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The Paradox of Repression and Nonviolent Movements

September 20, 2018 by Georgina Addo

Webinar Content

Introduction of Speakers: 00:00 – 5:19
Presentation: 5:20 – 33:29
Questions and Answers: 33:30 – 1:02:26

Webinar Summary

From Bull Connors’ dogs and fire hoses attacking U.S. civil rights demonstrators to the massacre at Amritsar in colonial India and the shooting of nonviolent demonstrators in Soviet Tblisi in 1990, the use of coercive force often backfires. Rather than undermining resistance, repression often fuels popular movements. When authorities respond to nonviolent people power with intimidation, coercion, and violence, they often undercut their own legitimacy, precipitating significant reforms or regime overthrow.

Activists in a wide range of movements have engaged in nonviolent tactics of “repression management” that can turn the potentially negative consequences of repression to their advantage. The Paradox of Repression and Nonviolent Movements book, edited by our webinar presenters, brings together scholars and activists to address multiple dimensions of this phenomenon, which Gene Sharp called “political jiu jitsu,” including the potential for nonviolent strategy to raise the likelihood that repression will cost those who use it.

In this webinar, we will share some of the key strategic insights and challenges identified by the authors of the book. As editors of the book, Lee and Les hope to share cover some of the ground covered in greater detail in the book. Research for this book was supported by ICNC.

Presented by Lester Kurtz and Lee Smithey
Thursday, November 15, 2018
12 pm to 1 pm (EST-US)

About the Presenters:

Lester R. Kurtz

Lester Kurtz is professor of public sociology at George Mason University, where he teaches peace and conflict studies, comparative sociology of religion, and social theory. He holds a Master’s in Religion from Yale and a Ph.D. in Sociology from the University of Chicago. He is the editor of the Encyclopedia of Violence, Peace and Conflict (3 volumes Elsevier), The Warrior and the Pacifist (Routledge), co-editor of Women, War and Violence (2 volumes, Praeger), Nonviolent Social Movements (Blackwell’s), and The Web of Violence (U. of Illinois Press) as well as author of books and articles including Gods in the Global Village (Pine Forge/Sage), The Politics of Heresy (U. of California Press), Evaluating Chicago Sociology, and The Nuclear Cage (Prentice-Hall). He is currently working on a book on Gandhi and has taught at the University of Texas-Austin, the University of Chicago, Northwestern University, and Tunghai University. He has lectured in Europe, Asia, Africa, and North America and served as chair of the Peace Studies Association and the Peace, War, and Social Conflict Section of the American Sociological Association, which awarded him its Robin Williams Distinguished Career Award. He is a Distinguished Research Fellow at the Institute of Nanjing Massacre History and International Peace.

Lee A. Smithey

Lee Smithey serves as Coordinator of the Peace and Conflict Studies program at Swarthmore College in Swarthmore, Pennsylvania. He is an Associate Professor in the college’s Department of Sociology and Anthropology, where he studies social conflict and social movements, especially ethnopolitical conflict and nonviolent conflict methods. He has focused much of his work on conflict transformation in Northern Ireland. His book, Unionists, Loyalists, and Conflict Transformation in Northern Ireland (Oxford University Press), was launched at the Northern Ireland Assembly and won the 2012 Donald Murphy Book Prize for Distinguished First Book from the American Conference for Irish Studies. He is a Co-Primary Investigator of the Mural Mapping Project, a longitudinal and geo-spatial study of murals and public art in West Belfast and the Greater Shankill Road area. He has served as Chair of the Peace, War, and Social Conflict section of the American Sociological Association.

Additional Online Resources

Book Wepage: The Paradox of Repression and Nonviolent Movements

Minds of the Movement blog post: May the Excessive force Be With You: How Activists Can Manage Repression To Win

Waging Nonviolence blog post: How Repression Can Fuel A Movement

Global Nonviolent Action Database: Paradox of Repression Cases

Filed Under: Uncategorized, Webinar 2018, Webinars

Curriculum Fellowship Awardees 2018

August 21, 2018 by Georgina Addo

In 2014, ICNC launched the Curriculum Fellowship Program to support development of courses on nonviolent conflict and promote teaching in the growing field of civil resistance studies by selecting seven curriculum fellows. In 2016, ICNC added a new component to the curriculum support program: online courses that interested fellows taught in 2016 and Spring 2017.  Online teaching became an integral part of the initiative and the 2017 cohort of fellows continued teaching both classroom-based and online courses on civil resistance.

ICNC is excited to continue the Curriculum Fellowship Program by accepting four fellows for the 2018 cohort.

The 2018 Fellows are:

Colins Imoh
Laurie Johnston
Lindsay Littrell
Nosheen Raza

Colins Imoh is a doctoral scholar at the Department of Educational Foundations & Leadership at the University of Toledo. His area of interest is nonviolent action, development, diversity,  peace-building and conflict transformation. He was the pioneer coordinator of the Africa Network of Young Peace Builders, working from their International Secretariat in the Netherlands. Professionally, he holds an MA in Conflict Transformation from Eastern Mennonite University Harrisonburg, Virginia,  and MPhil from the University of Cape Town in Environmental Management. He was project manager for the Partners for Peace, a network whose mission is to build social capital around peacebuilding. He is the recipient of various awards including: Winston fellowship, Open Society Africa Fellowship, MASHAV Award, Philip J. Rusche Emeriti Faculty Award, Robert J and Wrey Warner Barber award, the Those who Inspire Award and the Helen M. Fields Memorial Achievement Award.

Course Title: Introduction to Peace and Justice, Civil Resistance module (Fall 2018)

Location: University of Toledo, Toledo, OH, USA

Course Abstract: The course is an introduction to peace and justice; international negative peace; justifiable responses to threats to and violations of peace; and justifiable responses to injustices. It provides an exploration of nonviolence as means and reactions to injustice. There is a focus on civil resistance as a strategy for citizens to work for peace and justice. It engages students in the application of practical methods and skills of civil resistance as a tool for change in societies; providing an exploration into nonviolent actions and civil resistance movement. It traces the historic moments in the movement, exploring its success comparatively to other methods of effecting change. The nature and structure of political power in societies is examined, appreciating that power belongs to the people, who give their consent to be governed and can also withdraw that consent. The course explores various strategies for the success of nonviolent actions.

Laurie Johnston, Ph.D., is Associate Professor of Theology and Religious Studies and Director of Fellowships and Scholarships at Emmanuel College in Boston. A social ethicist, she holds degrees from Boston College, Harvard Divinity School, and the University of Virginia. She has recently been a Fulbright Scholar at the Katholieke Universiteit Leuven in Belgium, and a Visiting Scholar at the Center for Human Rights and International Justice at Boston College. She is editor of several books, including Can War be Just in the 21st  Century (Orbis Press 2015), and The Surprise of Reconciliation in the Catholic Tradition (Paulist Press, 2018).

Course Title: Social Justice and Religious Traditions (Fall 2018)

Location: Emmanuel College, Boston, MA, USA

Course Abstract: Why do religions sometimes uphold the established order, and other times help subvert it? What do religious traditions have to say about social justice and the best ways to pursue it? What is civil resistance, and how have religious communities been involved in recent efforts to pursue justice by means of civil resistance? In this course, we will examine five major world religions and their teachings on social justice. We will investigate the relationship between religious communities and several important movements that have used civil resistance to pursue their visions of social justice.

Lindsay Littrell, a Ph. D. student and educator at the University of Kentucky, comes to the ICNC with Midwest teaching experience, West Coast practice experience, East Coast education, and Southern upbringing. A social work educator with roots in the labor movement, policy and macro social work practice, she is driven by her passion for justice and the building of beloved community. In addition to the honor of educating as a “practice of freedom,” Lindsay keeps her ear to the ground and her feet on the pavement, bringing students along as often as possible, engaging struggles for peace, justice and liberation here in her U.S. back yard and across the world. Ms. Littrell’s research interests and teaching experience includes the intersection of social work practice and education with themes of social justice, collective liberation, intersectional feminism, community organizing, and to postcolonial concerns of local and global theory and practice. She has recently served as the Deputy Director for the South North Cohesion Project’s Gender-Based Violence Programme, working with a team of researchers and practitioners in the U.S. Midwest and across South Africa.

Course Title: Bigger than Protest: The Theory of Civil Resistance and the Ethics of Social Change (Online, October – December 2018)

Location: University of Kentucky. Lexington, KY, USA 

Course Abstract: In this 3-credit interactive online course for graduate and undergraduate students at the University of Kentucky, students will engage the social work ethics and values regarding social, economic and environmental justice as well as human rights while exploring the concept of civil resistance and the “power that underlies people’s actions” (ICNC Rutgers, 2017) to effect change in their communities in the face of oppression. With a substantive emphasis on processes that strengthen both critical thinking and interpersonal skills, students will work together to examine the documented impact of more than a century of civil resistance through the lens of civic mobilization, strategy, tactics, conflict analysis, repression, backfire and violent flanks. Each student will then deepen their learning by analyzing and then presenting on an ongoing civil resistance campaign of their choosing, reflecting on campaign strengths, the manifestation of civil resistance content themes, implications regarding ethics, social justice and human rights, as well as opportunities for skill contribution in the context of their academic disciplines or in light of their future careers.

Nosheen Raza received her Master’s in Sociology from University of Karachi, Pakistan. She is currently a lecturer of Sociology at University of Karachi and a Ph.D. candidate at the same university. She teaches courses on Collective Behavior and Social Change, Industrial Sociology, Demography, Medical Sociology and Sociological Theories. She is also member of different academic and administrative boards at University of Karachi. Her interests and research areas include collective behavior and social change, human rights, demography and Sociology of Education. She was UNFPA’s national observer to monitor population census of Pakistan in 2017. She has been working with national and international NGOs for awareness and promotion of human rights and community development.

Course Title: Collective Behavior and Social Change (July – November 2018)

Location: University of Karachi, Karachi City, Pakistan

Course Abstract: The main purpose of the course is to educate the students about nonviolent struggles and civil resistance which has never been part of the curriculum. The sessions on civil resistance and social change are designed to provide an in-depth knowledge to the students on civilian-based movements and campaigns that defend and obtain basic rights and justice in Pakistan and around the world. The course examines the foundation of civil resistance, determinants of the success or failure of a civil resistance movement, nonviolent tactics, role of external agents; governments, NGOs, media, etc. and the dynamics and history of civil resistance. The students will be introduced to case studies of nonviolent movements in Pakistan, such as Pakistan’s Movement for the Restoration of Democracy, Pakistan’s Lawyers Movement and others. The students will explore the power of nonviolent actions as an effective way to bring about a positive change.

Filed Under: Uncategorized

2018 High School Curriculum Fellowship Awardees

August 21, 2018 by Georgina Addo

In Fall 2016, ICNC launched a grant program for high school educators from around the world to support development and implementation of educational initiatives on civil resistance movements and nonviolent action for their students. Fall 2018 is our second round of awarding fellows. Four exceptional fellows were selected to develop and teach courses on this topic in different parts of the world during the 2018/2019 academic year.

2018 High School Curriculum Fellowship awardees include:

Tatiana Daré Araújo is a Sociologist and Lawyer, with expertise in Human Rights and Public Security Management. She received a Master’s degree in Social Sciences from the Federal University of Espírito Santo in Brazil as an Espírito Santo Foundation for Research (FAPES) fellow. Since 2007, she has worked with universities, government, research institutes and NGOs in researching public security, democratic governance, criminal justice, human rights, and transitional justice. That work led to consulting for the UNDP-Brazil, producing reports for the government, teaching activities and constructing social networks and partnerships with different state and non-state actors. Tatiana is currently a Ph.D. candidate in International Politics and Conflict Resolution at the University of Coimbra in partnership with the Centre for Social Studies (CES) in Portugal. She is developing research and case studies on local mediation programs as an alternative to solving violent conflicts in favelas and poor Brazilian neighborhoods. In this context, she is developing studies on conflict transformation and peacebuilding, which inspired her to create and coordinate a social intervention in a public school in the community of Manguinhos. The project, named “Manguinhos for peace: Engaging teachers and students in community peacebuilding,” aims to introduce practices of non-violent communication, education for peace, civic education, conflict transformation for a culture of peace, and is financed through a fellowship from the Oswaldo Cruz Foundation (FIOCRUZ).

Course Title: Nonviolent Resistance in a Time of Democratic Backsliding:  Rethinking Democracy and Civic Mobilization in Brazil. (March – April 2019)

Course Abstract: The course intends to provide knowledge and critical views through sociological, historical, and political perspectives across two main themes: “nonviolent actions” and “civil resistance,” emphasizing how “people power” can be an important mechanism of both citizenship and social engagement in facing state repression.  This will be done through selected literature, class discussions, and movie debates on civil resistance around the world, combining practical experiences of successful and historical cases of resistance, which include political and non-institutional mobilizations.  Nonviolent action and civil resistance have been considered necessary to strengthen social and civic movements and promote social changes in the current moment of instability in Brazil. Because of the political and economic crisis in Brazil that culminated in the coup d’état in 2015, many forms of violence (structural, institutional, direct, and symbolic) have been increasing. The course will provide students with the tools and techniques of civil resistance and conflict analyses in order to map actors, conflicts and claims and, thus, create new strategies of resistance while strengthening the systems already in place. At the end of the course, students will create and implement a strategy of nonviolent action and civic movement of their choice.

 

Ilaria Zomer is Peace Educator for Centro Studi Sereno Regis. She manages local and transnational projects on the topics of nonviolence and transformation of conflicts especially focusing on young people, teenagers and children target. She used to work abroad in conflict contexts applying peace education principles to situations of direct violence and marginalization and empowering young people as peace builders in conflicts in the Palestinian Occupied Territories, Albania, Northern Ireland and  Bosnia-Herzegovina. In Italy, she developed a model of peer education as a tool of  political change for young people.

Course Title: Nonviolent Action Academy (October 2018 – March 2019)

Course Abstract: Since its recent elections, Italy has seen a growing need to spread a culture of civil resistance, as a viable, achievable and organized action aimed at social change among those boys and girls who find an individual solution in violence, which only traumatizes them, stigmatizes them in the eyes of society and leads them more at the margin of the society itself. Nonviolent Action Academy aims to make the scientific knowledge of civil resistance accessible to Italian students and especially to those who face daily injustices and who are most at risk of resorting to dangerous and violent resistance. The training course is aimed at 25 high school students from Turin, ages 17-18.  These students will come from schools in which the recruitment is greater by the military bodies of the state and those with a significant number of young people who, because of their identity, sexual orientation, origin, religion, still suffer forms of discrimination. The program will involve ten bi-weekly training sessions. Each session will last for two hours. Working groups will support the comprehension of the studying materials in English, and promote cooperative learning, mutual knowledge and help among students.

 

Filed Under: Academic calls

How Civil Resistance Movements Can Foster More Democratic Outcomes

June 22, 2018 by Steve Chase

Webinar Content

Introduction of Speaker: 00:00 – 4:24
Presentation: 4:25 – 37:46
Questions and Answers: 37:47 – 59:34

Webinar Summary

(click picture to download a PDF of Dr. Pinckney’s monograph)

Based on his new ICNC monograph When Civil Resistance Succeeds: Building Democracy After Popular Nonviolent Uprisings, Dr. Jonathan Pinckney will begin his webinar presentation with the observation that, while several existing studies have pointed to a strong connection between successful campaigns of civil resistance and a greater likelihood of democratization, prominent failures of democratization, as in many of the Arab Spring cases, raise challenging questions. Furthermore, there is scant literature on the dynamics of civil resistance campaigns following the initial democratic breakthrough to trace the mechanisms whereby civil resistance movements can encourage or undermine democratic prospects. In this webinar, Jonathan will present a theory of civil resistance transitions, focusing on a series of strategic challenges faced by nonviolent movements after their initial democratic breakthrough. Jonathan supports this argument in both the monograph and this webinar with a quantitative analysis of all transitions from authoritarianism initiated by civil resistance from 1945-2015 and several qualitative case studies.

Presented by Jonathan Pinckney
Thursday, October 25, 2018
12pm to 1pm (Eastern Time-US)

About the Presenter

jonathan_pinckneyJonathan Pinckney, Ph.D., is a Research Fellow at the Norwegian University of Technology and Science; and External Associate at the Peace Research Institute of Oslo. His research interests focus on extra-institutional means of political contention, primarily nonviolent civil resistance and political violence. Jonathan’s work has been published in the Journal of Peace Research, Foreign Policy Magazine’s Democracy Lab, and the Encyclopedia of Social and Behavioral Sciences. Jonathan received his B.A, in International Affairs from Gordon College, graduating summa cum laude with special honors, and his M.A. from the Korbel School in 2014. He was a 2012 recipient of the Korbel School’s Sié Fellowship. He is also the author of two ICNC monographs: When Civil Resistance Succeeds: Building Democracy After Popular Nonviolent Uprisings and Making or Breaking Nonviolent Discipline in Civil Resistance Movements.

 

 

Related Resources

https://youtu.be/_GIzbENVoSo

Filed Under: Webinar 2018, Webinars

How Can Resistance Movements Limit Mass Killings By Repressive Governments?

May 9, 2018 by Steve Chase

Webinar Content

Introduction of Speaker: 00:00 – 1:41
Presentation: 1:42 – 28:43
Questions and Answers: 28:44 – 1:00:55

Webinar Summary

Evan Perkoski, is the co-author of ICNC’s recent Special Report Nonviolent Resistance and the Prevention of Mass Killings During Popular Uprisings. His webinar will address how resistance movements can limit or eliminate the use of mass killings by repressive governments during popular uprisings. In particular, Perkoski will explore how—and to what extent—nonviolent resistance movements have historically mitigated the likelihood of mass killings, discussing his research finding that nonviolent uprisings that do not receive significant foreign material aid and manage to gain military defections tend to be the safest. These findings shed light on how both dissidents and their foreign allies can work together to reduce the likelihood of violent confrontations and mass killings as a form of repression.

Presenter

Dr. Evan Perkoski is an assistant professor in the Department of Political Science at the University of Connecticut. His research focuses on the dynamics of rebel, insurgent, and terrorist groups; strategies of violent and nonviolent resistance; and the behavior of state and non-state actors in cyberspace. His current book manuscript explores the breakdown of armed organizations, focusing particularly on the emergence of splinter groups and how they behave relative to their predecessors. He received his PhD from the University of Pennsylvania and has held fellowships at the Belfer Center for Science and International Affairs at the Harvard Kennedy School of Government and the Josef Korbel School of International Studies at the University of Denver.

Relevant Webinar Reading

Nonviolent Resistance and Prevention of Mass Killings During Popular Uprisings, an ICNC Special Report by Evan Perkoski and Erica Chenoweth. Click here to download the report

 

Filed Under: Webinar 2018, Webinars

Glossary of Civil Resistance: A Resource for Study and Translation of Key Terms

March 21, 2018 by Amber French

By: Hardy Merriman and Nicola Barrach-Yousefi
Date of Publication: January 2021
Free Download: English
Purchase a Copy
Purchase e-book (Nook | Kindle)

List of translated key terms:
Arabic | Armenian | Bangla | Burmese | Chinese | Farsi | French | Haitian Creole | Hebrew | Hindi | Hungarian | Indonesian | Kannada | Khmer | Kirundi | Korean | Kyrgyz | Malayalam | Pashto | Polish | Portuguese (Brazilian) | Portuguese (Continental) | Russian | Sindhi | Spanish | Swahili | Tagalog | Tamil | Telugu | Thai | Turkish | Urdu | Vietnamese

The field of civil resistance is dedicated to understanding how people can fight for rights, freedom, and justice, without the use of violence. This glossary provides definitions and expansive commentary on civil resistance terminology to support sharing of lessons learned and research across different languages.

It is intended to support translation of materials, but non-translators will also find value in it, as a great deal can be learned about the concepts in the field that underlie each term.

The Glossary features:

  • Over 150 key terms defined.
  • Term usage in a sentence.
  • Extensive commentary and Introduction.
  • Links to translations of civil resistance terminology in 31 languages.

  • See errata (PDF).
  • Read author Hardy Merriman’s blog post announcing the launch of the Glossary.

 

Filed Under: ICNC Press and Publications

Solidarity with the Poor: Civil Disobedience Against Housing Evictions in Hungary

February 22, 2018 by Steve Chase

Presented by Balint Misetics on March 27, 2018, at 12 pm Eastern Time

Webinar Content

1. Introduction of the Speaker: 00:00 – 2:42
2. Presentation: 2:43 – 33:16
3. Questions and Answers: 33:17 – 1:00:28

Webinar Summary

The eviction of impoverished, indebted families is becoming increasingly common in Hungary—but so too are anti-eviction blockades. Nonviolent direct action has been used in such circumstances for years by the Hungarian grassroots activist group The City Is For All, which brings activists living in homelessness and housing poverty to work together with allies for the right to housing for all.

What lessons can be learned from this, and how can such confrontational tactics be embedded in a broader campaign strategy?  Furthermore, if all evictions can be stopped, why is it important to use nonviolent direct action even in those cases? The webinar provides an insider view on the struggle against evictions and an interpretation of the role that tactics of civil resistance play in that struggle.

 

Presenter

Balint Misetics studied social theory and social policy in Budapest, the United States, and Oxford (UK). He is a founding member of A Város Mindenkié (The City is for All), a Hungarian grassroots activist group in which people living in housing poverty and their allies work together for housing rights. Besides working on his PhD in social policy, he is a regular trainer on nonviolent resistance, and he also edited a Hungarian reader on the topic.

 

Relevant Online Resources

Misetics, Bálint (2017). “Homelessness, citizenship and need interpretation: reflections on organizing with homeless people in Hungary.” Interface: A Journal on Social Movements, 9(1): 389-423.

Homepage of The City is for All – English language content

A 10 minutes long, 2013 video about the group with English subtitles

 

Filed Under: Academic Support Initiatives, Activists and Organizers, Learning Initiatives Network, Online Learning, Webinar 2018, Webinars

Youth, Civil Resistance, and Elections in Eastern Europe

February 9, 2018 by Steve Chase

Presented by Dr. Olena Nikolayenko on February 28, 2018

 

Webinar Summary:

At the turn of the twenty-first century, a number of nonviolent youth movements were formed to demand political change in repressive political regimes that emerged since the collapse of communism. The Serbian social movement Otpor (Resistance) played a vital role in bringing down Slobodan Milosevic in 2000. Inspired by Otpor’s example, similar challenger organizations were formed in the former Soviet republics. The youth movements, however, differed in the extent to which they could mobilize citizens against the authoritarian governments on the eve of national elections. Using data from semi-structured interviews with former movement participants, public opinion polls, government publications, NGO reports, and newspaper articles, this webinar traces state-movement interactions in five post-communist societies: Azerbaijan, Belarus, Georgia, Serbia, and Ukraine. It is based on the research Olena Nikolayenko conducted for her new book Youth Movements and Elections in Eastern Europe: From Serbia’s Otpor to Azerbaijan’s Maqam.

A central argument in the book–and this webinar–is that tactics adopted by youth movements and incumbent governments influence the level of youth mobilization against the regime. The analysis focuses on three types of movement tactics based upon the target of their action: (1) recruitment tactics targeted at the youth population, (2) tactics vis-à-vis allies, and (3) tactics vis-à-vis opponents. This set of tactics requires a set of capabilities outlined in Peter Ackerman and Hardy Merriman’s “Checklist for Ending Tyranny:” (1) ability to unify people, (2) operational planning, and (3) nonviolent discipline.

Presenter

Olena Nikolayenko is Associate Professor of Political Science at Fordham University. She is also an Associate at the Davis Center for Russian and Eurasian Studies, Harvard University. Nikolayenko received her Ph.D. in political science from the University of Toronto and held visiting appointments at the Center on Democracy, Development, and the Rule of Law, Stanford University; the Princeton Institute for International and Regional Studies, Princeton University; and the Department of Sociology, the National University of Kyiv–Mohyla Academy, Ukraine. Her research interests include comparative democratization, social movements, political behavior, women’s activism, and youth, with a regional focus on Eastern Europe, Russia, and Central Asia. In her recent book, Youth Movements and Elections in Eastern Europe (Cambridge University Press 2017), she examines tactical interactions between nonviolent youth movements and incumbent governments in five post-communist states: Azerbaijan, Belarus, Georgia, Serbia, and Ukraine.

Relevant Webinar Readings

Olena Nikolayenko (2018). “Youth Movements and Elections in Eastern Europe,” on H-Net Book Channel’s website.

Olena Nikolayenko, (2012), ‘Tactical Interactions Between Youth Movements and Incumbent Governments in Postcommunist States,” in Sharon Erickson Nepstad, Lester R. Kurtz (ed.) Nonviolent Conflict and Civil Resistance (Research in Social Movements, Conflicts and Change, Volume 34) Emerald Group Publishing Limited, pp. 27 – 61.

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Filed Under: Ideas and Trends, Nonviolent Tactics in Focus, Webinar 2018, Webinars

Remarks on the passing of Gene Sharp

January 31, 2018 by David Reinbold

Gene Sharp, a pioneering scholar in the field of civil resistance, died Sunday at his home in Boston.  He was 90.  Dr. Sharp’s seminal work, “The Politics of Nonviolent Action,” identified 198 tactics of civil resistance and, since its publication in 1973, has been a lodestar for activists, academics, policymakers and nongovernmental organizations. Both Peter Ackerman, founder of the International Center on Nonviolent Conflict (ICNC), and Hardy Merriman, President of ICNC, worked closely with Dr. Sharp.

 

From Peter Ackerman

I began my relationship with Gene as his doctoral student, and over the years he became a dear colleague and friend. In the 40 years that I’ve been committed to advancing humanity’s understanding of nonviolent civil resistance, Gene Sharp’s ideas have been salient to that work every day.

From Hardy Merriman

Gandhi saw nonviolent civil resistance as a series of “experiments” to be investigated and analyzed through scientific inquiry. Gene Sharp took this concept and applied it to civil resistance movements around the world, discerning a social science, and an academic discipline, to explain how these movements work, and why they succeed or fail. Through decades of research and publishing, he established key concepts, terms, and theories in a little-known field that has grown and now flourishes. His work didn’t just touch scholarship—it also reached practitioners, influencing thousands of dissidents around the world. His impact will continue into the future, and humanity’s course is better as a result.

Filed Under: News & Media

Can People Power Movements Strengthen International Human Rights Law?

January 18, 2018 by Daniel Dixon

This Academic Webinar took place Thursday, Jan. 11, 2018, at 12 p.m. EST

This webinar was presented by Dr. Elizabeth Wilson

Watch the webinar below:

Webinar content

1. Introduction of the Speaker: 00:00 – 1:38
2. Presentation: 1:38 – 36:10
3. Questions and Answers: 36:10 – 54:28

Webinar Summary

International human rights law did not come into existence top-down, out of the benevolent intentions of states, even though states eventually began to recognize that large-scale human rights abuses could pose a threat to the international order. Rather, it came into existence from the bottom-up efforts of ordinary people in civil society to ally with each other in solidarity and demand their rights, often through organized nonviolent campaigns and movements that pressured elites and powerholders to recognize individual rights (freedom for slaves, women’s rights, labor rights, and children’s rights, to name a few). Unlike international law generally, the real source of international human rights law has been the coordinated, organized and nonviolently forceful efforts of individuals—in other words, what one can refer to as people power. This webinar will discuss the relationship between people power movements and international human rights and how civil resistance campaigns can further strengthen human rights law.

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Presenter

Dr. Elizabeth A. Wilson is visiting faculty at Rutgers Law School in New Jersey. She recently served as a Fulbright-Nehru Senior Scholar at the Centre for Policy Research in New Delhi, India. Her areas of specialization include public international law and international human rights law. She holds a J.D. from Harvard Law School and a Ph.D. from the University of Pennsylvania.

Relevant Reading

Elizabeth A Wilson’s ICNC Monograph People Power Movements and International Human Rights: Creating a Legal Framework

Elizabeth A Wilson, “People Power and the Problem of Sovereignty in International Law.” Duke Journal of Comparative & International Law Vol. 26, No. 3 (Spring 2016): 551-592. This article is available via ICNC’s Academic Online Curriculum. 

Filed Under: Webinar 2018, Webinars

Apply for a Participant-Led Online Course on Civil Resistance

January 4, 2018 by Steve Chase

Image credit: Flickr user M.o.B 68, via Creative Commons, Black Lives Matter protest.

ICNC is pleased to announce a call for applications for a free, seven-week, participant-led online course: “Civil Resistance Struggles: How Ordinary People Win Rights, Freedom, and Justice.”

In this course, about 50 highly motivated and collaborative participants from around the world will:

  • Study scheduled modules of selected readings, videos, and pre-recorded experts and practitioners’  input on key aspects of nonviolent resistance campaigns and movements;
  • Participate in online discussion forums by sharing thoughts and ideas about course content that will help deepen individual learning;
  • Share experiences and stories related to course themes to build a collaborative learning community with other learners;
  • Take responsibility for the successful completion of two small-group interactive assignments using interactive communication and online collaboration tools, which are then shared with all other course participants.

This course will take place on ICNC’s new online learning platform starting on February 8, with a live orientation webinar that will guide admitted participants through signing up, logging in, interacting in the online space, and getting the most out of their online learning. Ongoing technical and process questions can be sent to ICNC’s course administrators, but the course will not have faculty moderators. The ultimate responsibility for the success of the course will depend on each participant staying active, working together effectively, and helping each other build a strong and motivated learning community.

Click here to apply

The application deadline is Sunday, February 4, 2018 at 11:59 p.m. EST.
(Candidates will be informed of application status by February 7, 2018)

IMPORTANT INFORMATION FOR PROSPECTIVE APPLICANTS

  • Why we offer this participant-led course
  • Course description
  • Course goals
  • Course content and schedule
  • Who should apply
  • Code of conduct of the learning community
  • Participant time and activity commitment
  • Certificate of completion
  • Frequently Asked Questions (including past participants’ recommendations)
  • Apply

 

WHY WE OFFER THIS PARTICIPANT-LED COURSE

In the last several years, many individuals, groups and organizations in the U.S. and abroad have reached out to us to inquire about civil resistance learning opportunities. In order to respond to these requests, we are providing a variety of online courses so we can achieve greater scale and reach more people in our efforts.

This participant-led course is designed by ICNC as a cohort-based course where the accepted participants work together as a collaborative learning community with some technical assistance from ICNC, but no real-time instructors’ comments or moderation on participant discussions or small group projects.

A participant-led course requires:

  • a great deal of responsiveness toward your fellow learners reflected in your engagement not only with the course material but even more so with other participants’ contributions and posts in various course forums;
  • a strong sense of shared leadership among its participants; as well as
  • a high degree of self-motivation, an  open attitude to learning, a desire to share and interact with others, and some relevant background knowledge or experience.

 

COURSE DESCRIPTION

This course provides an interactive, in-depth, and multidisciplinary perspective on civilian-based movements and campaigns that defend and win fundamental rights and justice around the world. The course explains the nature of civil resistance and its forces, underlying dynamics and effectiveness. Participants will be able to reflect on the skills and agency of ordinary people, their strategies and tactics, how movements can confront repression, the backfire effect, and how movements have caused defections among their adversaries’ supporters. We will look at how entrenched political and social structures and practices shift under the pressure of organized nonviolent campaigns and movements, and the long-term impacts on societies, nations and institutions.  The course also will examine case studies of civil resistance struggles, including movements for democracy and human rights, women-led civil resistance campaigns, movements challenging corruption, abusive corporations, and violent non-state actors. The course will involve a number of activities to be completed within specific time frames, including forum posts and online discussions, readings, viewing videos, and small-group interactive projects.

This course on civil resistance will deepen the participants’ awareness of this widespread social and political phenomenon that defies a long-held belief in the superior power of arms to challenge brutal, violent adversaries. Contrary to the violence-centered narrative that dominates mass media, nonviolent resistance campaigns against repressive states have been on the rise, surpassing violent insurgencies by almost 5 to 1 in the last 15 years.

For the past several years, ICNC has supported work to develop unique data sets of nonviolent campaigns (NAVCO). In 2011, this work led to a ground-breaking quantitative study that showed civil resistance movements often emerge and succeed in challenging environments. It also established that civil resistance struggles are more than twice as effective against violent states as armed resistance groups. This course is deeply informed by these important developments in research and the historic practice of civil resistance.

 

COURSE GOALS

Osai Ojigho Testimonial-01The goals of this course are:

  • To introduce cutting edge thinking and research findings on various topics in civil resistance, as outlined in the course content below.
  • To discuss case studies of nonviolent campaigns and movements.
  • To reflect on the effectiveness of civil resistance and its power to overcome challenging conditions.
  • To provide a platform for peer-to-peer learning and networking.
  • To offer an interactive and structured learning environment for participants to become a more informed observer of nonviolent conflicts and effective conveyor of civil resistance knowledge.

 

COURSE CONTENT AND SCHEDULE

I. Orientation and Getting Started

  • ICNC online course platform is opened for enrollment to admitted participants. February 7, 2018
  • Live orientation webinar. February 8 (a recording will be made available immediately following the webinar for any participant who is unable to join the live webinar)
  • Introduction to the Course, Participant Introductions, and Learning Survey. February 8-12

II. Course Content Modules

  • Module 1. Foundation of Civil Resistance. February 13-19
    What Is Civil Resistance? • The Effectiveness of Civil Resistance.
  • Module 2. First Small Group Project February 20-26
    Civil Resistance in the Media
  • Module 3. Strategies and Tactics of Civil Resistance. February 27- March 5
    Analyzing Nashville Lunch Counter Campaign • Cultural Resistance Tactics • Conflict Analysis Tools
  • Module 4. Repression, Backfire, Defections. March 6-12
    Repression and Backfire • Defections
  • Module 5. Second Small Group Project. March 13-19
    Developing an Anti-Corruption Campaign Strategy
  • Module 6. New Frontiers in Civil Resistance Studies. March 20-26
    Women and Nonviolent Resistance • Democratization and Civil Resistance • Civil Resistance against Abusive Corporate Practices • Civil Resistance Against Violent Non-State Actors •

III. Closing the Course

  • Course Evaluation and Learning Gains Survey. March 27-29

 

WHO SHOULD APPLY

ICNC plans to admit up to 50 participants who commit to reviewing all course content, contributing to discussion forums, and engaging with other participants on the course forums and in small-group interactive learning assignments. For this class, we are looking for participants from all over the world who:

  • have strong personal motivations to learn and apply their knowledge of what makes civil resistance struggles effective;
  • are willing to engage with other participants and share their knowledge and experience about nonviolent movements and campaigns in respectful and collaborative ways, even when they disagree;
  • are comfortable in writing, sharing and talking in English.

We encourage any U.S.- and non-U.S.-based movement activists, organizers, scholars, educators, members of civil society, policy professionals, and journalists to apply to take this course, specifically, if you think the course will help you participate, support, analyze nonviolent peoples’ movements for human rights, political freedom, social justice, and environmental sustainability more effectively.

Anyone who applies must also be willing to commit to the code of conduct and time and activity requirements for the course as outlined below.

 

CODE OF CONDUCT OF THE PARTICIPANT-LED LEARNING COMMUNITY

Because no outside moderation of online discussions is planned for this course, a specific code of conduct has been developed to ensure that participant interactions and knowledge sharing are as meaningful, substantive, and respectful as possible.

Participants will be responsible for following and enforcing the code of conduct of their learning community throughout the duration of the course and anyone who does not follow these guidelines can be removed from the course by ICNC staff at any time. (Learners’ concerns about a participant’s behavior that cannot be resolved through clear communication, active listening, and making requests of other participants can be sent directly to ICNC’s Academic Initiatives staff.)

What participants are expected to do in their online interactions

  • Respect each others’ points of view;
  • Share comments that relate to forum questions;
  • Focus on the phenomenon of civil resistance. If you find your conversations with others going onto other topics that are not directly related to the course, then you should take those conversations outside of the course (i.e. over email, Facebook, phone, etc.) or in the special “Community Conversations” forum;
  • Review assigned material (readings/videos) included in the course chapters before responding to questions raised in the forums;
  • Keep an open mind and maintain a desire to learn from others. People in the community may have strong perspectives, but do not dismiss others simply because they have a different perspective;
  • Focus on debating ideas, and separate people from ideas in the process. If you disagree with an idea, don’t attack the person who posted the idea personally, or make assumptions about their motives;
  • Back up your ideas, criticism and arguments with references to authoritative and verified sources or experience;
  • In addition to the readings in the online course, refer to other source materials to support your statements or as a background information to the point you are making;
  • Read carefully and in their entirety posts made by other people before replying to them;
  • If something is not clear in someone else’s comment, do not hesitate to ask for clarifications and further explanations;
  • Present various possible arguments that might be made around the discussed issue;
  • Write as concisely as possible while still being clear;
  • Post regularly to the required forums and catch up as soon as possible with your comments on the scheduled forums that you have not yet posted;
  • Formulate your thoughts and ideas in clear language. Assume that other participants will not have any knowledge about the case that you are elaborating on;
  • Share first-hand accounts and stories from your personal and professional work, study, or activity that pertain to the discussed subject matter;
  • Humor, encouragement, praise, constructive criticism, and putting yourself in someone else’s shoes are the most effective way to engage with others and facilitate informed discussions that do not exclude anyone;
  • No profanity or personal insults;
  • Do not hesitate to report any inappropriate, offensive or vulgar posts to the course administrators;
  • Unless there is a personal or family emergency, you should not abandon your learning community of fellow participants and go silent for the whole week (an average duration of the module);
  • Do not be tardy with posting during the week as this negatively affects your and other participants’ learning progress;
  • Do not copy and paste from outside sources when you write in forums. Use your own wording and vocabulary, though feel free to cite authoritative and verifiable sources.

Even though we have never had any problems of the following kind during our previous online course interactions, we want to make sure that participants:

  • Do not use ad-hominem attacks or any adverse remarks against a participant’s race, gender, religion, national origin, age, disability, or sexual orientation;
  • Do not use threats or incite any kind of violence.

 

PARTICIPANT TIME AND ACTIVITY COMMITMENT

Shani-Smith-Ruters-01-1024x618All participants are expected to spend between 7 and 10 hours per week in the online classroom, and should average about 1 hour per day for the full duration of the course on reviewing materials, posting comments about the readings and assigned videos, and interacting with/responding to other participants’ posts. Participants also should engage in video conferencing for the small-group projects and contribute to small-group statement writings.

Meeting these requirements is essential to the learning experience for the participants and for the group. Course content released each week builds on past content; therefore learning is interrupted and ineffective when participation is irregular. In addition, we believe that all of our participants have important contributions to make to the learning experience. Lack of participation and irregular or no posting are therefore a disservice to other participants.

Participation in the e-class is not restricted by time zone. Course content, forums and posts are all accessible to participants at any time of day.

 

CERTIFICATE OF COMPLETION

A certificate of completion will be awarded, upon request, to participants who fulfill all requirements for satisfactory completion of the course. This requires:

  • Reviewing all required materials in each course module;
  • Completing all quizzes and surveys set up in the modules;
  • Posting relevant comments about the readings and assigned videos in all required forums in each course module;
  • Interacting with/responding to other participants’ posts in all required forums in each course module;
  • Engaging in and moving forward the small group projects in the course;
  • Spending at minimum between 7 and 10 hours per week in the online classroom, averaging about 1 hour per day for the duration of the course on reviewing materials, posting comments and interacting with/responding to other participants’ posts.

If requested by a participant and awarded by ICNC, a certificate of completion will be sent by email in PDF format within three weeks after the end of the course.

 

FREQUENTLY ASKED QUESTIONS

1. “Is ICNC planning to run another one of these online courses at some point?”

Yes, we have been running it once a year for a couple of years now and we plan to keep offering it (and other online courses) at least once annually into the future. We would love to have you apply for this course now, but if the time is not right for you, you can rest assured that we will offer it again in the future.

2. “Given that there are no faculty moderators for this course, what can we expect from ICNC?”

ICNC has designed a well-structured, participant-tested, curriculum plan for this course that can be self-managed by active and engaged participants. We have organized the topic content, set up the discussion forums, and the small group challenges and provided instructions and tools to move through each of these learning tasks successfully. Participants can write ICNC’s designated course administrator with any technical questions about using the course material, forums, and small-group projects. We will help participants troubleshoot any technical problems. In extreme situations, where a participant repeatedly violates the course code of conduct and refuses to respond to feedback and requests from other participants, our course administrator will respond to concerns and try to improve the situation or drop a disruptive participant from the course.

3. “Should I still apply if I won’t be able to meet all of the participation expectations of the course?”

Preference in admission will be given to those who can commit fully to the stated course requirements, including an average commitment of 1 hour per day. We cannot guarantee an admission for those who cannot commit to the course requirements though they can still submit their online application for our consideration and add a note regarding how much they can commit to if, for various reasons, they cannot take the full course load.

4. “What advice do students from previous participant-led course have for those applying for this course?”

Here is what previous students for this course advise:

  • Go through the course material early in each module;
  • Write about and post your initial responses to the course material before you start reading the comments of others;
  • Scan other participants’ comments, and respond to at least one or two in every forum you are engaged in–and more if you feel grabbed by what people are talking about. If you have expertise and can offer support, wisdom or thoughtful questions, do so;
  • Quote key parts of the posts you are responding too in a different font from the text of your response;
  • Get into a habit of spending an hour or two a day working on this course. Frequent visits to the website and nearly daily work helps with digesting and synthesizing all this new information;
  • It often helps to go back to review the course material toward the end of a module after your initial overview and forum discussions get started;
  • Work hard to keep up with your work—for your sake and the sake of other participants;
  • It is helpful to sign up for daily email digests for discussion topics, especially at the beginning of the course. However, as the course progresses and the responses are spread among many forums, there will be a time when you need to read the forums in context so you know what they are about;
  • Respond quickly to scheduling requests, or take the initiative, to get small-group projects going and completed before the end of the module. Don’t leave your group members hanging;
  • Ask for help from other participants or the course administrator when necessary;
  • Validate other participants and encourage the full participation of others. Reach out to participants you haven’t heard from recently and tell them how much you appreciate their participation;
  • Stay curious and try to learn as much as possible.

 

Click here to apply

The application deadline is Sunday, February 4, 2018 at 11:59 p.m. EST. For information or questions, email academicinitiative@nonviolent-conflict.org

Filed Under: Academic calls

Can People Power Movements Strengthen International Human Rights Law?

December 12, 2017 by David Reinbold

A webinar with Elizabeth A. Wilson, author of the ICNC monograph People Power Movements and International Human Rights: Creating a Legal Framework

This webinar is scheduled for Thursday, Jan. 11, 2018 at 12 p.m. EST

Click here to register for the webinar

Webinar Summary

International human rights law did not come into existence top-down, out of the benevolent intentions of states, even though states eventually began to recognize that large-scale human rights abuses could pose a threat to the international order. Rather, it came into existence from the bottom-up efforts of ordinary people in civil society to ally with each other in solidarity and demand their rights, often through organized nonviolent campaigns and movements that pressured elites and powerholders to recognize individual rights (freedom for slaves, women’s rights, labor rights, and children’s rights, to name a few). Unlike international law generally, the real source of international human rights law has been the coordinated, organized and nonviolently forceful efforts of individuals—in other words, what one can refer to as people power. This webinar will discuss the relationship between people power movements and international human rights and how civil resistance campaigns can further strengthen human rights law.

Presenter

Elizabeth A. Wilson is visiting faculty at Rutgers Law School in New Jersey. She recently served as a Fulbright-Nehru Senior Scholar at the Centre for Policy Research in New Delhi, India. Her areas of specialization include public international law and international human rights law. She holds a J.D. from Harvard Law School and a Ph.D. from the University of Pennsylvania.

Relevant Reading

Elizabeth A Wilson’s ICNC Monograph People Power Movements and International Human Rights: Creating a Legal Framework


People Power Movements and International Human Rights: ICNC Monograph Launch

Please join us on Thursday, Jan. 25, 2018, from 4 to 5:15 p.m. EST for a public discussion on people power movements and international human rights. This event will coincide with the release of a new publication in the ICNC Monograph Series, People Power Movements and International Human Rights: Creating a Legal Framework. The event will take place at the Atlantic Council (1030 15th Street NW, 12th floor, Washington, DC 20005). Early evening refreshments will be served.

Click here to learn more and register

Filed Under: Uncategorized

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