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Journal articles on the topic 'Student unrest'
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1
McGill, Neil. "Student unrest." Physics World 10, no. 12 (1997): 18–20. http://dx.doi.org/10.1088/2058-7058/10/12/18.
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Oluwasola, Babatunde Sasere, and Daniel Makhasane Sekitla. "HARNESSING UBUNTU PRINCIPLES FOR TRANSFORMATIVE STUDENT UNREST MANAGEMENT IN NIGERIAN HIGHER INSTITUTIONS." Asian Journal of Social Science Research 6, no. 2 (2024): 1–25. https://doi.org/10.5281/zenodo.14602829.
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Student unrest management is a significant challenge in higher institutions in Nigeria. It leads to the destruction of school property, extended academic calendars, and an increased likelihood of student involvement in criminal activities during school shutdown. The situation warranted a need to reconsider management approaches to student unrest. Underpinned by Ubuntu theory, this conceptual paper explores Afrocentric approaches to mitigating and managing student unrest. Conceptual analysis was adopted to explicate the nuanced relationship between Ubuntu principles and managing student unrest. First, the article provides an overview of the history of student unrest in Nigeria and examines the existing strategies for managing student unrest and their success rate. The study examined the professionalization of student unionism in Africa, considering diverse scholarly viewpoints on student unrest and the consequences of student protests on students, institutions, and national progress. Based on Ubuntu’s principles of community building, mutual respect, and collaboration, the article focuses on finding solutions in the best interests of all parties involved by prioritizing relationships and the interconnectedness of stakeholders over individual interests. Hence, the article proposes a model for transforming student unrest management in Nigerian higher institutions. Recommendations were made on the explications.
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Fasanmi, Success Ayodeji, and Sadi Seyama-Mokhaneli. "Assessment of welfare services provision and management of student unrest in universities." EUREKA: Social and Humanities, no. 2 (March 31, 2025): 56–65. https://doi.org/10.21303/2504-5571.2025.003732.
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Welfare services provision and management of student unrest are crucial issues in the governance of higher institutions. This study assessed the provision of welfare services with a focus on understanding their adequacy and impact on student unrest. The objectives were to identify the available welfare services provided, evaluate the strategies, employed in managing student unrest, and determine the influence of welfare service provision on the management of student unrest. The study was hinged on the theory frustration-aggression, which has been widely applied to understand various social behaviors, including student unrest in educational settings. The research adopted a descriptive survey design, utilizing a multi-stage cluster sampling method to ensure a representative sample of students from various faculties at Obafemi Awolowo University (OAU), Nigeria. Data were collected using structured questionnaires. Data was analysed using descriptive and inferential statistics. The results indicated that while certain welfare services, such as health care, are perceived as adequate by most students, there are significant concerns regarding the adequacy of mental health support, financial aid, housing, career services, and other student support systems. The study concluded that there are critical areas in need of enhancement to better meet student needs and to manage student unrest more effectively.
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Omodan, Bunmi Isaiah. "Deradicalizing student unrest in South Africa using decolonial approach." Perspectives in Education 42, no. 4 (2024): 171–85. https://doi.org/10.38140/pie.v42i4.7017.
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South Africa has seen a surge in student protests, with virtually every institution of higher education experiencing some degree of disrupted productivity. This paper is a theoretical argument that presents the proponents of decoloniality as a tool to deradicalise students’ minds against radical student unrest in the university system and answers the question of how to deradicalise student unrest using decoloniality as a tool. The study is located with a transformative worldview, and the argument was analysed using conceptual analysis to make sense of the argument. The study is structured to explain what decoloniality is in relation to decoloniality of the minds, the assumptions, and its correlational evidence with the deradicalisation of student unrest. The findings revealed that disrupting colonial ideologies, knowledge reclamation, changing discourse structures, and decolonising practices are dimensions needed to decolonise student mindset towards deradicalisation of student unrest. The study concludes that these dimensions are the potential for peace and tranquility in the university system.
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Omodan, Dr Bunmi I. "Deconstructing Social Unrest as a Response to Redefine Strained Relationships between Students and University Authorities." International Journal of Higher Education 9, no. 6 (2020): 178. http://dx.doi.org/10.5430/ijhe.v9n6p178.
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University system in Nigeria has been characterised by persistent social unrest majorly traceable to strained relationships between students and university authorities. Observations, experiences and literature confirmed that student unrest in the universities had become a compulsory devil affecting the speedy actualisation of university goals and objectives. The need to dismantle the social space for relative peace and tranquillity thereof become expedient. The study aims to redefine students-university authority relationships as a tool to deconstruct social unrest in Nigeria universities. Human Relations Theory of Management (HRTM) was used to theorise the study. Transformative paradigm as a stance to emancipate the existing unrest situation was used to lens the study. Participatory Action Research (PAR) was adopted as a research design for the study. The sample size for this study consists of 10 participants, namely, three students' leaders; one past student leaders, three university management members, two lecturers and two security personnel selected using expert sampling techniques. The Focused Group Discussion (FGD) was used to collect data from the participants, and the data collected were analysed using Socio-thematic Analysis. The study revealed that inadequate funding was a significant challenge resulting in student unrest. In contrast, the provision of Students' Personnel Services coupled with modern maintenance culture, transparency and accountability were found to be the dimension of peaceful university operation devoid of social unrest and therefore becomes a tool to deconstruct the strained relationship between students and university authorities.
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Bunmi, Isaiah. "Managing Students' Unrest In Universities: Unmasking The Threat And Success Implication Through Ubuntu." Multicultural Education 6, no. 2 (2020): 18. https://doi.org/10.5281/zenodo.4010838.
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<em>Observations, practical experiences and literature confirmed that students’ oriented crisis, unrest and protest continue unabated in the university system. Despite so much concerted efforts by the universities, scholars and government to ameliorate this, it seems the university authorities are not cognisance of some threatening social and human factors that could enhance the management of the persistent student unrest. In order to respond to this, the study provided answer to the following question; how can the threat associated with management of student unrest in university system be unmasked to pave way for smooth university operation devoid of social unrest? The study was underpinned by Ubuntu and lensed by Transformative Paradigm (TP). Participatory Action research design was adopted with the use of Focused Group Discussion (FGD) as a method of data collection from 8 selected university stakeholders. Socio-thematic Analysis (StA) was used to analyse the data. The study found out that campus environmentalism and drug abuse were the major threats while the uninterrupted university productivity and students’ academic performance were found to be resultant effect of managing the threats. To this end, the study concluded that Ubuntu-like management style will enhance the management of threats hindering the university peace and tranquillity. </em>
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Omodan, B. I. "Managing students' unrest in universities: Unmasking the threat and success implication through Ubuntu." Multicultural Education 6, no. 2 (2020): 1–12. https://doi.org/10.5281/zenodo.4023124.
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<strong>Abstract</strong> <em>Observations, practical experiences and literature confirm that students’ oriented crisis, unrest and protest continue unabated in the university system. Despite so much concerted efforts by universities, scholars and government to ameliorate this, it seems the university authorities are not cognisance of some threatening social and human factors that could enhance the management of the persistent student unrest. To respond to this, the study provided an answer to the following question; how can the threat associated with management of student unrest in university system be unmasked to pave way for smooth university operation devoid of social unrest? The study was underpinned by Ubuntu and lensed by Transformative Paradigm (TP). The Participatory Action research design was adopted with the use of Focused Group Discussion (FGD) as a method of data collection from eight selected university stakeholders. Socio-thematic Analysis (StA) was used to analyse the data. The study found out that campus environmentalism and drug abuse were the major threats while uninterrupted university productivity and students’ academic performance were found to be the resultant effect of managing the threats. To this end, the study concluded that the Ubuntu-like management style will enhance the management of threats hindering university peace and tranquillity. </em>
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Kilel, C. Faith, L. A.O Othuon, and E. K. Kabuka. "Mechanisms used by Schools in Addressing Issues that Contribute to Student Unrest in Secondary Schools in Kisii County, Kenya." International Journal of Innovative Science and Research Technology 8, no. 5 (2023): 2011–16. https://doi.org/10.5281/zenodo.8002417.
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School unrest is a concern worldwide today. Kisii County has not been spared. Reports indicated that in 2017, students at Kisii high school went on rampage. In the year 2018, Kisii high school students and Botoro ELCK high school students went on strike thus damaging properties. Further reports indicated that in 2021, Kisii County had 7 cases of unrest compared to Migori County which had 2 cases, Bomet County 3 cases and Kericho County 5 cases. Despite these cases of student unrest, not much had been done in establishing mechanisms that schools used to address issues that contributed to student unrest. The objective of this study therefore was to establish mechanisms schools use to address issues that contribute to student unrest in secondary schools in Kisii County, Kenya. The study was based on Social Control Theory by Ivan Nye (1958), which put emphasis on the importance of the learning environment. When the learning environment is not conducive it will trigger chaos. Descriptive survey research design was used. The target population was 30,955 form two students and 350 class teachers. Yamane's formula was used to determine the sample size of 395 students while stratified random sampling was used to determine a sample size of 105 class teachers. Questionnaire and interview schedule were used to collect data. A pilot study was carried out among 40 students and 35 class teachers using test- retest method of reliability. Reliability coefficient index of the instruments was determined at .78. Face and content validity of the instruments were ascertained by experts. Quantitative data was analyzed using descriptive statistics in form of frequencies and percentages while qualitative data was transcribed and reported in an ongoing process as themes and sub-themes emerged. Findings indicated that the key mechanism used by schools to address unrest was, ensuring students adhered to the school rules (96%), followed by sensitization of students on the importance of adhering to school rules and regulations (94.7%), ensuring that there is adequate safety at school (94.7%) and punishing students who violate the school rules (94.1%). The least mechanism used by schools in addressing unrest was, involving students in making school rules (0%). It was concluded that adhering to school rules by the students is the key mechanism used by schools in addressing issues contributing to student unrest. The study recommends that student be involved in making school rules. This finding is useful to the school administrators and the Ministry of Education in shedding light on the importance of involving students in making school rules.
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Chemutai, Betty, Kennedy Onkware, and Crispinous Iteyo. "Nature of Student Unrest in Secondary Schools in Kericho County Kenya." International Journal of Social Sciences and Humanities Invention 7, no. 11 (2020): 6293–307. http://dx.doi.org/10.18535/ijsshi/v7i011.04.
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Student conflicts in secondary schools are one of the most common challenges faced in the 21st century in the modern world. Kenya has faced several incidents of student conflicts in Secondary schools mainly attributed to the cases of indiscipline and conflicts among students in the schools. In Kericho County, several incidences of student conflicts have been witnessed in the different schools, which have caused widespread material losses and other social impacts. The Specific objective was to examine the nature of Student Unrest in secondary schools in Kericho County. The study was underpinned by participative leadership theory and the functionalism theory. The study utilized the evaluation research design. The study was conducted in Kericho County. The study targetedthe following categories of respondents; students, teachers, school principals or head teachers, School boards of management, County director of education and Sub-county directors of education in Kericho county. Only 14% of the respondents agreed that there have been incidences of unrest in their schools within the last 3 years. However, this number is high considering the harm that the unrest causes. Manifestation of student unrest is usually through burning of dorms, fighting among students, boycotting classes, theft of school property, refusing punishment, bullying and striking against school administration. The causes of students include changes in government policies, poor administrative skills, congestion, inadequate and poor food quality, social media and political agitations.
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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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Stolyarov, Anton. "STUDENT UNREST AT KYIV UNIVERSITY IN 1861." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 159 (2024): 54–64. https://doi.org/10.17721/1728-2640.2024.159.8.
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Backgroung. The article examines the events on the eve of the Polish January Uprising of 1863-1864 in Kyiv. The purpose of the study is to highlight the course of student riots in Kyiv in the fall of 1861, which became a harbinger of the future uprising. After analysing the historiographical state of research on this topic, the conclusion was formed that among Ukrainian historians there has not yet been a work that would sufficiently cover the issues of the topic of student protests and the role of Kyiv University in the context of the uprising. Methods. The research used general scientific and general historical methods, including content analysis, synthesis, induction, and a systematic approach. The comparative method was used to compare the sources, and the historical-genetic method helped to establish a logical chain of events. A historical-systemic method was also used to take into account various factors and events, which ensured an objective analysis. Results. In the course of the research, it was found that Kyiv students of Polish origin were the key drivers of protests against the imperial power during 1861. This happened by wearing prohibited elements of clothing, as well as organizing church demonstrations. This created a gradual tension between the participants of the protest actions and the imperial authorities, which resulted in physical clashes and a pogrom at the University of St. Volodymyr. Conclusions. Student protests at Kyiv University in 1861, organized by Polish youth, were marked by demonstrations against Russian imperial rule. At first, the authorities did not take harsh measures, but over time intensified repression, which led to the radicalization of protests and riots. The university administration and part of the students supported the authorities to avoid the closure of the institution. The public of Kyiv had different reactions: from supporting the protests to being outraged by the student riots. The events of that time became a prologue to the January Uprising with the participation of Kyiv University students, making further peaceful struggle of the Polish public against the imperial authorities impossible.
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Ronald, Kikechi. "DEMOCRATIC MANAGEMENT STYLE AND STUDENTS’ UNREST IN PUBLIC BOYS BOARDING SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA." IJRDO- Journal of Educational Research 9, no. 6 (2023): 1–5. http://dx.doi.org/10.53555/er.v9i6.5752.
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This study sought to find out the influence of democratic management style on students’ unrest in public boys boarding secondary schools in Bungoma County, Kenya. The study was guided by the style and behavior theory. The survey was descriptive in nature. The target population was made up of 9,993 persons comprising of 396 teachers, 9575 students and 22 Principals from 22 public boys boarding secondary schools in Bungoma County. Using Krejcie and Morgan (1970) table for determining sample sizes, the target population gave a sample size of 373 respondents. The study utilized two questionnaires i.e. for teachers and students, and interview schedules, for Principals, to collect data. Descriptive statistics and inferential statistics were used to analyse data, which was later presented in tables. Qualitative data from the Principals was analysed using the theme under study and presented in a narrative form. The study established that democratic management style had an effect on students’ unrest in public boys’ boarding schools in Bungoma County. The model coefficient was found to be positive, indicating that democratic management style had a favorable effect on student unrest. Thus the findings showed democratic management style (β = .201, p <.05) had significant effect on student unrest. Therefore principals should consider involving students in decision-making, providing opportunities for student voice and input on decisions made, and establishing clear channels of communication. Principals should foster open communication, provide opportunities for student input, and create a culture of shared decision-making.
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Joseph Efe, Anho, Jane Golohor Kporhobo, and Juliet Ufuoma Aweto. "Students unrest in Nigerian universities: Types, causes and administrative strategies to the challenges." World Journal of Advanced Research and Reviews 18, no. 3 (2023): 376–85. http://dx.doi.org/10.30574/wjarr.2023.18.3.1072.
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This write up is on the influence of students’ unrest, prevalent in the administration of public universities in Nigeria. The author used library research to look into the types, causes and influences on university administration and the administrative strategies to curtail the challenges. Students’ unrest is described as intentional, destructive, disruptive and conflicting behaviour of students’ in universities. It is the rampage made by students in pressing their demand on certain issues with university authorities. Student unrest include; demonstration, boycott of classes/lectures, civil disturbance, protect, crises, and riot among others. The causes have been identified to be poor funding of the universities system, government and public political interference, cultism, insecurity, communication gap, peer influence, management leadership styles, school environment/facilities, and youth unemployment among others. It was discovered that student unrest affects university administration in various forms such as; Malicious destruction and vandalism of infrastructures thereby preventing effective teaching and learning, Some suggestions were offered; University management/administrations should diffuse tension and crises pruned problems from university management and administration through good government such as; collective decision making involving students, showing respect to students’ demands, being equitable and unbiased in disciplinary issues, being transparent and effective in communication and Government funding of universities appropriately and adequately.
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Joseph, Efe Anho, Golohor Kporhobo Jane, and Ufuoma Aweto Juliet. "Students unrest in Nigerian universities: Types, causes and administrative strategies to the challenges." World Journal of Advanced Research and Reviews 18, no. 3 (2023): 376–85. https://doi.org/10.5281/zenodo.8430865.
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This write up is on the influence of students’ unrest, prevalent in the administration of public universities in Nigeria. The author used library research to look into the types, causes and influences on university administration and the administrative strategies to curtail the challenges. Students’ unrest is described as intentional, destructive, disruptive and conflicting behaviour of students’ in universities. It is the rampage made by students in pressing their demand on certain issues with university authorities. Student unrest include; demonstration, boycott of classes/lectures, civil disturbance, protect, crises, and riot among others. The causes have been identified to be poor funding of the universities system, government and public political interference, cultism, insecurity, communication gap, peer influence, management leadership styles, school environment/facilities, and youth unemployment among others. It was discovered that student unrest affects university administration in various forms such as; Malicious destruction and vandalism of infrastructures thereby preventing effective teaching and learning, Some suggestions were offered; University management/administrations should diffuse tension and crises pruned problems from university management and administration through good government such as; collective decision making involving students, showing respect to students’ demands, being equitable and unbiased in disciplinary issues, being transparent and effective in communication and Government funding of universities appropriately and adequately.
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Gwama, Unathi Mvuyisi. "Transformative approaches to managing student unrest in a South African university." Interdisciplinary Journal of Management Sciences 1 (July 10, 2024): 1–12. http://dx.doi.org/10.38140/ijms-2024.vol1.11.
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Higher education and training institutions in South Africa have experienced widespread student unrest and crises in recent years, particularly within universities. This issue has been attributed to strained relationships between students and university management. Therefore, it is imperative to address the conflict gap between students and management in order to promote peaceful university operations. This study employed qualitative research, utilising decoloniality theory and a transformative paradigm lens within a qualitative research approach and participatory research design. Data was collected through focus group discussions (FGDs), with participants selected using a homogeneous sampling technique. For this study, three management employees, three students (SRC members), three lecturers, and three security officers from the chosen university were selected as participants using the homogeneous sampling technique. Data analysis was conducted using Braun and Clarke's six-step thematic analysis. One of the key findings is that the lack of a proper structure to manage unrest and the failure to involve students in decision-making pose significant challenges in the management of student unrest. The potential solutions to these challenges include the establishment of appropriate structures, the involvement of stakeholders in decision-making processes, and the development of common ground among stakeholders. These solutions could effectively address the issue at hand. Furthermore, a major recommendation is to engage society in order to address student unrest comprehensively. The study concludes that applying principles of openness and integrity is crucial in building and maintaining trust among stakeholders, as trust has been identified as a significant factor in bridging the gap between them.
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Aaron Porter. "Student Unrest, University Unrest: The English Gamble with the Future of Higher Education." Qui Parle 20, no. 1 (2011): 241. http://dx.doi.org/10.5250/quiparle.20.1.0241.
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Channaveer, R. M. "Social and economic perspectives of student unrest." Journal of Global Economy 6, no. 2 (2010): 149–59. http://dx.doi.org/10.1956/jge.v6i2.55.
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Student unrest has been a grave phenomenon and syndrome to educational system in India and world as such. Time and again student organizations give call for agitations to protest their dissent which is either just or unjust, causing violence and civic disturbance. Social anomaly of Indian society and politicization of student folk has further made the educational institutions more vibrant and dynamic organizations. The recent outburst of upper strata to dissent the OBC reservation in the elite higher educational institutions and that of Gujjar community to claim ST status ended in violence towards self and society. Any protest if it is ideology-based is activism; if it fosters violence-ideology it is unrest. Phenomenon of this nature brings to fore challenging issues related to democratic system. Whether means justify end or else it is conviction that the democratic institutions and political leadership respond to violence ideology. Or else is it social insensitivity that the Indian society is prone, which indicates apathy to peaceful means that do not yield any just benefits. Any restive outburst all over the world involves youth force especially from the institutions of higher education. Emerging postmodernism with changing socio-cultural context in the wake of neo-liberalism is a great challenge to the higher education. Indian society in post-independence period is passing through varied transitions in every decade. Green revolution, white revolution, grey revolution and social movements have changed the face of Indian society from time to time. Technological innovations and social constructivism have strengthened the democratic fabric. However, the collectivism of violence ideology to bring drastic changes has endangered the Indian society. Therefore, sociologists, economists and social work scholars have harped upon this phenomenon and attempted to explain it from different perspectives. The paper attempted to scan the social science literature to organize the perspectives proposed by social science scholars in order to develop holistic understanding about the phenomenon.
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Jones, Maxine D. "Student Unrest at Talladega College, 1887-1914." Journal of Negro History 70, no. 3-4 (1985): 73–81. http://dx.doi.org/10.2307/2717712.
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Wong, Julia, Shirley Wong, and Lynette L. Mensah. "Student unrest: a challenge for nurse educators." Journal of Advanced Nursing 10, no. 3 (1985): 237–44. http://dx.doi.org/10.1111/j.1365-2648.1985.tb00518.x.
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Omodan, Bunmi Isaiah. "Virtual Management of Students' Unrest During the COVID-19 New Normal: The Need for an Innovative Approach." Journal of Culture and Values in Education 5, no. 1 (2022): 1–12. http://dx.doi.org/10.46303/jcve.2022.2.
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COVID-19 has changed the face of universities in terms of their operation, which include but are not limited to teaching, learning, researching, and management system. This does not exclude the management of students’ unrest. Despite the COVID-19 inversion, students’ unrest did not stop; instead, it took a more sophisticated dimension. Such dimension includes virtual protest and virtual meetings with the use of social media, among others. This significantly affects the culture of teaching and learning and also attempt to blackmail the image of the universities. Therefore, this conceptual paper aimed to respond by proffering an up-to-date management style suitable to managing student unrest during COVID-19. The argument is located within Diffusion of Innovation Theory to understand the university stakeholders' behaviour and adaptability to new ways of doing things during the COVID-19 inflicted change. The study argued the need for a change in the management styles towards managing students’ unrest. The challenges that hinder the university towards effective management of virtual protest/unrest and the possible solutions to the new methods of students’ protest/unrest was also presented. The study recommends, among others, the incorporation of strategic leadership and communication in the universities' management styles to meet the unavoidable dynamics of human behaviours in the system.
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Tikoko, Betty Jeruto, and Leslie Kimame. "influence of disciplinary roles played by student councils in curbing the frequency of student unrests in public boys boarding secondary schools in Elgon sub-county, Kenya." Journal of Education Management and Leadership (JEML) 1, no. 1 (2022): 1–7. http://dx.doi.org/10.51317/jeml.v3i1.67.
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This study sought to address the influence of disciplinary roles played by student councils in curbing the frequency of student unrests in public boy’s boarding schools in Elgon Sub-county, Kenya. This study was based on a survey research design where the researcher interacts naturally with respondents and records observations without undue influence. The study was conducted in Elgon Sub-county, Bungoma County, Kenya. It also used a multistage sampling technique as well as purposive sampling. In conclusion, it was found out that student councils play important roles in disciplining other students, which could in turn, help in curbing the frequency of student unrest in schools. Such roles are: reporting offenders, punishing and supervising students who are being punished, and ensuring that students adhere to school rules and regulations. This study recommends that students should be given more powers to assist teachers in supervising other students and, more so, the ones who have high tendencies to flout school rules. Through proper policy formulation, capacity building and sensitisation of both teachers and students should be undertaken by stakeholders so that students and teachers could support student leadership.
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Tikoko, Betty Jeruto, and Leslie Kimame. "influence of disciplinary roles played by student councils in curbing the frequency of student unrests in public boys boarding secondary schools in Elgon sub-county, Kenya." Journal of Education Management & Leadership (JEML) 1, no. 1 (2022): 1–7. http://dx.doi.org/10.51317/jeml.v1i1.67.
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This study sought to address the influence of disciplinary roles played by student councils in curbing the frequency of student unrests in public boy’s boarding schools in Elgon Sub-county, Kenya. This study was based on a survey research design where the researcher interacts naturally with respondents and records observations without undue influence. The study was conducted in Elgon Sub-county, Bungoma County, Kenya. It also used a multistage sampling technique as well as purposive sampling. In conclusion, it was found out that student councils play important roles in disciplining other students, which could in turn, help in curbing the frequency of student unrest in schools. Such roles are: reporting offenders, punishing and supervising students who are being punished, and ensuring that students adhere to school rules and regulations. This study recommends that students should be given more powers to assist teachers in supervising other students and, more so, the ones who have high tendencies to flout school rules. Through proper policy formulation, capacity building and sensitisation of both teachers and students should be undertaken by stakeholders so that students and teachers could support student leadership.
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Guidi, Andreas. "School Protests and the Making of the Post-Ottoman Mediterranean: Student Politicization as a Challenge to Italian Colonialism in Rhodes, 1915–1937." International Journal of Middle East Studies 54, no. 1 (2021): 21–39. http://dx.doi.org/10.1017/s0020743821000891.
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AbstractStudent unrest under Italian rule in Rhodes reveals youth's contribution to the transformation of Mediterranean politics in the 20th century. A condition of possibility for this unrest was the precolonial infrastructure of Rhodes, where new schools emerged in the last decades of Ottoman rule. During the Italian military occupation (1912–23), schools reflected identifications such as Ottoman patriotism and Greek irredentism. Student activism expanded beyond school issues and intersected with Italy's uncertain attitude concerning Rhodes's future, the warfare ravaging the Eastern Mediterranean, and the unmaking of Ottoman authority. Italian governors considered youth politicization to be influenced by elder politicians and limited to communal factionalism. After a decade of reforms under Italian sovereignty following the Treaty of Lausanne (1923), unrest reappeared in the 1930s. Students sympathized with ideas like pro-fascist Zionism and anticolonial Greek nationalism. They addressed issues of loyalty and belonging linked to Italian rule's dilemmas of fascist assimilation and colonial separation. Contrary to the 1910s, the authorities repressed student unrest and admitted that youth politicization was autonomous from the influence of the elders, conflicting with the fascist colonial order. Discussing student activism during this imperial transformation goes beyond narratives centered on state policies or one exclusive confessional group, highlighting interconnections between communal affairs, colonial governance, and regional geopolitics.
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Omodan, Bunmi Isaiah. "Deconstructing psychological implications of student unrest among university students through Ubuntu." International Journal of Educational Research Open 3 (2022): 100211. http://dx.doi.org/10.1016/j.ijedro.2022.100211.
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Langton, Stuart. "Revolution, Ideology and Youth." Journal of Educational Thought / Revue de la Pensée Educative 4, no. 2 (2018): 69–81. http://dx.doi.org/10.55016/ojs/jet.v4i2.43552.
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It has become somewhat banal to be told that we are in the midst of a student revolution in the United States. The reminders appear almost daily through various student protest activities which are given wide publicity through the mass media. Student rebellion makes good copy and the press and public eagerly consume every tidbit of information about student unrest. In the midst of massive publicity new protagonists gain instant notoriety. Names like Professor S. I. Hayakawa, Sam Wood, Mark Rudd, Peoples Park, Woodstock, etc. have become symbols that perpetuate interest in student unrest.
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Gapenne, Camille. "The Uruguayan ‘68: Student Unrest and Breakdown of Democracy." Espacio, Tiempo y Educación 8, no. 2 (2021): 89–103. http://dx.doi.org/10.14516/ete.545.
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In 1968 in Uruguay, as in many countries all over the world, a student movement broke up, impulsed by the high school students and joined by university students. It began in April as a claim against an increase in the price of the bus ticket and for a better budget dedicated to education. In a context of deep economic and social crisis, these demonstrations of unrest were common. But the increasing violence of the demonstrators, the radicalization of the student collective actions and the systematization of armed repression changed its nature during the austral winter. The proclamation of the state of emergency restraining the individual liberties and several student’s deaths by the police are maybe the strongest symbols of this violence, which kept increasing until the coup d’état in 1973. In order to propose a general overview of the Uruguayan ’68, this paper will expose the global and national contexts as well as the research field on the subject. Afterward, it will focus on the local scale to present a brief account of the events. It will finally consider some opening reflections about the relation between the students and media. Based on some of our own research, we intend to propose the idea of an informational field as an object of study, as a way to consider the encounter and struggle of multiple protagonists for the construction of representations of the students’ protest. Particularly in 1968, this also implies contemplate transnational circulations of information that articulate local and global scales.
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Jensen, Iwona. "Political unrest in Europe: a medical student perspective." Medical Journal of Australia 162, no. 3 (1995): 168. http://dx.doi.org/10.5694/j.1326-5377.1995.tb138502.x.
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Kašauskienė, Vanda. "Student Unrest in Lithuania After Stalin’s Death, 1953-1960." Lithuanian Historical Studies 5, no. 1 (2000): 176–92. http://dx.doi.org/10.30965/25386565-00501010.
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Following Stalin’s death, the political rivalry for the highest posts in the Kremlin and the ‘new political course’, initiated by Lavretii Beria, affected the social activity of Lithuanian students. Tendencies of the anti-Soviet movement again increased in Lithuania. Student national actions (in the documents of the Communist Party and state security referred to as ‘nationalistic anti-Soviet actions’) were detected in all the institutions of higher education in Lithuania in that period. Patriotically-minded students required to introduce Lithuanian in state offices and stop falsifying the history of Lithuania. They collected signatures for the return of the former names of the main streets of Vilnius and Kaunas (instead of being named after Stalin) and for the erection of a monument to the founder of Vilnius, Grand Duke Gediminas, in the capital. In 1955-57 the celebration of All Souls’ Day (2 November) became a peculiar form of student demonstration in the cemeteries of Vilnius and Kaunas. That was the first open action of protest after the suppression of the armed resistance. The ‘nationalistic actions’ of the students were associated with the changes in Eastern European countries. ‘The instigators of the disturbances’ were punished, expelled from the institutions of higher education, deprived of scholarships, dismissed from the hostels, etc. When Khrushchev had clearly established his superiority in 1959-1960, control from Moscow was strengthened and the pressure of the political regime and russification intensified. In some cases heads and teachers of the institutions of higher education were dismissed for their national orientation. Nevertheless, the re-introduction of the Lithuanian spirit and the processes of liberation helped to foster the national intelligentsia, which was at the head of the national re-birth movement in the late 1980s.
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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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Kuznetsov, Aleksey. "Student Unrest of 1861 in Saint Petersburg and Its Impact on Public Attitudes According to the Materials of Vladimir Chemezov's Diary." ISTORIYA 14, no. 12-2 (134) (2023): 0. http://dx.doi.org/10.18254/s207987840029733-5.
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Based on the gymnasium diary of Vladimir Ivanovich Chemezov, the article analyses the individual experience of perception of student unrest in St. Petersburg in the autumn of 1861, as well as the evolution of socio-political sentiments towards the actions of the authorities in that period. The student unrest of the autumn of 1861 in Russia has been widely covered in pre-revolutionary, Soviet and modern Russian historiography. They caused a lively response in society, many direct participants and witnesses left their memories about them. But even against this background, the point of view of a St. Petersburg gymnasium student on the events is unique and allows us to get a rare insight into the experiences, thoughts and emotions of a young man in a period of significant social upheaval. V. Chemezov&apos;s opinion about the student unrest is formed on the basis of contradictory sources of information: his own observations, stories of relatives, acquaintances and classmates, and the official press. In conditions of distrust to official statements, rumours have a significant impact on the formation of V. Chemezov&apos;s opinion about the actions of the authorities. The student unrest caused a significant impact in public sentiment, while the government&apos;s harsh response, including mass arrests, expulsions from universities and the use of military force, created dissatisfaction with the actions of the authorities and strengthened opposition sentiment. The unrest was a turning point for many young people who later took an active part in the revolutionary movement. V. Chemezov himself became a high-ranking official rather than a revolutionary, but his diary testifies to the rapid and radical changes in public sentiment and perception of the authorities in the turbulent years of 1861—1862 among the city dwellers.
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Omodan, Bunmi Isaiah. "Psychological implication of student unrest on student leaders: A social support perspective." Heliyon 9, no. 11 (2023): e22334. http://dx.doi.org/10.1016/j.heliyon.2023.e22334.
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Aluede, Oyaziwo, Basil Jimoh, Beatrice O. Agwinede, and Eunice O. Omoregie. "Student Unrest in Nigerian Universities: Looking Back and Forward." Journal of Social Sciences 10, no. 1 (2005): 17–22. http://dx.doi.org/10.1080/09718923.2005.11892454.
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De Groot, Gerard J. "Ronald Reagan and Student Unrest in California, 1966-1970." Pacific Historical Review 65, no. 1 (1996): 107–29. http://dx.doi.org/10.2307/3640829.
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Okeyo, Washington. "Student Unrest in Public Universities in Kenya: The Nexus between Principles of Governance and Student Leadership." European Scientific Journal, ESJ 13, no. 31 (2017): 159. http://dx.doi.org/10.19044/esj.2017.v13n31p159.
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Student unrest has been a major problem in Kenya for the government, public universities, the community, society, and even students themselves for several decades. However, the student leaders, majority of who are undergraduates in their late teens to early twenties, lack governance and leadership skills and experience. This study focused on principles of governance and leadership among student leaders in public universities. The study was anchored on positivist research philosophy and adopted a cross sectional design. The target population was all the 35 public universities in Kenya and data was collected from 70 student chairpersons and their deputies. Data was mainly collected from primary source using structured questionnaire and analyzed using descriptive and regression analysis. The study established that student leaders exhibited both performance and accountability principles of governance albeit weakly. The study however found no significant relationship between and student leadership and governance principles of legitimacy and voice; direction; and fairness. This study thus concludes that when student leaders are articulating their fellow students’ issues, the leaders are guided by responsiveness, effectiveness, efficiency, transparency, and information flow. The leaders however lack appreciation for rule of law; equity; consensus orientation and mediation; as well as long-term strategic vision for the student body. The study therefore recommends that public universities should immediately train all incumbent student leaders on leadership concepts and principles of governance. However as a long-term measure, universities should introduce curriculums on principles of governance and leadership concepts contextualized to undergraduate students’ area of study.
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Brown, Tom Mark. "A Path Dependency Approach to Governance Practices at a Public University of the Western Cape, South Africa." Journal of Public Administration and Governance 11, no. 1 (2021): 110. http://dx.doi.org/10.5296/jpag.v11i1.18095.
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This paper investigates the governance practices embedded within governance structures at the disposal of students at a public tertiary education institution, and student unrest as a mechanism to sway decision-making and reform policy at the case study institution of higher learning. In particular, the study is guided by a qualitative research paradigm using a structured interview tool to gather primary data using the University of the Western Cape (UWC) situated in Cape Town, South Africa, as a bounded case study, against the backdrop of the 2015-2016 #FeesMustFall (FMF) protests. It is suggested in this paper that student unrest is not the main reason, but rather a symptom of the broader inadequacies of the current participatory mechanisms available in university governance structures in general, and at the UWC. Employing a Path Dependency Theoretical (PDT) Approach. The article concludes by analyzing the findings of the empirical research, by identifying several themes and sub-themes.
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Owande, Joshua. "Status of Peace Club Activities in Public Secondary Schools within Kisumu County, Kenya." International Journal of Theory and Application in Elementary and Secondary School Education 4, no. 2 (2022): 168–76. http://dx.doi.org/10.31098/ijtaese.v4i2.835.
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The occurrence of student unrest has been on the rise in Kenya and beyond. This has prompted the introduction of Peace Clubs in Kenyan schools. However, despite these efforts, many schools still experience student unrest. This study, therefore, sought to examine the status of Peace Club activities in schools. The study used a theoretical framework informed by contingency theory and integrative negotiations, and peer mediation theory. The study applied a descriptive survey research design with a sample size of 584 respondents. The researcher used focus group discussions, interviews, and questionnaires to collect primary data, while reviewed publications and reports from the County Director of Education office were used to obtain secondary data. The study applied to content and face validity checks to ascertain the relevance of the research data collection instruments, while reliability was ascertained using the split-half method. The data were then cleaned and coded using descriptive statistics, and the results were presented using frequency distribution tables, percentages, pie charts, and bar graphs. The study found that Peace Club activities didn't exist in most of the schools; most students didn't know about Peace Club activities. In schools where they existed, most of them were not active. It was concluded that the nonexistence and/or inactivity of Peace Clubs activities contributed to the student unrest experienced in schools. The study recommended a modification of the existing policy on the creation of Peace Clubs in schools and the conduction of regular supervision to ensure full implementation of Peace Clubs in schools.
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Singh, Vivek. "A Case Study of Student Unrest in Himachal Pradesh University." Educational Quest- An International Journal of Education and Applied Social Sciences 8, no. 1 (2017): 129. http://dx.doi.org/10.5958/2230-7311.2017.00019.8.
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Gershenson, Seth, and Michael S. Hayes. "Police shootings, civic unrest and student achievement: evidence from Ferguson." Journal of Economic Geography 18, no. 3 (2017): 663–85. http://dx.doi.org/10.1093/jeg/lbx014.
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Blaxland, Sam. "Re-thinking Student Radicalism: the case of a Provincial British University." Espacio, Tiempo y Educación 6, no. 1 (2019): 29–39. http://dx.doi.org/10.14516/ete.274.
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This paper explores the 1968 moment in the British University of Swansea. It discusses four main flashpoints of protest and unrest that occurred there from 1968 to the early 1970s. Much of the evidence is drawn from local and student newspapers, which chronicled these events by watching them very closely and reporting not just on what happened but also on what students and members of the surrounding community thought about them. This is cross-referenced with small examples of the author’s oral history collection that he has compiled as part of his research. By using these sources and by taking evidence to form a broad picture, the paper suggests that, in the late 1960s, whilst the events taking place in Swansea were dramatic, they did not represent a majority of what the student body at the time thought, or how they behaved. This was partly a result of Swansea’s provincial character and its inherent social conservatism. A more crucial period, when the tone regarding student unrest really started to shift, was the early 1970s. Therefore, it is important to continue thinking of these events in terms of a «long 1968».
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Schiefelbein, Ernesto. "Chile: Improving Access and Quality to Stop Social Unrest." International Higher Education, no. 68 (March 25, 2015): 29–30. http://dx.doi.org/10.6017/ihe.2012.68.8620.
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Chile has faced significant student unrest, and accompanying political instability. The causes of this activism were mainly increased tuition in higher education that were imposed without any improvement in academic standards.
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Potsangbam, Koni, and B. T. Lawani. "The Student Unrest in the State of Manipur: An Empirical Analysis." Asian Journal of Research in Social Sciences and Humanities 5, no. 10 (2015): 22. http://dx.doi.org/10.5958/2249-7315.2015.00234.8.
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Huntley, James Robert. "Student unrest in Europe and America : some implications for Western society." Res Publica 12, no. 2 (2021): 171–84. http://dx.doi.org/10.21825/rp.v12i2.19780.
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Ghitta, Maria. "A New Academic Year (1923–1924): A New Year of “Student Movements” in Cluj." Transylvanian Review 30, no. 4 (2022): 63–85. https://doi.org/10.33993/tr.2021.4.04.
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The paper presents the events that accompanied the start of the 1923–1924 academic year at Cluj University, in the aftermath of the violent student unrest of the previous year. The students seemed determined to continue their struggle, and the university authorities did their best to save the academic year by ousting the movement from the university. The initial student program was increasingly converted, with the help of various ideological friends, into a new nationalism. Reference is also made to the manner in which various parties, public personalities, or media outlets positioned themselves in relation to this topic.
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Burbridge, M. "The Status of Students." Journal of Educational Thought / Revue de la Pensée Educative 3, no. 2 (2018): 79–87. http://dx.doi.org/10.55016/ojs/jet.v3i2.43562.
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During the winter of 1967 /68 an article entitled "The Student as Nigger" was printed in a number of student newspapers in North America. As far as I know this article was never included in any of the more popular family publications which are currently engaged in exploring student unrest, presumably because the author, Gerry Farber, used a large number of taboo words in making his point. Yet he made it very well indeed, and it is a pity that his piece is not generally available to the popular reader who is presently struggling to understand student behaviour.
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Mzenzi, Athiphila, and Simon Murote Kang'ethe. "Episodes of Student Vandalism in Higher Education Institutions in South Africa." Research in Social Sciences and Technology 10, no. 1 (2025): 294–309. https://doi.org/10.46303/ressat.2025.16.
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The South African higher education sector is annually buffeted with student unrest, ensuing costly vandalism of institutional property and jeopardy of academic progress. This paper explores episodes of vandalism in higher education institutions in South Africa. The literature review is utilised as a qualitative sub-methodology. 47 journal articles and one book chapter were accessed using data engines such as EBSCOhost, the Web of Science, Scopus, ProQuest and Google Scholar to analyse and synthesise thematic findings. The study established the following findings: Student indiscipline emanating from their social backgrounds, destruction of property, reputational deficits, and litigation consequences to students. The paper recommends that the next academic studies focus on determining the global, regional and South African statistical prevalence of student vandalism in higher education institutions.
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Юркина, Н. Н. "Student Unrest and Turmoil in Russia in the Late 19th — Early 20th Centuries." Вестник Рязанского государственного университета имени С.А. Есенина, no. 1(74) (April 1, 2022): 33–41. http://dx.doi.org/10.37724/rsu.2022.74.1.003.
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В статье анализируются причины радикализации студенчества в конце XIX — начале ХХ веков, различные подходы исследователей в оценке масштабов участия молодежи в революционных событиях начала ХХ века, особенности обстановки в университетах накануне 1905 года, а также формы и виды протестной деятельности молодежи. Проблема студенческих волнений и беспорядков рассматривается как часть студенческой повседневной жизни университетских городов Российской империи, ее влияние на становление мировоззрения и личности многих выдающихся в последствии политических деятелей и ученых, оставивших воспоминания, было значительным. Материалы мемуарной литературы позволяют взглянуть на проблему под новым углом зрения, оценить отдельные нюансы и особенности волнений, а также понять личные мотивы отдельных участников событий начала ХХ века. The article analyzes the underlying causes of student radicalization in the late 19th — early 20th centuries. It investigates various approaches to the assessment of young people’s involvement in revolutionary events of the early 20th century and explores young people’s involvement in pro-test activities. Student unrest and turmoil is viewed as a part of student life in the Russian empire and, judging by their memoirs, it produced a huge impact on the worldview of many outstanding statesmen, scholars and scientists. These memoirs throw light on the issue and enable us to assess various nuances of student unrest and to understand motivations underlying events of the early 20th century.
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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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Dr., I.G. Usman. "Students' Unrest and Use of Therapeutic Counselling Strategies for Resolving Students' Crisis in Nigerian Universities." American Based Research Journal 2, no. 5 (2013): 52–56. https://doi.org/10.5281/zenodo.3408174.
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<em>This paper discussed definitions and meanings of crisis. It also dwelt on critical areas of crisis in the Nigerian Universities and causes of these crises. The paper identified among other things, various meanings of value, value clarification, value orientation and value re-orientation. It also explained therapeutic strategies for remediating student crisis in Nigerian universities. Conclusion was drawn and recommendations were proffered accordingly</em>
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Koech, Laban Kipkirui, Rosemary Mbogo, and Joash Mutua Wambua. "Impact of Chaplaincy Programs in Deterring Students’ Unrest in Secondary Schools in Kenya: An Assessment of Selected Africa Inland Church Christian Sponsored Boarding Secondary Schools in Nandi County." Journal of Education 4, no. 5 (2024): 49–64. http://dx.doi.org/10.70619/vol4iss5pp49-64.
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The study assessed the impact of the chaplaincy program in deterring unrest in secondary schools in Nandi County. This has been motivated by the persistent media reports of unrest and indiscipline in secondary schools, a fact that projects a grim picture that Kenyan schools are not as safe havens as thought. The study was based on the Chaos Theory which offers lessons for managing periods of extreme instability in a system. The researcher used a mixed-method approach. Phenomenological and descriptive survey designs were employed. Purposive sampling techniques were used to determine the sample size. Data obtained was analyzed both quantitatively and qualitatively. The study confirmed that chaplaincy programs if implemented and done correctly, are effective in influencing student behavior toward deterring unrest. The R2 and adjusted R2 values of 0.769 and 0.787 respectively both indicated that over 70% of the variance in the dependent variable can be explained by the regression model. The t-test results for the individual regression coefficient were as follows: Chaplaincy programs (t =10, p < .05) and unrest (t = 20, p < .05) indicating that the variables were statistically significant at 0.05 levels. In light of these findings, it is recommended that the Government of Kenya should emphasize the recruitment of school chaplains and equip them adequately to effect, monitor, and evaluate the implementation of chaplaincy programs.
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Sutton, Halley. "Proactively prepare now to effectively manage campus protests, civil unrest." Student Affairs Today 27, no. 10 (2024): 1–5. https://doi.org/10.1002/say.31491.
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Student affairs professionals can expect to see protests on campuses nationwide for years to come over a host of different issues. In the wake of recent protests related to Palestine along with a variety of other political issues during the past couple of years, you need to be ready to address protests in a timely, safe, and fair manner that instills trust in your administration.