FINAL Flashcards

1
Q

What does the literature of media and power focus on?

A

-This literature focuses on the power of ideas- how is that ideas spread through population can affect the power of actors

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2
Q

How does the media and power literature sees the media?

A

•Usually sees the media as a source of the third face of power (shaping ideas)
–Hidden, controls what subjects people think about, what they think about these subjects
–Empowers those who are controlling the media’s message (interest groups using the media to get their ideas across- which can be a strong basis/source of power)

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3
Q

What is “the media” ? What does it depend on?

A
  • Definition: Main means of mass communication

* Technology: Media depend on the technologies that allow us to spread messages among large populations

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4
Q

How did the media evolve through time ? (4 phases )

A

•Throughout most of human history, talking was the only means of communication

•Writing: Caused the first real media revolution, although it was originally very limited in numbers
–Needed printing press and education to reach the masses (hand written was time consuming and reading requires a literate audience)

•Telegraph, radio, television

•New Media: Internet, computers, and cellphone
Scholars who look at the mass media, look at how technology allows us to reach new audiences in new ways

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5
Q

Who is Edward Said

A
  • Palestinian, moved to Egypt, lived in the US (1935-2003)
  • Literary theorist
  • Helped to revolutionalize literary studies
  • Most famous (and influential) work is Orientalism (1978)–Deals with discourses and power in literature
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6
Q

What is a discourse ? how is media relevant to it ?

A

•Discourse: Difficult to define but deals with ideal representations of the social world -media is an important mean of proliferating discourses

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7
Q

What is an example of a discourse ?

A

“Damsel in distress”

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8
Q

What does Said suggest about discourses?

A

–Suggests that these depictions are not natural and unbiased. In composing discourses, the creators highlight their opinions.
•They are human constructs of the powerful
–Said says such discourses are powerful and commonly negatively affect the power of those depicted

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9
Q

How does Foucault and Said differ ?

A

•Different from Foucault (who thought power was dispersed***), believe powerful actors with particular interests commonly create and maintain discourses for instrumental purposes (discourses as basis of power)

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10
Q

How is media important for Said ?

A

Said believed that the print media has played a very important role popularizing discourses
• Media allows people to spread ideas to large numbers of people
• Commonly creates a biased representation of certain categories of people

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11
Q

What happens once a discourse is popularized?

A

–Once these discourses are popularized, they can create a life of their own and can become very influential to our perceptions of ourselves, of others, of the world and shape how we act

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12
Q

How does Said see discourses in relation to reality ?

A

Said does not deny that discourses can be based in part on aspects of reality
•That being said, he sees them as human constructs that are influenced by our interests and biases

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13
Q

Who creates discourses ?

A

Those with power create discourses that benefit themselves

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14
Q

What is orientalism ?

A

•Says that Europeans and North Americans have created and popularized a discourse about what the “Orient” is and what its peoples are like

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15
Q

What did Said do ? What did he claim ?

A

•To document this discourse, he analyzes the literature and travelogues on the “Orient” mainly in
the 19th century
–Does a discourse analysis- how is the oriental is represented in these works, highlighting the biases
–In his book, he documents a discourse that exoticizes “Orientals” and suggests that they are barbarians who are inferior to Europeans
•Emotional, autocratic, irrational, lazy, sensual

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16
Q

Where does power come in in orientalism ?

A

•Said says it contributed to colonialism
–Negative depictions of “Orientals” justified colonialism (discoursed used in the middle east that was talking about the lack of ability of these people to run societies as they need to so colonial power come in an teach them)
•Colonialism needed to uplift the “Orientals”

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17
Q

How is orientalism relevant today ? What have it shifted to ?

A

•Today, Said says this discourse has shifted to focus on violence, fundamentalism, and terrorism
–Promotes stereotypes that negatively affect the life chances of people
•Promotes discrimination and prejudice
•Contributes to hate crimes
–Informs policies that promote neo-colonialism- discourse are still shaping geo-politics
•Two Gulf Wars, American war in Afghanista

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18
Q

What is usually included in the definition of democracy ? Why?

A

Free media

Why is the media vital for democracy? — accountability , allowing the public to see choices, information, enhance participation (people need to know what the candidates standing for to make informed votes)

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19
Q

While the media is necessary for democracy, it can also be used to _________

A

obstruct democracy

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20
Q

How is the media used in autocratic regimes ? What does this lead to ?

A
  • Rulers frequently control and manipulate the media in order to support the regime

–Opposite of a free media

–Causes extreme bias ( Rulers getting their views across, using control of information to bolster autocratic regime and prevent democracy)

– Limits opposition (preventing it to get its views across) by spreading information always in favour of the regime, saying how great it is

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21
Q

Media bias is also believed to be present in ________. what for ?

A

places that are relatively democratic.

Used to get views of powerful across

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22
Q

Why would some suggest that people can’t be brainwashed ?

A

They are smart. They will discern the bias and stay away from it.

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23
Q

In Dumitresco and Mughan view, what are the 3 ways media can affect voting ?

A
  1. What to think about = simple report
  2. Priming= this is important
  3. Framing= the perspective
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24
Q

Depict Dumitresco and Mughan first effect of media bias.

A

(1) What to Think About: Some studies find that the media can’t really influence what/how we think but it can influence what we think about
–By covering certain topics, it causes people to view these topics as important

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25
Q

Give an example of Dumitresco and Mughan first effect of media bias

A

•Crime Example: Constant covering of violent crime causes people to think it’s a problem
–Some studies find that no correlation between rate of violent crimes and media coverage of them
–Makes you thing crime is a growing problem when it is not
–More likely to vote for candidates who are hard on crime
If there is a bias in the media and what you think about will align you with a party over another - media influences politics in a significant way

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26
Q

Depict Dumitresco and Mughan second effect of media bias.

A
  • (2) Priming: Media can influence us by emphasizing which issues are most important (which can benefit certain candidates over others)
  • Can affect how we evaluate parties/candidates
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27
Q

Give an example of Dumitresco and Mughan second effect of media bias

A

•Crime: Media commonly reports that crime is a serious problem that needs to be addressed politically
–Primes you to think that it is
–Makes people more likely to vote for candidates who are hard on crime
-by priming the public towards political issues, it will benefit parties involved with the issue

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28
Q

Depict Dumitresco and Mughan third effect of media bias.

A

•(3) Framing: How media frames an issue. Media frames issues and this frame can spin the issues in different ways.

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29
Q

What does the framing of crime and poverty can lead to ?

A

•Crime and Poverty: Coverage of crime and poverty can frame them as individual issue or a public issue
–Individual frame places blame on individuals (need for incarceration, arrest..) ; public frame places blame on society (focus on social determinant)
–Different frames support views of different parties (conservative = individual, left-leaning= social element)

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30
Q

Give an example of Dumitresco and Mughan third effect of media bias

A

•KKK Example: Media can frame KKK rallies as freedom of speech or as disrupting public order
–One study found that framing affects what people think about whether KKK should be allowed to have rallies
-framing of issues leads to different perspective and interpretations which guides political choices

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31
Q

What comes into play when taking of bias towards candidates ?

A

what would happen if this bias was so subtle that people didn’t register it consciously

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32
Q

What were the methods of the The Peter Jennings Effect study ? What was the initial finding? What was the final finding ?

A
  • Analyzed how the facial expressions of news anchors affected voting behaviour
  • During the 1984 campaign, taped the nightly news broadcasters of the three big US TV networks when they discussed either Mondale or Reagan
  • Showed the tapes to individuals and asked them to score the anchor’s facial expressions: favourable toward the candidate, neutral, or unfavourable
  • Paid no attention to what was actually said
  • Found that two commentators were neutral but Jennings was biased toward Reagan

•Polled individuals: asked which nightly news they watched and which candidate they preferred
•Found that Jennings’ viewers liked Reagan much more
Didn’t find that the material presented was biased, only the facial characteristics
Neutral content but facial bias which ultimately influenced public. This highlights how humans are subconsciously bias and that the bias of news reporter can influence viewer.
•Suggests very subtle things might bias our political views and support

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33
Q

What is the Peter Jennings effect ?

A

Jennings’ viewers liked Reagan much more

- based on subconscious facial characteristics bias

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34
Q

Can you think of any possible explanations a left-wing bias in the media?

A
  • Education pushing a more left wing philosophy - which could influence journalist
  • When you have a far right, everything looks like left
  • Selection effect: what are the type of people who are likely to become journalists ?
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35
Q

What does Trump claim in terms of bias ?

A

Commonly claims that the media has a severe left-wing bias
–“Fake news”
–Seems to present it as a conspiracy

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36
Q

The most famous sociological theory of media bias suggests that __________

A

the media is biased to the right

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37
Q

Depict Edward Herman and Noam Chomsky’s Manufacturing Consent. What does it suggest ?

A
  • Written in 1988, focuses on print media as well as the second generation of mass media (TV)
  • Suggest that five ‘filters’ promote systematic bias under capitalism
  • No conspiracy theory; not saying that somebody is controlling
  • Bias isn’t all powerful, but it promotes particular views that favour right-wing perspective
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38
Q

What is the first filter of media bias ? What are its two main components ?

A

Filter #1: Corporate Structure of the Media
•Big Business: Multi-billion affair, for profit. Media is run by capitalists for profit, controlled by people who are in the ‘inner circle’
–Promotes a pro-business perspective, less likely to support non-business interests
•Hyper-concentration: A few companies dominate the media in the US, Canada, and elsewhere
–Limits the number of sources and the views
•Examples from Canada
–Only 6 percent of newspapers were independently owned in 2017
–4 companies controlled 85% of TV revenue in 20

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39
Q

What is the second filter of media bias ? What does it imply ?

A

Filter #2: Advertisement Revenue
•Media companies depend on advertisement for the majority of their revenue
•Causes companies to court capitalists - to get them to make business with their company (so pro-business ideas are further present)
–Don’t want to scare potential clients away
–Need to have programs that will be watched by people who will buy products

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40
Q

What is the third filter of media bias ? What is an example ?

A

Filter #3: Flak
•Media won’t criticize/offend powerful groups because they’re worried about retaliation
–Loss of advertisement revenue
–Litigation
–Bad press
•Dan Rather Example: Reported that George W. Bush failed to participate in Texas National Guard during Vietnam War
–Rather forced to resign despite evidence against Bush

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41
Q

What is the fourth filter of media bias ? What does it imply ?

A

Filter #4: Sources
•Organizational elite are legitimate sources of information- the sources of media coming from the power elites will give the perspective of the power elites
–Media accepts there views as objective and correct
–Allows political and economic elite to get their elite opinions across
•Major companies have their own media divisions focused on spreading their views to the media
•Average Joe has to struggle to get message across but up against great obstacles
-powerful people get their views covered, not regular folks

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42
Q

What is the fifth filter of media bias ? What does it imply ?

A

Filter #5: Pro-Capitalist/Anti-Communist
•Capitalist media takes pro-capitalist view, especially during the cold war
•Influenced by a certain liberal capitalist ideology
•Praised everything capitalistic
•Denigrated anything socialistic

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43
Q

What do we mean by “changing media” ?

A

Tv and print media remain important sources of media but their influence are weakening. New social media are becoming very important

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44
Q

Depict the potential weakening of the 5 filters with new media ?

A

Deconcentration: social media and internet allowing for smaller media outlet
Advertisement: Netflix, HBO, Showtime, etc
Sources: New media allows anyone who wants to to get their view out
Flak: Doesn’t seem to be as powerful with the new media
Pro-Capitalism: Still there but not as extreme since end of cold war

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45
Q

what is a potential positive aspect of new media ?

A

If weakening filters, Herman and Chomsky would suggest the new media helps democracy

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46
Q

how can new media enhance democracy ?

A

More generally, democracy requires ability to spread diverse ideas, and the new media has more sources :
Makes it more difficult for any one actors to control the media
Allows a more diverse assortment of ideas to be spread through the media

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47
Q

What is Sustein claiming ? What could this lead to ?

A

Suggest theatre isn’t one general bias with social media but many biases, some extreme. New Media caters to particular views in ways that Polarization instead of unity.

Could contribute the break down of civil society, dealing with issues of integration

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48
Q

What view does sustain subscribe to ? on the contrary of what ?

A

Take more Durkheimian view of the media, contrary to more Marxist view of Herman and Chomsky

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49
Q

How was previous access to news choices ? What did that imply ?

A

Until recently, people’s choices for news were limited
A few newspaper, mags, Tv stations
General News sources : Because so few, covered major issues and tired to give relatively balanced view

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50
Q

What did the rise of internet imply in terms of news choices ?

A

Internet: Has placed a great variety of news sources at your finger tips
From all around the world
Specialist media covering particular topics
Specialist media purposefully tanking particular perspectives (can get it from extreme political right for example)

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51
Q

What is the result of individualized news ? What does Sustein claim ?

A

People are actively filtering what information they get, and they are getting very different into because they’re employing different filters

Sustein says this promotes political polarization

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52
Q

What does individualized news allow ?

A

Individualized news allows people to get the news that they want

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53
Q

What is polarization ?

A

Definitions : Process whereby the views and beliefs of a population becoming more distinct, less similar

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54
Q

How does polarization increase according to sustein ?

A

Sustain notes a variety of studies showing that polarization increases when people’s contacts and information are limited to like-minded individuals
Studies consistently find that people who talk with other like-minded individuals will have more extreme views after talking with them

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55
Q

What does interacting with non-like minded people lead to ?

A

When we interact with people with different views and get information from many sources, we are more like to see all sides of the story, less extreme, moderating views, more accepting

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56
Q

What do we mean by “echo chambers” ?

A

Extreme views are getting more extreme
Less common middle ground
Less agreement aout the facts with polarization

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57
Q

According to Sustein, Social Media is creating ______

A

echo chambers

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58
Q

when people with extreme views receive information contradiction their position, their position often ____________. Give an example.

A

strengthen

Trump: the media keeps calling hi out for his “lies” but this doesn’t affect his support from his followers
They support him more , blame it on media bias

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59
Q

How is civil society impacted by this age of extreme views ?

A
  • civil society: fewer inclusive associations likes the ITU, more exclusives associations like in Weimar Germany, more polarized associations
  • All this had potential to promote “uncivil” society
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60
Q

Sustein suggests that we might be entering an age of extremist because_______________

A

people are no longer exposed to diverse perspectives

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61
Q

What is the results of a lack of exposition to diverse perspectives ?

A
  • left-wingers only searches info from left-wing sources, right-wingers only searches info from right-wing sources
  • party deadlock : parties have less and less common ground, catering to more extreme supporters
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62
Q

How do others view Sustein ? What is it linked to ?

A

Conservation “old white guy” who’s scared go change he doesn’t understand
This is linked to the theoretical roots of his argument : Durkheim
He focuses on consensus, on (old) norms- Fearful of diverse views

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63
Q

What is the outcome of modernization according to Durkheim ?

A

Modernization : Through capitalism development, urbanization, educational expansion, divisions of labour etc promoted interaction and interdependence with people we don’t know
-Promotes common norms, outlooks, values
What he called moral density

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64
Q

What can prevent moral density according to Durkheim ?

A

Individualization : people don’t interact with others, don’t become socialized, don’t gain collective conscious
Anomie : Dramatic social change results in situation where social relations provide little moral guidance

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65
Q

What can prevent moral density according to Sustein?

A

Seem to be saying that social media is preventing this moral density in other way by strengthening a variety of rival communities

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66
Q

the polarized media promote divisions and conflict also by ________

A

focusing on emotions

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67
Q

depict how the polarized media can strengthen emotional response to particular issues.

A

strengthen emotional response to particular issues :
Fear: Mexican as dangerous rapists
Anger : Mexicans stole your job
Compassion : Describes the horrid conditions that drove people to be immigrants and the struggles they’ve faced

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68
Q

Historically, was is sociology’s stance on emotions ?

A

•Sociology has been biased against the study of emotions for quite some time
–Seen as primitive, genetic (more interested in our social features)
–Sociology focuses on our adaptiveness and problem-solving abilities (which don’t SEEM to be related to emotions)

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69
Q

What is significant about human emotions ? what did this lead to ?

A

•Yet humans have many more and more intense emotions than any other animal
–Regions of brain involved in emotions very large
–Growing recognition that emotions shape relations (shape how we act and how we interact)
- need to stop ignoring emotions
•Over the past 30 years, a number of sociologists have begun to pay a lot more attention to emotions

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70
Q

How can human emotions relate to politics ?

A

•Diverse political issues
–Emotions as motivator of social movements and political violence
–Emotions and identity politics (central to collective identity)
–Emotions and voter preference
–Emotions and populism

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71
Q

What does Haidt’s research focuses on?

A

•His research focuses on emotions, as he believes they shape human actions and interactions a lot (instead of reason)

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72
Q

What is Haidt’s analogy in terms of emotions ?

A

–Haidt characterizes the region of our brain dealing with emotions as the elephant and that dealing with critical thinking as the rider
•Says the rider thinks incorrectly that it’s in charge

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73
Q

Haidt claims that_________ affect your political orientation, which parties and candidates they support

A

moral foundations

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74
Q

How does Haidt frames moral foundations ? What does he suggest ?

A

–Each foundation related to particular emotions. Emotions therefore direct us politically
–Suggests they are hardwired in our brains (not varying that much from society to society, you will see generally speaking their presence with some variation) . These foundations are linked up to emotions.

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75
Q

What is the first moral foundation ? What does suggest? why?

A

•(1) Care/Harm Foundation: Suggests we are innately attuned to suffering and helplessness
–Due to parents and larger communities needing to provide for young (internal drive to take care of others around them)
–We experience pitty, saddness when seeing people (or animals) suffering
–Experience warm emotions when see cute babies

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76
Q

What is the second moral foundation ? What does it suggest ? why? What does focus on?

A

(2) Fairness/Cheating Foundation
•Focuses on emotions related to reciprocity

•Suggests humans are hardwired (because of evolutionary need for survival) to keep track of what people have given to us and what we’ve
given to them
–If we share resources with people who don’t reciprocate, we’ll be less likely to survive
–Sharing resources through reciprocation benefits the survival of all involved (only if reciprocal)

•Failed Reciprocation: See as unfair, cheating, and elicits very negative emotions
- causes humans to be attuned to fairness

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77
Q

What is the third moral foundation ? What does it suggest ? why? What does it lead to, give an example ?

A

(3) Loyalty/Betrayal Foundation
Innate because we are social animals
•Says innate and related to need for group cohesion in order for human survival
•Feel very negative emotions when someone betrays the group
–Kaepernick example ( some he was seen as being disloyal to the American community by taking a knee)
•Very positive emotions when rituals cause us to focus on the group
–Canada winning Olympic gold in hockey

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78
Q

What is the fourth moral foundation ? What does it suggest ? why? What does it lead to?

A

(4) Authority/Subversion Foundation
•Says humans are social animals hardwired to compare their rank to others and to accept
authority of individuals ranked more highly
-because we are social animals
•Negative emotions sparked by perceived acts of disobedience, disrespect, rebellion (individuals not obeying to the rank)

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79
Q

What is the fifth moral foundation ? What does it suggest ? why? What does it lead to? Give an example ?

A

(5) Sanctity/Degradation Foundation
•As omnivores, human developed disgust to help keep us from eating things that would kill us
same part of the brain that provokes disgust is active when someone breaks something sacred
Sacred objects are things that help us to keep societies together, when they are destroyed, the cohesion is compromised
–Linked to sense of sacred
–Development of humans as social animals promoted sacredness as means of promoting unity
•Disrespecting something that is “sacred” causes extreme negative emotions
–Example: Destroying religious or national symbols

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80
Q

What explains moral foundations ?

A

“we are social animals”

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81
Q

What does Haidt explore ? what did he ask ?

A

•Haidt explores the extent to which liberals and conservatives in the US respond to and emphasize these moral foundations

•Survey asking people 2 things:
–(1) questions that allow him to situate them on the liberal-conservative continuum
–(2) questions about how much people support the different moral foundations

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82
Q

What were his findings ?

A

•Findings: Liberals support two moral foundations (care, fairness), conservatives three (loyalty, authority, sanctity)

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83
Q

How did Haidt revise the Findings?

A
  • (1) Adds sixth moral foundation: Liberty/Oppression

* (2) Discovered that there were two aspects to the Fairness/Cheating foundation

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84
Q

What is the sixth moral foundation ? Who focused more on it ?

A

•(1) Adds sixth moral foundation: Liberty/Oppression
–Millions of years of living in small groups promoted greater egalitarianism and modified authority foundation
–Focuses on whether rulers are just or impede liberty

–Conservatives focus much more focused on this

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85
Q

What did Haidt find in terms of the Fairness/Cheating foundation

A

•(2) Discovered that there were two aspects to the Fairness/Cheating foundation
–Equality (liberals were more interested in) and proportionality (“you get what you deserve”- conservative)
–He had only emphasized equality in the initial study
–Conservatives look at fairness from proportional view

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86
Q

•Given the importance that Haidt places on emotions, he therefore suggests that _______

A

Republicans have a key advantage over Democrats

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87
Q

What is the conservative advantages ?

A

Conservative Advantage
•Finds that liberals only emphasize one foundation more than conservatives
–Care/harm foundation
•Conservatives emphasized four more than liberals
–Loyalty/Betrayal, Authority/Subversion, Sanctity/Degradation, and Liberty/Oppression
•Both emphasized different aspects of Fairness/Cheating
•Given the importance that Haidt places on emotions, he therefore suggests that Republicans have a key advantage over Democrats
–Republicans can use a greater repertoire of emotional tools and issues
- Democrats will have to use “reason”, “academic” - which is maybe not good for politics

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88
Q

What do democrats have to focus on ? what does that imply ?

A
  • Democrats will have to use “reason”, “academic” - which is maybe not good for politics
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89
Q

What is Hochschild’s Strangers in Their Own Land about ?

A

•Book started out as an effort to understand why white Americans in Louisiana are generally such strong supporters of the Tea Party and anti-government

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90
Q

What contradiction did Hochschild’s Strangers in Their Own Land explore ?

A

–Contradiction: Most in need of government help/support

–Region is among the poorest, least educated, worst health, most polluted environment in the US

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91
Q

What did Hochschild note ?

A

she noted a deep story underlying the political convictions of those she interacted with

Deep Story: “story feelings tell, in the language of symbols. It removes judgment. It removes fact. It tells us how things feel”

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92
Q

How can concerns about situations be addressed ?

A

social movements

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93
Q

What are examples of social movement ?

A
  • Me Too Movement: Bringing awareness of sexual violence against women
  • Yellow Vests Movement: Populist, anti-tax movement
  • Arab Spring Movements: Pursued political reforms in several countries in MENA
  • Occupy Wall Street: Global movement that brought critiqued capitalism and inequality
  • Quebec Student Movement: Sought to oppose educational policy increasing the cost of tuition
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94
Q

What is Tilly’s definition of social movements ?

A

“social movements involve collective making of claims that, if realized, would conflict with someone else’s interests”

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95
Q

According to Tilly’s social movements are an example of _________

A

Contentious Politics (conflictual politics, where there are different opposing interests)

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96
Q

What are three components evident in Tilly’s definition of social movements?

A
  • Conflict: social movements are inherently conflictual
  • Change: social movements pursue social change by influencing politics
  • Mass: social movements involve large numbers of people acting together to pursue change
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97
Q

What are 3 more components of Tilly’s definition

A

Campaign
Social Movement Repertoire
W.U.N.C. Displays

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98
Q

what is the element of “campaign” ? what is it characterized by ?

A

A sustained, organized public campaign making collective claims on targeted authorities
–Extends beyond a single event, occurs over considerable time
–Participants: some people spend great time coordinating campaign, others occasional support

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99
Q

What is an example of campaign ?

A

•Quebec Student Movement Example: (wasn’t just one instance)
–Lasted a long period of time
–Multiple student organizations and their leaders organized the campaign over tuition

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100
Q

what is the element of “repertoire” ? give examples

A

SMs consist of certain mass claim-making performances, all of which are non- violent

  • Public meetings
  • Solemn processions
  • Vigils
  • Rallies and demonstrations
  • Petition drives
  • Statements to and in public media
  • Pamphleteering
  • Creation of special-purpose associations and coalition
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101
Q

What are WUNC displays ?

A

•Social Movements are most successful if they display certain characteristics that help to legitimize, sustain, and control the movement:

  • Worthiness: Presence of respected individuals, pursue collective well-being (not individual)
  • Unity: Matching costumes, marching in ranks, singing
  • Numbers: headcounts, petitions, filling streets, showing public will
  • Commitment: Braving bad weather; visible participation by the old, handicapped children; resistance to repression; ostentatious sacrifice
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102
Q

What does Caroll suggest ?

A

•Suggests two main theoretical traditions of social movements
–Resource Mobilization Theory (RMT)
–New Social Movement Theory (NSMT)

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103
Q

In social movements, what is motivation ? What are they usually ?

A

•Motivation: The first theories of social movements focused on factors that motivated SMs
–Discrimination and Hardship: Common motivator of the American Civil Rights Movement, Women’s Movements, Gay Rights Movements, anti-Vietnam War Movement

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104
Q

In social movements, what is mobilization ? What body of work does it refer to ?

A

•Mobilization: the resources making possible mobilization ( how do you organize motivations)
–Thought motives widespread but resources limited, so resources are the key to understanding SMs
–This body of work is referred to as Resource Mobilization Theory

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105
Q

What does RMT focus on ? what does it claim ?

A

agency

claims that social movements are planned by rational actors

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106
Q

What does RMT suggests? what does it imply ?

A

Suggests that without diverse resources, movement will not succeed
Needed to engage lots of people, coordinate, inspire, continue movement over long-term, etc.

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107
Q

How is RMT different from early mass society theories ?

A

Contrary to early mass society theories viewing SMs as erupting spontaneously

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108
Q

What are 3 types of mobilization resources ?

A
  • Human Resources: labor, experience, skills, and knowledge
  • Material Resources: Money, car, communication, offices
  • Moral and Cultural Resources: Legitimacy, inspiration, symbols (not material but they help to engage people)
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109
Q

What does moral and cultural resources promotes ? Give examples.

A

–Inspires and mobilizes, promotes acceptance
–Helps create common understanding
–Example: David Suzuki and environmental movement
–Example: peasant movements in Latin America used Christian symbolism to inspire participants

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110
Q

What does the literature focus on in terms of resources ?

A
  • Organizational Resources: Focus of the literature

* Collective action requires a means of coordinating individuals, and organizations are perfect for this

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111
Q

What are SMO ?

A

Organization that identifies its goals with the social movement, mobilizes people to participate
•Sierra Club SMO for environmental movement

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112
Q

What are SMI?

A
  • Social Movement Industries (SMI): The complex of SMOs for a particular movement
  • Environmental movement includes Sierra Club, Green Peace, World Wildlife Federation, and hundreds if not thousands of more local organizations
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113
Q

What did Allan Morris describe ? what did he find ?

A

•Morris describes how organizations were vital mobilizational resources that made possible the success of the Civil Rights Movement (CRM)
–Finds that two organizations organized and orchestrated the sit-ins: Churches and Universities

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114
Q

What did churches and school provide ? (4)

A

-Human Resources—both churches and schools had a lot of people who could join the movement
•Ministers—talented speakers
•Students—leadership and communication skills

•Moral Resources: schools and churches legitimized movement
–Ministers and churches are viewed as worthy and trustworthy
–Students and professors aren’t looking out for material well-being, idealistic; pundits

  • Cultural Resources: pastors able to intertwine Christianity and movement, depicted movement in terms of religion
  • Material Resources: churches and schools provided financial resources; both churches and schools provided safe environment
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115
Q

What are the two camps in the RMT?

A

Entrepreneurial

Political Process Model

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116
Q

What is the entrepreneurial view ?Give an example? what are their concerns ?

A

–Sees social movement leaders as rational entrepreneurs who work toward movement success
–Morris’ work on Civil Right Movement is example
•Concern: Maximizing resources, rational planning
•Conclusion: Social movements are becoming more and more professionalized

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117
Q

What is the political process model interested in ? what does it focus on ?

A

interested in the social environment and how it provides openings
•Focuses on how the political environment affects openings for social movements

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118
Q

What does the political process model suggest ? what does it bring importance to ?

A
  • If there isn’t a political opening, its very difficult to mobilize resources for a successful movement
  • Brings in the importance of macro-structure
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119
Q

What does the political process model accept, but what does it suggest ?

A

Accepts entrepreneurial model but suggests that the political environment affects whether these resources can be used or not

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120
Q

Social movements are an effective means of ________ only when there are ________

A

promoting social change

openings

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121
Q

What are 3 factors affecting openings?

A

•Type of Movement: Police more likely to impede certain types of movements
–Anarchists versus public servant strike (gave public servant do it, stopping the anarchy, giving an opening to the public servants)
•State Capacity and Protection: Needed to prevent violent reactions against movement
•Democracy: Arguably the most important

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122
Q

How does democracy promotes SMs according to Tilly ? (2)

A
  • legitimizes public discussions,
  • Gives important to numbers (as a demonstration of what the public wants, if rulers don’t listen they might not be reelected)
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123
Q

How does democracy creates openings according to Tilly ? (2)

A

–Democracy allows people to participate in SMs

  • Promotes rule of law and human rights
  • right to assemble
  • freedom of speech
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124
Q

For SMs, yes democracy might make SMs follow _________ , but _________

A

certain rules, get permission

they let them organize

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125
Q

SMs are much more dangerous and difficult to organize in _______ (even if ________ )

A

non-democracies

this type of political action has spread

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126
Q

Where did New social movement theory arise ? What are its main views ?

A
  • Arose and most popular in continental Europe
  • Views “old” social movements as class-based and “new” social movements emerging over the past four decades, getting beyond class conflict
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127
Q

How does NSMT in a transformative light ?

A

•Sees new social movements as transforming society in important ways
–Moral: Consider the basic conditions of society and the ways SMs can improve social life
–Lack clear objective

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128
Q

What questions does the NSMT literature focuses on ?

A

What are new social movements? What causes them? What are their effects?

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129
Q

Name 3 ways in which RMT and NSMT differ ?

A
  • Structure/Agency: NSMT focuses on structure (how the social structures and major institutions are going to promoted the rise of certain SMs) , RMT on agency (how rational individuals actors are able to organize movements with the resources)
  • Question: NSMT asks WHY certain types of movements occur; RMT asks HOW they occur
  • Purpose: NSMT concerned about motive (new type of motive); RMT assumes motive (ignores) and focuses on how to mobilize
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130
Q

How does RMT and NSMT differ in terms of Structure/Agency ?

A

•Structure/Agency: NSMT focuses on structure (how the social structures and major institutions are going to promoted the rise of certain SMs) , RMT on agency (how rational individuals actors are able to organize movements with the resources)

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131
Q

How does RMT and NSMT differ in terms of Question ?

A

•Question: NSMT asks WHY certain types of movements occur; RMT asks HOW they occur

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132
Q

How does RMT and NSMT differ in terms of purpose ?

A

•Purpose: NSMT concerned about motive (new type of motive); RMT assumes motive (ignores) and focuses on how to mobilize

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133
Q

How does “post-somethings” represent ?

A

“Post-Somethings”: Recognize (a) the diminution of class conflict; (b) expansion of cultural, consumption, and leisure activities (no longer have a situation where large part of population is poor, people now are able to consume a lot more) ; and (c) the growth of tertiary sectors

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134
Q

The focus of NSMT, suggests that ______ has important effects on new social movements

A

capitalism

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135
Q

What do NSMs react to ? what does this mean ?

A

NSMs react to post-something capitalism, reactions to these post-somethings create movements

NSMs therefore are concentrated in the core capitalist countries

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136
Q

What do NSMs focus on ?

A

“new” social movements focus on broad goals without a clear endpoint
–Very general critiques of capitalism and “modernism”

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137
Q

“post”-capitalist environment promotes _________________

A

certain types of SMs that confront capitalism

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138
Q

What are NSMs different from ? Why ?

A

Different from social movements that are pursuing a specific political goal

Likely because these SMs generally occur in wealthy societies with vibrant democracies and welfare states
- In general, equal rights are assumed and no more large poverty

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139
Q

What was a critique of Occupy Wall Street ?

A

Some have suggested that the Occupy Wall Street Movement was not sustainable because it lacked leadership, a central goal
–Tilly suggests lack of leadership/unity would hinder movement success

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140
Q

How can the critique been seen from the NSMT perspective ?

A

If you consider OWS a NSM, this seems less problematic
–Goal isn’t some short-term, concrete transformation
–Goal is greater awareness, a general critique of the social order

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141
Q

How does Habermas view Western society ?

A

Views Western society as divided into two realms:
•System: formalized institutions, markets and bureaucracies
•Lifeworld: meaningful everyday life, normal relations

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142
Q

How does Habermas view the impact of modernization on Western society ?

A
  • Rationalization: Believes modernization has promoted the rationalization of both the System and Lifeworld
  • Lifeworld rationalization promotes self-reflexiveness, openness, freedom
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143
Q

According to Habermas, what is the problem with the impact of modernization on Western society ?

A
  • Problem: Systemic rationalization has dominated, the lifeworld shrinks
  • Dominance of markets and bureaucracy
  • Promotes non-reflexive conformity, not crit. thinking
  • Traps us in Weber’s Iron Cage
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144
Q

Habermas claims NSMs must _________

A

pursue actual change instead of just exposing

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145
Q

What do NSMs do according to Habermas ? What does this do ?

A

New social movements react to systemic rationalization, help to advance the Lifeworld realm
•Raise consciousness, cause us to question world

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146
Q

What does change involves in Habermas’ view ?

A

•Change involves expanding the lifeworld realm

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147
Q

According to Habermas, why do SMs occur ultimately ?

A

SMs as occurring to confront the power of the systemic world

–Tries to expand lifeworld

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148
Q

How do NSMs fit into Habermas’ concerns?

A

Fits with expanding the public sphere, civil society, democracy

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149
Q

What does NSMT usually focuses on in terms of movement orientation ?

A

NSMT focuses on leftist movements that critique capitalism and the post-modern social order

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150
Q

How does the right-wing also reacts to this new post-modern social order ?

A

–Support capitalism
–Oppose government intervention
–Nationalistic and protective

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151
Q

are these right-wing movements are a different type of NSM or a reaction to NSMs?

A

In some ways, seem to be both (reaction to social context + reaction against NSM)

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152
Q

Scholars of SMs increasingly recognize that ____________ has important implications on social movements

A

Social Media

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153
Q

How does Social Media allows in SMs? How ?

A

Suggests it is a very important new resource that allows people to organize movements more easily

Tweets, facebook, texts, websites, email all facilitate communication and coordination

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154
Q

What do you think NSMT would say about social media ?

A

Allows to raise awareness, to get information out there, it also something that is going to be a game changer. But also a possible negative, making the lifeworld systematically rationalized, no more face to face relations

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155
Q

What is 1st Generation of Social Movement Literature take on grievances ?

A

–Focused largely on grievances as determinants of movements

–Civil Rights and Women’s Suffrage Movements: Sought equality, empowerment of marginalized

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156
Q

What is 2st Generation of Social Movement Literature take on grievances ?

A

–Disregarded grievances, saying everyone has them but only some are able to act on them
–Focus on rational decision-making

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157
Q

What do we see now in terms of literature of social movements ?

A

Return to grievances considers their “irrational” and emotional side

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158
Q

What did James Jasper do ?

A

•Has done more than anyone else to bring emotions back in to the study of social movements
–Denied tenure at NYU because he focused on something that was marginalized by the discipline at the time

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159
Q

What is James Jasper main point ?

A

His main point is that emotions are vital for motivating, mobilizing, and sustaining social movements

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160
Q

What is rational action

A

–Rational Action: Dominant view in econ., assumes people act in calculated ways to maximize interests

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161
Q

What does Olson say about public goods? What are public goods ? What is the issue ?

A

Olson says it is irrational to participate in creating public goods

–It costs you to provide them, and you’ll have access for free after others provide them

Yet if everyone is a free-rider, no roads are created

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162
Q

What are public goods ?

A

Public Goods: Roads and other goods that are available to all members of the public

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163
Q

What are the two ways economists generally focus on to overcome the collective action problem?

A

–Give selective benefits to those who provide them

–Penalize those that don’t

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164
Q

According to Jasper, SMs are affected by _________

Why ?

A

collective action problem

But selective benefits/penalties not effective

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165
Q

What does Jasper say about emotions and collective action problem ?

A

Claims that emotions are the key to understanding how to overcome collective action prob.

–Emotions motivate us to make sacrifices, incur costs, participate even if not “rational” for individual

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166
Q

What do emotions cause ? what does that lead to ?

A

Emotions cause people to disregard personal interests

–Willing to participate even if it’s costly

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167
Q

Successful SMs frame issues to ___________.

What does that mean ?

A

provoke emotions

–People join for emotional reasons
–Sustains movement participation
–Durkheim’s collective effervescence

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168
Q

What are collective emotions ? Give an example ?

A

Notes that these emotions commonly depend on collective identities
–Love/concern for in-group, hate/fear of out-group

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169
Q

Define “obligation” in terms of the collective ?

A

When people have strong collective identities and movements are framed in terms of them, people feel obliged to participate, guilt if they don’t

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170
Q

How does RMT views collective identities ? What does that mean in terms of SMs?

A

•RMT differs in that it views collective identities as a resource

–When these identities are present, can be used to mobilize movements
–This resource can be manipulated by leaders to maximize mobilizational potential

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171
Q

What do Normative and Cultural Resources allow ? what does that lead to ?

A

Allow leaders to frame the movement in such a way as to attract followers
–Frame issue as a communal issue

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172
Q

What does Jensen’s Naming Nations analyzes ?

A

Analyzes the use of group identities from a resource mobilization perspective

•Notes that it is not always easy to agree on how to define the group for movements
–Definitions have important implications affecting the movement and its demands

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173
Q

What does Jensen’s Naming Nations notes, what does that lead to ?

A

•Notes that it is not always easy to agree on how to define the group for movements
–Definitions have important implications affecting the movement and its demands

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174
Q

What do movement leaders need to do ? What does this affect ?

A

Movement leaders need to analyze the mobilizational potential of group identity and the impact that certain conceptions of identity have on their movements
–Affects both resources and political opening

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175
Q

What does the Quebec nationalist movement promote ?

A

•Promoted movement seeking greater autonomy (independence) of Quebec
–Seeking a nation-state

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176
Q

How does the Quebec nationalist movement define Quebec ?

A

Movement defines group as Quebecois nation, conforms to popular ideas of nation-state

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177
Q

What are the 2 ways in which the Quebec nationalist formulation of identity affected the movement ?

A
  • Benefit: Galvanized strong support from nationalists, as the nation-state model is so popular and strong
  • Cost: (1) cut off other French Canadians, thereby limiting support outside the province, (2) placed in conflict with Ottawa
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178
Q

What did Aboriginal Canadians had to choose ? What does that imply ?

A

Jensen describes how had to choose between rights based identity strategy or emphasis on self-government
–Each have trade-offs

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179
Q

What are the benefits and the costs of the Rights-based approach ?

A

•Rights-Based Approach:
–Benefit: Collaboration with other movements trying to promote equal rights
–Costs: depends on the government to implement, doesn’t address issue of autonomy

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180
Q

What are the benefits and the costs of self-Government?

A

•Self-Government:
–Cost: Lose support from other groups, opposition from provinces
–Benefit: Deals with issue of autonomy and control

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181
Q

What is Jensen’s main point ? what does it mean ?

A

•Movement leaders need to closely consider how to “name” their movement community

–That is, how do they depict the community that they are speaking for

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182
Q

What does “naming” a movement community affects? In what ways ?

A

–Resources: Certain depictions inspire support more than others, allow to team up with others

–Opportunity: Certain depictions provoke greater government support, less political opposition

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183
Q

The SMs that focus on collective identities the most are ____________.

What does that mean ?

A

nationalist movements

–Movements seeking to protect and empower the nation

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184
Q

What did Gellner say about nationalism ? What principle does that evoke ?

A

“Nationalism is primarily a political principle, which holds that the political and the national unit should be congruent.”

–Principle of self-rule by nations

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185
Q

What is Michael Hechter’s Definition of nationalism ? What does that imply (2)?

A

Collective action designed to render the boundaries of the nation
congruent with those of its governance unit

–Action creating a nation state
–Social movements commonly pursue nationalism

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186
Q

_________ sees four main types of nationalism. What are they ?

A

Hechter

  • State-Building Nationalism: 19th century France
  • Unification Nationalism: 19th century Germany and Italy
  • Peripheral Nationalism: Quebec
  • Irredentist Nationalism: Northern Ireland’s IRA
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187
Q

Nationalist movements are ________ and sometimes ____________. Give examples?

A

commonly violent

transform into civil wars

–State-Building Nationalism: Commonly eliminates or expels “non-nationals”
–Unification Nationalism: Caused wars in Germany and Italy
–Peripheral Nationalism: Kurdish civil war in Turkey
–Irredentist Nationalism: Northern Ireland conflict

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188
Q

What are the two main views in terms of nations ?

A
  • Ideal: “Imagined Communities” (More prevalent in academia)
  • Material: Concrete political community
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189
Q

What is “imagined communities” ?

A

One of the most influential books of the 20th century written by Anderson

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190
Q

What does “imagined communities” claim ?

A

Claims that nations are first and foremost ideal concepts that people recognize

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191
Q

What does defining a nation as “imagined” mean ?

A

Imagined (not to say that nations are false but that they are real to the extend where a large amount of people believe in it): We believe we are part of the same community even if we live thousands of kilometres apart and will never see each other let alone communicate

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192
Q

What does Anderson say about nations? why ?

A

Says nations are very new

Previously communities were based primarily on who you knew and interacted with (leads to local communities)

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193
Q

how imagined communities were formed according to Anderson ? describe it.

A

print capitalism

invention of printing press and mass education created a mass market for printed material (which spread ideas of the nation)

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194
Q

What does Anderson analysis of Print capitalism reminds us of ? how do they differ ?

A

•Like Said, says print media presented representations that shape understandings
–Instead of out-group like “Oriental,” focuses on in-group of the “nation” (using print media to create ideas of national communities thats out there)

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195
Q

How did newspaper build imagined nations ?

A

Newspapers (not as explicit but they can cover issues that occur within the national community and reference to it, using “we”, “us”)

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196
Q

Newspaper, novels, histories, etc. all depicted the nation as________. What did this lead to ?

A

real, concrete and important

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197
Q

What are the two other alternative explanations ?

A

Capitalism (gellner) and the Nation- State

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198
Q

How did Gellner explain the creation of nation ? What did Gellner claim in terms of state building (2) ?

A

Capitalism ?

– Capitalism creates functional need for a linguistically homogeneous population (Need for communication technologies and common language, common understandings )
– Led to assimilationist nation-building efforts

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199
Q

How did Nation-State explanations depict the creation of nation ? What does it claim (3)? Who was a major figure ?

A

Recognize that states made nations

  • Loyal population leads to stronger state, the spread of the idea of nation is something that will lead people to listen/obey to the state and do what it wants.
  • States to survive need resources to organize which is easier if people are loyal and feel some type of obligation
    –Increased loyalty, facilitated conscription & taxation

Eugen Weber

200
Q

Who is Eugen Weber ? what did he look at ? what was his question and answer ?

A

Author of Book Peasants into Frenchmen (1976)

Nationalism in France (prime example of nation-state) •Until late 19th and early 20th century, collective identity was local
–People didn’t view themselves as French

How did a French nation emerge?
–Answer: The French state created it

201
Q

What are means of nation building in France ? How ?

A
  • Military conscription (french state forced adult males to participate in the French military during their lives- involves soldier training but also elements that caused these soldiers to think of themselves as “French”)
  • Transportation across the country (allowed people to travel around more freely, integrate, interact, create a sense of community)
  • Government presence ( state provide services to make population believe the state is large part of their lives )

-Education (language, socialization, literacy)

202
Q

what is state building nationalism ?

A

*State building nationalism : transform the population to create an idea of commonality

203
Q

What did Education do in terms of language in France ?

A

•France: Hundreds of languages/dialects in 1850 spoken by the population

Education: State-led educational expansion helped create a French-speaking population
–Took 50 years of free and compulsory public education (that though in French)
–Key was the expansion of female education (when it was only men, the children did not change very much but when girls and women started to go to school, they became key in promoting language by teaching it to their children, “mother tongue”.

204
Q

How is language important for state building ?

A

•Underpinnings of Nation: Ideas of nations require some commonality to define the community
–Common heritage and history, common religion
–Language is one of the most important underpinnings of national ideas
Linguistic unity = real characteristics of a nation

205
Q

What did literacy allow in France in terms of nation building ?

A

•Literacy: allowed people to gain access to print-media emphasizing the French nation (Anderson)

206
Q

What did newspaper allow in France in terms of nation building ?

A

•National Newspapers: described the French people, covered national events
–Crated nationalist goggles to replace local goggles, made nations seem real , replace the “local Lens”

207
Q

What did novels allow in France in terms of nation building ? give an example.

A

•Novels: - Spread of materials depicting the French nations as real and important

Bruno’s Tour de France
—Novel of boys traveling around France
–Used in schools up until 1950s
–Sold 8 million copies

208
Q

What did socialization allow in France in terms of nation building ? How ?

A
  • Socialization: taught students they were French

* Bombarded students with idea of patriotism and new concepts that helped them make sense of the “nation”

209
Q

Give an example of socialization in France in terms of nation building

A

–Example: Assigned essays on “what is the fatherland?”in order to force students to think outside of the provincial box
–Student essay, 1878: “The fatherland is not your village, your province, it is all of France. The fatherland is like a great family. Your fatherland is you. It is your family, it is your people.”

210
Q

What did maps allow in France in terms of nation building ? How ?

A

•Maps: graphically depicted ‘nation’ - tool used to make the idea of the French nation more concrete

211
Q

What are the two main critiques of Eugen Weber

A

–Overly emphasizes the role of the French state
•Ignoring other important factors
–Overlooks the violence involved in state-building nationalism
•State-building nationalism produced victims

212
Q

What were the additional factors allowing nation building in France ?

A

•History: Long history of a relatively centralized state (french was controlling the territory for over a 1000 years, it was rather centralized) - which provide resources to build statehood, shared history and political integration
–Few regions had history of strong autonomy

  • French Revolution: Extreme event which led to : Removal of regional elites and further centralized the state
  • Timing: State building preceded nation building
213
Q

What are 3 violent aspects of state building ?

A
  • (1) Conquest and Assimilation
  • (2) Symbolic Exclusion
  • (3) National Cleansing
214
Q

what is Conquest and Assimilation in terms of state building ? how did play out in France ? give an example

A

–French state forcibly integrated regions into a centralized French state
•Caused revolts that were forcibly put down (Vendée Rebellion- trying to retain its economy were met with violence in order to implement nation building policies)
–Not everyone willingly assimilates, coercion used

215
Q

what is Symbolic Exclusion in terms of state building ? how did play out in France ?

A

Symbolic Exclusion: Building an in-group commonly involves villainizing out-groups
–If you aren’t member of the in-groups, you are excluded, viewed as degenerate
–Dreyfus Affair ( accusing a jew of being a German ally): Highlighted how Jews were not viewed as “real” members of the French nation

216
Q

what is National Cleansing in terms of state building ? how did play out in France ?

A

National Cleansing: At an extreme, states eliminate undesirables
–France was religiously homogeneous, and this helped define the nation, promote national unity
–Result of elimination of Huguenots

217
Q

What is a central concept within sociology ?

Why (3)?

A

The state

–Basis of power
–Formal political institution
–State has influence : affects a great variety of social relations- to understand these relations, we look at the state

218
Q

What does Hall suggest about states ? what is the best definition according to him ? what does this definition imply (3) ?

A

Suggests that states are hard to define, as no universal definition holds

Weberian ideal type is still best definition : Political organizations with a monopoly of the legitimate use of force within a territory

(1) formal political organizations (not just simply individuals, formal organization that implements)
(2) monopoly of legitimate force ( regulates the use of force)
(3) territoriality

219
Q

Many states are ______ from Weber’s ideal type

A

far

220
Q

What are the 3 characteristics of a state according to Weber?

A

(1) formal political organizations (not just simply individuals, formal organization that implements)
(2) monopoly of legitimate force ( regulates the use of force)
(3) territoriality (has an territory in which it operates)

221
Q

Which States are closest to Webers ideal type ? What about the other ones ?

A

Closest in Western Europe and North America

Elsewhere, states lack a monopoly of force, don’t control territories, not controlled by bureaucratic organizations

222
Q

What are states far from Weber’s ideal called ? what are they ? give an example, what are its implications.

A

Limited States: states have broken down, and individuals compete for state control. people living outside the control of the state.
–Somalia—new forms of governance emerging that conform less to Weberian ideal type

223
Q

What are other characteristics of limited state ? give examples.

A

states missing in the international arena. limited transportation. limited population.

Northern Uganda, northern Canada

224
Q

What are Ralph Milibrand’s main components of the state ?

A
  • Government: Leaders of the state
  • Administration: Diverse organizations that run the state, i.e. the bureaucracy
  • Military and Police: The arm of the sate dealing with coercion. allowed to use force. Military = external, Police= internal. Maintain order, fight wars
  • Judiciary: Interpret and enforce laws, making decision about if people are breaking the law or note.
  • Subcentral Gov.: “the antennae or tentacles” of the central gov.(Ottawa) and administration - eg: provincial, municipal …

•Legislature: In democracies, people who make laws are
part of the state

225
Q

What does Milibrand mix ? how ? why is it confusing ?

A

state, government, & regime

Says government and legislature part of the state

political sociologists use them as distinct concepts dealing with formal politics

226
Q

Define government

A

•Government: The group of people controlling the state and implementing political decisions

227
Q

Define regime

A

•Regime: The rules that dictate how the government can

make decisions, how they can implement decisions, and how they come to power

228
Q

define state

A

•State: Organizations that the government controls to implement policies and maintain order

229
Q

What are the two things the literature looks at in term of state?

A
  • The Effects of States: Shape a great number of social processes
  • The Determinants of States: Consider factors promoting the rise and transformation of states
230
Q

Commonly believed the state emerged ________ years ago. Where ?

A

6,000-10,000

Fertile Crescent

231
Q

Early state-like entities did __________ to the Weberian definition very well. Why (3) ?

A

not conform

–Lacked geographic element (so interlap, areas where boundaries are fuzzy and change quickly, areas out of the control of the state)

–Did not attempt to monopolize coercion (local elites running their own control, central state did not try to curve their power/coercion)

–Didn’t have formal organization (no bureaucracy, organized based on family structure)

232
Q

What does Hall note in terms of the origins of state ?

A

Notes that it’s tough to explain their rise, because people have historically avoided state control

233
Q

What does Hall agree with in terms of the origins of state ? why did the state emerge ? why did they spread ?

A

–Agrees with theories that settled agriculture in fertile river valleys trapped people and allowed states to rise (to control the resources)

–Coercive power of states then caused them to spread

234
Q

What does Lenski and Diamon claim in terms of state origins ? what does this imply ?

A

–Claim that states only emerge independently with settled agriculture

  • agriculture as a necessary condition
235
Q

How is agriculture necessary for the rise of state ? how (3) ? what does it also promote ?

A
  • Settled agriculture promotes large populations, and large populations create functional needs for states

–(1) Regulate social conflict, (2) provide a social safety-net (store surplus in case of issues) , (3) collective decision-making for large groups

–Settled agriculture also promoted division of labour (not everyone is a farmer, different jobs emerge; to have a state, you need people to constitute the government)

236
Q

How does the river hypothesis and Lenski and diamond ?

A

•Different from the river valley argument

–Suggests states form in a Lockean way, not something imposed on agriculturalists (not implying that people ran away from states)

237
Q

What is the population view ? what does it suggest ?

A

River hypothesis , agriculture and so on ….

Suggests that states should have first emerged in the Middle East and Asia

238
Q

What are theories tackling the Weberian state ? (2)

A

–Tilly: War and State Making

–Gorski: Religion and State Making

239
Q

Who is Charles Tilly ?

A

Tilly was a terribly influential political sociologist who published on a variety of topics (such as SMs)

240
Q

What are 2 aspects of his work that look at warfare and state ?

A

–How warfare promoted effective (Weberian) states
–How warfare promoted state responsiveness

*they are both related

241
Q

What is European Exceptionalism? Who explored that concept ?

A

Tilly noted that there was extreme geopolitical competition (leading to warfare) in Western Europe over the past 500 years. In contrary to Chinese empire for example who has a large monopoly over a large territory. So in Europe, if you did not organize an effective state, it would be defeated by another state.

242
Q

Tilly suggests that _______ promoted highly effective Weberian states in a _________

A

warfare

Darwinistic fashion

243
Q

How were Asia and Middle East in terms of empires ? why ?

A

Asia and Middle East: United empires, imperial model didn’t have constant warfare like in Europe

244
Q

How was rule of state transformed because of war ?

A

State transformed from indirect rule to direct rule to tax and to prevent others from controlling
(state sending out its own officials, employees of the state, working for the interest of the state)

245
Q

What are the implications of territoriality in terms of war and state building ?

A

•Territoriality: States fought over territory, needed control

–Taxation (because need to get money): State expanded to most corners of the country to be able to collect revenue to pay for war. For taxation , need for a present state wherever its people are

–State transformed from indirect rule to direct rule to tax and to prevent others from controlling

246
Q

What are the implications of taxation in terms of territoriality and state building ?

A

–Taxation (because need to get money): State expanded to most corners of the country to be able to collect revenue to pay for war. For taxation , need for a present state wherever its people are

247
Q

What are factors that led war to, in turn, lead to states ?

A
  • Territoriality : States fought over territory, needed control
  • Organization: Wars require considerable organization
  • Concentrate power in the hands of the state
  • Direct Rule: Removed local intermediaries, took away their military force
  • Eliminating Rivals: The territorial reach of the state and its growing coercive force helped eliminate rival powers and concentrate power
248
Q

How did war concentrate power in the hands of the states?

A
  • Direct Rule: Removed local intermediaries, took away their military force.
  • Eliminating Rivals: The territorial reach of the state and its growing coercive force helped eliminate rival powers and concentrate power
249
Q

How did war create states in terms of organization ?

A

•Organization: Wars require considerable organization

–Finding soldiers, training them, equipping them, figuring out how to get them supplies, etc.

–Created dire motive to improve state effectiveness, thereby bureaucratizing the state

•Formal organization as opposed to patrimonial rule through local elites

250
Q

How did organize change in the rise of States ?

A

•Formal organization as opposed to patrimonial rule through local elites

251
Q

What did Tilly also claim in terms of warfare and rise of state ? What does it mean ?

A

warfare helped make states responsive to the population

–Which further strengthened states, promoted democ.

252
Q

What are the two types of protection a state can provide ? give examples.

A

•Benign: social contract, protection of rights
–Hobbes and Locke, Canada (think that the state is there to benefit the population)
•Malign: mafia-style racket
–Machiavelli, Congo

253
Q

Throughout history, state “protection” was ________. Why did that change according to Tilly ?

A

mafia-style

changed from malign to benign protection and sees wars as main answer

254
Q

How did Europe state transformed from malign to benign ?

A

War pushed European states from malign protection to benign protection because it made states very dependent on citizens for taxes and troops

Warfare required a lot of labor, the state needed to get these Human Resources, which they could get from the population - needed to get people to enroll or pay SO the state had to make concessions.

255
Q

What did the state needed to grant to get warfare resources ? what was the time-lapse of this ?

A

•Concessions: over hundreds of years, states began to offer goods to their citizens in order to get their assistance against external threats
–Roads, education, health services, pensions, etc.

*over years

256
Q

war against external opponents helped make the European state _______ to ________. What happened at the same time ?

A

responsive
the needs of its citizens

strengthened states by affecting state-society relations

257
Q

What was Gorski critique of Tilly?

A

Believes Tilly focuses too much on conflict and not enough on consensus
–Looks around at warfare today and finds that it destroys states, doesn’t make them stronger

258
Q

What built the state according to Gorski ?

A

Marriage

Discipline

259
Q

How did marriage build the state according to Gorski ?

A

Claims that the main mechanism small states became big states in Early Modern Europe was through marriage, not conquest

260
Q

How did discipline build the state according to Groski ?

A

–State effectiveness depends most on whether officials are disciplined and follow state interests instead of personal interests

261
Q

How did religion help state building according to Gorski ?

A

Says Calvinism spawned a “disciplinary revolution”, promoting very high level of discipline which helped state be effective

262
Q

What did the Weberian tradition look at in terms of religion and state ?
How did Gorski see this ? why ?

A

Weberian Tradition:
–Legitimate Authority: People willingly follow the orders of the ruler
–Calvinism: How it shapes the actions of people

Gorski believes both are related (Calvinism affects legitimate authority)

263
Q

What did Foucault look at in terms of discipline and state ?

A

Discipline enhances state power, promoting effective States

264
Q

What did Gorski draw on when looking at religion and state building ? How ?

A

Weber and Foucault

•Weberian Tradition:
–Legitimate Authority: People willingly follow the orders of the ruler
–Calvinism: How it shapes the actions of people

•Foucaultian Theory: Discipline enhances state power, promoting effective States

265
Q

Gorski’s analysis is largely a reformulation of ________ on the_______.

A

Weber’s work

Protestant Ethnic

266
Q

What did weber’s most famous work analyze and what did he claim? What was it a response to ?

A

Calvinism promoted a particular outlook and norms which shape individual behaviour patterns of social relation which in turn promoted the rise of capitalism

–Response to Marxian materialism, stressed how ideas contributed to rise of capitalism

267
Q

Weber noted that _______ and_______ are statistically related. What did that lead him to do ?

A

capitalism
Protestantism

Developed a theory claiming that Calvinist doctrine contributed to this pattern

268
Q

What are Weber’s 3 elements of analysis in terms of Calvinism ? What did he claim ?

A

•Predestination: Before another was made, god already decided what as going to happened. Whatever you do doesn’t not influence your heaven/hell outcome. Caused angst about whether going to heaven or hell, they were nervous and became restless, they had to keep active and do things.

•Calling: Belief that God wants you to be productive and fulfill occupational calling. If you are bringing glory to god, you will fo to heaven. People working very hard because economic success is a sign that they were not damned.
Predestination and Calling together combined angst and need to be productive.

•Aestheticism: Belief one should live a simple life ***

Weber claimed that all three combined to promote an ethic that promoted certain patterns of action contributing to capitalist development

269
Q

How did Weber conclude his book on the protestant ethic and capitalism ?

A

Concluded book saying the promotion of capitalistic development through religious values also likely affected states

270
Q

Suggests that Calvinism promoted state building by increasing __________. In what ways (2)?

A

Self-Discipline

•Ethic of Self-Discipline: Calvinism preached that it was one’s duty to be disciplined, preached that it was one’s central duty.
–Showed that you were blessed, part of the religious community.
- drunkenness could get you excommunicated for example

•Institutional Strategies of Collective Disciplining
–Calvinism preached the need to keep members of the community disciplined
–Used techniques to assure compliance (people sent out to collected “rat outs” from people, institutional strategies)
- similar to Foucault panopticon (feeling like you are watched)

271
Q

What was the “ethic of self-discipline” according to Gorski ? What behaviour did that lead to ? give an example to illustrate.

A

•Ethic of Self-Discipline: Calvinism preached that it was one’s duty to be disciplined, preached that it was one’s central duty.
–Showed that you were blessed, part of the religious community.
- drunkenness could get you excommunicated for example

272
Q

What was the “institutional Strategies of Collective Disciplining” according to Gorski ? what dit that imply ? was could it be related to ?

A

•Institutional Strategies of Collective Disciplining
–Calvinism preached the need to keep members of the community disciplined
–Used techniques to assure compliance (people sent out to collected “rat outs” from people, institutional strategies)
- similar to Foucault panopticon (feeling like you are watched)

273
Q

Why was Holland a dilemma for tilly ?

A

Never had a militarily powerful state that was powerful in itself

274
Q

Why allowed Holland to build a strong state ? What does this make us recognize ?

A

Instead, the state was powerful because society was disciplined and did what the state told it to do

–Recognizes that state power depends greatly on getting population to follow orders

275
Q

What were the effect of Societal discipline in Holland ? (3)

A

–Because of high levels of societal discipline, people accepted the states rules, abided by them

–It was their religious duty to follow authority, to show discipline, leaders therefore got to make the citizens do whatever it wanted to do.

–Disciplined population empowered state

276
Q

Groski claims______ promoted _______ in Holland.

A

Calvinism

Societal Discipline

277
Q

Why was Prussia a surprising case ?

A

Prussia was a surprisingly successful state builder

–Became a military powerhouse despite small population that was relatively poor

278
Q

Why was Prussia challenging Gorski’s argument ?

A

•Few Calvinists (or related sects) that promoted discipline in Prussia
–Suggesting Gorski’s argument for Holland doesn’t hold

279
Q

What was present in Prussia and allowed state building ? What did this imply ?

A

Official Discipline: State employees were disciplined, followed rules

•Self-monitoring
•They also monitored each other, observing one another (people worried about people watching)
leaded to root out corruption, employees simply following rules not rent seeking

280
Q

What are the two effective ways to build States in terms of discipline and gorski?

A

disciplined population OR disciplined state officials allows for a very effective bureaucracy

281
Q

Tilly focuses on _______ and Gorski on ________

A

Conflict

consensus

282
Q

What did tilly look at ? what did he claim?

A

•Tilly: Looks at how war shaped state (constant warfare, Darwinism “only strong states survive”)

–Effective state
–Responsive state

283
Q

What did gorski recognize ? what did he claim ?

A

•Gorski: Recognizes that effective states require disciplined officials and public, getting actors doing what they are suppose to do.
–Protestantism promoted extreme discipline

284
Q

What do many claim in terms of globalization and its effects states ?

A

Instead of strengthening states, common claim that globalization weakens states, less effective makes them less relevant

285
Q

Some suggest ______ today are going through equally dramatic changes due to ________.

A

states

globalization

286
Q

What is globalization most basically ?

A

Most basically, the increasing social integration of the world
–Social relations increasingly global, not local

287
Q

Globalization affects diverse types of _______. Name a few.

A

social relations

•Political: A growing number of treaties over hunting whales, child labor, gender equality, free trade, etc.
–Global political actors: UN (trying to make collective decision to help the world), US (informally shaping politics)

•Cultural: Intermingling of cultures
–Debate over whether world is becoming multicultural or dominated by the cultures of the powerful
•McDonalds vs. spread of ethnic cuisines

  • Social: Many people maintain relationships with people all over the world
  • Crime: Criminality also a global phenomenon, international networks acting all around the world. Fighting one another.
288
Q

What is the debate in terms of cultural globalization ?

A

–Debate over whether world is becoming multicultural or dominated by the cultures of the powerful. Arguing it is mostly a one sided process. USA shaping others much more.
•McDonalds vs. spread of ethnic cuisines

289
Q

What is the major focus of globalization? What is the focus on ?

A

Economic Globalization

the emergence of a system of global capitalism, global economy.

290
Q

Who does global capitalism involve ? what are their roles

A

–Global Economic Institutions: IMF, World Bank, WTO
- role : integrate the economy globally
–Global Economic Actors: Transnational Corporations, the American and Chinese Governments
-promoting economic globalization

291
Q

What are the 2 views in terms of economic globalization ?

A

Economists generally view this as positive, free trade, DOL, expansion of resources promoting economic development through economic openness

Others believe it destroys local institutions, suppresses wages, creates race to the bottom

292
Q

What could an example of economic integration?

A

A computer made from part coming from all around the world.

293
Q

Common claim that globalization ______ the state. How ? What are the two views ?

A

weakens.

Some have said states are becoming irrelevant

Some welcome this (neoliberalism), some dread it

294
Q

What is Linda Wiess’s perspective?

A

pro-state perspective

believes states are important and affect the population

295
Q

what does Wiess focuses on ? what are two common assessments she first notices ? What does she think about them ?

A

Focuses on economic constraints that supposedly remove state autonomy

–Neoliberal policies that force the state to limit economic management and curb spending
–Neoliberal global institutions who take over state functions (doing stuff the state use to do)

Weiss disagrees with this assessment

296
Q

What does Wiess claim in terms of states and globalization ?

A

Says globalization creates greater need for states
–Promotes reforms that strengthen/expand the state (making States more important than they ever were, performing vital tasks)

297
Q

What are two increasingly important roles of the States in the age of globalization ?

A
  • Dealing with Disruption

* Navigating Globalization

298
Q

What does globalization create according to Weiss ? what does the state then has to do ? how? give an example.

A

Globalization disrupts social relations, creates winners and losers (increasing hardship for manual labor for example)

–State is increasingly needed to deal with this risk

–Safety net to help “losers”, investment in education to promote “winners” (Example increasing education to have a skilled workforce, state reinforces services to make population more competitive with globalization )

299
Q

What is an increasing role of the state in the era of globalization according to Weiss ? What do they now have to do ? what does that mean ?

A

Navigating Globalization: States are the main link between global and domestic arenas (help to regulate these relations)

States there to deal and relate the local and global environment
–Regulate global relations in ways benefiting domestic
–States therefore more valuable than ever

300
Q

Which state does Weiss focuses on ? what does that imply/suggest ?

A

•Weiss is focused primarily on Western Europe, North America, and Australia
–Already have effective states that are generally in a better position to deal with globalization

301
Q

what is the flip side of Weiss suggestion in terms of Western Staes ? What does that mean ?

A

Suggests that places in the world without effective states might not be so good at managing globalization

–The weakening effects of globalization on states is therefore likely greatest in the places that have the weakest states

302
Q

Most works in political sociology focus on how ______________

A

states shape social relations

303
Q

What is the first view of development ? What does it imply ? who is it held by ?

A

•(1) Development as Social Change:
–Just as individual organisms and species develop, so do societies
•Not necessarily good or bad (although more complex)
–View held by founding figures of sociology

304
Q

What is the second view of development ? What does it imply ?What does it draw on ?

A

•(2) Development as Modernization:
–Similar to Social Change view but sees development as progressive and desirable
–Transformation from traditional to modern
–Focuses on capitalism, democracy, Division of Labor, and values
–Draws heavily on Weber’s theory of rationalization

305
Q

What is the third view of development ? What does development mean according to it ? what does it focus on ?

A

•(3) Development as Freedom: Amartya Sen
–Development as the expansion of individual capabilities to pursue personal well-being
–Development as multi-dimensional and desirable
•Economic opportunities, health, education, [which enhance capacity] freedom from violence, gender/racial equality [which constrains capacity]
–Probably dominant view in sociology today

306
Q

What is the dominant view in sociology today in terms of development ?

A

Development as Freedom

307
Q

What is the dominant view in anthropology in terms of development ?

A

Development as Discourse

308
Q

What is the fourth view of development ? What does it imply ? Who is influenced by ?

A

•(4) Development as Discourse:
–Postmodern view that development is a powerful idea that the West created
–Reaction to modernization view
–Most prominent in anthropology, influenced by Said
•“Underdeveloped” is like “Oriental”

309
Q

Most everyone agrees_______ have influential effects on development, but there are opposing ______. What are they ?

A

States
Views

  • Neoliberalism on capitalist expansion
  • Developmental state on industrialization, producing complex goods with more value added
310
Q

What does neoliberalism suggest ?

A

Suggests that social well-being is maximized with the expansion of the market mechanism as much as possible

311
Q

What does neoliberalism focuses on ?

A

Focuses on material well-being as most important aspect of development, believes markets are best able to pursue well-being

312
Q

What does neoliberalism believes in terms of state ? What happened to this view ? What does this imply ?

A

Believes states disrupt markets, cause inefficiencies, therefore limit development

–View has been revised, recognizes that a state is vital for markets and thereby development
–Still, wants to limit state if it interferes with market

313
Q

what does developmental state claim ? who is better at this ? what is needed ?

A

•Limit to Markets: Markets have only limited abilities to promote cooperation, collective action

–Associations and states are better at this

–Collective action needed for economic development

314
Q

What are the ways in which the state promotes economic development according to DS ?

A

–Provisioning of public goods: roads, health care, rule of law, education, etc.

315
Q

Neoliberals believe countries should specialize where they have a ________

A

specialize

comparative advantage

316
Q

Developmental State theory believes countries must specialize in ___________. What do they claim ?

A

high-value added goods

Specializing in cheap goods doesn’t pay

317
Q

What does DST claim as “needed to promote econ development” ?

A

Interventionist states are needed to promote econ. development among late developers, build an advantage

318
Q

What does state management make up for ? what does it justify ?

A

Make up for lack of capital and entrepreneurs and limit foreign competition

Used to justify an economic policy commonly referred to as Import-Substitution Industrialization

319
Q

What is ISI ? What does it imply (2)?

A

State promotion of industrialization through protectionism and active economic management

320
Q

What does ISI requires ? Where was it mostly used ?

A
  • Subsidizes, assists with production, offers technical insight, founds public corporations, etc.
  • Used throughout much of Latin America, East Asia, and even here in Canada
321
Q

What do neoliberals say about ISI ? what do they claim ? which example do they use ?

A

suggests that ISI has very negative effects on economic development because of state disruption of the market mechanism
–Lack of competition limits efficiency and quality of products
Latin American example

322
Q

What is an example of successful ISI ? what was used in this case ?

A

Japan, South Korea, Taiwan (and Canada)

Export-Oriented Industrialization (EOI)

323
Q

What does EOI imply ? (3) what does it makes for ?

A

–Focused on production for export, not domestic consumption
–State forces producers to become competitive
–Allowed producers to produce on larger scale for international export

•Makes for economies of scale

324
Q

What are the two other factors that promoted success in east Asian development ?

A

–Geopolitics: US opened markets despite protection

–Labour: Large labour forces, subservient labour, educated labour promoted economic growth

325
Q

What do Neoliberalism say about east asian development ?

A

Neoliberalism strongly disagree with the EOI version of East Asian development
–Suggest development occurred despite state economic management

326
Q

What did Gerschenkron believe in terms of the state and its involvement ?What would the state be used for ? what would happen otherwise ?

A

Make up for lack of capital, lack of entrepreneurs and limit foreign competition

Use the state to create a form collective management

Because otherwise it would be difficult for local producers to get off the ground.

327
Q

What do Heller and Evans claim in terms of DST ?

A

Agree with DST that states are vital to development but claim DST is inadequate must be updated

328
Q

How do Heller and Evans view DST (3) ?

A

–Focused on (1) autocratic state directing economic investment and production, (2) strong state ties to economic elites, not autonomous (3) economic growth through industrialization (which is not the goal in todays world) , not knowledge-based economy (which is the current new form of production)

329
Q

What are the 3 ways the new developmental state differ from DST ?

A

•(1) Senian Perspective: Looks at broad-based development (freedom , expanding capability of people, need for education, health care, democratization, freedom from discrimination)
–Suggests states can’t just focus on the economy

•(2) Democratic Deepening: Vibrant civil society and relations key to state-led development
–Able to harness the participation and know-how of civil society, engage population
–Benefits many interests, not just capitalists
-need to look at a state ability to interact with an array of actors

•(3) Human Capital: Recognizes that continued economic development requires a population with high levels of human capital
–Education: A key activity the developmental state performs to promote economic growth
–Health also important
- Democratic state engaging civil society to promote development

330
Q

What is the Senian Perspective in terms of the NDST?

A

•(1) Senian Perspective: Looks at broad-based development (freedom , expanding capability of people, need for education, health care, democratization, freedom from discrimination)
–Suggests states can’t just focus on the economy

331
Q

What is Democratic Deepening in terms of the NDST?

A

•(2) Democratic Deepening: Vibrant civil society and relations key to state-led development
–Able to harness the participation and know-how of civil society, engage population
–Benefits many interests, not just capitalists
-need to look at a state ability to interact with an array of actors

332
Q

What is human capital in terms of the NDST?

A

•(3) Human Capital: Recognizes that continued economic development requires a population with high levels of human capital
–Education: A key activity the developmental state performs to promote economic growth
–Health also important
- Democratic state engaging civil society to promote development

333
Q

Like Weiss, Heller and Evans therefore see the role of the state as ___________. How does this manifest ?

A

growing in the contemporary world

–Must manage the economy, provide public goods, engage civil societal actors

334
Q

What do Heller and Evans claim in terms of places with developmental states ?

A

•Claim that those places that do this are the most developmental
–That is, people have the greatest capacity to pursue their well-being

335
Q

states can also be ____________

A

developmentally destructive

336
Q

states can offer both__________

A

benign protection and malign protection

337
Q

DTS and NDST focus on the ______ protection. what does that mean ?

A

benign

states are important in helping the population to promote development

338
Q

What does Peter Evans also recognize ? what does this refer to ?

A

malign type of protection

–Refers to these states as predatory states

339
Q

what is an example of a malign state protection ? identify person and time

A

Mobutu Sese Seko: Ruled Zaire for 31 years until 1996

340
Q

Mobutu ________ the state. what does that mean ?

A

personalized

Mobutu took the taxes as his personal money, had $ billions

341
Q

what kind of development did Zaire experience under Mobutu ? what did that imply ?

A

limited development

State did not attempt to promote economic development or offer goods and services that benefited the population , no effort to help the population

342
Q

What did Mobutu’s rule result in ?

A

Result: The state limited the well-being of people, the opposite of a developmental state

343
Q

How could the state/situation could be described in Zaire under Mobutu ?

A

Predation: Even more, the state used military to quash any resistance, dominate the population, exploit resources
–This allowed police and military to brutalize population

344
Q

Evans uses both “predatory state” and “developmental state” as______________.

A

ideal types on two ends of a continuum

345
Q

Most states find themselves in between the two extremes

of __________

A

“predatory state” or “developmental state”

346
Q

Evans’ theory for why some places are more _________ and others more________ rest of 2 factors, describe them. What does this help to explain ?

A

“predatory” or “developmental”

Bureaucracy (Weberian state is vital for development state, need for a state able to coordinate its actions and get resources to promote development)

Embeddedness (extend to which they are embedded wihtin social relations, active ties within civil society, interaction with population rather than exploitation allows to use knowledge and collective)

Helps to explain why states today are more developmental than in the past

347
Q

What does James Scott focuses on ?

A

Focuses on anti-developmental state action and suggests states often limit development even when they are trying to promote development. Due to his experience, he focuses on a darker portrait of states.

348
Q

What did James Scott observe in terms of state and development ? how does he refers to it as ?

A

(States can limit harm population development even when they are trying to promoting it)

High modernism

349
Q

What does James Scott book look like ?

A

Book looks at developmental policy that went horribly wrong in USSR, Tanzania, and Brazil hindering development.

350
Q

What does Scott suggests in terms of developmental state policy? How so ? (2)

A

Scott suggests developmental state policy commonly goes horribly wrong

–Doesn’t look out for the well-being of the population
–View population as impediment that must be overcome to reach developmental goals

351
Q

What was the URSS development situation under Stalin ?

A

State effort to promote agricultural efficiency and industrialization (modernization view of development which ended up pushing brutal policies)

352
Q

what was Stalin’s plan an effort for too ?

A

Was also an effort to promote communism

353
Q

what was the consequence of Stalin’s plan ?

A

•Caused 20 million deaths (took away land of farmers, relocated them in compounds to work larger land, aim to squeeze as much profit out of this collective to fund industrialization, a lot of opposition to this but repression by the government, also mass starvation because so much of the food was sold or taken away)
–Extreme hardship and social dislocation for those that survived

354
Q

What is an other example of developmental state gone wrong ? how ?

A

Mao’s “Great Leap Forward” (another effort to promote modernization) and equally disastrous example of the perils of High Modernism- many died

355
Q

what are the 4 factors/conditions that promote these high modern mishaps ?

A

•Administrative Ordering of State and Society
-State wanted to understand their land, from their ivory towers, and understand what was going, what things we like and what was needed BUT theses techniques simplified what was actually going on these.

–Over-simplicity and abstraction cause incorrect information and Ideas about society
•Censuses, cadastral maps

•Ideology of High Modernism
–Belief that humans have the knowledge to engineer better societies. Human have conquered nature, we can control it, we can control social reaction, we can engineer the perfect society, though that they could use their simplify information in order to do this

•Totalitarian/Authoritarian Regime
–State elites able to implement policy without consultation with others
-ideal situation for high modern mishaps because the state can implement what they think is right, disregarding well-being of large segment of population

•Pro-State Civil Society
-civil society accepting the regime and what the elites are saying, not doing anything about it, allowing the state to implement their polices
–Limits social pressure against state actions

356
Q

What is Administrative Ordering of State and Society in Scott’s context?

A

•Administrative Ordering of State and Society
-State wanted to understand their land, from their ivory towers, and understand what was going, what things we like and what was needed BUT theses techniques simplified what was actually going on these.

–Over-simplicity and abstraction cause incorrect information and Ideas about society
•Censuses, cadastral maps

357
Q

what is Ideology of High Modernism in Scott’s context?

A

•Ideology of High Modernism
–Belief that humans have the knowledge to engineer better societies. Human have conquered nature, we can control it, we can control social reaction, we can engineer the perfect society, though that they could use their simplify information in order to do this

358
Q

what is Totalitarian/Authoritarian Regime in Scott’s context?

A

Totalitarian/Authoritarian Regime
–State elites able to implement policy without consultation with others
-ideal situation for high modern mishaps because the state can implement what they think is right, disregarding well-being of large segment of population

359
Q

what is Pro-State Civil Society in Scott’s context ?

A

•Pro-State Civil Society
-civil society accepting the regime and what the elites are saying, not doing anything about it, allowing the state to implement their polices
–Limits social pressure against state actions

360
Q

Referring to Scott theory, Few places have _________. what does this imply ?

A

all four of these characteristics, implying that the worst high-modern states are rare so the described atrocities should not be common

361
Q

what does Scott suggest in terms of current state characteristics ? what does this lead to ? what is an example?

A

Scott suggests that many states are characterized by the first two (administrative ordering (example: Canada census) and High Modern ideology (most state led by elites who are confident in human capacity to improve society)

we can expect state to implement polices that have detrimental effects

•Example: Canada, First Nations, and Inuit
–Residential schools, settlement policies (all believed to be promoting development)

362
Q

there is obvious ______ between Evans and Scott- what is a potential explanation ?

A

tension

•Biased Cases: Evans focuses on the most successful cases, Scott focuses on the preeminent cases of state-led disaster
–South Korea, Sweden definitely show that state can benefit population when they’re trying to
–Stalin’s collectivization efforts show differently

363
Q

what are one grounds on which Scott and evans differ ? how ?

A

•High Modernism: Evans has more confidence in High Modern policies, Scott much less

364
Q

what is the first common ground between evans and Scott ?

A

•Democracy: Like Scott, Evans says democracy vital for making sure state doesn’t brutalize the population while pursuing “development” , so non-democratic regimes lead to issues
-agreement that democracy is vital , Evans for the dev. State and Scott to avoid disasters

365
Q

what is the second common ground between evans and Scott ?

A

•Embeddedness and Civil Society: State engagement with vibrant civil society provides enormous information about society
–Also a big constraint on policies against public interests
-Agreement on necessity of vibrant society

366
Q

what is the third common ground between evans and Scott ?

A

•Development as Freedom: Focuses on human development, not simply industrialization and “modernization”
- Scott looks at cases where the states fails to enhance capacity approach

367
Q

what does Scott and evans seem to look at ? how ?

A

•Seem to focus on opposite sides of the same coin (how state can promote atrocities vs how state can prevent disasters)

368
Q

what do both Scott and evans see the state as ?

A

powerful and influential

369
Q

Need to recognize that states can be as _________

A

destructive as they are developmental

370
Q

Literature on development is _______. what does it consider?

A

vast

–Considers how many aspects of politics beyond states affect development

371
Q

What does the literature on gender recognize ?

A

–Recognize that men disproportionately implement development (in charge of development) and benefit from it

372
Q

what is the main focus of literature on gender ? how ?

A

Important focus : Development of outcomes and how they affect men and women differently

Women commonly face greater hardships than men
–Have fewer resources, are less educated, have less political power, and face greater discrimination

373
Q

_________ of men are therefore greater than women’s

A

capabilities

374
Q

One clear sign of the hardships faced by many women is ________. What is it ?

A

“missing women”

•Demographers note that populations should have about 5% more women than men
–Due to better chances of survival of women (biological)
•In many places around the world, there are many more men than women
–Suggests that, in these place, many woman are dying prematurely

375
Q

what are the reasons behind missing women ?

A

Gendered use of resources (families where you have missing women, are usually patriarchal, valuing men more than women, putting more money into men than women, if 2 children are sick, the male would be saved)

abortion of females

infanticide

376
Q

Which countries have the most missing women ?

A
Countries with the most missing women  
Iran : 0.942 
China 
Bangladesh  
India
Pakistan :
377
Q

___________ cause many developmental experts to declare that development requires _____________

A

gendered inequalities

the weakening of patriarchy

378
Q

Sen says breaking down patriarchy involves ___________. Why ? How ?

A

giving women more agency

Women need to have the capacity to pursue their own well-being

This, in turn, involves removing some of the constraints to female agency

379
Q

How does education enhance female agency (3) ?

A

•Status: Education is an important source of status
–If women have it, they’ll be more respected
–Status, in turn, contributes to economic resources and power
Status has important impact of what one can do, helps to get women more respect

•Resources: Educated individuals have better access to employment
Women have limited power because the male were in control of resources and therefore depended on them but education can allow women to get resources

•Power: Able to be more assertive and influential in collective decision-making
–In the family (greater say on how resources are being used, allowed these resources to not be used with bias) , local community, government

380
Q

Sen claims that one of the best ways to enhance female agency is through _______.

A

education

381
Q

How does status (through education) enhance women agency ?

A

•Status: Education is an important source of status
–If women have it, they’ll be more respected
–Status, in turn, contributes to economic resources and power
Status has important impact of what one can do, helps to get women more respect

382
Q

How does resources (through education) enhance women agency ?

A

•Resources: Educated individuals have better access to employment
Women have limited power because the male were in control of resources and therefore depended on them but education can allow women to get resources

383
Q

How does power (through education) enhance women agency ?

A

•Power: Able to be more assertive and influential in collective decision-making
–In the family (greater say on how resources are being used, allowed these resources to not be used with bias) , local community, government

384
Q

Sen thinks increasing female agency is ___________ but it also ____________, on ______________.

A

enormously important in itself

Has additional benefits that make it even more important

kids and their health care

385
Q

A great number of demographic studies all find that the expansion of female education is ____________________. Why ?

A

positively and significantly related to child survival

Women generally are more active in caring for kids, and education helps people care for kids so if you educate women, it will have more effect

386
Q

Expansions in male education don’t ____________.

A

have the effect of enhancing child survival

387
Q

In which 5 ways does the education of women helps child survival? how ?

A

–Information: Gives them the means to find necessary information about treatment

–Contacts and Status: People have to draw upon their networks, can get more help from contacts, and doctors and others are more likely to help them

  • Female Empowerment: Another way through which female education commonly benefits children
  • Able to have greater say in collective decision making in the family and the larger community

Fertility: Gives women greater say over fertility, over their bodies
- death rate goes up for women when has more children which in turn drives infant mortality up
•Fewer children linked to greater child survival
–Mothers are healthier
–More resources per child

–Resources: Some evidence that women use a greater share of familial resources to care for kids, more likely to use scarce resources to benefit their children

388
Q

In which way does the education of women and information help child survival?

A

–Information: Gives them the means to find necessary information about treatment

389
Q

In which way does the education of women and empowerment help child survival?

A
  • Female Empowerment: Another way through which female education commonly benefits children
  • Able to have greater say in collective decision making in the family and the larger community
390
Q

In which way does the education of women and contact and status help child survival?

A

–Contacts and Status: People have to draw upon their networks, can get more help from contacts, and doctors and others are more likely to help them

391
Q

In which way does the education of women and fertility help child survival?

A

Fertility: Gives women greater say over fertility, over their bodies
- death rate goes up for women when has more children which in turn drives infant mortality up
•Fewer children linked to greater child survival
–Mothers are healthier
–More resources per child

392
Q

In which way does the education of women and resources help child survival?

A

–Resources: Some evidence that women use a greater share of familial resources to care for kids, more likely to use scarce resources to benefit their children

393
Q

why are women more likely to use scarce resources to benefit their children ?

A

Why? Mixed findings, what most people point to for this, if there is a strong gender based division of labor, women are the best informed about needed investment for health .. patriarchal relations (macho?) shaping relations in ways which leads women to invest more in their children than men.

394
Q

What does patriarchy suggest ? what weakens this ?

A

Patriarchy suggests men should rule the family

Female education helps to weaken this

395
Q

As Sen notes, there is __________ in families, with women and men commonly having ____________

A

conflictual collaboration

different interests, perspectives and unequal power

396
Q

While potentially improving female agency, female empowerment can also ___________. Why and how ?

A

increase conflict between men and women

–Men don’t want to give up power and privilege positions
–Female education linked to spousal abuse in India

397
Q

Suggests that female education might _________ until ___________-.

A

gendered violence

norms around patriarchy weaken

398
Q

What is a tool to implement gender equality in decision making ? What does it allow?How ?

A

quotas

Allows women to be in positions of power
–Gives them the means to reduce patriarchy

399
Q

–Some ____ countries in the world have some type of_______, very few of these are in __________.

A

80
gender quota
the world’s wealthy democracies

400
Q

Many argue that simply allowing women to be in positions of authority is_______. How ?

A

valuable

–Symbolic, helps break down patriarchal norms

401
Q

Some believe that female representatives also_________ and have _____________. What does that lead to ? why ?

A

pursue different policies, have different
priorities

Governments with women are different (they have different perspectives on the what the needs of people are)

402
Q

Government with women are likely to be ______(2). how and why is this important?

A

Female Friendly: Pursue policy that benefits women
–Helps reduce gender inequities

Child Health: As the education literature suggests, evidence that female politicians linked to improved child health

403
Q

Find that child health improves with growing number of ________. However there is a __________.

A

female representatives

Threshold Effect: Don’t find this effect until a certain number of female representatives are present (you need a certain amount, generally about 10%)

404
Q

What is an example of improvement through women representation ?

A

Local Government in India: Seats were reserved for females in some places but not others
–Found that more policies benefiting child health in places with reserved seats

405
Q

What are 3 possible mechanism that explain the relation between improvement and female representatives ?

A
  • Policy: Female politicians implement more policies helping children because they are more likely to care for their kids than their male colleagues (gendered social role, women know more about the interest of children..)
  • Role-Model Effect: Women take the example and are more empowered in family

•Spurious: Relationships are not necessarily causal
–Places with female politicians might be more concerned about child health, influenced by international NGO

406
Q

What is the first possible mechanism that explain the relation between improvement and female representatives ? how does it work ?

A

•Policy: Female politicians implement more policies helping children because they are more likely to care for their kids than their male colleagues (gendered social role, women know more about the interest of children..)

407
Q

What is the second possible mechanism that explain the relation between improvement and female representatives ? how does it work ?

A

•Role-Model Effect: Women take the example and are more empowered in family

408
Q

What is the last possible mechanism that explain the relation between improvement and female representatives ? how does it work ?

A

•Spurious: Relationships are not necessarily causal

–Places with female politicians might be more concerned about child health, influenced by international NGO

409
Q

What is the common view on education ? What is one important implications ?

A

•Helps inform the accepted view that education is very good and has important effects
–Commonly blame problems on lack of education

410
Q

What is potential dark side of deforestation ?

A

–It can contribute to ethnic violence

411
Q

How can ethnic violence be define ? What does the term refers to ? define ethnic differences.

A

Violence that is motivated (at least in part) by ethnic differences

–Term usually refers to collective violence (involving many persecutors and victims)

(difference between type of ethnic communities based on language, religions, shared history and other cultural differences)

412
Q

Individual acts of violence commonly termed __________.

A

“hate crime”

413
Q

Give examples of ethnic violence.

A

Genocide, cultural genocide (destroying culture without killing them),riots, lynching

414
Q

Since the 1990s, an enormous literature looking at___________. Why ?

A

the determinants of ethnic violence has emerged , perhaps because of the fall of the iron curtain we saw an increase in ethnic violence (Yugoslavia, Rwanda..)

415
Q

What can be observed in terms of occurrence of ethnic violence in the past decades? what about the areas/people involved ?

A

limited ethnic violence in the world up until WW2, then it became to sky roc and took large proportions in 1990s

Up until he 30s-40s, the majority of ethnic violence involved europeans and colonial powers but then after WW2 much of the violence happened in post-colonial world

416
Q

What contributed to ethnic violence ? what does that imply ? In what 4 ways ?

A

Modern” social transformations contributed to ethnic violence in 4 main ways

modernization = rise of Weberian state, mass education, nation-sate, capitalist development

1) Ethnic Consciousness
2) Emotional Prejudice
3) Ethnic Obligations
4) Modernity creates diverse mobilizational resources

417
Q

What is ethnic consciousness ? How does it contribute to ethnic violence ?

A

Ethnic Consciousness (membership of community and value of this community, part of a collective, not just a member of a family or village,) : Similar to Anderson, abstract identities like ethnicity must be constructed, and modern communication technologies make possible - need for something that allows you to see yourself as part of a larger community

418
Q

What is Emotional Prejudice? How does it contribute to ethnic violence ?

A

) Emotional Prejudice (people commonly having prejudices , anger, fear, antipathy against individuals): Ethnic consciousness necessary for ethnic based emotional prejudice
–Modern social transformations also contribute to by promoting nationalism and nation-state (Nation-sate formation emphasis on otherness and identifying out groups)

419
Q

What is Ethnic Obligations? How does it contribute to ethnic violence ?

A

Ethnic Obligations (obligations to their community) : Also depends on ethnic consciousness and promoted by nationalism because need to feel part and value their communities , used in war

420
Q

What does the creation of diverse mobilizational resources mean ? How does it contribute to ethnic violence ?

A

Modernity creates diverse mobilizational resources- ethnic violences being a collective action, need to mobilize people , processes involve helped to expand these resources

421
Q

what is an example of ethnic obligations ? what is an important/interesting aspect to it ?

A

for example : individuals who value nation needing to put life on the line and give money to state
*virtuous element : protection community, think they are fulfilling some duty

422
Q

Commonly assumed that education limits _______. How ?

A

–ethnic violence

  • Tolerance of difference, expanding critical thinking helping to limit attack on others
423
Q

How does education promote ethnic consciousness ?

A

Ethnic Consciousness: Education commonly promotes through curricula (which doesn’t promote tolerance, portraying others as “inferior” and “dangerous”) , segregation (different education for different groups which further divides communities) , and activities (Highlight differences and danger of other communities) , causing people to value ethnicity
–Similar to Eugen Weber

424
Q

How does education promote Emotional Prejudice? What does it strengthens (2)?

A

Emotional Prejudice: Education commonly draws attention to and strengthens
–Competition over education ( people looking out if their community are getting enough places in the limited educational systems )
–Discriminatory materials depicting “other” as evil or degenerate (in doing so, promoting prejudices)

425
Q

What is emotional prejudice in education used as ?how ?

A

Used as nation-building tool by denigrating non-nation (showing the others as “degenerate” “dangerous”)

426
Q

Why would one use education to create emotional prejudice ?

A

Why would they do this ? For power, group in power will try to maintaining the current system of power, using the system to depict the other in a negative way)

427
Q

What does Illustrations Greek and Turkish Cypriot Textbooks bring attention to ? how ?

A

creation of emotional prejudice

Emphasizing the violence and arm inflicted to greek to the hands of Turkish
Murder of mother and child - Blood in the bath tub- keeping the house as it was as a museum, emphasizing the violence
Showing Turkish crypt impaling a greek , emphasizing the violence that has been done

428
Q

How does education promote ethnic obligations ? give an example ?

A

•(3) Ethnic Obligations: Education strengthens ethnic consciousness and commonly emphasizes value and need to protect community
–German education emphasized need to protect nation, promoting obligation to Aryan (ethnic based nation)
Different rituals : American flag allegiance for example

429
Q

How does education create Mobilizational Resources?

A

4) Mobilizational Resources: Education provides means of communication and organization
When looking at ethnic violence : education provided resources which facilitated mobilization

430
Q

Mobilizational Resources are key to understanding the __________ in __________. How ?

A

decline in ethnic violence
North America and Western Europe

–Used to stop violence instead of instigating it

431
Q

What created the change in the role of state in terms of ethnic violence? How ? How did their role transgressed (2)?

A

Robust democracy backed by effective states

State use to be the one organizing or promoting violence, creating openings but with the rise of democracy, states were not doing this anymore, they began to focus much more of their attention on protection, providing previously marginalized communities with new opportunities to address their grievances

–No longer committed atrocities
–Focused on protecting people, closed openings for violence, allowed communities to address grievances

432
Q

What does the political process model note ?

A

Notes that politics creates or obstructs openings for movements
–Similarly, states can encourage or impede violence

433
Q

Worst examples of ethnic violence promoted by ________ involvement. How (2) ?

A

active state involvement

  • creating and fostering violence
    –States open floodgates for ethnic violence
434
Q

But since World War II, Western Europe and North America have __________ which_________, states were ___________. What did they do instead (3) ?

A

had robust democracies
protected human rights
no longer encouraging violence

–Did everything possible to stop ethnic violence
–Delegitimized racism and chauvinism
–Created peaceful ways to address grievances

435
Q

What did Staes do instead since WW2 in Western Europe/North America (3) ?

A

–Did everything possible to stop ethnic violence
–Delegitimized racism and chauvinism
–Created peaceful ways to address grievances

436
Q

How were nationalist movements in Quebec ? what can explain this ?

A

Nationalist movements commonly turn violent, but it hasn’t in Quebec (yes the FLQ but other than that, non-violent is the norm, when the FLQ went violent, they were rejected)
–Robust democracy helps to explain why not

437
Q

what can explain the nature/behaviour of nationalist movement in Quebec (3) ? what can explain how they turned ?

A

–Robust democracy helps to explain why they did not turn violent

  • State has done everything it can to stop (the FLQ for example)
  • State respects right of self-determination and hasn’t used coercion to stop movement (different from the Basque movement in Spain, where the state tried to suppress the movement violent which escalated violence)
  • Quebecois have been able to address grievances through formal politics (provincial level addressing these grievances through policies)
438
Q

How did response to nationalist movement in Quebec differ compared to other cases ?

A

(different from the Basque movement in Spain, where the state tried to suppress the movement violent which escalated violence)

439
Q

Although they have limited ethnic violence,______ have been _________ in _________ over the last decade. What is a practical explanation?

A

hate crimes

increasing

Western Europe and North America

–Easier to stop collective violence as opposed to individual acts of violence

440
Q

What factor can explain the increase the rise in hate crimes in Western Europe and North America? How does that manifest (2)?

A

•Increasing because the ability/will of states to delegitimize ethnic violence has diminished

–Social media and extremism à la Sunstein (with the rise of social media, you get the rise of groups better able to communicate, reach out and organize regardless of political system)
–Election of populist officials who cater to and encourage ethnic extremism instead of opposing it. The lack of legitimacy of violent groups is becoming more and more legitimate, creating a moral opening for hate through activation : describing certain community as degenerate, dangerous

441
Q

In Quebec , ____________ created political opening to portray discriminatory views against religious minorities as legitimate. Depict this.

A

Quebec Charter of Values

(no purposely trying to identify one group as dangerous but the emphasis of secularism, it focused on religious minorities, helping to pin point them as “not quebecois”/“danger to Quebec culture”)


442
Q

Media reported spike __________ as soon as Quebec Charter of Values introduced

A

spike in hate crimes against Muslims and Jews

443
Q

What observed impact did the Quebec Charter of Values have concretely ? (3)

A
  • Media reported spike in hate crimes against Muslims and Jews as soon as introduced
  • Surveys of Muslims report much greater harassment after Charter was proposed
  • Hate groups in Quebec gained considerable support during this debate and remain strong
444
Q

what can observed in Quebec in terms of hate crimes ? what arguments does this portrays ?

A

Spiked after 2013 ( charter of values)
Long story short : in the argument that ethnic violence decreased, discrimination and hate crimes are still present and increasing

445
Q

What does a revolution refer to ? What about the sociological definition ?

A

Generally referring to dramatic social change

“a state or political regime is overthrown, supplanted, and/or fundamentally transformed by a popular movement in an irregular, extraconstitutional, and/or violent fashion”

446
Q

What are the two important component of a revolution’s definition.

A

–(1) attempt at major extraconstitutional political change, trying to transform the system by breaking the rule, not working from the inside, attempting to overthrow (change of government and regime)

–(2) mass mobilization, not just the military (if not, coup)

447
Q

Revolutions are relatively ________. There has been _______ since 1950.

A

rare events

65

448
Q

Some revolutions are ________, some ______ some are_________.

A

successful, some fail, some are in the middle

Successful : Tunisia
Failed : Egypt

449
Q

What is a social revolution? What is different ? Give some examples.

A

Revolution that also causes rapid and fundamental social, economic, and cultural change

  • More extensive, spilling over and influencing other spheres.
    –Examples? Chinese revolution , Iran ..
450
Q

Revolutions are similar to _________. In what way ? How do we notice this ?

A

social movements

–Mass mobilization of the population pursuing political and social change
–SM theory generally applied to revolutions

451
Q

What are the difference between revolutions and social movements?

A

–Goal: Social movements seek to reform the system, but revolutions seek to overthrow it
–Violence: Revolutions are almost always violent, radical , breaking the rules using violence, revolutionary movement spark violence
(Need to remove the powers that be, and they don’t want to go without a fight)

452
Q

What are the two early revolution theories ? How are they different in their presentation/approach ?

A
  • Tocqueville wrote a book with a theory on the causes of the French Revolution
  • Marx had elaborate theory on what was needed for a communist revolution

Marx was trying to actively promote them, while Tocqueville did not, he saw them as frightening

453
Q

•By the 1970s, revolutions were a _________ field in _____________. Why ? What also played a role ?

A

rapidly growing field
political sociology

–Possibly because there were numerous revolutionary movements going on in Latin America, Africa, and Asia

–Influential book by Theda Skocpol also played a role
•States and Social Revolutions

454
Q

New literature on revolution that formed and remains influential focuses on________.

A

states

455
Q

Marx and Engels wrote extensively on revolution because _____________________.

A

they saw it as the means of bringing about communism

456
Q

What are the 3 components of Marx theory on revolution?

A

•(1) Economic Factors: Economic hardships push people to revolt
–Capitalism causes economic crises due to overproduction/competition
–Capitalism is oppressive and exploitative (paid poorly, to able to sustain themselves because of conditions and economic crisis)

  • (2) Social Factors: Modernization causes social changes that facilitate mobilization and revolution
  • Urbanization aids communication (locations such as factories and business building lead people to move to urban area create dense population where it is easier to mobilize)
  • Trade unions form and politicize labor
  • (3) Class Consciousness: Marx believed necessary for communist revolution to occur
  • Involves the emergence of a strong class-based identity
  • Many suggest this has been the key factor that has prevented Marxist revolutions :
  • National identities have trumped class-based identities
457
Q

What is the first component of Marx theory on revolution? What are its 2 claims ?

A

•(1) Economic Factors: Economic hardships push people to revolt
–Capitalism causes economic crises due to overproduction/competition
–Capitalism is oppressive and exploitative (paid poorly, to able to sustain themselves because of conditions and economic crisis)

458
Q

What is the second component of Marx theory on revolution? What are its 2 claims ?

A
  • (2) Social Factors: Modernization causes social changes that facilitate mobilization and revolution
  • Urbanization aids communication (locations such as factories and business building lead people to move to urban area create dense population where it is easier to mobilize)
  • Trade unions form and politicize labor
459
Q

What is the third component of Marx theory on revolution? What does it involve ? what do many claim about it ?

A
  • (3) Class Consciousness: Marx believed necessary for communist revolution to occur
  • Involves the emergence of a strong class-based identity
  • Many suggest this has been the key factor that has prevented Marxist revolutions :
  • National identities have trumped class-based identities
460
Q

What did Jeffrey Paige give birth to ? what was he influenced by ?

A

Agrarian revolution theory
•Influenced by Marxism
–Focused on class-based causes of revolution

461
Q

What did Jeffrey Paige’s theory tried to come to terms with ? What did he find ?

A
  • Post colonial world economies were directed by agriculture but there were revolution in some colonies but not in others

Finds that the characteristics of the peasants and the landlord affect agrarian revolts

462
Q

What did Agrarian revolution theory claim about peasants ? What are the 3 observation that explain the claim ?

A

Peasants: wage-earning peasants are more likely to revolt relative to land-owning for three reasons
–(a) are less risk-averse (because land is valuable, land-owing wont support the revolution because they are scared they will loose their land)
–(b) compete less with other peasants and are therefore more likely to form political organizations (wage earners have more aligned political views between themselves)
–(c) are more interdependent and have greater solidarity (because working on the same farm etc…)

463
Q

What did Agrarian revolution theory claim about landowners ? What are the 3 observation that explain the claim ?

A

Landowners : the non-cultivating landowners who depend on land (instead of capital) for their livelihoods are more likely to promote agrarian revolutions for three reasons

  • (a) They are economically weak and therefore depend on political restrictions to peasant land ownership (need to protect their land)
  • (b) They are dependent on servile labor and are therefore opposed to the extension of political and economic rights to laborers (dependent on paying low wage, they want to be more controlling of labor)
  • (c) They generally produce static products (not investing in capital, trying to maintain exploitation ) that create zero-sum conflicts with peasant (different interests at play)
464
Q

if you want to understand why there are revolutions in some places, need to look at _____________.

A

the type of peasant and landowners

465
Q

•Marxism argues that __________ contribute to revolutions. Who did this influence ? What came about later ?

A

economic grievances

–influenced many of the first scholars of revolution who focused on grievances more broadly

Attention on ethnic, political, cultural, etc.

466
Q

What is claimed about grievances ? How (2)?

A

•Grievances: Claim grievances push people to revolt
–See the state of mind of the masses as the main cause of revolution
–They were angry over grievances so rebel

467
Q

Ted Gurr’s Why Men Rebel offers a ___________ of revolution but differs in ___________.How ?

A

grievance-based account
one main way

Relative Deprivation: Says it is relative hardship, not absolute hardship, that causes people to revolt

468
Q

what is relative deprivation ? What was it mean ? Why ?

A

Relative Deprivation: Says it is relative hardship, not absolute hardship, that causes people to revolt

It is people with high expectations that have been trampled who are likely to revolt
–The most impoverished don’t have expectations so don’t become frustrated, therefore don’t revolt without encouragement

469
Q

According to theories of relative deprivation , what should we expect, what does that mean ?

A
  • Expect the people who revolt to be affluent and educated
    –It’s not the poorest (because they are not the most aggrieved) who revolt but the middle classes (who had education, rich parents and were expecting the same)
470
Q
By the late 1970s, the study of revolutions moved from focusing on grievances and class to focusing on the \_\_\_\_\_\_. 
–Commonly accept \_\_\_\_\_\_\_\_\_ and \_\_\_\_\_\_\_\_\_\_\_but claim that \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.
A

state

grievance-based
class explanations 

they disregard the very important influence of the state

471
Q

Who is Theda Skocpol?What did she write ?

A

Theda Skocpol: Person who did the most to popularize the study of revolutions and bring the state in

States and Social Revolutions: considered one of the most influential books in sociology of all time

472
Q

What does Skocpol analyzes ? What does she consider ? What is her research question ?

A

–Offers an analysis of the causes of the French, Russian, and Chinese Revolutions
–Also considers several failed revolutions to see how they differed with these successful revolutions
–Research Question: What causes some social revolutions to be successful?

473
Q

what are the 3 factors Skocpol focuses on ?

A

•(1) State Breakdown: Most important factor
–Must be weakened for a social revolution so the revolutionary moment can take over
–When states don’t break down, they are able to put down and squash rebellions, states willing to use any mean to take them down
–Foreign Pressure: Notes that international pressure played a very important role in causing state breakdown in all three cases

•(2) Peasant Rebellion: Important because of her focus on pre-industrial revolutions
–Peasant revolts dependent on two conditions
•(a) Organizational Capacity/Cohesion of peasants
•(b) Autonomy of peasants from landlords (free from landlord control allows greater mobilization )
•Similar to Resource Mobilization Theory, suggests we need to consider the organizational capacity to revolt

•(3) Marginal Elites: Provide leadership for the revolutionary movement and spread ideology
- related to Gurr since these elites mobilized after their expectations were let down
–Help organize and lead movement

474
Q

What is the most important factor in Skocpol theory ? Why is it important ? What happens if it doesn’t manifest ? Who plays an important role in it ?

A

•(1) State Breakdown: Most important factor
–Must be weakened for a social revolution so the revolutionary moment can take over
–When states don’t break down, they are able to put down and squash rebellions, states willing to use any mean to take them down
–Foreign Pressure: Notes that international pressure played a very important role in causing state breakdown in all three cases

475
Q

What is Skocpol theory’s second factor ? Why is important ? What does it claim in terms of revolt ? What is it similar to ?

A

•(2) Peasant Rebellion: Important because of her focus on pre-industrial revolutions
–Peasant revolts dependent on two conditions
•(a) Organizational Capacity/Cohesion of peasants
•(b) Autonomy of peasants from landlords (free from landlord control allows greater mobilization )
•Similar to Resource Mobilization Theory, suggests we need to consider the organizational capacity to revolt

476
Q

What does skocpol state breakdown factor conforms to ? How?

A

•Political Process Model: This element of Skocpol conforms to the Political Process Model of SMs
–claims that what makes movement successful, are the openings (different openings but openings still)

477
Q

What is skocpol last factor ? What is it related to ? what does it claim ?

A

•(3) Marginal Elites: Provide leadership for the revolutionary movement and spread ideology
- related to Gurr since these elites mobilized after their expectations were let down
–Help organize and lead movement

478
Q

What are the 2 ways Goodwin goes further than Scokpol ?

A

–(1) States affect mobilization and motives ( characteristics that pushes people to rebel) of revolutionary movements
•Skocpol just focuses on mobilization

–(2) Considers aspects of states that affect mobilization and motive
•Not just state breakdown
•Claims three state characteristics affect whether states contain or provoke revolutions

479
Q

Goodwin claims __________ affect whether states contain or provoke revolutions. Name them. How do they work generally ?

A

three state characteristics

(1) Inclusion-Exclusion
(2) Bureaucratic-Patrimonial
(3) High or Low Infrastructural Power

(1) Exclusion creates grievances (provokes revolt), (2) Patrimonialism creates grievances and limits ability of states to contain revolt, (3) Infrastructural power limits ability of states to contain revolt

480
Q

Depict the Inclusion-Exclusion factor in Goodwin’s theory. What are the 2 ways it contains or provokes revolutions? What does it suggest ?

A

•(1) Inclusion-Exclusion: Ties between state and societal actors, ability of societal actors to participate in politics
–Affects revolution in two ways
•No Other Way: Exclusion promotes revolution because people feel they can’t influence politics, extraconstitutional action is the only option
–Only way to influence politics is revolution
•Grievances: People dislike systems that don’t give them a say, so want to overthrow exclusive systems
•Suggests democracy limits revolutions through inclusion

481
Q

What does Inclusion-Exclusion suggest ?

A

Suggests democracy limits revolutions through inclusion

482
Q

Depict the Bureaucratic-Patrimonial factor in Goodwin’s theory. What does Goodwin believe (2)?

A

2) Bureaucratic-Patrimonial: Goodwin sees patrimonialism as personal rule, where power is endowed in the person, not the rules
–Like Weber, believes patrimonialism has very negative effects organizational capacity of states, unable to organize on a large scale when power is personalized
–Bureaucracy promotes organizational capacity

483
Q

•Revolutions are more likely to occur when states are ___________ for three reasons. Name them.

A

organized patrimonially

  • (1) Patrimonial states aren’t easily reformed (based upon individual wanting to keep power, conservative, advert to change) [bureaucracy is more adaptable and be used to reform politics much more]
  • (2) Patrimonial states have less capacity for services (sanitation, rule of law… therefore people are not going to be happy and have more an incentive to overthrow them)
  • (3) Patrimonial states have less capacity to stop revolts (unable to suppress and stop revolution before it gets going)
484
Q

Depict the High or Low Infrastructural Power factor in Goodwin’s theory. What does Goodwin claim (2)?

A

•(3) High or Low Infrastructural Power: infrastructural power involves the physical presence of states throughout the territory (varies within and between countries)
–Revolts are more successful when state isn’t present (if the state is present, regardless of its organization, they will be able to suppress/contain, if they are not, this gives revolutionaries an opening)
–Revolutions require autonomous space to organize
•State can’t contain

485
Q

What does Goldstone bring in ? What is it ? What does his argument resemble ?

A
  • Brings in demography, an influential sociological topic but one commonly overlooked in political sociology
  • Demography studies populations—aging, mortality, fertility, transfers, family structures
  • Argument a bit similar to claims of Thomas Malthus
486
Q

What did Thomas Malthus claim ?

A
  • Claimed that plague, pestilence, and warfare were coming because of rapid population growth
  • Populations grew exponentially, not food supply [ he thought it was going to cause a huge problem, food is not exponential, we are going to have to many people, not enough food]
487
Q

What does Goldstone highlights ? Name the 3. + what does he focus on ?

A

Highlights three main mechanisms through which population growth contributes to revolutions (focuses on pre-modern revolutions)

(1) Decline in State Finances
(2) Elite Divisions
(3) Grievances and Mass Mobilizational Potential

488
Q

What does Goldstone claim in terms of decline state finances ? what is the result ? what does this lead to ?

A

(1) Decline in State Finances:
–Population growth contributes to inflation, lowers state revenue
–Weakens the state (removes ability to pay police, army, services) , makes possible revolution (creating grievances but also simply removing capacity to contain revolution

489
Q

What does Goldstone claim in terms of elite division ? what is the result ? what does this lead to ? what does this relate to ?

A

•(2) Elite Divisions: Population growth causes growing competition among the elites
–More and more elites left out (only a certain amount of elites you can have, some lose power and resources, they still have expectations and aspirations)
–Notes that aspiring yet frustrated elites often organize revolutionary movements, they are more and more of these when you have population growth
–Creates grievances—Like Gurr’s theory

490
Q

What does Goldstone claim in terms of Grievances and Mass Mobilizational Potential ? what is the result ? what does this lead to ? what does this relate to ?

A

•(3) Grievances and Mass Mobilizational Potential:
–Lower classes severely hit by population growth
•Especially, shortage of land [grievances but also mobilization and nothing to loose]
–Population growth and land shortage (people are not able to have the land they need)
promote urbanization
–Facilitates mass mobilization (much easier to communicate and participate in movements)
- Relates to Paige’s landless peasant have less to lose, less risk - they will mobilize more

491
Q

Goldstone links population growth to three common theories of social movements, how ?

A
  • (1) Political Process Model: Weakens the state, creates an opening for revolution
  • (2) Grievances: Marginalized elites foment revolution, masses also discontent because forced off land
  • (3) Mobilizational Resources: Urbanization facilitates revolutionary mobilization
492
Q

How does Goldstone relate population growth to Political Process Model?

A

•(1) Political Process Model: Weakens the state, creates an opening for revolution

493
Q

How does Goldstone relate population growth to Grievances ?

A

•(2) Grievances: Marginalized elites foment revolution, masses also discontent because forced off land

494
Q

How does Goldstone relate population growth to Mobilizational Resources ?

A

•(3) Mobilizational Resources: Urbanization facilitates revolutionary mobilization

495
Q

What does goldstone recent work focuses on ? what does he claim and suggest ? what is it similar to ?

A

Goldstone’s recent work focuses on how population growth and the related problem of environmental degradation promote extreme hardship and violence

–Contributes to state-breakdown and civil war
–Suggests climate change and environmental degradation will have violent consequence

–Clear similarities with Malthus

496
Q

How can one use 4 theories of revolution? What are they ?

A

One can use all four to try to make sense of revolutions, explore which appear to best explain particular revolutions
–Use a toolbox of theories to try to made sense of the world

Marxist, Grievance, Statist, and Population

497
Q

Do any of the theories that we went over help to explain the Arab Spring revolutionary movements? Which theories seem least relevant

A

all