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Relevant bibliographies by topics / Campus Unrest

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Journal articles
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Academic literature on the topic 'Campus Unrest'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Campus Unrest"

1

Haydel, Sheryl Kennedy. "How Student Journalists Report Campus Unrest." American Journalism 35, no. 4 (2018): 512–14. http://dx.doi.org/10.1080/08821127.2018.1529490.

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Stern, Mark, and Kristi Carey. "Good students & bad activists: The moral economy of campus unrest." Journal of Curriculum and Pedagogy 17, no. 1 (2019): 62–81. http://dx.doi.org/10.1080/15505170.2019.1649768.

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Puglisi, Gemma. "Book Review: How Student Journalists Report Campus Unrest by Kaylene Dial Armstrong." Journalism & Mass Communication Educator 73, no. 4 (2018): 483–85. http://dx.doi.org/10.1177/1077695818794705.

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Lange, Alex C., and Jasmine A. Lee. "Spending privilege through genuine relationships: Co‐navigating campus unrest and intergroup tensions." New Directions for Student Services 2021, no. 173 (2021): 59–69. http://dx.doi.org/10.1002/ss.20377.

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Rhoads, Robert A. "Student Protest and Multicultural Reform: Making Sense of Campus Unrest in the 1990s." Journal of Higher Education 69, no. 6 (1998): 621. http://dx.doi.org/10.2307/2649211.

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Altbach, Philip G., and Manja Klemencic. "Student Activism Remains a Potent Force Worldwide." International Higher Education, no. 76 (May 12, 2014): 2–3. http://dx.doi.org/10.6017/ihe.2014.76.5518.

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Student activism remains a potent force worldwide. Recently, students were instrumental in the collapse of the regime in Ukraine, and were key forces in the Arab Spring movements. Students, however, are unable to ensure that their views will be reflected in the governments that emerge from unrest. Students also are active participants in campus events, and have often been instrumental in shaping higher education policy.

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Douglas, Ty-Ron. "Leading in a Pandemic." Journal of School Administration Research and Development 5, S2 (2020): 61–65. http://dx.doi.org/10.32674/jsard.v5is2.2855.

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Covid-19 is exposing the inequities and inefficiencies in leadership, in healthcare, and in access to resources—educational, economic and otherwise—that often necessitate and precipitate unrest and uprisings. These realities are inextricably linked to racism, disproportionalities, and the history of discrimination in this country and across the globe; disproportionalities that intersect with university campus uprisings and the urgent need for anti-oppressive school leaders who center the voices and needs of their students.

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Mafofo, Lynn, and Sinfree Makoni. "A local discursive dimension in a specific historical context: Students’ narratives of police experiences during South Africa’s #FeesMustFall protests." Multilingua 39, no. 4 (2020): 431–50. http://dx.doi.org/10.1515/multi-2019-0054.

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AbstractMost studies on campus and private policing take on political, anthropological, sociological, and criminological perspectives. Although there were investigations on policing in South Africa during apartheid, scant research has focused on how students in South African higher education (SAHE) relate their experiences of campus policing. Due to recent unrest on SAHE campuses and radical changes that include the militarization of police forces, examining how students perceive the legitimacy and integrity of campus policing is vital. As such, this paper presents a discourse analysis focused on descriptions of students’ campus experiences in the aftermath of the #FeesMustFall (#FMF) protests. Combining critical discourse analysis (CDA) with systemic functional linguistics, through transitivity, it offers insight into the ideological power struggles between students and police. It shows the types of voices students reveal as an aggrieved group in the hope of identifying non-aggressive approaches to address emotionally charged events (such as protests). Adding transitivity analysis to CDA provides a solid framework for decoding radical meanings at the peak of chaotic situations in which social change in post-apartheid South Africa can be facilitated by understanding marginalized groups.

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Jonathan A. McElderry and Stephanie Hernandez Rivera. "“Your Agenda Item, Our Experience”: Two Administrators’ Insights on Campus Unrest at Mizzou." Journal of Negro Education 86, no. 3 (2017): 318. http://dx.doi.org/10.7709/jnegroeducation.86.3.0318.

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Uleanya, Chinaza. "Comparative correlates of campus unrest nexus learning abilities of undergraduates in South Africa and Nigeria." Journal Of Gender, Information and Development in Africa 8, no. 1 (2019): 83–106. http://dx.doi.org/10.31920/2050-4284/2019/8n1a4.

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Dissertations / Theses on the topic "Campus Unrest"

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Carlock, Robert Michael. "A New (Bowling Green State) University: Educational Activism, Social Change, and Campus Protest in the Long Sixties." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555087986990235.

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Books on the topic "Campus Unrest"

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Stanford in turmoil: Campus unrest, 1966-1972. Stanford General Books, 2009.

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name, No. Child and youth security sourcebook: Basic information for general readers about protecting children and youth from drug and substance abuse, sexual and violent crime, family offenses, peer conflict, mental health risks, juvenile delinquency, and school and campus unrest ... Omnigraphics, 2003.

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Lester, Robert. President's Commission on Campus Unrest (Research Collections in American Politics). LexisNexis, 2002.

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(Editor), J. Stanley Marshall, and Karen Towson Wells (Illustrator), eds. The Tumultuous Sixties: Campus Unrest and Student Life at a Southern University. sentry Press, 2006.

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5

Radchenko, Sergey. 1956. Edited by Stephen A. Smith. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199602056.013.008.

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This article explores the impact of de-Stalinization on the Soviet Union, Eastern Europe, and China. Writers, artists, and intellectuals welcomed the curtailment of repression—the so- called ‘thaw’—but their calls for openness and tolerance unnerved the Soviet party authorities. In 1956 Nikita Khrushchev denounced Stalin but he did not question the fundamentals of socialism. Still, his criticism of Stalin led to turmoil in the socialist camp, most notably unrest in Poland and the anti-Soviet insurrection in Hungary. While Khrushchev agreed to a reduction of Soviet influence in Poland, he ordered military intervention in Hungary. This intervention undermined the legitimacy of communism, as it made clear that communism in Eastern Europe was a Soviet imposition. Meanwhile, de-Stalinization untied Mao Zedong’s hands. He felt free to pursue China’s socialist transformation the way he thought best. Mao took advantage of Khrushchev’s predicament to assert China’s claim to leadership in the communist world.

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Book chapters on the topic "Campus Unrest"

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"Trying to Make Sense of the Campus Unrest." In Stanford in Turmoil. Stanford University Press, 2009. http://dx.doi.org/10.11126/stanford/9780804760799.003.0013.

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"TRYING TO MAKE SENSE OF THE CAMPUS UNREST." In Stanford in Turmoil. Stanford University Press, 2009. http://dx.doi.org/10.2307/j.ctvqr1dgc.16.

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"12 Trying to Make Sense of the Campus Unrest." In Stanford in Turmoil. Stanford University Press, 2020. http://dx.doi.org/10.1515/9780804771016-014.

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Bristow, Nancy K. "“Wake up brothers and sisters”." In Steeped in the Blood of Racism. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190215378.003.0003.

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Chapter 2 explores the convergence of forces that led to the 1970 shootings at Jackson State, beginning with the shooting of local activist Benjamin Brown in 1967 and then the tensions between conservatism and reform on campus from 1967 to 1970. Even as a new racial consciousness emerged on the campus after the ascension of John Peoples to the presidency, Jackson State remained largely isolated from the growing antiwar and student activism on campuses nationwide. Civil rights gains, student activism, the antiwar movement, urban rebellions, and the growing appeal of Black Power, though, had produced near-hysteria among white Mississippians and a broader backlash in white communities nationwide, a mood President Richard Nixon tapped into with his Southern Strategy and his deployment of racially veiled law and order rhetoric. In such a context, law enforcement in Jackson felt empowered to answer even limited unrest on the campus with force.

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"Cultural Barometer." In Using Narratives and Storytelling to Promote Cultural Diversity on College Campuses. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4069-5.ch005.

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Every campus has its own rhythm that underscores the mood of the overall college experience. Cultural interactions can heighten the cadence and may result in racial tension and unrest. Whether local (e.g., racially charged incidents in classrooms) or global, such as the 2016 presidential election, these events can shift the pulse and alter narratives within the university setting. The term “cultural barometer” is often used to describe the mood, and in this chapter, the five interviewees plus additional voices provide personal perspectives on campus temperature in terms of race, sexual identity, disability, student involvement, international students' experiences, and positive steps taken to address these phenomena during their time at the university.

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Gigliotti, Ralph A., Brighid Dwyer, and Kristina Ruiz-Mesa. "Campus Unrest in American Higher Education: Challenges and Opportunities for Strategic Diversity Leadership." In Global and Culturally Diverse Leaders and Leadership. Emerald Publishing Limited, 2017. http://dx.doi.org/10.1108/s2058-880120170000003011.

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Smith, Everrett A. "Student Activism at the Urban Community College." In Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7274-9.ch007.

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Historically, activism has long been a vehicle for student voices to be heard on the American college campus. Specifically for community colleges, student activism dates back to the early 20th century, throughout the 60s, early 70s, and continues today. Most recently, there has been a wave of student protests at community colleges in urban settings, including El Centro College in Dallas, Texas, where a sniper eventually opened fire on on-duty police officers at a rally. Student activism at urban community colleges are plausibly more expected because of the many controversial issues that urban environments produce, including issues around race, gender, crime, and socio-economic inequities. This chapter explores student activism on the urban community college campus during periods of heightened unrest in the United States, and will include an examination of the paradigms that have influenced working with students during these experiences.

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Hernandez Rivera, Stephanie, Jonathan A. McElderry, and Velma Buckner. "Supporting Our Students, Protecting Our Energy." In Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7152-1.ch005.

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This chapter explores the experience of practitioners doing equity and inclusion work during a time of increased campus unrest at the University of Missouri. The authors position the understanding of their experience as partly shaped by what they have learned or come to understand about their identities. They do this through the use of testimonio. As a result of these testimonies, they identify two areas of connections in their experiences as practitioners of color. These include preserving their energy and fear's impact on voice. Based on these connections, they conclude by sharing their experiential knowledge with other practitioners who share in their plight.

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Metz, Michael V. "Black and White Together." In Radicals in the Heartland. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042416.003.0031.

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Legislators, not differentiating between whites and blacks, blamed student unrest on communist influence. Students Against Racism (SAR) formed, called an unsuccessful strike, then rallied a crowd to confront trustees arriving for a board meeting, where Peltason declared Project 500 a success, announcing it would grow to seven hundred new enrollees. Late in the semester SDS members disrupted a speech by Henry and received loud jeers from his audience; violence in the C-U community spread to the campus, where a student was injured building a bomb in his frat house. That summer, Steve Schmidt was arrested, tried, and sentenced. He began his prison term.

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10

Bristow, Nancy K. "“They killed a bunch of black kids”." In Steeped in the Blood of Racism. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190215378.003.0005.

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Following the shootings at Jackson State College, students, police, government officials, and reporters fought for control of the story. Three primary narratives emerged. The first one accurately understood the shootings as another example of state violence against African Americans. The second sympathized with the victims, but emphasized their identity as students, linking the shootings at Jackson State and Kent State ten days earlier. A third counter-narrative, a racially infused account focused on law and order, blamed the young people at Jackson State for the violence. These narratives influenced the investigations, commissions, and legal proceedings, where the competing understandings had tangible stakes. A mayor’s bi-racial committee and the President’s Commission on Campus Unrest both demonstrated substantial understanding of the racialized causes of the shootings but had no legal standing. Alternatively, federal and county grand juries used the law and order narrative to demonize the students as criminals and justify the shootings.

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