What is at risk in campus activism?: Learning as part of progressive social change in U.S. and Indian higher education.

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  • Additional Information
    • Source:
      Publisher: North Holland Publishing Country of Publication: Netherlands NLM ID: 0370366 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-6297 (Electronic) Linking ISSN: 00016918 NLM ISO Abbreviation: Acta Psychol (Amst) Subsets: MEDLINE
    • Publication Information:
      Publication: Amsterdam : North Holland Publishing
      Original Publication: The Hague.
    • Subject Terms:
      Students*/psychology ; Social Change*; Humans ; United States ; India ; Universities ; Learning/physiology ; Political Activism ; Male ; Female
    • Abstract:
      This paper studies student activism within higher education, examining the associated risks in varied cultural and historical contexts. Utilizing case studies from the United States on environmental sustainability within a business school and entrenched caste-based hierarchies in India, we describe how student activism was enacted to transform infrastructures of higher education. This study shows how students navigate institutional norms and power structures, and how risk shaped students' practices of activism and their learning. We analyzed infrastructures to identify master narratives that upheld the standards and classification systems shaping access and opportunities for student activists. We then studied how students navigated, questioned, and changed infrastructure as a form of learning. Our analysis underscores that activism is a purposive learning endeavor, necessitating an assessment of risks within specific socio-educational ecologies. The findings underscore the imperative for institutions to acknowledge and support student activism, particularly in contexts marked by systemic biases and limited safeguards for student activists.
      Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this article.
      (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)
    • Publication Date:
      Date Created: 20241106 Date Completed: 20241110 Latest Revision: 20241110
    • Publication Date:
      20241114
    • Accession Number:
      10.1016/j.actpsy.2024.104537
    • Accession Number:
      39503108