Raising Cain: The University Student and the Politics of Protest

Autor/in	Hundscheid, John
Titel	Raising Cain: The University Student and the Politics of Protest
Quelle	In: Academic Questions, 23 (2010) 2, S.225-234 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-4852
DOI	10.1007/s12129-010-9160-4
Schlagwörter	Stellungnahme; Activism; College Students; Educational History; Educational Change; Self Esteem; Politics of Education; Self Expression; Psychological Patterns; Political Attitudes + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Collegestudent; History of education; Bildungsgeschichte; Bildungsreform; Self-esteem; Selbstaufmerksamkeit; Educational policy; Bildungspolitik; Ausdruck; Political attitude; Politische Einstellung
Abstract	Student protests and occupations are not new phenomena. On February 10, 1355, what came to be known as the St. Scholastica Day riot occurred. Oxford students and townspeople clashed after a dispute in a local tavern and almost one hundred people were killed. But while student protests have occurred throughout history, the 1960s introduced a new kind of student activism, and in that decade the nature of the relationship between student and university fundamentally changed. The 1980s ushered in a new era of student activism. Philip G. Altbach and Robert Cohen suggest that the 1980s may represent a transitional period between the quiet years of the 1970s and a period of more vocal student unrest in the future. In the 1960s, the clash was between leftist students and the establishment. Now the tension on campus is between students. While students on both left and right are targeting and protesting decisions, policies, and actions taken by the university, the university itself is trying to avoid any kind of confrontation with the students. In this article, the author contends that the resurgence of activism on campuses today is more about the rush of narcissistic self-expression, and can be traced to the very absence of real education in philosophical deliberation. He stresses that today's university lacks the philosophical resources to tell and teach student dissidents that their actions are inappropriate at an institution of higher education and is unable to confront what could become a strident new era of student activism. (Contains 33 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10