Professor: Randy Stoecker |
Spring, 2016 |
WELCOME...
...to 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:
I will then 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
See the Learn@UW discussion forum at https://uwmad.courses.wisconsin.edu/d2l/lms/discussions/messageLists/frame.d2l?ou=3200651&tId=2672094&fId=0&threadId=0&postId=0
Resources for Constructing the Course
Besides my own past syllabi at http://comm-org.wisc.edu/syllabi/cosyllabus11.htm, http://comm-org.wisc.edu/syllabi/cosyllabus13.htm, and http://comm-org.wisc.edu/syllabi/cosyllabus15.htm there are a variety of syllabi at http://comm-org.wisc.edu/syllabi.htm
Books
Saul Alinsky, Rules for Radicals
Joan Minieri and Paul Getsos, Tools for Radical Democracy
Ruth Berta and Amanda Leonard Pohl, Building Power,
Changing Lives: The Story of Virginia Organizing
COURSE REQUIREMENTS
Your grade will be based on a simple point system. You can choose how many points you want to accumulate depending on what grade you want.
1. Introductory essay (due at the beginning of class on January 25, see week 1 in course calendar for details) -- 10 points (one point off for every day late)
2. Pre-reflections: 1 point each=12 points Prereflections should cite readings, and be about 50 words. They, can be thoughts about the readings or suggestions for class discussion/activities. They are due Sunday at 3pm before class, -1 point per day late. Early submissions welcomed. Group submissions are welcomed.
3. Post-reflections: 6 points each=78 points. Reflections should cite and discuss readings and preferably class, and be about 250 words. Be specific in what you are reflecting upon--it can help to quote. A reflection is allso not a summary but critical, introspective thought. For example, you may express disagreement with an author, and then explore where your disagreement comes from, due Thursday at 11:59pm after class -1 point per day late. Early submissions welcomed. Group submissions are welcomed.
4. Personal projects: these can be any size but think in terms of getting 1 point per hour that you put into it, subject of course to my quality evaluation. A personal project can be organizing and facilitating part of a class session, writing a paper, participating in a community project, seeking outside training. Due by designated finals period. Since I will be evaluating your project, I strongly a three-step process. First, provide me with a project proposal, which we will then negotiate. Second, provide me with a rough draft or project update to make sure you are doing what we agreed upon. Third, provide me with your final product, due by the beginning of the designated finals period. Group projects are welcomed.
5. Attendance: -4 points for each absence beyond the first. You can make up 4 points with two hours of extra reading (from suggested readings) and writing a reflection. These are due by the designated finals period.
Grades: 93 and up = A, 88-92 = AB, 83-87 = B, 78-82 = BC, 70-78 = C, 60-69 = D, <60 = F
Grad students add 15 points to this curve
COURSE CALENDAR
Week 1, Jan. 25: 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 23. 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.
http://www.shelterforce.org/article/1983/has_the_fight_gone_out_of_organizing/
(read all four pages) .
Chris Valley. 2008. Alinsky at 100. Journal of Community Practice vol:16 iss:4 pg:527 -532. http://www.tandfonline.com.ezproxy.library.wisc.edu/doi/abs/10.1080/10705420802514270
Mike Miller. 2010. Alinsky for the Left:
The Politics of Community Organizing. Dissent
http://ezproxy.library.wisc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=47660309&site=ehost-live
Ellen Ryan. 2010. Whatever Happened to Community Organizing? COMM-ORG Papers. http://comm-org.wisc.edu/papers2010/ryan.htm
Gary Delgado. 2009. Reflections on Movement Building and Community Organizing. Social Policy Summer2009, Vol. 39 Issue 2, p6-14. http://ezproxy.library.wisc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=44680031&site=ehost-live
Writing Assignment:
Due no later than the beginning of class on January 23, 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. Please upload your essay at Learn@UW, using the "assignment" and then "dropbox" link at the top of the site. 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 to a class on community organizing. 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 at the end of the syllabus.
Note:
Please also get Saul Alinsky's book, Rules for
Radicals. 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.
Week 2, February 1--The starting point: Saul Alinsky
Reading Assignment:
Saul Alinsky, Rules for Radicals (read entire book)
Recommended:
Saul Alinsky. 1965. "The War on
Poverty-Political Pornography"
http://ezproxy.library.wisc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=16468389&site=ehost-live
Robert Fisher, "Neighborhood Organizing: The Importance of Historical
Context"
http://comm-org.wisc.edu/papers96/fishercon.htm
Three Alinskys? by Peter Szynka, 2002,
http://comm-org.wisc.edu/papers2002/szynkaa.htm
Donald Rietzes and Dietrich Rietzes. 1982. Saul D.
Alinsky: A Neglected Source but Promising Resource. American
Sociologist, Vol. 17 Issue 1, p47-56.
http://ezproxy.library.wisc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=4943466&site=ehost-live
Wendy Plotkin. 1996. "Alinsky and Back of the Yards Neighborhood
Council."
http://comm-org.wisc.edu/papers96/alinsky/bync.html
Wendy Plotkin. 1996 "Alinsky's involvement in Woodlawn in Chicago/The
Woodlawn Organization."
http://comm-org.wisc.edu/papers96/alinsky/woodlawn.html
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)
http://proquest.umi.com.ezproxy.library.wisc.edu/pqdweb?index=0&did=725027541&SrchMode=1&sid=4&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1284123350&clientId=3751
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
http://web.ebscohost.com.ezproxy.library.wisc.edu/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46%2fWF39qshd%2ff7Ebj3u2L8ra3R6%2bmrUqup644t7CuT7irszi%2fw6SM8Nfsi9%2fZ8oHt5Od8u6e2UbWstk21rbY%2b6tfsf7vb7D7i2Lt57t6kjN%2fdu1nMnN%2bGu6eySbGos0qk3O2K69fyVe7a5F7z4ups4%2b7y&hid=11
Hillary Clinton's undergraduate thesis on Saul ALinsky 1969
http://www.gopublius.com/?page_id=199 or try
http://www.hillaryclintonquarterly.com/documents/HillaryClintonThesis.pdf
Interview with Saul ALinsky 1972 (originally in Playboy but now provided
on independent sites)
http://www.progress.org/2003/alinsky2.htm or
http://www.bahaistudies.net/neurelitism/library/alinsky_interview_1967.pdf
Week 3, February 8: 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.
http://classes.maxwell.syr.edu/wmstory/EllaBaker.pdf
Interview with Ella Baker, September 4, 1974.
http://docsouth.unc.edu/sohp/G-0007/G-0007.html
Dolores Huerta: Woman, Organizer, and Symbol. Richard A. Garcia.
http://www.jstor.org.ezproxy.library.wisc.edu/stable/25177326
Recommended:
Ella Baker: Free Agent in the Civil Rights Movement. Aprele Elliott. 1996.
Journal of Black Studies, Vol. 26, No. 5.
http://www.jstor.org.ezproxy.library.wisc.edu/stable/pdfplus/2784885.pdf
"Neither Bedecked Nor Bebosomed": Lucy Mason, Ella Baker and Women's
Leadership and Organizing Strategies in the Struggle for Freedom. Susan
Glisson.
http://www.livedtheology.org/pdfs/s_glisson.pdf
Ella Baker. By Lisa Y. Sullivan, Social Policy, Vol.30 no.2, Winter 1999.
http://www.hartford-hwp.com/archives/45a/438.html
Ella Baker and the Black Freedom Movement. Barbara Ransby. 2003
A Dolores Huerta Reader. Mario T. GarcÃÂÂa. 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:
http://www.socsci.uci.edu/ssarc/ss70c/webdocs/TheOrganizersTale.pdf
United Farm Workers. The Story of Cesar Chavez.
http://www.ufw.org/_page.php?inc=history/07.html&menu=research
A Way of Thinking about the History of Community Organizing,
http://www.trincoll.edu/depts/tcn/valocchi.htm
An Internet Guide to Community Organizing,
http://www.prrac.org/full_text.php?text_id=964&item_id=8814&newsletter_id=0&header=Community+Organizing
Week 4 February 15: allyship, popular education, community-based research
Readings:
Moving Toward an Inclusive Model of Allyship for Racial Justice, by Viraj S. Patel, 2011, http://scholarworks.uvm.edu/tvc/vol32/iss1/9/
Fighting racism and the limits of "ally-ship", by Khury Petersen-Smith and Brian Bean, 2015, http://socialistworker.org/2015/05/14/fighting-racism-and-the-limits-of-allyship
JohnHurst, On Popular Education, http://dadithidayat.net/wp-content/uploads/2013/05/Hurst.pdf
Randy Stoecker, The Fundamental Lesson, on Learn@UW at https://uwmad.courses.wisconsin.edu/d2l/le/content/3200651/viewContent/19764371/View
Joan Minieri and Paul Getsos. Tools for Radical Democracy. Chapter 8.
Recommended:
Drick Boyd. Under the Radar: Popular Education in North America A White Paper. Available at http://comm-org.wisc.edu/papers2012/boyd.htm
Lisa VeneKlasen & Darshana Patel. Citizen Action, Knowledge and Global Economic Power: Intersections of Popular Education, Organizing, and Advocacy. http://comm-org.wisc.edu/papers2006/darshana.htm
Stoecker, Randy. 2012. "CBR and the Two Forms of Social Change." Journal of Rural Social Sciences. 27:83-98. http://www.ag.auburn.edu/auxiliary/srsa/pages/Articles/JRSS%202012%2027%202%2083-98.pdf
John McNutt. 2000. Organizing Cyberspace: Strategies for Teaching About Community Practice and Technology. Journal of Community Practice. http://www.tandfonline.com.ezproxy.library.wisc.edu/doi/full/10.1300/J125v07n01_07
Myles Horton and Paulo Freire. "Editor's
Introduction" in We Make the Road by Walking.
http://www.temple.edu/tempress/chapters/804_ch1.pdf
Randy Stoecker. 2005. Research Methods for Community Change. Thousand Oaks,
CA: Sage.
Randy Stoecker and Mary Beckman. 2009. Making Higher Education Civic
Engagement Matter in the Community.
http://www.compact.org/wp-content/uploads/2010/02/engagementproof-1.pdf
Randy Stoecker (ed). 1996. Sociology and Social Action--two special issues
of Sociological Imagination,
http://comm-org.wisc.edu/si/sihome.htm
Anne B. Shlay and Gordon Whitman. 2004. Research for Democracy: Linking
Community Organizing and Research to Leverage Blight Policy. COMM-ORG,
http://comm-org.wisc.edu/papers2004/shlay/shlay.htm
Lutz Wessels. 2003. Research! Investigating, Organising and Fighting.
COMM-ORG,
http://comm-org.wisc.edu/papers2003/wessels.htm
WWeek 5, February 22: recruitment/commitment, leadership/turnover/empowerment, meeting management
Readings:
Joan Minieri and Paul Getsos. Tools for Radical Democracy. Chapters 1-5.
Recommended:
Fight the Right Action Kit by the National Gay and Lesbian Task Force. http://www.qrd.tcp.com/QRS/www/FTR/ Go to link on "Walking the Talk" at http://www.qrd.org/QRD/www/FTR/canvass.html
Lesbian Avengers' Civil Rights Organizing Project. Out Against The Right: An Organizing Handbook. http://www.octobertech.com/october/handbook.nsf/contents?OpenView&count=100 See link to Recruitment
Robert D. Benford and David A. Snow. 2000. Framing Processes and Social Movements: An Overview and Assessment. Annual Review of Sociology, Vol. 26 pp. 611-639. http://www.jstor.org/stable/223459?seq=1#page_scan_tab_contents
Montserrat Baras, Patricia Correa Vila, Juan Rodríguez Teruel. 2013. Comparing Incentives and Party Activism in US and Europe: PSOE, PP and the California Democratic Party. American Political Science Association 2013 Annual Meeting http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2303200
Lindsey P. Walker-Estrada. 2004. The Education and Liberation of the Poor in Community Organizing: The Personal Growth and Transformation of Leaders in the Anti-Displacement Project. COMM-ORG papers, http://comm-org.wisc.edu/papers2004/walker.htm
Moshe ben Asher. 2010. Staff Development and Leadership. COMM-ORG papers. http://comm-org.wisc.edu/papers2010/benasher10.htm
Community Toolbox, Chapters 13 and 14, Toolkit 6. http://ctb.ku.edu/en/table-of-contents
ROSC. Starting A Group. Community Organizer's Guide. Retrieved from: http://www.abilitymaine.org/rosc/cogstart.html
ROSC. Building A Group. Community Organizer's Guide. http://www.abilitymaine.org/rosc/cogbuild.html
Citizen Participation in Neighborhood Organizations and Its Relationship to Volunteers' Self- and Collective Efficacy and Sense of Community by Ohmer, Mary L. http://ezproxy.library.wisc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=25849550&site=ehost-live
Overcoming Oligarchy: Culture and Agency in Social Movement Organizations by Paul Osterman http://www.atypon-link.com.ezproxy.library.wisc.edu/JGSCU/doi/abs/10.2189/asqu.51.4.622
Week 6, February 29: cutting issues/shifting issues/intersectionality, mobilizing vs. organizing (student facilitator Jennifer Webster)
Readings:
Joan Minieri and Paul Getsos. Tools for Radical Democracy. Chapters 7 and 8.
Shel Trapp, Basics Of Organizing, http://www.tenant.net/Organize/orgbas.html link to: Identifying Issues
Henia Belalia, May 27, 2014, Intersectionality isn’t just a win-win; it’s the only way out, Waging Nonviolence, http://wagingnonviolence.org/feature/intersectionality-isnt-just-win-win-way/
Ferguson, Mobilization and Organizing the Resistance by Ajamu Nangwaya, 2012, http://www.counterpunch.org/2014/08/19/ferguson-mobilization-and-organizing-the-resistance/
Recommended:
Education Policy Blog. 2006. Community Organizing and Urban Education V: “Cutting an Issue” (Clarity and Passion). http://educationpolicyblog.blogspot.com/2006/12/community-organizing-and-urban_15.html
Contra Costa Interfaith Supporting Community Organization: March, 6, 2007. USING A FEDERAL ISSUE TO DEVELOP LOCAL POWER. Contra Costa County, CA Leaders Resist Immigration Raids in their Communitihttp://www.detentionwatchnetwork.org/sites/detentionwatchnetwork.org/files/CCISCO%20Using%20a%20Federal%20Issue%20to%20Develop%20Local%20Power.pdf
The Organizers Forum. 2005. Bringing Framing to Organizing. http://www.organizersforum.org/index.php?id=1541
Virginia Organizing Project. n.d. Turn Problems into Issues. http://www.virginia-organizing.org/wp-content/uploads/2014/10/Organizing-Toolbox-2000.pdf
Drew Serres, 14 Characteristics of an Intersectional Mass Movement, Organizing Change, no date, http://organizingchange.org/14-intersectional-movement-characteristics/
C. Nicole Mason, Leading at the Intersections, Women of Color Policy Network, http://www.intergroupresources.com/rc/Intersectionality%20primer%20-%20Women%20of%20Color%20Policy%20Network.pdf
Gibrán Rivera, Organizing or Mobilizing July 17, 2012, http://interactioninstitute.org/organizing-or-mobilizing/
Ellen Ryan. 2010. Whatever Happened to Community Organizing? COMM-ORG Papers. http://comm-org.wisc.edu/papers2010/ryan.htm
Week 7, March 7: organizational structures/hierarchy, organizational culture/arts/music, collaborations and coalitions
Readings:
Jo Freeman. The Tyranny of Structurelessness. http://www.jofreeman.com/joreen/tyranny.htm
Community Toolbox. Chapter 9: Developing an Organizational Structure. http://ctb.ku.edu/en/table-of-contents/structure/organizational-structure and Chapter 16: Group Facilitation. http://ctb.ku.edu/en/table-of-contents/leadership/group-facilitation
Marlene Rebori. How to organize and run effective meetings. http://www.unce.unr.edu/publications/files/cd/other/fs9729.pdf
Green, J. (2003). When political art mattered. New York Times. http://www.nytimes.com/2003/12/07/magazine/when-political-art-mattered.html
The Emotional and Intellectual Aspects of Protest Music: Implications for Community Organizing Education, by Lawrence M. Berger http://www.tandfonline.com.ezproxy.library.wisc.edu/doi/pdf/10.1300/J067v20n01_05
Return of the Protest Song, Salamishah Tillet, Atlantic, 2015, http://www.theatlantic.com/entertainment/archive/2015/01/the-return-of-the-protest-song/384631/
Recommended:
Overcoming Oligarchy: Culture and Agency in Social Movement Organizations by Paul Osterman http://www.atypon-link.com.ezproxy.library.wisc.edu/JGSCU/doi/abs/10.2189/asqu.51.4.622
Black Southern Student Sit-in Movement: An Analysis
of Internal Organization by Aldon Morris
http://www.jstor.org/stable/2095077?seq=2
"Community, Movement, Organization: The Problem of Identity Convergence in
Collective Action" Randy Stoecker.
http://www.jstor.org.ezproxy.library.wisc.edu/stable/4121280
"Organizational Structure, Authority and Protest: The Case of Union
Organizing in the United States, 1990-2001" Andrew W. Martin.
http://muse.jhu.edu.ezproxy.library.wisc.edu/journals/social_forces/v085/85.3martin.html
"Leader-Member Conflict in Protest Organizations: The Case of the Southern
Farmers' Alliance" Michael Schwartz; Naomi Rosenthal; Laura Schwartz.
http://www.jstor.org.ezproxy.library.wisc.edu/sici?origin=sfx%3Asfx&sici=0037-7791%281981%2929%3A1%3C22%3ALCIPOT%3E2.0.CO%3B2-3
"Neighborhood Strengthening through Community Building" Suzanne M. Singhhttp://comm-org.wisc.edu/papers2003/singh.htm#limits
"Where Have All the Protest Songs Gone?" by Dan Goniprow http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1045&context=srhonorsprog
Moya-Raggio, E. (1984). Arpilleras: Chilean culture of resistance. Feminist Studies, 10, 277–282. See also Agosín, M. (1996). Tapestries of hope, threads of love: The Arpillera movement in Chile, 1974–1994. Albuquerque: University of New Mexico Press.
Groundswell Community Mural Project. (2000). Retrieved March 8, 2011, from http://www.groundswellmural.org/ .
Vicki Carter. 1994. The Singing Heart of Highlander. New Horizons in Adult Education and Human Resource Development http://onlinelibrary.wiley.com.ezproxy.library.wisc.edu/doi/10.1002/nha3.10061/full
Garofalo, Reebee, ed. Rockin'the boat: Mass music and mass movements. Boston, MA: South End Press, 1992.
11 Great Hip-Hop Protest Songs, Clover Hope | August 19, 2014 in Vibe, http://www.vibe.com/2014/08/ferguson-protests-11-great-hip-hop-protest-songs/
A History of Rap Songs Protesting Police Brutality By Justin Charity, Angel Diaz, David Drake, 2014, Complex, http://www.complex.com/music/2014/08/rap-songs-police-brutality/
Week 8, March 14: targets and power mapping and negotiating, confrontation and conflict tactics
Readings:
Joan Minieri and Paul Getsos. Tools for Radical Democracy. Chapters 9-13.
ACORN. Tactics of Targets http://comm-org.wisc.edu/resources/tactics.htm
Recommended:
Community Power Map Guide: http://moveon.org/team/campaigns/powermap.html
Power Mapping: http://www.thechangeagency.org/_dbase_upl/tCA_power_mapping.pdf
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
Moshe ben Asher. 2002. Conflict and cooperation in Macro Theory and Practice http://comm-org.wisc.edu/papers2002/benasher/benashertheory.htm
Week 9, March 21: spring break
Week 10, March 28: 4pm-4:55pm, statewide organizing. The rest of the class time is up to you.
Readings:
Ruth Berta and Amanda Leonard Pohl, Building Power, Changing Lives: The Story of Virginia Organizing
Recommended:
Mark Warren, Dry Bones Rattling, Princeton University Press
Randy Stoecker, If It Can Happen in Virginia..., Rooflines, http://www.rooflines.org/4407/if_it_can_happen_in_virginia/
Other statewide community organizing networks:
Organize! Ohio, http://www.organizeohio.org/index.html
Ohio Organizing Collaborative, http://ohorganizing.org/
SOCM (pronounced "sock 'em"), http://www.socm.org/
Kentuckians for the Commonwealth, https://www.kftc.org/
Maine People's Alliance, https://www.mainepeoplesalliance.org/
Alabama Arise, https://www.facebook.com/alabama.arise/
Alliance of Californians for Community Empowerment, http://www.acceaction.org/
Week 11, April 4: reflecting and debriefing, self-care and burnout; youth and family organizing (Student facilitator, self-care and burnout: Megan Wendt)
Readings--burnout and self care:
Activist Trauma Support, Sustainable Activism and Avoiding Burnout. (note this is a pdf of a two-sided flyer, so the first page is actually the back page of the flyer and the second page is the front page) https://www.activist-trauma.net/assets/files/burnout_flyer_rightway.pdf
Kim Fellner, Hearts on Fire: How Do We Keep Them From Burning Out?, http://www.shelterforce.com/online/issues/113/fellner.html
Readings--youth and family organizing
Community Organizing and Family Issues, The COFI Way (read all four sections beginning with Introduction), http://www.cofionline.org/the-cofi-way/introduction/
Tom Dolan, Brian Christens, and Cynthia Lin, Combining Youth Organizing and Youth Participatory Action Research to Strengthen Student Voice in Education Reform. https://www.researchgate.net/publication/281785583_Combining_Youth_Organizing_and_Youth_Participatory_Action_Research_to_Strengthen_Student_Voice_in_Education_Reform
Recommended:
Activist Trauma Support Downloads, https://www.activist-trauma.net/en/downloads.html
Christine Kessen, Living Fully: Mindfulness Practices for Everyday Life, http://n.ereserve.fiu.edu/010034527-1.pdf
Youth-Led Community Organizing, by Melvin Delgado and Lee Staples.
Week 12, April 11: LGBTQ communities, Black communities (incarceration)
Readings, LGBTQ Community Organizing:
Hurricane Sandy, LGBTQ Youth and the Power of Community Organizing, John Blasco, Huffington Post, http://www.huffingtonpost.com/john-blasco/hurricane-sandy-lgbtq-youth-and-the-power-of-community-organizing_b_2094043.html
Namaji: Two Spirit Organizing in Montreal, Canada. Fiona Meyercook & Diane Labelle, Journal of Gay and Lesbian Social Services, http://www.tandfonline.com/doi/pdf/10.1300/J041v16n01_02
Readings, Black Community Organizing around policing and incarceration
Black Lives Matter: The Growth of a New Social Justice Movement, by Herbert G. Ruffin II, BlackPast.org, http://www.blackpast.org/perspectives/black-lives-matter-growth-new-social-justice-movement
From Hashtag to Strategy: The Growing Pains of Black Lives Matter, by Bill Fletcher Jr., In These Times, http://inthesetimes.com/article/18394/from-hashtag-to-strategy-the-growing-pains-of-black-lives-matter
How Is Black Lives Matter Winning? Waleed Shahid, Dissent, https://www.dissentmagazine.org/online_articles/black-lives-matter-minneapolis-symbolic-demands-winning
Recommended:
Balm in Gilead: Collected Stories from Black Organizers. 2016. New York Foundation. http://nyf.org/balm-in-gilead/
Alinsky/TWO: 1960s Organizing in an African-American Community, by Wendy Plotkin http://comm-org.wisc.edu/papers96/alinsky/woodlawn.html
Queer Youth Community Organizing, by Angela Brown, BA thesis, 2009. https://www.stcloudstate.edu/socialresponsibility/activities/documents/AngelaBrownThesis.pdf
Milestones in the American Gay Rights Movement, PBS, http://www.pbs.org/wgbh/americanexperience/features/timeline/stonewall/
Week 13, April 18: Latino communities, disability communities
Readings, Latino communities:
Lydia Gonzalez Arizmendi and Larry Ortiz. Neighborhood and Community Organizing in Colonias: A Case Study in the Development and Use of Promotoras Journal of Community Practice, Volume 12, Issue 1-2, 2004. http://www.tandfonline.com.ezproxy.library.wisc.edu/doi/abs/10.1300/J125v12n01_03
Pablo Jasis and Rosario Ordóñez-Jasis Convivencia to Empowerment: Latino Parent Organizing at La Familia. The High School Journal 88.2 (2004-2005) 32-42. http://muse.jhu.edu/journals/high_school_journal/v088/88.2jasis.html
Readings, disability communities:
Jean Flatley McGuire. 1994. Organizing From Diversity in the Name of Community: Lessons From the Disability Civil Rights Movement. Policy Studies Journal. Volume 22, Issue 1, pages 112–122. http://onlinelibrary.wiley.com.ezproxy.library.wisc.edu/doi/10.1111/j.1541-0072.1994.tb02184.x/pdf
Zach Strassburger. 2012. Disability Law and the Disability Rights Movement for Transpeople. Yale Journal of Law & Feminism, Vol. 24, No. 2, http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2241232
Recommended, Latino communities:
Laura Saldivar-tanaka, Marianne E. Krasny, Culturing community development, neighborhood open space, and civic agriculture: The case of Latino community gardens in New York City. Agriculture and Human Values, January 2004, Volume 21, Issue 4, pp 399-412. http://link.springer.com/article/10.1007/s10460-003-1248-9
Margaret Rose, Traditional and Nontraditional Patterns of Female Activism in the United Farm Workers of America, 1962 to 1980. Frontiers: A Journal of Women Studies, Vol. 11, No. 1, (1990), pp. 26-32. http://www.jstor.org/stable/3346700
Cesar Chavez, The Organizer's Tale, http://www.ohiocitizen.org/about/training/chavez.html
Marshall Ganz, Why David Sometimes Wins, Oxford University Press, 2009.
Recommended, disability communities:
The History Behind DPN (Deaf President Now), http://www.gallaudet.edu/dpn-home/issues/history-behind-dpn.html
Fabricio E. Balcazara, Christopher B. Keysa & Yolanda Suarez-Balcazara. 2001. Empowering Latinos with Disabilities to Address Issues of Independent Living and Disability Rights: A Capacity-Building Approach. Journal of Prevention & Intervention in the Community. Volume 21, Issue 2, 2001, pages 53-70
H McCarthy. 2003. The Disability Rights Movement Experiences and Perspectives of Selected Leaders in the Disability Community. Rehabilitation Counseling Bulletin, http://rcb.sagepub.com/content/46/4/209.full.pdf
H McCarthy. 2003. The Disability Rights Movement Experiences and Perspectives of Selected Leaders in the Disability Community. Rehabilitation Counseling Bulletin, http://rcb.sagepub.com/content/46/4/209.full.pdf
Week 14, April 25: environmental justice organizing, food organizing?, health organizing (Student facilitator, environmental justice: Francisco Pobar Lay and Heather Wittrock; Student facilitator, health: Erika Schoenebeck)
Readings, Environmental Justice:
The Natural Step, http://web.stanford.edu/class/me221/readings/NaturalStepOverview.pdf
From NIMBY to Civil Rights: The Origins of the Environmental Justice Movement, Eileen Maura McGurty, Environmental History, Vol. 2, No. 3 (Jul., 1997), pp. 301-323,http://www.jstor.org.ezproxy.library.wisc.edu/stable/3985352
Readings, Health Organizing:
Jason Corburn. Combining community-based research and local knowledge to confront asthma and subsistence-fishing hazards in Greenpoint/Williamsburg, Brooklyn, New York. Environmental Health Perspectives. 2002 Apr; 110(Suppl 2): 241–248. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1241169/pdf/ehp110s-000241.pdf
Karen Buhler-Wdkerson. 1993. Bringing Care to the People: Lillian Wald's Legacy to Public Health Nursing. American Journal of Public Health. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1694935/pdf/amjph00536-0124.pdf
Recommended Readings, Environmental Justice and health organizing:
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, https://www.cityofmadison.com/sites/default/files/city-of-madison/mayors-office/documents/PHViolencePresentation.pdf
The House on Henry Street, Lillian Wald, https://archive.org/details/houseonhenrystre00wald2
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, http://www.waxingamerica.com/2009/08/madisons-meadowood-time-to-act.html
City dispatches public health nurses to help Meadowood neighbors connect. The Cap Times, 1-30-10. http://host.madison.com/ct/news/local/health_med_fit/article_e00bd3eb-61d1-594d-950a-3f3af827201c.html
Public Health Madison & Dane County turns attention to neighborhoods, violence prevention. The Isthmus, 12-15-11. http://www.thedailypage.com/isthmus/article.php?article=35452
Southwest Madison Community Organizers. http://swmadison.org/
Week 15, May 2: education organizing, sex worker organizing (Student facilitator, education: Mary Johnson).
Readings, education organizing:
Oakland School Organizing http://www.piconetwork.org/migrated-documents/0016.pdf
Social Justice High School: https://www.solidarity-us.org/site/social_justice_high_school_born_out_of_struggle
Readings, sex worker organizing:
Kamals Kempadoo, Globalizing Sex Workers Rights. Canadian Women's Studies. Volume 22, http://cws.journals.yorku.ca/index.php/cws/article/viewFile/6426/5614
Jo Doezema, Now You See Her, Now You Don’t: Sex Workers at the UN Trafficking Protocol Negotiation. Social and Legal Studies, 2005, http://sls.sagepub.com.ezproxy.library.wisc.edu/content/14/1/61.full.pdf+html
Recommended:
Community Organizing For School Improvement http://steinhardt.nyu.edu/scmsAdmin/media/users/ggg5/Community_Organizing_for_School_Improvement_in_the_South_Bronx_-_Zachary_Olatoye_Mar_2001.pdf
The Promise Community Organizing For School Reform http://www.scholarsstrategynetwork.org/brief/promise-community-organizing-school-reform
Chicano Student Walkouts https://griid.org/2013/03/03/this-day-in-resistance-history-1968-chicano-students-walk-out-in-protest-of-racist-policies/
New Civil Rights Era http://www.usnews.com/news/articles/2013/10/29/education-reformers-say-its-time-for-a-new-civil-rights-era
Ambar Basu and Mohan J. Dutta, Participatory Change in a Campaign Led by Sex Workers: Connecting Resistance to Action-Oriented Agency. Qualitative Health Research, 2008. http://qhr.sagepub.com.ezproxy.library.wisc.edu/content/18/1/106
Deanna Kerrigan et al. Community empowerment among female sex workers is an effective HIV prevention intervention: a systematic review of the peer-reviewed evidence from low-and middle income countries. AIDS and Behavior, 2013, http://search.proquest.com.ezproxy.library.wisc.edu/docview/1364684153?accountid=465
Finals Period--May 13, 7:25pm. We will not meet during this time unless you organize us to, but all final assignments are due by this time.
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Example First Class Writing 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 except
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 is 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. I am especially interested these days in good examples of statewide organizing. As you may know, here in Wisconsin we are seeing dramatic changes in state policy that are effecting voters' rights, workers' organizing rights, women's rights, nature's rights, and educational rights. And the little organizing that has occurred following the demonstrations of 2011 has been wholly ineffective. So one of the books I am assigning for the semester is about Virginia Organizing--a statewide organizing group in the state of Virginia. They haven't been a complete success either, but I am hoping to learn some lessons from their example.
One of the other questions driving me is why we seem so reluctant to embrace conflict and confrontation. There seems to be a strong conflict-avoidance trend in community organizing, especially among the "faith-based" community organizing networks, that has reduced a lot of community organizing to a form of lobbying. There are some empirical questions behind this. Has there actually been an historical change in our culture that makes us more conflict avoiding? Is our avoidance of conflict strategies what is making community organizing less successful? This connects with my concerns about Wisconsin. Currently there is very little community organizing occurring in Wisconsin or even Madison. There are protests. There is lobbying. But there is very little power-based community organizing and I need to know why.
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,
along with a wide variety of other groups.
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 the famous ACORN most closely, but also with a number of unaffiliated neighborhood organizing groups in North America and Australia. I have helped such groups also by facilitating strategic planning and strategy development. I have worked with a southwest Madison community organizing effort, a neighborhood organizing project in Waukesha, WI. I have worked with an environmental organizing group in Monona, WI.
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.