student activism
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2022 ◽  
pp. 1174-1185
Author(s):  
Michael T. Miller ◽  
Daniel P. Nadler

This chapter provides an overview of the definition of activism, highlighting the current national context for how activism is implemented and perceived, and then exploring how colleges and universities have begun to manage student activism, primarily in the interest of learning, but also in relation to risk management. The concept of managed activism tied to learning is explored against the background of college student development, and is also tied to public and institutional policy. The chapter concludes with a preface to the remainder of the book, noting the inter-relationship between activism and the larger world both on and off campus.


2022 ◽  
pp. 549-564
Author(s):  
Ashley Tull

College student activism is often thought of as a problem to be dealt with, focusing on the potentially damaging role that student protest can take on a campus. Activism, however, can be defined in a multitude of ways, including how students express themselves in their commitment to others. This notion of community service or service learning has taken on a major role on many college campuses, and can highlight the powerful and positive impact of student activism. This chapter explores the role of service and philanthropy as mechanisms for college students to express their beliefs and commitments to others. Specifically exploring those student behaviors in fraternities and sororities, activism among undergraduates can be a tremendous asset to an institution, to a community, and ultimately, to the students themselves.


2021 ◽  
Vol 12 (2-3) ◽  
pp. 131-156
Author(s):  
Ömer Turan

Abstract The student movement of ’68 was both a major source of inspiration and subject of research for the social movement scholars. One persistent disagreement about studying ’68 lies between the world-system theory—Wallerstein views the movement as “a single revolution”—and the contentious politics approach—McAdam, Tarrow, and Tilly refuse to consider ’68 “one grand movement.” Expanding this theoretical debate, this article overviews Turkey’s ’68 movement and discusses its divergence from the global movement. Wallerstein summarizes “the single revolution” of ’68 with five points: challenging US hegemony, working-class solidarity, demanding education reform, counter-culture, and challenging the old left. This article revisits these points and cross-reads them with insights of the contentious politics approach to evaluate Turkey’s ’68 movement. It then focuses on mobilizing structures, framing processes, and repertoires of contention that have shaped student activism.


Author(s):  
Andreas Guidi

Abstract Student unrest under Italian rule in Rhodes reveals youth's contribution to the transformation of Mediterranean politics in the 20th century. A condition of possibility for this unrest was the precolonial infrastructure of Rhodes, where new schools emerged in the last decades of Ottoman rule. During the Italian military occupation (1912–23), schools reflected identifications such as Ottoman patriotism and Greek irredentism. Student activism expanded beyond school issues and intersected with Italy's uncertain attitude concerning Rhodes's future, the warfare ravaging the Eastern Mediterranean, and the unmaking of Ottoman authority. Italian governors considered youth politicization to be influenced by elder politicians and limited to communal factionalism. After a decade of reforms under Italian sovereignty following the Treaty of Lausanne (1923), unrest reappeared in the 1930s. Students sympathized with ideas like pro-fascist Zionism and anticolonial Greek nationalism. They addressed issues of loyalty and belonging linked to Italian rule's dilemmas of fascist assimilation and colonial separation. Contrary to the 1910s, the authorities repressed student unrest and admitted that youth politicization was autonomous from the influence of the elders, conflicting with the fascist colonial order. Discussing student activism during this imperial transformation goes beyond narratives centered on state policies or one exclusive confessional group, highlighting interconnections between communal affairs, colonial governance, and regional geopolitics.


2021 ◽  
Vol 12 (2-3) ◽  
pp. 353-378
Author(s):  
Kenan Behzat Sharpe

Abstract Using developments in poetry, music, and cinema as case studies, this article examines the relationship between left-wing politics and cultural production during the long 1960s in Turkey. Intellectual and artistic pursuits flourished alongside trade unionism, student activism, peasant organizing, guerrilla movements. This article explores the convergences between militants and artists, arguing for the centrality of culture in the social movements of the period. It focuses on three revealing debates: between the modernist İkinci Yeni poets and young socialist poets, between left-wing protest rockers and supporters of folk music, and between proponents of radical art film and those of cinematic “social realism”.


Author(s):  
Wendy Chu ◽  
Mackenzie J. Hart ◽  
Kristin N. Kirchner ◽  
Mariajosé J. Paton ◽  
Conner J. Black

2021 ◽  
Vol 3 ◽  
Author(s):  
Arjan Shahini

The study analyzes the beginning of the Albanian student movement of December 1990 from a historical–sociological and comparative perspective. This historical interpretation of various sources (newspaper articles, activists’ memoirs, interviews, and archival documents) draws its theoretical arguments from social movement studies, student activism, and the sociology of higher education. The study offers a complex explanation of the role of the movement during the country’s democratic transition by also looking at similar cases. Considerations of the broader international and local implications, the role of the university, the academic staff, and the student organization all are accounted for. After tracing the repertoires of strategies and content of the movement to the Albanian Cultural Revolution of the 1960s, the study argues that student activism benefitted from the structural opportunities provided by changes introduced in higher education during the historical sequence of late Socialism.


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