In thirteen succinct chapters, Buechler traces movement theories from the classical era of sociology to the most recent examples of transnational activism. He identifies the socio-historical context, central concepts, and guiding logic of diverse movement theories, with emphasis on: Comparisons of Marx and Lenin; Weber and Michels; and Durkheim and LeBon The Chicago School of the inter-war period The political-sociological approaches of the 1950s The varieties of strain and breakdown theories at the dawn of the 1960s Major paradigm shifts caused by the cascade of 1960s social movements Vivid examples of movements worldwide and coverage of all major theorists Critiques, debates, and proposed syntheses dominating the turn of the 21st century Recent trends (such as cyberactivism and transnational movements) and their theoretical implications"
In thirteen succinct chapters, Buechler traces movement theories from the classical era of sociology to the most recent examples of transnational activism.
Social Movements have become a central focus of political study in recent years. Paul Byrne's accessible account of British Social movements introduces students to the relevant theories, and puts them into practice by examining groups such as Greenpeace, Friends of the Earth, the Women's Movement and the Green Party. Byrne goes on to look at how the British scene compares with what is happening in the rest of Europe and in America.
6 CND and the peace movement We turn now to a consideration of particular movements in recent British politics. We have seen from our discussion of
theoretical viewpoints that public protest is arguably not the only significant
aspect of ...
This four-volume set examines every social movement in American history - from the great struggles for abolition, civil rights, and women's equality to the more specific quests for prohibition, consumer safety, unemployment insurance, and global justice.
This four-volume set examines every social movement in American history - from the great struggles for abolition, civil rights, and women's equality to the more specific quests for prohibition, consumer safety, unemployment insurance, and ...
Hong Kong’s ‘Umbrella Revolution’ has been widely regarded as a watershed moment in the polity’s post-1997 history. While public protest has long been a routine part of Hong Kong’s political culture, the preparedness of large numbers of citizens to participate in civil disobedience represented a new moment for Hong Kong society, reflecting both a very high level of politicisation and a deteriorating relationship with Beijing. The transformative processes underpinning the dramatic events of autumn 2014 have a wide relevance to scholarly debates on Hong Kong, China and the changing contours of world politics today. This book provides an accessible entry point into the political and social cleavages that underpinned, and were expressed through, the Umbrella Movement. A key focus is the societal context and issues that have led to growth in a Hong Kong identity and how this became highly politically charged during the Umbrella Movement. It is widely recognised that political and ethnic identity has become a key cleavage in Hong Kong society. But there is little agreement amongst citizens about what it means to ‘be Hong Konger’ today or whether this identity is compatible or conflicting with ‘being Chinese’. The book locates these identity cleavages within their historical context and uses a range of theories to understand these processes, including theories of nationalism, social identity, ethnic conflict, nativism and cosmopolitanism. This theoretical plurality allows the reader to see the new localism in its full diversity and complexity and to reflect on the evolving nature of Hong Kong’s relationship with Mainland China.
This book provides an accessible entry point into the political and social cleavages that underpinned, and were expressed through, the Umbrella Movement.
This book offers a new and fresh approach to understanding social movements. It provides interdisciplinary perspectives on social and cultural protest and contentious politics. It considers major theories and concepts, which are presented in an accessible and engaging format. Historical and contemporary case studies and examples from a variety of different countries are provided throughout, including the American civil rights movement, Greenpeace, Pussy Riot, indigenous peoples movements, liberation theology, Occupy, Tea Party, and the Arab Spring. The book presents specific chapters outlining the early origins of social movement studies, and more recent theoretical and conceptual developments. It considers key ideas from resource mobilization theory, the political process model, and new social movement approaches. It provides an expansive commentary on the role of culture in social protest, and looks at substantive areas in chapters dedicated to religious movements, geography and struggles over space, media and movements, and global activism. Understanding Social Movements will be a useful resource for undergraduate and postgraduate students across disciplines wanting to be introduced to or extend their knowledge of the field. The book will also prove invaluable for lecturers and academic researchers interested in studying social movements.
Social Movements: The Key Concepts provides an insightful, contemporary introduction to some of the frequently encountered terms and groups that are central to the study of collective action and social and political activism. Following an A-Z format, the entries defined and discussed are drawn from the following areas: the ‘old’ social movements of the nineteenth century the ‘new’ social movements of the 1960s and 1970s the rise of contemporary ‘network’ movements. Key American, European and global social movements are addressed, with each entry related to contemporary developments and emergent tendencies within the field. Including helpful references for further study, this concise and up-to-date guide is of relevance for those studying a range of disciplines, including sociology, politics, cultural studies and human geography.
Social Movements: The Key Concepts provides an insightful, contemporary introduction to some of the frequently encountered terms and groups that are central to the study of collective action and social and political activism.
Children’s participation in social movements is presented through a theoretical typology consisting of strategic participants, participants by default and active participants. This range of participation accounts for the social location of children historically and internationally, calling for their inclusion into social movement research. Children are unresearched and untheorized participants within social movement literature. Providing rich detail of children’s participation through illustrative case studies, this book presents the ideal types of participation as grounded in their social movement activity. These cross cultural, historical and contemporary case studies include, whenever possible, children’s perspective in their own words. Utilizing insights from childhood studies on agency and rights of children enhances the understanding of social movement strategies and mobilization. Following the chapters on each type of participation, suggestions are provided for rethinking existing social movement theories to acknowledge child participants. Scholars and students of social movements and childhood studies, as well as within the field of sociology will find interest in the wide range of case studies presented of children in social movements. The discussion of how social movement theory might be applied to the types of participation is meant to inspire future research and expand analysis of children’s participation in social movements.
Providing rich detail of children’s participation through illustrative case studies, this book presents the ideal types of participation as grounded in their social movement activity.
The Role of Critical Religious Education and Variation Theory
This timely book focusses on the central issues and questions which emerge in relation to the teaching and learning of Islam in confessional and constructivist religious education. Considering the consequences of a lack of diversity in the Islamic Religious Education curriculum, the text also explores the challenges faced by Muslim pupils in connection with secularism and radical Islam. Through rich analysis of research carried out across Muslim and public secondary schools in the UK, this book develops a meaningful pedagogy of Islamic Religious Education. In particular, the volume investigates the benefits of Critical Religious Education and Variation Theory frameworks on student learning in Religious Education classrooms and illustrates how these didactic frameworks can help to ameliorate distinct problems seen across Islamic Religious Education. Chapters identify discrete pedagogical issues that arise in the confessional and constructivist approaches to Islamic Education, such as students’ difficulties in relating to concept of Islam, and progressive approaches taken in public schools. In addressing these, the text proposes a new theoretical and pedagogical approach to the teaching of Islam, which draws on the philosophy of Critical Realism, the theories of Critical Religious Education, and Variation Theory. This book will be of great interest to postgraduate students, researcher scholars and academics in the fields of religion and education and Islamic studies. In addition, it will be of interest to social equity professionals and public policy decision makers.
The Role of Critical Religious Education and Variation Theory Ayse Demirel Ucan. Davies, P., & Dunnill, R. (2008). 'Learning study' as a model of collaborative practice in initial teacher education. Journal of Education for Teaching, ...
Despite their close geographic and cultural ties, Indonesia and Malaysia have dramatically different Islamic education, with that in Indonesia being relatively decentralized and discursively diverse, while that in Malaysia is centralized and discursively restricted. The book explores the nature of the Islamic education systems in Indonesia and Malaysia and the different approaches taken by these states in managing these systems. The book argues that the post-colonial state in Malaysia has been more successful in centralising its control over Islamic education, and more concerned with promoting a restrictive orthodoxy, compared to the post-colonial state in Indonesia. This is due to three factors: the ideological makeup of the state institutions that oversee Islamic education; patterns of societal Islamisation that have prompted different responses from the states; and control of resources by the central government that influences centre-periphery relations. Informed by the theoretical works of state-in-society relations and historical institutionalism, this book shows that the three aforementioned factors can help a state to minimize influence from the society and exert its dominance, in this case by centralising control over Islamic education. Specifically, they help us understand the markedly different landscapes of Islamic education in Malaysia and Indonesia. It will be of interest to academics in the field of Southeast Asian Studies, Asian Education and Comparative Education.
This is due to three factors: the ideological makeup of the state institutions that oversee Islamic education; patterns of societal Islamisation that have prompted different responses from the states; and control of resources by the central ...
Islamic schools, especially madrasahs, have been viewed as sites of indoctrination for Muslim students and militants. Some educators and parents in the United States have also regarded introductory courses on Islam in some public schools as indoctrinatory. But what do we mean by "indoctrination"? And is Islamic education indoctrinatory? This book critically discusses the concept of indoctrination in the context of Islamic education. It explains that indoctrination occurs when a person holds to a type of beliefs known as control beliefs that result in ideological totalism. Using Indonesia as an illustrative case study, the book expounds on the conditions for an indoctrinatory tradition to exist and thrive. Examples include the Islamic school co-founded by Abu Bakar Ba’asyir and the militant organisation Jemaah Islamiyah. The book further proposes ways to counter and avoid indoctrination through formal, non-formal, and informal education. It argues for the creation and promotion of educative traditions that are underpinned by religious pluralism, strong rationality, and strong autonomy. Examples of such educative Muslim traditions in Indonesia will be highlighted. Combining philosophical inquiry with empirical research, this book is a timely contribution to the study of contemporary and often controversial issues in Islamic education.
... to offer its students verses from the Qur'an, prayer items, and a compass
pointed towards Mecca. Besides newspaper articles, research papers and books
have also proliferated, linking indoctrination to Islam, Muslims, and Islamic
schools.
