14 Social Action

Ushvinder Kaur Popli

CONTENT OUTLINE

·         Introduction

·         Basic understanding of the concept of social action

·         Understanding of process and strategies of social action

·         Understanding the models and principles of social action

·         Understanding the important skills evolved for the practice of social action

OBJECIVES

At the end of the session learners will be able to

Ø  Explain the concept of social action

Ø  Describe the process of and strategies of social action

Ø  Enlist the models of social action

Ø  Enumerate the principles of social action

Ø   Identify skills evolved for the practice of social action

INTRODUCTION

It is well known that it is extremely difficult to bring about change, especially in a situation where those capable of initiating it may also be adversely affected by the change. Mary Richmond recognised social action as a method of social work as early in 1922. It has not received much attention by social workers particularly in developing countries, where perhaps it is more relevant. Kulkarni quoted that “in developing countries, social action is crucial and must precede social work. It is wasteful in a developing country to start with social work and leave social action lagging behind. Social action creates the necessary conditions and climate which social work could be done more effectively”. The aim of social action is not directly to change people’s values and attitudes (however important this may be for lasting change) but to modify the policies and priorities of social, economic and political institutions (Coughlin & Khinduka 1976).

A BRIEF HISTORICAL REVIEW OF SOCIAL ACTION

Social action is as old as human society. Its manifestation in some form or other can be traced from the available historical records from the plebeian protest against Rome in the 5th century B.C. From ancient Rome to Civil Rights Movement in the United States, it has had a long and variety history. Its example in West could be seen in the resistance of Netherlands to Spanish rule in the mid-sixteenth century, the boycott by Irish peasants in 1880, Bloody Sunday of 1905 (The Russian Revolution), the East German uprising of 1953, the Hungarian Revolution of 1956, and the Bus Boycott of Afro-Americans in USA. These organized efforts, remained mostly action-oriented cases as reaction to the initiative of the opponent, until the beginning of the American Civil Rights Movement.

The Settlement Houses which were started in the UK and USA to improve the conditions of the poor, and which proved ineffective over the years, could be regarded as the first step by the professionals in the area of social action and reform. This approach, however, remained generally a cooperative and consensus building one. Saul Alinsky later questioned this model and under that banner of social action, he and his followers undertook varieties of programmes ranging from consumer guidance to picketing. He advocated conflict model of social action rather than cooperative approaches.

In ancient India, Budhism, and later other religious movements emerged as social protest movements. Oppressive Mughal rule in 17th century led to rise of rebellions of Jats, Sikhs and Marathas. The rulers, as usual regarded these developments as a law and order problem. Such primitive revolts continued up to 1857. During the British period, especially after 1857, revolts were mainly restorative, religious, economic and political policies, famine conditions, land revenue systems, new administrative systems, ruinous taxation etc.

In the area of social reforms, the leaders were extremely pre-occupied with the needs of upper caste women. The approach of Raja Rammohan Roy was elitist and based on study, rational analysis and synthesis. He used shastras to abolish sati (self-immolation by women after the death of their husband. On his efforts sati became a public issue and a national evil by 1825.

Further, in 20th century, various methods and technique of social action were evolved, which was later refined by Gandhi. He wrote series of article on passive resistance. However, the credit for making the resistance active also goes to Gandhi and his experiments in both Africa and India.

In Gandhian era, social reforms were linked to political independence as part of integrated socio-political movements. Gandhi creatively synthesised India’s cultural and historical traditions with a unique interpretation of the principle of militant non-violent resistance to all forms of institutional evils.

The profession of social work is rather a latecomer on the scene. Some efforts on the lines of Settlements House Movements were made in Bombay in the thirties, before and after the establishments of Tata Institute of Social Science in the Nagpada neighbourhood. Systematic and proper documentation of even the limited experiences of professional groups in this area is yet to be attempted.

DEFINITIONS OF SOCIAL ACTION

Marry Richmond (1922) defined social action as ‘mass betterment through propaganda and social legislation’.

Sydney Maslin (1947) viewed social action as a ‘process of social work mainly concerned with securing legislation to meet mass problems’.

Arthur Dunham (1958) defines social action as efforts to bring about change or prevent change in current social practices or situations, through education, propaganda, persuasion or pressure, on behalf of objectives believed by the social actionists to be socially desirable.

Baldwin (1966) defined social action as ‘organised effort to change social and economic institutions as distinguished from social work or social service, the fields of which do not characteristically cover the essential changes in established institutions. Social action covers movements of political reform, industrial democracy, social legislation, racial and social justice, religious freedom and civil liberty, its techniques includes propaganda, research and lobbying”.

Friendlander (1977) defined social action as an individual, group or community efforts within the frame work of social work philosophy and practice that aims to achieve social progress, to modify social policies and to improve social legislation and health and welfare services.

The early western writers in social work therefore saw social action as a method for bringing about change in the existing system primarily through the means of social legislation.

Nanavati (1965) viewed social action as “process of bringing about the desired change by deliberate group and community effort. He further stated that social action does not end with the enactment of policies was the real test of the success or failure of social action”.

Social action in India has been viewed as a method to be used for bringing change; the scope varies from problem to problem.

According to Siddiqui, Welfare approach is gradually wearing off and the contradictions in democratic system underline the need for new alternatives. According to him, this is the most controversial and most challenging method. Social work as a profession has its core values as social justice and equality. Social Action is the method advocated to achieve this (Parmar Alpa, 2014).

PROCESS OF SOCIAL ACTION

The first step in the process of social action in view of the definition suggested in this chapter would be making people aware of the causes and situations responsible for social problem. Hence, the stage will be the analysis of the issue involved. The next step would be to share this analysis with the people, especially by using the mass communication to develop awareness. It should be followed by efforts to mobilize people to recognise and to project goals and strategies to achieve them. Lees has suggested nine tactics, which are used by social actionist, and they are also indicative of the stages in the process of social action.

       1)    Collaboration: In this strategy, the social workers collaborate with the local authority and other authorities or agencies in order to bring to change in the existing social policy. The basic assumption of this approach is homogeneity of values and interests, through which substantive agreement or proposal is obtainable.

• 2) Competition: In this strategy, contending parties utilize commonly accepted campaign tactics to persuade, to negotiate and to bargain with willingness to arrive at working agreement.
• 3) Disruption: In this strategy of disruption signifies a more militant approach and it may include strikes, boycotts, fasts, tax-refusal, ‘sit-ins’ etc. Lees also mentions riots and guerrilla warfare though these may be omitted as nay use of violence will be inacceptable to social workers.

Lees seem to follow a sequence that may be taken as meaning that one should begin from a collaboration approach and may resort to a disruption strategy for the achievement of the desired objective if the earlier strategies do not produce the desired results.

MODELS OF SOCIAL ACTION

Britto has identified two types of social action. The first he terms as Elitist Social Action. He describes it as the action initiated and conducted by the elites for the benefits of the masses. He identified there sub-models of elitist social action;

1)    Legislative Action Model: A process in which some elites either by themselves of in coalition with like-minded individuals, legislators or agencies resort to lobbying and allied activities in order to achieve some benefits for the entire segments of the people or prevent some maladies form affecting their clientele or to remove some problem that is hindering their growth. The usual method is elite groups are conducting studies on the gravity, extent and urgency of the problems, creating public opinion and lobbying and try to modify social policy or legislations.

2)    Economic Sanction Model: In this process, the elites by gaining control over some economic, social and political or religious institutions and try to obtain benefits of the society. Saul Alinskey’s ‘proxies for the people’ is a programme of this kind.

He approached the middle class group, and the churchmen who owned stocks in Eastman Kodak Company and obtained several proxies for his organization, FIGHT. With the strength of these proxies, FIGHT forced the Board of Directors of the company to open a training centre and to provide a job programme for the Blacks.

3)    Direct Physical Action Model: A process where elites take the law in their own hands and punish those who responsible for the cause of injustice and thus try to bring about benefit to their clientele. The Mau Mau Movement and the Forty groups in Kenya did much to hasten the day of freedom for that country by their‘terroristic’ activities. Naxalites adopted the same process on the perpetrators of feudal oppression. Their action has drawn national attention to the problems of the rural poor and enlightened self-interest has urged the rulers to announce several reform measures after the outbreak of Naxalbari activities. A more typical example of this model would be what Indian revolutionary groups did during the freedom struggle (Gupta, 1972). The second type of social action he termed as Popular Social Action, again identifying three sub models;

1)    Conscientization Model of Popular Social Action: Paulo Friere developed the concept of conscientization initially in the South American context. Later, through his experience in the U.S. and Guinea-Bissau, he has further clarified the pedagogy of the oppressed. Friere felt that this situation contained exciting possibilities for the true liberation of humankind as well as for the efficient demonstration of man (Friere, 1972). He believed education can be a tool for and it is based on concept of creating awareness among masses through education.

2)    Dialectical Mobilization Model of Popular Social Action: Dialectic means the art of logical disputation. When individuals or groups take up extreme positions and argue, the position of one may be taken as the thesis and that of the others as the antithesis. Supposing that, as a result of their argumentation, they come to a certain conclusion acceptable to both, the result may be termed synthesis. It is promoting conflict to exploit the contradictions in a system, with the belief that a better system will emerge as a result

• 3) Direct Mobilization Model of Popular Social Action: In this process, the actionist takes up specific issues pertaining to the oppressed, they analyse the causes which are the root of injustice; they formulate the alternative policies and procedures to mobilize the masses for protest activities for the purpose of achieving the set objective.

PRINCIPLES OF SOCIAL ACTION

A principle is a general law (normative and empirical) or rule adopted or professed as a guide to action; a settled ground or basis of conduct or practice. Here we describe the principles of social action. Considering Gandhian principle of mobilisation as a typical example of the direct mobilisation model of social action, Britto (1984) brought out the following principles of social action;

A. THE PRINCIPLE OF CREDIBILITY- BUILDING

It is the task of creating a public image of the leadership, the organization and the participants of the movement as champions of justice, rectitude and truth. It helps in securing due recognition from the opponent, the reference-public and the peripheral participants of the movement.

Credibility can be build through one or many of the following ways:

1) Gestures of goodwill towards the opponent:

a)    The Zulu rebellion occurred in 1906. Gandhi (considering himself a citizen of Natal) offered to form a volunteer Indian Stretcher- Bearing Company for the service of the wounded Natal forces. The company undertook the task of nursing the wounded Zullu rebels and loyalists alike, back to health. At times, the volunteers had to walk 40 miles, often through hilly areas. The commanding officers, who had been bitterly against the return of Gandhi to South Africa, were surprised at his devotion.

b)    When Gandhi was in England, World War I broke out. He recruited students for service in British Ambulance Corps on the Western Front.

These gestures of goodwill towards the opponents projected the image of Gandhi as a true humanitarian personality. His philosophy of non-violence and belief in the conversion of the enemy facilitated the credibility-building process among his opponents, the British.

2) Example-Setting

Gandhi always practiced what he preached. When the Congress, at his instance, decided to surrender titles, Gandhi surrendered his decorations of the Kaiser-Hind, the Zulu war medal and Boer war medal to Lord Chelmsford (Mittal, 1977).

Dr. Rajendra Singh, the Magsaysay award winner of 2001, had set examples of water conservation in many villages of Rajasthan, by making check dams, through mobilisation of village resources (labour, cash and kind) before starting water-conservation movement at a much larger scale.

3) Selection of typical, urgently felt problems for struggles

Gandhi had not made such of a mark in Indian politics when he formally started the non-cooperation movement in 1921. Barely two years had passed since he had entered in Indian politics. His emergence as leader within so short a time can be explained by his ability to select the urgently felt problems of people. This is very much akin to the concept of ‘felt needs’ in community organization. The leaders gain credibility if they stress on the felt-needs of the people. Scarcity of water has remained one of the pressing problems of the people of Rajasthan. When Dr. R. Singh initiated his intervention on this issue, his credibility was automatically established.

4) Success

The anti-humiliation of wayfarers campaign (1915), the Kheda district farmers suspension of land revenue Satyagraha (1916-17) and his Satyagraha at Ahmedabad Mill (1917) of Gandhi are the pre non cooperation period struggles. The success of these limited struggles raised his credibility to a high level. The facts that his organisation succeeded in several instance established the credential of Gandhi.

Successful efforts help in setting up credibility of the leader and the philosophy he/she is preaching. Seeing the successful work of Singh in certain villages of Rajasthan, State government also came forward to extend its support. Local leaders from various other villages and NGO professionals also approached him for help.

B. THE PRINCIPLE OF LEGITIMIZATION

Legitimization is the process of convincing the reference public and the general public that the movement- objectives are morally right. The ideal would be making a case for the movement as a moral-imperative. The movement- makers might use theological, philosophical, legal and technical, public opinion paths to establish the tenability of the movement’s objectives.

Conversely, the principle includes the elements of de-legitimization of the position of the adversary.

Legitimization is a continual process. Before launching the programme the leaders should justify their action. Subsequently, as the conflict exhilarates to higher stages and as the leaders add new dimension of their programme, further justifications are added and fresh arguments are put forth. The leader alone does not do such justifications, the followers too contributes to the legitimization process, in the course of their participation.

The attempt to get the approval of the outsiders to a conflict is strikingly seen in war propaganda. It is demonstrated in labour strikes and the lockout in which both parties are at great pains to win the sympathy of the public. Following are the three approaches to legitimisation;

1)  Theological and religious approach to legitimisation

Gandhi used this approach during the freedom movement. He appealed to serve dharma by revolting against injustice of British. Gandhi placed his arguments around popular religious concepts such as Dharma. He would convince the peasants that the satisfaction of their carefully moderated demands was most urgently called for by Dharma; that it is their sacred duty to force the authorities to perform their Dharma towards them. His appeal to serve Dharma by revolting against injustice and by seeking redressal for their grievances strengthened the self-interest motivation of peasantry. Such an approach added steel to determination and fighting morals of the followers. As a champion of Dharma, peasants went ahead to face all their enemies without fear and with perfect confidence for their own cause.

2)  Moral approach to legitimisation

For Gandhi, Satyagraha should be resorted to only as a last measure, after all the other efforts at settlements through established Constitutional channels have been exhausted and have completely failed. Western thinkers justify even violent action by citizens if the state has refused to change towards a manifest evil and if all the other attempts have proved useless. Another example of this approach is people associated with the Campaign against Child Labour, through peaceful rallies, persuasive speeches, use of media, organising, drawing competition among school children, have helped to create an environment against child abuse in the country. As a result, employing children in any occupation is considered morally wrong and it becomes moral obligation to ensure that all children below the age of 14 years go to school instead of earning a livelihood.

3)  Legal-technical approach to legitimization

At Bardoli, the government had decided to raise land revenue rates by twenty two percent. The actual raise in some places was high as sixty percent. Gandhi pointed out that this decision was contrary by the government itself in 1919. The Bombay Legislative Council too, had codified its objection for any raise in agricultural taxation. Thus Gandhi included, among other reasons, some technical reasons to show that the government was unjustified and that his stayagraha was justified.

Another illustration, People engaged with the ‘Campaign for People’s Right to Health’ have based their argument on the human rights issues, fundamental rights and government’s commitment to ‘Health for All’. It gives credibility to the movement.

C. PRINCIPLE OF DRAMATIZATION

Almost every mobilizer uses this principle of dramatization. Dramatization is the principle of mass mobilization by which the leaders of the movement galvanize the population into action by emotional appeals to heroism, sensational news- management, novel procedures, pungent slogans and such other techniques. Some of the mechanisms of dramatisation could be,

1)      Use of songs: Catchy songs, which put forth the cause of a movement, during freedom struggle, local talent was tapped to compose songs to stimulate the enthusiasm in people.

2)      Powerful Speeches: Gandhi’s speeches evoked optimal fear of the villainous behaviour of the opponent and gave an opportunity for the exhibition of heroic sacrifice for the satyagrahis. Gandhi’s appeal to sacrifice and martyrdom was thrilling and it had a special appeal for the youth to work for this cause.

3)      Role of Women: Making prominent women lead marchers was a technique that gave a dramatic effect to the movement. At Rajkot, Kasturba Gandhi herself inaugurated the civil disobedience movement by courting arrest first.

4)      Boycott: Boycott is a dramatic way of influencing public opinion both when the efforts is successful and when it is crushed. Picketing and ‘Hartals’- voluntary closure of shops and other organisations, were also used by Gandhi to dramatise the issue

5)      Slogans: Bharat Chodo, Jal hi Jeevan, Say no to Drugs, HIV/AIDS- Knowledge is prevention, etc are some of the slogans used to give dramatic effect to various social movements.

D.  PRINCIPLE OF MULTIPLE STRATEGIES

There are two basic approaches to development: Conflictual and Non-Coflictual. Taking the main thrust of a programme, one can classify it as political, economic or social. Zeltman and Duncan have identified four developmental strategies from their experience of community development. That are reframed for the use in social action these are; education strategy, persuasive strategy, facilitative strategy, and power strategy.

EDUCATION STRATEGY

a) Adult Education

Gandhi adopted this strategy in almost all his campaigns. In this strategy, the prospective participants are educated at the individual, group and mass level.

i.        Individual level work: At the Bardoli, The Satyagraha volunteers went to the farmers individually and explained to them the causes, functions and implications of their involvement in the Satyagraha

ii.         Group level work: Gandhi also operated at the group level. He propagated for this purpose a new type of adult education which he called ‘political education’

iii.         Mass level work: to conduct mass level education, Gandhi and his followers used oral and printed media. Mass meetings were held on innumerable occasions and in places for localized and national campaign.

b)  Education by Demonstration

There is ample literature in extension science on the utility of the demonstration technique for increasing knowledge, developing a positive attitude, and for including the largest population to adopt the innovation. Gandhi used demonstration in his campaign for I) Converting the Congress II) Conversion to the Congress III) Converting the opponents.

PERSUASIVE STRATEGY

Persuasive strategy is the adoption of a set of action/procedure to bring about change by reasoning, urging and inducing others to accept a viewpoint. Gandhi used this strategy constantly seeking opportunities for dialogue with opponents. At Vykom, an intense attempt was made to convert the state authorities and Brahman opponents. The volunteers in their training were oriented towards understanding the viewpoint of their orthodox opponents and upon winning them over by persuasion.

FACILITATIVE STRATEGY

This refers to a set of procedures and activities to facilitate the participation of all sections of the society in the mass movement. Gandhi’s preference for non- violent action eliminated the necessity for expensive weapons. This preference made his campaign compatible with monetary realities of the participants and it reduced the moral qualms arising out of the general social ethos of ahimsa of the country. This preference also facilitates women to participate fully in the programme. In Salt-Satyagraha, Gandhi did not go into the technicalities of salt making. He simply asked the followers to make consumable salt by boiling the seawater. Its simplicity did facilitate greater participation

POWER STRATEGY

It involves the use of coercion to obtain the desired objectives. The forms of coercion may vary. Gandhi used social ostracism as one of the technique of the power strategy; Satyagrahis were instructed not to injure the dissenter physically and not to cut the flow of necessities to him. They made the delinquent a political outcast and put them beyond the pale of social intercourse. Gandhi gave a call to the titleholders to relinquish their honorary positions though it did not bear fruit in the initial stage. But by using the technique of social ostracism, much progress was made. The programme of picketing and dharna are the part of power strategy adopted by the Gandhi.

E. THE PRINCIPLE OF DUAL APPROACH

Any activist has to build counter-systems or revive some moribund system that is thought to be beneficial to the need of the mobilized public self-help basis without involving the opponent. This is a natural requirement consequent upon the attempt to destroy the system established /maintained by the opponent. Gandhian constructive work progamme performed such a function, in a small measure, together with the conflictual programmes of Satyagrahis. This cooperative effort indicates that Gandhians adopted or attempted to a dual approach in their mobilization.

F.THE PRINCIPLE OF MANIFOLD PROGRAMMES

It means develop a variety of programmes with the ultimate objectives of mass mobilization. These can be broadly categorized in three categories:

i)             Social Programmes

ii)            Economic Programmes

• iii) Political Programmes

Social Programmes: Gandhi gave many years to social reform activity. He worked for removal prejudice against the untouchables; he laboured on behalf of children in order to protect them from early marriage; he urged the recognition of women rights; he sought to control the use the use of alcohol and harmful drugs in India. By paying attention to the realities, Gandhi tried to build up the human resources of the nation.

Economic Programmes: Khadi is an economic programme as well as a social programme. Gandhi gave it a political connotation as well. As an economic measure, it filled the need to strengthen the economic base of a section of participants of the movement. This programme together with village industrial programme brought into the freedom movement a vast number of artisans of our villages. Khadi assisted to develop and indicate a swadeshi mentality; wearing Kadhi became a point of honour for all nationalists.

Political Programmes: By the time, Gandhi entered in the scene, due to the variety of historical, mobilizational and accidental factors, a cleavage had developed between the Muslims and the Hindus. But to face a common threat, and to struggle for a common cause, conflicting aspirations had to be submerged. In order to achieve this, Gandhi inducted the Congress and the Hindu population into a struggle for a Muslim cause. The Khilafat movement is such a political programme.

SKILLS OF SOCIAL ACTION

The social workers for practicing social action needed lot of skills. These skills are no different from the general social work skills; professional social worker uses these skills by combining the ethics and principles of professional social work. However, a social worker using social action, as a method of social work, requires certain skills and the more important among these are;

Relational or Relationship Skills: The social worker should have skills for building rapport with individuals and groups and skills for maintaining these relations. He/she should be able to develop and maintain professional relationship with the clients and the agency. The social worker should have the ability to identify the leadership qualities among the clientele and should be skill full to harness these qualities for social action. Along with this working harmoniously with the established local leaders is also needed. He/she should be able to deal with intra-group and inter-group conflicts effectively.

Analytical and Research Skills: The social worker should have the ability to objectively study the socio-cultural and economic characteristics of the community. He/she should be able to find out the pressing problems and needs of the clients. He/she should be able to analyze the social problems, the factors contributing to the social problems and its ramifications on the social, economic, political, ideological, cultural, ecological aspects of life.

Intervention Skills: After need identification, the social worker should have the ability to help the clients to practical intervention strategies to deal with the problem. The social worker should provide various options to the clients and help them in analyzing pros and cons of each option for taking up proper steps. Social action may require ‘confrontation’ with authorities. He must inform the community about the consequences of taking up hard steps like sit-ins, boycotts, strikes, etc.

Managerial Skills: The social worker also needs the knowledge and ability to handle organisation, which may be the outcome of the institutionalization of people’s participation. He/she should be able to coordinate and collaborate with various groups and local leaders to unite the clientele for the required intervention.

Communication Skills: These skills are highly crucial for social action. The social worker should have the ability to develop effective public relations with local organisations and leaders. He/she should be able to effectively communicate verbally (including public speaking) and in writing as well.

Training Skills: The social worker should be able to train local leaders. He/she should be able to train selected people at the local level aimed at imparting knowledge about the social issues taken up for action and the modalities of carrying out the intervention including the ‘confrontation process’ and they should also be trained to utilize social action strategies and tactics (confrontation, persuasion, negotiation, boycott, etc.) without the use of violence.

LET US SUM UP

In this module, we learnt various basic concepts related to social action and its process, models, strategies, principles and important skills. Social action often means refusing to follow the rules laid down by those in power, and exercising instead the right to protest and contest unfair or ill-conceived policies and decisions and empower communities that have been abused, neglected, or treated unfairly by authority or the society as whole, and gives them a voice and some authority of their own. By drawing attention to inequity and injustice and by using unified action to confront or cooperate with policy makers and the society as whole for bringing about significant social change. It is also called as the secondary method of professional social work practice for promoting sustainable social change through democratic and non-violent means.

References

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