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Sociology 134GJ: Global Justice Movements Summer 2012 Mondays, Tuesdays, Wednesdays, and Thursdays, 9:00 a.m. - noon in London, England John Foran, Instructor, Professor of Sociology E-mail: [email protected] Office Hours: Right after class during the lunch hour and at other times by appointment (I’ll also do lots of e-mail consultation) Summer Gray, Teaching Assistant E-mail: [email protected] * * * I’ll start by suggesting that what the global justice movement is doing right is trying to bring together people dedicated to change. For me, the secrets of their success lie in their inclusiveness – their ability to draw people together across their differences, the incredible creativity and joy that they bring to their actions (yes, changing the world should be fun!), their fearlessness, and the love they hold for each other (and I do think that emotions – of rage and anger, yes, but also of hope and love – can also hold us together), and their openness and willingness to try new forms of activism. They are doing all this with some striking tactics, and with achingly beautiful visions of a better world, and we should all be learning more about them, and getting involved ourselves, because the crisis we are living through is one of unprecedented proportion and danger, with the very real possibility of a deeply more horrifying world to come. But it could just as well turn out very differently. There are many paths to a better future, one worthy of us and for our children, and depending on the concrete situations that people face in different corners of the world, it should be no surprise that there are going to be different paths to the future we want. Plenty of luck and good weather would help too – the chances of the former being much greater than the latter, but that’s the whole point! – John Foran 2 Statement of Purpose and Course Description Movements advocating “justice” have collectively traced the limits of what human societies can and cannot achieve through utopian projects of active engagement. And attempts at large-scale social change have been dramatic and controversial affairs in the lives of societies, at least since the French revolution of 1789 – think of the Chinese and Russian revolutions, Cuba, Iran, and the fall of the Berlin Wall, for a start. The twentieth century was fundamentally shaped by this handful of full-on “social revolutions” – which may be defined as “rapid, basic transformations of a society’s state and class structures … accompanied and in part carried through by class-based revolts from below.” These relatively rare events have provided enormous inspiration for millions of people around the world, but too often have gone on to disappoint them as they fell short – inevitably – of the dreams their makers. In the twenty-first century, the nature of movements for what we might now call radical social change1 has itself changed, as radical activists, reformers, dreamers, and revolutionaries globally have pursued nonviolent paths to a better world, intending to live and act as they would like that world to be. That is, the ends of justice no longer are held to justify the means of violence, but the means of non-violent resistance reflect and guarantee the ends that they seek. One of the rallying cries of many of the new century’s movements has been “global justice.” The global justice movement, or better, global justice movements (in the plural) consists of people who work on numerous inter-related issues related to militarism, climate change, labor struggles, feminism, indigenous rights, taking control away from transnational corporations and the global regulatory institutions such as the World Trade Union (the WTO) and World Bank, or even doing away with capitalism altogether. This course will explore three ongoing experiments with profound social change: the global justice movement, a world-wide network of activists whose members have undertaken countless local struggles for social justice, in all corners of the world, with roots in the Zapatista uprising in Chiapas, Mexico, in 1994, and including the United States, where a major victory was won when demonstrators shut down the Seattle meetings of the WTO in late 1999 Radical social change means, for me, “a deep transformation of a society (or other entity such as a community, region, or the whole world) in the direction of greater economic equality and political participation, accomplished by the actions of a strong and diverse popular movement.” This covers many situations, including the social revolutions above, whether coming to power through armed struggle (Cuba, China, Russia), elections (Chile, Kerala, Venezuela, Bolivia, or Ecuador), or popular uprising (Iran in 1978 and Egypt and Tunisia in 2011). It includes global social movements such as the global justice movement and movements not aimed at taking state power such as the Zapatistas and Occupy. “Radical social change” is thus the most encompassing of all these terms, broader and more relevant today than “revolutions.” 1 3 a promising global climate justice movement that has emerged behind the slogan “System change, not climate change!,” making demands for a socially just, scientifically appropriate, ambitious, and legally binding climate treaty. To get such a treaty, governments who do not want to vote for it, or whose short-term interests and economic elites are not served by signing, will need to be persuaded and/or possibly forced to do so by their own citizens and Earth citizens everywhere, and the Occupy Wall Street movements in the United States, which soon became Occupy Everything and Occupy Planet Earth, and which have reopened paths to radical social change in the here and now, including the Arab Spring of 2011 The locations of these three great movements – still in the process of emerging and defining themselves – are many: Tunisia – Egypt – Seattle – Chiapas – Paris – Mexico City – Prague 1968 – Kerala – Bolivia – Iceland – Venezuela – Syria – Argentina – Athens – London – Porto Alegre – Dakar – Mumbai – Madison – Madrid – Ecuador – Uruguay – Benghazi – Copenhagen – Barcelona – Yemen – Durban – Rio – Oman – France (again) – Seoul – Tehran – Oaxaca – Japan – Bahrain – Occupy Wall Street – Occupy Oakland – Occupy Everywhere – Occupy Planet Earth – it’s a long list if we know our histories of the present, with no end in sight. London and the United Kingdom have historically played important parts in struggles for a better world: struggles for democracy that go back to the thirteen-century Magna Carta or the seventeenth-century English revolution, the movement that led to the abolition of slavery in the early nineteenth-century, the women’s movement for the vote before and after World War 1, labor movements and socialist politics which secured for the U.K. a modern, European-style social welfare state after World War 2, and since then, peace movements, anti-nuclear movements, the Greenham Common women against U.S.-cruise missiles in Europe, the young people of Climate Camp, today’s student movements, Occupy London, and many more. Our course is a study of twenty-first century movements for global justice, with special emphasis on the U.K. and London. For each of our cases, we will investigate such questions as: What have been the causes of these movements for change? Why did the happen when and where they did? Who has participated, and why? What visions of the ideal society have their participants put forward? What have been their strategies for achieving global justice? What obstacles have each of the movements confronted, and how much success – whatever that means – have they experienced? What explains the outcomes to date of these dramatic struggles, and what lessons do they hold for us? Finally, we will think about whether there are likely to be further movements for radical social change in the future – in our lifetimes, and if so, what forms these might take, and how they could have different (hopefully, better) outcomes than such movements have had in the past. Are they something that some of us would want to be part of? How would we do that? The purpose of this course, then, is to get our heads round the reality that we now live on an Earth in a state of considerable crisis and to explore the implications of this for living in a better future. 4 My Philosophy of Teaching and Learning I consider teaching a radical act… and don’t forget that the Latin root of the word “radical” actually means “going to the root”! Learning and teaching are complex, endlessly fascinating collaborations. I learn enormous amounts from the students in my classes, whom I consider companions on an intellectual, potentially life-changing journey. My goals for my classes and myself include honing our critical thinking skills, improving on the ways we write and speak, acquiring the ability to work collaboratively, learning the art of applying theoretical concepts to actual historical and contemporary situations, and making connections between what we study and how we live. In the course of more than twenty years of university teaching, I have come to value interaction, participation, and exchange – discussion in its many forms – as the best way to teach and learn. So we will teach and learn from each other. We will do this through a variety of learning approaches, including discussions of many kinds, student-led presentations, mini-lectures, incredible guest speakers, a novel, short video clips, field trips, and films, In the next 26 days, I will ask each of you to do a lot of reading, thinking, discussing, and writing; my pledge is that engagement with these materials should prove a rewarding – and, who knows? – quite possibly, a life-changing experience. Texts There will be a “good” amount of reading in this course, and you will be reading over the weekends. The good news is that you decide what to read and how much of to read carefully. You should find this includes some exciting and inspiring materials you can’t find elsewhere, and which could change the way you view the world! One book is required for this course, which you should purchase on Amazon, if possible, before leaving the U.S. and bring to London: Saci Lloyd, The Carbon Diaries 2015. London: Holiday House. 2010. All other course readings are posted on our GauchoSpace for the class. Let me know if you have any problems accessing them. Students with Disabilities This course welcomes and accommodates all interested students. Students with disabilities who require accommodations to fully participate in course activities or meet course requirements should speak to the Disabled Students Program, as well as the instructor. If you qualify for services through the DSP, please turn in a letter of accommodation to the instructor. 5 We will do everything possible to accommodate your individual needs. For more information, go to http://dsp.sa.ucsb.edu/ GauchoSpace … … is indispensible to our work, so check it regularly – https://gauchospace.ucsb.edu/ – and that means you have to be on e-mail regularly as well. Course Requirements Policy on Plagiarism The following quote is from the syllabus of Dr. LeeAnn G. Kryder, for Writing 109AC: “Plagiarism is stealing. It is the copying of a part, or the whole, of another person’s work while promoting the text as if you created it. Avoid plagiarism by acknowledging the author or source of that idea or text. Plagiarism may jeopardize a student’s entire career” (note that I cite my source here). If we detect plagiarism on any assignment (be aware that internet plagiarism is among the easiest to detect), you will receive an F for the assignment, and quite possibly for the course, as well as face potential disciplinary action from the University. Now for the fun stuff! Everyone is expected to attend all class meetings and to prepare reading assignments in order to participate fully in discussions. We know that speaking in class is difficult for some – perhaps many – students, and we will all work together to ease the burden of this. For help, see “On talking in class” on GauchoSpace. Participants will be asked on occasion to facilitate the discussion in various ways, which we will work out together in class. You should consult “How to Make a Good Presentation” before you undertake this important class contribution. We will conduct the class in a discussion-based way most of the time, so you must be prepared to participate at every meeting. Attendance and Participation Attendance at all class meetings is indispensable for making this course a success for all of us. Class participation will be measured by attendance and participation in class, volunteering once for presenting a reading, and general engagement with the materials. You may ask for the occasional excused absence but I will have to see the reason for it within 24 hours of the missed class, if not in advance, in order to honor your request. It is always greatly to your advantage to attend class, as I will consider your participation to adjust final grades up or down. The Written Assignments Please note: The format guidelines for all papers in this course are 1” margins all around and 12 point size. We would like all papers double-spaced, and printed on both sides (if possible). 6 Book review (twenty percent) On Tuesday, July 10, you will be asked to bring to class a book review of no more than 3 double-spaced pages on Saci Lloyd’s novel, The Carbon Diaries 2015. Do not use your space to summarize the novel. Beyond that, we have no set expectation for this review, other than to see you engage with the book, analytically and/or emotionally. Be sure to state the reasons for your views, and back them up with evidence, quotations, and reference to specific page numbers. If you plagiarize your review, you will receive an “F” for the course. Short reaction papers (forty percent) During the quarter you should write two short “reaction” papers – each of no more than 3 double-spaced pages. These should cover one of the issues raised for you by the course materials or class topics, whether analytic or emotional. In many cases a good way to proceed is to present information, discuss a theory, identify a controversy, etc., then state your point of view, and back it up with reasons and evidence. We want to know what you think, so please do not waste valuable space in summarizing texts! Your short reaction papers may take any of the following forms: A critical discussion (not a summary) of the current class readings, brought to the class on the day we discuss the piece, or on the day after we discuss it A discussion (not a summary) of one of the in-class video clips or films we watch, due within two class meetings of the screening A critical analysis of a news item – see list of news sources below – with the item attached A review of a relevant film, talk, or event attended outside of class, agreed with the instructor Final essay (forty percent) One longer essay of up to five double-spaced typed pages will constitute forty percent of the grade for the course. The essay options are found at the end of this syllabus. The essay must be completed and brought to class by 9 a.m. on Thursday, July 19. * * * Thus, you can schedule your own work this term, know the questions well in advance, and focus on the topics that you find most interesting! With this comes the responsibility for careful planning and organization of your assignments, needless to say. 7 Writing Resources The class GauchoSpace contains several excellent guides on how to write well for this class and all your classes, by John Foran, Chris Bickel, and Manuel Callahan. It is well worth your while to study these before every piece of writing you do this summer (and for other classes as well), until you feel you have mastered and can practice what they say. Following the News: Tracking Current Issues As the occasion arises, we may discuss current events, so please feel free to share news with the class, especially if you are moved to report on the news for a reaction paper. Excellent resources, among others, are: The Guardian (the United Kingdom’s best newspaper): http://www.guardian.co.uk/ BBC News (England and U.K.’s news source of record): http://www.bbc.co.uk/ Amy Goodman’s Democracy Now!, the best source of progressive global political journalism in the U.S.: http://www.democracynow.org/ www.tomdispatch.com – the weblog of U.S. historian and writer Tom Engelhardt is in my view the world’s best English-language website for critical analysis of global social movements, U.S. foreign and domestic policy, and the multiple crises of contemporary capitalist globalization. You can subscribe to this at the website. Course Topics and Reading Assignments Week One: The Crises of Globalization and the Need for Global Justice Monday, June 25. First meeting: starting up… Introduction to the course, and first class discussion. We will also start to screen Capitalism Is The Crisis: Radical Politics in the Age of Austerity (directed by Michael Truscello, 2011, 99 minutes), a radical documentary that examines the roots of the Great Recession and a shows a variety of paths out of the current crisis, including that of the global justice movement, http://topdocumentaryfilms.com/capitalism-is-the-crisis/ NOTE: Reading to be done before class starts 8 Rebecca Solnit, “Iceberg Economies and Shadow Selves Further Adventures in the Territories of Hope” (December 21, 2010), 1-6, http://www.tomdispatch.com/archive/175335/ Tuesday, June 26. A Crisis of Globalization Today, we will explore the nature of the several global crises that humanity faces in the 21st century, including poverty/inequality, militarism, economic fragility, and climate change. Readings Andy Kroll, “Unemployed: Stranded on the Sidelines of a Jobs Crisis” (October 5, 2010), 1-8, http://www.tomdispatch.com/archive/175304/ Anup Shah, “World Military Spending,” 1-9, http://www.globalissues.org/article/75/world-militaryspending#WorldMilitarySpending Michael T. Klare, “A Tough-Oil World: Why Twenty-First Century Oil Will Break the Bank – and the Planet” (March 13, 2012), 1-5, http://www.tomdispatch.com/archive/175515/ Christian Parenti, “Reading the World in a Loaf of Bread: Soaring Food Prices, Wild Weather, Upheaval, and a Planetful of Trouble” (July 19, 2011), 1-4, http://www.tomdispatch.com/archive/175419/ Film/video We will complete our screening of Capitalism Is The Crisis: Radical Politics in the Age of Austerity today, and discuss it in class. Wednesday, June 27. A Beginner’s Guide to Global Justice and Radical Social Change Today, we will looks at some of the ways in which social movements for radical social change in the name of global justice have emerged in response to the threats faced by an earth in crisis. Readings Rebecca Solnit, “The Butterfly and the Boiling Point: Charting the Wild Winds of Change in 2011” (March 20, 2011), 1-7, http://www.tomdispatch.com/post/175369/tomgram%3A_rebecca_solnit% 2C_hope_and_turmoil_in_2011/ John Foran, “From Critical Globalization Studies and Public Sociology to Global Crisis Studies and Global Justice Work: A Manifesto for Radical 9 Social Change,” New Global Studies 4 (2) 1 (2010), 1-15, http://www.bepress.com/ngs/vol4/iss2/1 Jonathan Schell, “How Empires Fall (Including the American One)” (March 1, 2012), 1-8, http://www.tomdispatch.com/archive/175510/ John Holloway, “Break,” part I of Crack Capitalism (London: Pluto Press, 2010), 1-10 Film/video The Shape of Water (2006, directed by Kum-Kum Bhavnani, 71 minutes) Thursday, June 28. London in Crisis: The Unseen Tour… Today, we embark on a fieldtrip to see some of the effects of globalization on the people of London. Readings Dave Zirin, “Mind the Gap: London’s Olympic Games Are Falling Down” (May 30, 2012), 1-2, http://www.thenation.com/blog/168131/mind-gaplondons-olympic-games-are-falling-down Susan Watkins, “Blue Labour,” New Left Review (May-June 2010), 5-15 Simon Rogers and Hélène Mulholland, “Poverty is shifting from inner to outer London,” Guardian (April 11, 2012), 1-2, http://www.guardian.co.uk/uk/2012/apr/11/poverty-shifting-outer-londonreport Week Two: Roots and Visions of the Global Justice Movement, 1994 to the Present Monday, July 2. It all (maybe) began with the Zapatistas… Today, we explore the rise of a global justice movement and its roots in the Zapatista uprising of 1994. Readings Wikipedia, “Zapatista Army of National Liberation,” 1-9, http://en.wikipedia.org/wiki/Zapatista_Army_of_National_Liberation 10 Subcomandante Marcos and EZLN excerpts in Subcomandante Marcos, Shadows of Tender Fury: The Letters and Communiqués of Subcomandante Marcos and the Zapatista Army of National Liberation, translated by Frank Bardacke, Leslie López, and the Watsonville, California, Human Rights Committee (New York: Monthly Review Press, 1995), 80-82, 170-3, 191-3, 209-15, 229-39 Michel Lowy, “Sources and Resources of Zapatism,” in Daniel Castro, editor, Revolution and Revolutionaries: Guerrilla Movements in Latin America (Wilmington: Scholarly Resources/Jaguar Books on Latin America, 1999), 215-19 Wikipedia, “Anti-globalization,” 1-14, http://en.wikipedia.org/wiki/Antiglobalization_movement Film Zapatista! (1998, produced by Benjamin Eichert et al., Big Noise Films, 54 minutes) Tuesday, July 3. Visions of Global Justice Today, we will discover the movement through its own self expressions. Readings Anonymous, A User’s Guide to Demanding the Impossible (Brooklyn: Autonomedia, 2010) “Capitalism Has Only Hurt Latin America” (an interview with Evo Morales), Der Spiegel (August 28, 2006), 1-6 Amory Starr, Global Revolt: A Guide to the Movements against Globalization (London, Zed Press, 2005). Access and skim some of the book on: http://books.google.com/books?id=gU55Y5D83wcC&printsec=frontcover &dq=Global+Revolt:++A+Guide+to+the+Movements+against+Globalizat ion&hl=en&ei=4nuRTcvFFJS8sQOCkPjeDg&sa=X&oi=book_result&ct= result&resnum=1&ved=0CCkQ6AEwAA#v=onepage&q&f=false Film This is What Democracy Looks Like (2000, Big Noise, 69 minutes) 11 Wednesday, July 4. The Girl in the Café Today, we will take a pause in our reading to look at a delightful feature film about global justice with a U.K. story-line set in the period of the Tony Blair Labor Party government (1997-2007), and showing the power an individual may have to effect change at a global level. Readings Wikipedia et al., The Girl in the Café, 1-4 Film/video The Girl in the Café (directed by David Yates, starring Bill Nighy and Kelly Macdonald, Tightrope Pictures, 2005, 95 minutes). Thursday, July 5. Manifestos and Strategies for Global Justice Activists Today, we continue our work on understanding the outlooks and perspectives of the global justice movement… Readings Ana Sofia Suarez and Shimri Zameret, “A Manifesto for Regime Change on Behalf of All Humanity,” The Guardian, 14 October 2011, 1-2, http://www.guardian.co.uk/commentisfree/2011/oct/14/manifesto-globalregime-change Porto Alegre Manifesto, February 20, 2005, 1-3, http://www.zmag.org/sustainers/content/200502/20group_of_nineteen.cfm CLIMATE SIREN - 23 JUNE 2012, “We are calling for a great effort of civil disobedience in the UK,” 1-2, www.climate-siren.com Declaration of the Social Movements Assembly, World Social Forum, February 10, 2011, Dakar, Senegal, 1-3 Video clip Shimri Zameret, one of the authors of an “A Manifesto for Regime Change on Behalf of All Humanity,” refused to be conscripted into the Israeli when he left school in protest to the illegal occupation of the Palestinian territories and spent almost two years in prison: http://www.youtube.com/watch?v=O9r7MiZjt6I 12 Week Three: Global Climate Justice Monday, July 9. A Glimpse of the Future Today, we will take a first look at how climate change results from the social system that we know and live in, and we will screen the film, The Age of Stupid (directed by Franny Armstrong, with Pete Postlethwaite, One-Off Productions, Ltd, 88 minutes). Readings John Urry, “High carbon lives,” from his book Climate Change and Society (Cambridge: Polity Press, 2011), 48-65 Madeline Ostrander, “When Words Fail: Does a Warming World Need a New Vocabulary?” (September 19, 2011), 1-5, http://www.yesmagazine.org/planet/when-words-fail-does-a-warmingworld-need-a-new-vocabulary Joel Kovel, “A Conference that will live in Infamy,” Capitalism Nature Socialism 21 (1) (March 2010): 1-2 John Foran and Richard Widick, “Breaking the Stalemate on Climate Change: The Long Road from Durban,” 1-14 Frances Moore Lappé, “Free Your (Eco) Mind” (April 12, 2012), 1-6, http://www.commondreams.org/view/2012/04/20-10 Video clip Patrick Bond of the Centre for Civil Society, University of KwaZulu Natal, South Africa, on climate change and climate activism, http://systemchange.ca/?page_id=21 Tuesday, July 10. A Glimpse of London’s Future in 2015 Today, we’ll look first at one possible future for London by exploring Saci Lloyd’s The Carbon Diaries 2015, with the author, guest speaker Saci Lloyd. Note: Your book reviews of The Carbon Diaries 2015 are due today in class. Wednesday, July 11. Visions of the Global Climate Justice Movement Today, we will “listen” to some of the voices of the global climate justice movement, and try to figure out what it stands for. Note: class may end early today. 13 Readings Camp for Climate Action, 1-3, http://climatecamp.org.uk/about Bolivian UN Ambassador Pablo Solon on the World Peoples’ Summit on Climate Change and Rights of Mother Earth, Democracy Now! (April 19, 2009), 1-4, http://www.democracynow.org/2010/4/19/bolivian_un_ambassador_pablo _solon_on World People’s Conference on Climate Change and the Rights of Mother Earth, “Universal Declaration of the Rights of Mother Earth,” Cochabamba, Bolivia (April 27, 2010), 1-3, http://climateandcapitalism.com/?p=2268 Sarah van Gelder, Madeline Ostrander, and Doug Pibel, “Climate Action: What Will it Take to Avert Disastrous Climate Change?” Climate Action, 52 (Winter 2010), 1-4, http://www.yesmagazine.org/issues/climateaction/climate-action-what-will-it-take-to-avert-disastrous-climate-change Danny Chivers, The No-Nonsense Guide to Climate Change, chapter 9: “What is it going to take?,” chapter 10: “What might a zero-carbon future look like?”; and chapter 11: “Ten top tips to save the planet,” 170-196 Video clip Tom Smith, “We’re Not Done Yet,” a remarkable interview with a young British climate activist who explains what is at stake for him and many other climate campaigners: http://yesmagazine.org/planet/were-not-doneyet Thursday, July 12. Left-Green Politics in the U.K. and Ecosocialism, or, perhaps, the Most Revolutionary Idea on Planet Earth “Ecosocialism” combines a critique of capitalism as the cause of the crisis of planet Earth with an alternative model for a future that would be ecologically advanced, economically just, and politically free. Today’s guest speaker, Derek Wall, has served as principal speaker for the Green Party of England and Wales, is a founder member of the Green Left, an anti-capitalist and eco-socialist current within the Green Party, and has authored a number of books, including The No-Nonsense Guide to Green Politics (Oxford: New Internationalist, 2010). Readings Derek Wall, The No-Nonsense Guide to Green Politics (Oxford: New Internationalist, 2010), chapter 6: “Strategies for Survival,” 104-127 14 Wikipedia, “Derek Wall,” 1-7, http://en.wikipedia.org/wiki/Derek_Wall Joel Kovel and Michael Löwy, “An Ecosocialist Manifesto” (September 2001), 1-4, http://www.iefd.org/manifestos/ecosocialist_manifesto.php Week Four: The Future of Global Justice Monday, July 16. 2011: Year of the Protestor Today, we take a look at the explosion of movements for radical social change around the world in 2011. Readings Time Magazine, “Year of the Protester” (December 14, 2011), 1-13, http://www.time.com/time/specials/packages/article/0,28804,2101745_21 02132_2102373,00.html Greg Burris, “Lawrence of E-rabia: Facebook and the New Arab Revolt,” Jadaliyya (October 17, 2011), 1-4, http://www.jadaliyya.com/pages/index/2884/lawrence-of-erabia_facebook-and-the-new-arab-revo Aditya Nigam, “The Arab Upsurge and the ‘Viral’ Revolutions of Our Time,” Interface: A Journal for and about Social Movements 4 (1) (May 2012), 165-177 Chris Hedges, “Why the Elites Are in Trouble” (October 10, 2012), 1-6, https://www.commondreams.org/view/2011/10/10-1 Video clip “Revolution in Cairo,” a special report from Frontline (this video may or may not be viewable from the U.K.): http://www.pbs.org/wgbh/pages/frontline/revolution-in-cairo/ Video clip Democracy Now!, Year of Global Uprisings, from the Arab Spring to Occupy Wall Street: A Special Look Back at 2011, January 2, 2012, http://www.democracynow.org/2012/1/2/year_of_global_uprisings_from_ the 15 Tuesday, July 17. Occupy the U.K., Occupy the UC Clare Solomon will be our guest today. She has served as President of the University of London Union, and is the co-editor of Springtime: The New Student Rebellions (London: Verso, 2011). Websites Please explore the websites Occupy California at http://occupyca.wordpress.com and After the Fall is Now: Communiqués from Occupied California at http://afterthefallcommuniques.info/ Readings Clare Solomon, “We felt liberated,” in Clare Solomon and Tania Palmieri, editors, Springtime: The New Student Rebellions (London: Verso, 2011), 11-16 “Communiqué from an Absent Future: On the terminus of Student Life,” in Clare Solomon and Tania Palmieri, editors, Springtime: The New Student Rebellions (London: Verso, 2011), 151-160, available at: http://wewanteverything.wordpress.com/2009/09/24/communique-froman-absent-future/ “Anti-Capital Projects: Q&A,” in Clare Solomon and Tania Palmieri, editors, Springtime: The New Student Rebellions (London: Verso, 2011), 165-169 Wikipedia, “Occupy London,” 1-10, http://en.wikipedia.org/wiki/Occupy_London Video clip University of London Union president Clare Solomon debates with Aaron Porter and Simon Hughes MP on BBC 2 Newsnight Programme, November 10, 2010, http://www.youtube.com/watch?v=IZZw2EBWtdM Wednesday, July 18. The Future of Global Justice: Why Not Occupy Everything? Today, we will consider the future of Occupy and the prospects and limitations of the global justice movements we have studied this summer. Readings Andy Kroll, “How Occupy Wall Street Really Got Started” (October 17, 2011), 1-4, http://motherjones.com/politics/2011/10/occupy-wall-streetinternational-origins 16 Rebecca Solnit, “Throwing out the Master’s Tools and Building a Better House,” Znet (November 11, 2011), 1-7, http://www.zcommunications.org/throwing-out-the-master-s-tools-andbuilding-a-better-house-by-rebecca-solnit Redux, “The Do-It-Yourself Occupation Guide” (2012)1-16, http://anarchistnews.org/content/do-it-yourself-occupation-guide-2012redux, Chris Hedges, “The Cancer in Occupy” (Feb 6, 2012), 1-5, http://www.truthdig.com/report/page2/the_cancer_of_occupy_20120206/, 1-5 David Graeber, “Concerning the Violent Peace-Police – An Open Letter to Chris Hedges” (February 9, 2012), 1-7, http://nplusonemag.com/concerning-the-violent-peace-police Video clip: Julian Assange show on Occupy: http://assange.rt.com/ [27:30] Thursday, July 19. The Struggle for Global Justice Never Ends… Today, we will conclude our work together with a variety of activities and reflections. Be prepared to share your thoughts on the course and to be surprised! The Essay Questions Due in class, Thursday, July 19 *** Choose One *** Your essay should be no more than five double-spaced typed pages (1” margins, 12 point size). Study the different parts of your question carefully before writing, and be sure to address each part. You must cite the readings in your answer to do a good job, in addition to ideas from class meetings, films and video clips, guest speakers, outside readings, and your own interpretations. We are looking for your own statement on the issues, indicating that you understand them, as well as the reasons for your views. Before you write an essay, it might be good to read or re-read John Foran, “Tips for Writers,” and Chris Bickel, “A Writer’s Guide,” at the front of the course reader. You’ll do better on the papers if you do all this! Note: Feel free to discuss the questions and your ideas with classmates, until you start writing, and with John or Summer at any point. The writing, and expression of arguments, must 17 be yours alone and should be shown to no one. If you do discuss the issues with classmates, simply note in writing on the essay whom you spoke with. Theme One: The Origins, Vision, and Prospects of the Global Justice Movement Why has the global justice movement arisen? What are its key issues, most compelling visions, and most promising strategies? Should non-democratic or violent strategies be considered by global justice activists? Why or why not? What is the potential of the global justice movement, in your view? Is a “global revolution” or a “post-capitalist” society possible in your lifetime? If yes, what would it look like, and how would it occur? If no, why not? Theme Two: Radical Social Change in 2011 and Beyond How did the world change in 2011? What do the Arab Spring and Occupy movements mean for the future of radical social change? Can democratic movements for global justice succeed in today’s world? If you believe they can succeed, why do you think this? If not, why not? Which aspects of the current crisis identified in our second class meeting can be resolved for the better, in your view, and how? What is likely to be the outcome of the crisis? Theme Three: The Ends of Global Justice Is a “global revolution” or a “post-capitalist” society possible to achieve in your lifetime? What would it look like, and how would it occur? Do you think you would ever contribute to radical social change, and if so, how? If not, why not?