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the notorious Crimethinc folks say: imagine if “Henry Miller had gone to fight with the anarchists in Spain [in the Spanish Civil War] while Orwell sought the caresses of beautiful women in France... [or] if Lenin had remained in Zurich at his apartment by the Cabaret Voltaire and the Dadaists sent one of their number in his place to preside over the Russian revolution”... think of how different these things might have turned out. Community Service Learning McKeachie’s (2002, ch. 20) discussion of service learning does a good job explaining the benefits of experiential or service learning. I think it’s a great idea. I’m not surprised, however, that it’s not done more often. I think the overhead time of setting up such a program is probably intimidating or considered un-worthwhile to most lecturers. Additionally, I’m unsure that everyone shares the value of it, and would prefer students to have a purely academic approach to sociology. The one professor who I’ve met who does this and does it well (or so I think) is Priscilla Smith in Social Work. Obviously Social Work is more of an “active” discipline, but Smith takes it to another level often (particularly in her community organizing classes) and has students goto the meetings of local community organizations (like block clubs, service agencies, advocacy groups, and activist organizations) and then participate with those groups. It seems—to me at least—that this would be equally as valuable to Sociology. We read about things like poverty, but how many privileged academics really live amongst it or work within it? There’s a real qualitative benefit to being able to talk with people who are actually those we study or discuss. Sure, it’s intimidating sometimes, but we need to get off our privileged asses more often anyway! The problems that Hondagneu-Sotelo and Raskoff (1994) discuss seem very real, and for that reason alone I think that community service learning is NECESSARY. The fact that problems arise is a strong indicator that students need to have their cages rattled a bit. I’ve seen the exact same things with a community group I work with called Food Not Bombs. We’re always having new people contact us and start helping out. But, they come from a worldview where they think that the people we work with (overwhelmingly poor and homeless) are supposed to see them as saviors. Many also have unreasonable assumptions of people’s abilities (that all homeless are drunk, uneducated bums) and other stereotypes (often racist in nature) that are brought about when they are thrust into stark situations where they must deal with people who are not as privileged, wealthy, or as White as they are. Since these problems are REAL and, I think, worthwhile challenges, I like Hondagneu- Sotelo and Raskoff’s suggestions for overcoming them. The ability to link sociological theory and concepts directly to the things they experience, the ability to re-emphasize the macro-factors at work instead of individualistic anecdotes, and giving constructive feedback on observations are great ways to help steer students (or anyone, really) towards a better, more sociological understanding of how things in the real world link to the things they learn in their classes. [ Williams 104 ] [ this is a draft. do not cite. ]
Amster 2002 Carswell 2001 - clamor Craige 1993 Daniels 1993 Dixon 2001 - clamor Ehrlich 1991 Elias 2001 - clamor Hart 2001 (writing about Illich 1970) Illich 1970 Suissa 2001 Paul Goodman's “Growing Up Absurd”?? [ Williams 105 ] [ this is a draft. do not cite. ]
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Sociology of the Anarchists Analysi
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Index of Tables Table 1. Social Mov
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A NOTE ON SCHOLARSHIP Revolutions a
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INTRODUCTION We make the world sign
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RESEARCH ISSUES The power to think
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The increased focus upon anarchism
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camps of both the conflict and orde
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See the Models appendix for more on
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type of authority (particularly whe
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with much of this thinking, particu
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International Monetary Fund (IMF).
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a non-coercive consensus can actual
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develop more empathy for them (and
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they could get it for free? Of cour
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CrimethInc 29 , and interacted more
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domestic workers. Of course, anarch
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of the song, however. It is a sort
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VALUES Which side are you on? - Ata
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members are rotated overtime to dis
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ACADEMIA'S ANARCHISTIC “WANNABES
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SOCIAL MOVEMENTS When spiders unite
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Missing, again, is any discussion o
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Chomsky quotes Octave Mirbeau: “a
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information exchange. The Independe
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components of social movements incl
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actions (opposing police brutality,
Page 53 and 54: Individual anarchists also have qui
Page 55 and 56: meetings and congregate, as well as
Page 57 and 58: Labor Movement and New Social Movem
Page 59 and 60: anarchism”. Western US anarchists
Page 61 and 62: ● Map successive additions of IMC
Page 63 and 64: A 2002 user survey of the popular w
Page 65 and 66: organizations. This differs from re
Page 67 and 68: auspice of the United States govern
Page 69 and 70: and hierarchical authority structur
Page 71 and 72: hierarchy of positions.” 6. Incen
Page 73 and 74: Anarchist Black Cross Earth First!
Page 75 and 76: Started Minneapolis, MN 1987 Slogan
Page 77 and 78: Critical Mass's only real credo is
Page 79 and 80: actions, cut up thousands of potato
Page 81 and 82: Michigan for example) might skew th
Page 83 and 84: Since many anarchists were engaged
Page 85 and 86: commitment does not conflict with f
Page 87 and 88: each IMCs webpage to “about” pa
Page 89 and 90: A look at the December 1999 archive
Page 91 and 92: Further, the focus upon anarchists
Page 93 and 94: Section Chief of the FBI stated tha
Page 95 and 96: TEACHING Everywhere not only educat
Page 97 and 98: my own attitudes that we should not
Page 99 and 100: The methods elaborated by McKeachie
Page 101 and 102: I'd be happy to do the same for oth
Page 103: The main points I would like the st
Page 107 and 108: * Atkinson, Ian. 2001. “May Day 2
Page 109 and 110: * Boyle, Michael P., Michael R. McC
Page 111 and 112: * Corbridge, Stuart. 2003. “Count
Page 113 and 114: Ehrlich, Howard. 2002. “On the Wa
Page 115 and 116: * Gordon, Linda. 2002. “Social Mo
Page 117 and 118: * Johnson, Ana Gutierrez and Willia
Page 119 and 120: Social Movements, Conflicts and Cha
Page 121 and 122: Quarterly, 83 (3), September: 726-7
Page 123 and 124: * Przeworski, Adam. 2003. “Freedo
Page 125 and 126: * Shantz, Jeffrey. 2002. “Judi Ba
Page 127 and 128: * Thies, Clifford F. 2000. “The S
Page 129 and 130: Wood, Lesley J. 2004. “Bridging t
Page 131 and 132: APPENDIX: GLOSSARY What does anarch
Page 133 and 134: Sexuality: thought, identity, and a
Page 135 and 136: Compatibility model: anarchism inte
Page 137 and 138: Socialist model: anarchism has trad
Page 139: Index will be too huge and unwieldy
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