Sociology of the Anarchists - Gozips.uakron.edu - The University of ...

The main points I would like the students of such teaching to take from it is the belief that
knowledge should lead to action, and further, that action is not only possible, but is
always occurring. Many students walk away from subjects like sociology with the feeling
that the world's problems are so insurmountable that we ought to lapse into depression.
Rather, I would hope to inspire students into taking an optimistic (yet critical) view of
change and to not assume that everything that beats-down humanity and the earth is
inevitable, un-defeatable, or justified.
In such teaching I have tried to portray this positive (and pragmatic) outlook, while
adding my own personal insights, stories, and motivations for participation in social
movements and other forms of resistance. Informing students that there are possibilities,
indeed possibilities that exist with movements and organizations within their own local
areas is crucial, as to facilitate a more easy transition from apathy into action.
In-class exercises and pop-culture:
It's important to use various media to teach. I am pleased to see how many different ways
these media may be utilized. Doing such things EVERY week (like a poetry reading
every week) might be a bit much, but using them where it’s useful seems practical. Or,
having a general assignment for the whole class to do: like having class members each
select a sociological song to share. (the ex-radio DJ in me somehow fantasizes about
turning such a collection of songs into a mix CD, with liner notes detailing the
sociological significance of them, that the whole class can have a copy of!)
As noted already, we have to find ways to make the material relevant, pertinent, and
current for students!
I’ve experienced “role-playing” exercises such as in a global environmental politics class
we had all sorts of interests, like huge insurance firms, the Union of Concerned Scientists,
and British Petroleum (all apparently equal in power) trying to negotiate ways to deal
with contemporary environmental problems. What you find out (obviously) is that this is
impossible, even if ignoring that powerful interests (like BP and insurance firms) ain’t
gonna compromise their position of privilege and profit. Same for the Palestinian-Israeli
example -- clearly Arafat has zero power compared to the IDF, Sharon, and the US. But,
with the “Monopoly” example, it’s very clear that not all parties are equal to begin with,
which more directly simulates the real world than the environmental or Middle East
exercises seem to.
I view myself as very “hip” in-terms of music, but I have NO CLUE about any of the
bullshit played on the corporate radio stations (i.e. the Clear Channel Empire), which is
what students primarily listen to. Thus, even if I have great examples of sociological
messages in music, who in my class is going actually be able to identify with Ani
DiFranco, Anti-Flag, dead prez, or Le Tigre?
A parting note: revolution is the only answer we all have to solving the world’s problems,
and we can’t look for salvation from anyone but ourselves. Even though I’m not a huge
poetry fan, some of it is very inspirational, and may warrant use in the classroom. Like
[ Williams 103 ] [ this is a draft. do not cite. ]