Tags: rural/urban, theory, weber, gesellschaft, iron cage, rationalization, 00 to 05 mins
Year: 1965
Length: 4:51
Access: YouTube

Summary: This short cartoon comes from Hungarian animation. There are no words, but it skillfully and humorously illustrates the rationality and iron cage of modern life. It follows the main character, Gustav, from the end of his work day as a drone through his evening as he slowly descends into isolated madness. From a Weberian perspective, we might view the organization of modern urban life, with its highly efficient bureaucracies, traffic systems, and living spaces as overly rationalized spaces of social life. People are driven not by traditions, values, or emotions but rather by calculated efficiencies, and experience life in isolation from other humans. These systems of efficiency, calculation, and control constitute Weber's notion of an iron cage. It also works as an example of gesellschaft, where individuals act in their own interest (in contrast to gemeinschaft, where individual action is shaped via community norms and interaction). Ultimately, this existence drives Gustav to (unsuccessfully) attempt suicide and then to try to escape the monotony through alcohol and sleeping in the street, only to find he cannot escape the iron cage. Viewers can be encouraged to identify the elements of daily life that reflect the rationalization, iron cage, and gesellschaft.

Submitted By: Sydney Hart

Tags: children/youth, emotion/desire, inequality, rural/urban, social mvmts/social change/resistance, violence, domestic abuse, homelessness, human rights, pedagogy of affection, poverty, sex trafficking, street children, subtitles/CC, 21 to 60 mins
Year: 2007
Length: 47:33
Access: www.hummingbirdmovie.com

Summary: Often, after learning about the numerous social problems plaguing our society, students ask: "But what can we do?" and sometimes they express a sense of hopeless by suggesting that "things will never change." Hummingbird, an award-winning documentary film, was in some ways created in this same spirit of curiosity about the possibility of change amidst seemingly insurmountable social problems. Filmmaker Holly Mosher explains at the outset of the film why she visited the Brazilian city of Recife: "I visited because I wanted to see if it was really possible for kids who have lived all their lives amongst violence and misery to become part of a society that has always rejected them." The film chronicles the story of how two nonprofits in Brazil use the pedagogy of affection to help street kids and women break the vicious cycle of domestic violence. The pedagogy of affection is a method of social change whereby people help people, steeped in the belief that affection, touch, and caring are essential to holistic health and personhood. Viewers are encouraged to consider the various ways social change is effected and represented in the film, and specifically the role of grassroots organizations and communities that embrace hope and "an indefatigable spirit in the face of threats, financial difficulties, and a culture seemingly unable or unwilling to reform itself." At the 44:19 minute mark, Cecy Prestrello, co-founder of the non-profit Coletivo Mulher Vida (Women’s Life Collective), recounts the following story: "There was a fire in the forest. And all the animals were running around, crazed. Then a hummingbird began to pick up water in its beak and put it on the fire. And the lion stopped and watched. He said 'Are you crazy hummingbird? You have to protect yourself, like all the others. What are you doing?' The hummingbird replied 'I am doing my part…and what about you? What are you doing?'" Prestrello's perspective on social change would pair well with Allan G. Johnson's piece, "What Can We Do? Becoming Part of the Solution."

Submitted By: Holly Mosher 

Tags: crime/law/deviance, race/ethnicity, rural/urban, drug war, incarceration, poverty, prisons, school-to-prison pipeline, the wire, 21 to 60 mins
Year: 2012
Length: 24:11
Access: Al Jazeera

Summary: This short news documentary examines the relationships between race, poverty, incarceration, crime, and the war on drugs. It focuses on Baltimore, and its very high crime rates, showing how poor residents get attracted to crime and the drug business as a means of economic survival. With the war on drugs and its harsh prison sentences, many poor people are getting put behind bars. But despite harsh prison sentences and incarceration, these individuals continue to be drawn into selling drugs. Ed Burns, one of the writers behind The Wire, says "I don't know how much progress is being made because we're not dealing with the root causes." For example, jobs have been leaving Baltimore (and other US cities) since the late 1960s as a result of suburbanization and deindustrialization. Donnie Andrews (the real-life inspiration for Omar, a popular character from The Wire) notes that when people come out of prison, they are not able to find affordable housing, jobs, or health care, so people are likely to end up back in crime to survive. But rather than addressing the causes, since Nixon started the war on drugs in the early 1970s, our means of addressing the problem is through punishment and incarceration. This has caused an explosion in the US prison population, and the US now incarcerates more people than any other country in the world. This issue of drugs and incarceration also has a significant racial dimension. Despite the fact that black people are only slightly more likely to be involved in drugs than white people, they are seven times more likely to be incarcerated for drugs. The narrator notes that "if current incarceration rates remain unchanged, 1 in 3 black men can expect to go to prison in their lifetime." In the video, Ed Burns adds that it is not really a war on drugs, but a war on black people (which has also now spread to a war on poor whites) that was started to take away energy from the Civil Rights movement. Viewers may be encouraged to reflect on what is the objective in the war on drugs? To what degree is it successful? What kind of policies would help rehabilitate perpetrators and help them to avoid returning to prison? For a shorter 2008 news clip (6:40) that more narrowly focuses on drug use in Baltimore, see here.

Submitted By: Paul Dean

Tags: abortion/reproduction, consumption/consumerism, demography/population, environment, food/agriculture, globalization, inequality, rural/urban, 06 to 10 mins
Year: 2012
Length: 5:12
Access: Los Angeles Times

Summary: This short video, "The Challenge Ahead: Rising Numbers, Shrinking Resources," accompanies a five-part series from the Los Angeles Times and highlights the causes and consequences of the global population explosion. Demographers anticipate continued population growth driven by the reality that there are now 3 billion people on the planet under the age of 25, and about 1.2 billion of them are adolescents who are entering their reproductive years. Projections suggest that by 2050 there will be well over 9 billion people on the earth, and the video highlights many of the resource demands of this many people. For instance, Jonathon Foley of the Institute on the Environment asks, "how are we going to feed 9 billion people without trashing the planet?" and Joel E. Cohen notes that humans are currently consuming resources on planet earth as if the earth were about 50% more productive. The connection between consumption (and production) and population is also explored in Foley's 2011 Ted Talk, where he reports that the total area humans are currently using for agriculture is about the size of South America (16 million square kilometers), while the total area used as pasture and range land is about the size of Africa (30 million square kilometers). Humans are also currently using about 50% of Earth's fresh water, and of this share, about 70% is used for agriculture. But after connecting population growth to agricultural demands, it is only a short distance to discussions exploring the connections between population and environmental degradation, or even climate change. After all, as Foley also points out in his Ted Talk, agricultural activity is by far the largest contributor of greenhouse gases. Thus "The Challenge Ahead" is an excellent teaser for any introduction to the field of demography, and it can be used to spur discussion about the importance of the field for tackling some of the most formidable challenges of the twenty-first century. Note that The Sociological Cinema has previously recommended clips that explore problems associated with population (here, here, and here).

Submitted By: Lester Andrist

Tags: inequality, prejudice/discrimination, race/ethnicity, rural/urban, affirmative action, housing discrimination, institutional discrimination, racial steering, racism, redlining, stratification, subtitles/CC, 06 to 10 mins
Length: 6:05; 3:27
Year: 2003; 2010
Access: YouTube (clip 1; clip 2)

Summary: Institutional discrimination occurs where the practices and policies of an institution systematically benefit one group at the expense of another. The concept relies on the insight that individuals act and make decisions within an institutional context, and that even where explicit racism is difficult to identify, the rules, norms, and common sense associated with institutions may lead individuals—even well-meaning ones—to systematically deny opportunities and equal rights to minorities. When trying to explain the topic of institutional racism, it is useful to recall the history of redlining in the United States, which refers to the practice of appraising real estate differently based on the racial makeup of the communities within which the real estate sits. The first clip above comes from the documentary, Race: The Power of an Illusion, and features a concise explanation of the practice. Sociologist Melvin Oliver explains that "those communities that were all white, suburban, and far away from minority areas, they received the highest rating (from federal investigators of the National Appraisal System), and that was the color green. Those communities that were all minority, or in the process of changing, they got the lowest rating and the color red. They were redlined." Redlining is a form of institutional discrimination because the institutional mechanism of differentially valuing property based on race actually patterns the way individuals act. In other words, whites come to perceive a financial interest in keeping people of color out of predominantly white neighborhoods, and with the reasonable assumption that white neighbors may not be welcoming, people of color may avoid looking for homes in white neighborhoods from the very start. In yet another example of the way institutions pattern discriminatory behavior, real estate agents have been observed steering African American couples from white neighborhoods, as is dramatized in the second clip posted above. Thus to a naïve observer who imagines discrimination and racism to simply be a matter of individual grievances and irrational choices, it may appear that people have simply chosen to live among others of the same race, but in fact, this self-segregating behavior is the result of an institutional context. (Note that this is the second post on The Sociological Cinema that features a clip from Race: The Power of an Illusion).

Submitted By: Lester Andrist

Tags:  children/youth, class, economic sociology, immigration/citizenship, inequality, rural/urban, american dream, class mobility, inner-city, poverty, 06 to 10 mins
Year: 2011
Length: 7:23
Access: YouTube

Summary: This video from The Boston Globe tells the story of two young brothers trying to overcome difficult barriers to achieve the "American Dream" (read associated article here). Johnny and George live in Dorchester, MA, a Boston crime and poverty "hot spot." In addition to their economic issues, they face many family challenges (e.g. their father committed suicide 3 years ago, and their mother has a disability preventing her from working outside of the home). As the older brother notes, the most challenging thing is probably "living every day without our dad and with a single parent, who can barely afford to give us any of the resources we need." But while people in such neighborhoods are often depicted as being hopeless, Johnny and George are very hopeful and seek a better life. They work hard to achieve grades at the top of their classes, earn their own spending money through tutoring, and have received help from a local mentor and non-profit organizations. Viewers might reflect on how Johnny and George's story reflects the "pull yourself up by your bootstraps" ideology of the American, but that everyone needs help to do so. Despite their challenges, they see themselves as more fortunate than many others. How does the class structure shape an individual's ability to live a successful life, and what types of social and economic resources are necessary to help those less fortunate in attaining it? What is the effect of this ideology on society? Given that the boys are Vietnamese, viewers should also be cautioned away from explaining their situation with the "model minority" myth, which obscures the struggles of many impoverished Asian immigrants. Viewers may also be interested in this documentary on social class, the challenges of living on minimum wage, and George Carlin's critique of the American Dream.

Image by Yoon S. Byun/Boston Globe

Submitted By: Cathryn Brubaker, PhD

Tags: demography/population, environment, food/agriculture, globalization, inequality, rural/urban, anthropocene, great acceleration, subtitles/CC, 00 to 05 mins
Year: 2012
Length: 3:29
Access: YouTube

Summary: In sparkling electric blue, this narrated visualization illustrates the impact humans have had on the Earth's ecosystems from the time of the industrial revolution to the present. Referring to a new geological epoch, the narrator boldly announces, "Welcome to the anthropocene." The anthropocene is marked by the decisive role humans now play in shaping the state, dynamics and future of the Earth system. Among other indicators, scientists point out that anthropogenic processes now account for more sediment transport than natural processes, such as the erosion from rivers. Humans have also measurably altered the composition of the atmosphere, oceans, and soils, as well as the cycles associated with elements such as carbon, nitrogen, and phosphorus. The more than seven billion of us who currently reside on the planet now breath a chemically altered atmosphere of our own making, and we are witnessing the spread of oceanic dead zones. From a sociological standpoint, the adjective "anthropogenic," which simply denotes something that is produced by humans, is imprecise. It is not the mere presence of billions of homo sapiens which has altered the Earth's systems; rather, it is the way homo sapiens interact with the Earth's systems—our social processes. The clip works well as a way to enter into a discussion about environmental sociology. Specifically, one could easily draw on it to highlight the tension between understanding how changes in the environment get framed as problems by scientists, media, and other social actors, and how certain environmental changes have a real ontological status, irrespective of that framing.

Submitted By: Lester Andrist

Tags: demography/population, globalization, inequality, rural/urban, thomas robert malthus, subtitles/CC, 00 to 05 mins
Year: 2010
Length: 2:58
Access: YouTube

Summary: This clip, although made in 2010, examines the world as we hit a global population of 7 billion people (October 2011). Topics explored in the video include the impact of having 7 billion inhabitants living on the globe, the increasing length of the human life span, the unbalanced human consumption of scarce resources, and unequal living conditions. I include this video in my lecture on stratification, specifically in reference to Malthus's view of favoring inequality as a form of population control. It also can be used when covering demographics. The clip was created by National Geographic magazine as part of their 2011 year-long series on world population; additional resources are available on their website. Click here for another clip on The Sociological Cinema that contextualizes issues of global population and inequality.

Submitted By: Rachel Sparkman

Tags: class, community, crime/law/deviance, inequality, intersectionality, methodology/statistics, organizations/occupations/work, prejudice/discrimination, race/ethnicity, rural/urban, ethnography, homelessness, urban poverty, visual sociology, 21 to 60 mins
Year: 2010
Length: 60:00
Access: no online access (clip here)

Summary: This documentary, directed by Barry Alexander Brown, is based on the ethnographic fieldwork that sociologist Mitchell Duneier conducted for his seminal book, Sidewalk (1999). Framed in the film's introduction as an "epilogue" to the book, Brown offers a plot summary: "SIDEWALK chronicles the lives of primarily black homeless book vendors and magazine scavengers who ply their trade along 6th Avenue between 8th Street and Washington Place in New York City. By briefly comparing those book vendors with the history of book vending along the Seine in Paris, the film speaks to the efforts of North American and European societies to rid public space of the outcasts they have had a hand in producing. The film takes us into the social world of the people subsisting on the streets of New York by focusing on their work as street side booksellers, magazine vendors, junk dealers, panhandlers, and table watchers. The sidewalk becomes a site for the unfolding of these people living on the edge of society in order to give us a deeper understanding of how these individual's are able to survive. It also becomes a site for conflicts and solidarities that encompass the vendors and local residents. We followed half dozen vendors for most of this past decade. By the end of shooting the film, their lives had taken a myriad of routes..." Like other urban ethnographic films (e.g., here), Sidewalk would be excellent to show in an urban sociology course, as well as an introductory sociology class, as it engages core sociological concerns around race, poverty, homelessness, underground economies, interactions with police, and community support networks, among others. Ethnography professors might also find the film useful—the film opens with several screens of written text, describing the film as a "set of fieldnotes." The DVD includes a special feature (50 min) entitled "Method: Sidewalk and Ethnography," in which Duneier presents his approach to doing ethnography, particularly within the context and medium of film. To access the full DVD, check out your university library.

Submitted By: Valerie Chepp