Offered at De Montfort University Leicester, this course (MEDS3515) explores the re-emergence of global social/protest movement.

Assessments for MED3515

Assignment One (ESS 1): Produce a plan (500 – 800 words) for an in-depth report that demonstrates engagement with the visual, discursive and rhetorical representation of a major protest event (see Assignment Two). Indicate which textual material you have chosen, the conceptual approach you will make, and the methods that will be applied to the texts.

Assignment Two (REP2): Produce a report that demonstrates engagement with the visual, discursive and rhetorical representation of a major protest event, assembling material from a wide variety of media outlets, including that produced by mainstream news institutions (terrestrial and cable TV channels, newspapers, magazines, etc.). Sources can include publicity material created by protestors and online sites (including social media forms and ‘alternative’ news organisations) that promote, denigrate or analyse the event. Produce an informed analysis of the techniques used to create particular narratives relating to the occasion.

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Course Description for MED3515

Global Dissent is a 15 Credit module devoted to the study of a highly visible (mediated) phenomenon – the re-emergence of global social/protest movements. The module will address the growth and impact of these eruptions (both within the context of economic ‘austerity’, and with reference to social, cultural and historical manifestations of dissent), paying particular attention to the use of traditional and social media forms to represent the goals of the protestors, and the process of individual and collective identification that accompanies this process.

The module will address the existence of both trans-national political movements and supposedly more ‘subjective’ forms of resistance, including campaign groups formed to fight all forms of discrimination (on the grounds of sexuality, disability, race/ethnicity, etc.), and those devoted to recovering the public memory of past injustices. Older formations share one outstanding feature with their counterparts in the ‘new’ protest movements: the fact that they articulate dissatisfaction with formal political systems, and with those individuals and institutional groups often described as ‘elite social actors’. Various methods of analysis will be used in order to interrogate the systems of oppression and the nuances of compliance and resistance that are supposed to characterise the relationship between dominant and subaltern social forces.

Questions addressed will include what methods of textual and ‘events-based’ analysis might best produce an informed reading of ‘mediated conflict’, the behaviour of institutional authority, and the social relationships accomplished in different kinds of communicative action. Critical attention will be given to the concept of ‘dominant’ ideology and key perspectives will be taken from theories of protest, ‘neo-liberal’ capitalism, and mediation.

Other issues to be addressed within the study will include:

1. how protestors articulate their goals within the public spheres
2. how forms of authority attempt to represent or control oppositional groups;
3. what methods of critical analysis (semiotic, social semiotic, dialogic, CDA, discursive, multi-modal, comparative, thematic) might best produce an informed and intelligent reading of protest events and the textual material associated with them.

Course Structure for MEDS3515

This module is delivered within two components; the first is a lecture slot of anything up to two hours, the second is a seminar of an hour, meaning that each student ‘attends’ for three hours per week.

Lectures are delivered online, and seminars take place on Thursdays, at 10am and 12noon respectively.

This module introduces

• the concepts of dissent, protest, resistance, capitalism, neoliberalism and theories of the state, together with
• ideas about discourse, address, mediation, behaviour and the circulation of meaning

Critical perspectives will be taken from a number of traditions.

The course encourages students to apply the insights gained in the module to their own reading of texts and their own overview of events

Seminars will concentrate on guidance and interpretation, while students will supply their own examples of protest events

Concept/debates/issues

Dissent, Protest, Resistance (‘Reactive’, ‘Primacy of’), Intersectionality, the State (Neoliberal, Information, Secret, ‘Deep’, Security, ‘Insecurity’, Patriarchal, ‘Protective’, Insurgent, etc), Capitalism (Digital, Surveillance, Platform, Disaster, etc), Populism, Nationalism, Feminism, Socialism (‘International’, State, ‘Labourist’, Feminist), Liberalism, Communism (Council, Libertarian, Authoritarian), Anti-Fascism (Bourgeois, Radical) Patriarchy, Class, Neoliberalism, Address, Event, Authority, Hierarchy, Discourse, Ideology (‘Dominant’, Structural, Mediation, Managerialism, Truth-Claims, Coercion, Consent, Identity, Citizenship, Structure, Timeliness, Periodicity, Rhetoric, Climate Emergency, Identity, Security, Gender and Transgender, Trade Unionism, Industrial Unionism, Syndicalism.

Aim

The module aims are to provide an in-depth study of dissent and its structural relationship to formal authority, in order to establish a firm understanding of the types of conflict that predominate within contemporary political culture.

Learning outcomes

By the end of the module, students will be able to:

1. Identify the main attributes of global social movements as bodies committed to various forms of social, cultural, economic and political change;
2. Gain a thorough understanding of the individual and collective forms of identification associated with membership of such groups;
3. Critically analyse the mediation of protest events, considering the political frames which a range of social actors apply to public occasions;
4. Apply the methodological and theoretical principles associated with critical analysis to specific case studies.

Assessments

Assignment One (ESS 1): Produce a plan (500 – 800 words) for an in-depth report that demonstrates engagement with the visual, discursive and rhetorical representation of a major protest event (see Assignment Two).Indicate which textual material you have chosen, the conceptual approach you will make, and the methods that will be applied to the texts.

Assignment Two (REP2): Produce a report that demonstrates engagement with the visual, discursive and rhetorical representation of a major protest event, assembling material from a wide variety of media outlets, including that produced by mainstream news institutions (terrestrial and cable TV channels, newspapers, magazines, etc.). Sources can include publicity material created by protestors and online sites (including social media forms and ‘alternative’ news organisations) that promote, denigrate or analyse the event. Produce an informed analysis of the techniques used to create particular narratives relating to the occasion.

Notes on Assessment:

Please note that attendance at lectures and seminars, whether online or face to face, is mandatory and registers will be taken in both

On completion of written assignments, they should be submitted to Blackboard Turnitin online no later than 12pm on the date due.

Extensions to deadlines will normally only be granted for medical reasons and on submission of a medical certificate from your doctor.

Reading list for Contemporary Social Theory

(these titles will help inform the theoretical basis for 3515)

Abercrombie, Nicholas (1986) Sovereign Individuals of Capitalism Allen and Unwin.

Bhandar, B and Ziadah, R (2020) Revolutionary Feminisms Verso.

Bhattacharyya, G. (2018) Rethinking racial capitalism: questions of reproduction and survival. Rowman & Littlefield.

Davis, Angela Y. (2016) Freedom is a Constant Struggle Haymarket

Elder-Vass, Dave (2010) The Causal Power of Social Structures: emergence, structure and agency Cambridge University Press.

Gago, Verónica (2020) Feminist International Verso. Guillamón, Augustín (2020) Insurrection AK Press.

Guillamón, Augustín (1996) The Friends of Durruti Group AK Press.

Hancock, A-M (2016) Intersectionality: an intellectual history Oxford.

Hart, L.E., Greener. J and Moth, R [eds] (2020) Resist the Punitive State–Grassroots Struggles Across Welfare and, Housing, Education and Prisons, Pluto Press.

Mies, Maria (2014) Patriarchy and Accumulation on a World Scale: women in the International Division of Labour Zed Books.

Price, Stuart and Harbisher, Ben (2022) Media, Power and the Covid-19 Pandemic: framing public discourse Routledge.

Robinson, William I. (2020) The Global Police State Pluto Press.

Weeks, K. (2011) The Problem with Work: Feminism, Marxism, anti-work politics and post-work imaginaries Duke University Press: Chicago.

Lectures for MEDS3515

Week 15 – Cinematic Texts: Power, Class, Gender and Resistance

With reference to a number of recent science-fiction movies, this lecture examines popular conceptions of class oppression and resistance, in which the protagonist emerges from an extremely volatile working-class community, encountering or entering the world of a privileged elite responsible for keeping its subordinates in a state of abject poverty. Does this Dystopian vision of the future provide an accurate model of contemporary class relations, or does the emphasis on masculine endeavour (so noticeable in these films), perpetuate a retrogressive myth about gendered relations and identity? In the ‘neo-liberal’ social order, are people pushed back into protecting the individual self, and away from a collective sense of community? Texts will include Children of Men, In Time, and Elysium.

Key Concepts

• power
• class
• resistance
• individuality
• gendered identity
• patriarchy

Reading:

Price, S (2012) ‘The Legacy of Dissent: class, gender and austerity’, in Price and Sanz Sabido, Contemporary Protest and the Legacy of

Dissent Lanham: Rowman and Littlefield International Neocleous, M (2014) ‘Introduction’, in War Power, Police Power Edinburgh: Edinburgh University Press

SEMINAR: This will include a detailed description of the assignments – the essay and the research report – which students are required to produce. For next week, students must identify a narrative that is based upon the theme of class conflict, taken from a news-based source.

Week 16 – Class, Culture and ‘Intersectional’ Resistance

This lecture examines expressions of cultural ‘resistance’ and class identity, expressed through the organisation of popular public events. To what extent does the creation of music events establish a sense of identity and community? Examples will be taken from a variety of events, both domestic and overseas.

Key Concepts

• resistance
• class
• culture
• community
• identity
• intersectionality

SEMINAR:

Students will identify their own examples of intersectional principles applied in protest movements, gleaned from news forms: students will also provide evidence of work produced for the Plan (Assignment One)

Week 17 -‘Collateral Benefits’ and the ‘International Community’: discursive realignment after the fall of Kabul

“Western society [sighs] … they showed us a beautiful, beautiful world … and suddenly they abandoned us … the West does certain things to the point it serves them … human rights, women’s rights, were a pretext for the invasion”. Shafiqa, poet and children’s author.

[BBC 15 August, 2021].

“I think people simply don’t understand – we weren’t in Afghanistan to do a favour for the people of Afghanistan. They eer got considerable collateral benefits from our presence”.

John Bolton, US National Security Advisor 2018-2019 [BBC 16 August, 2021].

“It may well be the case that [the Taleban] do want to cooperate with the international community … but they will only be legitimate if they are prepared to govern in an inclusive way, and to respect human rights, erm particularly the human rights of women, girls, and minorities”.

General Sir Nick Carter, Chief of the UK Defence staff [BBC 28 August, 2021].

This lecture addresses the shifting referential assumptions that – after the fall of Kabul – were grafted onto the concept ‘international community’. As Gross noted in 2009, “the predominant discourse on Afghanistan [had] focussed on military and political commitments among Western actors … rather than a concern with engaging ‘the international community’ ” (79).

SEMINAR:

Students will present work written for the Introduction to the first assignment.

Week 18 – UK Universities during Covid-19: catastrophic management, ‘business continuity’, and education workers

This lecture will analyse the 2020 sector-wide HE action against casualisation, excessive workloads and gender/pay inequality, and how this activity was with a particular focus on the demands made on university staff to conduct face to face teaching. Reference will be made to the 2011 student movement (against tuition fees), where a resurgence of the occupation tactic was evident. Historical reference will include the student protests of 1968 and 1977, in order to offer a critical comparison with the context of Higher Education in its contemporary ‘commodified’ form.

Key Concepts

• The Foucauldian ‘Primacy of Resistance’ Thesis
  • Student/Worker solidarity
  • Recomposition of the Managerial ‘class’
  • Strikes

Readings:

Rosenvinge, Why we students should back our lecturers on strike, The Guardian, https://www.theguardian.com/education/2018/feb/21/why- we-students-should-back-our-lecturers-on-strike

Bologna, The tribe of the mole. Available

at https://libcom.org/library/tribe-of-moles-sergio-bologna

Week 19 – Cultures of Resistance

This lecture examines how the mainstream media in Brazil portrays favelas (unregulated low-income neighbourhoods) in a negative light. This has been the case since their emergence over a century ago. The lecture examines the contemporary representation of the favelas in the established media, discussing how this partial representation impacts issues of identity and social segregation, the legitimation of structural violence in those sites, and providing an account of the recent emergence of digital social networks as “counter-publics”.

Key Concepts

• counter-publics
• authority
• order
• disorder
• representation
• resistance

Recorded/Parallel – The Million Mask March: language, legitimacy, and dissent

This lecture examines emerging trends in protest management in the UK, looking predominantly at the 5th November 2015 demonstrations led by hacktivist collective Anonymous. This event can be considered unique on a number of fronts. First, the common terminology used by police to justify the use of undercover operatives and aggressive forms of crowd control was conspicuously absent from public discourse surrounding the event. Secondly, conventional media channels throughout the UK focused on the London campaign and all but failed to cover the wider national/international demonstrations – thus depicting London itself as an isolated incident. Thirdly, the Million Mask March was a significant moment in civil history, for behind the scenes much of the policing effort was taking place online, with covert agencies manipulating mainstream coverage of the event to discredit campaigners, disrupt a legitimate public protest, and deny participants their right to dissent..

SEMINAR: analysing online texts

This seminar will be devoted to final work on the first assignment.

Reading:

Harbisher, B. (2016) ‘The Million Mask March: Language, legitimacy, and dissent’. In Sanz Sabido and Price, Critical Discourse Studies, 13 (3), pp. 294-309.

Week 20 – Protests and Revolutions

The lecture, drawn from perspectives developed by Dr Jenifer Chao and Dr Gil Pasternak, considers the relationship between photography and various forms of large-scale public protests, ranging from labour strikes to political uprisings and revolutions.

Included in the discussion: May Day marches, May ’37 in Barcelona, the Women’s Suffrage Movement, Occupy, Occupy Hong Kong, the Arab Spring, and the revolutionary alliance between the Black Panthers and the Young Patriots. The lecture will identify the visual politics behind the representations of these activities.

Reading:

Antigoni, Memou. (2012). “Globalisation and the Art Photography of Joel Sternfeld,” Photographies 5-1:3-18.

Phu, T.N. (2008). “Shooting the Movement” Canadian Review of American Studies 38-1: 165-189.

Longoni, A. (2010), ‘Photographs and Silhouettes: Visual Politics in the Human

Rights Movement of Argentina’, Afterall: Journal of Art, Context & Enquiry 25: 5-17. Pasternak, G. (2010), ‘Posthumous Interruptions: The Political Life of Family Photographs in Israeli Military Cemeteries’, Photography & Culture 3 (1): 41–64. Sekula, A. (1981), ‘The Traffic in Photographs’, Art Journal 41 (1): 15-25.

Key Concepts

o  photography o  revolution o. visual politics  o  public sphere

Week 21 – Class, Race, Gender and the Postcolonial

This lecture will be devoted to the analysis of class and ethnicity within contemporary British society and culture, with reference to theories of post-coloniality and identity.

Week 23 – Insurrection! The Capitol Riot of January 2021: Material/Symbolic Political Activity

This illustrated paper interrogates the discursive framework within which the Capitol incursion of 6 January 2021 was presented. It argues that the predominant framing of the event by ‘mainstream’ liberal US/UK media – as an ‘insurrection’, an assault on ‘the seat of democracy’, and even as a form of ‘domestic terrorism’ – reinforced the notion that the democratic order and its supposed adherence to Truth, was somehow fragile and in need of reconstruction.

Key Concepts

o  insurrection o  democracy  o  category o  news  o  authority o protest

Week 24 – The Meaning of May ’37: class, war and revolution in Barcelona

This lecture analyses an event that goes to the heart of debates about democracy, ‘bourgeois’ culture, and revolution: the internecine conflict that erupted within the Spanish Republican camp, during the Civil War of 1936-1939. This collision, between (on the one hand), working-class organisations belonging to the CNT, Mujeres Libres, the POUM and the Friends of Durruti, and on the other the UGT, the Catalan nationalists, the Stalinist Communists, and the police forces of the Generalitat, is described in George Orwell’s Homage to Catalonia and texts like Low and Brea’s Red Spanish Notebook.

Discourse and Method Reading List – MEDS 3515

Abercrombie, N., Hill, S., and Turner B.S. (eds) (1990) The Dominant Ideology Thesis London: Unwin Hyman

Althusser, L. (1984) Essays on Ideology London: Verso/NLB Atkinson, M. Our Masters’ Voices (Methuen, 1984)

Bell, A. (1991). The Language of News Media. Oxford: Blackwell.

Bell, B. and Garrett, P. (1998) Approaches to Media Discourse Oxford UK and Cambridge Mass: Blackwell

Bourdieu, P. (1991) Language and Symbolic Power Cambridge: Polity Press Chilton, P. (2004) Analysing Political Discourse: Theory and Practice London: Routledge.

Chouliaraki, L. and Fairclough, N. (1999) Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press

Coffin, C. (2009) Historical Discourse: The Language of Time, Cause and Evaluation. London: Continuum.

Corner, J. (1995) Television Form and Public Address Edward Arnold Cruse, A (2000) Meaning in Language Oxford

Dahlberg, L. and Phelan, S. (2011) Discourse Theory and Critical Media Politics Palgrave Macmillan

Fairclough, N. (1989) Language and Power London and New York: Longman

Fairclough, N. (1995a) Critical Discourse Analysis London and New York: Longman

Fairclough, N. (1995b) Media Discourse London and New York: Arnold Fairclough, N. (2000) New Labour, New Language? London: Routledge

Farrell, T (1993) Norms of Rhetorical Culture New Haven: Yale University Press Fowler, R (1991) Language in the News London and New York: Routledge Georgakopoulou, A. and Goutsos, D. (1997) Discourse Analysis: An Introduction Edinburgh: Edinburgh University Press

Habermas, J. (1989) The Structural Transformation of the Public Sphere Cambridge: Polity Press

Hodge, R. and Kress, G. (1993) Language as Ideology Routledge Jaworski, A and Coupland, N. (1999) The Discourse Reader London and New York: Routledge

Jensen, K.B. (1995) The Social Semiotics of Mass Communication SAGE Jensen, K.B. (ed.) (2012) A Handbook of Media and Communication Research:

Qualitative and Quantitative Methodologies. Abingdon: Routledge.

Kress, G. and van Leeuwen, T. (2001) Multimodal Discourse London and New York: Arnold

Maarek, P.J. (1995) Political Marketing and Communication London: John Libbey

McLellan, D. (1995) Ideology Buckingham: Open University Press Parker, I (1992) Discourse Dynamics London and New York: Routledge

Porter, R. (2006) Ideology Cardiff: University of Wales Press. Price, S. (2007) Discourse Power Address Ashgate.

Price, S. (1998) Media Studies Longman

Price, S. (1996) Communication Studies Longman, 1996

Price, S. (1997) The A-Z Media and Communication Handbook Hodder & Stoughton Therborn, G. (1980) The Ideology of Power and the Power of Ideology Verso

van Dijk, T. (1998) Ideology: a multi-disciplinary approach SAGE

Wetherell, M., Taylor, S. and Yates, S.J. [eds.] (2001) Discourse as Data. A Guide for Analysis. London: Sage.

Wodak, R. and Koller, V. [eds.] (2008) Handbook of Communication in the Public Sphere Berlin, New York: Mouton de Gruyter.

Wodak, R. and Krzyzanowski, M. (eds.) (2008) Qualitative Discourse Analysis in the Social Sciences Basingstoke: Palgrave Macmillan.

Wodak, R. and Meyer, M. [eds.] (2009) Methods of Critical Discourse Analysis London: Sage.

Zizek, S. (1994) Mapping Ideology London: Verso

Dissent and Protest Reading List – MEDS 3515

Couldry, N., Hepp, A. and Krotz, F (eds) (2010) Media Events in a Global

Age, London and New York: Routledge

Curran, J., Fenton, N. and Freedman, D. (2012) Misunderstanding the Internet, London and New York: Routledge

Dayan, D. and Katz, E. (1992) Media Events: the live broadcasting of history

Cambridge, MA: Harvard University Press

Fraser, M. (2006) ‘Event’, in Theory, Culture and Society, 23, 129-132, London, Thousand Oaks, New Delhi: SAGE, http://tcs.sagepub.com/cgi/content/refs/23/2-3/129

Holloway, D. (2008) 9/11 and the War on Terror, Edinburgh: Edinburgh University Press

Katz, E and Liebes, T. (2007) ‘No More Peace!: how disaster, terror and war have upstaged media events’, in International Journal of Communication, 2007, 157-166

Leung, L. (2010) ‘Performing Global News: indigenising WTO as a media event’, in Couldry, N., Hepp, A. and Krotz, F (eds) (2010) Media Events in a Global Age, London and New York: Routledge

MacKenzie, I. (2008) ‘What is a Political Event?’, in Theory and Event, 11:3, Baltimore: John Hopkins Press www.

McChesney, R.W. (2007) Communication Revolution, New York, London: the New Press

Mourelatos, A.P.D. (1978) ‘Events, Processes and States’, in Linguistics and Philosophy, 2: 415-434, Dordecht, Holland: D. Reidel

Price, S. (2011) Worst-Case Scenario? Governance, mediation and the security Regime London, New York: Zed Books

Zittrain, J. (2008) The Future of the Internet, London, New York, Toronto, Dublin, Victoria, New Delhi, North Shore, Johannesburg: Penguin

State and Power Reading List – MEDS 3515

Abercrombie, Nicholas, Stephen Hill, and Bryan S. Turner. 1980. The dominant ideology thesis. London: Allen & Unwin.

Atkinson, Max. 1984. Our Masters Voices. London and New York: Routledge. Bourdieu, Pierre. 2014. On the State. Cambridge and Malden, MA: Polity Press. Harvey, David. 2005. A Brief History of Neoliberalism. Oxford: Oxford University Press.

Heroux, Gaitan. 2011. “War on the Poor: Target Policing, Urban Poverty and Social Control”, in Anti-security, edited by Mark Neocleous and George S. Rigakos, 107-134. Ottawa: Red Quill Books.

Jessop, Bob. 2007. State Power. Cambridge: Polity Press. Poulantzas, Nicos. 1978. State Power Socialism. London: Verso.

Price, Stuart. 2011. Worst-case Scenario? Governance, Mediation and the Security Regime. London and New York: Zed Books.

Price, Stuart. 2015. “The Legacy of Dissent: Class, Gender and Austerity”, in Contemporary Protest and the Legacy of Dissent, edited by Stuart Price and Ruth Sanz Sabido, 11-28. London and New York: Rowman and Littlefield International.

Power and Protest Reading List – MEDS 3515

Aaronson, Susan Ariel. Taking Trade to the Streets: The Lost History of Public Efforts to Shape Globalization. Ann Arbor: University of Michigan Press, 2001.

Acemoglu, Daron and James A. Robinson. Economic Origins of Dictatorship and Democracy. New York: Cambridge University Press, 2005.

Ackerly, Brooke A. Universal Human Rights in a World of Difference. New York: Cambridge University Press, 2008.

Adker Nanci, et al., eds. Memories of Mass Repression: Narrating Life Stories in the Aftermath of Atrocity. Piscataway, NJ: Transaction Publishers, 2008.

Adler, Nanci et al., eds. Memories of Mass Repression: Narrating Life Stories in the Aftermath of Atrocity. New Brunswick, NJ: Transaction Publishers, 2008.

Alfredson, Lisa S. Creating Human Rights: How Noncitizens Made Sex Persecution Matter to the World. Philadelphia: University of Pennsylvania Press, 2008.

Alinsky, Saul D. Reveille for Radicals. New York: Vintage, 1971. Advice to radical leaders.

Alinsky, Saul D. Rules for Radicals. New York: Vintage, 1969. Literally how to organize rebels.

Allen, Tim and Jean Seaton, eds. The Media of Conflict. New York: Zed Books, 1999.

Alvarez, Alex. Genocidal Crimes. Clifton, NJ: Routledge, 2009. Aminzade, Ronald R., et al. Silence and Voice in the Study of Contentious Politics. New York: Cambridge University Press, 2007.

Anderson, Jon Lee. Guerrillas: Journeys into the Insurgent World. New York: Penguin, 2004.

Andrejevic, Mark. iSpy: Surveillance and Power in the Interactive Era. Lawrence: University Press of Kansas, 2007.

Arendt, Hannah. On Revolution. New York: Penguin, 1965. A philosophical view stressing institutional design.

Arendt, Hannah. The Origins of Totalitarianism. San Diego, CA: Harcourt, Brace, & Co., 1973.

Arnold, James R. Jungle of Snakes: A Century of Counterinsurgency Warfare. New York: Bloomsbury Press, 2010.

Arquila, Jon. Insurgents, Raiders and Bandits: How Masters of Irregular Warfare Have Shaped our World. Lanham, MD: Rowman & Littlefield, 2011.

Ashdown, Dulcie M. Royal Murders. London, UK: Sutton, 1998.

Athayde, Autregesilo de & Daisaku Ikeda. Human Rights in the 21st Century. New York: Palgrave, 2009.

Bales, Kevin. Ending Slavery: How We Free Today’s Slaves. Berkeley: University of California Press, 2009.

Bales, Kevin and Ron Soodalter. The Slave Next Door: Human Trafficking and Slavery in America Today. Berkeley: Uni of California Press, 2009.

Bardhan, Pranab. Scarcity, Conflicts, and Cooperation. Cambridge, MA: MIT Press, 2005.

Barak, Gregg. Violence and Nonviolence: Pathways to Understanding. Thousand Oaks, CA: Sage, 2003.

Barria, Lilian A. & Steven D. Roper, eds. The Development of Institutions of Human Rights. New York: Palgrave, 2010.

Bates, Robert H. Prosperity and Violence: The Political Economy of Development. New York: W.W. Norton, 2001.

Bell, J. Bowyer. Besieged: Seven Cities Under Siege. Piscataway, NJ: Transaction Publishers, 2006.

Benhabib, Seyla. The Rights of Others: Aliens, Residents and Citizens. New York: Cambridge University Press, 2004.

Berdal, Mats and David M. Malone, eds. Greed and Grievance: Economic Agendas in Civil Wars. Boulder, CO: Lynne Rienner, 2000.

Bernstein, Peretz F. The Social Roots of Discrimination: The Case of the Jews. Piscataway, NJ: Transaction Publishers, 2008.

Biggar, Nigel, ed. Burying the Past: Making Peace and Doing Justice After Civil Conflict. Washington, D.C.: Georgetown University Press, 2003.

Black, Jan Knippers. The Politics of Human Rights Protection. Lanham, MD: Rowman & Littleflield, 2009.

Blalock, Hubert M., Jr. Power and Conflict: Toward a General Theory. Beverly Hills, CA: Sage, 1989. Interesting mathematical models.

Bob, Clifford. The Marketing of Rebellion: Insurgents, Media and International Activism. New York: Cambridge University Press, 2006.

Bob, Clifford, ed. The International Struggle for New Human Rights. Philadelphia: University of Pennsylvania Press, 2008.

Bondurant, Joan V., ed. Conflict: Violence and Nonviolence. Piscataway, NJ: Transaction Publishers, 2008.

Bookchin, Marray. The Third Revolution: Popular Movements in the Revolutionary Era. New York: Cassell, 1996.

Bouris, Erica. Complex Political Victims. Bloomfield, CT: Kumarian Press, 2007.

Boyle, Francis A. Protesting Power: War, Resistance, and Law. Lanham, MD: Rowman & Littlefield, 2007.

Brass, Paul R., ed. Riots and Pogroms. New York: New York University Press, 1996.

Brinton, Crane. The Anatomy of Revolution. New York: Random House, 1938. A historian’s enduring account of major revolutions.

Bronner, Stephen Eric. Moments of Decision: Political History and the Crises of Radicalism. New York: Routledge, 1992.

Brown, Michael E., et al., eds. Nationalism and Ethnic Conflict. Cambridge, MA: The MIT Press, 2001.

Bownlie, Ian and Guy S. Goodwin-Gill. Basic Documents on Human Rights. New York: Oxford University Press, 2006, Fifth edition.

Brubaker, Rogers. Ethnicity without Groups. Cambridge, MA: Harvard University Press, 2006.

Buchanan, Allen. Human Rights, Legitimacy and the Use of Force. New York: Oxford University Press, 2010.

Burrowes, Robert J. The Strategy of Nonviolent Defense: A Gandhian Approach. Albany: State University of New York Press, 1995.

Cardenas, Sonia. Conflict and Compliance: State Responses to International Human Rights Pressure. Philadelphia: University of Pennsylvania Press, 2007.

Calvert, Peter. Revolution. New York: Praeger, 1970. A conceptual and normative treatment.

Campbell, Bruce B. & Arthur D. Brenner, eds. Death Squads in Global Perspective: Murder with Deniability. New York: Palgrave, 2002.

Campbell, Kenneth J. Genocide and the Global Village. New York: Palgrave, 2001.

Carlton, Eric. Massacres: An Historical Perspective. Aldershot, UK: Scholar Press, 1994.

Carmichael, Cathie. Genocide Before the Holocaust. New Haven CT: Yale University Press, 2009.

Chandler, Robin M., Lihia Wang, & Linda K. Fuller, eds. Women, War and Violence: Personal Perspectives and Global Activism. Palgrave, 2010.

Chirot, Daniel and Clark McCauley. Why Not Kill Them All? The Logic and Prevention of Mass Political Murder. Princeton, NJ: Princeton University Press, 2006.

Cifford, Bob. The Marketing of Rebellion: Insurgents, Media and International Activism. New York: Cambridge University Press, 2008.

Clucas, Bev et al., eds. Torture: Moral Absolutes and Ambiguities. Portland, OR: ISBS, 2009.

Cobban, Helena. Amnesty after Atrocity? Healing Nations after Genocide and War Crimes. Boulder, CO: Paradigm Publishers, 2006.

Cohen, Elliot D. Mass Surveillance and State Control: The Total Information Awareness Project. New York: Palgrave, 2010.

Colburn, Forrest D. The Vogue of Revolution in Poor Countries. Princeton, NJ: Princeton University Press, 1994.

Coleman, James. The Mathematics of Collective Action. Chicago: Aldine Publishing Co., 1973.

Collier, Paul. Wars, Guns,, and Votes: Democracy in Dangerous Places. New York: Harper Collins, 2009.

Coloroso, Barbara. Extraordinary Evil: A Short Walk to Genocide. New York: Nation Books, 2007.

Conteh-Morgan, Earl. Collective Political Violence: An Introduction to the Theories & Cases of Violent Conflicts. New York: Routledge, 2003.

Cooper, Allan D. The Geography of Genocide. Lanham, MD: University Press of America, 2010.

Cordell, Karl and Stefan Wolff, eds. Handbook of Ethnic Politics. Florence, KY: Routledge, 2009.

Cortright, David. Gandhi and Beyond: Nonviolence for an Age of Terrorism. Boulder, CO: Paradigm Publishers, 2006.

Cortright, David. Peace: A History of Movements and Ideas. New York: Cambridge University Press, 2008.

Cranna, Michael, ed. The True Cost of Conflict: Seven Recent Wars & their Effects on Society. New York: The New Press, 1994.

Creveld, Martin van, ed. The Encyclopedia of Revolutions and Revolutionaries. New York: Facts on File, 1996.

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The definitive statement of the deprived actor approach to protest.

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Krejcí, Jaroslav. Great Revolutions Compared: The Search for Theory. Brighton, UK: Wheatsheaf Books, 1983. A different approach and different definition of “great” revolutions.

Kristoph, Nicholas D. Half the Sky: Turning Oppression into Opportunity for Women Worldwide. New York: Alfred A. Knopf, 2010.

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Lichbach, Mark I. The Rebel’s Dilemma. Ann Arbor: University of Michigan Press, 1995. An excellent, encyclopedic exploration and presentation of solutions of the collective action problem.

Lichbach, Mark I. The Cooperator’s Dilemma. Ann Arbor: University of Michigan Press, 1996. Companion volume to The Rebel’s Dilemma.

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History of Revolutions. New York: Barnes & Noble, 2007.

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McAdam, Doug, Sidney Tarrow and Charles Tilly. Dynamics of Contention. New York: Cambridge University Press, 2001. Mechanisms replace the political opportunity structure.

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Moore, Barrington, Jr. Social Origins of Dictatorship and Democracy. Boston: Beacon Press, 1966. One of the most important early historical theories of revolution. Moore was Charles Tilly’s dissertation advisor.

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Zimmerman, Ekhart. Political Violence, Crises, and Revolutions: Theories and Research. Cambridge, MA: Schenkman, 1983

Harvard Referencing System

This guide is intended to provide you with advice on how to use the Harvard (author-date) system where you supply the author’s name and the date of publication of the document referred to within the text. In order to find out more about the document a reader can simply look up the author’s name in the reference list.

Collecting and organising references

It is often not easy (or possible) to retrieve sources after you have written your text. For this reason it is best to keep a good record of everything you use. Reference management software, such as RefWorks, EndNote, Mendeley or Zotero, will help you organise your references according to different citation systems and to add the citations to your text.

Alternatively, you could store your references on index cards. For further information about reference management and help in using RefWorks, please see our reference management guide at: http://libguides.library.dmu.ac.uk/referencing.

A note about dates and page numbers

If no date can be established you can use n.d. e.g. Webb (n.d.) If the date can be established but only approximately you should use c. e.g. Webb (c.2012)

Electronic books read via an e-reader such as the Kindle do not have traditional page numbers. In this case, use the chapter numbers instead for indicating the location of a quoted section:

If you wish to cite a web resource that does not include page numbers, you can include any of the following in the text to cite the quotation:

e.g.   Jones (2011, chapter 6) states that

A paragraph number, if provided; alternatively, you could count paragraphs down from the beginning of the document:

An overarching heading plus a paragraph number within that section:

A short title in quotation marks, in cases in which the heading is too unwieldy to cite in full:

e.g.   British Medical Association (2012, para. 2) states that..e.g. NHS (2012, Migraines, para. 3) states that..e.g.

NHS (2012, Risks section, ‘Driving and mobile phones’) states that..

2. Citations in the text

All ideas taken from another source regardless of whether directly quoted or paraphrased must be referenced in the text of your assignment. To link the information you use in your text to its source (book, article, etc.), put the author’s name and the year of publication at the appropriate point in your text. If the author’s name does not naturally occur in your writing, put the author’s surname and date in brackets.

So if the author’s name is James Robert Jones, you would use the surname Jones and the date to cite in the text.

e.g.  There is some evidence (Jones, 2012) that these figures are incorrect. If the author’s name is part of the statement, put only the year in brackets:

e.g.  Jones (2012) has provided evidence that these figures are incorrect. If there are two or three authors, give all:

Note: if you are giving a direct quotation then you need to include the page number. If there are more than three authors, cite only the first followed by ‘et al.’ (which means ‘and others’):

If an author has published more documents in the same year, distinguish between them by adding lower-case letters:

Secondary referencing

When an author quotes or cites another author and you wish to cite the original author you should first try to trace the original item. However, if this is not possible, you must acknowledge both sources in the text, but only include the item you actually read in your reference list.

Then cite Jones in full in your reference list. Information found in more than one source

If you find information in more than one source, you may want to include all the references to strengthen your argument. In this case, cite all sources in the same brackets, placing them in order of publication date (earliest first). Separate the references using a semi-colon (;).

e.g.  It is claimed that government in the information age will “work better and cost less” (Bellamy and Taylor, 1998, 41).

e.g.  …adoptive parents were coping better with the physical demands of parenthood and found family life more enjoyable (Levy et al., 1991).

e.g.  In recent studies by Smith (2013a, 2013b, 2013c)..e.g.

If Jones discusses the work of Smith you could use: Smith (2012) as cited by Jones (2013) or Smith’s 2012 study (cited in Jones, 2013) shows that..e.g. Several writers (Jones, 2011; Biggs, 2012; Smith, 2013) argue …

Reference List/Bibliography

Full references of sources used should be listed as a reference list at the end of your work. This list of references is arranged alphabetically usually by author. You may also be required by your tutor to include a bibliography which should list not only all items used within the text but also any other sources you have read as part of your research. Examples of these can be found at the end of journal articles or books (but might not be in Harvard style).

Example of a Reference List

ASHTON, F. (1948) Cinderella. [Royal Opera House, London, 13th January 2004]. CHAN, T.M. (2011) Three problems about dynamic convex hulls. In: Proceedings of the 27th Annual

Symposium on Computational Geometry, Paris, June 2011. New York: ACM, pp. 27-37. MAIMON, D. and BROWNING, C.R. (2012) Adolescents’ violent victimization in the neighbourhood: situational and contextual determinants. British journal of criminology, 52 (4), pp. 808-833.

MALTZMAN, R. and SHIRLEY, D. (c.2011) Green project management. London: CRC Press. Whenever possible, elements of a bibliographical reference should be taken from the title page of the publication or from the library catalogue. Each reference should give the elements and punctuation as found below.

Authors should always be in capitals, followed by the date in brackets. In the following examples, the source (e.g. title) has been italicised; you can also emphasise the source by underlining or typing in bold. It does not usually matter which you use, so long as you are consistent throughout your reference list.

If the author is James Robert Jones this will become JONES, J.R. Abdul- Rahman Al-Haddad would be AL-HADDAD, A. If there is no author use ANONYMOUS.

References – Books

AUTHOR(S) (Year) Title. Edition – if not the 1st. Place of publication: Publisher.

Books with two or three authors

Books with more than three authors – give the name of the first author, followed by ‘et al.’ (and others).

e.g. CLARKE, S. (2011) Textile design. London: Laurence King.

e.g.  SEIDMAN, S. (2012) Contested knowledge. 5th ed. Hoboken, New Jersey: Wiley-Blackwell.

e.g.  LIGHT, G., COX, R. and CALKIN, S. (2009) Learning and teaching in higher education: the reflective professional. 2nd ed. London: Sage.

e.g.  SHAW, R. et al. (2011) Management essentials for doctors. Cambridge: Cambridge University Press.

Books with one or more editor(s) – Include the abbreviation (ed./eds.) after their surname. EDITOR(S) (ed./eds.) (Year) Title. Edition. Place of Publication: Publisher.

Chapters in books

AUTHOR(S) (Year) Title of chapter. In: AUTHOR(S)/EDITOR(S), (ed./eds.) Book title. Edition. Place of publication: Publisher, Pages, use p. or pp.

Note: Electronic books should be cited exactly the same as print, following the rules above.

References – other sources Journal articles

AUTHOR(S) (Year) Title of article. Title of journal, Vol. no. (Part no./Issue/Month), Pages, use p. or pp.

Note: Journal articles taken from the Internet or a database should be cited as print using the rules above. Only include the web address or database name if there are no page numbers and just use the main web address, not the unique address of the individual article.

Newspaper articles

AUTHOR(S) (Year) Article title. Newspaper title, Day and Month (abbreviated). Pages, use p. or pp.

Where there is no page number e.g. for an online newspaper use the source, and add the date accessed.

Newspaper articles taken from the Internet or a database should be cited as print using the rules above. Only include the web address or database name if there are no page numbers and just use the main web address, not the unique address of the individual article. e.g. http://www.guardian.co.uk not

http://www.guardian.co.uk/business/2012/aug/08/bank-of-england- cuts-uk-growth-forecasts.

e.g.  FURSE, A. (ed.) (2011) Theatre in pieces: politics, poetics and interdisciplinary collaboration: an anthology of play texts 1966-2010. London: Methuen Drama.

e.g. TUCKMAN, A. (1999) Labour, skills and training. In: LEVITT, R. et al. (eds.) The reorganised National Health Service. 6th ed. Cheltenham: Stanley Thornes, pp. 135-155.

e.g.  MAIMON, D. and BROWNING, C.R. (2012) Adolescents’ violent victimization in the neighbourhood: situational and contextual determinants. British journal of criminology, 52 (4), pp. 808-833.

e.g.  STAMM, M.C. et al. (2013) Information forensics: an overview of the first decade. IEEE Access, 1. Available from http://www.ieee.org/IEEEAccess.

e.g. ALDRICK, P. (2014) It’s not just academic: universities could make a difference to Britain’s exports. The Times, 9th Jan. p. 45.

e.g.  GOODLEY, S. (2012) Bank of England cuts UK growth forecasts. Guardian, 8th Aug. Available from: http://www.guardian.co.uk [Accessed 20/10/13].