Educating for Action: Strategies to Ignite Social Justice

Praise For Educating For Action

For those of us who have been kind of making it up as we go along, this book is a real resource for change-making!

—Bill McKibben, author, founder, 350.org

Here we have a book that seeks to teach people (particularly those in ostensibly democratic societies) how to disturb the peace. Increasingly, I’ll stake my life on the idea that this is something peace education and other forms of critical pedagogy need to dedicate themselves to like never before if we are to avoid the worst of the catastrophic effects that now manifest as social and ecological crises across the face of the planet.

— Richard Kahn, Core Faculty in Education, Antioch University Los Angeles

Educating for Action is a book whose time has returned. Del Gandio and Nocella take us forward from the days of Saul Alinsky, and do so with a fresh outlook and a recipe that is rich and promising for a more durable positive outcome than methods used by many earlier activists. The focus on transformative justice reminds the reader that peace can only be attained through truly peaceful means.

— John C. Alessio, PhD, author, Social Problems and Inequality: Social Responsibility through Progressive Sociology

Educating for Action is a much-needed guide for activist communities that provides practical strategies for both seasoned and new activists. With a variety of perspectives and authors, this text should be on every radical’s (and soon-to-be radical’s) bookshelf.

— Kim Socha, author, Women, Destruction, and the Avant-Garde: A Paradigm for Animal Liberation

In the community development and social change community, the question of good reading materials continually arises—where to find them and how to access them? Educating for Action answers that question. With chapters from Communication and Rhetoric to The Politics of Planning, Del Gandio and Nocella deliver a sound and contextual book that provides social change workers with a dense and excellent set of resources. This is the book for community development.

— Daniel White Hodge, author, The Soul Of Hip Hop: Rims, Timbs and a Cultural Theology

The rhythm of activism is the beat of engaged citizenship and the pulse of a moral life: we open our eyes and pay attention to the world as it is; we allow ourselves to be astonished at the dazzling beauty as well as the unnecessary suffering all around us; we notice that next to the world as such is a world that could be or should be—a possible world. We join hands and act, we reflect and rethink, and we repeat for a lifetime. Jason Del Gandio and Anthony J. Nocella II have assembled an essential companion for both seasoned and aspiring activists. Educating for Action can lend a hand as activists nourish their social imaginations and build up their courage and commitment, cultivate creativity and inventiveness, grow both their patience and their audacity, find ways to be thoughtful and passionate in the same gesture, and expand their sense of genuine solidarity. Educating for Action is a text to cram into your backpack alongside your water bottle and your vitamin E—part of the tool kit for those of us working to create a world of joy and justice, a planet at peace and in balance, a future powered by love and fit for all children.

— Bill Ayers, PhD, author, Fugitive Days: Memoirs of an Anti-War Activist

Educating for Action is an impressive compendium that offers great insight from a stellar group of scholar-activists. The text is a rare combination of how-to guide grounded in theoretical context. Although aimed at youth activists, this is an excellent guide for any community organization or group searching for ways to improve its effectiveness. I can also imagine it serving as an invaluable resource for my undergraduate course in public policy and community action. This is exactly the right book, at the right time.

— Sandy Grande, PhD, author, Red Pedagogy: Native American Social and Political Thought

Copyright © 2014 by Jason Del Gandio and Anthony J. Nocella II.

All rights reserved.

Cover design by Diane McIntosh.

All images ©iStock (Matches: mariosFM77, Protest: BenThomasPhoto)

New Society Publishers acknowledges the financial support of the Government of Canada through the Canada Book Fund (CBF) for our publishing activities.

Inquiries regarding requests to reprint all or part of Educating for Action should be addressed to New Society Publishers at the address below.

To order directly from the publishers, please call toll-free (North America) 1-800-567-6772, or order online at www.newsociety.com

Any other inquiries can be directed by mail to:

New Society Publishers

P.O. Box 189, Gabriola Island, BC V0R 1X0, Canada

(250) 247-9737

LIBRARY AND ARCHIVES CANADA CATALOGUING IN PUBLICATION

Educating for action : strategies to ignite social justice / Jason del Gandio, Anthony J. Nocella II.

Includes bibliographical references and index.

Issued in print and electronic formats.

ISBN 978-0-86571-776-3 (pbk.).—ISBN 978-1-55092-570-8 (ebook)

1. Social action—United States. 2. Social justice—United States.

3. Social movements—United States. 4. Social change—United States.

5. Peace. I. Nocella, Anthony J., editor II. Del Gandio, Jason, editor

New Society Publishers’ mission is to publish books that contribute in fundamental ways to building an ecologically sustainable and just society, and to do so with the least possible impact on the environment, in a manner that models this vision. We are committed to doing this not just through education, but through action. The interior pages of our bound books are printed on Forest Stewardship Council®-registered acid-free paper that is 100% post-consumer recycled (100% old growth forest-free), processed chlorine-free, and printed with vegetable-based, low-VOC inks, with covers produced using FSC®-registered stock. New Society also works to reduce its carbon footprint, and purchases carbon offsets based on an annual audit to ensure a carbon neutral footprint. For further information, or to browse our full list of books and purchase securely, visit our website at: www.newsociety.com

This book is dedicated to all the people—past, present, and future—who put their bodies on the line in the service of peace and justice. It is these people we most admire, and it is these people who make this world a better place.

Contents

Acknowledgments

Foreword: Reading Peace Education

JOY JAMES

Preface: Teaching Peace

PETER MCLAREN

Introduction: Peace as a Political Force

JASON DEL GANDIO AND ANTHONY J. NOCELLA II

Part 1: Starting With Me

1.Personal Lifestyle

LARRY ALBERT BUTZ

2.Communication and Rhetoric

JASON DEL GANDIO

Part 2: Working with Others

3.Participation and Democracy

JOSHUA RYAN HOLST

4.Transformative Justice and Conflict Transformation

ANTHONY J. NOCELLA II, MELISSA CHIPRIN, ANNIESSA ANTAR, AND ALISHA PAGE

Part 3: Getting into the Streets

5.Organizing Your Community

DREW ROBERT WINTER

6.Activist Guidelines and Case Studies

JASON DEL GANDIO, JAMES GENERIC, AARON ZELLHOEFER, AND ANTHONY J. NOCELLA II

Part 4: Social Networks

7.The Politics of Planning: Conference Organizing as an Act of Resistance

JENNY GRUBBS AND MICHAEL LOADENTHAL

8.Social Media and Online Organizing

JEANETTE RUSSELL

Part 5: Institutional Change

9.The Laws and Lawyers of Social Change

DARA LOVITZ

10.The Courage to Teach Critically: Anti-Oppression and Pro-Justice Dialogues in the Classroom

RITA VERMA

Epilogue: Thankfulness, Mutual Recognition, and Appreciation

KIM SOCHA AND ANTHONY J. NOCELLA II

Resources for Peace and Justice Activists

Contributors’ Biographies

Endnotes

Index

Acknowledgments

JASON AND ANTHONY WOULD LIKE TO THANK THEIR FAMILIES and friends for their lifetime of support, guidance, and encouragement. They may not always agree with us, but that is the beauty of discussion and debate—expressing differences in the service of deeper understanding and mutual transformation. It is such a value that has laid the groundwork for our own sense of justice and rebellion—cutting against the grain, standing up for our beliefs, and fighting for what we believe to be righteous and just. Jason and Anthony would like to also thank all the contributors to this volume; without them this would not have been possible: Anniessa Antar, Larry Albert Butz, Melissa Chiprin, James Generic, Jenny Grubbs, Joshua Ryan Holst, Joy James, Michael Loadenthal, Dara Lovitz, Peter McLaren, Alisha Page, Jeanette Russell, Kim Socha, Rita Verma, Drew Robert Winter, and Aaron Zellhoefer. And lastly, Jason and Anthony would like to thank everyone at New Society Publishers.

FOREWORD

Reading Peace Education

JOY JAMES

EDITORS JASON DEL GANDIO AND ANTHONY J. NOCELLA II, along with volume contributors, present Educating for Action: Strategies to Ignite Social Justice as an engaging and instructive manual for social justice, suitable for both students and teachers, as well as for larger activist communities. This organizing manifesto goes beyond elementary ideas, as it offers original essays from scholars and activists concerned with a plethora of issues—LGBTQ, human and animal rights, disability rights, hip-hop, environmentalism, prison abolition, feminism, and more.

Educating for Action confronts painful injustices that may overwhelm some while being denied by others. Inspired by social justice, the authors—and we—work as wounded healers, laborers for beauty and justice through activism fueled by injuries in an injurious world. Wounded healers turn trauma into acts of service to end violence and exploitation. Activism, even when countered and co-opted by corporations and governments, facilitates a creative consciousness that enables healing, sustainability, and freedom.

Present-day activists are indebted to their predecessors. Social justice has always reflected and been enabled by an intergenerational agenda, one made more relevant by the chapters in this volume grappling with poverty, racial and sexual violence, imprisonment, war, and the rights of animals and the natural world.

Current preoccupations with the mundane or extraordinary circumstances of our lives appear to leave little time to devote to justice and activism. Global capitalism’s unregulated predations; technology’s invasive envelopment of jobs, medicine, food, and personal relations; crises in human rights and natural environments; and, of course, war and mass destruction—all distract from closer reflections on what is sacred and just, and within our reach. But we should always remember that material and spiritual poverty coexist with the imaginative and courageous desire to publicly address inequities and violations that are critiqued in Educating for action.

This volume marries realism with wisdom and energizing analyses for the greater good. The authors understand the necessity to balance expectation and acceptance, aggression and restraint, narcissism and compassion. The sacrifices of past, present, and future activists are reflected in the resolve of this volume.

Educating for action confronts the seismic shifts predicted by the movements of previous decades. In half a century, we’ve seen deep-reaching and troubling changes. At an economic level, we have seen the increase of concentrated wealth and poverty. At a political level, we have seen corporations alter legal protections guaranteed by the Fourteenth Amendment, to grant corporations political personhood before the law. We have also watched the recoding (rather than abolishing) of slavery in terms of the prison industrial complex—the United States, supposedly the greatest democracy on Earth, leads the world in imprisonment, thus enabling brutality and misery to become profitable. If nothing else, this demonstrates an unwillingness and/or inability to shed the lifelong entanglement of the US with captivity and white supremacy. We should recognize, too, the expansion of state police powers. Today, through the PATRIOT Act, presidential signing statements, extraordinary rendition, and collusion between government and private industry, the warfare state merges domestic and foreign policy and challenges our very identities as citizens of a republic controlled by a democratic mass.

It is common for people to be both enthralled by and suspicious of activists. But let us recognize that activists are sorely needed in this time of injustice and inequality. We should also make a cautionary observation: our age of branding, sound bites, and viral communication makes it easy for political avatars to claim to be doing the work of social transformation when, in fact, they are false heroes dressed in the trappings of racial, class, and educational privileges. We must be on guard and distinguish between the trickery of such avatars and those activists who are truly dedicated to just struggles.

We must also distinguish between individual acts of kindness and conscience and the need for larger systemic change. In Harper Lee’s famed novel To Kill a Mockingbird, the ethical protagonist Atticus Finch worked against racism and injustice but, ultimately, failed to overcome the wider racist structures. This resulted from a failure to truly critique those structures, largely due to Atticus’s white privilege within structural patriarchy and racism. The all-too-common scenario in which the white leader has agency that benefits from the labors or suffering of the lesser colored followers reveals racial hierarchy even among politically progressive constituents. Historically, the trauma and rebellions of the racially disenfranchised (think of the Abolitionist and Civil Rights movements, for instance) opened pathways to greater democracy (this is true even for those who reject the reality of black suffering). Reflect, for a moment, on the following sacrifices: the political imprisonment of 1963 Freedom Riders and Student Nonviolent Coordinating Committee activists; Dr. Martin Luther King, Jr.’s Letter from Birmingham Jail and eventual assassination; the lost bodies of four young girls in a bombed Birmingham church; and the trauma of women civil rights activists who survived beatings that turned into sexual assaults. The lives of these people—and many others of varying movements and causes—enable the activists of today to fight and struggle. The unsettling nuances of race relations were addressed by the Students for a Democratic Society’s Port Huron Statement approximately half a century ago: The national heritage of racial discrimination via slavery has been a part of America since Christopher Columbus’s advent on the new continent…keep this as a background when trying to understand why racism stands as such a steadfast pillar in the culture and custom of the country. In other words, history matters.

Many readers of this volume will be situated in an academic setting—the classroom, the dorm room, the library, the campus rally. Academia can be approached as an important site for addressing social justice. Its community engagement and diversity programs seek to offset and manage crises disproportionately borne by the poor and disenfranchised. Yet this delivery system of access to elite educational enclaves does not level the playing field because it does not challenge and indict institutional power. The academic setting is important, but organizing beyond academia is the lifeline to social justice. We need efforts that are independent from the state- and corporate-funded mandates of public or private institutions. We must realize that outside the academy’s privileged view, basic survival is the foremost concern of activists working among the most forgotten—prisoners, runaway teens, the homeless, the hungry, the domestically abused and assaulted. It is up to all of us who believe that good enough is no longer good enough to call out this absence of wellbeing. In doing so, we make the case that tyranny and suffering are no longer accepted and that collective love and compassion are necessary.

Lastly, we must keep in mind that the pursuits of freedom and justice live on forever. Past movements and previous struggles may have become stardust, but they leave trails and traditions that newer generations can pick up and follow. The actions expressed in Educating for action contribute to that stardust of confrontation, negotiation, and sacrifice, thus expanding our ability to pursue peace and justice.

PREFACE

Teaching Peace

PETER MCLAREN

IN AN AGE OF ENDLESS WAR, WHEN HISTORY IS IN PERPETUAL mourning, groaning under the burden of class oppression, peace is a necessary practice. In a world redolent of George Orwell’s novel 1984, where war is peace and peace is war, we need to reengage in teaching peace with ontological clarity and a renewed commitment to strategize for social change. Peace education does not guarantee that peace will be achieved, but without peace education we are permanently exiled from victory.

In a world of consumption, saturated with generalized inauthenticity and baptized in the ideology of commonsensical cynicism, in which war is an ever-present contingency for which we must forever be prepared, a deep skepticism should be cultivated toward official peace initiatives as mere stagecraft. Governmental gestures of peace often involve encrypted reminders that being a peacemaker today is increasingly reduced to merely acting like a peacemaker while inciting war. Today Oceania is at war with Eurasia. Yesterday we were at war with Eurasia. Tomorrow we will be at war with Eastasia. No, we were never at war with Eurasia; our enemy has always been Eastasia. And so on, as Big Brother attempts to channel the aggression of the proles toward the imaginary Other and foster mindless group cohesion. That is because today, more than ever, peacemaking is parasitic on the notion of the just war.

But is war ever really just? Christopher Hedges does well to invoke the wisdom of the 15th-century thinker Erasmus on this issue:

There are no good wars. There are no just wars. As Erasmus wrote, there is nothing more wicked, more disastrous, more widely destructive, more deeply tenacious, more loathsome than war. Whoever heard of a hundred thousand animals rushing together to butcher each other, as men do everywhere? Erasmus asked. But war, he knew, was very useful to the power elite. War permitted the powerful, in the name of national security and by fostering a culture of fear, to effortlessly strip the citizen of his or her rights. A declaration of war ensures that all the affairs of the State are at the mercy of the appetites of a few, Erasmus wrote.¹

Peace is a word that rarely punctuates today’s endless forecasts of future wars and the pervasive ambience of political flattery that has infected politics across the United States. It is ominously absent in the lexicon of those in power, such as those who are leading the ascendancy of the transnationalist capitalist class, pitching the economic nostrums of neoliberalism, and facilitating the ruthless dictatorship of the financial markets over 99 percent of humanity. Those menacing the future by financial speculation, wholly unconnected to any genuinely economically productive activity, or by trampling human rights under the banner of national security, rarely or seriously consider peace to be a viable option to the rewards and riches of war. This is certainly true for those who advocate humanitarian intervention by US military or economic imperialism. Or for those who preselect targets for weekly drone assassinations, forwarding the information to an overworked military pilot operating a joystick in a clamshell hangar near Las Vegas, waiting for a kill shot 7,000 miles away in a remote tribal village in Afghanistan.

I want to pause here and say something about the drones because we are going to be hearing a lot from them in the years to come. Be forewarned.

The high-pitched whirr coming from the shark-grey fuselage of the Predator drone is part of the everyday background noise at Kandahar Airfield in Afghanistan. Seconds after the drone pilots at Kandahar receive the kill list from the pilot at Creech Air Force Base in Nevada, they unleash their machines. Bathed in the Afghan sun, they look in the distance like golden eagles that have pushed off from the arm of a Berkutchi-falconer on the steppes of the Tien Shan mountains, gliding effortlessly toward an unsuspecting prey. Once the drone returns successfully, the pilots at Kandahar can relax and, before the next mission, kick around a ball at the soccer pitch, chat with the private-security contractors cruising in their new SUVs, visit a frozen-yogurt outlet, or chomp down on a grilled steak sandwich at TGI Friday’s.

After interviewing Oz, a middle-aged Royal Air Force Reaper pilot based at Creech who has flown three tours of duty in the Tornado, Bob Blackhurst reports the following:

About four percent of US UAV [Unmanned Aerial Vehicle] operators have developed post-traumatic stress disorder, which some have attributed to the fact that powerful cameras show close-up footage of the targets of drone strikes after they have been killed.

The cameras are good, Oz says. A Hellfire missile does have significant effects on the human body, and you should get to see that. If you can’t accept it, you are in the wrong job. But the weirdest thing for me—with my background [as a fast-jet pilot]—is the concept of getting up in the morning, driving my kids to school and killing people. That does take a bit of getting used to. For the young guys or the newer guys, that can be an eye-opener.²

An eye-opener, indeed. Decades ago, it was impossible to think that the remote control airplanes we played with in parks and empty lots would one day be transformed into devices designed to assassinate foreign nationals (or even US citizens), and which, intentionally or unintentionally, wreak havoc on innocent victims who happen to be in the vicinity. Did we ever think that one day we could purchase a birthday gift for a 12-year-old, a plane kit that resembles a 4-Channel Predator-Style Reaper UAV Drone RC, for $139.98? Or the (considerably cheaper) armed RQ-1 Predator Unmanned Aerial Vehicle? Both toys, easily findable online, have been reviewed with biting sarcasm on the Internet by critics of the Obama administration’s targeted killing program. I include but one of my favorite examples:

The coolest detail[s] about this toy are the small body fragments you can litter around your target area following a drone missile strike on a wedding party. THEN (this is where the real fun begins) you circle back in an hour and fire MORE missiles at the