Teaching Collective Action: Strategies for Fostering Racial and Social Justice

A. Schutz
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Abstract

Universities teach students about social problems but provide few concrete tools for acting to promote social change. Teaching about challenges but not about possible solutions can be potentially disempowering and may reduce civic agency. This chapter discusses the development of a required class on community organizing and civil resistance that provides students with specific strategies for engaging in collective action. The author explores a range of tensions involved in teaching this class: making it experiential without forcing students to work on issues or take steps they might not agree with, providing multiple traditions of social action so they do not get the sense that there is one “right” way, working with students whose perspectives might differ from ones he sees as legitimate, and teaching a class that some outside the institution might see as beyond the purview of a university. Ultimately, he argues that it is incumbent upon universities to provide concrete skills for social action, because failing to do so restricts their capacity to become effective civic actors in our democracy.
教学集体行动:促进种族和社会正义的策略
大学教给学生社会问题,却很少提供具体的工具来推动社会变革。只讲挑战,不讲可能的解决方案,可能会削弱权力,并可能削弱公民的能动性。本章讨论关于社区组织和公民抵抗的必修课的发展,为学生提供参与集体行动的具体策略。作者探讨了教学中涉及的一系列紧张关系:在不强迫学生解决问题或采取他们可能不同意的步骤的情况下,使其具有经验,提供多种社会行动传统,这样他们就不会感觉到有一种“正确”的方式,与那些观点可能与他认为合法的观点不同的学生一起工作,教授一门课程,校外的一些人可能会认为这门课程超出了大学的范围。最后,他认为,大学有责任为社会行动提供具体的技能,因为如果不这样做,就会限制它们成为我们民主中有效的公民行动者的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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