Virtual Library

How and why do movements transition from everyday resistance to overt collective action? This article examines this question taking repressive environments and threat as an important case in point. Drawing on primary and secondary data sources, I offer comparative insights on resistance group dynamics and perceptions of threat in three Nazi death camps—Sobibór, Treblinka, and Auschwitz—between 1941 and 1945. Prisoners formed resistance groups at each camp, but collective revolt occurred in only certain cases: when the collective perception of threat at a given camp was viewed as both immediate and lethal. The interpretation of changing, threatening conditions, and an understanding of structural and interactional opportunities for group identity and tactical strategizing, are vital for understanding collective action in repressive environments. I conclude by discussing these lessons pertaining to threat and their implications for repressive contexts and broader social movement theorizing.

Aster has little to offer folks in the way of rebuttal when they call her ogre and freak. She's used to the names; she only wishes there was more truth to them. If she were truly a monster, she'd be powerful enough to tear down the walls around her until nothing remains of her world. 

Aster lives in the lowdeck slums of the HSS Matilda, a space vessel organized much like the antebellum South. For generations, Matilda has ferried the last of humanity to a mythical Promised Land. On its way, the ship's leaders have imposed harsh moral restrictions and deep indignities on dark-skinned sharecroppers like Aster. Embroiled in a grudge with a brutal overseer, Aster learns there may be a way to improve her lot--if she's willing to sow the seeds of civil war.

Eleven-year-old George Washington Black--or Wash--a field slave on a Barbados sugar plantation, is initially terrified when he is chosen as the manservant of his master's brother. To his surprise, however, the eccentric Christopher Wilde turns out to be a naturalist, explorer, inventor, and abolitionist. Soon Wash is initiated into a world where a flying machine can carry a man across the sky, where even a boy born in chains may embrace a life of dignity and meaning, and where two people, separated by an impossible divide, can begin to see each other as human.

But when a man is killed and a bounty is placed on Wash's head, they must abandon everything and flee together. Over the course of their travels, what brings Wash and Christopher together will tear them apart, propelling Wash ever farther across the globe in search of his true self. Spanning the Caribbean to the frozen Far North, London to Morocco, Washington Black is a story of self-invention and betrayal, of love and redemption, and of a world destroyed and made whole again.

Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.

To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.

This sensitive picture of the constant and circumspect struggle waged by peasants materially and ideologically against their oppressors shows that techniques of evasion and resistance may represent the most significant and effective means of class struggle in the long run.