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Type: |
OPT |
Curs: |
1 |
Period: |
S semester |
ECTS Credits:
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2 ECTS |
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Group |
Teacher |
Department |
Language |
|---|---|---|---|
Year 1 |
Ignasi Martí Lanuza |
Ciencias Sociales |
ENG |
None
Session 1
Introduction and "seeing power"
Readings:
- Desmond, M. 2016. "Forced out. For many poor Americans, eviction never ends? New Yorker
(http://www.newyorker.com/magazine/2016/02/08/forced-out#)
- Fallarás, C. 2013. "I'm the evictee telling you how it is?
http://www.voxeurop.eu/en/content/article/4006161-i-m-evictee-telling-you-how-it-13
http://www.voxeurop.eu/en/content/article/4014311-i-m-evictee-telling-you-how-it-23
http://www.voxeurop.eu/en/content/article/4015001-i-m-evictee-telling-you-how-it-33
Assignment #1 (private): What does power mean to you? Why some seem to have more of it than others?
Assignment #2 (public): This is a post about you. After reading Desmond's and Fallarás' short articles, please write on how you see the problems of evictions. In particular, address these two questions: 1) Who is to be held responsible? and 2) Do you think this could happen to you?
Session 2
On the dark side of power: de-humanizing, oppressing.
Readings:
- Van Maanen, J. (1991). The smile factory: Work at Disneyland. In P. J. Frost, L. F. Moore, M. R. Lewis, C. C. Lundberg & J. Martin (Eds.).
- Marti, I., & Fernandez, P. (2013). The Institutional Work of Oppression and Resistance: Learning from the Holocaust. Organization Studies, 34(8): 1195-1223.
Assignment #3 (public): One of the readings of this session is on the Holocaust. Please elaborate on about 500 words: To what extent is (or is not!) a (unique, extreme) case like that relevant for you, a future manager, entrepreneur, activist (and a citizen)?
Session 3
Infrapolitics and individual forms of resistance
Readings:
- Scott, J. C. (2012). Two cheers for anarchism: Six easy pieces on autonomy, dignity, and meaningful work and play. Princeton, NJ: Princeton University Press. Chapter 1.
Assignment #4 (private): Please explain in few words (around 500 words) and example of individual resistance you engaged in or failed to. Why did you choose to resist (or why you decided not to resist) and how?
Session 4
Collective forms of resistance
Guest speaker: TBA
Readings:
- Castells, M. (2012). Networks of outrage and hope. Social movements in the internet age. Cambridge: Polity. Chapter 1 (Introduction).
Assignment #5 (public): One of the largest and most significant social movement in Spain in recent times was the PAH (Plataforma de los Afectados por la Hipoteca). What are your feelings about it and about their claims? Would you be willing to fight for their cause with them? If yes, say few words ? if not ? explain too please.
Session 5
Resisting the market, building alternatives?
Readings:
- Case: BRAC in 2014 (715414-PDF-ENG)
- Fourcade, M. and Healy, K. (2007). Moral Views of Market Society. Annual Review of Sociology, 33(14): 1-27.
Documentary:
- Inside Job
Guest speaker: TBA
Assignment #6 (public): If the "market? is something to be resisted ? are there ways in which you do so? Please tell a bit about why and how you do it.
Session 6
Final Project Presentations
In all societies, present and historical, people either individually or collectively worked to foster or impede social, political, economic, and cultural change. Many of those attempts are based on different understandings of what a human life is and what living a life with dignity means.
In this course we will be exploring all of these issues. To do so, we will start by revisiting the notion of power and politics and their different manifestations. This is fundamental to understand oppression and empowerment, de-humanization and emancipation. Then we will be focus on different expressions of resistance, both individual (infrapolitics) and collective and their attempts to preserve the status quo or transform social reality (for good ? in principle).
By the end of the course you should have a better sense of not only the range of resistance tactics, tools, discourses that exist, but also the theoretical foundations used to examine social change dynamics. Several "real-life? instances of individual and collective resistance efforts will be covered in this course, many of them brought by yourself (based on your own experience perhaps!).
At the end of the course, students should:
- Understand and properly using and mobilizing concepts such as power, dignity, acquiescence, oppression, de-humanization, empowerment, infrapolitics, social movements, collective action, framing.
- To have a better understanding of the antecedents, processes and (possible potential) outcomes of different forms of resistance, either individual or collective.
- Imagine possible research questions concerning the intersection between business and society, including relations between firms and social activists and new and alternative forms of organizing.
- Be familiar with different theories used in the fields of social movements theory and resistance.
1.
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The course will be equally divided amongst individual work, team work, and plenary work. The central driver around which the course is designed is participation, meaning participating in class discussions, working with the group and contributing to the class through the individual work. Our goal is threefold: (1) to foster an atmosphere of openness and dialogue; (2) to challenge participants to give the best of themselves; and (3) to look at issues from different angles and perspectives. Regarding this last point, the course will be taught by a main instructor supported by different guest speakers.
In terms of workload, this means that throughout the course students will have to fulfil the following tasks:
Individually:
- Read an article, case or develop an exercise each week, which will be the basis for the discussion during class,
-Submit at least 2 out of 5 short written commentaries (either a public post or a private assignment) in the Moodle space (which can be based on a reading or on different questions which will be specified). Length: between 300 and 500 words.
- Participate actively in class discussion, be focused, on time and contribute to a good class atmosphere
In groups:
-Prepare the final project (see below)
In terms of class structure, we want to be open and flexible to change things as we move along. That is, we want students to be able to participate not only in fulfilling the class requirements, but also in improving the course itself.
Final Project and presentation
Working on groups of 3 or 4, analyze one instance of resistance (either individual or collective) focusing on the main causes and triggers (why resisting?) and the form resistance takes. The deliverables are a final paper and presentation.
The final paper will be presented orally during 10 minutes in the last day of class and delivered on paper the same day in a written form (between 6 and 7 pages). The grade of the final paper will be divided between oral presentation (40%), written report (40%) and ranking done by other members of the class (20%). For the presentation, what matters most is your ability to tell in 3 to 4 slides what you want to share with the class : thoroughness, clarity, your ability to cast doubt on some apparent reasons for resisting or not (your "criticality?), to enhance a debate, will be the major elements of our assessment.
What do I expect from you in class
This is a discussion course, so I encourage your active participation. Sharing your experience with the group will enrich all the participants and make the sessions more dynamic.
25% Class participation
35% Assignements/posts
40% Final project
Criteria for the assignment/post:
- Show that you read the text (when appropriate)
- Good logical argumentation
- Well-written
- Engaging
- Examples
A: 9.5---outstanding
B: 8---good job
C: 7---average: could be improved
D: 5.5---missed something really important
F? failed
Post it before the beginning of the class.
Late penalty: one letter grade down
No written feedback
Criteria for class participation:
Computers, tablets and phones are banned & penalized (lowering one letter grade)
A: 9.5---outstanding, insightful comment/s
B: 8---participated meaninfully
C: 7---attentive, not contributed much
D: 5.5---seemed absent, distracted and/or distracting
F-- failed
Session 1
- Desmond, M. 2016. "Forced out. For many poor Americans, eviction never ends? New Yorker
(http://www.newyorker.com/magazine/2016/02/08/forced-out#)
- Fallarás, C. 2013. "I'm the evictee telling you how it is?
http://www.voxeurop.eu/en/content/article/4006161-i-m-evictee-telling-you-how-it-13
http://www.voxeurop.eu/en/content/article/4014311-i-m-evictee-telling-you-how-it-23
http://www.voxeurop.eu/en/content/article/4015001-i-m-evictee-telling-you-how-it-33
Session 2
- Van Maanen, J. (1991). The smile factory: Work at Disneyland. In P. J. Frost, L. F. Moore, M. R. Lewis, C. C. Lundberg & J. Martin (Eds.).
- Marti, I., & Fernandez, P. (2013). The Institutional Work of Oppression and Resistance: Learning from the Holocaust. Organization Studies, 34(8): 1195-1223.
Session 3
- Scott, J. C. (2012). Two cheers for anarchism: Six easy pieces on autonomy, dignity, and meaningful work and play. Princeton, NJ: Princeton University Press. Chapter 1.
Session 4
- Castells, M. (2012). Networks of outrage and hope. Social movements
in the internet age. Cambridge: Polity. Chapter 1 (Introduction).
Session 5
- Case: BRAC in 2014 (715414-PDF-ENG)
- Fourcade, M. and Healy, K. (2007). Moral Views of Market Society. Annual Review of Sociology, 33(14): 1-27.
Group |
Teacher |
Department |
|---|---|---|
Year 1 |
Ignasi Martí Lanuza |
Ciencias Sociales |
From 2021/1/11 to 2021/1/27:
Monday and Wednesday from 11:00 to 12:45.