Waves of indignation and its policy logic: social movements and new expressions of radical middle class

Authors

  • Elísio Estanque Universidad de Coimbra (Portugal)
  • Dora Fonseca Universidad de Coimbra (Portugal)

DOI:

https://doi.org/10.7203/RASE.7.3.8744

Keywords:

Indignation, hegemony, new social movements, radical middle class, middle classes, precariousness.

Abstract

In this paper, our attention will focus on the movement of the Indignados. The Indignados are seen as a non-political and offline actor any class action. These misconceptions lead to the lack of importance of this actor in the current context. His appearance marks a shift in the balance of forces in the social and political spheres. By applying the concepts of hegemony and antagonism, it may come to a better understanding of its nature and its effects. The new forms of collective action, identified with the new social movements seem to be closely related to the growth of the new middle classes, with expressions of middle class radicalism and a new policy. The indignation of the recent episodes of collective action is favored by the dynamics of downward mobility, formation of precariousness, and forms of conflict over the way in which society is instituted. These processes will be discussed in this essay.

 

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Author Biographies

Elísio Estanque, Universidad de Coimbra (Portugal)

Profesor en la Facultad de Economía de la Universidad de Coimbra (Portugal) e investigador del Centro de Estudios Sociales (CES) de la misma Universidad, profesor visitante en la Unicamp – Universidad Estadual de Campinas (São Paulo – Brazil), e investigador en el CESIT/Economía y en el IFCH/Sociología; 

Dora Fonseca, Universidad de Coimbra (Portugal)

Estudiante de doctorado en la Facultad de Economía y en el Centro de Estudios Sociales (CES) de la Universidad de Coimbra (Portugal)

Published

2014-09-30

How to Cite

Estanque, E., & Fonseca, D. (2014). Waves of indignation and its policy logic: social movements and new expressions of radical middle class. Revista De Sociología De La Educación-RASE, 7(3), 587–607. https://doi.org/10.7203/RASE.7.3.8744
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