Theorizing the Politics of Protest: Contemporary Debates on Civil Disobedience

Çıdam, Çiğdem; Scheuerman, William E.; Delmas, Candice; Pineda, Erin R.; Celikates, Robin; Livingston, A.

doi:10.1057/s41296-020-00392-7

Cited by 15 publications

(4 citation statements)

References 24 publications

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“…the acceptance of legal sanctions), non-violence, and civility. Although it is a contested concept with a range of possible interpretations, much of the debate revolves around the term "civil" (Cidam et al 2020;Delmas 2018). However, even if morally justifiable in the face of climate change, the idea of encouraging justifiable lawbreaking in a school curriculum raises ethical, legal and practical issues.…”

Section: Discussionmentioning

confidence: 99%

The views of teachers in England on an action-oriented climate change curriculum

Howard-Jones

Sands

Dillon

et al. 2021

Environmental Education Research

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To inform current debate around climate change education (CCE) in the school curriculum in England, we surveyed the views of primary and secondary teachers (N = 626). In England, direct reference to climate change in the National Curriculum is confined to secondary Science and Geography but, unrelated to their subject area, teachers favoured a cross-curricular approach with most already communicating to their students about it. Feeling comfortable delivering CCE was correlated with reported resource availability, with most teachers considering only basic literacy was a greater funding priority. Teachers supported an action-based CCE curriculum including issues of global social justice, beginning in primary school with mitigation projects such as conservation, local tree-planting and family advocacy. Local campaigning (e.g. legal demonstration) was considered appropriate around the primary/ secondary transition, with most supporting inclusion of civil disobedience but indicating this should begin at secondary school (11+ years). Results are compared with a 2018 poll of US teachers.

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Section: Discussionmentioning

confidence: 99%

The views of teachers in England on an action-oriented climate change curriculum

Howard-Jones

Sands

Dillon

et al. 2021

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…While refusal might fruitfully take the form of explicit, confronting or grand actions, these actions alone will not suffice to change structural conditions. Outright rejection of systems or logics can limit refusal’s appeal to those comfortable with radical politics (often manifesting in calls for ‘civility’; see Çıdam et al , 2020), while conspicuous acts of refusal can lead to countermovements (Meyer and Staggenborg, 1996) that foster reactive and negative responses. Spectacular moments of refusal can be effective at drawing attention to oppression or injustice, yet such movements also rely on relational and cultural shifts, often underpinned by everyday organising (Boyte, 2005).…”

Section: Everyday Acts Of Refusal In the Nowmentioning

confidence: 99%

‘Be Here Now’: feminist futures as present

Timperley

2024

Feminist Review

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Responding to bell hooks’ call to ‘Be Here Now’, I argue that paying close attention to the present enables us to render visible the ways in which we are implicated in systemic injustices. I explore how refusal is a promising frame through which to enact worlds that feminists want to live in, showing how everyday acts of refusal have the potential to bring alternative worlds into being. To make this argument, I identify four distinct modes of refusal that might serve to positively construct feminist futures in the now: 1) social and affiliative refusal, 2) embodied refusal, 3) slow refusal and 4) imaginative refusal. While these four forms are not an exhaustive account of the different forms of refusal, they are each powerful in the context of feminist futures, drawing on central concepts of feminist thought: care and relationships, situated knowledge and bodies, time as a feminist concern and the importance and value of wonder as central to feminist thought. I argue that in the context of patriarchal, capitalist and colonial systems, systems that serve the interests of few and dominate the majority, these modes of refusal serve to puncture the settled status quo, simultaneously offering a glimpse into feminist futures while enacting them in the present. I conclude by reiterating that feminist futures benefit from being closely attuned to our present, and that a politics of refusal might enable us to penetrate colonial, patriarchal and capitalist systems by reimagining and acting on alternative visions in the now.

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“…The idea of civil disobedience as communication structures debates about what counts as legitimate civil disobedience, the purpose and uses of nonviolence, and the permissibility of violence for political ends (see e.g. Celikates, 2016; Çıdam et al, 2020). Conceptualizing civil disobedience first as plea obscures questions of survival, self-defense, and harm reduction, and makes it harder to formulate strategies around these considerations.…”

Section: What Would Collective Self-defense Against Air Pollution Loo...mentioning

confidence: 99%

What level of resistance to air pollution is justified? On violence and self-defense

Mohorčich

2022

Environment and Planning C: Politics and Space

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This article evaluates responses to air pollution that lie beyond the domain of state policy and nonviolent civil disobedience. I begin by presenting evidence that fine particulate matter pollution is more serious than commonly recognized. As a result, attempts to address it deserve more attention from those who are concerned about achieving a just and livable world. I argue that, in part because of its physical characteristics, air pollution pushes the limits of civil disobedience as moral communication. I evaluate one nonviolent and one unarmed violent strategy for collective self-defense against air pollution and make at least two concrete recommendations for engaging in collective self-defense against air pollution.

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Theorizing the Politics of Protest: Contemporary Debates on Civil Disobedience

Cited by 15 publications

References 24 publications

The views of teachers in England on an action-oriented climate change curriculum

The views of teachers in England on an action-oriented climate change curriculum

‘Be Here Now’: feminist futures as present

What level of resistance to air pollution is justified? On violence and self-defense

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