Literaturnachweis - Detailanzeige
Autor/inn/en | Wheatle, Katherine I. E.; Commodore, Felecia |
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Titel | Reaching Back to Move Forward: The Historic and Contemporary Role of Student Activism in the Development and Implementation of Higher Education Policy |
Quelle | In: Review of Higher Education, 42 (2019), S.5-35 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-5748 |
Schlagwörter | College Students; Student Role; Activism; Educational Policy; Policy Formation; Historiography; Higher Education; Student Experience; Educational History; Civil Rights; Current Events; Freedom of Speech; Racial Relations; Homosexuality; Immigration; Citizenship; Sexual Abuse Collegestudent; Aktivismus; Politischer Protest; Politics of education; Bildungspolitik; Politische Betätigung; Geschichtsschreibung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; History of education; Bildungsgeschichte; Bürgerrechte; Grundrechte; Zivilrecht; Aktualität; Redefreiheit; Homosexualität; Staatsbürgerschaft; Sexueller Missbrauch |
Abstract | This article explores the history of collegiate activism and the influence students have had on institutional, state, and federal policy in the U.S. The paper presents a historiography of student activism that explores how historians have written about student activism, draws connections between the historical narrative and contemporary issues in student activism, and theorizes how higher education policy has shifted in response or opposition to student activism. Current higher education leaders, policymakers, and stakeholders can learn from historical examples of student organizing as they engage in creating campuses that serve students and communities well. (As Provided). |
Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |