May Day emerged to commemorate those Chicago organizers executed for their alleged involvement in the 1886 uprisings. Repression can fuel diffusion of a movement. Which drives me to think through how the police repression on campuses around the US will influence the spread of student encampments in solidarity with Palestine.
The website https://www.palestineiseverywhere.com/ is trying to keep track of Gaza solidarity encampments around the world. Today, on May 1, it counts 106 encampments, 39 police raids on universities with 1349 arrests and 139 solidarity actions around the world. There are fewer encampments than yesterday, and more arrests and solidarity actions. It is too soon to tell what will happen next. This wave of student encampments was launched on April 17th at Columbia University. It was evicted by the NYPD one day later. But the students returned. The eviction and the cat and mouse game that has followed has become front-page news; the images and messages circulating rapidly through social media. Across the country, encampments are springing up.
We have seen the pattern of action-repression-diffusion before. In 2011, Occupy Wall Street, spread from one encampment in Manhattan to occupations in over 600 cities in the US three weeks later. The pepper spraying of a group of young, white women generating a public outcry. In 2020, the George Floyd wave of protest saw action spread to 2000 cities or towns in over 60 countries. If we want to narrow our lens to student protests on campus – we can look to the well-studied case of diffusion of student shantytowns erected against South African apartheid. The first one began at Columbia in 1985, spreading to 46 campuses over the next few years (Soule 1997). Or we can look at Alex Hanna and Ellen Berrey’s work on the 2015 protests against anti-Black racism at the University of Missouri-Columbia (Mizzou) on campus, which spread to over 150 other campuses around the US.
At its most basic level, diffusion requires a transmitting site, something to transmit, channels of transmission and a receiving site. Each of these pieces can vary, but in today’s media saturated environment, there is no lack of actions, transmission or channels. What is most likely to vary are the conditions and processes of interpretation at the receiving site. What leads students elsewhere watching the protests at Emory, at UT Austin, at Wisconsin at CUNY or Columbia to emulate and start their own encampment?
Joining in is not automatic. Those most likely to engage in a wave are those who can identify with the ones already in motion (McAdam and Rucht 1993, 60; Tarrow and McAdam 2005, 130). This is facilitated by organizational connections, but this is also a cultural practice, shaped by relations of race, class, nationality and political ideology (Wood 2014). Right now, the students are mostly likely to set up encampments if they understand themselves as having a shared identity. Sarah Soule (1997) showed that the campuses which held a similar structural position in university networks, and whose students identified with the Columbia students were most likely to build encampments.
But what about the role of repression? Will the highly visible coverage of the eviction of pro-Palestine campus encampments, and threats of expulsion stop students on other campuses from joining in, or further motivate them? This knotty puzzle, known in the biz as the ‘repression-mobilization nexus’ finds that police violence can either escalate and de-escalate mobilization, depending on a wide range of variables. Basically, it’s complicated. However, we do know that repression activates identification; the solidarity that fuels diffusion of action. Even amongst wildly different identities, if those being repressed are understood as moral and undeserving and there is some sort of local opportunity to reflect on their similarities and differences, the repression can accelerate the spread (della Porta and Tarrow 2015; Wood 2014).
This is not what the panicked university administrators want. But this is what those who have opted to call in the troops are likely to get. Like the pepper spraying of the Occupy Wall Street protesters, the shooting of South African anti-apartheid activists at Sharpesville, and the police violence against immigrant workers fighting for an 8 hour day, the repression of pro-Palestine, student encampments is likely to build more solidarity and more encampments. Happy May Day, everyone.
References
Davenport, C., Johnston, H., & Mueller, C. M. (Eds.). (2005). Repression and mobilization (Vol. 21). U of Minnesota Press.
Della Porta, D., & Tarrow, S. (2012). Interactive diffusion: The coevolution of police and protest behavior with an application to transnational contention. Comparative Political Studies, 45(1), 119-152.
Linebaugh, Peter. 2016. The Incomplete, True, Authentic and Wonderful History of May Day. PM Press
McAdam, D., & Rucht, D. (1993). The cross-national diffusion of movement ideas. The Annals of the American Academy of Political and Social Science, 528(1), 56-74.
Soule, S. A. (1997). The student divestment movement in the United States and tactical diffusion: The shantytown protest. Social Forces, 75(3), 855-882.
Tarrow, S., & McAdam, D. (2005). Scale shift in transnational contention. Transnational protest and global activism, 121, 146.
Wood, Lesley J. (2014) Direct Action, Diffusion and Deliberation: Collective Action After the WTO Protests in Seattle. Cambridge University Press