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The rise of Black Lives Matter (BLM), as an intentionally intersectional movement, challenges us to consider the ways in which BLM is reimagining the lines of Black activism and the Black Liberation Movement. BLM may be considered the “next wave” of the Civil Rights Movement (CRM), guiding how and with whom the movement will progress. We use a content analysis of public statements and interviews of the founding members from October 2014 to October 2016 to discuss the ways in which the founders of BLM frame the group’s actions. We bring together the critical feminist concept of intersectionality with framing theory to show how the founders of BLM have strategically framed the movement as one that honors past Black Liberation struggles, but transforms traditional framing of those struggles to include all Black lives inclusive of differences based on gender, sexual orientation, age, nationality, or criminal status.

The title of this series, Research in Social Movements, Conflicts and Change, reflects the triple foci of its volumes. These three issues that are so central to the identity of this series – social movements, conflicts, and change – are also prominent features with regard to the civil rights movement in Northern Ireland. Thus we open this 27th volume of the series with three papers analyzing various aspects of Northern Ireland's civil rights movement, a social movement working for political and social change in a society marked by protracted conflict. The first paper, by Gregory Maney, innovatively analyzes the interrelationships between the Irish Republican Army's campaigns of armed violence and the nonviolent civil rights movement.

The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues.

The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities.

The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics.

Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.

Purpose – This study explores music as a philosophical reflection of protest. It focuses on two movements: one from each end of the philosophical protest continuum, the civil rights movement, based in community (modernist), and the Punk Movement, based in individualism (postmodernist). The music of each movement is interpreted to explain how its style illuminates the underlying philosophical values and beliefs from which it comes.

Design/methodology/approach – This chapter first analyzes the background music of the civil rights movement and subsequently investigates the same themes in the Punk Movement. Analytically, a comparison of the two musical styles and their philosophical foundations are offered.

Findings – The philosophical values of each movement were reflected in its music.

Originality/value of paper – Music is often overlooked in the field of criminal justice. This chapter is an introduction to a comparison of different types of protest music. It shows the value and importance music serves to those involved in fights for justice.

This chapter offers insight on how existing paradigms within Black Studies, specifically the ideas of racial capitalism and the Black Radical Tradition, can advance sociological scholarship toward greater understanding of the macro-level factors that shape Black mobilizations. In this chapter, I assess mainstream sociological research on the Civil Rights Movement and theoretical paradigms that emerged from its study, using racial capitalism as a lens to explain dynamics such as the political process of movement emergence, state-sponsored repression, and demobilization. The chapter then focuses on the reparatory justice movement as an example of how racial capitalism perpetuates wide disparities between Black and white people historically and contemporarily, and how reparations activists actively deploy the idea of racial capitalism to address inequities and transform society.

This chapter asserts the theoretical importance of a relational approach for examining the historical development of civil rights for people with intellectual disabilities. A relational approach examines contestations over rights as embedded within and across various groups, settings, and times. Through this approach, we see, first, that struggles over rights are primarily struggles over “relational visions,” or the desired relational structure across groups. Second, rights for people with disabilities intersect with rights for other minority groups, and therefore, we must examine the broader stratification and relational structure. Third, rights developed differently depending on relational setting. Finally, rights have been used as “technologies of power,” requiring “normative” behavior for inclusion. Overall, a relational approach provides a set of concepts and a theoretical framework that furthers our understanding of citizenship for people with intellectual disabilities as it transformed through time and as it developed alongside citizenship for other populations.

Although green management has gained legitimacy as a sustainable business practice, little is known about the elements that will lead to the long-term success of the movement. To identify these elements, this study aims to review the existing literature on social movements and analyzes archival data from a specific social undertaking, the Hispanic Civil Rights movement in the USA.

A historiographical approach was used in which systematic combining used abductive logic to developed a provisional framework based on the interpretation of secondary sources of data concerning the Hispanic Civil Rights movement. Subsequently, an ethnomethodologically informed interpretation of primary data based on the League of United Latin American Citizens (LULAC) archives refined the provisional framework.

The authors identified common elements that are critical to the success of social movements, as supported by both secondary data on the Hispanic Civil Rights movement and primary data based on the LULAC archives. These elements consist of: ideology, identity, mobilization, goals, leadership and integration. Using these results, a pseudo-gap analysis approach was completed by systematically comparing the interpretive data with current knowledge of the green management movement to identify the missing gaps and to offer guidance for further development of green management as a contemporary movement.

Applying the lessons learned from social movements will help the development and prosperity of the green movement in current business organizations. Such applications are important, given that local and global environmental crises can have profound implications on ecosystems, economics and social systems.

Social movements are an important means by which societal concerns such as injustices are addressed. By identifying the important elements needed for the green management movement to be successful in the long term, managers will know where to put their efforts. Such actions may help environmental awareness in business organizations to become more than a fad or marketing tool.

The purpose of this paper is to explore how African-American women, both individually and collectively, were subjected to both racism and sexism when participating within civil rights organizations.

Because of the intersection of their identities as both African and American women, their experiences participating and organizing within multiple movements were shaped by racism and patriarchy that left them outside of the realm of leadership.

A discussion on the importance of teaching social studies through an intersectional lens that personifies individuals and communities traditionally silenced within the social studies curriculum follows.

The aim is to teach students to adopt a more inclusive and complex view of the world.

The chapter will examine the emergence and influence of the restorative justice movement as a bridge between communities, civil society and the state in Ireland. The chapter will focus on the Republic of Ireland, but will also examine restorative conferencing in Northern Ireland. This will be divided into a number of sections, each reflecting the emergence of a movement dedicated to the promotion of restorative justice as a vehicle for a holistic form of community-based justice in Ireland. This chapter covers the history, scope, and philosophical-political background of the restorative justice movement, providing specific examples of the interchange between this restorative justice movement and civil society in Ireland, Northern Ireland and the United States. The wider potential of the restorative justice movement will be highlighted.

This potential is demonstrated in the restorative movement’s challenge to understandings of failed punitive approaches, and through its socially redemptive alternative which emphasises collective responsibility for crime amongst all of the community. The chapter will also examine the international background to restorative justice, and its theoretical understandings, with a focus on key theorists such as Strang and Braithwaite, amongst others. It will examine salient issues that underpin social justice and social control in Ireland, including the potential impacts of restorative justice policy and practice for the wider community and the state.

This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).

Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.

Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.

The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.