Student Protest Movement Research Articles

‘Would any of them have suffered from a guilty conscience if they had won?’: Rudolf Wiethölter and post‐Second World War German law1

AbstractThis article reads the theory of law of the Frankfurter jurist Rudolf Wiethölter as an ambitious attempt to realize through law the indispensable radical democratization of post‐Second World War German society. The occasion was provided by the resurgence of critical theory and the subsequent and related emergence and affirmation of the student protest movement of 1968 at the Goethe University Frankfurt. Following the thread of the conflict/dialogue at the university with fellow philosopher Jürgen Habermas, the article brings into focus some stages in the evolution of Wiethölter's critical theory of law and of ‘true jurists’.

College Campus Dissent in the 1960s: A Review Essay

Protests and Dangerous IdeasU.S. College Campuses in the 1960s Jason S. Lantzer (bio) Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois By Michael V. Metz (Urbana: University of Illinois Press, 2019. Pp. ix, 269. Illustrations, notes, bibliography, index. Clothbound, $110.00; paperbound, $26.95.) Dangerous Ideas on Campus: Sex, Conspiracy, and Academic Freedom in the Age of JFK By Matthew C. Ehrlich (Urbana: University of Illinois Press, 2021. Pp. vii, 216. Illustrations, notes, index. Clothbound, $110.00; paperbound, $24.95.) Matthew C. Ehrlich's Dangerous Ideas on Campus: Sex, Conspiracy, and Academic Freedom in the Age of JFK presents an account of free speech debates at the University of Illinois in the early 1960s. Ehrlich considers two faculty-inspired cases that defined the Urbana campus for the tumultuous decade and beyond. The first is that of Leo Koch, whose contract to teach was terminated after he wrote a letter to the editor advocating a relaxing of societal norms towards sexual relations, including how they played out on the campus. The second case occurred in the wake of Koch's firing, and involved Classics professor Revilo Oliver, an increasingly radicalized right-wing figure at Illinois, who advanced not just anti-communism and antisemitism, but also conspiracy theories surrounding the assassination of John F. Kennedy. Ehrlich's account of how the university handled these two ideologically different cases reveals how they were ultimately related, beyond taking place on the same campus. Despite their opposite ideological positions, both Koch and Oliver pushed and prodded the existing hierarchy, challenging the university's leadership, headed by President David Henry. Dangerous Ideas on Campus is driven forward narratively by Ehrlich's prose as well as the campus guide he provides the reader in the person of University of Illinois undergraduate Roger Ebert. The eventually famous movie critic and Pulitzer Prize-winning newspaper columnist first burst onto the newsroom scene covering some of the events Ehrlich describes. As a result, readers who might otherwise be unfamiliar with various aspects of law, campus life, politics, or just Illinois outside of Chicago, are given a familiar voice to help them navigate what at times is a disturbing and complex story. The chief strengths of Ehrlich's account are the questions he poses for readers to consider. What is the responsibility of the academic community to professors? What is the difference between free speech and academic freedom? These are important questions that Americans and the nation's universities still wrestle with. Ehrlich also highlights the irony that Koch, the liberal, was fired over exercising opinions about sexual relations between college students and the univerity's stance in loco parentis that eventually became the norm nationally, noting that the blowback over the university's decision to terminate him likely saved Oliver, the conservative, from a similar fate. Facing disgruntled faculty, parents, students, state politicians, and an official inquiry by the American Association of University Professors, the University of Illinois had no stomach for taking on Oliver's stances on a variety of issues. Perhaps one of the more interesting things Ehrlich touches on in his tightly written book, though he does not explore the issue in [End Page 80] depth, is how the status of these two men mattered. Koch was a contract instructor, what we might deem contingent faculty today. Oliver, on the other hand, was a tenured faculty member. If, as Ehrlich notes, tenured faculty are a check on campus administrations, then it is worth pondering the current state of higher education and how that effects modern campus discussions of both free speech and academic freedom. John F. Kennedy, pictured on the cover of Ehrlich's book at a 1960 campaign stop on the campus, is important for our memory and understanding of the 1960s. His election and presidential term, cut short by his murder, provide a convenient demarcation between the decade as Ehrlich describes it and the one that Michael Metz guides us through. Like all historical demarcation lines it is somewhat arbitrary, imperfect, and yet accurate. American life did change in the wake of Kennedy's assassination. Metz's narrative picks up where Ehrlich's ends. Radicals in the...

Escape from Politics: Is There a Future for Youth Political Protests in Siberia and the Far East?

In the last few years, great attention has been paid to the protest potential of students, especially in the context of the mass protests of 2021-2022, which happened at both federal and regional levels. An important scientific issue, which is of practical importance for public authorities and politicians, is determining the motivations and actualization of the student protest movements, as the most organized segment of the youth environment. Based on the results of 14 focus groups held in 8 border regions of Siberia and the Far East (including the Altai Krai, the Zabaykalsky Krai, the Primorsky Krai and the Khabarovsk Krai, the Omsk Oblast, as well as Tyva, Buryatia and Altai Republics) as well as the analysis of the social media and blogosphere of the mentioned regions, the author suggests that the students experience fears, weariness, and disappointment. However, the factors actualizing the protest moods are highly limited. Actual precedents and threats of criminal prosecution that have been applied to the political activists by the government since 2019, as well as the pressure from the authorities and the socialization agents, lead to the demoralization of the youth and their refusal to participate not only in protests but also in pro-government events.

Restorative learning for fostering a decolonised curriculum attuned to sustainable teacher education

Social sustainability is paramount for peaceful and inclusive societies. It embraces all cultures and civilizations while promoting that these contribute to, and are crucial enablers of, sustainable development. One aspect hereof is knowledge-what is taught and who decides. South African students remain frustrated with the Eurocentric and Western dominated university curriculum. This was made evident in the iconic 2015 student protest movement that, along with current and preceding protests laid bare the stark inequalities that persist in higher education and students outcries for socially relevant education that acknowledges the global South. In this article, we draw on data that emanated from qualitative interviews conducted with ten North-West University postgraduate teacher education students to unlock their concerns and aspirations for a decolonised curriculum in higher education. Students expressed their concerns with the political nature of the systems of power in higher education that are exclusionary, the need for the curriculum to be contextualized, and the tendency for decolonisation to be perceived as a threat. Students voiced their aspirations for a decolonised curriculum by specifying the importance of decolonisation as a process through teaching approaches like storytelling. We propose restorative learning as one avenue in response to students' outcries for the need to be critical of abyssal thinking and to challenge the root of hegemonic knowledge systems in such a way that decolonising the curriculum can be attuned to sustainability aspirations related to justice and social equity.

Towards a New Conceptual Framework of Student Activism in South Africa

While the phenomenon of student activism is not new in South Africa, it has escalated recently and has taken on new forms. The literature expounds the emergence of a new modality of student activism in the form of protest movements employing social media as mobilisation tools. While such activism traditionally manifested itself in student representation in university governance structures and student demonstrations, protest movements and social media have emerged as its modern manifestation in South Africa. This article systematically analyses extant theories and conceptual frameworks to assess their relevance to these new modalities. After closely analysing key conceptual frameworks including Stakeholder Theory, the Ideal-type Regime of Governance Model and the Activist Leadership Model, it demonstrates their limitations for describing the emerging trends of student activism in South Africa, the paper proposes a new and robust conceptual model called Unbounded Student Activism.

Governors, Regents, and New Deal Liberalism: Student Activism at the University of Texas at Austin, 1917–1945

Governors, Regents, and New Deal Liberalism: Student Activism at the University of Texas at Austin, 1917–1945 John Moretta (bio) Click for larger view View full resolution University of Texas students gather before a protest against Texas governor James E. Ferguson, May 28, 1917. PICA 08003, Austin History Center, Austin Public Library. In 1960, southern historian Charles Ramsdell described a University of Texas colleague as “born and marinated in the deep South [Mississippi] and educated at the University of Virginia,” who declared that he found “absolutely no trace of Southern tradition either in the city of Austin or in his students from every part of the state. They are interested, he says, in no [Southern] traditions whatsoever, and Austin is a typical American college town, with a most un-Southern bustle about it; a general student and faculty environment and outlook not much different than that displayed on most of the Northern university campuses he had visited.”1 Inextricably linked and driving much of the city’s exceptionalism, especially when compared to other southern university towns, were the University of Texas’s students, who, beginning in the early twentieth century through World War II, became the vanguard for sociocultural and political [End Page 1] change in the state and institutional reform on their campus. Until the late 1950s and ’60s, student protests and demonstrations were a rarity on southern universities and colleges. However, that was not the case at the University of Texas (UT). Compared to other southern universities during the period, UT became a veritable “hotbed” of progressive student activism, countering the stereotypical image of southern White youth as a mass of conservative conformists at best and racist, red-baiting reactionaries at worst. Although such words may have described some Texans, UT students, especially by the late 1930s, were more inspired to action by the positive views of local, liberal religious leaders and faculty mentors who defied these regressive impulses. By comparison to 1960s direct action, pre-World War II student activism was more interpersonal and self-reflective, originating in existing student organizations, which increasingly reflected student interests in human rights and global peace. In many ways, prewar student advocates established the template for future student protest movements. This article explores some of the pivotal events and issues in the history of UT that ignited student activism in years 1917–45, emboldening collegians to publicly resist institutional policies and outside political interference they believed directly infringed upon their rights as students and the sanctity of the university environment. The university was to be a place where democratic values were inculcated and students’ civil liberties were respected by peers, faculty, and administration. Equally important to UT students by the 1930s was the recognition by regents and administrators that a democratically constituted student government and related student-sanctioned and -supported campus activities and institutions, such as the college newspaper, The Daily Texan, deserved the authority to act and advocate on students’ behalf. By the 1930s, existential crises, particularly the domestic socioeconomic upheaval caused by the Great Depression, further energized many UT students to engage in the reformist impulse unleashed by the New Deal. For many 1930s UT student activists, the Depression years not only revealed the inherent flaws of laissez faire capitalism, but perhaps more importantly, the social consequences of an unregulated economy. In the New Deal liberal ethos, students saw not only the means of immediate amelioration of human despair, but the long-range efficacy of positive government action in both mitigating and remedying future marginalization and disfranchisement, which if not addressed, could lead to class antagonisms and unrest as was the possibility in the 1930s. UT student activists also correlated the external crisis confronting the nation in the 1930s with their internal university battle against the regents’ suppression of academic freedom and student rights. As they saw it, the very same individuals responsible for the economic crisis were now in charge of their university, and as these wealthy plutocrats had abused the economy for their own material aggrandizement, they were inflicting [End Page 2] upon UT a self-serving agenda that was detrimental to the entire university community. American entry into World War II against the...

From Colonialism to Postcolonialism: Decolonized Social Work Education in South Africa

ABSTRACT In a postcolonial context, the influences of South African colonial and apartheid history are still visible, and much has been written about the need to decolonize learning and teaching practices. However, student protest movements point to a general dissatisfaction with the higher education context in a postcolonial and postapartheid society. In an effort to acknowledge this dissatisfaction, this article examines the concepts of colonialism, decolonization and decoloniality, and postcolonialism, and explores how an understanding thereof could contribute to decolonized social work education. Four strategies to employ in decolonized learning and teaching are proposed; namely, creating opportunities for conversations, exploring how we think about colonialism and decolonization, aiming for Africanization, and centralizing African culture and identity within the South African context.

Decoloniality, Language and Literacy: Conversations with Teacher Educators

Thisedited collection sets outto counter hegemonic and monolingual education and language practices, both in teacher education programmes and the schooling system where these trainee teachers will work. It developed from conversations between teacher educators at University of Cape Town during the student protest movements between 2015 and 2017, which called for both free and decolonized education(a focus of many articles in this journal;see, for example, Shay, et al., 2016; Sebidi & Morreira, 2017; Hlatshwayo, 2021). A deep sense of dialogue, reflexivity,and activism permeate the contributions, encouraging the reader to feel part of ongoing conversations for thiscollective and decolonial endeavour. Another real strength of the book comes in the inclusion of a variety of unconventional contributions, with interviews, reflections, visual essays,and poems alongside more traditional book chapters that include multimodal and multilingual data. This is entirely coherent with the decolonial praxis modelled throughout the book and points to new ways that we can allpush at the boundaries of what is considered academic writingto enable epistemic justice.

Engaging the social: Community engaged pedagogy in the context of decolonization and transformation at the University of Cape Town

Globally, higher education is at a crossroads on so many levels: funding, course development, who our students are, what knowledge is relevant for the world of work and beyond, what kinds of students do we want to graduate, and who are we as educators. All these questions (and more) have been around for some time; the current COVID-19 context however brings them even more sharply to the fore.
 This paper responds to the prompt about how we train professionals for the future so that they don’t participate in systems of oppression and inequality. It was written in 2017 in response to a conference on social and epistemic justice in the wake of the 2015 student protest movements and was written collaboratively by an intergenerational group of educators working on a course in the Engineering and Built Environment (EBE) Faculty at the University of Cape Town, South Africa. All of us have a strong commitment to social justice, and to providing engineering students with an opportunity to think about their professional identity through the lens of community engagement. While written before the onset of COVID-19, we believe that the arguments we make are pertinent to the current context. Drawing on the Honors’ thesis of one member of our group, we sought to reflect on and analyze our work in this context. In particular, the principles of multi-centricity, indigeneity and reflexivity (Dei, 2014) proved useful in making sense of our practice and our work together.

Bleeding women and theology from below

Dishonour is heaped upon dishonour for those who have been deprived of material conditions for life, often due to historical legacies of racialized inequality and oppression. Rather than villainizing those engaged in protests that produce disorder and defacement, identifying and articulating the sacredness of seemingly profane aspects of such contemporary movements is a singular and imperative task of Christian theology today. Through a close reading of the narrative of the bleeding woman in Mark’s Gospel, this essay argues that the South African student protest movement of 2015-2016, which included regular eruptions of destructive physical force, is an example of activism that represents the Gospel’s injunctions towards the securing of dignity by the marginalized unheard and unhelped. First, the essay will discuss the milieu of honour/shame which pervaded the first-century Palestinian context of the Gospels. Following this, the essay undertakes a close reading of the biblical narrative of the bleeding woman in Mark’s Gospel. It will be demonstrated that the woman’s intentional transgression of the social order resulted in her approbation by Jesus.

The decolonial turn: reference lists in PhD theses as markers of theoretical shift/stasis in media and journalism studies at selected South African universities

The supervision and production of a PhD thesis often presents a potentially interesting tension between PhDs as conforming to disciplinary epistemologies and PhDs as breaking epistemological boundaries. No academic discipline has been left untouched by decolonial thinking in the South African university space since the eruption of radicalized student protest movements in 2015. The Rhodes Must Fall student protest movement, which quickly morphed into Fees Must Fall, precipitated a new urgency to decolonize the university curriculum in post-apartheid South Africa. A new interdisciplinary conversation in the humanities and social sciences began to emerge which challenged established orthodoxies in favour of de-Westernizing, decolonizing and re-mooring epistemological and pedagogic practices away from Eurocentrism. Whether and how that theoretical ferment filtered into postgraduate students’ theses, however, remains to be established. This article deploys a decolonial theoretical framework to explore the tension between epistemic conformity and boundary transgressing in journalism studies by analysing reference lists of PhD theses submitted at three South African Universities three years after the protest movement Rhodes Must Fall. With specific focus on media and journalism studies as a discipline, this article argues that the PhD process represents a site for potential epistemic disobedience and disciplinary border-jumping, and for challenging the canonical insularity of Western theory in journalism studies. The findings appear to disconfirm the thesis that decolonial rhetoric has had a material influence so far on the media studies curriculum, as reflected in reference lists of cited works in their dissertations.

Student protest movements in Latin America. The cases of Venezuela, Mexico and Chile

Student protest movements in Latin America. The cases of Venezuela, Mexico and Chile

Mitigating educated youth unemployment in Bangladesh

Ever-increasing unemployment or underemployment of educated youth is taking its toll on Bangladesh as it is giving birth to new social unrest in the country. While its national average unemployment rate is 4.2 per cent, the rate is 2.7 per cent among those who have studied up to primary level and 11.2 per cent among those who have graduated from the universities. If such a trend continues, over the next ten years, the working-age population structure in Bangladesh would grow more than two million annually. Since the rate of job creation is lagging far behind, excessive unemployment may not only increase the rate of crime and social maladies but also cause social unrest. The recent student protest movement against the existing quota/reservation policy in public service recruitment is indicative of this alarming trend. Drawing on the publicly available data and information, this conceptual paper makes the case that youth unemployment and underemployment in Bangladesh is the result of underdeveloped skills that is due to the lack of proper and purposeful education and human resource development policy. Under the current system, technical education remains below par and the few technical education institutions that the country has are not producing enough and relevant skilled workers. It is unfortunate that there is existing and growing demand for skilled human resources for various sectors of the economy, while, despite explosive growth in tertiary education at universities, the pool of educated unemployed is also growing. Due to the scarcity of qualified manpower, Bangladeshi companies often hire better skilled people from abroad by incurring higher costs and keeping a portion of Bangladeshi citizens out of job. Bangladesh therefore needs to address its skills mismatch phenomenon first. More specifically, the country must equip its youth with right set of skills, which would make them employable in the fast-changing job market both inside and outside the country. To make it happen, the country needs a policy shift on an urgent basis, which would include but not limit to interfacing its formal education with technical training, technical training with labour market entry, and labour market entry to the workplace.

“Trees are better than stone”: Vital Commemoration in Octavia Butler’s Parable Novels

“Trees are better than stone”Vital Commemoration in Octavia Butler’s Parable Novels Matt Burkhart (bio) The Anthropocene cannot dust itself clean from the inventory of which it was made: from the cut hands that bled the rubber, the slave children sold by weight of flesh, the sharp blades of sugar, all the lingering dislocation from geography, dusting through diasporic generations. —Kathryn Yusoff, A Billion Black Anthropocenes or None (2018) In this special edition of Western American Literature focusing on California climate change fiction (cli-fi), Octavia Butler’s Parable novels stand out as “cli-fi” avant la lettre. That is, Parable of the Sower (1993), Parable of the Talents (1998), and the never-completed “Parable of the Trickster,” which was to round out an envisioned trilogy, fall decisively into the category that coheres around the cli-fi label espoused by Dan Bloom in 2007 (Goodbody and Johns-Putra 1). Despite Butler’s impact as a writer of climate-inflected speculative fiction, her works suffer relative neglect in book-length efforts to establish early genealogies of climate fiction. While Butler’s fiction ranks just passing mention in Adam Trexler’s catalog-heavy Anthropocene Fictions: The Novel in a Time of Climate Change, Butler’s Parable novels go completely unremarked in Axel Goodbody and Adeline Johns-Putro’s coedited Cli-Fi: A Companion. This is true not just of the collected essays—which reflect the sample of submitted materials—but also in the editors’ otherwise-expansive introductory materials that survey the emerging field, addressing novels like Paolo Bacigalupi’s The Water Knife and Kim Stanley Robinson’s New York 2140, which are just two texts indebted to Butler.1 Indeed, Parable of the Sower is a novel central to the cli-fi seminars that I have been teaching for several years, [End Page 287] though I sometimes have to help undergraduate students trace details beyond the unceasing drought that help them apprehend how Parable comments holistically on climate change, including the sociopolitical climate in which politicians and corporations abetted the all but minimally mitigated generation of greenhouse gases for decades beyond the 1980s, when Butler was just one person visualizing the existential threat that climate change posed, especially to people already at the margins of a globalizing economy. That work of amplifying climate change’s concatenated effects in the Parable novels has been made even easier with the 2018 publication of Imagining the Future of Climate Change, in which Shelley Streeby conveys her prodigious research into the Butler archives. Distilling those findings, Streeby confirms many hunches I had shared with students about linkages that Butler was making between how California has been—and is—used, for better and worse, as a laboratory for the future at the level of economic and environmental policy. Specifically, Butler kept prodigious files of news clippings that chronicled rising awareness of climate change within corporate and political spheres, which the latter failed to act upon. Further, Butler had been closely tracking Ronald Reagan’s efforts as two-term California governor and then US president in news clippings that would resurface in her fiction. As most will recall, dating back to his gubernatorial years, Reagan had established an authoritarian stance in response to quashing student protest movements of the late 1960s—and as prelude to his harder line stances as president, Reagan had imposed neoliberal austerity measures on California state welfare recipients. Butler’s scorn for Reagan’s policies continued through his presidency, wherein he doubled down on efforts to dismantle social safety nets and environmental protections. In her annotations to archived materials, Butler reserved particular antipathy for his administration’s coziness with fossil fuel industries, anticipating her invocation of real and figurative cannibalism in Parable of the Sower, such as “‘they will sell our birthright for a quick profit,’” which Streeby contextualizes within “Reagan’s effort to roll back new, post-1970 environmental regulations while opening up lands [End Page 288] to oil, coal, and gas extraction [to] concerns over global warming” (Streeby 87–88). Consonant with later texts like Naomi Oreskes and Eric Conway’s The Collapse of Western Civilization, which identifies “market fundamentalism” as exacerbating the climate crisis, Butler’s archived notes indicate how...

Arendt's idea of the university

ABSTRACT This article offers the first comprehensive reconstruction of Hannah Arendt's contribution to the venerable chapter of modern intellectual history known as ‘the Idea of the university.’ Arendt first jotted down her thoughts on this topic in a 1946 letter to Karl Jaspers, in response to the manuscript of his then forthcoming book Die Idee der Universität. She later revisited the topic in three different moments. We trace these three sequels back to three contemporary political crises to which she bore witness: (i) the problem of Arab-Jewish relations following the founding of Israel, (ii) the suppression of freedom of speech during the McCarthy era, and (iii) the American student protest movement of the 1960s. At the heart of Arendt's idea of the university is a tension that she never managed to resolve: namely, that between the image of the university as a nonconformist community ethically committed to the transformation of the social world, on the one hand, and the image of the university as a secluded sanctuary of contemplative freedom dedicated to the disinterested pursuit of truth, on the other. Whereas the first puts her at odds with Jaspers and is predominant in the early reflections, the second pulls her closer to him and becomes prominent in the later ones. More broadly, the article contends that the history of Arendt's reflections on the university bears on our understanding of the evolution of her political thought.

Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois

Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois

The Economics of Hate and Love in South Africa: Postcolonial Queer Perspectives on Hate Crime Legislations

In early 2018 South Africa tabled the new The Prevention and Combating of Hate Crimes and Hate Speech Bill before parliament. Less than a month later, the first White South African was sentenced to jail for racist slurs towards a Black policeman. One might interpret the coming into existence of this new bill as a result of the increased public awareness of racism as acted out by White people in today's post-apartheid South Africa every day in one form or another. An awareness that a younger generation of students in the context of the #FFM Fees Must Fall, #RMF Rhodes Must Fall, and other associated student protest movements, aiming since 2015 to decolonise the universities, generated and forced the public to take note of. A generation that pushed for the recognition of racialised differences and critiqued notions of colour-blind, non-racial rainbowism when arguing that racism and racist hate only become visible once the concepts underlying these practices of Othering are named: deeply ingrained notions of White superiority and Black inferiority on the side of the perpetrators. The new Hate Crimes Bill therefore does appear to be a direct result of these most recent developments; however it is more complex and the road map towards establishing such a bill, which next to race includes a whole set of other categories such as pregnancy, sexual orientation or albinism, started much earlier and was not really a straight one but actually received intense discussions within the LGTBI community about a decade ago.

Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois

Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois

An Expanded Understanding of Art as an Agent of Change in Higher Education

South African higher education institutions seek strategies to address belonging and decolonization. The student protest movement across South African university campuses during 2015–2016 further underlined this fact. We explored the capacity of interactive artworks to address belonging and active citizenship, both prioritized by university management. Art, in this sense, facilitates out-of-classroom education to aid the institutional decolonial vision of a university entrenched in colonial history and apartheid. Furthermore, the protests challenged the slow pace of institutional change at South African universities. This article examines responses to an interactive artwork placed on the Stellenbosch University campus. Our elastic understanding of art and education deviates from traditional art history and acts as a critical public intervention that aimed to stimulate conversation about belonging at Stellenbosch University. The employed research methods are informed by the decolonial framework which engages a crucial attentiveness of the power issues embedded in knowledge production, validation and dissemination. An interactive public artwork, titled “We Belong Here”, was placed on the main campus of Stellenbosch University in South Africa. We invited students on campus to make visual statements related to topics such as community, apathy, legacy, honour, protest, ethical conduct and creativity. Qualitative data was gathered from individual and group interviews with students, lecturers and staff members who were most likely to have encountered the artwork. Theories on critical citizenship education, and art education informed the research and discussion. The data suggests that art education in the expanded field has the potential to aid higher education institutions in bringing about personal and intellectual growth. Both accepting and dismissive opinions were raised by participants and welcomed by the researcher. Viewing their voice among many, led some to a sense of belonging in the university community, and their interaction led them to converse with others on the topic of citizenship. There was also criticism to the artwork text written in English, and concern that such a work could not create any relevant impact. Although the parameters of the artwork is limited within the field, the student protest movement was a forceful reminder of urgent matters in higher education and a reason to continue enquiry and interventions to decolonialize education.

Radicals in the Heartland

Review of: Radicals in the Heartland: The 1960s Student Protest Movement at the University of Illinois, by Michael V. Metz.