Training for Change. George Lakey, director; Daniel Hunter, program director.  Helping groups stand up for justice, peace, and the environment through strategic non-violence.

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Glossary of
direct education
terminology
sociogram: an exercise in which participants arrange their bodies to show something about themselves or to stimulate a new awareness. For example, participants are asked to range themselves along a line that shows how long they've been active with a particular cause. See also "spectrum."
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Home arrow Publications arrow Articles arrow Nonviolent Action as the Sword that Heals


Nonviolent Action as the Sword that Heals   PDF  Print  E-mail 
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Nonviolent Action as the Sword that Heals
Where can I agree?
Strategy for violent revolution?
Is pacifism axiomatic among progressives?
Were the Jews in the Holocaust nonviolent?
Does nonviolent action depend on threats of violence?
Can\'t governments crush nonviolent movements?
Isn\'t violence advisable for self-defense?
Is nonviolent action a white thing?
Is there a racist division between street actions and alternative building?
Doesn\'t a pragmatic activist want to be open?
Isn\'t nonviolent revolution a contradiction?
How can a pragmatic revolutionist decide?
How can we choose while strategies are getting created?
Footnotes
Page 6 of 15
Does the success of nonviolent action depend on violence threatened or used by others in the situation?

Ward argues that the successes for nonviolence in the Indian struggle against Britain and the U.S. civil rights movement were in reality dependent on violence. He believes that Britain had just exhausted itself militarily in World War II and couldn't maintain its dominance of India through arms, so it surrendered. The war made independence possible. The problem with this argument is that Britain went on to maintain other colonies well past Indian independence in 1948. One dramatic example is Britain's ruthless suppression of the Mao Mao rebellion in Kenya in the 1950s by bombing villages. Britain retained capacity for major military response to an armed struggle for independence, but couldn't continue domination against a nonviolent struggle for independence. It's not that the war made Indian independence possible: it's that the Indian people's own noncooperation made Indian independence possible.

In the case of the U.S. civil rights struggle, at the risk of over-simplification I'd identify the curve of effectiveness in achieving tangible, concrete goals like this: 1955-1965, the curve goes up and up. Some of the goals were: to integrate buses (Montgomery, Freedom rides); to integrate lunch counters and other public accommodations (sit-ins, stand-ins, swim-ins, etc. the Birmingham campaign and the 1964 Civil Rights Act); to enable blacks to vote in the deep South (Mississippi Summer, Selma March, the 1965 Voting Rights Act).

The curve starts downward from 1965 in terms of major beachheads taken by the mass movement, although for years afterward there was implementation of what was made possible by earlier gains, like getting black officials elected even in the deep South. Notably, from 1965 there were riots in northern cities like Newark, Philadelphia, Detroit, and Watts, and the rise of the Deacons of Defense and Black Panther Party. By 1968 even non-threatening legislation like a bill to fund rat control in inner cities was openly laughed at in the House of Representatives. The mass civil rights movement lost much of its power precisely at the time when it lost its consensus on nonviolent struggle as the basis for mass action.





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[Leadership for Change]
LEADERSHIP FOR CHANGE: Toward a Feminist Model
By Bruce Kokopeli & George Lakey

This practical book will help you break away from old leadership forms and head toward empowering change. The book breaks leadership functions down into their component parts, listing 20 separate task and morale functions that good leaders usually perform. It then provides a framework for people who seek to do their work in new ways.

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3241 Columbus Avenue
Minneapolis, MN 55407

 


 
Training for Change     3241 Columbus Avenue, South Minneapolis, MN 55407 USA     peacelearn@igc.org     ph:612-827-7323