Student Revolt Research Articles

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

Soweto and its aftermath

The student revolt that flared up in Soweto in June 1976 was a clear indication of the extent of mass resistance to oppression and exploitation under apartheid. Yet the revolt posed a number of important questions for a revolutionary strategy in South Africa, especially in terms of its implications for an alliance of workers and students and for its relation with the liberation movements. This article assesses the strengths and weaknesses of the strategy adopted by the student movement inside the country and raises questions about the relevance of the current strategies of the various exiled liberation movements to the changing conditions in the country.

The Socialist Commitment in Karl Barth

The young Karl Barth is not an easy man to assess. It is not just that he covered a major theological revulsion by violent polemics, nor even that in the second world war he became a cult figure with hard-pressed protestants everywhere, overwhelmed by the need to save their churches from the destructive compromises of the church leaders, and subsequently, more briefly, a cult figure with a new theological establishment. More recently the young Karl Barth has been the victim of disputes over the uses to which Barthianism can be put. In the German student revolt the need to unify thought and action in politics and theology exposed a generation gap; a burning concern to many theological students, it embarrassed many of their teachers. At the Kirchliche Hochschule in Berlin, a bastion of Barthianism, Friedrich-Wilhelm Marquardt, a pupil of Hellmut Gollwitzer, sought to bridge the gap by showing that from beginning to end the core of Barth’s theology was a socialist commitment. (The first paragraph of this book reads starkly, ‘Karl Barth was Socialist’.) The perspective first opened by the student movement was confirmed by Marquardt’s editorial work on Barth’s Safenwil remains, and especially on forty three socialist speeches. Marquardt worked out his view systematically in a Habilitationschrift which was rejected at the Kirchliche Hochschule as unwissenschaftlich. Gollwitzer made a public scene, got the book published, and took the whole argument further in a long essay of his own. The clinching evidence (if diat is what it really is) of the speeches is not available under the terms on which Karl Barth’s unpublished remains are being edited until the volume in which they are to be incorporated is published. Yet most of the voluminous material ever likely to be available for the young Barth is now in print, and it is worth examining in its own right, as distinct from being expounded in the light of the Church Dogmatics with Marquardt.

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The Rights of Youth: American Colleges and Student Revolt, 1798-1815

The French University Since 1968

In the heat of the 1968 events, I proposed an interpretation of the French student crisis.' Briefly summarized, my argument focused on two major points. First, I suggested that French university institutions in 1968 seemed not to have adapted themselves to the relatively drastic changes which had taken place in the social composition of their constituency shortly after the beginning of the 1960s. In 1968 the French university remained upper middle class while the public it catered to was increasingly recruited from the lower middle class. Even though the offspring of the upper middle class reached the university level more often than those from the middle and lower classes, the vast majority of students belonged to the middle and lower classes and found themselves in institutions badly adapted to their expectations. On the other hand, the increase in the demand for higher education made the social rewards students could expect from their university studies more uncertain: in comparison to his elders, the average student of 1968 found himself disoriented by the university. I would like to suggest in this article that neither the legislative reform of the French university, accomplished under the pressure of the events of 1968, nor the various changes introduced thereafter have helped resolve the pre-1968 contradictions in the university which the student revolt turned upside down.

Understanding the total process.

Psychology, like many other disciplines, has its share of hallowed rituals. Among the most sacred is the undergraduate psychology major's first laboratory courseknown notso-affectionately in the trade as the lab. By 1969, the University of Michigan's rat lab had become an undisputed rat's nest. The laboratory was attended by more than 250 freshmen and sophomores competing fiercely for time to run their rats through the 15 often malfunctioning Skinner boxes. When rats inconveniently died in the middle of experiments, as they frequently did, there was no money to replace them. Stop watches and other testing equipment were either broken or in short supply. It wasin briefa course no student wanted to take and no instructor wanted to teach. Dana Main, an assistant professor of psychology at Michigan, was assigned to coordinate the laboratory course in 1970. Faced with the prospect of further budget cutbacks, she decided to take drastic action to save both the course and her students' psyches. We were really desperate, Main recalled. I feared a fullfledged student revolt. While there was little money for psychology, Main discovered some research funds available for the use of instructional computers in course work, and she began to wonder whether computers could be used effectively to simulate actual laboratory experiments jeopardized by the university's budget crunch. She invited Richard Johnson, a Michigan graduate then teaching at Earlham College in Indiana, to talk to interested young instructors about his work in computer simulation. Johnson's interest in the field had been

Student Protest: Manning the Barricades from Berkeley to Bombay

the streets of Bangkok on October 14 and 15, 1973, the students of Thailand fought a pitched battle with their government and its armed forces (see Student Revolt in Thailand, Change, May 1974). The government had tanks, machine guns, and tear gas. The students had no weapons except the ones they made from bottles and gasoline or captured from the police and the army. When the smoke cleared, 67 students had been killed, more than 800 wounded, the government had been overthrown, the rector of Thammasat University in Bangkok had been appointed national premier, and a new constitution with elections had been promised by the end of 1974. Beginning with a student protest against the jailing of 13 student activists, it had all happened in 10 days. The Thai students had neither

The Student Revolt: A Special Case of a Youth Culture

The Student Revolt: A Special Case of a Youth Culture

Student Revolt in Thailand

Student Revolt in Thailand

Konflikt- und Rückzugspotentiale in spätkapitalistischen Gesellschaften / Potentials of Conflict and Withdrawal in Late Capitalist Societies

Abstract Late capitalist societies increasingly prove incapable of generating the modal personality that would correspond to the imperatives under which the political and economic subsystems operate. This is due to a process of the sharpening of the crisis of adolescence in which system-dysfunctional solutions are gaining ground. In terms of the interactionist approach the problem specific to the adolescent phase, i. e. the problem of identity formation, becomes one of coming to grips with the cultural system; this in turn, prompted by a series of socio-cultural changes, lays bare the immanent structural difficulties of the bourgeois legitimation system. Differentiated ways of solving this crisis correspond to various processes of a selective thematization of the contents of the cultural system and thereby to differential behavior patterns (e. g. student revolt, hippies, drug-addicts, Jesus-People, withdrawal).

Egyptian Student Revolt Moves from Streets to Chambers

Egyptian Student Revolt Moves from Streets to Chambers

Faculty attitudes toward student protest

As part of a large-scale university survey, a random sample of faculty (75% of whom had had firsthand experience with serious student revolt) were asked for their reaction to a series of questions dealing with student protest — with the reasons for it, the kinds of student protest tactics employed, and the type of actions an administration might take to control it. Statistical comparisons were made between faculty, students, and administrators; and among faculty across disciplines to try to account for different attitudes. Findings suggest that faculty differ less among themselves than from other university constituent groups as to attitude about protest. They tend to distinguish sharply between dissent (which they support) and disruption (which they do not), and to favor responses to protest which keep the university open and functioning. Finally, the view is advanced that violent unrest is the unfortunate result of reciprocal escalation which can be avoided by attention to the causes of dissent rather than its dramatic manifestations.

Research in Popular Literature and Praxis-Related Literary Scholarship: A Report

Since the end of the sixties, the study of mass-produced and mass-consumed reading matter has become an accepted branch of traditional literary scholarship; the former has emancipated itself from the latter to the degree that the social aim of the study of literature has become the center of discussion. The student revolt of the late sixties with its insistence on fundamental change in course offerings and on curriculum reform has given a decisive impetus to the study of trivial literature.1 The didactics of literary studies that was discovered in conjunction with the now almost insoluble problems of teacher education demand that the education of language and literature teachers make use of praxis-related material, especially those texts which are predominantly read (or heard, or seen). It enters into an unholy alliance with technocratic-oriented educational reforms which are beginning to drive literary history out of the classroom. Recent guidelines for curricula reduce traditional literary instruction to an unimportant elective subject and advocate the teaching of popular and mass-produced texts as the main subject matter. The primary task of such a new curriculum in West Germany is to teach critical understanding (and usage) of colloquial speech and its textual manifestation.2 It stands to reason that literary scholarship based on scientific analyses of texts at the university and literary instruction in secondary schools should not be independent from each other, and with good reason the question is asked: which texts should be the primary concern of literary scholarship if its social purpose is the education of qualified teachers whose contemporaries read belles lettres in grotesque disproportion to popular reading matter. The following essay will be the first part of a report that will be continued in the third issue of New German Critique. It will concern itself with the problems and the latest theoretical works dealing with the investigation of popular literature.3 The

The University Reform

Italian universities, traditionally among the most conservative in program and hierarchical structure, are state institutions which depend in their basic policies, organization, and financial support entirely on the national government. Jolted to action by the student revolts in 1968 and 1969, the legislature began working on a broad and partly radical reform design, which, after long political controversies, became law in 1971. Internal democratization was the main goal of this elaborate new law, which is discussed in the following article by Tristano Codignola. The source of this Italian article is Scuola e Citta, Vol. XXII, No. 5-6 (May-June 1971).

Apotheosis of the Innocents?, Youth Up in Arms: A Political and Social World Survey 1955–1970, Protest and Discontent, Today's Revolutionaries: A Study of Some Prominent Modern Revolutionary Movements and Methods of Sedition in Europe and the United States, The Student Revolt, Student Revolutionaries of the Sixties, The Conflict of Generations: The Character and Significance of Student Movements and The New

Journal Article Apotheosis of the Innocents?, Youth Up in Arms: A Political and Social World Survey 1955–1970, Protest and Discontent, Today's Revolutionaries: A Study of Some Prominent Modern Revolutionary Movements and Methods of Sedition in Europe and the United States, The Student Revolt, Student Revolutionaries of the Sixties, The Conflict of Generations: The Character and Significance of Student Movements and The New Left: Six Critical Essays Get access Youth Up in Arms: A Political and Social World Survey 1955–1970. By George Paloczi-Horvath. London: Weidenfeld & Nicolson. 1971. 349 pp. £3.50.Protest and Discontent. Ed. by Bernard Crick and William A. Robson. Harmondsworth: Penguin Books. 220 pp. (A Pelican Original 14 021231 0.) 30p. A$1. NZ$1. S. Africa R0.75. C$1.25.Today's Revolutionaries: A Study of Some Prominent Modern Revolutionary Movements and Methods of Sedition in Europe and the United States. By Ian Greig. Foreword by William Deedes. London: Foreign Affairs Publishing Co. Ltd. 1970. 120 pp. Index. 70 p. $1.75.The Student Revolt. By Colin Crouch. London, Sydney, New York: The Bodley Head. 1970. 251 pp. Index. £1.50.Student Revolutionaries of the Sixties. By Karel van Wolferen. Gravenhage, Holland: Oost-West. 1970. 54 pp. D. Fl. 4.50.The Conflict of Generations: The Character and Significance of Student Movements. By Lewis S. Feuer. London: Heinemann Educational Books. 1971. 543 pp. Index. £3.50.The New Left: Six Critical Essays. Ed. by Maurice Cranston. London, Sydney, Toronto: The Bodley Head. 1970. 208 pp. £1.50. Alistair Hennessy Alistair Hennessy Search for other works by this author on: Oxford Academic Google Scholar International Affairs, Volume 47, Issue 3, July 1971, Pages 544–554, https://doi.org/10.2307/2614440 Published: 01 July 1971

The Student Revolt: Totem and Taboo Revisited

The Student Revolt: Totem and Taboo Revisited

Book Reviews : Remembering the Answers: Essays on the American Student Revolt by Nathan Glazer (New York: Basic Books, 1970, 311 pages. $7.95)

Book Reviews : Remembering the Answers: Essays on the American Student Revolt by Nathan Glazer (New York: Basic Books, 1970, 311 pages. $7.95)

Book Reviews

Book reviewed in this article:Counseling: Philosophy, Theory and Practice by Dugald Arbuckle.Human Relations—A Conceptual Approach by Ronald B. Levy.Principles of Educational and Psychological Testing by Frederick G. Brown.Today's Guidance: A Book of Readings edited by Carroll H. Miller and George D. Weigel.SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Mental Retardation edited by Alfred Baumeister.SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: The Cloak of Competence by Robert B. Edgerton.SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Mental Retardation: Its Social Context and Social Consequences by Bernard Farber.SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: A High School Work‐Study Program for Mentally Subnormal Students by Oliver P. Kolstoe and Roger M. Frey.SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Counseling and Psychotherapy with the Mentally Retarded edited by Chalmers L. Stacey and Manfred F. DeMartino.SIX SPECIALIZED BOOKS ON MENTAL RETARDATION: A REVIEW FOR GENERAL COUNSELORS: Management of the Family of the Mentally Retarded edited by Wolf Wolfensberger and Richard A. Kurtz.Vocational Rehabilitation of the Disabled: An Overview by David Maliken and Herbert Rusalem.The Woman Doctorate in America by Helen S. Astin.Strategies for Success in Compensatory Education: An Appraisal of Evaluation Research by Edward L. McDill, Mary S. McDill, and J. Timothy Sprehe.Videotape Techniques in Psychiatric Training and Treatment edited by Milton M. Berger.Personality Tests and Reviews by Oscar K. Buros.Reaching the Disadvantaged Learner edited by A. Harry Passow.The Slow Learner edited by Joseph S. Roucek.Guidance and the Emerging Adolescent by Philip A. Perrone, T. Antoinette Ryan, and Franklin R. Zeran.The Elementary School Counselor by William H. Van Hoose, Mildred Peters, and George E. Leonard.Strategies in Counseling for Behavior Change by Samuel H. Osipow and W. Bruce Walsh.Notes to Myself by Hugh Prather.The Psychology of Counseling by Edwin C. Lewis.The Professions: Roles and Rules by Wilbert E. Moore in collaboration with Gerald W. Rosenblum.The Counselor's Work in the Elementary School by James J. Muro.Counseling and Values by James A. Peterson.Remembering the Answers: Essays on the American Student Revolt by Nathan Glazer.Occupational Psychology by Donald E. Super and Martin J. Bohn, Jr.Occupations and the Social Structure by Richard H. Hall.People and Information edited by Harold B. Pepinsky.America's Problem Youth: Education and Guidance of the Disadvantaged edited by Oscar G. Mink and Bernard A. Kaplan.The Troubled Campus edited by G. Kerry Smith.Vocational Education and Guidance: A System for the Seventies by James A. Rhodes.Free‐Access Higher Education by Warren W. Willingham.