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New Social Movements, Class, and the Environment: A Case Study of Greenpeace Canada
Author: John-Henry Harter
Date Of Publication: May 2011
Isbn13: 978-1-4438-2863-5
Isbn: 1-4438-2863-7
New Social Movements, Class, and the Environment explores the history of Greenpeace Canada from 1971 to 2010 and its relationship to the working class. In order to understand the ideology behind Greenpeace, the author investigates its structure, personnel, and actions. The case study illustrates important contradictions between new social movement theory and practice and how those contradictions affect the working class. In particular, Greenpeace’s actions against the seal hunt, against forestry in British Columbia, and against its own workers in Toronto, demonstrate some of the historic obstacles to working out a common labour and environmental agenda. The 1970s saw an explosion of new social movement activism. From the break up of the New Left into single issue groups at the end of the 1960s came a multitude of groups representing the peace movement, environmental movement, student movement, women’s movement, and gay liberation movement. This explosion of new social movement activism has been heralded as the age of new radical politics. Many theorists and activists saw, and still see, new social movements, and the issues, or identities they represent, as replacing the working class as an agent for progressive social change. This paper examines these claims through a case study of the quintessential new social movement, Greenpeace.
John-Henry Harter teaches Labour Studies at Simon Fraser University, Canada. He has taught Canadian History at Douglas College, the University College of the Fraser Valley. He has been active in both the labour and environmental movements. John-Henry is currently working on his dissertation examining the history of workers as environmentalists.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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