Resistance as a Non-Violent Action

When a conflict arises it is met with an answer, generally a means of combat; whether it is traditional warfare, chemical warfare, or a simple fight on the street. However when people think of combat they think about answers like the previous, as opposed to other more modern approaches. I as well as Gene Sharp, believe that non-violence is a means of combat just as war is.
When the words non-violence are spoken, people think of things such as simple verbal persuasion, peaceful institutional procedures backed by sanctions or peaceful negotiations.(Sharp pg. 66) However non-violent action is a far cry from these lesser acts of non-violence. As Sharp points out, non-violent action is just that "action." This is where the aspect of using non-violece as a strategy or tacitc comes into play. When organizing non-violent action, there is just as much work as organizing war, the people have to be dedicated and make sacrifices just as those who would fight in a traditional war. It takes numbers just like fighting versions of combat, it allows for innovation and calls for protest, noncooperation as well as intervention. However the difference is that it has the potential and generally does save many lives, and as most people will agree the value of a life is rarely surpassed by anything.
One particular method of non-violent action is that of resistance. As shown in the film that we viewed Thursday in class, resistance can not only produce results but it can also lead to a success that costs much less than the alternative violent actions. Resistance is a process that takes much coordination and organizational efforts. This is what intices me to say that resistance is a strategy. Although some people like Walter Wink will view non-violence as a tool that is weilded by the weak, while others including Sharp will argue that this strategic move is one that is chosen conciously and by the strong in an opportune moment. Resistance is just one of the many non-violent actions that can be employed as a tactic when faced with conflict, however the important part is that it is a tactic and not a way of life, but a way to perserve the life that is already present.

Theorizing about War: Theorizing Resistance

Sharp defines social power as the capacity to control the behavior of others, directly or indirectly, through action by groups of people, which action impinges on other groups of people. He also defines Political power as a kind of social power which is wielded for political objectives, especially by governmental institutions or by people in opposition to or in support of such institutions. I want to make a strong reference to World War II and the oppression of groups by a political entity.

Before I analyze the two successful protests, I wanted to examine one of Sharp's examples of "Why Men Obey", because I feel strongly that this is one of the main influences in Nazi Germany, and other dictatorships throughout history. The Psychological identification with the ruler, Sharp's 6th point on p. 23, is the idea that subjects of that nation or region have a strong emotional identification with the ruler or regime at that time. This idea is enhanced when common beliefs or a "sense of purpose" have broken down, and people need something to look to for purpose and direction in their lives. After World War I, Germany was broken and split as well as their economy in shambles. Hitler was the exact "ruler" that the citizens were looking for. He gave them something to believe in, but more importantly, blame for their problems. This idea unified a large percentage of Germany at the time which inherently led to the extermination of the Jews.

Sharp brings in two excellent examples of performing successful nonviolent protests against a regime that has no moral values towards them whatsoever. The first example Sharp brings in is the Norwegian dictator Quisling enacting a "corporation state" in which teachers were to teach fascist ideals to the children; in order to establish a "fascist youth". The teachers protested, nonviolently, and formed mass petitions to be sent to the governmental office. As many teachers were tortured, sent to concentration camps, and even killed, the protesters still retained a nonviolent stance against their government. Without a large population in society supporting the government, there truly would be no government to support. The protesters successfully won their nonviolent battle and the teachers were returned to their homes and began teaching their normal curriculum.

The example of Berlin's protests of 1943 was brought to the table. Jewish men were rounded up and sent away to concentration camps, while their non-Jewish wives were not arrested. The next day, about 6,000 wives assembled at their husband's detention camps and protested their release, nonviolently. After days and hours of protesting their release, the Nazi government was forced to release the Jewish men of this camp. The sole idea that Nazi officials release Jewish prisoners back into the public to live their lives is a extremely significant event, especially this being in the midst of war. The women of Berlin won a tremendous battle against a fascist regime by demonstrating that they were not afraid to protest against the government's beliefs. These nonviolent actions seem to be much stronger than the Nazi government itself at this time.

Civil Rights

We have talked about many things in class that deal with the Civil Rights movement, MLK, and many other influential people. We have watched a couple videos that deal with this, as well as, having many discussions in class about the videos. The Civil Rights movement was one of the largest events in this country's history. It took many years of nonviolent fighting and hardship. They took beating after beating, but they still kept fighting nonviolently. I think what they did was incredible.

The student Sit-Ins, I feel, was a major role in the movement. I like this act because I can relate to it because it was my age group doing the Sit-Ins. The way they set it up, so every time someone got arrested for non moving another would step right in and take their spot, was ingenious. Students play a major role in any movement. This is because the students have a lot of will power and the will to fight for what they want and believe. They have nothing to loose yet. I have and will protest for something I want or believe in. As a young citizen/student I feel I have a large impact on society because my age group will soon be the future. So what we do now, we will live with when we're older.

Freedom Rides

SNCC: Who were they?

SNCC stood for the Student Nonviolent Coordinating Committee. It was founded on Easter Weekend in 1960. The group was just like the name it was a movement formed and ran by students.

As we mentioned in class, College Campus provide a good place to help rally people. You access to many resources and people. The group was very active with sit-ins across the south.

The SNCC were also very active with the Freedom Rides.

The people who took part in these protest had to overcome many different things. Whites mob( mainly the KKK) would surround the buses. This would start to occur when the riders headed down to the deep south.

However it must of been hard on them because of the violence they dealt with. At the same time they were really passionate about bring a change. Overall I believe that he struggle was worth all of it.

I think the SNCC contributed a lot to the Civil Rights Movement. You had young voices speaking out an advocating a change. They were able to reach out and get the young generation to so that when they did grow up, they would want a change.

The Whole idea behind the freedom riders was to test the ruler of Boynton v. Virginia. The bus terminals that crossed state lines were suppose to be desegregated.

I think that they were very affective in getting their point across. They were able to get national notice. If I remember correctly the Kennedy's sent someone down to travel with the Freedom Riders to see actually what they were up to. That help get their cause noticed.