SOCW 6322: CONFRONTING OPPRESSION
A. Catalog Description
Theories as they relate to social and economic justice with attention to persons and groups most affected by oppression. B. Purpose This course focuses on the ways in which theoretical conceptions affect social and economic justice. Particular attention is given to persons and groups who are most affected by oppression. Specific focus will be on how to achieve a more just society through social change and social movements. II. Course Objectives
Upon completion of this course students will be able to:
1. delineate the philosophical bases of selected social theories as they relate to understanding social conditions and confronting oppression;
2. discuss the underlying assumptions about social and economic justice, oppression, empowerment and social change from various theoretical perspectives, including systems and conflict;
3. demonstrate understanding of how race, ethnicity, culture, gender, social class, age, sexual or affectional preference, religious/spiritual beliefs, and physical/mental abilities are used as means for oppression;
4. demonstrate understanding of the process of social change, the role of social movements in confronting oppression, and the implications for social work practice; and
5. discuss the interrelationship of technology, culture and social change and the implications for confronting oppression and building a more just society.
III. Course Content This course includes theoretical content on systems theory and conflict theory. In addition, it includes content on prejudice, discrimination, inequality, oppression, social justice, social movements and social change. IV. Course Structure The course is organized to provide a framework for integrating and synthesizing major theoretical concepts in social work practice, research, and education. Class time will be a combination of lecture, discussion, in-class exercises, and student presentations. V. Textbooks and Additional Resources
Two books are required:
Gil, D.G. (1998). Confronting Injustice and Oppression: Concepts and Strategies for Social Workers. New York: Columbia U. Press.
Robbins, S., Chatterjee, P. & Canda, E.R. (1998). Contemporary Human Behavior Theory: A Critical Perspective for Social Work. Needham Heights: Allyn & Bacon
Additional readings will be required as indicated by the instructor during the course. These will either be distributed in class and/or placed on reserve at the M.D. Anderson Library.
Students are responsible for all assigned readings prior to class so content may be a part of class discussions.
Students will be required to select readings from books, journals, newspapers, and/or the electronic media (video, television, and radio) in order to accomplish the work required for this course. A number of sources in relation to this are attached to the syllabus in an Addendum. (What is not available through the UH library system may be available through any major bookstore. In some cases, your instructor may already have a library book out on loan. Therefore, if you seek a book on this list from M.D. Anderson and it is not on reserve and out on loan, please consult your instructor.) Your instructor also has other material on specific topics which he will gladly lend you.
NOTE: It is to your advantage to reference any readings (assigned or other) in your course work. It permits your instructor to verify that you have done your readings.
Students are encouraged to use electronic resources made available by your instructor and the University for this course via the Internet. The course syllabus and a Listserv afford opportunities to dialogue with other students and your instructor. More details will be given in class. If you do not already have access to the Internet, please obtain your student account immediately. Forms and instructions are available at Central Site, 1st floor, Social Work Building.
Students are encouraged to use electronic resources made available by your instructor and the University for this course via the Internet. An electronic list in this course will provide additional opportunities to dialogue with other students and your instructor.
If you do not already have access to the Internet, please obtain your student account immediately. Forms and instructions are available at Central Site, 1st floor, Social Work Building.
VI. Course Requirements:
A. Mid-term test covering all material (class discussions, required readings, etc.) to date.
See course schedule for date of test.
B. Grassroots work, in-class presentation, OR Internet site project
Oppression appears to vary as much on how it impacts people as in the many forms it can take. While class, gender and race have been recurrently used to oppress, the dynamics and essence of oppression are constantly changing in nature over time. This fact obliges us to explore the myriad ways oppression takes place in contemporary society in order to develop strategies to counter it.
As a way towards achieving this objective, students may choose to either
(i) work with a grassroots community organization involved in confronting one or more forms of oppression, or
(ii) prepare and deliver a class presentation which critically examines the essence and dynamics of oppression, or
(iii) create a web site which will serve a useful function in combating oppression
You are free to choose your own topic related to one or more of the following:
- ableness (e.g. prejudice towards disabled);
- affectional preference (e.g. discrimination against gays/lesbians);
- ageism (e.g. prevailing myths about elderly; exploitation of children);
- class (e.g. corporate globalization, war on poor, control of media);
- the environment (e.g. depletion and poisoning of our natural resources);
- gender (e.g. sexism);
- immigrants & refugees (reporting undocumented persons to INS);
- the political process / state repression (e.g. campaign financing, lobbying, third party movements);
- transgression of civil liberties (e.g., police brutality, racial profiling, prison-industrial complex);
- race (e.g. racism);
- religious / spiritual (persecution of faiths / followers, or empowerment through faith / prayer / meditation to confront oppression);
- mental / physical health (inadequate resources / funds, stigmatizing groups)
Your project or presentation may focus on one area or examine the interplay between a combination of the above phenomena (e.g. environmental racism; violence against immigrant women).
(i) If you choose to do grassroots work with a community group, you must keep a log of the dates and approximate hours you devote to the tasks, and briefly note what you did and any reflections you have about the work or activities as you are doing them, their meaning for you, and relevance to social work. You are expected to devote about 2 hrs. per week to this. This means devoting between 25 to 30 hours to this project over the semester. (Suggestion: The log could be developed in a convenient spiral notebook which you can carry about.) Make copies of what you have logged and turn them in to your instructor about half way through the course (see class schedule). Turn in your completed log at end of semester for a course grade.
Consult your instructor with which organization or group you intend to work and around what activity (ies) no later than the 4th class meeting, handing in a sheet of paper with that information on it.
(ii) If you elect to do an in-class presentation, an outline covering your presentation should be in writing at time of presentation to keep us on track and within a specified time frame.
Depending on the number of scheduled presentations (see below), time for each will likely be limited to between 40-70 minutes. You are encouraged to think critically, be creative in your presentations involving fellow students as much as possible, and to use any audio-visual aides you feel useful, and/or invite guest speakers. Be sure, however, to leave enough time for your own commentary and to have discussion in class. It may be useful for you to consult your instructor for material resources and suggestions.
Students wishing to utilize audio-visual aides such as overheads, video, or film in their presentations are encouraged to make arrangements with the instructor to insure access to a UH audio / video player or projector at least one week prior to date needed. GSSW provides no funds for invited speakers, but free parking can be arranged for them.
Students who wish to illustrate one or more creative ways to raise awareness about oppression through some animated or theatrical skit or artistic display, are strongly encouraged to do so. (You may wish to browse through the Activists Cookbook (see Addendum) published by United for a Fair Economy (call 617-423-2148 or email: firstname.lastname@example.org Web page: http://www.stw.org) This hands-on manual has some fun recipes for agitating folks and attracting the media.
You are expected to make explicit the relevance of your presentation to social work (Hint: Refer to required readings).
You are encouraged to work with one or two other students.
Please consult instructor on topic choice, format, -and for a date and time of giving presentation- no later than after the 4th class meeting. Please write your topic on paper with preferred date for presentation and the names of all participants. You should be working with at least one or two other students on this in-class project. The class electronic list may be useful to announce your interest to others and to get this organized.
(iii) If you choose to create a web site, be sure to discuss your idea with instructor and schedule –no later than the 4th class meeting– a time when your design can be shared in a class demo. A hard copy of the entire site must be turned in so a grade can be given.
Each student will also write her or his own paper. Read and critically review a book identified in this syllabus (see Addendum). After summarily reviewing the book, give your own view(s) and support with references. Attempt to link with references to Gil’s book.
The paper should be about 12 pages, double-spaced and use APA referencing. (Please use a common font like Times around a 12 point size). An abstract not exceeding 3/4 of a page is also required. For more information of expectations on paper, see below (item VII).
Students may elect to write their paper on a feature film or video documentary. This also needs to be approved in advance with the instructor.
Students can elect to write their paper on a 3-hour documentary titled: “A Force MOre Powerful: A Century of Non-Violent Conflict” to be televised on KUHT Public Television (Channel 8) on Monday, 9/25/00 and Tuesday 9/26/00 from 9 to 10:30 p.m. (It is suggested you record it).
VII. Evaluation and Grading
Students are responsible to contribute actively at each class meeting. The success of this class depends on each person accepting responsibility for it. Attendance is expected. Effective participation depends on having read the material assigned for that class session. Students are highly encouraged to demonstrate their familiarity with readings both through class discussions and in their written work. Your active participation is considered in assigning grades. You may also use the Listserv (see below) to facilitate you participation.
Grading criteria overview:
- A clear focus. The paper and class presentation must reveal a clear organization and a progression in what you are examining. Clarity of focus depends on thorough background research.
- Critical analysis. Exposing oppression is not enough. Provide your analysis about why it’s happening –who profits, who loses and what strategies might overcome it.
- Clear expression and composition. Correct grammar and composition are essential for clarity. Effective social work often relies on effective written and oral presentations.
- Originality and creative expression in paper, project or presentation. When giving a presentation, involving other class members, taking risks, using handouts or other learning methods such as small group discussions, audio-visual aides, guest presenters, and just generally investing energy/time in either the presentation or community work project.
- Using the Listserv to firm up your group work, organization.
- Demonstrate familiarity with assigned readings through your work and discussion.
- Supplemental research. Demonstrate experiences, knowledge, readings from outside the course in your work.
Class presentations will be graded according to depth of your analysis, presentation style and organization, as well as originality of topic.
Mid term: 30%
Class participation: 10%
Project or Presentation 30%
Grades are based on a 4.0 scale as delineated in the UH Student Handbook
Academic Honesty and Incompletes: Please consult University policy guidelines found in your UH Students Handbook pertaining to incomplete grades and academic honesty. NOTE: Turning in a paper written for and submitted to another course without prior approval from both concerned instructors constitutes academic dishonesty.
VIII Consultation / Communication
Instructor is available for consultation during office hours (TBA) and by appointment. Office is Room 409 on the fourth floor of the Social Work Building. Phone: (713) 743-8119. Please use email instead of phone when possible:
Fax number is: (713) 713 521-9405 or 743-8149 and must be addressed to the instructor by name.
Please note: It is the student’s responsibility to verify that faxes or Email has been received by the instructor if this method of communication is chosen. Normally, the instructor will acknowledge receipt of any such messages with 2 days. It is not advised that messages which are very sensitive or confidential in nature be sent via Email or by fax, however.
An electronic list (Listserv) has been especially created for this course by your instructor to facilitate communication between students electronically. This may be very helpful if you plan to work on a presentation in a small group and you find it difficult to meet or speak to one another at a specific time, or if you wish to communicate with the class for any other reason. You can also transmit your log entries this way and get feedback more often. If several are working on a project, one can be the person who transmits the information for the group. Instructions will be given out in class on how to get on the list. The Listserv also permits students to participate more if you have something to share after class. Instructor will consider such exchange as indicative of student participation.
The American with Disabilities Act of 1990 requires that the university make reasonable accommodation to persons with disabilities as defined in the act. Students who feel they need
assistanceunder the ADA guidelines should approach the instructor to discuss such consideration.
GRADUATE SCHOOL OF SOCIAL WORK FALL SEMESTER, 2000
SOCW 6322: CONFRONTING OPPRESSION
Class Schedule and Assignments
NOTE: Observe the dates for your section (Tuesday nights or Wednesday afternoons) only when reading this schedule
*CLASS REPORTS: There are a max. 4 possible presentation time-slots of about 1 hr. each.
Instructor reserves right to modify or alter class schedule. In consideration of chosen topics for presentations.
Legend: DATE * Topics, – Readings, > Exercises, x Videos, ß Speakers
(All readings due by the dates shown; other items due are in UPPER CASE)
AUGUST 22 / 23
* Introduction / Overview
*Relevance of oppression to social work
> Ice-breaker Exercise
x Video on successful grassroots organizing to combat oppression
AUGUST 29 / 30
* Elements for defining oppression
* Origins & rationale of theories relevant to understanding oppression
ß Discovering community organizations
- Readings: Clash of ideologies -Carniol (on reserve); Gil, Ch. 1; Robbins et al., Ch. 1.
SEPTEMBER 5 / 6 and 12 / 13
DUE: PRESENTATION, INTERNET, OR COMMUNITY WORK IDEA
* Systems theory : Key concepts and its application to s.w.
* Structural functionalism and ecological approaches
- Readings: Robbins et al., Ch. 2; Gil, Ch. 2
> Applying a systems approach to social work practice: case scenario exercise.
x Counseling a blended family from a systems perspective
SEPTEMBER 19 / 20 and 26 / 27
*Conflict theories: Class conflict; Neo-Marxian; power elites; pluralist interests.
>Power differentials and our places or
>Bridge exercise: aggression vs. assertion
ß Power Elite or Pluralism
- Readings: Robbins et al., Ch. 3; The capitalist threat -Soros (on reserve).
OCTOBER 3 / 4
* Corporate globalization & social work
possible IN-CLASS PRESENTATION on topic
x We are our culture’s stories
ß The Human Impact of Globalization: Implications for Social Work
-Readings: Post-Corporate World: Korten (on reserve).
OCTOBER 10 / 11
NOTE: Meet in Room 345 of Social Work Building (3rd floor)
>Dynamics of power in-class exercise
- Readings: Toxic Targets – Motavalli; Who’s Poisoning Texas? -King (both on reserve)
OCTOBER 17 / 18
*Theories of empowerment: Feminist, anti-racist, non-violent, lesbian and gay empowerment.
Possible IN-CLASS PRESENTATION on topic
>Applying conflict & empowerment theories to s.w.: case scenarios
> ß The Growing Divide: Inequality & Roots of Insecurity
- Readings: Robbins et al., Ch.4; Gil. Ch. 3; Mindful Warriors -Klatte (on reserve).
OCTOBER 24 / 25
MID-TERM TEST (based on class content and readings to date)
LOG (to date) if working on a grassroots community project
x Video on stereotyping based on sexuality and ableness or on topic of partner abuse, or
> Stereotyping class exercise
OCTOBER 31 / NOVEMBER 1
*Behaviorism, Social Learning, Exchange Theory
-Readings: Robbins, et. al. Ch. 11
>Application of theory to practice: case scenario or case discussion
ß Social Change Through a Third Party Option
NOVEMBER 7 / 8
(possible) CLASS PRESENTATION
* Phenomenology, Social Constructionism & Hermeneutics
-Readings: Robbins, et. al. Ch. 10; Gil, Chs. 4 & 5
>Discovering ourselves amidst uncertainty or
x video on the application of politically sensitive, constructivist therapy
NOVEMBER 14 / 15
(possible) CLASS PRESENTATION
x Doing Time, Doing Vipassana
- Readings: Robbins et al. Ch. 12; Gil, Ch. 6; Buddhism in the global economy -Norberg-Hodge (on reserve).
NOVEMBER 21 / 22
(possible) CLASS PRESENTATION
NOVEMBER 28 / 29
LOGS DUE (if doing project) & PAPER DUE
*Wrap up & evaluation
(possible) CLASS PRESENTATION
-Readings: Robbins et al. Ch. 13
List of suggested readings (inclusive of those on reserve)
Entries marked with a dash (-) should NOT be your selection for the required book review as these are usually pamphlets or journal articles rather than books.
Acuña, R. (1981). Occupied America: A History of Chicanos .New York: Harper & Row.
Amott, T.L. and Matthaei, H.A. (1991). Race, gender and work: A multicultural history of women in the United States. Boston: South End Press.
Aristide, J-B. (2000). Eyes of the Heart: Seeking a Path for the Poor in the Age of Globalization. Monroe, ME: Common Courage Press.
Bari, J. (1994) Timber Wars. Monroe, ME: Common Courage Press.
Bedau, H. A. (1969). Civil Disobedience: Theory and Practice . Indianapolis, IN: Bobbs-Merrill Co.
- Bishop, A. (1994).Becoming an Ally: Breaking The Cycle of Oppression. Halifax: Fernwood.
Bondurant, J. (1965). Conquest of Violence: The Ghandian Philosophy of Conflict. Berkeley, CA: U. of CA Press.
Boyd, A. (1997).The Activist Cookbook: Creative Actions for A Fair Economoy. Boston: United For A Fair Economy.
Bullard, R. D. (1987). Invisible Houston: The Black Experience in Boom and Bust. College Station, TX: Texas A & M University Press.
Burrell, G. & Morgan, G. (1979). Sociological Paradigms and Organizational Analysis London: Heinemann.
Burton-Rose, D. (Ed.) (1998). The Celling of America: An Inside Look at the U.S. Prison Industry. Monroe: Common Courage Press.
- Carniol, B. (1984), “Clash of Ideologies in Social Work Education,” Canadian SocialWork Review. pp. 184-199.
Center for Public Integrity (2000). Citizen Muckracking: How to Investigate and Right Wrongs in your Community. Monroe,ME: Common Courage Press.
Chomsky, N. (1988). Manufacturing Consent. (Edward Herman, principal author). New York: Pantheon Books.
Chomsky, N. (1996). Class Warfare: Interviews with David Barsamian. Monroe, ME: Common Courage Press.
Cole, T. R. (1997). No Color Is My Kind. Austin: U. of Texas Press..
Danaher, K. & Burbach, R. (Eds.) (2000). Globalize This! The Battle Against the Worl Trade Organization and Corporate Rule. Monroe, ME: Common Courage Press.
Dobash, E. & Dobash, R. (1992).Women, Violence and Social Change. London & New York: Routledge.
Domhoff, G. W. (1998). Who Rules America: Power and Politics in the Year 2000. Mountain View, CA: Mayfield Pub.
Donziger, S. R. (Ed.). (1996). The Real War on Crime: The Rep[ort of The National Criminal Justice Commission. New York: Harper Collins.
Estes, R. (1995). Tyranny of the Bottom Line . San Francisco, CA: Berrett-KoehlerPublishers.
Faber, D. (1998). The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. New York: Guilford Press.
Feagin, Joe R. (1988). Free Enterprise City: Houston in Political and Economic Perspective. New Brunswick and London: Rutgers University Press.
Ferrato, D. Living with the enemy (1991). New York: Aperture Press.
Fisher, R. Let the people decide (1994). New York: St. Martins Press.
Flanders, L. (1997). Real Majority, Media Minority: The Costs of Sidelining Women in Reporting. Monroe, ME: Common Courage Press.
Freire, P. (1993). Pedagogy of the Oppressed. (Revised Ed.) New York: Continuum
Freire, P. (1995). Pedagogy of Hope. New York, NY: Continuum Press
Fromm, E. (1961). Marx’s Concept of Man . New York: Frederick Ungar Publishing
Garrett, L. (1995). The Coming Plague. Penguin U.S.A.
- Grossman, R. L. and Adams, F.T. (1993). Taking Care of Business: Citizenship & the Charter of Incorporation. Cambridge, MA.: Charter, Ink.
Hamm, M. S. (1993). American Skinheads: The Criminology and Control of Hate Crime Westport, CT: Praeger Publishers.
Hart, W. (1987). The Art of Living: Vipassana Meditation as Taught by S.N. Goenka. San Francisco: Harper.
Hudson, M. (1996). Merchants of Misery: How Corporate America Profits.. Login Publisher
Katz, M. (1989). The Undeserving Poor: From the War on Poverty to the War on Welfare. New York: Pantheon Books.
Kim, J. Y., Millen, J.V., Irwin, A. & Gershman, J. (2000). Dying for Growth: Global Inequality and the Health of the Poor. Monroe, ME: Common Courage Press.
- King, M. (1998). Who’s poisoning Texas? In The Texas Observer, 90 (8), p.8-12.
- Kivel, P. (1995). Uprooting Racism: How White People Can Work for Racial Justice. Gabriola Island, B.C. (Canada): New Society Publishers.
Korten, D. (1995). When Coprorations Rule the World. West Hartford: Kummarian Press.
- Kotler, A. (Ed.). (1996). Engaged Buddhist Reader. Berkeley: Parallax Press.
- Longres, J. F. (1996). Radical social work: Is there a future? In Future Issues for Social Work Pracitce, Raffoul, P. R. and McNeece, C. A. Boston: Allyn & Bacon, p. 229-239.
Mander, G. & Goldsmith, E. (Eds) (1996). The Case Against the Global Economy. Monroe, ME: Common Courage Press.
McChesney, R. (1999). Rich Media Poor Democracy: Communication Politics in Dubious Times. University of Illinois Press.
McGowan, D. (2000). Derailing Democracy: The America the Media Don’t Want You to See. Monroe: ME: Common Courage Press.
Messner, M. (1994). The Politics of Masculinities: Men in Movements. Thousand Oaks: Sage.
Moses, G. (1998). Revolution of Conscience: Martin Luther King Jr. and the Philosohpy of Nonviolence.New York: Guilford Press.
Mokhiber, R. & Weissman, R. (1998). Corporate Predators: The Hunt for Mega-Profits and the Attack on Democracy. Monroe, ME: Common Courage Press.
- Motavalli, J. (1998, July-August)). Toxic targets: Polluters that dump on communities of color…. In E the Environmental Magazine, p.28-41.NY:
Parenti, M. (1993). Inventing Reality:The Politics of the News Media. New York: St. Martin’s Press.
Parenti, M. (1977). Democracy for the Few. New York: St. Martin’s Press.
Parenti, M. (1994). Land of Idols: Political Mythology in America . New York: St.Martin’s Press.
Parenti, M. (1992). Make-Believe Media. New York: St. Martin’s Press.
Pharr, S. Homophobia: A weapon of sexism. Little Rock, AR: Chardon.
Quadagno, J. (1994) The Color of Welfare: How Racism Undermined The War on Poverty. New York: Oxford.
Reiman, J. (1995) The Rich Get Richer And The Poor Get Prison.. Boston, MA: Allyn & Bacon
Shillts, R. (1993). And the band played on. NY: Viking/Penguin.
Shiva, V. (2000). Stolen Harvest: The Hijacking of the Global Food Supply. Cambrideg, MA: South End Press.
Solomon, N. and Cohen, J. (1997). Wizards of Media Oz. Monroe: Common Courage Press.
- Soros, G. (1997), The capitalist threat. Atlantic Monthly. (February), p. 45-58.
Spence, G. (1993). From Freedom to Slavery: The Rebirth of Tyranny in America. New York: St. Martin’s Press.
Stout, K.D. and McPhail, B. (1998). Confronting Sexism & Violence Against Women. New York: Longman.
Trungpa, C. (1996). Meditation in Action. Boston: Shambhala Publications.
Valdivia, A. L. (1995). Feminism, Multiculturalism, and the Media: Global Diversities.Thousand Oaks, CA: Sage.
Whillock, R. K. & Slayden, D. (1995). Hate Speech. Thousand Oaks, CA: Sage.
Weinglass, L. (1995). Race for Justice: Mumia Abu-Jamal’s Fight Against the Death Penalty. Monroe, ME: Common Courage Press.
Additional sources of information may be obtained from:
(1) Particular magazines or journals offering critical analysis of contemporary and controversial issues for stories/ideas about the essence and dynamics of oppression.. For example, explore issues of The Covert Action Quarterly; MS; The Nation; Prison
Legal News; The Texas Observer; The UTNE Reader, Mother Jones, etc.
(2) Electronic sources of information regarding current and controversial issues include:
Your instructor’s resource page is rich with hot links to fascinating sites on the Internet. Just go to:
Pacifica Radio KPFT (90.1 F.M.) in the Houston area offers a rich source of potentially relevant information for this course. In particular, your attention is directed to programs called “Democracy Now,” “Progressive Forum,” “Lesbian & Gay Voices,” “Alternative Radio,” and “Counterspin.” A program guide for KPFT may be obtained by calling 526-4000. Visit them on the
Internet at: http://www.kpft.org
(3) There are a number of progressive associations you may wish to contact for materials, project ideas, and/or guest speakers. A partial list follows:
Association of Community Organizing for Reform Now (ACORN);
American Civil Liberties Union (ACLU); American Friends Service Committee;
Amnesty International; Bertha Capen Reynolds Society; Children’s Defense Fund;
Center for Popular Economics; Center for the Healing of Racism;
Center on Budget & Policy Priorities; Center on Social Welfare, Policy & Law;
Council of Ethnic Organizations (UH); Gray Panthers; Houston Area Women’s Center;
Houston Greens; Houston Sierra Club; La Resistencia; Parents and Friends of Lesbians &
Gays (PFLAG); The PIVOT Project of AVDA; NAACP; National Coalition for the Homeless; National Network for Immigrant & Refugee Rights; National Organization for
Women; Texas Council on Family Violence; Texas Immigration & Refugee Coalition;
Texas State Employees Union; UH Latina Coalition.
(4) Still searching for issues involving oppression? Desire to broaden your understanding of a chosen theme? Tapes and/or transcripts of lectures from the following persons will surely enlighten: (Titles in parenthesis indicate more than one title is available by person.)
Mimi Abramovitz “The Attack on Women & Welfare”
David Barsamian (“The Right-Wing Attack on Public Broadcasting”);
Larry Bensky (“The Right Wing Agenda in Congress”);
Chip Berlet (“The Rise of the Religious Right”);
Rubén Blades (“A Latino Response to Cultural Cleansing”);
John Cavanagh (“Global Dreams: Imperial Corporations”);
Noam Chomsky (too numerous to list – but see books identified above);
Ward Churchill (“Genocide: The Case of Native America”);
Jeff Cohen (“Media Monopolies: Corporate Merger Mania”);
Chuck Collins (“Aid to Dependent Corporations” & “Ending Corporate Welfare”);
Ron Daniels (“Racism: Past and Present”);
Angela Davis (“Report from Harlem”);
Sara Diamond (“The Politics of the Christian Right”);
Barbara Ehrenreich (“Militias and the Shift to the Right,” “A Progressive Vision for Social Change” & “The End of Caring”);
Laura Flanders (“Media and the Contract with America”);
Bell Hooks (“Killing Rage: Ending Racism”);
Danny Kennedy (“World Bank/IMF: Fifty Years is Enough”);
Charlie Kernaghan “Reports from the Global Factory”
Winona LaDuke (“Social Justice, Racism and the Environmental Movement”);
Manning Marable/Roslyn Baxandall et al. “Rethinking Marxism”;
Chandra Talpade Mohanty “Third World Feminist Struggles and the New World Order”;
David Montgomery “The Union Movement: History and Prospects”;
Ralph Nader (“Corporate Power: Profits Before People” and “Washington Rules”);
Michael Parenti (see books listed above);
Steven Pinker “The Language Instinct: How the Mind Creates Language”;
Francis Fox Piven “Welfare Myths and Facts”;
Sister Helen Prejean “Death Row: Into the Belly of the Beast”;
Herbert Schiller “Corporate Control of Information” & “Corporate Monopoly of Expression”;
Peter Dale Scott “The Politics of Global Drug Trafficking”;
Mab Segrest “Backlash: Community or Chaos in the Twenty-First Century”;
Vandana Shiva “Recovering the Commons”;
Christopher Simpson “Science of Coercion: Psychological Warfare”;
Holly Sklar “Wealth, Poverty and Power” & “Scapegoating the Poor”;
Haunani-Kay Trask “Environmental Racism in Hawaii and the Pacific Basin” &”The Struggle for Indigenous Rights: From Chiapas to Hawaii”;
Urvashi Vaid “Virtual Equality: The Gay and Lesbian Movement”;
Robert Williams “Sovereignty, Racism and Indian Rights: The Case for Indian Self-Determination”;
Howard Zinn/William Keach/Lawrence Hayes/Cornel West “Stop the Death Penalty”.
Tapes/transcripts are available for a fee from: Alternative Radio, P.O. Box 551, Boulder
CO. 80306 (1+800+ 444-1977). A complete list of speakers and topics is available for
$1.00 from same source. Email: email@example.com