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ICNC Stipend for Ph.D. Thesis on Civil Resistance

January 8, 2016 by David Reinbold

View the 2015 Ph.D. Stipend Awardee and their topic

The International Center on Nonviolent Conflict announces its second Ph.D. Stipend Award in support of dissertation writing on civil resistance.

In 2015, ICNC has allotted $20,000 for up to three Ph.D. thesis stipends (last year’s awards ranged from $3,000 to $10,000) that are offered on an open, merit and competitive basis to Ph.D. students who have completed at least the first year of Ph.D. studies and made progress in formulating Ph.D. research topics that are either focused entirely on civil resistance or might benefit from that focus.

Eligibility and Requirements

Ph.D. students who have completed at least the first year of Ph.D. studies at a recognized university and have at least two more years to finalize their doctoral dissertations are encouraged to apply. The Ph.D. thesis itself, or one of its main areas of focus must be relevant to civil resistance studies (This link brings you to ICNC’s universal e-classroom, which offers a comprehensive list of topics relevant to civil resistance studies. Upon registration a person gains access to videos, presentation slides and reading materials assigned to specific civil resistance-related topics). In addition to the Ph.D. thesis proposal, interested applicants are asked to submit a 1,500-word review of civil resistance literature (this link brings you to a comprehensive bibliography of known civil resistance-related literature, which was developed by April Carter, Howard Clark and Michael Randle over a number of years). The main goal of the review is to highlight analytical and empirical relevance of civil resistance literature to the main topics, arguments, case studies or/and possible findings of the Ph.D. thesis.

How to Apply

Applicants need to fill out the online application form, which includes:

  1. Ph.D. thesis proposal which clearly explains research inquiries, arguments and cases included in your thesis. Please emphasize the study of civil resistance, clarifying how the stipend will help enhance both your thesis and the field of civil resistance more broadly.;
  2. Literature review on civil resistance which explains relevance of the scholarship on civil resistance to arguments, analysis and cases that are developed in the Ph.D. thesis. Prior to preparing the literature review applicants are strongly encouraged to review an online guide to civil resistance literature as well as a selected list of main bibliographical entries on civil resistance;
  3. CV;
  4. Copy of a Ph.D. transcript indicating grades earned thus far;
  5. Writing sample no longer than 1,000 words that has not been published.

Application Deadline

The deadline for application submissions is April 13, 2015. The length of the review process will be determined by the number of applications, though decisions should be made four to six weeks after the deadline.

Stipend distribution

The Ph.D. stipend will be disbursed in installments. The installments will be made based on an agreed-upon schedule for the submissions of relevant reports and assessments. Each installment will be made contingent upon positive evaluation of the submitted work and satisfactory progress toward the dissertation’s completion.

Research topics currently of interest to ICNC

Sample research topics that applicants are encouraged to consider include (but are not limited to):

Formation of civil resistance movements
Coalitions and their purposes
The conceptual, ideational, and psychological basis of movement mobilization
Sustaining civil resistance movements and building movement resilience
Short- and long-term impacts of civil resistance on society, politics, and institutions
Impacts of civil resistance on identities, culture, and individual and collective behavior and aspirations
Civil resistance and political transition processes
Civil resistance and negotiations
Different phases of civil resistance movements
Different leadership, organizing, and decision-making processes within civil resistance movements
Civil resistance in violent environments or in fragile states
Civil resistance and prevention of major atrocities
Civil resistance and violent non-state actors (e.g. organized criminal syndicates, paramilitary groups or radical flanks)
Civil resistance against structural violence
Civil resistance against corruption
Civil resistance against abusive exploitation of natural resources
Civil resistance and alternative self-organized economic, political, educational, or judicial systems
Civil resistance and international human rights norms
Civil resistance and violent repression
Civil resistance, new technologies and media
Civil resistance and the maintenance of nonviolent discipline
The impact of civil resistance on defections by the supporters of a movement’s opponent
Civil resistance movements that have not succeeded: lessons learned
Unknown or little-understood cases of civil resistance struggles in the past or recent history, particularly if they can shed more light on some of the above-listed themes
The impact of external third party (i.e. states, multilateral institutions, INGOs, international journalists, diaspora groups) action on civil resistance movements

Contacting ICNC

Inquiries should be directed via email to AcademicInitiative@nonviolent-conflict.org. No phone calls, please.

Filed Under: Academic Support Initiatives, Scholars and Students

2015 Ph.D. Fellowship Awardees

January 8, 2016 by David Reinbold

In 2015, we received a total of 16 applications from Ph.D. candidates and awarded 1 stipend of $6,000 in support of research on civil resistance. The goal of the stipend is to assist awardees in expanding their analytical, empirical and methodological tools of inquiry and incorporate into their Ph.D. thesis writing a civil resistance perspective – its literature, as well as theoretical and strategic frameworks. Also included in this year’s PhD thesis award is a temporary mentorship from an ICNC academic advisor, Dr. Kurt Schock, Associate Professor of Sociology and Global Affairs, Rutgers University.

The 2015 Ph.D. Fellowship awardee:

arin_ayanian_headshotArin Ayanian received her MA in psychology from the American University of Beirut (AUB), in Lebanon. For a three year period, she worked as an instructor of Psychology courses at AUB and a research assistant on several projects revolving around intergroup relations in Lebanon. Presently, Arin is a final year PhD candidate in social psychology at the University of St Andrews, in Scotland.

Arin’s PhD research project is under the supervision of Dr. Nicole Tausch. It examines the social psychological processes underlying engagement in collective civil resistance/action in risky contexts. Through merging the various literatures on civil resistance, social movements, and collective action, she advances a social psychological model of risky collective civil resistance/action, and tests this model in various contexts; Egypt, Russia, Hong Kong and Turkey. The model mainly argues for a galvanizing effect of likelihood of risk on collective civil resistance/action through fueling anger, shaping efficacy beliefs and strengthening identification with the protest movement.

As for her general research interests, they revolve around intergroup relations and processes; specifically antecedents and consequences of radicalization, prejudice and discrimination, and conflict resolution.

Tentative title: How Risk Perception Shapes Collective Civil Resistance Intentions in Repressive Contexts

Abstract: My PhD research project is under the supervision of Dr. Nicole Tausch. We examine the social psychological processes underlying engagement in collective civil resistance/action in risky contexts. We advance a social psychological model of risky collective civil resistance/action through merging the various literatures on collective action, civil resistance, and social movements, and testing this model in various contexts; Egypt, Russia, Hong Kong and Turkey. The model emphasizes a galvanizing effect of likelihood of risk on collective civil resistance through fueling anger, shaping efficacy beliefs and strengthening identification with the protest movement.

What is interesting and unique in the research project is the merging of the various literatures on civil resistance, social movements, and collective action, and testing their main arguments of motivation to be engaged in risky civil resistance/movements/actions using quantitative data, taking the individual as the unit of analysis. It gives the various literatures a new outlook. I introduce to the social psychological literature of collective action the need to study the relation between repression and collective action intentions, and to the social movement and civil resistance literatures the testing of their main propositions, such as the role of outrage, identity, agency and mobilization of support for protest movement, with an emphasis on micro level processes (individual level variables) and the use of quantitative data and advanced statistical tools.

As part of my ICNC PhD thesis award I will aim to publish two academic articles. In my first article, I will summarize the results of the three survey studies conducted in Russia, Hong Kong and Turkey, and whenever appropriate and possible will integrate theoretical and practical lenses of civil resistance studies. I will also aim to publish a thorough general review article where I merge the literature on civil resistance and the social psychology literature on collective action. The article will attempt to highlight how the two literatures can complement each other and contribute for further empirical studies that can investigate different aspects of collective resistance/action by acknowledging and amalgamating the advances and limitations in each discipline.

Filed Under: Academic Support Initiatives, Scholars and Students

Curriculum Fellowship Awardees 2015

January 4, 2016 by David Reinbold

In 2014, ICNC launched its new curriculum fellowship to support development of courses on nonviolent conflict and promote teaching in the growing field of civil resistance studies. This year, ICNC has selected six fellows to help them introduce or expand existing curricular and educational activities in the field of civil resistance at their universities and colleges. Our 2015 curriculum fellows teach in the United States and Canada.

2015 Fellows include:

jeneve_brooks_photoJeneve Brooks is an Assistant Professor of Sociology at Troy University – Dothan Campus in Dothan, AL. Her research examines how to build more peaceful and inclusive societies.  Specifically, her published work focuses on protest music, social movements, political psychology, mass media/popular culture, emotions, race relations, and much more.  Jeneve has contributed to Music Sociology: An Introduction to the Role of Music in Social Life (Horsfall, Meij, and Probstfield 2013) and has written journal articles for Theory in Action, Music and Arts in Action and Race, Gender, and Class.   Jeneve is committed to bridging the divide between races and cultures and organized a Dialogue on Race Relations event in Dothan, AL which brought together law enforcement, politicians, clergy, and activists to respond to the growing concerns over the racial divide, both nationally and locally. In addition, her commitment to social justice pedagogy was featured on The Teaching Research and Innovations’ Library for Sociology’s website for a curriculum she developed entitled “Exploring Home Ownership, Residential Segregation, and the Growing Racial Wealth Gap.”  Jeneve is also the co-organizer for the regional Wiregrass Blues Fest and is involved in a variety of progressive movements ranging from peace movement mobilization to prison reform.

Course title: “Social Change” (Fall 2015)
Location: Troy University, Dothan, Ala.

Abstract: This course emphasizes civil resistance and social movements and the vital role of music in progressive social movements. Specifically, the course introduces students to the strategy of non-violent civil resistance and how it has been particularly effective in eliciting long-term social change.  The course focuses on several case studies of civil resistance movements in various countries and highlights diverse readings offered by  the International Center for Nonviolent Conflict’s (ICNC), including texts by Maciej Bartkowki, Peter Ackerman, Jack Duvall Erica Chenoweth, Maria Stephan, and Robert Helvey.  The course also highlights music’s significant role in progressive social change efforts, utilizing Dorian Lynskey’s comprehensive 33 Revolutions Per Minute: A History of Protest Songs from Billie Holiday to Green Day. In addition, the course incorporates  ICNC’s Universal E-Classroom. The focus on nonviolent civil resistance is particularly useful and enlightening for students living in the south. given the strong and pervasive military culture in Alabama. These expanded resources available through the ICNC website enable students to more deeply understand that nonviolent civil resistance strategies are often more effective in bringing about lasting social change than what can be achieved through violent means.

Jacob Mundy is an Assistant Professor of Peace and Conflict Studies at Colgate University where he also contributes to African and Middle Eastern studies. His research explores issues of civil conflict and foreign intervention in northern Africa. He has conducted fieldwork in Western Sahara, Morocco, Algeria, and Libya. In addition to several journal articles and other publications, is books include Western Sahara: War, Nationalism, and Conflict Irresolution, The Postconflict Environment, and Imaginative Geographies of Algerian Violence. His research on civil resistance includes an award-winning article coauthored with Maria Stephan and a book chapter coauthored with Stephen Zunes, recently published in the collection Civil Resistance and Conflict Transformation: Transitions from Armed to Nonviolent Struggle.

Course title: Strategic Nonviolent Conflict: Theory, Practice, & Critique (Fall 2015)
Location: Colgate University, Hamilton, New York

Abstract: One of the most profound developments to emerge in field of the peace and conflict studies over the previous century is the rise of strategic nonviolent conflict as the most effective form of waging mass civil resistance. Though the results of the Arab Spring have led to some irrational cynicism regarding the efficacy of waging strategic nonviolent conflict as a tool of reform, revolution, or independence, the long-term trends speak for themselves. Social movements that strategically adopt nonviolent tactics are far more likely to succeed over movements that strategically opt for violent methods. Nonviolent movements are also more likely to achieve durable democracies than forms of violent revolutionary change. The objective of this course is to introduce students to these trends and to help them develop the intellectual resources to understand them. To meet this objective, the course has these learning goals:  understand the basic concepts and theories of social movements; explore the global geography of strategic nonviolent conflict in the modern period, the theories of success and failure outlined at the beginning of the course.

mahbub hasan photo 2bMahbub Hasan is a passionate educator and social worker. He is a Faculty member (part time) at Centennial College and teaches courses on Power and Social Movements, Social Policy and Community Development.  He also works with the Licensing International Engineers into the Profession (LIEP) program of University of Toronto. Dr. Hasan is a lifelong learner. He has an MA degree in Modern History, M.Phil in Ethno-history, and Ph.D in Anthropology from University of Dhaka. He has certificates in Project Management and Communications from University of Toronto. He has received training on Social Work from Ryerson University.

Dr. Hasan’s research and training interests lie in human rights, good governance, livelihood, ethnicity and civil resistance. He conducted his Ph.D research on the Well-being and Entitlement of People in the Local Government System of Bangladesh. He authored a book titled Livelihood of the Santals: Contemporary Change Dynamics (Dhaka, 2006). He co-authored a book on community mobilization through grassroots journalism (Dhaka, 2010). He also wrote articles on the language movement of 1952 and independence struggle of 1971- two major civil resistances in Bangladesh History. As an international development worker, Hasan worked in North America, Europe and Asia through Council of Agencies Serving South Asians, ActionAid, VSO, CIDA, and worked with poor and marginalized communities to fight against poverty and injustice during 1998-2013.

Course title: Power and Social Movements  (Fall 2015)
Location: Centennial College, Toronto, Ontario, Canada

Abstract: This is a complementary curriculum unit with the existing “Power and Social Movements” course of the Social Service Worker Program (two year post-secondary diploma) at Centennial College. The course focuses on the rise of social movements in challenging the inequitable distribution of power. It discusses past major civil rights movements, and examines strategies and actions of the present social movements. The present curriculum unit is aiming to further enhance the knowledge of students on social movements and civil resistance, and its importance to secure human rights, promote democracy and good governance. Students will learn the principles, strategies and tactics of the nonviolent civil resistance, and examine why it works in most of the cases. The modules emphasise community organizing and mobilisation principles and strategies for creating a social movement/civil resistance. The curriculum unit will develop understanding of community journalism and enhance skills in using social media tools for community mobilization. It will demonstrate how community journalism and social media can promote public awareness, advocacy and create social movements at the grassroots level. The curriculum unit will provide hands on training to the students who will learn to design a campaign, develop a movement action plan, and deliver a campaign effectively within specific time and resources. In this regard, project management processes, tools and techniques will be discussed for effective planning, outreach, community organizing, and mobilization of various stakeholders for a successful nonviolent social movement.  Moreover, this curriculum unit will connect students with ICNC resources and it will inspire them to study civil resistance and participate in the social movements.

boyka_stefanova_photoBoyka Stefanova is an associate professor in the Department of Political Science and Geography at the University of Texas, San Antonio.  She holds a Doctorate in Economics from the University of National and World Economy, Sofia (Bulgaria) and a Ph.D. in Political Science from the University of Delaware (2004).  Her research interests focus on political conflict, territoriality and politics in the context of European integration, and democracy in Eastern Europe. Her publications examine a variety of topics in these research areas. Dr. Stefanova has published three books: The War on Terror in Comparative Perspective: US Foreign and Security Policy after 9/11 (co-edited with Mark J. Miller) with Palgrave Macmillan (2007), The Europeanization of Conflict Resolution: Regional Integration and Conflicts in Europe from the 1950s to the 21st century with Manchester University Press (2011), and The European Union Beyond the Crisis: Evolving Governance, Contested Policies, and Disenchanted Publics (editor) with Lexington Books (2014).

Course title: Democracy and World Policy: The Citizens’ Perspective
Location: University of Texas at San Antonio

Abstract: The course in “Democracy and World Politics: The Citizens’ Perspective” studies the contemporary dimensions of mass politics, often described as a process of erosion of public trust in the traditional political institutions, but also as a process of consolidation of new pillars of democracy based on civic action. Civil resistance is a central theme in the course.  Developed in five modules, the study of nonviolent struggle explores the rising levels of global discontent and public demands for openness, reform, justice, rights, and good governance.  Building on concepts and theories of political behavior, civil society, social capital, new social movements, political protest, and transnationalism, the modules examine nonviolent struggle on the example of citizen initiatives, networks, and coalitions, as well as their strategies and tactics to bring about political change. Course participants explore the local aspect of civic action by studying the successes and failures of nonviolent struggles to end oppression, resolve frozen conflicts, achieve political independence, defend human rights, and restore justice.

wilson_-elizabeth-75Elizabeth A. Wilson is Assistant Professor of Human Rights Law at the School of Diplomacy and International Relations, Seton Hall University.  Her areas of specialization include public international law, international human rights law, transitional justice, international humanitarian law, and the history and theory of human rights.  As a lawyer in Washington DC, she was a part of the litigation teams that brought Boumediene v. Bush and Rasul v. Rumsfeld cases eventually to the U.S. Supreme Court.  She also helped bring the first habeas cases ever filed on behalf of detainees in Bagram AFB.  She is currently writing a book, under contract with Columbia University Press, entitled Be the Change:  Writing Gandhi into the History of Human Rights, and has published numerous articles on human rights and national security.  Recently, she has published a chapter on the right to association with nonviolent civil resistance movements in the book collection, Is Authoritarianism Staging a Comeback? (Atlantic Council, 2015).  In 2012-13, she was Visiting Assistant Professor of Law at Rutgers Law School — Newark.   She holds a J.D. from Harvard Law School and a Ph.D. from the University of Pennsylvania in Comparative Literature and Literary Theory.  She has been a Fulbright Scholar and a two-year recipient of a DAAD grant, both in Germany, and has done consulting for the American Bar Association Rule of Law Initiative in Jordan.  She has appeared on the Nightly News with Chuck Scarborough.

Course title: International Human Rights
Location: Seton Hall University, South Orange, New Jersey

Abstract: This interdisciplinary course will provide an overview of the international legal and institutional system for the protection of human rights, with units on history, philosophy and political theory, social science, civil resistance studies – and law threaded throughout.  Students will learn the basic mechanics of international law and of international human rights institutions.  We will approach the subject both from an academic perspective and from the point of view of the human rights practitioners (“human rights defenders”), both individuals and groups or movements. In recent years, it has become increasingly clear that civil society organizations (CSO’s) and social movements form important mediators between formal legal human rights norms and their realization in particular social and political contexts.  Since the 1970’s, CSO’s have exploded in numbers across the globe, with human rights becoming a lingua franca in the age of globalization.  Besides  formal legal mechanisms that sprung up after 1948 (“positive law”), human rights also draws its energy from a more intangible “natural law” tradition that has  animated social movements and civil resistance, even in the face of absent or weak enforcement mechanisms of positive law.  In addition to attending to organized CSO’s, we will also consider “people power” in both contemporary and historical iterations as a human rights practice and think about how to integrate the burgeoning field of nonviolent  civil resistance studies into the international legal framework for human rights, with a particular focus on the Responsibility to Protect and the Right to Democracy.

Filed Under: Scholars and Students

ICNC Curriculum Fellowships on Civil Resistance

January 4, 2016 by David Reinbold

The International Center on Nonviolent Conflict (ICNC) announces its Curriculum Fellowships to support and advance teaching in the field of civil resistance studies.

In 2015, up to six curriculum fellowships, each in the amount of $1,500, are offered on open, merit and competitive bases to academic instructors and high school teachers to develop ‘a curriculum unit’ on civil resistance. The unit will be incorporated into the existing elective or mandatory course taught either in the 2015 summer, 2015 fall or 2016 Spring semesters. The application deadline is February 2, 2015.

A curriculum unit would, at minimum, cover five 90-minute sessions during an academic course (either in fall, spring or summer semesters) and would consist of either instructor guides, readings, modules, exercises, or simulations in the field of civil resistance studies. It is strongly encouraged that a course hosts a suitable guest lecturer provided it syncs well with the content of the developed curriculum on civil resistance. It is also encouraged to video-record, edit and upload online the presentation for public viewing.

Resources

In developing the curriculum proposal, applicants are encouraged to review the ICNC universal e-classroom for ideas on new curriculum content in the field of civil resistance studies. In addition, applicants may wish to consider integrating into the sessions on civil resistance the following resources:

  • People Power: The Game of Civil Resistance
  • ICNC conflict summaries on civil resistance
  • ICNC educational resources
  • A Force More Powerful, 2000 documentary
  • Bringing Down a Dictator, 2001 documentary
  • Orange Revolution, 2007 documentary
  • Erica Chenoweth and Maria Stephan, Why Civil Resistance Works. The Strategic Logic of Nonviolent Conflict (New York: Columbia University Press, 2011)
  • Ackerman, Peter, and Jack DuVall, A Force More Powerful: A Century of Nonviolent Conflict (New York: Macmillan, 2000)
  • Maciej Bartkowski, ed. Recovering Nonviolent History. Civil Resistance in Liberation Struggles (Boulder, CO: Lynne Rienner Publishers, 2013)
  • Shaazka Beyerle, Curtailing Corruption. People Power for Accountability and Justice (Boulder, CO: Lynne Rienner Publishers, 2014)
  • A Diplomat’s Handbook for Democracy Development Support
  • Applicants’ draft curriculum (submitted as part of the application process) should include a list of resources on civil resistance that an instructor plans to use in the course and should identify a potential guest speaker suitable for proposed civil resistance sessions.

Eligibility

Educators, teachers and academics from high schools, colleges and universities who are interested in expanding their institutions’ existing curriculum to include topics on civil resistance are encouraged to apply.

Since ICNC is interested in promoting teaching of civil resistance in academic institutions that have not yet developed coursework on the subject, we especially encourage applications from candidates who do not currently teach civil resistance at the institutions where they want to develop the new curriculum unit. We also prefer that the institutions have at present no courses on civil resistance offered as part of the departmental, school, or university curriculum.

Applications should demonstrate that the proposed new curriculum unit on civil resistance will not be temporary or implemented on a one-time basis, but rather that the applicant will make an effort to implement it in a regularly-offered course (i.e. at least once a year).

Award

In addition to financial support, each awardee will receive a package with some academic books and documentaries on civil resistance – provided by ICNC free of charge – to help the instructor with the implementation of the coursework.

How to Apply

To be considered applicants should fill out the online application form, submit their CVs and curriculum proposal, including a revised course syllabus.

The curriculum proposal should include a detailed description of the content of at least five 90-minute sessions with the assigned relevant literature that will become an integral part of the existing course. The applicant should also attach a revised syllabus that will include the new sessions on civil resistance and explain how these new topics relate to the existing course material. Finally, the proposal will identify the course number, its elective or mandatory status, departmental/institutional affiliation for the course, average number of enrolled students, and the semester when it will be offered.

Application Deadline

The deadline for proposal submissions is February 2, 2015 for the courses offered in summer or fall 2015 or spring 2016. The length of the review process will be determined by the number of applications, though it should not exceed four weeks after the deadline. Only selected candidates will be contacted.

Fellowships Distribution

The fellowships will be disbursed in two equal installments. The first installment will be made after the course begins (including the relevant modules on civil resistance), the student enrollment is confirmed and the syllabus with a civil resistance component has been satisfactorily reviewed by ICNC. The second installment will be made after the course ends and ICNC receives instructor’s and where possible students’ evaluations of the sessions that pertained to civil resistance studies.

Filed Under: Scholars and Students

2014 Research Monograph Awardees

January 4, 2016 by David Reinbold

For more information about these publications, or to download or purchase a copy, click here.

 

For its 2014 research monograph awards ICNC received more than 30 applications, a majority of each were unusually strong. After careful deliberation, ICNC has decided to offer twice as many awards to support innovative research in the field of civil resistance than it has initially been planned. This year, we have two female and two male awardees, each with unique experience in the practice and study of civil resistance. In their monographs, awardees will consider different case studies (including, among others, Tibet, Colombia, Maldives, Norway, Argentina) and/or problematize relevant phenomena (e.g. types of repression, a victorious civic movement that entered formal power to lead a political transition, or autonomous organizing of local communities that defy violent non-state groups). They will also provide an in-depth analysis of the history, role, strategies or the aftermath of the civilian-based nonviolent movements and civil resistance with practical recommendations for future scholarship, international policy and on-the-ground practice of civil resistance.

This year’s awardees include:

TendorTendor Dorjee Monograph Fellowship-01Tenzin (Tendor) Dorjee is an activist and writer, and the former executive director of Students for a Free Tibet, a global network of students and activists dedicated to advancing Tibetan freedom and human rights. His writings have been published in various forums including the Huffington Post, Global Post, Courrier International, Tibetan Review, Tibet Times and the CNN Blog. He is a regular commentator on Tibet-related issues on Radio Free Asia, Voice of America and Voice of Tibet. Born and raised in India, he is a graduate of the Tibetan Children’s Village and Brown University. He worked at the National Endowment for Democracy in Washington, DC, before moving to New York to work at Students for a Free Tibet. He will be pursuing a Master’s degree in political science at Columbia University in fall 2014.

The Tibetan Nonviolent Struggle: A Strategic and Historic Analysis

Abstract: This monograph studies the evolution of nonviolent resistance in the Tibetan freedom struggle and discuss key challenges facing it today. Beginning with the movement’s shift from a short-lived armed resistance to a nonviolent struggle, it examines how Tibetans sustained their resistance and advanced their cause in the face of overwhelming odds both at home and in exile over the last 60 years. By surveying historical and contemporary self-determination struggles in partitioned Poland, Western Sahara, West Papua, Palestine, and East Timor, the monograph discusses lessons learned and relevance for the Tibetan self-determination struggle.

The main focus of the monograph is on an era of cultural preparation that led to political revolution in the first decade of the 21st century, when the intersection of cultural and social trends across the Tibetan plateau culminated in the 2008 uprising. Highlighting the changing role of culture in the post-2008 Tibetan world, the monograph argues that one of the most significant developments in the evolution of Tibetan resistance is how Tibetans’ traditional view of ‘culture as a victim’ of China’s oppression has been replaced by their rediscovery of ‘culture as a weapon’ to fight oppression.

  • ***Purchase a hard copy on Amazon (US$6.75).***
  • Download the published manuscript in English.
  • Download the published manuscript in Tibetan.

masulloJuan Masullo Jiménez is a Doctoral Researcher at the Department of Political and Social Sciences at the European University Institute (EUI). He is also an honorary member of the Consortium on Social Movement Studies (COSMOS) and an associate researcher at the Conflict Analysis Resource Center (CERAC). He studied political science and sociology at Javeriana University (Bogotá, Colombia), and holds Master’s degrees in International Relations (International Peace and Security) from the Institut Barcelona d’Estudis Internacionals (IBEI) and Political Science (Comparative Politics) from the Central European University (CEU).

His academic interests include civil wars, social movements, and more broadly, contentious politics. His current research explores the micro-dynamics and social processes of civil war, with a focus on civilian individual and collective behavior and decision-making processes. In his dissertation, he proposes a theory to explain the emergence of civilian non-cooperation in irregular civil war, as well as the form it takes when it emerges, exploring both conditions and micro-foundations.

Juan Masullo Jiminez Monograph Fellowship2-01The Power of Staying Put: Nonviolent Resistance Against Armed Groups in Colombia

Abstract: In irregular civil wars, armed groups strategically aim to conquer, preserve and control territories. Residents of these territories respond in a wide variety of forms. Although the two dominant responses are to collaborate with the strongest actor or flee the area, civilians are not necessarily limited to these two choices. They may also opt to engage in organized nonviolent forms of noncooperation. However, given huge disproportionalities of force, it is still unclear why ordinary unarmed civilians choose to defy fully-armed opponents, let alone how they manage to overcome collective and coordination problems to act upon that choice.

This monograph examines this puzzle through a detailed case study of the Peace Community of San José de Apartadó, a sustained and organized nonviolent contestation led by ordinary peasants against state and non-state repressive actors in Colombia’s longstanding civil war. Building on interview and archival material collected in the field, a dataset on civilian victimization, and secondary literature, it explores the conditions under which this response emerged, focusing both on the preference for non-cooperation and the capacity for collective action. An improved knowledge of this under-theorized form of civil resistance can serve as a solid basis for the diffusion of these strategies both in other areas of Colombia and abroad, as well as for the design of post-conflict reconstruction strategies.

  • ***Purchase a hard copy on Amazon (US$6.75).***
  • Download the published manuscript in English.
  • Read Masullo’s article “Villagers stand up for peace in Colombia’s civil war.”
  • Read “Campesinos colombianos que defienden la paz” (en español).
  • Download the published manuscript in Spanish.

Filed Under: ICNC Monographs

ICNC Awards for Research Monographs on Civil Resistance

January 4, 2016 by David Reinbold

View the 2014 Research Monograph Awardees and their Topics

2015 Call for Applications

The International Center on Nonviolent Conflict announces its second Research Monographs Awards series. The goal of the award is to advance research and study in the field of civil resistance. In particular the award is intended to support work that enhances the strategic practice of civil resistance, improves understanding of civil resistance by members of the international community, and develops robust conceptual frameworks for understanding the nature, dynamics, power and impact of civil resistance movements.

In 2015, up to two awards, each worth $5,000, will be offered to scholars, educators, or practitioners who have substantial knowledge of the literature of the field of civil resistance on an open, merit, and competitive basis to write monographs on under-researched or under-published topics relevant to the field of civil resistance studies. The authors will be expected to deliver their draft monographs within 6 months after the awards are announced and the work is commissioned (once the appropriate documents are signed by all parties).

The monographs that receive positive reviews will be available through one of the on-demand publishing services and digitally through the ICNC website. The authors might also be invited to present their monographs during an ICNC educational event in the United States or in another country where appropriate.

Eligibility

Educators, scholars, and practitioners who have substantial knowledge of the literature of the field of civil resistance are encouraged to apply. We will particularly welcome applications from promising young researchers-activists who view the opportunity to write a monograph as an important part of their initial, ongoing or planned research in field of civil resistance that combines both scholarship and practice on strategic nonviolent conflict.

In addition to furthering research and resources in the field of civil resistance, these awards have been developed in order to expand the ICNC network of collaboration. Therefore, scholars and educators who have benefited directly from ICNC support in the past or are ICNC academic advisors and current collaborators are not eligible to apply for this award.

How to Apply

Interested applicants are asked to fill out the online application form and submit requested information, including two writing samples, a research proposal and CV to be considered.

Application Deadline

The deadline for proposal submissions is March 30, 2015. Depending on the number of proposals it may take up to six weeks to review them, contact selected applicants and announce the awardees.

Monograph Submission

Once the first complete monograph draft is delivered ICNC staff or/and advisors will take time to evaluate thoroughly submitted work. The awardee will be asked to address ICNC suggestions and comments in the second monograph draft. ICNC might ask for a third monograph revision in some cases.

Format of the Research Monograph

Authors are expected to follow a recommended universal format while writing their monographs. The length of the study should be between 15,000-17,000 words (double space, 12 font size, New Roman, between 60-70 pages). The study must use Chicago-Turabian style throughout.

Authors must keep in mind that the primary audience for their work will be scholars but will also include civil society practitioners, media professionals, policy experts and decision-makers. Therefore language and arguments presented must avoid complex or an overly scholarly style of writing.

In its introduction the monograph should specify the central issue or thesis that it intends to address and state clearly the main questions that it plans to answer. The monograph should also explain the added-value of the research given the existing literature that is available on the specific topic.

Analytical frames and concepts must ideally be supported by empirical examples, observations and narratives derived from the life of movements, and by historical or contemporary accounts provided by dissidents, organizers and activists and cases of civil resistance.

Where appropriate, recommendations regarding the monograph findings for academia, organizers and activists, civil society organizations, media, and policy communities should be stated in the monograph’s concluding part.

Research topics currently of interest to ICNC

A sample of research topics that applicants are encouraged to consider include (but is not limited to):

  • Formation of civil resistance movements
  • Coalitions and their purposes
  • The conceptual, ideational, and psychological basis of movement mobilization
  • Sustaining civil resistance movements and building movement resilience
  • Short- and long-term impacts of civil resistance on society, politics, institutions
  • Impacts of civil resistance on identities, culture, and individual and collective behavior and aspirations
  • Civil resistance and political transition processes
  • Civil resistance and negotiations
  • Different phases of civil resistance movements
  • Different leadership, organizing, and decision-making processes within civil resistance movements
  • Civil resistance in violent environments or in fragile states
  • Civil resistance and prevention of major atrocities
  • Civil resistance and violent non-state actors (e.g. organized criminal syndicates, paramilitary groups or radical flanks)
  • Civil resistance against structural violence
  • Civil resistance against corruption
  • Civil resistance against abusive exploitation of natural resources
  • Civil resistance and alternative self-organized economic, political, educational, or judicial systems
  • Civil resistance and international human rights norms
  • Civil resistance and violent repression
  • Civil resistance, new technologies and media
  • Civil resistance and the maintenance of nonviolent discipline
  • The impact of civil resistance on defections by the supporters of a movement’s opponent
  • Civil resistance movements that have not succeeded: lessons learned
  • Unknown or little-understood cases of civil resistance struggles in the past or recent history, particularly if they can shed more light on some of the above-listed themes
  • The impact of external third party (i.e. states, multilateral institutions, INGOs, international journalists, diaspora groups) action on civil resistance movements

Filed Under: ICNC Monographs, Scholars and Students

Civil Resistance of Ordinary People against Brutal Regimes in Africa: Cases of Sierra Leone, Liberia and Kenya

December 30, 2015 by David Reinbold

This live academic webinar was presented on Tuesday, Dec. 8, 2015, by Robert Press, associate professor of political science at the University of Southern Mississippi. He is also the author of “The New Africa: Dispatches from a Changing Continent,” published in 1999 by the University Press of Florida. This book was cited as one of the best 40 books published by any university press in the United States in 1999-2000. He also authored “Peaceful Resistance: Advancing Human Rights and Democratic Freedom,” which was published by Ashgate in the United Kingdom in 2006.

This webinar will present the findings of the newly published book Ripples of Hope: How Ordinary People Resist Repression Without Violence. Amsterdam University Press 2015 that focuses on nonviolent resistance in challenging repressive regimes in Africa. The webinar presentation will include discussion of how ordinary people wage  civil resistance in Sierra Leone, Liberia and Kenya from the 1970s through the 1990s. Unlike more recent struggles in the Arab world, civil resistance in the analyzed case studies occurred before the use of Facebook and Twitter. Activists stayed in touch through informal channels. External forces such as international pressures, or sometimes military intervention played an important part in the regime changes. But without the organized nonviolent grassroots pressure, it is unlikely that change would have come as soon as it did. The webinar will present the analytical framework for understanding civil resistance in the repressive settings, will discuss in details individual and small groups’ acts of resistance where, given the risks, hardly any opposition was expected and reflect on challenges and opportunities of doing research on civil resistance in Africa.

You can follow us on Twitter directly (@nvconflict) or by searching for #ICNCWebinars. We will be live-Tweeting the webinar with Robert Press so come join us to ask questions for the presenter!

WATCH THE WEBINAR BELOW

WEBINAR CONTENT:
00:00 – 01:04 Introduction of the speaker

01:05 – 30:52 Presentation

30:53 – 56:10 Questions & Answers
Press_Bob_USM_photo_Sept_2015Robert Press is an associate professor of political science at the University of Southern Mississippi. He is also the author of The New Africa: Dispatches from a Changing Continent, published in 1999 by the University Press of Florida in 1999 and cited as one of the best 40 books published by any university press in the United States in 1999-2000; and Peaceful Resistance: Advancing Human Rights and Democratic Freedom, published by Ashgate in the U.K. in 2006.
Previously he was a correspondent for The Christian Science Monitor, based in Kenya for eight years, covering much of East and West Africa. It was during his travels reporting around sub-Sahara Africa that he first became aware of and met many of the people engaged in nonviolent resistance against non-democratic regimes. Prior to that he worked for the U.S. Agency for International Development in Morocco and Tanzania. After that he and his wife, Betty, hitchhiked and flew around the world for two years. He was a Visiting Professor at Principia College in Elsah, Illinois and an Adjunct Professor at Stetson University, in DeLand, Florida.

Filed Under: Webinar 2015, Webinars

Host an ICNC Academic Seminar

December 30, 2015 by David Reinbold

Faculty and representatives of academic institutions (e.g. administrators, graduate or doctoral students) are invited to submit a proposal to host an ICNC academic seminar in 2016 on civil resistance at their respective academic programs, departments and universities.

The goal of ICNC academic seminars is to promote study, research and teaching in the growing field of civil resistance. We are particularly interested in reaching out to universities and colleges in areas or regions that experience social contention, ongoing transitions, or where operating space for civil society is increasingly being restricted. We do not organize seminars at academic institutions that are located directly in embattled areas.

ICNC views its seminars as an important educational instrument to advance knowledge about nonviolent conflict in general, and in particular, civil resistance studies as a self-standing scholarly discipline that is distinct and independent from the existing schools of academic inquiry. Seminars are offered in English but host universities may arrange for simultaneous interpretation at their own expense.

Over the past five years, ICNC has organized close to 30 academic seminars at various institutions of higher education around the world. For a full list of the ICNC academic seminars, click here.

For a printable PDF flyer, please click here.
Objectives of ICNC Academic Seminars

Help host universities develop courses, academic modules and self-standing coursework on civil resistance and integrate them into departmental teaching
Incorporate civil resistance teaching components into departmental programs and foreign study programs
Encourage academic writing on civil resistance as part of students’ graded work
Develop individual and departmental research and writing on civil resistance, including strengthening departmental capacity in terms of scholars conducting research on civil resistance and integrating civil resistance studies into specializations of the department’s faculty
Assist departments in building a program or concentration in civil resistance
Encourage cooperation between departments and organizations within a host university and cooperation between university departments in the same region to launch collaborative work on topics of civil resistance
Encourage experiential learning about civil resistance at departments and build intellectual bridges between a host department or university and civil society on the local and national levels
Encourage university libraries to stock civil resistance literature
Connect ICNC’s teaching of civil resistance with the current state of affairs in the region where ICNC academic seminar takes place
Enhance the study of civil resistance at a host university by encouraging an interdisciplinary approach to the subject that will bring together different schools of thought that might be present at a host university. These schools of thought may include history, social psychology, international relations, political science, sociology, conflict studies, security studies, peace and conflict resolution, or natural sciences

What ICNC offers host institutions

ICNC offers host institutions an academic seminar with developed curriculum on civil resistance. Seminar duration typically ranges from two to four full days of teaching. Instructors include ICNC staff, academic advisors and other collaborators. ICNC selects presenters based on the specific nature and goals of the academic seminar. The 90-minute sessions of the seminar usually run from 9am till 5pm with breaks in between.

All instructors’ fees and travel costs are covered by ICNC.

ICNC also develops an online classroom to complement its live seminars with a number of electronic resources including audio, video and texts. The resources remain available for seminar participants indefinitely. The ICNC online classroom provides great resources which are instrumental in helping faculty members develop their own curriculum following the seminar.

ICNC further offers post-seminar assistance and support to faculty members wishing to incorporate civil resistance into departmental curriculum and research. We aim to help faculty members develop innovative curriculum on civil resistance, much of which has been road-tested by ICNC at a range of academic venues.
What is expected of host institutions

After ICNC confirms the selection of the academic institution to host ICNC seminar, the host institution will be expected to recruit faculty and students to participate in the seminar through an open call. A sample call for participants can be downloaded here. The host institution can modify this call for participants to meet its particular needs.

ICNC requests that host institutions ensure a minimum of 25-30 participants will attend the seminar during its full duration.

Host institutions are expected to provide appropriate facilities with teaching aids (e.g. a computer with PowerPoint, projector, audio speakers, flip charts) and some catering during the event.

The host institution will be expected to arrange a meeting during the seminar for ICNC senior staff with key faculty and university administrators to facilitate discussion about curriculum and research development in the field of civil resistance studies at the host institution.

Host institutions may decide to award academic credits or provide certificates of attendance to the participants who attend ICNC seminars, but neither is a requirement.

How to apply
Please submit your proposal for hosting an ICNC academic seminar in 2016 by clicking on the online application form link below. Applications are due on September 10, 2015.

Filed Under: Uncategorized

Universal E-Classroom

December 30, 2015 by David Reinbold

What is the ICNC Universal E-Classroom

The Universal E-classroom has been created from the content that ICNC, together with its academic collaborators, developed for a number of academic seminars that ICNC conducted in various institutions around the world since 2009. This new resource in the civil resistance scholarship is an accessible online platform that can help advance teaching, curriculum development and research on civil resistance among scholars, educators and students. The content of the Universal E-classroom is still being modified and expanded and its resources will be incrementally updated in the coming weeks and months.

ICNC Universal E-Classroom and its content

The e-platform includes more than 30 sessions and hundreds of articles, videos, and other relevant resources. A list of preliminary subjects available on the universal e-class include:

Civil Resistance: Nature, Ideas and History
1. Introduction to Civil Resistance 2. Dynamics of Nonviolent Civil Resistance 3. Skills/Agency vs. Conditions/Structures 4. Forgotten History of Civil Resistance 5. Misconceptions and Controversies

Strategic Considerations in Civil Resistance Struggles 6. Movement Formation/Mobilization 7. Coalition Building and Sustaining the Movement 8. Strategic Planning and Tactical Innovation 9. Backfire 10. Dilemma Actions 11. Security Divisions 12. Cultural Resistance 13. Negotiations and Civil Resistance 14. Radical Violent Flank 15. Costs and Risks in Civil Resistance

Civil Resistance and its Interplay with Actors, Norms, Processes and Structures 16. Women in Civil Resistance 17. Media and Civil Resistance 18. Third Party and External Actors 19. Human Rights and International Law 20. (Democratic) Transition 21. Countering Extreme Violence

Types of Civil Resistance Struggles 22. Self-Determination Struggles 23. Resistance to Coups 24. Self-Organized Societies in Unstable Environments 25. Movements Against Exploitation of Resources 26. Landless People’s Movements 27. Anti-Corruption Campaigns 28. Civil Resistance in Non-Democracies 29. Leadership and Nonviolent Conflict 30. Civil Resistance in Democracies 31. Civil Resistance Movements that Haven’t Succeeded (Yet) 32. Nonviolent Civilian Defense

Individual Case Studies

33.Cheran, Mexico, China, Civil Rights Movement, Egypt, Iran, Mali, Occupy Movement, Palestine, Russia, Serbia, South Africa, Syria, Tibet, Tunisia, Ukraine

Game, Research and Curriculum Development 32. The Game of Civil Resistance 33. The Future of Research on Civil Resistance 34. Teaching on Civil ResistanceAccessing ICNC Universal E-Classroom
The access to the ICNC universal e-classroom is restricted and interested users have to follow the steps below to register and open an account in order to gain access to the e-resources. Please make sure to follow all the steps listed below or you may encounter difficulty with your account creation.

  • Visit the page https://civilresistancestudies.org/. Note that you must include the “s” so that the URL reads “https://” or the page will not load for security reasons. On the upper right-hand side of the page click on, “Login.”
  • Create a username and password by filling out the fields on the left-hand side of the screen, then by clicking “login.” Please remember both of these for later use. Fill in all the required fields on the next page and then click on “Create my new account.” Please do not leave any fields with an asterisk* blank, or you will not be able to finalize your account.
  • An email from Remote-Learner Admin will then be sent to your inbox. Click on the link provided in the email to confirm your new account. Note: If the email does not appear try checking your spam folder. You will not be able to enroll in the E-Classroom until you click the link in the confirmation email.
  • After clicking on the link in the email from Remote-Learner, you will be redirected to https://civilresistancestudies.org/. Click on the grey button labelled “continue.” You will then be redirected to your public profile. Click the “home” button in the upper-left hand of your screen.
  • Look through the list of courses on the home page for the Universal E-Classroom on Teaching Civil Resistance and click on it. You will be directed to an “edit profile” page. Please review all information you have submitted, then scroll to the bottom and click “update profile.”
  • Once again, you will be redirected to your public profile page. As before, click the “home button” in the upper-left side of the screen.
  • For the second time, look through the list of courses for the Universal E-Classroom on Teaching Civil Resistance and click on it. You can now type in the enrollment code, “ICNCuniversalEclass” then click “enroll me in this course.” Note that the enrollment code is case-sensitive.
  • You should now have access to all the course materials – session descriptions, readings, videos, etc. Every time you want to log in to the e-classroom go to http://civilresistancestudies.org, click on the course title, and then log in using the username and password you created for yourself. If you have any questions or trouble logging in please don’t hesitate to send an email to David Reinbold: dreinbold@nonviolent-conflict.org.

Your Feedback

We would like to facilitate your feedback and suggestions on how we can improve this tool further before we distribute it to a wider audience of educators and academics. You can share your comments either by emailing us directly at academicinitiative@nonviolent-conflict.org or by filling out a short survey that is included on the-classroom (in the introduction).

Filed Under: Scholars and Students, Uncategorized

Nonviolent ways out of occupation: Making self-determination struggles more effective

November 17, 2015 by David Reinbold

NonviolentWaysBanner_photoThis live ICNC Academic Webinar was presented on Tuesday, Nov. 17, 2015.

This academic webinar was presented by Dr. Jason MacLeod, lecturer on nonviolent resistance at the University of Queensland.

 

Watch the webinar below:

Webinar content:

1. Introduction of the Speaker: 00:00- 01:00
2. Presentation: 01:02 – 39:00
3. Questions and Answers: 39:29 – 58:50

 

Webinar Summary

In this webinar, Dr. MacLeod will talk about why civil resistance praxis is clear that unarmed civilians can go outside conventional political processes to overthrow dictatorships and usher in policy change. But the evidence is less encouraging when it comes to anti-occupation and secessionist movements, which this webinar collectively refers to as self-determination struggles. When comparative data on success rates of civil resistance struggles against states is de-segregated, self-determination struggles fail far more often than they succeed. This is not good news for people waging anti-colonial struggles in places such as West Papua, Palestine, Tibet, Kanaky (New Caledonia), Bougainville, Maohi Nui (French Polynesia), Nagaland, Western Sahara and elsewhere.

What would it take for self-determination movements to increase the likelihood of success? Drawing on 14 years of action research with the West Papuan struggle for freedom, Dr. McLeod explores a framework for nonviolent self-determination struggles. While the webinar draws on the specifics of the West Papuan struggle, the generalised framework will be of great interest to activists, leaders, strategists, educators and researchers of other self-determination movements.

You can follow us on Twitter directly (@nvconflict) or by searching for #ICNCWebinars. We will be live-Tweeting the webinar with Mary King so come join us to ask questions for the presenter!

 

Further Participant Questions

Questions not addressed during the webinar recording itself.

Participant’s Question: My country Cameroon actually is made up of English speaking and French speaking Cameroonians due to colonialism. Actually the English speaking part of the country feel they are economically marginalized even though they possess 90% of the country’s resources and think self-determination is the best way to resolve this issue. But the ruling French government is very aggressive and always reacts with violence to any action that tries to call for any secession. Due to this, most of those who try to talk about this issue are only those in the diaspora. Can this struggle be a success in which only those in the diaspora can speak out?

Dr. Jason MacLeod: Thanks for your question. I know very little about the situation in Cameroon so I am reluctant to say much. But you have roused my curiosity and I am interested in learning more. French colonialism is also a big problem in the Pacific and the countries of Kanaky (New Caledonia) and Maohi Nui (French Polynesia) are also struggling to free themselves from French rule. Perhaps there might be value in linking up with activists from those struggles and sharing knowledge and learning?

Certainly a deep understanding of the context – including the history as well as geo-political and socio-economic conditions – are essential for any effective civil resistance movement. A struggle may begin with the diaspora. The diaspora might also play an important leadership role in the struggle for liberation. But at some point people inside the country will need to take the lead. If repression inside the country makes speaking out difficult then addressing people’s fear will be a key place to start. See my recent article in the Journal of Resistance Studies for dealing with repression (MacLeod 2015). Of course there will also need to considerable debate about different approaches to change. The pros and cons of armed struggle, unarmed resistance, diplomacy, and terrorism may need to be debated at length, and if necessary, more clarity sought about the pros and cons of different approaches to change. It is clear to me the most promising way forward, at least for the West Papuan struggle, is a combination of civil resistance and diplomatic/conventional political work at different levels. People will need to talk about what they want, what stops that, as well as discussing vision, goals and strategy. For sure, the diaspora, with a greater degree of freedom, can play an important role in that discussion. People from Cameroon who live outside the country, particularly in France, will also play a very important role in influencing public opinion inside France, which I imagine is key source of the French government’s power in Cameroon. However, I don’t see any evidence to support the claim that the diaspora by themselves, or with minimal involvement from people inside the occupied territory, can win a self-determination struggle. It is people inside the occupied territory who really need to drive the struggle. At the same time the movement needs to build power inside the territory of the occupier and in the international community focusing in particular on countries that support the occupier elite or places where the occupier elite is trying to extend their sphere of influence. But in summary, the active participation of the majority of the indigenous population inside Cameroon will be essential to craft a finely grained strategy and tactics.

Participant’s Question: One of the greatest challenges for anti-occupation struggles seems to be the power imbalance between the occupied and occupying populations. For example, in the Tibetan self-determination struggle, the size and power of China creates a hopelessness among Tibetans that is the greatest obstacle for us. Is there a way to turn the power imbalance into a strength for the resistance, by some kind of political jiujitsu or reframing the discourse? Is there a way to transform this weakness into a weapon?

Dr. Jason MacLeod: I am so pleased to read this question. I agree with your analysis 100%. The power asymmetry you describe in Tibet is exactly the same challenge for West Papuans. And that sense of hopelessness and being overwhelmed by the power and numbers of the occupier state you describe is also present in West Papua. Actually, it is one of the factors that drove this research. People need hope and a sense of how to move forward. As you describe a key challenge is how to win over support from key social groups inside the occupier state, which in the case of Tibet is mainland China and in the case of West Papua is Indonesia. And I think you are right reframing the discourse and developing campaigns around intermediate goals is one way forward.

In the case of West Papua, Papuan university students studying in Indonesia regularly talk about the need for allies. They often complain that progressive Indonesian students will support protests against the Freeport mine, a massive gold and copper mine jointly run by Freeport McMoRan (a US based company), Rio Tinto and Freeport Indonesia. Papuan students also talk about how Indonesian students will join with them when they call for demilitarisation but will not join them in demanding a referendum for independence. Papuan students regularly bemoan the fact that Indonesian students do not seem to care about historical injustices that happened in the 1960s. And of course, psychologically it will always be difficult for Indonesian students to support Papuans wanting to address historical grievances or campaign for independence. Their understanding of history is too different from Papuans. The emotional attachment to a unitary Indonesian state of even the most progressive Indonesian student runs deep.

So what to do? How do movements build power inside the occupier state in order to undermine support for the occupation? One Papuan leader I spoke to in the course of the research urges Papuan students to find out what Indonesian students are passionate about. ‘Perhaps it is the environment, or corruption, or anti-militarism. Find this issue and then work together,’ he said.

Of course, this highlights a strategic conundrum for Papuan activists. There is a perception that working for intermediate objectives – anything less than full freedom – means ‘selling out’ the long-term goal of independence. Yet to build Indonesian support for West Papuan aspirations and to apply pressure on the government requires framing campaigns around intermediate objectives like freedom of expression, environmental protection, cleaning up corruption, sustainable development, universal access to education and health services, accountable government and human rights. This does not mean giving up on larger goals like independence, but rather looking to a process of Papuans building their power through reaching out to potential allies and winning more limited campaigns. Such campaigns can simultaneously strengthen Indonesian democracy and build Papuans’ international reputation. Winning intermediate campaigns will leave Papuans in a better position to realise larger aspirations.

I am not sure what framing, issues and intermediate objectives would work in the case of Tibet but I think you are right, finding shared interests between Tibetans and Han Chinese and building joint campaigns of nonviolent action around will help build support for Tibetan aspirations inside mainland China. So in that sense, yes, I think that challenge you talked about can be turned into an opportunity. That is difficult and essential work.

Participant’s Question: Would tagging to other issues, such as the current fires burning and creating toxic hazes in Singapore, be a useful means of gaining media or support from other nations in the area?

Dr. Jason MacLeod: In the case of West Papua, sure. There is also an opportunity for Papuan leaders to link the two issues: climate change (exacerbated by massive forest fires which for the first time are raging in West Papua) and an end to the occupation of West Papua in order to reach and draw in new audiences and resources. That link can be made given the Indonesian military and police forces’ role in legal and illegal logging and palm oil plantations.

Participant’s Question: How does diaspora population have an impact on self-determination when the country or part of the country is occupied. I assume some members of West Papua campaign live in Australia. Also, how can, for example, the Australian diplomacy help the West Papua movement?

Dr. Jason MacLeod: Another great question. Yes, there are many Papuan leaders based in Australia. Two of them, Mr Jacob Rumbiak and Mr Rex Rumakiek are part of the 5 member executive of the United Liberation Movement for West Papua. Sadly, in recent times both sides of politics have backed the Indonesian Government. In fact the Australian Government is actively supporting repression in West Papua. For example, they arm, train and fund Detachment 88, a counter-terrorist police unit, responsible for the extra-judicial killing of scores of unarmed Papuan activists. However, that can change. In the late 40s the Australian government supported West Papuan to be part of the South Pacific Community. Into the 1950s they were encouraging a process that would lead to self-rule. In the case of East Timor the Australian government went from aiding the Indonesian occupation to actively supporting the referendum and then peacekeeping and post-conflict peacebuilding operations. In other words, the Australian government’s is pragmatic and their position will change in relation to geo-political environment and domestic pressure. For solidarity activists based in Australia the task is to build a powerful solidarity movement that compels the Australian government to support freedom in West Papua. Self-determination movements need to wage the struggle in three domains: inside the occupied territory, inside the territory of the occupier and in the international community.

Participant’s Question: How did the people of West Papua decide on nonviolent struggle as a means of working for self-determination?

Dr. Jason MacLeod: That is a great question. My short answer is to buy my book J, I have a whole chapter on that very question (all proceeds go back to the movement, by the way). It is not so much that West Papuans decided collectively to pursue nonviolent struggle, although young urban based actors have definitely actively embraced civil resistance as a strategy of choice, primarily because it is more effective and enables more people to participate in the movement than armed struggle. Having said that there has been a range of mechanisms at work underpinning the transition from armed to unarmed resistance, a process which is still ongoing. Within the movement – both armed and unarmed groups – these mechanisms include:

  • A strategic reassessment of how to wage conflict by a number of key leaders
  • Aging leadership of the armed struggle and growing fatigue over the high cost of armed resistance
  • Pressure from social allies (church leaders and from human rights activists)
  • Civilian-led diplomacy to armed groups, particularly by ELSHAM, the Institute for the Study and Advocacy of Human Rights in West Papua

Then there were a range of external factors outside the West Papuan movement’s control. These included the democratic transition in Indonesia precipitated by the fall of Suharto in May 1998 and a momentary opening up of political space inside West Papua which was seized by unarmed civilians.

The Indonesian state has also negatively and positively affected transitions in West Papua. In some cases, like the assassination of Kelly Kwalik or attacks on the National Federal Republic of West Papua, repression has led to renewed armed resistance (Goliat Tabuni’s group for instance). In other cases repression has led to a deeper commitment to civil resistance.

At the international level there has also been a lack of foreign support for armed struggle. No state is willing to provide Papuans with either training or sanctuary. In fact state sponsorship of armed liberation struggles has been steadily declining after the end of the cold war.

Simultaneously Papuans are searching for new allies. They are also emulating successful international models, including East Timor as well as struggles in Thailand and South Korea, pro-democracy struggles that received prominent coverage inside Indonesia.

Finally, there has also been cross-border transmission of skills and knowledge about civil resistance.

Participant’s Question: Who are some of the key allies around the world in the West Papuans’ struggle?

Dr. Jason MacLeod: At the moment the states that openly support West Papua are Vanuatu and the Solomon Islands. There has also been significant support from the FLNKS (the Socialist Front for National Liberation of Kanaky), a group that has full membership of the Melanesian Spearhead Group, which is an important sub-regional fora that is part of the Pacific Island Forum. There is also growing support from within Polynesia and Micronesia.

Through the International Parliamentarians for West Papua there are a growing number of parliamentarians who support the struggle. Encouragingly that now include a cross-party group in Westminster. Then there are a range of non-government and civil society allies. A key one is the church. The regional body, the Pacific Conference of Churches and the World Council of Churches have also taken up the issue. So too have parts of the Catholic Church. Solidarity groups around the world certainly play a vital role. These are growing in strength in the Pacific, Europe and the United States.

Participant’s Question: How did they find/develop those allies?

Dr. Jason MacLeod: Another good question. It depends on the group. Sometimes an external ally played a critical role in drawing in others into the struggle. For instance in the Solomon Islands the Pacific Conference of Churches hosted a workshop that re-invigorated solidarity in the lead up to the 2015 Melanesian Spearhead Group meeting in Honiara. At the MSG Leaders’ Summit the Melanesian countries (Papua New Guinea, Fiji, the Solomon Islands, Vanuatu and the FLNKS) accepted the United Liberation Movement for West Papua as Observers. In Europe, the United States, and Australia, the presence of West Papuans seeking protection and who have continued to struggle in exile, have stimulated significant solidarity. In other cases visits either to West Papua or from West Papuans have energized people’s activism.

—-

I would like to thank everyone who participated in the webinar. I presented some of what I have learnt from the West Papuan struggle for liberation. In doing so I am mindful that I didn’t tell many stories about that struggle. With the benefit of feedback, next time I will begin by telling something of story of the movement then, through narrative, illustrate the draft conceptual and practical framework for self-determination that has emerged from working with the movement. I think my nervousness about presenting got in the way of telling more of the story. For those who want to hear more about the recent struggle please read my article at Waging Nonviolence. ‘A new hopeful chapter in West Papua’s 50-year freedom struggle’ at http://wagingnonviolence.org/feature/new-hopeful-chapter-west-papuas-50-year-freedom-struggle-begins/. You can also – shameless publication warning coming up – buy my book, Merdeka and the Morning Star: civil resistance in West Papua.

I also want to acknowledge West Papuans who have contributed to the research and many other people around the world who have stood in solidarity with the West Papuan struggle for freedom who also contributed to the research process. My involvement in the movement over the last 14 years has been primarily as an active participant accompanying West Papuans in their search for justice. Throughout that time it has been a privilege to be trusted as a receiver of stories, analysis and knowledge from Papuan friends, colleagues and interlocutors, who I thank deeply. I have tried to make sense of these gifts as best as I have been able. To what I have received I have added my own analysis, insights from the literature, and my own research. The webinar is one small part of a process of presenting the results back to the movement. Another part is through writing and speaking about the movement. The major work of contributing to the movement I have been studied has been through capacity strengthening work with the movement that I have undertaken with my colleagues from Pasifika, the West Papuan Project and the wider solidarity movement. That work continues.

There are many Papuans inside the country who have assisted the project who I can’t name because they live inside the country and it is not safe to name them. These include not only interviewees and participants in workshops but also people in government, civil society organisations and the resistance movement who enabled the research through their contacts, encouragement and practical assistance. In addition a number of Papuans from the diaspora helped: Andy Ajamiseba, Benny Wenda, Herman Wainggai (who participated in the webinar), Jacob Prai, Jacob Rumbiak, the late John Ondawame, John Rumbiak, Leonie Tanggahma, Octo Mote, Om Zachi, Nicolas Jouwe, Nancy Jouwe, Oridek Ap and his family, Paula Makabory, Rex Rumakiek, Ronny Kareni, Seth Rumkorem, and the late Viktor Kaisiepo. I also want to express my appreciation to John Rumbiak and Benny Giay who have been important friends and mentors to me and remain a source of inspiration.

Jason McLeod, November 21, 2015

 

Presenter

Jason_MacLeod_headshouldersJason MacLeod, Ph.D., is conducting research on the viability of nonviolent strategies and tactics to enlarge the prospects of the self-determination in West Papua. He teaches civil resistance at the School of Political Science and International Studies at the University of Queensland and in the master’s course on nonviolent action in the Centre for Peace and Conflict Studies at Sydney University. He also taught at the University of New England, Christian Heritage College and was an honorary research fellow at Monash University. H He obtained his doctorate from the University of Queensland in Brisbane, Australia where he examined the viability of civil resistance strategies to enlarge the contours of self-determination and political freedom in the Indonesian occupied colony of West Papua. He is author of several articles and book chapters on West Papua and nonviolent struggle.

 

 

Filed Under: Webinar 2015, Webinars

Civic Struggle in Venezuela Amid Political Polarization

November 5, 2015 by intern3

This academic webinar was presented by Gerardo Gonzalez, Sociologist and Lecturer at Instituto de Estudios Superiores de Administración (IESA) and the Universidad Metropolitana.

Watch the webinar below:

Webinar content:

1. Introduction of the Speaker: 00:05- 00:39
2. Presentation: 03:02 – 32:24
3. Questions and Answers: 32:26 – 47:57

 

Webinar Summary

This webinar talk will analyze the civic struggle in Venezuela that took place in 2014. Using Peter Ackerman and Hardy Merriman’s A Checklist for Ending Tyranny, the presentation will evaluate the skill-based and organizational capabilities of protesters as well as trends of nonviolent conflict in the country last year. Although Venezuela´s political crisis has received significant international media attention, no scientific analysis has been done on the relationship between civil resistance, nonviolent action and political polarization in the country. The webinar will examine the interactions between  different actors involved in the conflict, tactics employed by protesters, and analyze why organizers failed to meet their goals.

The Venezuelan opposition led by the student movements, opposition parties, civic organizations and parts of civil society planned a number of civil resistance actions but their efforts to expand participation and protest activities were hampered by media censorship and, more importantly, by a lack of nonviolent discipline. Violence undermined the momentum of the movement and helped support the narrative put forth by the government. Finally, the webinar will discuss challenges and opportunities for public dissent and mobilization in spaces where communication and information are censored and societal distrust among two equally divided and opposing groups is high, which are the characteristic features of Venezuelan society.

 

Presenter

gerardo gonzalez photo
Gerardo Gonzalez is a Venezuelan sociologist who studies violent and nonviolent protests in Latin America. He has a B.A in Sociology from the Universidad Central de Venezuela and a Masters in Latin American Studies from CEDLA, the Centre of Latin American research and Documentation of the University of Amsterdam. As part of his work he conducts research and public opinion polls on socio-political processes and changes in Venezuela. He currently teaches at Instituto de Estudios Superiores de Administración (IESA) and the Universidad Metropolitana in Caracas. He works mainly with young people, political parties and social movements interested in social participation, non-violent protests and networking. He has coordinated a number of youth programs on leadership, trying to create networks of people to fight for social, human, political and cultural rights all over the country. Lately he has done research on political communication, participatory politics, and nonviolent protests. He is currently working on the first major study on protests in Venezuela.

 

Additional Resources

“Venezuela.” Country profile by the Economist, last updated April 9, 2015. Available Online
“Venezuela.” Country profile by the Guardian, last updated April 22, 2015. Available Online
“Venezuela.” Country profile by the New York Times, last updated April 11, 2015. Available Online
Venezuelan organizations (websites in Spanish):
-COFAVIC: Organización no Gubernamental para la Protección y Promoción de los Derechos Humanos
-Foro Penal Venezolano
-Observatorio Venezolano de Conflictividad Social Observatorio Venezolano de Conflictividad Social

 

Filed Under: Webinar 2015, Webinars

Learning from Gandhi, a Campaign against Untouchability, and Human Error

October 27, 2015 by David Reinbold

This ICNC Academic Webinar was presented on Tuesday, Oct. 27, 2015 by Mary King, author, whose works include, among others: “Freedom Song: A Personal Story of the 1960s Civil Rights Movement,” “A Quiet Revolution: The First Palestinian Intifada and Nonviolent Resistance,” and her latest book, “Gandhian Nonviolent Struggle and Untouchability in South India: The 1924-1925 Vykom Satyagraha and the Mechanisms of Change.” King is also a professor of peace and conflict studies at the UN-affiliated University for Peace and an ICNC academic advisor.

 

Watch the webinar below:

Webinar content:

1. Introduction of the Speaker: 00:02- 03:00
2. Presentation: 03:08 – 46:40
3. Questions and Answers: 46:41 – 01:00:52

 

Webinar Summary

In this webinar, King will talk about the main findings of her most recent book “Gandhian Nonviolent Struggle and Untouchability in South India: The 1924-1925 Vykom Satyagraha and the Mechanisms of Change.” In the Indian village of Vykom (now in Kerala, India,) a 1920s nonviolent struggle sought to open to everyone the roads surrounding the Brahmin temple there. For centuries, almost anyone could walk these roads, except for so-called untouchable Hindus. From April 1924 to November 1925, what Mohandas K. Gandhi called a satyagraha was waged to gain access for excluded groups to the routes encircling the temple compound.

As the 604-day campaign persisted, it gripped British India and beyond, while revealing extreme forms of discrimination practiced by the upper castes: untouchability, unapproachability, and unseeability. The campaign, however, suffered from specific strategic shortcomings. Leadership quandaries abounded while excessively optimistic planning left the campaign directionless. The outcome of the campaign suggests that the conversion – an important mechanism of change theoretically achievable in successful nonviolent struggles – should be redefined to reference an ideal. When civil resistance is chosen to fight deep-seated social pathologies like racism and untouchability, a “settlement” may be out of reach. Instead, strategies of management, comparable to confronting a chronic disease, may be preferable.

King’s findings stress the need to undertake research with unknown, ignored, forgotten, lost or misrepresented civil resistance campaigns or movements, as they hold important lessons for current and future nonviolent struggles.

Further Participant Questions

Questions not addressed during the webinar recording itself.

Participant’s Question: What were the main challenges you faced in conducting this research?

Mary King:  I appreciate this question, because I want to encourage others to undertake serious original research on past nonviolent struggles. So much has been obscured or erased. I could almost write a small book (or make a movie!) about conducting the research. I started by cleaning out everything that I could find at Oxford. Secondary sources have generally not been reliable on this struggle, but I found old collateral works that were useful on the Hindu caste system, good anthropology, and books on the Maharani. My chronicling of the 1924-5 Vykom satyagraha ultimately is based on (1) examining primary sources (original correspondence and letters, extensive police reports, correspondence between the British Police Commissioner and the palace officials, hand-written notes, minutes of meetings) in repositories and archives in Kerala and New Delhi; (2) newspaper morgues in Kerala; (3) digesting secondary sources (non-original documents, often historical analyses written by Keralan specialist historians and social scientists); (4) formal interviews in New Delhi and Kerala with a great number of Keralan and Indian historians, scholars, and journalists, and (5) circumstantial information from local people in Vykom from walking about the village, accompanied by Professor Sanal Mohan.

A major challenge was that the State of Kerala does not grant easy access to its archives, claiming the need for barriers due to alleged past theft of documents by foreign researchers. I was required to have three locally recognized historians certify my validity and character as a scholar and researcher. Directors of the archives varied in their interest and support of my purposes, some facilitating my work and others having quite another outlook. As a political scientist, I adopted a methodology based on attempting to confirm events, interpretations, and assertions through three sources, preferably from differing types of resources. This is called “triangulation,” meaning a triangle of sources. Not every researcher is so strict. Yet asking of yourself that you try to have at least 3 sources for every assertion helps to keep a firm grip and hold suppositions at bay. As my research took place long after the actual events, I could not always find three different sources that concurred (from informants, primary documents, newspaper articles and so on). In the book, I must sometimes note conflicting information encountered in historical analyses and archival records. In conducting such deep original research on an historical nonviolent struggle over a period of years, one slowly develops sensitivity to the forces at work, as the documents reveal their own truths (or gaps). So far as I know, this is the first narrative of the Vykom satyagraha constructed on the basis of scrupulous searching, made more rigorous by my own standard of seeking three sources to substantiate each element of the chronicle.

I needed insight on the role of newspapers in the princely state. Professor K. Gopalankutty of Calicut University, contextualized for me how by 1905 the Travancore Princely State had more than twenty Malayalam language and English papers, which were able to reach a public much larger than their individual subscriber base. This extraordinarily high level of literacy and interest in public affairs at that time is part of the backdrop to this fascinating narrative and is consistent with the high rankings of Kerala compared with the rest of India in these and other spheres, such as health status, gender equity, and emergence of political parties. The Mathrubhumi (Motherland) newspaper executives (who were affiliated with the Congress Party and also in some instances acted as key figures in the Vykom campaign) utilized their broadsheet to work on the problems of the princely state as they saw it, making it one of a number of small newspapers that were pro-nationalist, pro-reform, and simultaneously able to play a productive role in the Vykom engagement. Other outlets, published by the landowning classes, were in opposition. Mathrubhumi could straightforwardly support the Vykom struggle, partly because it was located in what was then the Malabar District, where a newspaper published under British India had more freedom to express an angle than would have been the case in the princely states.

This raises the question of whether the Mathrubhumi reports were objective, because of the paper’s affiliation with the Congress party. Actually, the virtue of this newspaper for this chronicling is that it had a correspondent in the village of Vykom filing dispatches and accounts three times a week, throughout the duration of the 604-day struggle. This level of constancy in a newspaper’s reportage is a precious resource for building a chronicle, although there were many gaps. The relative steadiness of the Mathrubhumi’s reporting helped me to chart a baseline for the chronology, against which I could seek verification, contradiction, or amplification from other sources. Editorials were of less interest, but sometimes helped with collateral material. I had challenges, but I also had advantages. My analysis benefited immensely from the generosity of historian Vasu Thilleri, of PSMO College, Kozhikode (Calicut), and his years of study. Professors M. G. S. Narayanan, K. N. Panikkar, and N. N. Pillai offered me unsurpassed insight and generosity. Dr. George Mathew, founder and chair of the Institute of Social Sciences, in New Delhi, offered exceptional assistance over the course of years. A wide number of journalists and social scientists were unstinting in welcoming my queries. I could not have done the book without the research assistance of Dinoo Anna Mathew, a Keralan doctoral candidate in peace and conflict studies at the University for Peace.

The biggest disappointment to me was the complete absence of primary materials written by the satyagrahis, the volunteers, themselves. Varying explanations are possible. Yet it is also worth remembering Michel Foucault’s analysis of archives as “documents of exclusion” and of archival institutions as “monuments to particular configurations of power,” which become “system[s] that establish events and things.” Jacques Derrida took this further with his conception of “archivization” as a process of making permanent a subjective perception of history, suggesting the notion of authority and dominance over memory. It was beyond my remit to investigate why I found no personal notes, minutes, or private letters by the volunteers in the archives, although I found some flyers and song-sheets. Perhaps now that the Panchayats Raj (local governing councils) have been authorized to work on local histories, some private papers, original documents, and banners may turn up. It was extremely difficult to chart what happened in the so-called solution, because the archives were bare. Newspaper accounts were vague and contradictory. Accounts reaching the Western world misrepresented the facts to an astonishing degree. Interestingly, as the twenty-month struggle moved toward its debatable settlement—termed by Professor K. K. Kusuman, to whom I dedicate the book, “a compromise, and not a complete success”—the Mathrubhumi correspondent’s reports become wobbly. Their ambiguity confirmed for me the dubiousness of the “settlement.” In the end, I needed to rely on Keralan social scientists who had known participants and possessed if not first-hand knowledge at least the comprehension that came from having heard participants’ first-hand accounts.

Participant’s Question: Your point of too much emphasis on conversion over compulsion (power) is seen even today in the differences of views on nonviolent action between two Gandhian practitioners Rev. Dr. James Lawson and Dr. Rev. Bernard LaFayette today. I’ve heard Rev. Lawson mention this disagreement a couple of times saying essentially that Dr. LaFayette, who was his student, places too much emphasis on conversion.

Mary King: Thank you for this question, as it goes to the heart of my findings. When you can, see pp. 300–301 of the book. In the Webinar, I mentioned Gandhi’s fundamental insight in 1905, while still working in South Africa: “For even the most powerful cannot rule without the co-operation of the ruled.” [Gandhi, “Russia and India” (from Gujarati, Indian Opinion, November 11, 1905), in Collected Works of Mahatma Gandhi, 5: 8.] This is a riveting, foundational discernment for the method of waging struggle that Gandhi would place on the world stage, while also developing its first codification. In the presentation, I mentioned that he deeply probed social power, but did not talk or write about it as much as he did his moral views. In his speaking and writing, he was seeking to persuade people in the present moment and was not communicating for posterity.

It is incumbent for those of us who are practitioner-analysts, or organizer-scholars, like my fellow worker in the Student Nonviolent Coordinating Committee (SNCC) of the U.S. civil rights movement, Bernard Lafayette, and my first teacher of nonviolent action in SNCC, the Reverend Dr. James Lawson, to seek to grasp more profound, underlying discriminations. Doing so is complicated by a problem: societies that have won major historical achievements through nonviolent struggle have frequently, even habitually, failed to record these struggles. A worldview has thus become entrenched in which the militarized force of violence, conventional warfare, and armed struggle is overestimated; it has come to be regarded as the strongest force. Meanwhile the achievements of nonviolent action in national struggles for independence, national nonviolent revolutions, and myriad other accomplishments in social alterations are underestimated—forgotten, ignored, neglected, blotted out—even though they may have been more determinative than those cited in the chronicling of armed struggle or conventional warfare.

Glorified reports of the Vykom struggle that reached the Western world with misinterpretations of social change as occurring through “conversion” and self-suffering have done a disservice to the comprehension of the technique of nonviolent struggle. Nonviolent struggle has not been treated with its deserved seriousness in many fields until very recently, in part because metaphysical explanations and a misplaced emphasis on “conversion” and suffering have impeded understanding and posed obstacles to analysis. Gandhi and the people around him used nonviolent action practically and pragmatically. Yet in present-day India and elsewhere this dimension is frequently disregarded as moralistic and seen as not relevant today. In correcting misperceptions of the Vykom campaign and establishing a verifiable chronology for the first time, we are finally able to learn from Gandhi’s mistakes ninety years ago.

Parsing Gandhi, one can see that he pondered deeply how to compel social change in the face of ongoing obstruction and oppression. His expressions on conversion and self-suffering, and his statements that nonviolent action will never fail are, as noted, a hazardous article of faith. If you deconstruct his writings closely you can see that he had discerned at an early stage that suffering love as the process through which he pursued conversion would be of limited efficacy. He did not express himself as often on coercion as he did on moral persuasion, which has led to misperceptions. Obviously, he was acutely aware of the power inherent in mass nonviolent action and spent years wrestling with its practice and prospective powers, but expended much less effort and exertion on its limitations.

Viewing the situation wholly as a Hindu, in Vykom Gandhi relished hope that appeals to the high-caste orthodoxy would be persuasive, and he declared in April 1924 with his tendency for overconfidence, “The [Vykom] Satyagrahis are certain to break down the wall of prejudice, no matter how strong and solid it may be if they continue firm, but humble, truthful and nonviolent. They must have faith in these qualities to know that they will melt the stoniest hearts.” [Gandhi, Young India, April 17, 1924, in Collected Works of Mahatma Gandhi, 27: 263.] Yet the fact is that literal or excessive emphasis on persuasion and conversion holds real possibilities for harm. It can lead to accepting a deplorable situation because the opponent has not yet been “converted,” resulting in acceptance of intolerable persecution. In addition, unless conversion is described as an ideal, planning and preparation could assume a probability for converting the opponent’s hearts and minds. This can lead to imputing supernatural or superhuman properties to nonviolent action, while also implying that serious, rudimentary power relationships are not included.

The historian Howard Zinn, who was a senior adviser to SNCC, often would say to us, “First we must change behavior, and let attitudes alter at a different pace.”

Social distance is additionally an important factor in assessing whether a targeted group may be amenable to the nonviolent protagonists’ aspiration for “conversion.” In this regard, see Thomas Weber, “ ‘The Marchers Simply Walked Forward until Struck Down’: Nonviolent Suffering and Conversion,” Peace and Change 18, no. 3 (July 1993): 267–89.

Although he held onto his hope for conversion, Gandhi was generally guarded in evincing this view and most certainly did not use these terms in speaking with the Indian National Congress Working Committee. The record is crystal clear that he sought adherence to the rules of action from the working committee, not beliefs, creeds, or perceptions of nonviolence as a way of life. As noted in the Webinar, by 1925 Gandhi was speaking of compel, compulsion, pressure, and public opinion. India’s first prime minister Jawaharlal Nehru in the 1930s (cited on p. 298 in my book) writes that to think of conversion of a class or nation is “to delude oneself.” He calls it an illusion to think that an imperial power will give up its domination of a country, or a class yield its superior advantages, unless “effective pressure, amounting to coercion, is exercised.”

To Nehru, Gandhi was seeking to apply pressure, but he called it conversion.

Furthermore, anticipation of being able to change an opponent’s normative values, attitudes, and beliefs can block acknowledgment of nonviolent struggle as a practical method for fighting for social justice, which might slowly, gradually, and incrementally be substituted for violence. This larger objective is why I have long been involved. Multiple forms of power are generally involved. My research on this archetypal struggle and the notion of “conversion” suggests the importance of avoiding certitude and simplistic impressions of conversion, especially as a basis for the planning and preparation of campaigns of nonviolent action. Let it constitute an ideal. The evidence is otherwise too scant. Additionally, we seriously need robust revisiting of struggles that have been poorly documented, or were, as in Vykom, badly misrepresented.

In SNCC, we viewed the sincerity of an individual’s involvement in the struggle not on the basis of words or statements, but on actions and their willingness to “put their body on the line.” By dissociating requirements of ideology, belief, or spiritual affiliation, and by not screening participants for their personal beliefs, contemporary campaigns can recruit with the widest appeal. Participants may consider themselves as realists; take their stand on the basis of philosophical idealism; or be motivated by their strong personal moral values, their religious faith, or their beliefs. In choosing civil resistance, however, they may be equally, or more so, acting from pragmatism and a quest for practical outcomes. Let us not assume that we can change the hearts and minds of the adversary, but instead seek to alter its institutions, policies, practices, and structures.

Participant’s Question: Congratulations on great research and a great presentation. My view is that Gandhi always offered ‘converting the heart’ first and that it often goes on under the surface. Would you agree?

Mary King:  Thank you for your appreciation. To a degree I have been discussing your question above. Your observation has some merits. Gandhi tended initially to speak of conversion as an objective and this is how he would speak. Yet as the intuitive strategist that he was, he organized extensive mobilizations built on his conception of satyagraha half a dozen times under varying circumstances over the course of his life after returning to India. Subject to definition, these could include indigo planters in Champaran (Bihar), 1917; peasants of Kheda, or Khaira (Gujarat), 1918; Ahmedabad (Gujarat), 1918; against Rowlett Acts, 1919; 1920–2 noncooperation movement; Vykom, 1924–5; Bardoli (Gujarat), 1928; 1930–4 civil disobedience movement; 1940 individual civil disobedience; 1942 Quit India Movement. Some of these were national mobilizations directly involving tens of thousands. They were hardly based on humble appeals.

It’s also important to understand that the passage of time and the effect on third parties can also be involved. These factors can help to bring about more elliptical long-term changes in attitudes and emotions. After twelve years of virtually unmitigated obstruction by the Travancore Princely State government, on his birthday in 1936 the last Maharaja issued a royal proclamation that opened not merely the roads around Brahmin temples, but every temple in Travancore to all. The Vykom satyagraha and Gandhi were ingredients in the circuitous process that brought this about. Other, similar, nearby struggles in 1926, 1928, and 1930 against untouchability failed and were all but lost to history because they had no Gandhi. As I see it, in endeavoring to gain knowledge and lessons from Gandhi’s own learning curve, which we can now do with regard to Vykom, we demonstrate his continuing relevance.

As noted in the Webinar, I am not saying that Gandhi never changed hearts and minds. He did, for example, with Huseyn Shaheed Suhrawardy, the Muslim chief minister of Bengal. In the lead-up to India’s independence, by March 1947 the Calcutta riots had become sheer, persistent bloodshed. No one had worked more relentlessly to avert the circumstances in which India found herself than Gandhi. On August 12, Suhrawardy returned to Calcutta and went to see Gandhi. In a sincere confessional reversal, Suhrawardy asked Gandhi to stay in Calcutta and work with him. “If I stay here you will have to stay with me, and live as I live,” Gandhi responded. The two men moved into an aging mansion owned by a Muslim widow in one of the most derelict slums of Calcutta. Their personal needs were attended to by Muslim volunteers. Unguarded, they would reason with the people for protection. Upon the arrival of Suhrawardy and Gandhi, a menacing mob lunged at Gandhi, shouting that he was responsible for all the killings. “We are all responsible,” Suhrawardy replied, adopting Gandhi’s stance. For two and a half months, the Hindu and the Muslim slept on matching mats, ate the same meals, and daily walked about the streets and alleys of Calcutta, making themselves accessible. They talked with anyone, gave solace, and listened to grievances. The two allies pleaded, as August 15 neared, that the independence of India and Pakistan from the British should not be marred by carnage. On the appointed day, a doubting Calcutta awoke to a surprising Hindu-Muslim concord that would usher in independence. [I give this account in my book, Mahatma Gandhi and Martin Luther King, Jr: The Power of Nonviolent Action, orig. Paris: UNESCO, 1999, 2d edn (New Delhi: Indian Council for Cultural Relations and Mehta Publishers, 2002), in which I am indebted to Shaista Suhrawardy Ikramullah, Huseyn Shaheed Suhrawardy: A Biography (Oxford: Oxford University Press, 1991), pp. 65, 66. An order form for Mehta Publishers for this book is on my web site www.maryking.info.]

Participant’s Question: I remember reading one of my first feminist critiques of Gandhi’s voluntary suffering approach to change in the 1980’s book “Reweaving the Web of Life: Feminism and Nonviolence.” I’m curious to know how much of your interest and insights into the Vikom campaign came from your awareness and experience as a woman. What do you think might be some of the learning from your work that would be relevant to women’s struggles and a feminist perspective on nonviolent struggle?

Mary King:  The portal through which I significantly for my life walked at age 22 was to working in Atlanta with Ella Baker and others on a human relations project at the Student YWCA, followed by joining the staff of the Student Nonviolent Coordinating Committee (SNCC). Julian Bond and I shared a tiny office, from which we worked to get out the news. This effort, called Communications, was necessary, because the southern white news media did not consider the killings of African Americans, or atrocities against them, to be newsworthy. The experience would be decisive for my life.

The Movement, as we simply called this massive nonviolent “movement of movements” involving tens of thousands, gave knowledge, experience, and proficiencies to the women participating in it. It was localized, decentralized, and organized around the specific local needs of different communities. Often it was the first nurturing of leadership skills for girls and women. SNCC especially was profoundly committed to female participation in the struggle, in large part because of Ella Baker’s influence. SNCC, particularly in the Mississippi Delta, was ahead of the rest of U.S. society in recognizing and developing the capabilities of women. In our interracial struggle, men often acted as spokespersons, yet women were in my view were the crucial force at the grass roots. Women—some black, others white—who worked in the movement would take on board insights, experience, knowledge, lessons, skills, and vision from their having learned how to organize. This in turn would allow them subsequently to move on to other justice and rights concerns.

The depth of this experience gave me a grip on the structural bases for the persistence of semi-slavery, disenfranchisement, and gross inequality of opportunity, in a nation quiescent and complacent about its institutionalized racism, in which collusion between law officers and the terror and vigilante groups that operated with impunity was silently accepted. Immersion in SNCC’s programs of nonviolent direct action also prompted some of us to ask whether there was comparability between the concerns of women and the systems of racial inequities that we were working to disintegrate.

My colleague in SNCC, Casey Hayden (Sandra Hayden), and I wrote a document titled “Sex and Caste” and sent it to 44 women across the United States who were working in freedom and peace movements. Published by Liberation magazine of the War Resisters League in April 1966, the document calls “the problems of women functioning in society as equal human beings” as being among the deepest faced by human societies. Historians now consider the document tinder for second-wave feminism. Emerging directly from endless hours of discussion among women SNCC workers and talks with the local women with whom we lived and worked, the 44 recipients in turn circulated it in small groups, soon to be so-called consciousness-raising groups. These groups would provide a broadly dispersed base for what would—with interaction from other forces—become the women’s liberation movement in the United States, soon to link to women mobilizing around the globe.

After 1970 in the United States, the label “women’s liberation” would be applied to a profusion of groups that often did not know about their predecessors. Most did not realize that women—black and white—who had been working in the civil rights movement had absorbed wisdom, specific skills, and critical thinking from their experiences organizing, and that this involvement had accelerated their moving on to make justice and rights claims for women.

I am taking too long to say that it was my immersion in a mass movement that had deliberately learned from the Gandhian struggles that brought me to ask the larger questions concerning feminism and gender, not the other way around. Splits and divisions within the women’s liberation movement would cause dispersal and decentralization. Yet broader and deeper forces were at work that would help to crystallize feminism and gender studies from its generative energy―two major worldwide developments of the twentieth century. By the turn of the twenty-first century, women’s international mobilizing had made its way into one of the last bastions: the United Nations. In 2000, the landmark Security Council Resolution 1325 on Women, Peace and Security was adopted, mandating the involvement of women in all aspects of building peace.

To your specific citing of Reweaving the Web of Life: Feminism and Nonviolence, ed. Pam McAllister (New Society Publishers, 1982), I’ve looked again at the chapters about Gandhi that you cite. Not surprisingly, the authors are uncomfortable with his unfortunate essentialism, meaning his unsubstantiated presumptions about the “natural” attributes of men and women. Historian David Hardiman relevantly points out in his Gandhi in His Time and Ours: The Global Legacy of His Ideas (London: Hurst and Company, 2003, p. 160), “Fellow nationalists and women activists never subjected Gandhi to any strong criticism for his patriarchal attitudes. In this, we find a contrast to his other major fields of work, in which sharp differences were expressed in a way that forced him to often qualify or modify his position.”

For myself, I prefer to focus on another lesson that we can learn from Gandhi. We must accept that he was imbued with a deeply patriarchal worldview that painfully persists even today in India and elsewhere throughout the world, notwithstanding the fact that his experiments during twenty years of working in South Africa had led him to recognize as a fundamental concept the central involvement of women in political action. By 1921, on the eve of the Vykom struggle, he was calling for women to become involved in national political deliberations, to secure the vote, and to press for legal status equal to that of men. The hand-looming of khadi involved millions of women in this aspect of his Constructive Program; thus even if under Purdah they could participate in working toward India’s independence, as he conceived it. Unquestionably, early in the twentieth century he was placing the nationalist cause ahead of the hearth in championing women’s leadership. By the late 1920s, Indian women were in some locations leading local struggles.

The last part of your question deserves a solid answer, but the questions are incisive and I have written too long. I am delighted to say that my colleague, economist Anne-Marie Codur, and I have a chapter in a new two-volume reference work that your library should obtain (Anne-Marie Codur and Mary Elizabeth King, “Women and Civil Resistance,” in Women, War and Violence: Typography, Resistance and Hope, ed. Lester R. Kurtz and Mariam M. Kurtz, vol. 2 (Santa Barbara: Praeger, 2014), 401–45.) An historical review, we also treat among other issues the concrete advantages that women possess in nonviolent direct action and we pose some questions for further research. It will say more than I can say here.

Participant’s Question:  How should we view Gandhi in the field of nonviolent resistance: as a religious figure that advanced nonviolence as an ethical and moral stance or as a pragmatic strategist that waged civil resistance campaigns as a coercive though nonviolent & constructive force? Which figure/view is more dominant in your opinion in Gandhi’s actions and writings on nonviolent resistance?

Mary King: Thank you for your question, as it gives me an opportunity to make some extremely important points. What Gandhi called the technique, method, and process of nonviolent resistance historically arises in virtually all cultures and can be located in the ancient period. His personal spiritual regimens, however, are less likely to be received as universal truths, in the sense in which some of his other insights have proved to possess.

Gandhi ought to have full acknowledgment for nonviolent struggle being chosen as the specific technique of fighting for India’s independence, about which there was nothing inbuilt, intrinsic, natural, or predictable. He had to marshall all his analytical, persuasive, and communications skills, and personal powers to persuade the Indian National Congress that this approach would be both practical and effectual. Prime Minister Jawaharlal Nehru, who had held office as secretary and president of the Indian Congress Party, makes this plain. After Gandhi’s death, he told a Hungarian journalist that when Gandhi “first brought this revolutionary idea of noncooperation and all that, almost every leader in India opposed it. Even the most advanced leaders did not understand it.” [Tibor Mende, Conversations with Mr. Nehru (London: Secker and Warburg, 1956), pp. 23–4, as cited in my book on p. 263.] I can almost hear him sputtering “all that” with slight exasperation, because Nehru was not a “believer” in nonviolence as a creed and often tired of Gandhi’s religious metaphors. As late as 1928 Nehru was still willing to consider using violence to end the British Raj.

Gandhi deserves the credit for the adoption of civil resistance, but he could not have done this solely as a religious figure. What is critical for us to understand in today’s world is that Gandhi deeply appreciated and understood the impossibility of constructing a mass movement on the basis of his own personal and strict spiritual regimens. His senior colleagues and partners, including Nehru and the members of the Congress Working Committee, viewed his doctrine of nonviolence as anything but mystical, spiritual, or religious. They did not even conceive of it as an ethical principle. They saw in it a practical system for realizing their political quest for independence. This position was acceptable to Gandhi, so long as they adhered to a policy of exactingly nonviolent action.

As noted earlier, his writings are aimed at influencing people in the moment. With regard to Vykom, by March 1925, one year into the twenty-month struggle he drops his moral idioms and metaphors, and begins speaking of compulsion in pressuring the maharaja and the high-caste orthodoxy: “I ask you, the Savarna Hindus of Trivandrum and through you the whole of the Hindu community of Travancore, to insist to break down the prejudice of orthodoxy in Vaikom and to compel, by pressure of public opinion, . . . the opening of these roads to the untouchables and the unapproachables” (pp. 234–35). To compel through the pressure of public opinion discloses a refined comprehension of the social and political power being utilized for a technique. He is not emphasizing moral suasion in speaking to the Nambudiri Brahmins in the capital, even though profound ethical contemplations were involved for him. It is said that Gandhi spoke and wrote more on untouchability over the length of his life than any other topic.

 

Presenter

Mary-King-Headshot-145x202Mary King went to work for the civil rights movement soon after graduating from Ohio Wesleyan University, first in Atlanta and then in Mississippi, 1962-1965, serving on the staff of the Student Nonviolent Coordinating Committee. She has built her academic specialty on the study of nonviolent civil resistance and is acclaimed as a top authority on the subject. Now a professor of peace and conflict studies at the UN-affiliated University for Peace, she is a Distinguished Rothermere American Institute Fellow at the University of Oxford.

King is the author of many books, including “Freedom Song: A Personal Story of the 1960s Civil Rights Movement,” A Quiet Revolution: The First Palestinian Intifada and Nonviolent Resistance,” and her latest book, “Gandhian Nonviolent Struggle and Untouchability in South India: The 1924-1925 Vykom Satyagraha and the Mechanisms of Change.
King has served in the Carter Administration with worldwide oversight for the Peace Corps, and for the domestic Vista program and other national volunteer service programs.

For her work on the theory and practice of nonviolent action and in peace education, King has been awarded the Jamnalal Bajaj International Prize, the El-Hibri Peace Education Prize, and the James Lawson Award for Nonviolent Achievement. She is the recipient of honorary degrees from her alma mater Ohio Wesleyan University and Aberstwyth University, in Wales, United Kingdom, where she did her doctoral work in international politics.

 

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