Announcing the Protest Spaces Research Network

(This post originally appeared on the Protest Spaces Research Network Blog)

In February 2014, Jared Donnelly and I sat in the audience at a conference in Lisbon, Portugal – “Resisting War in the Twentieth Century” – and wondered what would happen if historians started to consider space more systematically in protest movement research. What would a map of all the protest events we studied across dozens of archives look like? What could we learn from it? The Protest Spaces mapping pilot project was born.

Four years later, it is clear that the question of space in protest movement research is much broader than mapping. The Protest Spaces Mapping Project will remain a cornerstone of this interdisciplinary network; the first of what I hope will be many projects to come. I envision the network as a place for participants to discuss potential projects, collaborate, and share skills, regardless of their primary projects. In the case of peace movement research, Norwegian sociologist Johan Galtung argues “the peace researcher has no fatherland.”[1] Not only are many activist networks transnational, researching activists and activism is inherently a transnational endeavor. The digital turn enables us to make the analysis and dissemination of protest movement research a transnational effort as well.

This is a call to researchers, archivists, developers, activists, and students of any discipline interested in the intersection of spatial humanities, digital humanities, and protest movement research.

The Protest Spaces Research Network will connect individuals across disciplinary, national, and professional boundaries to create a research community dedicated to exploring the spaces of protest. One of the main goals of this network is to conceptualize the meanings of “space” for protest research, ranging from physical locations of protest events to virtual spaces and archival spaces.

The first task of the Protest Spaces Research Network will be to organize a conference to assess the current state of transnational protest movement research and foster connections between participants with existing or planned projects. I will post all updates on the conference on the network site and on Twitter @protestspaces.

Please complete this form if you would like to join or receive updates from the Protest Spaces Research Network. Contact me at shelley.rose@csuohio.edu with any questions or inquiries.

References:

  1. Quoted in Heikki Patomaki, “The Challenge of Critical Theories: PeaceResearch at the Start of the New Century,” Journal of Peace Research 38, No. 6(2001): 730.

GSA 2018: Politics of Protest & Gender, PBL & DH

The German Studies Association conference is well underway – you can follow the #gsa2018 and #gsadh to keep up with all the exciting panels.

I will update this post with a conference debrief, but for now here is a link to my own slides on digital humanities and pedagogy. I have included links to syllabi, assignments, and rubrics that I use to teach digital methods at Cleveland State University. Feel free to contact me with any questions!

UPDATE: You can read more about the digital humanities research seminar here.

Politics of Peace and Gender + Digital Humanities

*This post originally appeared on the Peace & Change Blog on July 23, 2018.

For a couple years now, department colleagues have encouraged me to find a space where my research in protest movements and gender intersected with my interests in digital humanities and pedagogy. The product of those conversations is a course I offered in Fall 2017, “The Politics of Peace and Gender.” Excited by the possibility of sharing my passion for these fields with my students, I had three main goals:

    1. Focus the course on the interdisciplinary work of geographers, political scientists, sociologists, historians, anthropologists, musicologists, and activists;
    2. Emphasize the transferable skills our department and the AHA argue are an essential part of history education;
    3. Pilot this course as a methods course for a future certificate or minor program in digital humanities at CSU.

Here is the description from the syllabus: 

This course investigates perceptions of peace and gender in politics, drawing on insights from international relations and human rights history to study gendered conceptualizations of peace as “feminine” and assumptions that militarism and war are historically “masculine.” The chronology of the course begins with Bertha von Suttner’s pacifist novel Lay Down your Arms! (1889) and ends in the present day. Through primary and secondary research, students will evaluate the importance of gender analysis in the study of war and its opponents. In particular, this course emphasizes the various roles of men and women participating in protest events and the spaces they choose occupy. The course fosters a transnational perspective, highlighting different historical and geographical contexts such as 19th– century nationalism in Europe, the experience and aftermath of World War I, international debates around disarmament including nuclear disarmament, gendered violence during the dirty wars in Latin America, and more recent mass transnational protest events such as the Women’s March on Washington and the Occupy Movement. 

“Politics of Peace and Gender” enrolled 13 undergraduates, 2 graduate students, and 3 “Project 60” students. This was one of the most academically diverse groups of students I have ever taught in an upper-level history course. Not only did students range in technical ability, they came to the course from various majors and programs including Asian Studies, Black Studies, Education, English, Gender and Women’s Studies, History, Political Science, Psychology, and Social Studies. Early in the semester, I adopted the strategy of pulling key terms from our daily readings and posting them on the course chat (in this case we used university-supported Microsoft Teams). I also wrote the term list on the whiteboard in the classroom before each discussion. While I took attendance, students could walk to the board and put a checkmark next to the term(s) they wanted to be sure we reviewed during our session. This turned out to be a valuable exercise due to the interdisciplinary nature of both the materials and students. For instance, a term like “thick description” is familiar to history and anthropology students, but often unfamiliar to psychologists and others in the room.  

In order to emphasize transferable skills, I approached this course as a digital methods course where students created an Omeka exhibit on a protest event of their choice as a final project. I drew heavily on my experience with project-based learning (PBL) and used the student-created exhibits from the Colored Conventions Project as a model to design a series of weekly skill-based labs that provided a foundation for the final project. I thought carefully about the branding for this course, and ultimately decided to use the word “lab” for work sessions. While the idea of a laboratory is borrowed from STEM fields, I use it to emphasize that these sessions are a time to experiment with digital methods. I made a conscious effort to convey to my students that it was ok to stumble, or even fail, when creating digital content – just like many scientists.  

I love that digital humanities methods and projects challenge the assumption among academics and students that all assignments must represent a “finished” product. I stress to my students that it is fine to have work in progress. After all, academics present their own work at conferences before polishing ideas into an article or book. This is the reason why I grade labs separately from the final project (which deviates slightly from the traditional PBL model). My goal is to provide students with space to grow and, I hope, to be more courageous in their final project. Students were able to use network diagrams, maps, and other elements from their labs, but they were not required to use all of them in order to preserve the element of choice that is considered key to PBL.  

Project-based learning calls for a public product for the final projects. The “Politics of Peace and Gender,” student exhibits are posted on a public Omeka site. All students were required to present their exhibit at the DigitalCSU working group research showcase in our library at the end of the semester. At the time, I hosted the site as a subdomain on my own website. I am now in the process of working with the CSU library to archive this site on their servers to ensure sustainability and to link it more clearly to the university’s Bepress site, EngagedScholarship @ CSU. Students were evaluated according to this rubric. 

As a special topics course “Politics of Peace and Gender” was cross-listed for both undergraduate and M.A. students. Each M.A. student completed the Omeka exhibit and also wrote an academic blog post. You can read Katherine Behnke’s post on Bernadette Devlin on the Peace & Change blog. It’s an excellent example of how research for the digital exhibit revealed a significant gap in the historiography of a well-known protest event. 

Student exhibits covered topics from The 1919 May 4th Incident in China to Bloody Sunday in Northern Ireland. You can view them all on http://csuhisppg.shelleyrose.org/ 

Where is Standing Rock?

Note: The original post appeared on the Peace & Change blog.

It’s not where you think it is.

Like many, I have been following the protests against the Dakota Access Pipeline (DAPL) and the establishment of the Sacred Stone Camp in April 2016. (see this helpful timeline from Mother Jones) When I signed into Facebook this morning, my feed was flooded with friends and colleagues checking in at Standing Rock, ND.

My first thought: I’ve definitely missed something big.

It soon became clear that my contacts had not all traveled to North Dakota overnight. So what changed in the movement? The exact origins of this virtual campaign remain unclear, but Kim LaCapria of Snopes.com reports that it did not originate with the Sacred Stone Camp. Regardless of the campaign’s origins, No-DAPL supporters checking-in on Facebook occupy the growing virtual space of Standing Rock: harnessing the power of social media, and bringing the physical confrontation to the digital realm. Here I again ask the question: Where is Standing Rock?

The Standing Rock movement is intricately tied to both the physical location of the Sacred Stone Camp and virtual locations for protest on social media, including the Standing Rock Facebook page and #NoDAPL tag. As an historian interested in space as a lens into protest movement histories (ok, borderline obsessed), this is an excellent example of how protests and the spaces they occupy are intimately linked, and most often, deliberately chosen. While a single blog post cannot provide a thorough analysis of protest spaces, here I offer three reasons why the Standing Rock locations matter.

 

1. Location-based Protest and Communities of Practice

Shared physical spaces brings individuals together around a common issue and establishes common narratives in ways that cannot be discounted in the study of protest movements. Spatial proximity fosters a heightened sense of community, profoundly impacting individual activists long after they leave the protest site. Huffington Post’s Katie Scarlett Brandt describes this feeling well in her recent article “I am a White Person Who Went to Standing Rock. This is What I Learned.” Brandt’s thick description of sleeping outside at the camp, waking up to the mundane sounds of her fellow activists starting their day, and being embedded in the routine of the movement all supports the role of shared space in the creation of activist communities of practice. As a scholar, I rely on Sally McConnell-Ginet and Penelope Eckert’s definition of communities of practice as “an aggregate of people who come together around mutual engagement in an endeavor. Ways of doing things, ways of talking, beliefs, values and power relations- in short, practices- emerge in the course of this mutual endeavor.” [1] What is most important about communities of practice, is that their boundaries remain undefined, limited only by the scope of interaction and the spaces occupied by individual members. Transferred as a lens into the No DAPL protests, the physical space of the Sacred Stone Camp brings individuals together around a common issue and establishes common narratives for protest. This type of space-based solidarity can also be seen in the #NoTAV movement as documented by political scientists Donatella della Porta, Maria Fabbri and Gianni Piazza.[2]

 

2. Isn’t this just hashtag activism?

Not exactly. Standing Rock is a critical moment for reexamining the role of social media in protest movements. As in the Occupy movement and the Arab Spring protests, social media outlets provide a key means of communication for activists to find the physical locations of the movement. In fact, social media posts were among the first catalysts for such a diverse group of Native Americans and their supporters to gather in North Dakota. (See this September 2016 article by Jack Healy). Yet even earlier today I read social media posts questioning the real-world impact of checking-in at Standing Rock. The general conclusion seems to be that it helps just to “do something” to raise awareness.

These place-based solidarity posts on Facebook beginning on October 30 are what make the Standing Rock case different, and marks a new direction in the relationship between social media and protest events. Each “check- in” at Standing Rock represents an exercise of power from a growing activist community of practice in the social media world. This is not a standalone hashtag, social media activists checked-in with the belief that they could disrupt the perceived “geo-targeting” power of law enforcement and security forces over No-DAPL activists. In short, virtual interventions might physically protect activists. Those occupying “virtual” Standing Rock, regardless of the actual impact on law enforcement, are expanding the community of practice, drawn to sense of solidarity fostered by Standing Rock as a physical protest space, and compelling networks of virtual activists to create a digital extension of that location.

 

3. Is “virtual” Standing Rock still Standing Rock?

Standing Rock is not just a space for protest, it is a place. Geographers understand place as space inscribed with meaning. Standing Rock has a long place history, grounded in the struggles between the Native Americans and the US government. As of 2016, it also has a place history as a site of protest against the DAPL. In the last 24 hours, I argue, “virtual” Standing Rock has also become a place. It is intimately tied to the physical space in North Dakota, and yet stands on its own as a virtual space, occupied for a specific purpose by a diverse group of people coming together around a common cause. It is not sponsored by any established organization, but formed organically and has had 198,267 visits by the time of this writing. Historian David Glassberg argues that spaces anchor individuals in their “sense of history” and a common past. [3] In this case, the occupation of both physical and virtual Standing Rock has engaged individuals in an activist community of practice and the creation of place through protest.

References:

  1. Penelope Eckert and Sally McConnell-Ginet, “Think Practically and Look Locally: Language and Gender as Community-Based Practice” Annual Review of Anthropology 21 (1992): 464.
  2. Donatella della Porta, Maria Fabbri and Gianni Piazza, “Putting Protest in Place: Contested and Liberated Spaces in Three Campaigns,” in Nicholls, et al., Spaces of Contention: Spatialities and Social Movements (Farnham, Surrey: Ashgate, 2013).
  3. David Glassberg, Sense of History: The Place of the Past in American Life (Amherst: University of Massachusetts Press, 2001), 6.
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