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CMST 4P03 Social Activism And The Media

Academic Year: Fall 2016

Term: Fall

Day/Evening: D

Instructor: Prof. Andrea Zeffiro


Office: Togo Salmon Hall 307

Phone: 905-525-9140 x 23503


Office Hours: Tuesday 2:45-4:45 or by appointment

Course Objectives:

This course examines the role of print, electronic and digital media in the relationship between social movements, the state and corporate interests. The course will explore social activism in philosophical and practical terms, and investigate the changing uses of media by social activists. Students who have taken this course should be able to:

  • Describe, discuss and evaluate activist media strategies

  • Debate the benefits and drawbacks of specific activist media strategies

  • Describe, discuss and evaluate the potentials of new media for activist groups

  • Synthesize and evaluate a range of arguments and theories about social activists’ media use and portrayal; analyze and explain the portrayal of social activism in traditional media

  • Discuss the social activists’ use of media to challenge symbolic/cultural forms

  • Discuss the relationship between new trends in social activism and state power

Textbooks, Materials & Fees:

Course materials are available via Avenue to Learn.  Some readings may be accessed through a link provided or as a pdf, and others will require that you log on through the library system in order to access the journal.

Method of Assessment:

Assignment guidelines will be provided at the start of the semester and posted to Avenue to Learn. Due dates are posted below.

PARTICIPATION (20%)                    DUE: Weekly

Discussion and group work is central to this course. Students are expected to attend class regularly. Participation means coming to class having read the assigned readings, contributing to class discussions, and participating in class exercises and group work. Absenteeism, chronic lateness, and non-participation will affect the final grade.

Students are responsible for the following each week: 1) coming to class with two questions and/or perspectives that you would like to discuss; and, 2) being prepared to present these questions and perspectives in class.

IN-CLASS SHOW + TELL (5%)                DUE: September 20

On September 20 we’ll take reflective pause and assess, explore, and discuss broad examples of social activism and the media. Students will employ the theoretical terms and frameworks explored during the first few weeks of class in the ‘showing and telling’ of one artifact that, in their opinion, constitutes ‘social activism and the media’. The guideline for the in-class activity will be provided and discussed during the first class.

SHOW + TELL WRITTEN REFLECTION    (15%)        DUE: October 7

Students will write a creative think-piece on the example they brought to class on September 20. The guideline for the reflection will be provided and discussed during the first class.

GROUP PRESENTATION (20%)            DUE: Starting October 3

Each week, a group of 3-4 students will lead and moderate a discussion on the readings, incorporating historical and/or contemporary examples that illustrate some of the main ideas, themes or concepts pulled from the readings. This will be followed by an in-class activity designed and led by the group. Each group will submit a one-page summary of their presentation topic. The guideline for group presentations will be provided and discussed at length during the first class.

PROJECT PROPOSAL (10%)                DUE: October 28

Students will submit a proposal for their final course project. On October 17st, students will bring 3 copies of their draft proposal to class for peer review. Final proposals will be due at the start of class on October 29th. The guideline for the project proposal will be provided at the start of the semester.

PROJECT PRESENTATION (10%)         DUE: November 29th / December 6th

Students will present to the class their research project (in-process) on November 29th or December 6nd. The presentation schedule will be set mid-term. The presentation is a means for students to receive feedback as they work towards project completion. Guidelines will be provided at the start of the semester.

FINAL PROJECT (20%)                          DUE: December 13th

Students will have an opportunity to produce a research exposé or undertake a hybrid research project. The guidelines for the final project will be provided at the start of the semester. We will have a brainstorming session in class on September 27.

Policy on Missed Work, Extensions, and Late Penalties:

Late Assignments

Late assignments will be penalized 5% per day, including weekends and holidays. Assignments not handed in within one week (7 days) of the due date will receive a 0 grade. E-mailed assignments will not be accepted. Extensions will be given only for documented reasons. A technical difficulty (network outages, hardware or software malfunctions, data loss) does not warrant an extension. Please keep this in mind. Plan accordingly and maintain back-up copies of work.

Please Note the Following Policies and Statements:

Academic Dishonesty

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.

It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at

The following illustrates only three forms of academic dishonesty:

  1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  2. Improper collaboration in group work.
  3. Copying or using unauthorized aids in tests and examinations.

Email correspondence policy

It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student.  Instructors will delete emails that do not originate from a McMaster email account.

Modification of course outlines

The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.

McMaster Student Absence Form (MSAF)

In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at If you have any questions about the MSAF, please contact your Associate Dean's office.

Academic Accommodation of Students with Disabilities

Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.

Academic Accommodation for Religious, Indigenous and Spiritual Observances

Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.

Topics and Readings:

Tuesday, September 6, 2016.

1. Introduction To The Course


Zenger, J., and Folkman, J. (2016 July 14). What great listeners actually do. Harvard Business Review. Online:

Tuesday, September 13, 2016.

2. Social Activism, The Media, And Communication Technologies


Martin, Brian. (2007). Activism, social and political. In Gary L. Anderson and Kathryn G. Herr (eds.), Encyclopedia of Activism and Social Justice. (pp.19-27). Thousand Oaks, CA: Sage. Online:

Milan, Stefania. (2013). Three Decades of Contention: The Roots of Contemporary Activism. In Social Movements and their Technologies: Wiring Social Change. (pp. 19-48). New York: Palgrave Macmillan.

To explore:

Tactical Technology Collective:

Tactical Tech. The Info-Activism How-To Guide. Online:

FLOSS Manuals. (2014). Tech Tools For Activists. Online:

Tuesday, September 20, 2016.

3. Social Movements: An Introduction


Staggenborg, Suzanne. (2008). ‘Introduction’ & ‘Issues in the study of social movements and collective action’. In Social Movements. (pp. 1-10, 23, 26-42). Oxford: Oxford University Press.

Johnston, Hank. (2014). What do social movements do? In What is a social movement? (pp. 94-117). Cambridge: Polity Press.

To explore:

Association for Progressive Communication, JAS, Women’s Net. (2014). ‘Chapter 3: Communicating for feminist movement building’ & ‘Chapter 5: Tools’. In ICTs for feminist movement building: Activist Toolkit. (pp. 35-96, pp. 119-155). Online:

EveryBody: An artifact history of disability in America. Online:

Tuesday, September 27, 2016.

4. Show + Tell

See guidlines.

Tuesday, October 3, 2016.

5. Truth & Reconciliation


Fithian, L., and Mitchell Oswald, D. (2012). Anti-oppression. In Beautiful trouble: A toolbox for revolution. Online:                         

Czyzewski, K. (2011). The Truth and Reconciliation Commission of Canada: Insights into the goal of transformative education. The International Indigenous Policy Journal, 2(3). Online:

Truth and Reconciliation Commission of Canada. (2015). ‘Introduction’, ‘Education for Reconciliation’, and ‘Public Memory: Dialogue, the arts and commemoration.’ In Canada’s Residential Schools: Reconciliation (Vol. 6, pp. 3-8, ) Montreal: McGill-Queen’s University Press.

To explore:

The Truth and Reconciliation Commission of Canada:

Tuesday, October 17, 2016.

7. Culture Jamming: From Anti-Globalization To Corporatized Cultural activism


Harold, Christine. (2004). Pranking rhetoric: “Culture jamming” as media activism. Critical Studies in Media Communication, 21(3), 189-211.

Whitford, Emma. (2015 April 27). Black Lives Matter protesters stock Forever 21 with ‘Never 21’ t-shirts. Gothamist. Online:

Dart, Tom. (2016 Aug 25). Cocks not glocks: Texas students carry dildos on campus to protest gun law. The Guardian. Online:  

To explore:

#newsbrok.(2016). White Fragility Workplace Training Video:

The Adbusters Media Foundation:

Derry, Mark. (1993; 2010).Culture jamming: Hacking, slashing, and sniping in the empire of signs.

Tuesday, October 24, 2016.

8. DIY Cultural Production, and The [Contested] Legacy of Feminist Zines


Atton, Chris. (2011). Zines. In John D.H. Downing (Ed.), Encyclopedia of Social Movement Media. (pp. 565-567). London: Sage. PDF

Zobl, Elke. (2009). Cultural production, transnational networking, and critical reflection in feminist zines. Signs, 35(1), 1-12.

Nguyen, Mimi Thi. (2012). Riot Grrl, race and revival. Women & Performance: A Journal of Feminist Theory, 22 (2&3), 173-196.

To explore:

Hanna, Kathleen. (1991). History is a weapon: Riot Grrrl manifesto. Bikki Kill Zine 2.

Freedman, Jenna. (2015 July 1). Cut & paste: Five black zine lives. Bitch. Online:

ZineWiki: The Independent Media Wiki -


Tuesday, November 1, 2016.

9. Digital Activism, Slacktivism, And Hashtags Politics


Meisel, Duncan. (2012). Hashtag politics. In Beautiful trouble: A toolbox for revolution. Online:

Milan, Stefania. (2015). From social movements to cloud protesting: the evolution of collective identity. Information, Communication & Society, 18(8), 887-900.

Milan, Stefania. (2015). When algorithms shape collective action: Social media and the dynamics of cloud protesting. Social Media & Society, 1(2).

To explore:

Amnesty International. (2014). Social media activism: A guide to online change-making.

Tuesday, November 8, 2016.

10. Digital Civil Disobedience: Data Hacks, Data Dumps, and the Ethics of Data Publicity


Züger, Theresa., and Milan, Stefania. (2015). Sand in the information society machine: How digital technologies change and challenge the paradigms of civil disobedience. The Fibreculture Journal, 26. Online:

John Doe. (2016 May 6). The manifesto of John Doe: The revolution will be digitized. Tactical Media Files. Online:;jsessionid=E0317B77F09981A987FEEB95AA05C90E

To explore:

Süddeutsche Zeitung. (2016). The Panama Papers: The secrets of dirty money. Online:

The International Consortium of Investigative Journalists. (2016).  The Panama papers: Politicians, criminals and the rogue industry that hides their cash. Online:

Tuesday, November 15, 2016.

11. Activist Spaces: From Public Space To Publicized Place


Hammond, John L. (2013). The significance of space in Occupy Wall Street. Interface: a journal for and about social movements, 5 (2), 499-524. Online:

Massy, Jonathan., & Snyder, Brett. (2012). Occupying Wall Street: Places and spaces of political action. Places. Online:

To explore:

Occupy Wall Street:

Adbusters Occupy Wall Street:


Tuesday, November 22, 2016.

12. Black Lives Matter: A Movement Unfolding


Rickford, Russell. (2015 December 28). Black Lives Matter: Toward a modern practice of mass struggle. New Labor Forum. Online:

Garza, Alicia. (2014 Oct 7). A Herstory of the #BlackLivesMatter Movement. The Feminist Wire. Online: 

Yancy, George., and Butler, Judith. (2015 Jan 12). What’s wrong with ‘All Lives Matter’? The New York Times. Online:                    

To explore:

The Equal Justice Initiative. (2016). From slavery to mass incarceration. Online:

Black Lives Matter:


Black Lives Matter - Toronto:

Roose, Kevin. (2015 July 21). The next time someone says ‘all lives matter,’ show them these 5 paragraphs. Online:

Tuesday, November 29, 2016.

13. Project Presentations

Schedule to be determined.

Tuesday, December 6, 2016.

14. Project Presentations

Schedule to be determined.