn Bramann, Marx:  Capitalism and Alienation.

Karl Marx, The Economic and Philosophic Manuscripts of 1844.

Stephanie Kotin and others, Immigration and integration: religious and political activism for/with immigrants in Los Angeles.

C. Wright Mills.  The Sociological Imagination.

Theories and Ideas for the Progressive Organizer. Chapter 3 in, Pyles, Loretta. New York: Progressive Community Organizing, 2009


WWeek 5, February 25:  How to--recruit and maintain members

facilitators:  Colin Tomkins-Bergh, Margaret Horwitz


Chs. 3 and 4 from Tools for Radical Democracy

The New Yorker. Small Change: Why the revolution will not be tweeted. By: Marcom Gladwell

New Republic. The problem with tweeting a revolution. By: Andy Carvin


Henderson and Thomas.  2013. Skills in Neighbourhood Work.  Routledge.

New Organizing Institute:  Building Relationships,

Dave Beckwith, with Cristina Lopez, Community Organizing: People Power from the Grassroots.

Public relationship building in grassroots community organizing: relational intervention for individual and systems change, by Brian Christens.

ROSC. Starting A Group. Community Organizer's Guide. Retrieved from: 

ROSC. Building A Group. Community Organizer's Guide.

Citizen Participation in Neighborhood Organizations and Its Relationship to Volunteers' Self- and Collective Efficacy and Sense of Community by Ohmer, Mary L.

Week 6, March 4:  How to--build leadership

facilitators:  Stephanie Verhasselt, Jennifer Blatz, Bridget Hughes


Minieri, J., & Getsos, P. (2007). Chapter 5: Developing Leaders from All Walks of Life. In Tools for radical democracy: How to organize for power in your community (pp. 81-107). San Francisco: Jossey-Bass.

Allen, R. K., Dr. (2012). How to Develop Your Leaders. The Center for Organizational Design. Retrieved from  

Axner, M. (2013). The Community Tool Box. Developing a Plan for Building Leadership. Retrieved from  

Burkus, D. (2013, January 30). How to Build Leadership Skills When You're Not A Leader. LDRLB. Retrieved from  


Henderson and Thomas.  2013. Skills in Neighbourhood Work.  Routledge.

Barbara Kellerman.  Cut Off at the Pass: The Limits of Leadership in the 21st Century

Leadership Learning Community. Leadership and Networks: New Ways of Developing Leadership in a Highly Connected World

Greenleaf Center for Servant Leadership.

Starhawk.  Truth or Dare: Encounters with Power, Authority and Mystery. (San Francisco, HarperSanFrancisco, 1988

How can I, as an anarchist, be an effective "leader"

Eric Zachary.  2000.  Grassroots Leadership Training: A Case Study of an Effort to Integrate Theory and Method.  Journal of Community Practice.


Week 7, March 11:  How to--build and maintain organizations

facilitators:  Greta Huff, Libby Opoien, Leah Kutschke


Minieri, J., & Getsos, P. (2007). Chapters 14 & 15. In Tools for radical democracy: How to organize for power in your community. San Francisco: Jossey-Bass.

"Community Organizing: People Power from the Grassroots" - Dave Beckwith, with Cristina Lopez (

"Community, Movement, Organization: The Problem of Identity Convergence in Collective Action"  - Randy Stoecker (


ROSC. Starting A Group. Community Organizer's Guide. Retrieved from: 

ROSC. Building A Group. Community Organizer's Guide.

Citizen Participation in Neighborhood Organizations and Its Relationship to Volunteers' Self- and Collective Efficacy and Sense of Community by Ohmer, Mary L.

Overcoming Oligarchy: Culture and Agency in Social Movement Organizations by Paul Osterman

Henderson and Thomas.  2013. Skills in Neighbourhood Work.  Routledge.

Week 8, March 18:  How to--research and technology in organizing

facilitator:  Randy Stoecker


Minieri, J., & Getsos, P. (2007). Chapters 6 & 8. In Tools for radical democracy: How to organize for power in your community. San Francisco: Jossey-Bass.

CBR and the Two Forms of Social Change, Randy Stoecker.

Myles Horton and Paulo Freire.  "Editor's Introduction" in We Make the Road by Walking. 


John McNutt. 2000. Organizing Cyberspace: Strategies for Teaching About Community Practice and Technology.  Journal of Community Practice.

On Popular Education by John Hurst.

Myles Horton and Paulo Freire.  "Editor's Introduction" in We Make the Road by Walking. 

Randy Stoecker. 2005. Research Methods for Community Change. Thousand Oaks, CA: Sage. Chapter 3,

Randy Stoecker and Mary Beckman. 2009. Making Higher Education Civic Engagement Matter in the Community.

Randy Stoecker (ed). 1996. Sociology and Social Action--two special issues of Sociological Imagination,

Anne B. Shlay and Gordon Whitman. 2004. Research for Democracy: Linking Community Organizing and Research to Leverage Blight Policy. COMM-ORG,

Lutz Wessels. 2003. Research! Investigating, Organising and Fighting. COMM-ORG, 

Stoecker, Randy.  "Cyberspace vs. Face to face: Community Organizing in the New Millennium."  2002.  Perspectives on Global Development and Technology. 1:143-164.

Week 9, March 25:  spring break

Week 10, April 1: How to--benefit from diversity, insiders and outsiders, and allies

facilitators:  Sarah Donoghue, Katherine Keller, Wendell Venerable

Required Readings:

Tieahsha Bankhead, John L. Erlich. “Diverse Populations and Community Practice”.

Lee H. Staples. “Insider/Outsider Upsides and Downsides”. From Social Work with Groups.

Joseph C. Berryhill, Jean Ann Linney. “On The Edge of Diversity: Bringing African-Americans and Latinos Together in a Neighborhood Group”. From American Journal of Community Psychology.


Meredith Minkler. “Ethical Challenges for the “Outside” Researcher in Community-Based Participatory Research”. Health Education & Behavior.

Stephanie Block. “No Permanent Allies for ‘community organizers’ ”. Spero News.

Week 11, April 8:  How to--understand the political opportunity structure and choose tactics

facilitators:  Olivia Wick-Bander

Required Readings:

Minieri, J., & Getsos, P. (2007). pp. 125-181. In Tools for radical democracy: How to organize for power in your community. San Francisco: Jossey-Bass.


 Community Power Map Guide:

Power Mapping:

Tarrow S. 1998 . Power in Movement . New York : Cambridge University Press . 2nd ed.

Eisinger P . 1973 . The conditions of protest behavior in American cities . American Political Science Review. 81 : 11 – 28

Week 12, April 15: Specialized organizing--capitol occupation; youth  (two groups)

facilitators:  Leland Pan, David Vines (capitol?); Siettah Parks, Connie Lee, Sheesenphooyw Moua  (youth)

Required Readings, capitol occupation:

Rebecca Greenfield.  2011.  How did the Wisconsin capitol occupation begin, anyway?

"Inside the Wisconsin Occupation"

"The Unbreakable Culture of the Occupied Capitol"

Minieri, J., & Getsos, P. (2007). Ch.10. In Tools for radical democracy: How to organize for power in your community. San Francisco: Jossey-Bass.

Required Readings, youth:

Tom Dolan, Brian D Christens and Cynthia Lin. "Combining Youth Participatory Action Research and Direct Action for Policy Change and Sustainable Community Power."  Available in content section of Learn@UW.

Recommended Readings, capitol occupation:

Let Us Speak" by Charity Schmidt (available from Content section of Learn@UW)

Hundreds of East High students leave school in protest of Walker proposal.  Wisconsin State Journal.

Donuts change the world.

"Positive Policing From Wisconsin's ‘Original Occupation’"

"The Wisconsin Lie Exposed"

"What's Happening in Wisconsin Explained"

"What We Can Learn From Wisconsin"

"100 Best Protest Signs at the Wisconsin Capitol"

"The Lessons of Wisconsin's Labor Revolt"

Optional Readings, youth:

Melvin Delgado and Lee Staples.  2008.  Youth-Led Community Organizing.  Oxford University Press.

Shawn Ginwright and Taj James.  2002.  From assets to agents of change: Social justice, organizing, and youth development.  New Directions in Youth Development.;jsessionid=4ED75A23B080CAB3099CF939E9BAD16B.d02t03    

Journal of Community Psychology, Special Issue: Youth and democracy: Participation for personal, relational, and collective well-being
August 2007.

New Directions for Child and Adolescent Development, Special Issue: Youth Civic Development: Work at the Cutting Edge
Winter 2011.

Week 13, April 22: Specialized organizing--education and schools; health equity (two groups)

facilitator:  Randy Stoecker (health); Victoria Seffren, Rachel Stotts, Saoirse Dungan (education)

Required Readings, health:

Creating a Sense of Place in Southwest Madison: An Evidence-Based, Public Health Approach to Community Revitalization, Kim Neuschel and Jessica LeClair, 4-24-2008,

Karen Buhler-Wdkerson. 1993. Bringing Care to the People: Lillian Wald's Legacy to Public Health Nursing.  American Journal of Public Health.

Required Readings, Education:

Arizona Education Chief aims to Ban Ethnic Studies in Tucson Schools. Michael Martinez,

Organized Communities, Stronger Schools. Kavitha Mediratta, Seema Shah, Sara McAlister. Pg 6-22. Annenberg Institute for School Reform at Brown University.

Strong Neighborhoods, Stronger Schools. Eva Gold, Elaine Simon, and Chris Brown. Pg 6-40. Cross City Campaign for Urban School Reform.

Optional Readings, health:

Meredith Minkler and Nina Wallerstein (eds).  Community-Based Participatory Research for Health.  Jossey-Bass.

Madison's Meadowood: Time to Act, Paul Soglin, 8-24-2009,

City dispatches public health nurses to help Meadowood neighbors connect. The Cap Times, 1-30-10.

Public Health Madison & Dane County turns attention to neighborhoods, violence prevention. The Isthmus, 12-15-11.

Southwest Madison Community Organizers.

Optional Readings, education:

How Chicago Teacher got Organized to Strike. Norine Gutekanst. Labor Notes.

Community Organizing Portrayed as a Plus for City Schools. Lesli A Maxwell. Education Week Volume 27 Issue 33.

Arizona’s Choice Today: Tuscon Students Lead New Civil Rights Movement. Jeff Biggers, The Nation.

Week 14, April 29:  Specialized organizing--environment; food (two groups)

facilitators: Samantha Lasko, Sarah Horwitz (food); Katherine Krohn, Rachel Vorlander (environment)

Required Readings, food:

Monica White, 2010. Shouldering Responsibility for the Delivery of Human Rights: A Case Study of the D-Town Farmers of Detroit. (in content section of Learn@UW)

Dishing up local food on Wisconsin Campuses.

Review Slow Food UW website,

Required Readings, environment:

Climate Change.
Environmental Justice.

Recommended Readings, food:

Recommended Readings, environment:

Environmental Justice.
There’s no Such Thing as a Natural Disaster.  Neil Smith, 2006.
Keystone XL Pipeline background.
Divestment Information.

Week 15, May 6: Specialized organizing--international contexts; immigrant communities (two groups)

facilitators:  Bai Juan (immigrant communities); Hillary Vice, Greg Salvo, Dominic Dharam (international contexts?)

Required readings:  immigrant communities

Steven Greenhouse and Steven Taccino. 2012.   Fight Over Immigrant Firings:(about Palermo's).">
Gjecovi, Sibora, Esther James and Jeff Chenoweth.  2006. Immigrant-Led Organizers in Their Own Voices: Local Realities and Shared Visions.

Required readings:  international contexts

Cultural Intelligence by P. Christopher Earley and Elaine Mosakowski:

Denis Murphy. 2004.  Community Organizing in Asia.  Social Policy.

Recommended readings:  immigrant communities

Georgia Pabst , June 24, 2012, Palermo facing union organizing, immigration issues.
Josh Eidelson(,  Oct 18, 2012, Is Immigrant-Firing Pizza Company Getting Pork?
Occupy River West:

Recommended readings:  international contexts

Participatory Rural Appraisal:

Forging a Global Movement: New Education Rights Strategies for the US and the World

Advancing Community Organizing Practice: Lessons from Grassroots Organizations in India

The Zapatista Autonomy Movement in Chiapas, Mexico

Sixth Declaration of the Lacandon Jungle

The Use of Ecological Science by Rural Producers: A Case Study in Mexico

Marschke, M. and Nong, K. (2003). Adaptive Co-Management: Lessons from Coastal Cambodia. Canadian Journal of Development Studies, 24 (3), 369-383. - Just look around this site and look at the programs that they have to empower women in the Democratic Republic of the Congo and change the way they live.

Final Projects due:  May 12, 5:05pm.