Non-violence is not non-confrontation


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2015-05-02 BlackLivesMatter 035As the nation watched Baltimore grapple with the latest wave of police brutality, there has been a great deal of outcry in the media and opinion pages touting the virtues of “nonviolence.” We have seen in the past weeks that it is possible to have angry confrontation without violence. Anger is powerful: it represents the pain of the aggrieved, and the stakes of the fight. One can yell peacefully in anger, yet we have no category to understand such behavior. We should be supporting anger; what’s more, we should avoid conflating “non-confrontation” with “nonviolence.” Extolling the perceived virtues of non-confrontation—in the name of nonviolence—weakens a movement.

Protestors in Baltimore have angrily expressed frustration with media coverage of their city. Media, they say, refused to cover the structural injustices that have created the problems Baltimore faces, and yet greedily run images of looting, painting the city and its African-American citizens as lawless. Angry confrontation and violence are synonymous in people’s minds thanks to this kind of representation.

Ta-Nehesi Coates argues that nonviolence, when it “begins halfway through the war with the aggressor calling time out, exposes itself as a ruse.” He calls nonviolence the “right answer to the wrong question.” His point is that when nonviolence is advocated as an attempt to avoid the repercussions of oppression, it rings false.

For me, the lesson from this is a little different. It is also straightforward: first, to move a big system, people need to get angry. Second, angry protest—not violent protest— that puts people on the line can effectively do that. Protests are necessary because they move outside the institutionalized form of dissent (petitions, letterwriting, etc.) that are easy for those in power to ignore. Quite literally, protests command attention.

I am a sociologist, and study after study in my field finds that, in order to take on a large and entrenched power structure, people need to break out of the rules that structure imposes. The Civil Rights movement did not achieve success because people wrote polite petitions and met with their legislators, although they did—it was successful because people took to the streets. Female suffragists seeking the vote in America were arrested for picketing because they could not make legislators listen to “polite” requests. Power is rarely, if ever, shared willingly that way. Challenging powerful systems requires acting outside that system. If a political structure is not designed to acknowledge grievances from people, people must go outside of it to be heard. In Baltimore, that means being in the streets. And in Baltimore, it worked.

That, to me, is what the events of the past few weeks are about. It is empowering: 10,000 people protested in the wake of the Freddie Gray murder. Contrary to the popular media accounts, the vast majority of protests were peaceful. People were justifiably angry. And Baltimore officials responded: the city is pressing charges against the six officers who killed Mr. Gray.

Nonviolence is a principle to which I adhere in my own life. It should not be conflated, however, with non-confrontation, or with non-anger. Anger here is rational. It is confrontation of injustice, accompanied by emotional commitment, that moves mountains.

The ‘Prison Op/Ed Project’ teaches civic engagement, writing


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Incarcerated students in my CCRI Introductory Sociology course are expected, like my students elsewhere, to write 1-2 page reflection papers each week on themes that we discuss in class. Writing is, of course, one of the most important liberal arts competencies, and it is part of my job as a professor to help students find their “voices”—their tones in writing that permit them to most clearly express themselves.

Sociology is the study of human society, and we talk about everything from gender to class to race to education to inequality to crime and deviance throughout the course of a semester. These weekly class reflection papers (we call them “thinkpieces”) are designed to give students the opportunity to apply theory to real life: to take ideas from the classroom and use them to make sense of their own experiences. This is sociology’s task and, of course, its promise.

These “thinkpieces” of students in prison are generally of extraordinary caliber, and offer both insights into the human beings who serve time, and into the social dynamics that contribute to all of our lives.

In the fall of 2014, a student at the men’s medium-security facility wrote a very compelling reflection paper on the subject of public education. We had been studying social institutions in class, and he had been reading both the textbook and a supplementary piece by well-known academic-turned-journalist Jonathan Kozol.

When grading his paper I noted that it had the skeleton of a good op/ed: it identified a relevant problem in the news, it explained why it was important, it offered a solution, and it was of unsurpassed eloquence, especially for someone that had initially been very hesitant to participate in discussion.

Prior to his post on RI Future, there was only one mention of Aaron Carpenter on Google.
Prior to his post on RI Future, there was only one mention of Aaron Carpenter on Google.

Publication demonstrated for Aaron that he can still make a positive, substantive impact on society. And for society, his publication demonstrated that incarcerated people can still make a positive, substantive impact. RI Future editor/publisher Bob Plain and I knew we had discovered a way to combine our crafts to facilitate constructive participation from people inside.

Thus began the Prison Op/Ed Project, an on-going series of timely op/ed writing to be published on RI Future by CCRI sociology students living in Rhode Island prisons.

With the assistance of Bob and myself, students learn to write sociological analyses of problems that use empirical evidence and consistent argument, rather than anecdote or hyperbole. They learn how to address different audiences, and how to shape those analyses for public consumption. They have a soapbox, and also get—in some cases for the first time—exposure to readership outside their inner circles.

Finding one’s voice and writing for a public is an important part of civic education, and writing has the potential to unlock some of the best of human nature. It is our hope that this project makes students better, more empowered, and more articulate actors and critics, for both themselves and the world.

Prison Op-Ed Project contributors are all students in CCRI’s Introductory Sociology Class, which itself is a part of the Rhode Island Department of Corrections Special Education Program.  Read a recent study by the staff of the Correctional Education Association, the US Department of Education, and the Indiana Department of Correction on the benefits of correctional education programs.