A new Australian social movement, CleanAir Schools, is campaigning for state-wide policy change to reduce students’ exposure to traffic-related air pollution. The movement’s stated goal is to secure a government commitment to (1) install high-efficiency air filtration in all government schools within 3 years and (2) introduce a low-emissions zone around schools during drop-off and pick-up times.
Over a 10-month period, CleanAir Schools has relied on non-violent tactics such as student-led petitions, coordinated community meetings, peaceful rallies outside parliament, and parent–teacher letter-writing campaigns. The movement tracks participation and notes that in Month 10, approximately 82 000 people took part in at least one action (e.g. attending a rally, signing up as a volunteer, or participating in coordinated phone-banking).
Opposition has formed through a coalition of freight and small-business groups. This coalition runs advertising claiming the movement’s proposals will ‘hurt local jobs’, and it pressures politicians to delay any changes. A senior minister states publicly that the government will only act if it sees ‘clear, broad and sustained community support’ and if proposed changes appear ‘practical to implement’.
Assume the state has a population of 6.7 million people.
b. Analyse how CleanAir Schools’ use of predominantly non-violent tactics could increase its influence on social change, with explicit reference to at least two mechanisms drawn from Chenoweth’s research (e.g. participation, loyalty shifts, backfire, resilience).
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Create Free Account Log inThis is a free VCE Units 3 & 4 Sociology practice question worth 6 marks, testing your understanding of Movement's influence (Chenoweth). It falls under Social movements and social change in Unit 4: Community, social movements and social change. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In this unit, students explore the ways sociologists have thought about the idea of community and how various types of community are experienced. They examine the relationship between social movements and social change, including the nature, purpose, power, and outcomes of social movements.
Students investigate the sociological concept of power, the nature and purpose of social movements, types and stages of social movements, and how power is used by movements and their opposition. They evaluate the influence of social movements on social change, referencing Erica Chenoweth’s work, and analyse a specific social movement in detail.
the influences of the social movement on social change, with reference to the work of Erica Chenoweth.
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