Introduction
Chapter 1 — Overview
A — Social Action's Role in U.S. Experiment in Democracy B — US College Social Action C — Benefits of Social Action for Students, Campuses, and Society D — The Vision: Bringing Social Action into the Classroom E — Overcoming Challenges of Teaching Social Action
Chapter 2 — Developing a Social Action Class
A — Academic Course vs Co-Curricular / B — Prerequisites C — Creating a Social Action Syllabus D — Teaching Style / E — Classroom Norms F — The Students G — Building Campus Allies and Community Partners H —The Role of Place / I —Each Semester vs Every Year (or Other Year) J — Using Mural Board (option)
Chapter 3 — Launching Student Campaigns
A — On Your Mark: Preparing Students for the Road Ahead B — Go! Students Choose Their Issue C — Get Set: Setting the Tone D — Change Theory E — Building Power F — Walking Tour G — Research: Historical Overview, Power Mapping, & Target Analysis H — Group Dynamics I — Strategy & Tactics J — Campaign Kickoff
Chapter 4 — Campaign Planning, Implementation, and Evaluation
A — Timeline & Campaign Plan B — Campaign Implementation: "Series of Actions" Begins C — Campaign Execution & Case Studies D — Campaign Evaluation E — Day of the Final: Campaign Notebook & Group Presentation
Chapter 5 — Where to Go From Here
A — Next Semester B — Mainstreaming Social Action C — Social Action Internship Program D — Pipeline to Jobs & Graduate School E — Status of Current Campaigns F — Impact of Social Action on Former Social Action Students
Read CHANGE! A Guide to Teaching Social Action
- Chapter 5E, Status of Current Campaigns (p. 141-142)
- See other Student Campaigns here.
Discussion
Scott Myers-Lipton reflects:
I retired from SJSU in the Spring of 2023, and from what I know, most of the student campaigns discussed in the book have ceased. Interestingly, it has taken a new President, who came in a few months before I retired, to bring about some positive change with the demands that were won by the Student Homeless Alliance. For example, the Administration is making it easier to get the emergency beds. Previously, the University had put up many roadblocks to obtain them (e.g., asking students to maximize their student loans, having them be full-time students, etc). Now, these restrictions have seemed to end, and more students who are houseless are using the emergency beds. Both the former President of SHA and myself (the faculty advisor) have met with the new President to encourage her to implement the demands.
This is a key point: just because you win a demand doesn't mean it will get implemented. SHA had to work another three-years to enforce the agreement that the University signed with them.
Dr. Saugher Nojan, a faculty member in the same department I was in, taught an Ethnic Studies Metholdolgies course using social action in the fall of 2023. I spoke twice in-person to her class. As soon as I hear about what the results of her class were, I will post them here.
UPDATE: In early December of 2023, one of the demands from Students Against Mass Incarceration was passed by the County Board of Supervisors. If you look closely at the sign on the podium, you will see the demand that was won: a phone number to mental health services that goes straight to mental health providers rather than the police first, and then to be transferred.
Reflect on Course Development Question
- After learning how to teach social action, what is your reaction to the student victories and campaigns of the social action students?