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Honors SSI Exam 3
| Term | Definition |
|---|---|
| Gandhi's paradox | nothing we do as individuals matters but it's vital we do it anyway; metaphor: each leaf on a tree is important collectively |
| social change | significant change over time in norms, cultural values, social structures, behavior patterns (not necessarily political) |
| levels of social change | individual efforts, institutional efforts, group or organized efforts |
| individual efforts | individuals make efforts to change their own behavior in a way that promotes change (ex. clubs, not using prejudiced language) |
| institutional efforts | laws and governmental regulations that reflect social issues (ex. push for Equal Rights law) |
| group/organized efforts | group that comes together to create social change (ex. Black Lives Matter) |
| steps of social change | identify problem, identify desired outcome, develop strategies, plan of action, implement your plan, evaluate your actions |
| debate debate pro | public debate should be restricted when about society extreme cases (hate, violence); liberty is intangible, Office of Censorship |
| debate debate anti | can't restrict speech bc all POVs should be included, speech regulation = oppression; 1st amendment protects from gov |
| what do you do when stats/facts don't speak for themselves? | offer context, challenge associations, highlight social institutions (show issues in current systems) |
| restorative justice | all parties with stake in particular offense come together to resolve collectively and plan aftermath; victims central to process |
| traditional justice system is | retributive and rehabilitative; determined by state; victims have little control over process |
| goals of restorative justice | repairing harm, problem-solving; dialogue and negotiation, |
| benefits of restorative justice | reduces repeat offenses, doubles offenses "brought to justice", reduced costs, provides satisfaction, accountability |
| birdcage wires metaphor | wires = minor and "insignificant" instances that build up, like smaller offices, being left off an email, etc |
| social movements | challenge to authorities, power-holders, or cultural beliefs and practices that are collective, organized, sustained |
| Aberle's types of social change | religious/redemptive, revolutionary/transformative, alternative, reformative |
| religious/redemptive type (Aberle's) | total individual change |
| revolutionary/transformative type (Aberle's) | total widespread change |
| alternative type (Aberle's) | partial individual change |
| reformative type (Aberle's) | partial widespread change |
| alternative change | easiest, least threatening, targets small group for specific behavioral change (ex. MADD) |
| religious/redemptive change | targets small group, total radical change, can be without religon (ex. Covenant House) |
| reformative change | limited change but targets all members of community (ex. slow food movement, marriage equality) |
| revolutionary/transformative change | most threatening, complete radical change to society, targets full community (ex. Weather Underground) |
| why do social movements occur? | absolute deprivation thesis, relative deprivation, resource mobilization theory, cultural theory |
| absolute deprivation thesis | only when workers intolerably impoverished will they revolt (but what if no resources?) |
| relative deprivation | peoples understanding of deprivation is relative to conditions around you (if your neighbors are same, you'll feel fine) |
| resource mobilization theory | social movements unlikely to occur in absence of supportive resources and ability to mobilize, regardless of deprivation |
| cultural theory | people need to develop shared understandings of the world that legitimizes collective action |
| ally | someone from a dominant group who is working on efforts to dismantle systems of oppression from which they benefit |
| “Ally Theater” or “Ally Industrial Complex” | is when being an ally becomes a performance |
| coalition work | focuses less on individual identity and more on the work that different groups engage in to struggle collectively for change |
| examples of coalition work | Bacon's rebellion, #MeToo movement |
| microaggressions | small actions or word choices that seem on their face to have no malicious intent but that are a kind of violence nonetheless |
| trigger warnings | alerts that professors are expected to issue if something in a course might cause a strong emotional response |
| vindictive protectiveness | creating a culture in which everyone must think twice before speaking up, lest they face charges of insensitivity, aggression |
| Socratic teaching model | Don’t teach students what to think; teach them how to think |
| emotional reasoning | assuming that your negative emotions reflect the way things really are, letting your feelings guide the perception of reality |
| "fortune telling" | anticipating that things will turn out badly and feeling convinced that your prediction is an already-established fact |
| motivated reasoning | we generate arguments for conclusions we support, if you find something hateful, easy to argue it could traumatize other people |
| magnification | exaggerating the importance of things, assigning global negative traits to yourself and others |
| catastrophizing | commonplace negative events into nightmarish monsters, believing it'll be so awful that you won’t be able to stand it |
| mental filtering | picking out a negative detail in any situation and dwelling on it exclusively, thus perceiving that the whole situation is negative |
| negative filtering | focusing almost exclusively on the negatives and seldom noticing the positives; allows for demonization |
| testimonial quieting | Oppressed people are often met with the political analogue of stonewalling; need to yell to be heard but then told to be quiet |
| tone policing | when oppressed people speak out but have to be louder to be heard, then it’s seen as just noise and commotion |
| Why do Black police officers join law enforcement? | To fight racism from within the system, to change the system’s policies |
| How do Black police officers challenge racism? | holistic approach, education within police organizations and communities on communication norms etc, show respect |
| What can we learn from Black police officers? | Clarify purpose, use your sets of identities to help you drive change, anticipate setbacks and celebrate successes |
| negative of zero-tolerance policies | doesn’t teach kids how to handle emotions |
| alternatives to imprisonment | reduce violence and police from schools, make learning bring joy (will keep youngsters out of prison) |
| battered women's syndrome | legal defense arguing that a woman who kills an abusive spouse shouldn’t be convicted of murder; faces criticism |
| imprisonment program prevention characteristics | comprehensive, varied teaching methods, sufficient dosage, theory driven, provides opportunities for positive relationships |
| principles of programs matching target populations | appropriately timed, socioculturally relevant |
| lifecycle of social movements | preliminary, coalescence, institutionalization, decline |
| strong-tie phenomenom | high-risk activism; people are more likely to stay engaged in the event |
| resource mobilization theory | explains movement success in terms of the ability to acquire resources and mobilize individuals. Resources are time, money |
| existing social movement sector | the multiple social movement industries in a society, even if they have widely varying constituents and goals |
| social movement history | the collection of the social movement organizations that are striving toward similar goals |
| types of social movement frames | diagnostic, prognostic, motivational |
| Diagnostic framing | states the problem in a clear, easily understood way |
| Prognostic framing | offers a solution and states how it will be implemented |
| Motivational framing | the call to action: what should you do once you agree with the diagnostic frame and believe in the prognostic frame? |
| Frame alignment process | When social movements link their goals to the goals of others and merge into one group, a way of recruiting people |
| Bridging | connects uninvolved ppl and unorganized or ineffective groups with social movements that share similar interests or goals |
| Amplification | organizations seek to expand their core ideas to gain a wider, more universal appeal |
| extension | social movements agree to mutually promote each other, even when they don’t necessarily relate to each other’s goals |
| transformation | complete revision of goals |
| new social movement theory | explains the proliferation of postindustrial and postmodern movements that are difficult to analyze using traditional theories |
| myth of gender: it's always been this way and always will be | history disproves: goddess-based civilizations, female leaders, etc; social systems are fluid; patriarchy is falling |
| myth of gender: myth of no effect | patriarchy as a whole won't be gone in our lifetime; if we deny our power to affect people, we deny responsibility; time constancy |
Created by:
lector_noche
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