Violence & Nonviolence in Civil Society
General College 1908W - Freshman Seminar
Instructor: Katy Gray Brown Office hours: Tuesdays 1-4 pm
366 Appleby Hall Wednesdays 11 am-2 pm
612-624-2484 and by appointment
kgbrown@umn.edu
Course Description
“Nonviolence doesn't
always work - but violence never does."
-- Madge Michaels-Cyrus
This seminar will consider nonviolence in theory and practice. We’ll begin by looking at some of the ways violence is experienced personally in our society – from gun violence to economic injustice. Our scope will expand to look at broader experiences of violence, such as colonialism, apartheid, and war. In this class, we will study strategies of nonviolent action, and consider the understanding of power that these strategies reflect. Drawing from theorist-practitioners such as Mahatma Gandhi, Martin Luther King, Jr. and Cesar Chavez, we will examine historical case studies of nonviolent protest, and discuss alternatives to violence that can transform our society.
Course Objectives
Our primary objective will be to explore the potential of nonviolent action. In this effort, we will:
* consider the definitions of violence and nonviolence
* critique popular representations of violence and nonviolence
* study nonviolent action, theory and strategy
* examine historical examples of nonviolent action
In addition to these content objectives, our course methodology will include the following objectives:
* learn to use classweb (WebCT) to facilitate discussion and learning
* develop writing skills by meeting the requirements of a Writing Intensive course
* engage critically and respectfully with the course readings and each other
Course Requirements
Class participation. 35%
Attendance
Because this seminar meets only once a week, each absence substantially affects your participation in the course. Please speak with me about any commitments which may cause you to miss class, and communicate with me about any absences. Two unexcused absences will result in a drop of one letter grade (for example, from an A- to a B-, from a C+ to a D+).
Discussion
What a luxury to be such a small group! My approach to the classroom is to recognize that we are all teachers, and we are all learners – everyone brings experience and insight that are unique and valuable to our discussions. We need to come to this class understanding that our study of violence and nonviolence will require us to look critically at issues that are provoking, emotionally and thoughtfully. We’ll talk a bit on the first day about what ‘groundrules’ will create a welcoming, respectful discussion-space. Everyone will be expected to participate in our class discussions, contributing to the knowledge we create, and everyone will be expected to encourage the participation of others in the class.
Popular
Culture Monitoring
We will begin each class with an open time to share items from the media (t.v., newspapers, radio, the web/internet, magazines, etc.) that illustrate messages about violence and nonviolence. Everyone should bring something to share at least one time during the semester.
Web
posting/Electronic classroom participation
Our class will have a class-web board to provide a mid-week check-in for class reading assignments. Starting on Monday, September 16, each student will be required to post a question or comment about the week’s reading on the class web board. For the rest of the semester, students will post a comment or question by Monday, 10pm of each week (total of 12 postings, minimum). We will spend some time in class on September 12 discussing this requirement, and I will hand out further instructions about using the class web.
Presentation
of case study
Share with the class the results of your work for the final paper requirement.
Writing Assignments
Essay on manifestations of violence 10%
A 2 page, typed, double-spaced paper (font no larger than12pt) will be due the second week of class. The topic (described on a separate hand-out) will stem from our in-class writing exercise and discussion about the ways that violence appears in society.
Due in class, on September 12th.
Midterm essay 20%
A 3 page, typed, double-spaced paper will be due in the tenth week of class. The topic (to be handed out in class) will focus on Gandhi’s theory of nonviolent direct action. This paper will require only class materials, no outside resources are necessary.
Due on Friday, November 8.
Final
paper 35%
In a 7 page, typed, double-spaced paper, each student will present a case study of a nonviolent organization or nonviolent activist. The case study will be chosen by the student, in consultation with me. A detailed description of this assignment will be handed out in class. Additionally, we will have an in-class discussion about resources for your research, definitions of plagiarism, and procedures for proper documentation. All students will submit a draft of their paper, and schedule a meeting with me to review their draft and discuss the paper’s progress.
Due Monday, December 16th.
University Grading Standards
A - achievement that is outstanding relative to the level necessary to meet course requirements.
B - achievement that is significantly above the level necessary to meet course requirements.
C - achievement that meets the course requirements in every respect.
D - achievement that is worthy of credit even though it fails to meet fully the course requirements.
S - achievement that is satisfactory, which is equivalent to a C- or better.
F (or N) - Represents failure (or no credit) and signifies that the work was either (1) completed but at a level of achievement that is not worthy of credit or (2) was not completed and there was no agreement between the instructor and the student that the student would be awarded an I (see below).
I - (Incomplete) Assigned at the discretion of the instructor when, due to extraordinary circumstances (e.g., hospitalization) a student is prevented from completing the work of the course on time. Requires a written agreement between instructor and student.
The University of Minnesota Student Conduct Code governs all activities in the University, including this course. Students who engage in behavior that disrupts the learning environment for others may be subject to disciplinary action under the Code. In addition, students responsible for such behavior may be asked to cancel their registration (or have their registration canceled).
Reasonable accommodations will be provided for students with physical, sensory, learning, and psychiatric disabilities. Contact the instructor to request accommodations.
The University of Minnesota is committed to providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. Reports of harassment are taken seriously, and there are individuals and offices available for help. Contact Assistant Dean Avelino Mills-Novoa, 109 Appleby Hall, 625-6885, or the Office of Equal Opportunity and Affirmative Action, 419 Morrill Hall, 624-9547.
Students with complaints about teaching or grading should first try to resolve the problem with the instructor involved. If no satisfactory resolution can be reached, students may then discuss the matter with the Director of Academic Affairs and Curriculum, 240 Appleby (phone 625-2880), who will attempt to mediate. Failing an informal resolution, the Office of Academic Affairs and Curriculum will facilitate the filing of a formal complaint.
Students with complaints about advising should first try to resolve the problem with the advisor involved. If no satisfactory resolution can be reached, students may then discuss the matter with the Assistant Dean, who will attempt to mediate. Appointments with the Assistant Dean can be made with Jennifer Lauermann in 109 Appleby (phone 625-6885). Failing an informal resolution, the Dean’s Office will facilitate the filing of a formal complaint.
Scholastic dishonesty is submission of false records of academic achievement; cheating on assignments or examinations, plagiarizing, altering, forging, or misusing a University academic record; taking, acquiring, or using test materials without faculty permission, acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement, Section IV, Student Conduct Code, Student Judicial Affairs. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course.
Plagiarism occurs when students turn in work that is not their own. Plagiarism occurs when written work 1) fails to cite quotations and borrowed ideas from outside sources, including the World Wide Web and other student work, 2) fails to enclose borrowed language in quotation marks, and 3) fails to put summaries and paraphrases in the writer’s own words. The definition of plagiarism was derived from Diana Hacker’s “A Writer’s Reference”, Fourth Edition. Boston: Bedford/St. Martin’s, 1999.
For undergraduate courses, one credit is defined as equivalent to an average of three hours of learning effort per week (over a full semester) necessary for an average student to achieve an average grade in the course. For example, a student taking a three credit course that meets for three hours a week should expect to spend an additional six hours a week on coursework outside the classroom.
Course Overview
I reserve the right to make adjustments to this syllabus as needed throughout the semester. Any changes will be announced as much in advance as possible.
Texts:
1. Bao Ninh. The Sorrow of War. Riverhead Books, 1993.
2. Canada, Geoffrey. Fist Stick Knife Gun. Beacon Press, 1995.
3. Nagler, Michael. Is There No Other Way? The Search for a Nonviolent Future. Berkeley
Hills Books, 2001.
4. Course Packet
5. Class Handouts
September
5 Introduction, review syllabus
12 Canada, pgs. 1-50
First essay due
19 Canada, pgs. 51-179
26 Bao Ninh (page numbers TBA – to be announced)
October
3 Bao Ninh (page numbers TBA)
Tim O’Brian, “On the Rainy River” – class handout
10 Holmes (in packet)
Nagler, Chapter 2, pgs. 41-74
17 Nagler, Chapters 4 & 6, pgs. 102-146, 177-214
24 Sharp (in packet)
Nagler, Chapter 8 & Epilogue, pgs. 238-272, 294-304.
31 Bondurant (in packet)
in-class film
November
7 discussion of film
Midterm essay due November 8
14 Apsey (in packet)
Statement of Alabama Clergymen
Available online at: http://www.priestsforlife.org/articles/kingltroriginal.htm
Martin Luther King, Jr.’s Letter from Birmingham City Jail
Available online at: http://almaz.com/nobel/peace/MLK-jail.html
21 Zinn (in packet – two articles)
McCarthy (in packet)
December
5 “Victory without Violence” - class handout
12 Class presentations
Final paper due December 16