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SA.501.102 section 20 Syllabus

Transnational Advocacy

Course Information

Syllabus Revision: 

Please note that the syllabus may change before or during the class. The most current syllabus is located in Canvas

Course Information: 

Transnational Advocacy
SA.501.102.20 ( 4.0 Credits )
Spring 2024 [SB Spring 24]
Description
The class will examine theories and practices of transnational advocacy. Students will learn about different types of advocacy: from lobbying to mobilizing and organizing, from agenda-setting to reactive, rapid response. Students will read academic scholarship on advocacy alongside texts produced by and/or for practitioners. The course explores current theoretical debates: Why do activists build transnational networks? When does advocacy have an impact? They will also engage with broader debates: How can we evaluate the effectiveness of advocacy? And what drives someone to become an activist? Students should take away an understanding of the benefits and limitations of various strategies, tactics and organizational forms.
Department: SA Governance, Politics and Society
College: Nitze School of Advanced International Studies

Course Introduction: 

Grading and Assignments

All assignments are due via Canvas, unless otherwise stipulated. Note the word count includes references and bibliography. You can write +/- 10 percent more or less than the word count.

 1) Class Participation

You will be expected to do all the required readings for each week, and participate actively in class.

Each week with an asterisk you will be required to write a short 250 – 500 word summary of one required reading, which should be submitted at 5pm the Monday before the class.  You must summarise an academic articles. You cannot summarize newspaper articles, reports or blog posts. Failure to complete all of these summaries will mean you have not completed the course requirements. The summaries will not be graded but you will receive feedback.  These should be submitted to canvass.

 2) Book Review

You will review a book written about (or by) an activist of 2,000 words. Due on Monday of Week 5 by 5pm. You will then discuss this in session 5 (the class that week). I would recommend you order the book well in advance of the deadline.

Your book review should examine the strengths and weaknesses of the book, and also the contribution of that individual to an international advocacy cause. Write the review in an engaging fashion to capture a broad public audience – take a look at the New Yorker, and New York Times book reviews. See as examples: https://archive.nytimes.com/www.nytimes.com/books/98/03/08/reviews/980308.08davist.html   https://www.newyorker.com/tag/book-reviews

The activist may be anywhere on the political spectrum - progressive, conservative or some combination. Feel free to interpret activist creatively – for instance you could choose people who are not considered radical leaders but quiet campaigners and work in the background for change.  You may choose someone from your own country and/or a book written in another language (although the review must be written in English). Potential books include the following:

Please see the longer list at examples at the end of this syllabus.

 3) Evaluate a Transnational Campaign

Please choose a topic worthy of transnational advocacy and evaluate at least one existing campaign on this issue, and then develop your own campaign suggestions. These presentations will be scheduled throughout the second half of class. You will need to sign-up in class for a specific date.

i) Written Summary (1,500 - 2,000 words) - due the day after you present (one collective summary for your group is required).

Your campaign analysis will be written collectively and the overarching questions you should address is:

1) To what extent was the campaign effective at realising its goals?

Your analysis should respond to the following questions:

  • What was the goal and theory of change for this campaign?
    • What is the context in which these organizations are operating?
    • What advocacy activities, tactics and messaging were used? And what were the audiences and targets for different types of advocacy activities?
  • What evidence is there that the campaign was effective at realising its goal?
    • What were the limitations of the campaign?
  • What specific recommendations would you give for redesigning this campaign?
    • Develop a new campaign strategy and social media plan for the coming year.

      ii) Presentation – due in class (date tbc)

You will be required to present your work in class and respond to questions.

Before embarking on this please read Duncan Green (2019) “How do 40 Supersmart Young Global Activists Want to Change the World”, Global Policy, 22 May 2019 available here. 

4) Final Research Essay

You will write one essay of 3,500 -  4,000 words. Your essay must draw on class readings and demonstrate your knowledge of course material. You can supplement this with additional readings beyond the course list. The essay is due on Weds May 15th.

I encourage you to develop your own research question, based on the readings for the class but must have this approved by Prof. Hall. Otherwise you can select a question from below:

  • To what extent are transnational advocacy networks still useful, given increased government restrictions on foreign funding and frequent attacks on groups with international allies?
  • To what extent are the far right, and other “politicised moral conservative” groups, adopting the same tactics, strategies, and organizational forms as progressive actors?
  • How can organizations develop better activists?

Absences

Students are expected to be present and prepared for every class session. Active participation during lectures and seminar discussions is essential. If unavoidable circumstances arise which prevent attendance or preparation, the instructor should be advised by email with as much advance notice as possible.

Student absences resulting from circumstances beyond the student’s control, such as illness, accident or religious observance are not penalized. Faculty member may require reasonable documentation in support of a student’s request to be excused from class and may set reasonable dates by which missed work must be submitted.

 

Instructor Information: 

Instructor

Course Schedule: 
Spring 2024 [Spring 2024]
Term Start Date: Wednesday, 3-Jan-2024  Term End Date: Saturday, 15-Jun-2024
Location and Schedule:  
Schedule Detail: [01-29-2024 to 05-04-2024, W 11:00 AM - 01:30 PM; SAIS Bologna , Belmeloro]
CRN: SA.501.102.20.SB Spring 24

Course Learning Objectives

Course Learning Objectives (CLOs): 

  • Critically assess theories of transnational advocacy

  • Identify, compare and evaluate different advocacy organizations, strategies, tactics and campaigns

Required Text and Other Materials

Books: 

Not Applicable

Evaluation and Grading

Grading Breakdown: 

Grading and Assignments

All assignments are due via Canvas, unless otherwise stipulated. Note the word count listed below includes references and bibliography. You can write +/- 10 percent more or less than the word count.


Composition of Final Grade

Book Review

30%

Essay

40%

Group Campaign

20%

Class Participation

10%


Late submission of assignments:

For each day the assignment is turned in late, the grade will be reduced by 5% (e.g. submission two days after the deadline would result in 10% grade deduction).

Grading Scale: 

Grading Scheme

Your assignments will be marked on the following grading scheme

Grade

Description

Grade in Percentage

Credits Earned

A

Outstanding

94 - 100

Yes

A-

Excellent

87 - 93

Yes

B+

Very good

78 - 86

Yes

B

Good

70 - 77

Yes

B-

Pass

61 - 69

Yes

C+

Low Pass

54 - 60

Yes

C

Minimal pass

50 - 53

Yes

D

Failure

0 - 50

No

F

 

Administrative failure (result of an Honor Code violation or when unfulfilled financial or academic obligations exist on non-degree student records)

0.00

No

 

Reading List

Reading List: 

Readings: Students must do all the core readings, and there will be cold calls in class. You are also encouraged to read widely for the course and bring in additional insights from beyond the course list.

You may also want to subscribe to the following newsletters to read more on this topic:

Course Sessions and Readings
Please note that this syllabus might be adapted throughout the semester and according to the availability of guest speakers.

Session 1     Introduction to Transnational Advocacy

Aim

What is transnational advocacy?

Why is studying transnational advocacy important?

Required Readings

Chenoweth, Erica, Austin Choi-Fitzpatrick, Jeremy Pressman, Felix Santos, and Jay Ulfelder, “The Global Pandemic Has Spawned New Forms of Activism—And They’re Flourishing,” The Guardian, April 20, 2020. https://www.theguardian.com/commentisfree/2020/apr/20/the-global-pandemic-has-spawned-new-forms-of-activism-and-theyre-flourishing

Featherstone, David. 2012. “Solidarity: theorizing a transformative political relation”, Chapter One in Solidarity: Hidden Histories and Geographies of Internationalism. Zed Books: London, pp.15-39.

Price, Richard. 2003. Transnational Civil Society and Advocacy in World Politics. World Politics, 55(4), 579–606.

Green, Duncan. 2016. ‘The Power of Advocacy’ Chapter 11 in How Change Happens, 2016, pp. 212 – 232. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Facprof%3Aoso%2F9780198785392.001.0001 

Recommended Readings

Chenoweth, Erica. 2019. “Can nonviolent resistance survive COVID-19?”, Journal of Human Rights, p. 304 – 316. https://www.tandfonline.com/doi/full/10.1080/14754835.2022.2077085

Rose, Chris. 2010. ‘Introduction’, How to Win Campaigns, Communications for Change, Earthscan: Abingdon, pp. 1- 12.

Alexander de Waal, ‘Genealogies of Transnational Activism’, in Advocacy in Conflict, Zed Books: Croydon, 2015. pp. 18 – 44.  Also online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Febookcentral.proquest.com%2Flib%2Fjhu%2Fdetail.action%3FdocID%3D2041738

Chotiner, Isaac interview with BLM co-founded Opal Tometi. 2020. “A Black Lives Co-Founder Explains why this time is Different”,  New Yorker 3 June 2020 https://www.newyorker.com/news/q-and-a/a-black-lives-matter-co-founder-explains-why-this-time-is-different 


Session 2* (reading summary required)   The History and Influence of Transnational Advocacy

Aim

Why do activists form transnational networks? When do international alliances help and when do they hinder? 

Required Readings

Margret E. Keck and Kathryn Sikkink. 1998. Introduction in Activists Beyond Borders. Cornell, Cornell University Press. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fwww.jstor.org%2Fstable%2F10.7591%2Fj.ctt5hh13f

Joshua W. Busby. 2010. Chapter 1 – States of Grace, in Moral Movements and Foreign Policy, Cambridge: Cambridge University Press.

Chaudhry, S. (2022). The Assault on Civil Society: Explaining State Crackdown on NGOs. International Organization, 1–42.

May Miller Dawkins (2017), Understanding Activism, Rhize and the Atlantic Council: Washington D.C. 

 

*Look back at last week’s readings, especially Featherstone. 

Recommended Readings

Martha Finnemore, and Kathryn Sikkink (1998). International Norm Dynamics and Political Change, International Organization, vol. 52(4), p. 887-917.

Michael Silberman (2019), What advocacy organizations need to win today”, MobLab.   

 

Session 3* (Reading Summary Week) 

Anarchist Activists, Lone-Wolves, Organizers and Mobilisers

Aim

What is the difference between being a lone-wolf, a mobiliser and an organizer?

How can organizations develop better activists? 

Required Readings

Han, Hahrie. 2014. ‘Introduction’, How Organizations Develop Activists: Civic Associations and Leadership in the 21st century, Oxford University Press: Oxford, pp. 1 – 28. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Facprof%3Aoso%2F9780199336760.001.0001

Graeber, David. 2009. ‘Some notes on “Activist Culture”’, Chapter Six in Direct Action: An Ethnography. AK Press: Oakland. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Febookcentral.proquest.com%2Flib%2Fjhu%2Fdetail.action%3FdocID%3D729351

Astra Taylor. 2020. “David Graber 1961 – 2020”. The New York Review of Books.

Recommended Readings

Eilstrup‐Sangiovanni, M., & Sharman, J. C. (2022). Introduction in Vigilantes beyond Borders. Princeton: Princeton University Press. Also online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Fwww.jstor.org%2Fstable%2F10.2307%2Fj.ctv1x67d9w

Sara El-Amine, “Lesson 5: What is Organizing”, Resistance School https://leadingchangenetwork.org/resource_center/how-to-mobilize-and-organize-resistance-school-course-videos/#Lesson_5_What_is_Organizing

Saul Alinsky (1971), Rules for Radicals, Vintage: New York.

Camahort Page, Elisa, Gerin, Carolyn and Jamia Wilson. 2018. Road Map for Revolutionaries. Penguin Books. pp 143-150 

 

Session 4* (Reading Summary week)  The Global Right Wing & Moral Conservative Resistance
Guest Lecture: Kristina Stoeckl, Professor of Sociology at LUISS

Aim

Who resists norm change, why and how?

To what extent does advocacy on the right and left of the political spectrum differ?  

Required Readings

Ayoub, P., & Stoeckl, K. (2023). The double-helix entanglements of transnational advocacy: Moral conservative resistance to LGBTI rights. Review of International Studies, 1-23. doi:10.1017/S0260210523000530

Bob, C. 2012. Chapter 2 and 3 in The Global Right Wing and the Clash of World Politics. Cambridge: Cambridge University Press.  Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2FJHU.eblib.com%2Fpatron%2FFullRecord.aspx%3Fp%3D833375

Sumi Somaskanda (2016) “Identitarian movement - Germany's 'new right' hipsters”, Deutsche Welle, available at http://www.dw.com/en/identitarian-movement-germanys-new-right-hipsters/a-39383124

Erica Chenoweth, Lara Putnam, Tommy Leung, Jeremy Pressman, and Nathan Perkins, “Media Coverage Has Blown Anti-Lockdown Protests Out of Proportion,” Vox, May 10, 2020. https://www.vox.com/2020/5/10/21252583/coronavirus-lockdown-protests-media-trump 

Recommended Readings

Skocpol, T., & Williamson, V. (2012). Chapter One in The Tea Party and the Remaking of Republican Conservatism. Oxford University Press, USA. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Facprof%3Aosobl%2F9780199832637.001.0001

Fisher, Dana. 2019. American Resistance, Columbia: Columbia University Press (Chapter One and Two). Also online http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Febookcentral.proquest.com%2Flib%2Fjhu%2Fdetail.action%3FdocID%3D5760249

Hall, Nina. “Norm Contestation in the Digital Era, Campaigning for Refugees Rights” International Affairs, 95 (3), May 2019. 

Bloomfield, A. 2016. Norm anti-preneurs and theorising resistance to normative change. Review of International Studies, 42(2), 310–333.

Teles, Stephen.  2008. Conclusion in The Rise of the Conservative Legal Movement, Princeton University Press, Princeton, pp.265 - 282. Also online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Febookcentral.proquest.com%2Flib%2Fjhu%2Fdetail.action%3FdocID%3D5675277

 

Session 5  Discussion of Activists Book Reviews

Aim

In this class you will discuss your book review. Please be prepared to summarise three key lessons you learned about activism from the book. 

 
Session 6  Visit to Làbas, Vicolo Bolognetti 2
**Please come prepared to discuss Làbas's work and history.**

Readings
Làbas website

Spatial Agency: Centri Sociali

Partispace, "Social Centres as Spaces of Participation, Làbas", Zero Bologna.

Papa, Salvatore. (2022) "Dieci anni di Làbas, oltre gli schemi classici del “centro socialismo" (either read the Italian or translate!).

Lucia Bertoldini (2023), Bologna si oppone all'apertura di nuovi CPR, mostrando possibili alternative, Scomodo. (either read the Italian or translate!).

Putnam, Robert D. et al, 1993. "Explaining Institutional Performance", Chapter Four in Making Democracy Work, Civic Traditions in Modern Italy, pp.83 - 120. Also online: https://www-jstor-org.proxy1.library.jhu.edu/stable/j.ctt7s8r7.

Session 7  Strategizing and Planning a Campaign

Aim

How do you develop a campaign plan? Who do you target and how?

What is a ‘theory of change’?

Required Readings

GetUp! A Guide to Power Mapping, available at http://cdn.getup.org.au/1529-Power_Mapping_-_changed_graphic.pdf

Green, Duncan. ‘Power lies at the heart of social change’, How Change Happens, Oxford University Press: Oxford, 2016. p.28 – 46. Also online http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Facprof%3Aoso%2F9780198785392.001.0001

Watch: Jessie Ulibarri, “Lesson 8: Power-Mapping and Identifying Targets for Organizing”, Resistance School https://www.youtube.com/watch?v=hBOvqNouaUw (and take a look at the other classes by Jessie on Theory of Change)

NPC. 2014. “Creating your Theory of Change”, (p.5 – 14) https://www.thinknpc.org/resource-hub/creating-your-theory-of-change-npcs-practical-guide/

Additional Readings

Bond, Becky and Zack Exeley. 2016. Rules for Revolutionaries, Chelsea Green Publishing, White River Junction.

Chris Rose. 2010. ‘Chapter Five – Campaign Plans’, How to Win Campaigns, Communications for Change, Earthscan: Abingdon, pp. 121 - 143.

Chris Rose, “48 Campaign Strategies” http://threeworlds.campaignstrategy.org/?p=957  for some innovative campaign tactics.

May Miller-Dawkins. 2014. ‘9 Ways to Change the World?’, A Corelab Briefing, CoreLab: New York, pp. 1 – 34. https://www.theoryofchange.org/2014/03/28/corelab/

Mobilisation Lab, “10 Ways People Power Can Change the World” https://mobilisationlab.org/resources/10-ways-people-power-can-change-the-world/ 

 

Session 8 - Measuring Success and Impact

Aim

 How can we evaluate success in advocacy? What are the best metrics for measuring advocacy impacts? Do protests work? 

Required Readings

Chenoweth, Erica and Maria Stephan. 2011. Why Civil Resistance Works, The Strategic Logic of Non-Violent Conflict, Columbia: Columbia University Press.  (Introduction and Chapter 1, pp. 1 – 61) Also online: https://ebookcentral.proquest.com/lib/jhu/detail.action?docID=908815

Kopf, David. 2017. “A Harvard study identified the precise reason protests are an effective way to cause political change“, Quartz https://qz.com/901411/political-protests-are-effective-but-not-for-the-reason-you-think/  (and take a look at the original study here: https://www.hks.harvard.edu/publications/do-political-protests-matter-evidence-tea-party-movement )

Mobilisation Lab, Beyond Vanity Metrics: Toward better measurement of member engagement, available at https://mobilisationlab.org/resources/beyond-vanity-metrics-toward-better-measurement-of-member-engagement/

Moving Beyond Vanity Metrics https://ssir.org/articles/entry/moving_beyond_vanity_metrics

Mitchell, George; Hans Peter Schmitz, and Tosca Bruno-van Vijfeijken, "Measurement", Ch 7 in Between Power and Irrelevance, Oxford; Oxford University Press (pp. 127 - 151). Also online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Fdx.doi.org%2F10.1093%2Foso%2F9780190084714.001.0001

Recommended Readings

Jason Mogus and Tom Liacas. 2016. Networked Change, How Progressive Campaigns are Won in the 21st Century. A Net Change Consulting Report. http://netchange.co/report

Price, R., & Sikkink, K. (2021). International Norms, Moral Psychology, and Neuroscience. Cambridge University Press. Available online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Fdoi.org%2F10.1017%2F9781108966610

Amy Pollard, and Julius Court. 2005. How Civil Society Organisations Use Evidence to Influence Policy Processes: A literature review London: ODI. https://www.files.ethz.ch/isn/22707/wp249.pdf

Somvichian-Clausen, Austa. 2020. “What the 2020 Black Lives Matter Protests have achieved so far”, The Hill, Changing America https://thehill.com/changing-america/respect/equality/502121-what-the-2020-black-lives-matter-protests-have-achieved-so

Tallberg, Jonas. Lisa M. Dellmuth, Hans Agné, et al. 2015. "NGO Influence in International Organizations: Information, Access and Exchange." British Journal of Political Science: 1-26.

Yale Institute for Social and Policy Studies (ISPS), Lessons from GOTV experiments, available at https://isps.yale.edu/node/16698 

 

Session 9  - Visit to Cassero - LGBTQIA+ Center (March 27)
Il Cassero LGBTQIA+ center è il comitato provinciale Arcigay di Bologna, un circolo politico impegnato da oltre 40 anni nel riconoscimento dei diritti delle persone LGBTQIA+ in Bologna.
https://cassero.it/

*We will meet directly at Cassero, Via Don Minzoni 18, 40121 Bologna**

Readings
Cassero website: https://cassero.it/
Cassero history: https://cassero.it/chi-siamo/
Centro di Documentazione: http://new.archivisti2016.it/adesioni/item/535-centro-di-documentazione-flavia-madaschi-cassero-lgbt-center 

Putnam, Robert D. et al. 1993. "Tracing the Roots of the Civic Community", Chapter Five in Making Democracy Work, Civic Traditions in Modern Italy, pp.121 - 162. Also online: https://www-jstor-org.proxy1.library.jhu.edu/stable/j.ctt7s8r7.


**No class April 3rd, closed for Easter Break*


Session 10 - Climate Change and Environmental Advocacy

Aim

What new strategies and tactics are climate activists using today? How successful are they?

What the limitations of, and tensions within, the climate movement?

Required Readings

 

Hadden, Jennifer.  2015. Networks in Contention, The Divisive Politics of Climate Change. Cambridge, Cambridge University Press. (Introduction and Chapter One).  Also online http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Fdoi.org%2F10.1017%2FCBO9781316105542  

Hall, Nina. 2022. “Mobilizing for Climate Action” Chapter Seven in Transnational Advocacy in the Digital Era, Oxford, Oxford University Press. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Foso%2F9780198858744.001.0001

Josette, Natasha. 2019. “People of colour are the most impacted by climate change, yet Extinction Rebellion is erasing them from the conversation”, The Independent, Sunday 21 April 2019. https://www.independent.co.uk/voices/extinction-rebellion-arrests-london-protests-climate-change-people-of-colour-global[1]south-a8879846.html

Kaplan, Sarah. 2020. “The Foot Soldiers of the New Environmental Movement.” Washington Post, April 20, 2020. Wapner, Paul. 1995. “Politics Beyond the State: Environmental Activism and World Civic Politics.” World Politics 47 (3): 311–40. 

Recommended Readings

Blondeel, Mathieu, Jeff Colgan, and Thijs Van de Graaf. 2019. “What Drives Norm Success? Evidence from Anti–Fossil Fuel Campaigns.” Global Environmental Politics 19 (4): 63–84.

Fisher, Dana. 2019. “The Broader Importance of #FridaysForFuture.” Nature Climate Change 9 (6): 430–31. https://doi.org/10.1038/s41558-019-0484-y

Moor, Joost de. 2020. “Alternative Globalities? Climatization Processes and the Climate Movement beyond COPs.” International Politics. https://link.springer.com/article/10.1057%2Fs41311-020-00222-y   

Olúfẹ́mi O. Táíwò. 2022. "What's Next?" Chapter Five in Reconsidering Reparations, Oxford University Press, Oxford. Available online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Foso%2F9780197508893.001.0001   

Shiels, Juile. 2019. “Extinction Rebellion: how to craft a protest brand”, The Conversation, October 6, 2019,  https://theconversation.com/extinction-rebellion-how[1]to-craft-a-protest-brand-123084

Te Ara Whatu, Indigneous Rights in Climate Action (New Zealand) https://www.facebook.com/tearawhatu/



**Friday 19 April - Workshop on Opportunities and Challenges for Climate Action in Italy**

Please attend at least one session of the workshop.

**Monday 22 April @ 18.30 (BIPR seminar) - Anita Gohdes on Digital Repression**
Anita Gohdes is Professor of International and Cyber Security at the Hertie School in Berlin. Previously, I was Assistant Professor of International Relations at the University of Zurich, and postdoctoral research fellow at the Belfer Center and the Women and Public Policy Program in the Harvard Kennedy School.  Her research focuses on the intersection of technology and security, as well as the measurement of political violence. Herrecently published book is titled Repression in the Digital Age: Surveillance, Censorship, and the Dynamics of State Violence and theoretically and empirically investigates how governments use cyber controls to support their strategies of violent repression. 


Class 11 -  Advocacy in the Digital Era

Aim

How do advocacy organizations use digital technologies to influence?

What distinct forms of advocacy are we seeing in the digital era?

What are the critiques and limitations of these forms? 

Required Readings

Schradie, Jen. 2019. “Preface and Introduction“, The Revolution that Wasn’t, How Digital Activism Favors Conservatives, Harvard University Press: Harvard. Also online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Febookcentral.proquest.com%2Flib%2Fjhu%2Fdetail.action%3FdocID%3D5751781

Karpf, David. 2012. “The MoveOn Effect: Disruptive Innovation in the Interest Group Ecology of American Politics” – Chapter 2 from The MoveOn Effect: The Unexpected Transformation of American Political Advocacy, Oxford University Press: Oxford. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Facprof%3Aoso%2F9780199898367.001.0001

Hall, Nina. 2022. “The Power of Digital Advocacy Organizations” Chapter Two in Transnational Advocacy in the Digital Era, Oxford, Oxford University Press. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Foso%2F9780198858744.001.0001

Gladwell, Malcolm. 2010. ‘Small Change, Why the Revolution will not be tweeted’ New Yorker, October 4 2010. available at: https://www.proquest.com/magazines/small-change/docview/756327146/se-2

Additional Readings

Brandzel, Ben. 2010 ‘What Malcolm Gladwell Missed About Online Organizing and Creating Big Change’, The Nation, November 15, 2010. https://www.thenation.com/article/archive/what-malcolm-gladwell-missed-about-online-organizing-and-creating-big-change/

Heimans, J., & Timms, H. (2014). Understanding “New Power.” Harvard Business Review. Retrieved from https://hbr.org/2014/12/understanding-new-power (you can also read Heiman’s book “New Power”)

Owen, Taylor. 2016. Disruptive Power, The Crisis of the State in the Digital Age. New York: Oxford University Press. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Fdx.doi.org%2F10.1093%2Facprof%3Aoso%2F9780199363865.001.0001

Hall, Nina, Hans Schmitz, and Michael Dedmon. 2020. “Transnational Advocacy and NGOs in the Digital Era: New Forms of Networked Power”, International Studies Quarterly, 64 (1), pp. 159 – 167.

White, Micah. 2010. ‘Clicktivism is ruining leftist activism’. The Guardian. 12 August 2010 https://www.theguardian.com/commentisfree/2010/aug/12/clicktivism-ruining-leftist-activism 


Session 12 - A Global Sisterhood? Feminist Solidarities and Intersectionality

Aim

When has the women’s movement been successful and why?


What forms of transnational solidarity have we seen in the global women’s movement?? 

Required Readings

Cep,  Casey. “The Imperfect Unfinished World of Women’s Suffrage”, New Yorker, July 1 2019. https://www.newyorker.com/magazine/2019/07/08/the-imperfect-unfinished-work-of-womens-suffrage

Nyabola, N. 2018. “Women at Work: Kenyan feminist organising on social media” Chapter 7 in Digital Democracy, Analogue Politics: How the Internet Era is Transforming Kenya. Zed Books. Also online: http://proxy.library.jhu.edu/login?qurl=https%3A%2F%2Fdx.doi.org%2F10.5040%2F9781350219656%3Flocatt%3Dlabel%3Asecondary_bloomsburyCollections

Solnit, Rebecca. 2022. “Women’s Rights have suffered a grim setback. But history is still on our side”, The Guardian, 3 July 2022. https://www.theguardian.com/commentisfree/2022/jul/03/abortion-roe-v-wade-womens-rights-rebecca-solnit?CMP=share_btn_link

Sundstrom, L. M. 2005. “Foreign Assistance, International Norms, and NGO Development: Lessons from the Russian Campaign” International Organization, 592(2), 419–449.

Duff, Michelle. “How Women are Being Weaponized by the Freedom Movement”, Stuff News, July 2022 https://www.stuff.co.nz/national/300621092/how-women-are-being-weaponised-by-the-freedom-movement

Recommended Readings

bell hooks. 2000. where we stand: class matters. Routledge: New York.

Davis, Angela. 2016. Freedom is a Constant Struggle, Haymarket Books, 2016. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2FJHU.eblib.com%2Fpatron%2FFullRecord.aspx%3Fp%3D4351308

Hall, Nina and Jacqui True, ‘Gender Mainstreaming in a Post-Conflict State: Toward a Democratic Peace in Timor-Leste’,

Katrina Lee-Koo and Bina D’Costa eds, Gender and Global Politics in the Asia-Pacific, Basingstoke: Palgrave Macmillan, 2009. 



Class 13   Concluding Class

Presentation of final research essay topics. You will be required to have a research question, overview and bibliography for this class. Be prepared to discuss your proposed topic in class.


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 *Examples of Books to Read and Review*

Angelica Balabanoff, My Life as a Rebel, Reviewing the Autobiography of Angelica Balabanoff

Marjory Stoneman Douglas, Voice of the River

Janet Biehl, Ecology or Catastrophe: The Life of Murray Bookchin

Audre Lorde, Sister Outsider

Jose Antonio Vargas, Dear America – Notes of an Undocumented Citizen

Siddharth Kara, Sex Trafficking: Inside the Business of Modern Day Slavery

Elizabeth Rush, Rising: Dispatches from the new American Shore. Also online: http://proxy.library.jhu.edu/login?qurl=http%3A%2F%2Febookcentral.proquest.com%2Flib%2Fjhu%2Fdetail.action%3FdocID%3D6743445

Edward Snowden, Permanent Record

Nelson Mandela, Long Walk to Freedom

Chinua Achebe, There was a Country: A Personal History of Biafra.

Manal al-Sharif, Daring to Drive

Patrisse Khan-Cullors and Asha Bandele, When They Call You a Terrorist: A Black Lives Matter Memoir

Wangari Maathai, Unbowed

Maria Alyokhina, Riot Days

Rigoberta Menchu, I, Rigoberta Menchu

William Souder, On a Farther Shore: The Life and Legacy of Rachel Carson

Malalai Joya, Raising my Voice

Nadia Murad, The last girl

Eleanor Roosevelt, Autobiography of Eleanor Roosevelt.

Beehrouz Boochani, No Friend but the Mountains

 

Policies

Academic Policies: 

  • Student and Academic Handbook

    Student and Academic Handbook

  • Honor Code

    Enrollment at SAIS requires each student to conduct all activities in accordance with the rules and spirit of the school’s Honor Code and Academic Integrity Policy listed in The Red Book: SAIS Student and Academic Handbook. Students are required to be truthful and exercise integrity and honesty in all of their academic endeavors. This applies to all activities where students present information as their own, including written papers, examinations, oral presentations and materials submitted to potential employers or other educational institutions. By the act of registering at SAIS, each student automatically becomes a participant in the honor system. In addition, students accept a statement during registration acknowledging that they have read and understand the Honor Code obligations. Violations of the Honor Code and Academic Integrity Policy may result in a failing grade on the exam or course, suspension or expulsion.  

  • Plagiarism

    Plagiarism is presenting or using someone else’s ideas, words, or work as your own without giving appropriate credit to that person. Whether intentional or unintentional, plagiarism is a violation of the SAIS Honor code, to which all students are bound in all academic pursuits. Violations of the Honor Code can result in significant sanction, including grade reduction, course failure, and in severe cases, academic dismissal. 

    Johns Hopkins offers a self-paced online course that will help students learn key skills for avoiding plagiarism. It contains a series of brief pretests, interactive modules, and a final post-test to check your knowledge. We encourage you to enroll at the following link: Avoiding Plagiarism Online Course

  • Students with Disabilities - Accommodations and Accessibility

    Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

    For further information or to start the process of requesting accommodations, please contact Student Disability Services at SAISDisability@jhu.edu. 

  • Attendance

    Students are expected to attend all class meetings of their enrolled courses with the exception of fully online asynchronous courses, where synchronous live meetings may be optional. In the case that a student is unable to attend a required class meeting, the student should notify the faculty member in advance. Notifying a faculty member prior to an absence is a minimum courtesy and does not absolve the student of any negative consequences or grade deductions from missing a class, assignment, due date, or exam. Students should consult the syllabus and instructor for specific course attendance policies.

    In the case that a student must miss a class due to an outside extenuating circumstance, such as a medical issue, the student must contact the Office of Student Life. The student may be asked to provide documentation concerning the reason for the absence. A prolonged absence may necessitate a student’s withdrawal from a course or courses. Absences related to religious observances will be handled according to the appropriate guidelines.

    Students who do not attend courses during the first two weeks of the semester may be required to defer enrollment to a future term or take a leave of absence.

    Students may not attend a course for which they are not registered, either for-credit or as an approved auditor. 

  • Johns Hopkins Student Assistance Program

    The Johns Hopkins Student Assistance Program (JHSAP) is a professional counseling service that assists enrolled students at the Washington, DC campus with managing problems of daily living, such as stress, relationships and other demands that might affect their emotional well-being. JHSAP is a confidential resource that can help identify stressful situations and problems and support students in addressing them. JHSAP services focus on problem solving through short-term counseling. The program is fully sponsored by the university and provided to the student at no cost. For more information or to schedule an appointment, visit the JHSAP website or call 866.764.2317. Students at SAIS Europe should contact the Director of Student Affairs for services available at that campus.

  • Netiquette Guidelines for Online Courses

    For online course "Netiquette" guidelines, please click here.

  • Title IX

    The Sexual Misconduct Policy and Procedures (“SMPP”) apply to cases of sexual misconduct, which includes sexual harassment, sexual assault, relationship violence, and stalking. Complaints of sexual misconduct are processed pursuant to The Johns Hopkins University Sexual Misconduct Policy and Procedures. Questions regarding this Policy and these Procedures and any questions concerning Title IX should be referred to the University's Title IX Coordinator. Telephone: 410.516.8075, TTY: Dial 711, email titleixcoordinator@jhu.edu.

  • Student Code of Conduct

    Becoming a member of the Johns Hopkins University community is an honor and privilege. Acceptance of membership in the University community carries with it an obligation on the part of each individual to respect the rights of others, to protect the University as a forum for the free expression of ideas, and to obey the law. Students are required to know and abide by the University Student Conduct Code. It is important that you take a few minutes to read, review and know the Code before arriving on campus as your academic success is enhanced when you are member of a respectful, safe, and healthy community.

    Complaints asserting Conduct Code violations may be initiated by: (1) The Assistant Dean for Students Affairs or designee; (2) a student; or (3) a member of the faculty or staff. The Assistant Dean for Student Affairs or designee has responsibility for administering matters initiated under the Conduct Code.

    We urge individuals who have experienced or witnessed incidents that may violate this code to report them to campus security, the appropriate Director of Student Life or the Assistant Dean for Student Affairs. The university will not permit retaliation against anyone who in good faith brings a complaint or serves as a witness in the investigation of a complaint.

  • Guidelines for Recording Class Meetings

    Faculty often record class meetings with students in attendance to make them available for review afterwards or for students who were not able to attend. The choice to record a meeting is a decision made by the instructor. Likewise, the choice to identifiably participate in a recorded meeting is a decision made by the student because these recordings are subject to the Johns Hopkins Intellectual Property Policy.

    Class meetings recorded by the instructor may be shared with students in the class for educational purposes related to this class. Students are not permitted to copy or share the recordings, transcripts, and/or chat logs with others outside of the class.

    Read the complete policy at Guidelines for Recording Class Meetings.

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