Peacemaking
In Practice
Fall 2004
Office Phone: 574.535.7728
Home Phone: 260.471.7830 (no calls
after
Email: deanjj@goshen.edu
Office Hours: Monday, Thursday &
Friday
This course will study and engage
social problems and the agencies (NGOs, non-profits, Not-for-profits,
religious, and governmental) which deal with social problems through the
strategic use of nonviolence and conflict transformation. Students will be exposed to a variety of
methods and practical
strategies for nonviolent social change - particularly as it relates to the
urban context. The dynamics of conflict
will be considered in detail, both at the interpersonal and societal
levels. The course will focus predominantly
on practical skills, emphasize process-development rather than solution-generation,
and draw upon examples within
Students will:
1.
Briefly review the basic frameworks for understanding
interpersonal conflict and violence and the relationships between them.
2.
Briefly review the basic nature and roots of violence
and explore ways of addressing that violence.
3.
Briefly review the elements of constructive and
destructive conflict.
4.
Understand the components of healthy, non-reactive
communication, especially speaking and listening and increase personal skills
of peacemaking including listening, speaking, negotiating and problem-solving.
5. Engage in proactive (rather than completely reactive) strategic and tactical planning for social change.
6.
Learn the fundamentals of direct action organizing,
organizational skills and the nuts-and-bolts of organizational support and
structures.
Shaw, Randy. The
Activist’s Handbook: A Primer.
2001.
One independent (indy) media source
1)
Attend and actively participate in all class sessions
and activities.
2) Read all assigned readings. Specific readings and exercises have been designated.
3) Prepare a personal theory of social change
4) Prepare an analysis of internship organization
5)
Attend Plowshares Student Conference October 22-24
6)
Work with classmates to develop a campaign of
nonviolent social change, or a task force to tackle a specific urban peace and
justice issue they see in
1)
Evaluation and
final course grade will be based on the accumulation of points earned through
the following:
a. Class attendance and participation 35%
b. Personal Theory of Social Change 15%
c. Analysis of Internship Organization 15%
d. Plowshares Student Conference 10%
e. Group (all class) project 25%
2)
Grading scale:
90-100% A
80-89% B
70-79% C
65-69% D
64% and below F
3)
All work is due at the beginning of the class period
for which it is assigned. 5% will be deducted for the first 24 hours of
lateness and 10% for 24-120 hours (1-5 days). No work will be accepted later
than five days.
4)
This is a class that will discuss issues of systemic
violence. One way violence is
perpetuated is through language. One way
of addressing issues of inequality is by changing the type of language we
use. Therefore, it will be a policy of
this class to use inclusive language when writing or speaking, unless
specifically talking about one sex or the other. Instead of using the classic masculine
pronouns, alternatives should be used.
For example, people or humanity should be used instead of man or
mankind. Another example would be
writing something like this, "When approaching a violent situation one
should take into consideration the amount of personal danger in which one is
placing himself or herself," instead of something like this, "When
approaching a violent situation one should take into consideration the amount
of personal danger in which he is placing himself." The use of inclusive language is expected in
all assignments and will affect one's grade adversely if not put to use.
Projects
Personal
Theory of Social Change
In a Resource Book for a Living Revolution, the authors suggest that one of the best ways to maintain involvement with the on-going struggle for social change is to develop a theory of social change. A personal theory of social change allows one to “keep their actions consistent with their original intentions” (8). Of course theories need to be tested and do in fact change. In others words a theory will continue to develop and will not remain static. As a part of this course the student will develop a personal theory of social change. The theory should consider the following aspects:
Using resources to support their arguments, students should develop a reflective paper of no less than 5 pages and no more than 8 pages. A final version of the theory is due November 10. If students wish they may hand-in a draft of their theory on October 20.
Analysis
of Internship Organization
Using the charts and worksheets
found in “Part 1: Direct Action Organizing” in the Midwest Academy Manual students will create an analysis of their
internship organization. Special care
should be given to Chapter 6. The
history, issues, strategies, tactics, and type of organization should also be
considered. Students should include
documentation from the organization including brochures, articles, and personal
interviews as a part of their analysis. A paper of no less than 5 pages and no more than 8 pages should be
handed-in after the students showcasing of their internship sites on December 1
or 8.
Campaign
of Nonviolent Social Change
The students of the class will develop together and/or participate in a nonviolent social change campaign. As a group the students will work together to choose an issue, develop a strategy, consider and choose tactics, follow through with a public witness. Again, “Part 1: Direct Action Organizing” in the Midwest Academy Manual should be consulted. Significant use class discussion and interactions is expected. Three different project components are will be due:
·
October 6 – Group Project Issue/Topic Due. The group should let Dean know what topic
they have chosen and the process used for choosing the project. Please hand-in no less than .5 page and no
more than 2 pages.
·
November 3
– Group Project Plan/Strategy Due.
The group should hand-in a detailed plan for what is happening and what
will happen in relation to the project.
What are the goals of the group?
What roles are each person playing? Etc. Please hand-in no less than 2 pages and no
more than 4.
· December 15 – Individual Group Project Reflections Due. Each student should hand-in an evaluation of how the project. It should include a reflection of how he/she participated and how the others in the group participated. What roles did people take? How were the group dynamics? The student should also reflect on the overall success of the plan/project. What went well? What could have been better? The student should reflect on what he/she learned from the experience. Please hand-in no less than 4 pages and no more than 6 pages.
Grade for the project will be based
on individual participation (45%) and overall group work (55%). Group work includes the use of course
materials. The grade will not be dependent
on the perceived success or failure of the project goals.
Calendar & Assignments
1) September 1 – Intro/Overview/Review of Interpersonal Skills
View Eyes on the Prize Excerpts
2) September 8 – Group Dynamics/Process
Organizing Basics Part 1
View Veterans of Hope Video
Read War
Resisters League Handout
Read
3) September 15 – Tactics of Nonviolence Part 1 - Voter Registration
Read Shaw,
preface, introduction, 115-149
4) September 22 – Tactics of Nonviolence Part 2 with Matt Guynn
Read Shaw,
212-250
5) September 29 – Review of Theories of Violence/Nonviolence
Organizing Basics Part 2
Read
Holmes Handouts & War Resisters
League Handout
6)
October 6 – Visit Area Community,
Group
Project Issue/Topic Due
7) October 13 – Tactics of Nonviolence Part 3 with Matt Guynn
Read Shaw,
81-114
Dean at Peace and Justice Studies Association Conference
8) October 20 – Organizing vs. Leadership
View Veterans of Hope Video
View Eyes on the Prize Excerpts
Read Alinsky, xiii–80
Optional Draft of Social Theory Due
9)
October 27 – No
Class Attend Student Conference
10) November 3 – Organizing vs. Leadership
Terrorism vs.
Nonviolent Direct Action
Read Alinsky, 81-196
Group
Project Plan/Strategy Due
11) November 10 – Proactive Agenda Setting
Read Shaw,
1-45, 251-275
Theory
of Social Change Due
12) November 17 – Organizing Basics Part 3
Facilitation & Participation in Meetings with Matt
Guynn
13) November 30 – Organizing Basics Part 4
Media & Fundraising
14) December 1 – Site Visits – Project Analysis Due
15) December 8 – Site Visits – Project Analysis Due
16) December 15 – Group Project and Class Discussion
Group Project Reflection Due