Paper Workers’ Folk Political Economy Versus Neoliberalism

This chapter reviews that the class resistance in Maine's paper industry has waned since the 1990s, including the movement culture which shaped and sustained it. It looks at the folk political economy and economic imagination that has resonance for Mainers and is considered a cultural artifact that can be joined in a critique of neoliberal capitalism. It also explores the widespread antipathy to key features of the neoliberal era. The chapter discusses the loss of local ownership and control of enterprises and the replacement of Chandlerian stability with the fierce and ugly rationalization imposed by financial investors. It refers to antipathy that is aimed at neoliberalism's assumption that only unfettered private markets provide good economic outcomes.

The reality of inclusion in physical education in the Brazilian school system

Our purpose in this article was threefold. First, we attempted to analyze evidences of inclusion in the Brazilian school, and we argued that inclusion still is a long road ahead, particularly, in the field of physical education. In relation to inclusion, we used data provided by the Brazilian government itself to demonstrate several issues of concern, including some with educational governing bodies. Second, we examined how the Brazilian physical education national curriculum parameters have been tailored in their pedagogical recommendations to accommodate the “movement culture” approach. Although physical educators endorsed the new curricular directives, their practice in school with inclusion revealed troublesome situations. Overall, they admitted that they did not feel prepared to work with students with disability in their classes, and they feel that they need continuing education, as well as actual administrative/government investments. Third, we introduced concepts from dynamic systems theory to our adapted physical education practice while working with people with disabilities in inclusive settings. We illustrated the theory in its application to the physical education practices by reporting a lifetime of work in outreach programs in the field of adapted physical activity (APA), at São Paulo State University at Rio Claro. The complexities in the practice of inclusive school physical education require a holistic approach, which we feel can be accomplished through the employment of dynamic systems concepts. Whether epistemological directions include the movement culture approach or dynamic systems theory, or a hybrid, these efforts must be sustained by committed teachers, the school system, government leaders, families, and the entire community.

The reality of inclusion in physical education in the Brazilian school system

Our purpose in this article was threefold. First, we attempted to analyze evidences of inclusion in the Brazilian school, and we argued that inclusion still is a long road ahead, particularly, in the field of physical education. In relation to inclusion, we used data provided by the Brazilian government itself to demonstrate several issues of concern, including some with educational governing bodies. Second, we examined how the Brazilian physical education national curriculum parameters have been tailored in their pedagogical recommendations to accommodate the “movement culture” approach. Although physical educators endorsed the new curricular directives, their practice in school with inclusion revealed troublesome situations. Overall, they admitted that they did not feel prepared to work with students with disability in their classes, and they feel that they need continuing education, as well as actual administrative/government investments. Third, we introduced concepts from dynamic systems theory to our adapted physical education practice while working with people with disabilities in inclusive settings. We illustrated the theory in its application to the physical education practices by reporting a lifetime of work in outreach programs in the field of adapted physical activity (APA), at São Paulo State University at Rio Claro. The complexities in the practice of inclusive school physical education require a holistic approach, which we feel can be accomplished through the employment of dynamic systems concepts. Whether epistemological directions include the movement culture approach or dynamic systems theory, or a hybrid, these efforts must be sustained by committed teachers, the school system, government leaders, families, and the entire community.

Evolving Documentaries and Social Change

Opening with Barbara Kopple’s groundbreaking 1976 film, Harlan County, U.S.A., this chapter provides historical highlights to reveal how shifting cultural backdrops provided the fertile ground for documentary filmmakers, philanthropists, and new organizations to shape the practices, forms, values, marketplace, and audiences for present-day documentary storytelling and the ecology of professionals who enable and produce them. The bedrock values and practices of the contemporary social-issue documentary tradition evolved through individual organizations and people who laid the groundwork during the analog age, spurred by tumultuous demands for equity and a climate of social consciousness. Chapter 2 provides historical highlights organized by four core themes: enabling infrastructure developed out of movement culture and tension, civic motivation in documentary practice, representation of diverse voices and experiences, and shifting media platforms and technology that have aided documentary’s marketplace expansion. As other chapters illustrate, these themes underlie present-day documentary practice and public engagement.

Origin Stories

Part II traces 15-M from its origins to the end of the occupation of Madrid’s central plaza, the Puerta del Sol. The Introduction to Part II argues for the need to distinguish analytically between the original 15-M protest, the 15-M occupation camps of the squares (or acamapadas), and the 15-M movement that adopted this label following the original protests and occupations. Although the three are closely connected, each have distinct features that shape their emergence and evolution. Distinguishing between them allows us to evaluate claims about spontaneity, newness, and the role of digital media and tools in creating new organizing logics of collective action. It also introduces key aspects of the Spanish asambleario autonomous movement culture that deeply influenced the organizational forms and orientations of the 15-M movement.

Stirrings

In the last three decades of the twentieth century, government cutbacks, stagnating wages, AIDS, and gentrification pushed ever more people into poverty, and hunger reached levels unseen since the Depression. In response, New Yorkers set the stage for a nationwide food justice movement. Whether organizing school lunch campaigns, establishing food co-ops, or lobbying city officials, citizen-activists made food a political issue, uniting communities across lines of difference. The charismatic, usually female leaders of these efforts were often products of earlier movements: American communism, civil rights activism, feminism, even Eastern mysticism. Situating food justice within these rich lineages, Lana Dee Povitz demonstrates how grassroots activism continued to thrive, even as it was transformed by unrelenting erosion of the country's already fragile social safety net. Using dozens of new oral histories and archives, Povitz reveals the colorful characters who worked behind the scenes to build and sustain the movement, and illuminates how people worked together to overturn hierarchies rooted in class and race, reorienting the history of food activism as a community-based response to austerity. The first book-length history of food activism in a major American city, Stirrings highlights the emotional, intimate, and interpersonal aspects of social movement culture.