Learning from the Social Movements of the 1960s

2019 ◽  
pp. 575-588
Author(s):  
Oliver Fein ◽  
Charlotte S. Phillips
Keyword(s):  
Social Movements ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Health Workers ◽  
The United States ◽  
Social Injustice ◽  
New Social Movements ◽  
Single Issue ◽  
The Social ◽  
The 1960S

This chapter describes how we can learn from the social movements of the 1960s in the United States and apply insights from those social movements to address social injustice today. Social movements have had, and will continue to have, a powerful impact on medicine and public health, motivating and energizing health workers to address social injustice. The authors, in part drawing from their personal experiences, describe the civil rights movement, the student movement, the anti-war movement, the women’s movement, the gay rights movement, and new social movements. The authors conclude that the experiences of the 1960s teach us that, as new social movements emerge, it is important for single-issue movements to unite with each other and collaborate for progressive change.

LOHAS, Social Reform, and Good Capitalism

2017 ◽  
Author(s):  
Monica M. Emerich
Keyword(s):  
Social Movements ◽  
Civil Rights ◽  
Social Reform ◽  
The United States ◽  
Green Party ◽  
Global Citizen ◽  
Early American ◽  
Inner Work ◽  
The Social ◽  
The 1960S

This chapter takes up with the healed self, the newly “conscious” change-agent, now interpellated as global “citizen” as he and she move from inner work to externalized work in the world. It focuses on social reform and the idea of “good capitalism” in LOHAS narratives. Capitalism must be exonerated in LOHAS culture, and to do so means that certain perceptions and practices that have been treated as economic and cultural axioms need to be reworked. LOHAS begins with the idea of success. The chapter investigates how the texts attempt to juggle a new meaning of success that entails doing with less—but better things—while still promoting the interests of capital. It historicizes LOHAS discourse to reveal how it is informed by various social movements including early American Christian Reform, the European Green Party of the 1960s, and the social movements occurring in the 1960s in the United States, including environmentalism, feminism, and civil rights.

Racial Realities

2020 ◽  
pp. 9-24
Author(s):  
Natsu Taylor Saito
Keyword(s):  
United States ◽  
Structural Change ◽  
Civil Rights ◽  
Racial Disparities ◽  
Civil Rights Movement ◽  
White Supremacy ◽  
The United States ◽  
Community Empowerment ◽  
American Indian Movement ◽  
The 1960S

In the 1960s, global decolonization and the civil rights movement inspired hope for structural change in the United States, but more than fifty years later, racial disparities in income and wealth, education, employment, health, housing, and incarceration remain entrenched. In addition, we have seen a resurgence of overt White supremacy following the election of President Trump. This chapter considers the potential of movements like Black Lives Matter and the Standing Rock water protectors in light of the experiences of the Black Panther Party, the American Indian Movement, and other efforts at community empowerment in the “long sixties.”

Introduction

Troublemakers ◽  
2019 ◽  
pp. 1-10
Author(s):  
Kathryn Schumaker
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
The United States ◽  
Board Of Education ◽  
Chicano Movement ◽  
Legal Principles ◽  
History Of ◽  
The 1960S ◽  
Relationship Of ◽  
The Relationship

The introductionexplains how and why student protest became common in the United States in the late 1960s and places these protests in the context of shifts in the history of education and in broader social movements, including the civil rights movement, the Chicano Movement, and black power activism. The introduction also situates students’ rights within the context of children’s rights more broadly, explaining the legal principles that justified age discrimination and excluded children and students from the basic protections of American constitutional law. The introduction identifies the two decades between the 1960s and 1980s as a constitutional moment that revolutionized the relationship of students to the state. It also connects students’ rights litigation to the issue of school desegregation and the legacy of Brown v. Board of Education.

1968: Music as Rhetoric in Social Movements

2017 ◽  
Vol 9 (2) ◽  
pp. 71
Author(s):  
Mark Goodman ◽  
Stephen Brandon ◽  
Melody Fisher
Keyword(s):  
Social Movements ◽  
Vietnam War ◽  
Public Discourse ◽  
Rhetorical Criticism ◽  
The United States ◽  
The Social ◽  
Rhetorical Practice ◽  
The 1960S ◽  
Rhetorical Force ◽  
Insight Into

<p>In 1968 social movements sparked rhetorical discourses which occurred in many nations and on hundreds of colleges and in communities across the United States.  These rhetorical discourses ultimately changed the direction of human events.  Sometimes these points of ideological protests shared views on specific issues, especially demonstrations against the Vietnam War, but each conflict was also its own local conflict.  There is no evidence that any specific group organized the protests, or that speakers motivated demonstrations, or that the rhetoric of one protest caused other protests.  Yet, the protests were not just spontaneous fires that happened to occur in the same year. So, how is it that so many protesters shared the desire for change and shared rhetoric, but each protest was sparked by local issues?  Answering that question provides insight into how the rhetoric of social movements occurred in 1968. </p><p>               Many scholars call for the study of the social movements of the 1960s.  Jensen (1996) argues, “The events of the 1960s dramatically increased the interest in studying social movements and forced rhetorical scholars to reconsider their methods for studying public discourse” (p. 28). To Lucas (2006), “Words became weapons in the cultural conflict that divided America” (x). Schippa (2001) wrote, “Many accounts identify the 1960s as a turning point. For better or for worse, there was a confluence of changing rhetorical practices, expanding rhetorical theories, and opportunities for rhetorical criticism. The cultural clashes of the 1960s were felt perhaps most acutely on college campuses. The sufficiency of deliberative argument and public address can be said to have been called into question, whether one was an antiwar activist who hated LBJ's war in Vietnam or a pro-establishment stalwart trying to make sense of the rhetoric of protest and demonstration. Years later, scholars would characterize war itself as rhetorical. What counted as rhetorical practice was up for grabs”(p. 261).</p>               First, this paper will frame the protest movement of 1968.  Then, we will search for the common factors that shaped the protests of 1968, focusing on the role of music. This analysis will provide insight into how music became a rhetorical force in a significant social movement of the 20th Century.

Introduction

2018 ◽  
pp. 3-10
Author(s):  
Elaine Allen Lechtreck
Keyword(s):  
United States ◽  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
The United States ◽  
Social Gospel ◽  
Southern States ◽  
The Social ◽  
History Of ◽  
Martin Luther King

The introduction includes Bible verses cited by ministers to defend segregation and verses to oppose segregation. There are slices of the history of the United States, the Civil Rights Movement, and African American history. The southern states, where white ministers confronted segregation, are identified. The term “minister” is explained as well as the variety of labels given these ministers ranging from “Liberal,” Progressive,” “Neo-Orthodox,” “Evangelical Liberal,” “open conservative,” ‘Last Hurrah of the Social Gospel Movement” to “Trouble Maker,” “Traitor, “ “Atheist,” “Communist,” “N_____ Lover.” Rachel Henderlite, the only woman minister mentioned in the book, is identified. Synopses of the book’s seven chapters are included. Comments by historians David Chappell, Charles Reagan Wilson, Martin Luther King, Jr., Ernest Campbell, and Thomas Pettigrew are cited.

scholarly journals The Social Position of Women in Cities in the USA During the 1960s-1980s

2020 ◽  
Vol 5 (1) ◽  
pp. 40-53
Author(s):  
Vlada V. Koroleva
Keyword(s):  
Civil Rights ◽  
Urban Space ◽  
American Woman ◽  
The United States ◽  
House Arrest ◽  
The Social ◽  
Self Development ◽  
The Usa ◽  
The 1960S ◽  
Women's Libraries

The article is dedicated to the problem of the position of women in cities and to creation and formation of “women’s spaces” in the United States in 1960-1980. Following the development of the second wave of feminism, we focused the attention not only on the movement for civil rights itself but also on the activities of organizations and women who were trying to improve the living conditions of female citizens. Prisoners in their homes, women have always been associated more with the suburbs than with the cities themselves. They were never seen as citizens, but rather as rare guests in this urban space. In order to make cities more women-friendly, feminists began to create exclusive women’s spaces that would help women not only get out from their house-arrest but also solve difficult life situations. Shelters, women’s health centers, women’s libraries, book clubs and kindergartens – all of these new spaces helped an American woman move out of the alienation spaces of their houses and gain new opportunities for self-development.

scholarly journals W. E. B. Du Bois on Brown v. Board of Education

2004 ◽  
Vol 27 (1) ◽  
pp. 23-31
Author(s):  
Stanley O. Gaines
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Ethnic Studies ◽  
Supreme Court Decision ◽  
The United States ◽  
Board Of Education ◽  
Political Contributions ◽  
Civil Rights Era ◽  
Du Bois ◽  
The 1960S

The 1960s have been described as the “civil rights decade” in American history. Few scholar-activists have been identified as strongly with the legal, social, economic, and political changes culminating in the 1960s as has African American historian, sociologist, psychologist W. E. B. Du Bois. Inexplicably, in 2003, the 100-year anniversary of Du Bois' classic, The Souls of Black Folk (1903), came and went with little fanfare within or outside of academia. However, in 2004, the 50-year anniversary of the initial U. S. Supreme Court decision in Brown v. Board of Education (1954) presents an opportunity for ethnic studies in general, and Black studies in particular, to acknowledge the intellectual and political contributions of Du Bois to the civil rights movement in the United States. In the post-Civil Rights Era, some authors have suggested that Du Bois opposed the initial Brown v. Board of Education (1954) ruling. In contrast, I observe in the present paper that Du Bois (1957) opposed the U. S. Supreme Court's subsequent (1955) ruling that invoked the much-criticized term “with all deliberate speed,” rather than the initial (1954) ruling that rendered the “separate but equal” doctrine unconstitutional. Moreover, I contend that Du Bois' own values and attitudes were fully consistent with his position on the (1954, 1955) decisions.

scholarly journals Voice and Silence in Jacqueline Woodson’s Brown Girl Dreaming

2021 ◽  
Vol 10 ◽  
pp. BB102-BB118
Author(s):  
Helma Van Lierop-Debrauwer
Keyword(s):  
Young Adult ◽  
Civil Rights ◽  
Identity Formation ◽  
Civil Rights Movement ◽  
Young Adult Literature ◽  
Coming Of Age ◽  
The United States ◽  
The Novel ◽  
The 1960S ◽  
Voice And Silence

In 2014, the American writer Jacqueline Woodson published Brown Girl Dreaming, the story of her childhood in free verse, which was classified as young adult literature. Most US reviewers characterized and appreciated the book both as a human rights narrative of a young brown girl’s coming of age against the socio-political background of racism and the Civil Rights Movement in the United States of the 1960s, and as a personal history of her development as a writer. In this article the major focus will be on how Brown Girl Dreaming as both a political memoir and an autobiographical narrative of identity formation is fleshed out. On the basis of my analysis of these two plot lines, I will further argue that its categorization as young adult literature disguises that the novel addresses a dual audience of adult and young readers. In my argumentation related to the political and personal character of the novel, as well as in my discussion of the crossover potential of Brown Girl Dreaming, I will focus on the presence of voice and silence.

Latinxs and the US Census

2021 ◽  
Author(s):  
G. Cristina Mora
Keyword(s):  
Civil Rights ◽  
Civil Rights Movement ◽  
Census Data ◽  
The United States ◽  
Census Bureau ◽  
Census Count ◽  
Advocacy Groups ◽  
Size Growth ◽  
The Government ◽  
The 1960S

The question of how to classify and count Latinxs has perplexed citizens and state officials alike for decades. Although Latinxs in the United States have been counted in every census the nation has conducted, it was not until the 1930s that the issue of race came to the fore as the politics of who Latinxs were and whether the government should simply classify them as White became contested. These issues were amplified in the 1960s when Chicano and Boricua—Puerto Rican—activists, inspired by the Black civil rights movement, demanded that their communities be counted as distinct from Anglos. Decades of racial terror, community denigration, and colonialism, they contended, had made the Latinx experience distinct from that of Whites. A separate classification, activists argued, would allow them to have data on the state of their communities and make claims on government resources. Having census data on Hispanic/Latino poverty, for example, would allow Latinx advocacy groups to lobby for anti-poverty programs in their communities. Yet the issue of race and Latinxs continued to be thorny as the Census Bureau struggled with how to create a classification broad enough to encompass the immense racial, social, and cultural diversity of Latinxs. As of 2020, the issue remains unresolved as the Bureau continues to officially classify Latinxs as ethnically Hispanic/Latino but racially White, even though the bulk of research shows that about half of Latinxs consistently check the “some other race” box on census forms. More recent Latinx census politics centers on the issue of whether the Census Bureau should include a citizenship question on census forms. Latinx advocacy groups and academics have long argued that such a question would dampen Latinx census participation and effect the usefulness of census data for making claims about the size, growth, and future of the Latinx community. These politics came to a head in the months leading up to the 2020 census count as the Trump administration attempted to overturn decades of protocol and add a citizenship question to the decennial census form.

THE HISTORY AND PROGRESS OF BLACK CITIZENSHIP

2019 ◽  
Vol 16 (1) ◽  
pp. 267-277
Author(s):  
Leah Wright Rigueur ◽  
Anna Beshlian
Keyword(s):  
United States ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Black People ◽  
Economic Status ◽  
The United States ◽  
Equal Rights ◽  
Strategic Approach ◽  
Black Life ◽  
The 1960S

AbstractThis paper offers a broad overview of Black citizenship within the United States, concentrating on the major shifts in Black life that have transpired since the classical phase of the Civil Rights Movement of the 1960s. We examine several critical aspects of Black citizenship including economic status, education, criminal justice and mass incarceration, and political participation. Our report reveals that Black progress toward equal citizenship is inconsistent at best; at worst, it is stagnant and at times, regressive. As such, we conclude that dramatic solutions beyond traditional reformist approaches are needed in order to realize genuine citizenship and equal rights for Black people within the United States. In closing, we briefly highlight a specific example of a strategic approach to advancing substantive social and political change.

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