Module SGIA3361: People, Protest, Change: Exploring Social Movement Theory

Department: Government and International Affairs

SGIA3361: People, Protest, Change: Exploring Social Movement Theory

Prerequisites

• Any Level 2 SGIA module.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module aims to provide students with an understanding of the key theoretical debates in the field of social movement theory and how they relate to developments in the social sciences more generally. It will discuss different conceptual accounts of the formation, evolution, function and impact of social movements in contemporary politics, and apply these theoretical perspectives to a series of geographically and thematically differentiated case studies: the US Civil Rights movement; the Italian Left and the Red Brigades; the Lebanese Shi’a and Hizballah; and the Global Justice Movement. It will explore the theories’ usefulness in explaining secular, peaceful social movements in ‘the global North' (the field's original focus) and then evaluate the theories’ usefulness for studying other types of social movements: movements operating in ‘the global South'; religious social movements; violent, underground organisations; and transnational movements. Throughout, the module will look at the implications of modernisation, globalisation and changes in state, societal and economic structures on both social movements and social movement theory.

Content

• The module will start by introducing students to the different schools that have emerged within social movement theory, situating them within their historical context and within developments in the social sciences more broadly.
• It will then apply these competing conceptual frameworks to explain the emergence and evolution of four case studies: the US Civil Rights Movement (1950s-60s); the Italian Left and the Red Brigades (1970s); the Lebanese Shi’a and Hizballah (1970s-80s); and the Global Justice Movement (1990s-2000s).
• It will end by reflecting on the usefulness, appropriateness and problematic of applying social movement theory models to movements that differ from the theory’s original focus, namely secular, non-violent movements operating in ‘the global North’: movements from ‘the global South’; religious social movements; violent movement organizations; and transnational organisations.

Learning Outcomes

• Students will gain knowledge of:
• The history of social movement theory (SMT), its mains schools and areas of debate, and how its trajectory relates to significant historical and paradigm changes in mainstream intellectual traditions;
• Different explanations of why and how social movement organisations emerge, how they evolve, and the key factors shaping their emergence and evolution;
• The methodological problems surrounding the application of SMT beyond its 1960s focus on secular, peaceful protest movements in Europe and the USA;
• Application of the different theoretical models to specific case studies in different geographical contexts (including examples from both the global ‘North' and ‘South') and representing different types of social movement (e.g. secular, peaceful protest organisations; religious movements; violent organisations; global protest organisations);
• The implications of modernisation, globalisation and changes in state structures, civil society and the economy for social movements and social movement theory.

• On successful completion of the module students will:
• Be able to understand, evaluate and critique the main schools and debates within social movement theory;
• Be able to critically apply these theoretical models to selected case studies to explain their emergence and evolution;
• Be familiar with the major primary and secondary sources relevant to selected case studies, and be able to analyse these sources critically and use them as a basis for their own independent research;
• Be able to critically evaluate the usefulness, applicability and problematic of the various strands of social movement theory to studying social movements operating in ‘the global South’; to religious social movements; to violent movement organizations; and to transnational social movements.

• Through the module, students develop key skills including:
• Identification, selection and assessment of material and evidence in support of analysis through engagement in independent research;
• Ability to critically evaluate the suitability and quality of resources;
• Ability to develop an individual research schedule which allows them to work towards the achievement of the learning outcomes;
• Effective planning and delivery of assessed work within time and length constraints;
• Effective written presentation of a critical analysis of key issues under time pressure in response to specific questions;
• Taking responsibility for their learning and work, balancing competing demands to complete a range of tasks.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module is delivered using a mixture of lectures and tutorials. The lectures enable delivery of a common core of information to students and are especially useful in familiarising students with material that they may not have encountered before, such as the different schools and key areas of debate within social movement theory. Lectures will give a detailed outline, appropriate to a level three module, of the context and content of the texts and ideas to be studied and advice as to critical approach and reading.
• Lectures are supplemented and deepened by tutorials which enable further critical engagement with and discussion of both the lecture material and wider sources identified by students. Tutorials are directed by staff to ensure that they cover key curriculum issues, but are designed to engage students in analysing and assessing social movement dynamics, the way these are affected by wider structural changes and the various academic understandings of these dynamics. The tutorials will be based on prescribed texts with suitable guidance on the issues they raise. The tutorial programme will enable students to explore aspects of social movement theory as well as particular case studies critically and in detail and to develop skills in communication and group discussion, both in small groups and with the whole tutorial group. They will also provide a basis on which to select their areas of specialist research for summative essays.
• Formative assessment through essay gives students practice in advance of summative assessment in setting out their knowledge of the field in order to develop and defend in a suitably structured and rigorous fashion a response to a set question. Achieving this also tests their ability to independently identify, assess and organise resources in support of a consistent academic argument, by a deadline and to a word-limit (1,500), requiring students to take responsibility for their learning. Formative assessment early on in the module gives students an opportunity to receive feedback and guidance on their knowledge and understanding of a specific aspect of the module and their ability to effectively assess and analyse the topic.
• Summative assessment by essay formally tests the skills developed in the formative essay. The 2,500 summative essay, with its greater length, tests the ability to plan a more substantial piece of work, identifying and retrieving sources and selecting and displaying appropriate subject specific knowledge and understanding. It tests the ability to develop an extended discussion which utilises concepts and examines competing interpretation and analysis. It also develops key skills in sustaining effective written communication and information presentation to high scholarly standards.
• Summative assessment by unseen examination tests students' ability to respond in a focused and specific way to a range of questions covering different aspects of the module. It tests their ability to recall and apply information under time pressure. Taken together, the summative assessment will test skills of synthesis, analysis and critical evaluation with reference to material drawn from the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will be required to submit a formative essay of 1,500 words by the end of the first term.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University