Disruptive protest, civil disobedience & direct action

IF 2.1 3区 社会学 Q2 INTERNATIONAL RELATIONS
Politics Pub Date : 2023-06-05 DOI:10.1177/02633957231176999
Oscar Berglund
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引用次数: 2

Abstract

Disruptive protest has become increasingly studied and promoted across the social sciences, not least in relation to climate protests. This paper asks what the rationale and effects of disruptive protest are. It argues that disruptive protest carries a prefigurative legitimacy, envisaging a more democratic and just society while aiming for broader appeal and legitimacy rendered by liberal discourses. The paper takes a political theory perspective through both the literature on civil disobedience and the anarchist literature on direct action. It then explores how the key attributes of these literatures render legitimacy to the practices and discourses of two social movements that have made widespread use of disruptive protest in recent years: the Spanish anti-eviction movement Plataforma de Afectados por la Hipoteca (PAH) and the mainly British climate change movement Extinction Rebellion (XR).
破坏性抗议、公民抗命和直接行动
破坏性抗议在社会科学中得到了越来越多的研究和推广,尤其是在气候抗议方面。本文询问破坏性抗议的理由和影响是什么。它认为,破坏性抗议具有预先设定的合法性,设想一个更加民主和公正的社会,同时争取自由主义话语所带来的更广泛的吸引力和合法性。本文通过对公民抗命的研究和对直接行动的无政府主义研究,从政治理论的角度进行了分析。然后,它探讨了这些文献的关键属性如何使近年来广泛使用破坏性抗议的两个社会运动的实践和话语具有合法性:西班牙反驱逐运动Plataforma de Afectados por la Hipoteca(PAH)和主要是英国的气候变化运动Extinction Rebellion(XR)。
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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来源期刊
Politics
Politics Multiple-
CiteScore
5.50
自引率
0.00%
发文量
26
期刊介绍: Politics publishes cutting-edge peer-reviewed analysis in politics and international studies. The ethos of Politics is the dissemination of timely, research-led reflections on the state of the art, the state of the world and the state of disciplinary pedagogy that make significant and original contributions to the disciplines of political and international studies. Politics is pluralist with regards to approaches, theories, methods, and empirical foci. Politics publishes articles from 4000 to 8000 words in length. We welcome 3 types of articles from scholars at all stages of their careers: Accessible presentations of state of the art research; Research-led analyses of contemporary events in politics or international relations; Theoretically informed and evidence-based research on learning and teaching in politics and international studies. We are open to articles providing accounts of where teaching innovation may have produced mixed results, so long as reasons why these results may have been mixed are analysed.
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