Relevant bibliographies by topics / Student activists

Academic literature on the topic 'Student activists'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Student activists"

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Taha, Diane, Sally O. Hastings, and Elizabeth M. Minei. "Shaping Student Activists: Discursive Sensemaking of Activism and Participation Research." Journal of the Scholarship of Teaching and Learning 15, no. 6 (December 27, 2015): 1–15. http://dx.doi.org/10.14434/josotl.v15i6.13820.

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As social media becomes a more potent force in society, particularly for younger generations, the role in activism has been contested. This qualitative study examines 35 interviews with students regarding their perceptions of the use of social media in social change, their perceptions of activists, and their level of self-identification as an activist. Data suggest that students use media to engage in offline participation in activist causes, because offline presents a “safe” place to begin their involvement. Findings also point to the unified pejorative connotations of the term “activist”, yet also demonstrate ways that students transform the negative stereotype of activists in a way that creates a more positive image of activists. Most participants in the study were able to see sufficient positive characteristics in behaviors they associated with activism to prompt the students to identify themselves as “activists” or “aspiring activists”. We offer 3 practical recommendations for teachers who seek to increase service learning vis a vis activism in their classrooms.
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Mawardi, Kholid. "TINGKAT PROKRASTINASI AKADEMIK DALAM MENYELESAIKAN SKRIPSI PADA MAHASISWA AKTIVIS." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 24, no. 1 (June 3, 2019): 120–30. http://dx.doi.org/10.24090/insania.v24i1.2801.

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Abstract: This thesis is a required scientific work as part of academic requirements at the University. All students must take thesis courses because the thesis is used as one of the prerequisites for students to obtain a bachelor's degree. Generally, students are given time to complete a thesis within one semester or approximately six months. In fact, many students need more than six months to work on their thesis. The research subjects were students who were members or activists of UKM. The cause of student procrastination is the lack of enthusiasm for working on the thesis, difficulty in getting the main book and supporting books, the fear of meeting the lecturers when they want to consult, being embarrassed to ask questions, and lazy to do it. Even among UKM activist students at IAIN Purwokerto (which is now called IAIN Purwokerto) prioritize activities in UKM rather than completing thesis. The results showed that UKM activist students in all majors had moderate procrastination rates based on the following academic procrastination categories: 13% were at very high levels, 20% were at high levels, 57% were at moderate levels, 10% were at low levels, and only 0% of student UKM activists in all majors have low procrastination rates. From these results it can be seen that on average students do procrastination. Keywords: Procrastination, Students, Thesis, Ukm Activists
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Lund, Darren, and Rae Ann Van Beers. "Unintentional Consequences: Facing the Risks of Being a Youth Activist." in education 26, no. 1 (December 23, 2020): 3–17. http://dx.doi.org/10.37119/ojs2020.v26i1.479.

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Students involved in social justice activist groups and activities encounter several potentially negative consequences in advocating for issues that are important to them. Through duoethnographic interviews with scholar-activists, former youth activists describe the barriers they experienced as socially engaged young people, including dealing with pushback from their cultural, school, and even activist communities. Without adult allies to help mentor them through these processes, the negative emotions associated with these encounters can lead youth to burn out and leave activism altogether. The findings of this study remind educators that they have an important role to play in providing meaningful activist training, apprenticeship opportunities, and supports for youth who are passionately engaged in progressive social and political action. Keywords: social justice activism; youth; duoethnography; student movements
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Christensen, M. Candace, and Alexis V. Arczynski. "Fostering Student Activism: Barriers, Sharing, and Dialectics." World Journal of Social Science Research 1, no. 2 (January 2, 2015): 151. http://dx.doi.org/10.22158/wjssr.v1n2p151.

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The present study was an exploratory investigation of interviews with six college students who participated in the development and implementation of a theatre-based sexual assault prevention intervention. We investigated how these students experienced their involvement in activism within the context of developing and presenting a sexual assault prevention program. The research revealed common themes: each student experienced fears about participating in activism or identifying as an activist, had strong desires to share knowledge about sexual assault prevention with their community, and viewed their individual activist identities within a complex understanding of what it meant to be activists. These themes helped us to develop implications for future research and educational practices to support activist identity development.
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Philip, Thomas M. "Experience as College Student Activists." Urban Education 48, no. 1 (October 22, 2012): 44–68. http://dx.doi.org/10.1177/0042085912461509.

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Ara, Shawkat, Md Abul Kashem Mir, Syeda Shahria Samad, and Rasel Ahmed. "A comparative study on violent and aggressive attitudes and activism among students and non-students." Rajshahi University Journal of Life & Earth and Agricultural Sciences 40 (January 15, 2015): 15–22. http://dx.doi.org/10.3329/rujleas.v40i0.21610.

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The purpose of this study was to investigate the violent and aggressive attitudes for student activists, non-student activists and student non-activists of different educational institutions within the framework of socio-cultural background. The study has been developed under the theoretical interpretation of biological theory of aggression and violence, and social learning theory of aggression and violence. It uses a multidimensional co relational approach with a criterion group design.The study was conducted into two phases. In the first phase criterion groups of student activists, non student activists and student non activists were selected on the basis of an activism criteria questionnaire. To achieve the goal 360 respondents was equally taken from student activists, non-student activists and student non-activists. Each sample group was sub-divided into upper middle and lower middle SES background. The violent and aggressive attitudes composed of five dimensions– such as political violence, social violence, institutional violence, administrative violence and sex violence in the violence - nonviolence continuum. The main objective of the present investigation was to make a comparative study of the pattern of the attitudes of student activists, non-student activists and studentnon-activists. In this Study it was hypothesized that student activists would score higher on the attitudinal variables of violent and aggressive attitudes as compared to non-student activists and student non-activists respectively. The data were analyzed to obtain Mean, SD & t-test to test hypothesis. The result revealed that student activists were found to possess higher score on the attitudinal variable of violent and aggressive attitudes as compared to non-student activists and student non-activists respectively.
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Ruiz, Berenice Andaluz, Kai-Wei Cheng, B. Cheree Copeland Terrell, Kevin A. Lewis, Maxwell C. Mattern, and Anthony M. Wright. "For us, by us: Exploring constructions of student activism and university support." Higher Education Politics & Economics 3, no. 2 (December 1, 2017): 239–60. http://dx.doi.org/10.32674/hepe.v3i2.11.

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Across the country, identity-based activist movements have impacted the mobilization of student activists on college campuses. This article focuses on students’ construction of activism and their perceptions of support from administration, faculty, and staff. The researchers employed a constructivist framework and revealed four domains highlighting student’s experiences with activism on campus. Our recommendations describe ways campus stakeholders can better support student efforts for social change.
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Cole, Rose M., and Walter F. Heinecke. "Higher education after neoliberalism: Student activism as a guiding light." Policy Futures in Education 18, no. 1 (May 24, 2018): 90–116. http://dx.doi.org/10.1177/1478210318767459.

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Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.
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Evans, Meg E., and Alex C. Lange. "Supporting Student Activists: An Appreciative Inquiry." New Directions for Student Leadership 2019, no. 161 (February 6, 2019): 65–77. http://dx.doi.org/10.1002/yd.20321.

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Tyszka, Juliusz. "Student Theatre in Poland: Vehicles of Revolt, 1954–57 and 1968–71." New Theatre Quarterly 26, no. 2 (May 2010): 161–72. http://dx.doi.org/10.1017/s0266464x10000291.

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Polish student theatre was a unique artistic movement in the Soviet post-war empire, with a liberty of expression unparalleled elsewhere in the Soviet bloc. As in every political system, in any country, its creators and its public were students and young intellectuals. These theatre-makers used the umbrella of the Polish Students' Union – a surprisingly democratic institution in a totalitarian political order – and all attempts at their repression were usually appeased by the activists of the student organization, often the friends and supporters of the theatre-makers. After the creation of the Socialist Union of Polish Students these activists became more dependent on the Communist Party, but the Party establishment decided, in the period of the ‘thaw’ (1954–57), that the student artistic movement would be maintained as a kind of artistic kindergarten for avant-gardists and supporters of artistic and political revolt, to let them manifest their beliefs within the well-guarded, limited territory of student cultural centres. However, the young rebels overcame these restrictions and created a focus of artistic opposition which had a wide social and artistic influence, especially during subsequent periods of political crisis. Juliusz Tyszka was himself an activist in the student theatre movement in the late 1970s and early 1980s. Now an NTQ advisory editor, he is head of the Unit of Performance Studies, Institute of Cultural Studies, Adam Mickiewicz University at Poznań, Poland.
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Dissertations / Theses on the topic "Student activists"

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Rodgers, Jessica. "Australian queer student activists' media representations of queer." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41528/1/Jessica_Rodgers_Thesis.pdf.

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Queer student activists are a visible aspect of Australian tertiary communities. Institutionally there are a number of organisations and tools representing and serving gay, lesbian, bisexual, transgender, intersex and ‘otherwise queer identifying’ (GLBTIQ) students. ‘Queer’ is a contentious term with meanings ranging from a complex deconstructive academic theory to a term for ‘gay’. Despite the institutional applications, the definition remains unclear and under debate. In this thesis I examine queer student activists’ production of print media, a previously under-researched area. In queer communities, print media provides crucial grounding for a model of queer. Central to identity formation and activism, this media is a site of textuality for the construction and circulation of discourses of queer student media. Thus, I investigate the various ways Australian queer student activists construct queer, queer identity, and queer activism in their print media. I use discourse analysis, participant observation and semi-structured interviews to enable a thorough investigation of both the process and the products of queer student media. My findings demonstrate that queer student activists’ politics are grounded in a range of ideologies drawing from Marxism, Feminism, Gay Liberation, Anti-assimilation and Queer Theory. Grounded in queer theoretical perspectives of performativity this research makes relatively new links between Queer Theory and Media Studies in its study of the production contexts of queer student media. In doing so, I show how the university context informs student articulations of queer, proving the necessity to locate research within its social-cultural setting. My research reveals that, much like Queer Theory, these representations of queer are rich with paradox. I argue that queer student activists are actually theorising queer. I call for a reconceptualisation of Queer Theory and question the current barriers between who is considered a ‘theorist’ of queer and who is an ‘activist’. If we can think about ‘theory’ as encompassing the work of activists, what implications might this have for politics and analysis?
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Piccigallo, Jacqueline. "Men against rape male activists' views towards campus-based sexual assault and acquaintance rape /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 144 p, 2008. http://proquest.umi.com/pqdweb?did=1605142181&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Hudson, Nicholas. "Undocumented Latino Student Activists' Funds of Knowledge| Transforming Social Movements." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602620.

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There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their disposal and how the usage of said resources impacts policy formation on an institutional, state and national level.

The study seeks to uncover whether undocumented students utilize their available funds of knowledge to achieve their educational goals and navigate through the barriers they encounter. The study finds that undocumented Latino student activists utilize their funds of knowledge in agriculture, business, construction, mechanics, music, and religion to develop strategies to navigate through educational, financial, institutional, and intrapersonal barriers they encountered. This application of funds of knowledge and community cultural wealth to student activism moves the debate from a deficiency narrative that has long permeated higher education research to an agency narrative.

This study provides valuable insight into the increase of undocumented Latino students’ participation in activism and how one can best aid undocumented Latino student activists. Through the thematic narrative analysis, the lived history and stories of undocumented Latino student activists from Washington and Virginia are woven together to unveil individual and collective routes to educational attainment and activism on behalf of undocumented students.

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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.

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Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.
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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools, listening to student activists and leaders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29854.pdf.

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Nazemi, Mahtab. "Beyond racism: mapping ruling relations in a Canadian university from the standpoint of racialized female student activists." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104875.

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This study is an institutional ethnography which employs a critical race feminist theoretical framework in order to explicate the social relations that coordinate the experiences of racialized female student activists at McGill University. Interviews with students, administrators, faculty and staff, along with observations about texts, institutional language and experiences around equity at McGill make up the data for conducting this anti-racist feminist analysis. In the first part of this study, knowledge produced through the experiences of racialized female student activists – who make up the entry point of this study – exposes a disjuncture between McGill's self-portrayal as equitable and diverse and how it is experienced by some racialized women. The next part of this study explores some challenges to doing anti-racist activist work at McGill and the lack of – yet need for – an institutional memory that encourages present and future organizing to document, refer to, and build on past initiatives (successful and otherwise) around race, racism and equity.
Cette étude est une ethnographie institutionnelle qui emploie une cadre théorique féministe-critique afin d'expliquer les relations sociales qui coordonnent les expériences des étudiantes-organisatrice racialisées à l'Université McGill. Les entrevues avec les étudiantes, administrateurs, professeurs et employés, avec des observations sur les textes, la langue institutionelle et des expériences autour de l'équité à l'Université McGill constituent les données pour effectuer cette analyse anti-raciste féministe. Dans la première partie de cette étude, les connaissances produites par les expériences des étudiantes-organisatrice racialisées – qui constituent le point d'entrée de cette étude – expose une disjonction entre la façon dont l'Université se portrait comme équitable et diversifiée et comment elle est vécue par certains étudiantes racialisées. La prochaine partie de cette étude examine certains des défis au travail d'organisation anti-raciste à l'Université McGill et le manque (et le besoin) d'une mémoire institutionnelle qui encourage l'organisation actuelle et future de documenter, de consulter, et de s'appuyer sur les initiatives passées (réussie et autrement) autour de la race, le racisme et l'équité.
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Lertchoosakul, Kanokrat. "The rise of the Octobrists : power and conflict among gormer left wing student activists in contemporary Thai politics." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/503/.

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Since the early 1990s, the prominent role of 'Octobrists' – former left wing student activists from the 1970s – has become increasingly evident in parliamentary and extra-parliamentary politics. Some Octobrists have played leading or supporting roles in key moments of political transition, such as the 1992 urban middle-class movement for democracy, various social movements throughout the mid-1990s, the political reform process of the late 1990s, and the rise of the Thais Love Thais (Thai Rak Thai) government under Thaksin Shinawatra in 2001. But over the course of the past ten years, these former student activists have become increasingly divided, amidst the protracted conflict between 'Yellow shirt' (anti-Thaksin) and 'Red Shirt' (pro-Thaksin) forces in Thai politics. Octobrists have defended opposing political stances and severely attacked one another across the political divide. This thesis examines why the Octobrists have managed to remain a significant force in Thai politics, despite the collapse of left wing politics in the late 1970s, and why they have experienced deepening internal divisions and a crisis of legitimacy over the course of the past decade. This thesis argues that the Octobrists successfully exploited shifts in the structure of political opportunities over the 1980s and 1990s which allowed them to overcome constraints on their involvement in politics. These former left wing student activists successfully made use of the political skills, social networks, and progressive language which they had developed and refined since the 1970s, in order to gain access to new channels of political influence and power. Above all, they managed to reframe their earlier history as leftist failures and to craft a new political identity as 'Octobrists', as heroic fighters for democracy and against authoritarian rule in the 1970s. In examining the rise and deepening of conflicts among the Octobrists, moreover, this thesis traces the shifts in political environment which accompanied the ascendancy and entrenchment of the Thaksin government and the rise of antiThaksin mobilisation over the past decade, which undermined the loose unity among Octobrists and created new sources of tension and conflict in their midst. The thesis also shows how the notion of 'Octobrists' shifted from an effective rubric for forging a shared identity among former student activists to a rhetorical device for conflict and contestation among former comrades-in-arms.
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Merry, Johnny Deane Merry. "Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.

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Cannon, John William. "The rise of democratic student movements in Thailand and Burma." Thesis, [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13465442.

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Anderson, Kevin R. "Links in the chain : African American ideology and strategic action /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137673.

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Books on the topic "Student activists"

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Chaudhry, Pushpa. A socio-psychological study of student activists. Chandigarh: Publication Bureau, Panjab University, 1990.

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Tripp, Luke S. Black student activists: Transition to middle class professionals. Lanham, MD: University Press of America, 1987.

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Solid impact stories: Experiences of student rights activists in Zimbabwe (2000-2012). Avondale, Zimbabwe: Students Solidarity Trust, 2012.

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Kerns, Ann. Who will shout if not us?: Student activists and the Tiananmen Square protest, China, 1989. Minneapolis, MN: Twenty-First Century Books, 2011.

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Young activists: American high school students in the age of protest. DeKalb, Ill: Northern Illinois University Press, 2005.

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Who will shout if not us?: Student activists and the Tiananmen Square protest, China, 1989. Minneapolis, MN: Twenty-First Century Books, 2011.

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Paṭṭanạẏaka, Sudāma Caraṇa. Mahāna svādhīnatā saṅgrāmī Bijaẏacandra Dāsa. Bhubaneśvara: Bijaẏacandra Smr̥ti Saṃsada, 2005.

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Khan, Yousuf ali. Academics versus activists: A history of the University f Peshawar : 1950-'88. [Peshawar: s.n.], 1990.

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I'r gad: Protestiadau'r 60au. Aberystwyth: Canolfan Astudiaethau Addysg, 2004.

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Inmunda escoria: A universidade franquista e as mobilizacións estudantís en Compostela, 1939-1968. Vigo: Xerais De Galicia Edicions, 2010.

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Book chapters on the topic "Student activists"

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Sastramidjaja, Yatun. "Chapter One. Student Movements and Indonesia’s Democratic Transition." In Activists in Transition, edited by Thushara Dibley and Michele Ford, 23–40. Ithaca, NY: Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501742491-004.

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Cain, Timothy Reese. "Student Activists and Organized Labor." In Rethinking Campus Life, 165–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75614-1_8.

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Nielsen, Gritt B. "The Ethics of Radical Student Activism: Social Justice, Democracy and Engagement Across Difference." In Nonprofit and Civil Society Studies, 193–210. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98798-5_9.

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AbstractThis article focuses on student activism as an important site for the formulation and exploration of ethical dilemmas intrinsic to activist engagement across difference. In recent years, there has been a marked upsurge in student mobilization against inequality and social injustice within universities and in wider society. By drawing on ethnographic fieldwork material generated with left-wing student activists in New Zealand in 2012 and 2015, the article investigates how two different student activist networks, in their struggles for equality and justice, navigate ethical dilemmas around inclusion and exclusion and balance universal moral claims against a sensitivity to situated ethical complexities and locally embedded experiences and values. While sharing the goal of fighting inequality, the two networks differ in their emphasis on the creation of ‘dissensus’ and ‘safe spaces’ in their network, their university and in wider society. The article draws upon two interconnected strands of theories, namely, debates about deliberative democracy, including questions of universal accessibility and inclusion/exclusion, and theories around ethics as a question of living up to universal moral imperatives (deontology) or as embedded in everyday negotiations and cultivations of virtues (virtue ethics). Inspired by Mansbridge, it proposes that central to radical student activism as an ethical practice is the ability to act as a (subaltern) counter public that not only ‘nags’ or haunts dominant moralities from the margins but also allows for the cultivation of spaces and identities within the activist networks that can ‘nag’ or haunt the networks’ own moral frames and virtues and goad them into action and new democratic experiments.
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Michel, Gregg L. "SSOC and White Student Activists at Mid-Decade: The Agenda Grows." In Struggle for a Better South, 89–106. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403981813_5.

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Gasteiger, Marita, and Janine Wulz. "Recognizing Student Activism. Analysing Practices in Recognizing Informal Learning in the EHEA." In European Higher Education Area: Challenges for a New Decade, 299–322. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_20.

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Abstract This paper aims to answer the question of how recognition of student engagement as informal learning takes place in HEIs within the EHEA. It identifies challenges, best practices, and lessons learned for the recognition of informal learning in the EHEA in general. Questions of transparency in recognition of informal learning in student activism, their legal basis and ways of implementation as well as student representatives’ experiences are discussed. Analysis was undertaken based on two surveys in the EHEA. The first survey addressed student representatives at national level in 11 countries, aiming for insights in legal conditions and practices of higher education institutions’ recognition of informal learning of student activists. The second survey focussed on student representatives at institutional level (80 respondents), sharing their experiences on formalities, barriers and practicalities within implemented policies of recognition of prior learning in student activism. Based on the collected data, findings and recommendations are presented in the last part of the paper.
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Wankel, Charles. "How a Small Number of Prior Clandestine Activists Came to Found and Control a Large National Student Movement Organization." In Anti-Communist Student Organizations and the Polish Renewal, 134–86. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12550-0_4.

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Rosati, Carli, David J. Nguyen, and Rose M. Troyer. "X Marks the Spot: Engaging Campus Maps to Explore Sense of Belonging Experiences of Student Activists." In Research Methods for Social Justice and Equity in Education, 217–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05900-2_18.

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Nugraha, Prasetya Putra, and Ratri Wikaningtyas. "Social Analysis of Gie Films to Increase the Critical Power of Student Organization Activists Politeknik Harapan Bersama." In Proceedings of the Tegal International Conference on Applied Social Science & Humanities (TICASSH 2022), 518–23. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-09-1_60.

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Heggart, Keith. "Student and Adult Understandings of Active Citizenship." In Activist Citizenship Education, 153–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4694-9_9.

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Sastramidjaja, Yatun. "Student Movements and Indonesia’s Democratic Transition." In Activists in Transition, 23–40. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501742477.003.0002.

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This chapter is an account of the student movement, which traces its fall from political vanguard to “orphans of democracy.” Heir to a long tradition of student struggle, student activists followed a similar path to student movements in other authoritarian societies, leveraging their privileged status to lead the campaign for democracy. From the late 1980s, they challenged the regime, fighting for land rights, organizing workers, and defying the government's bans on leftist political activity. Despite successive waves of repression, it was the students, too, who led the 1998 protests calling for Suharto's resignation and fundamental political reform. Suharto's resignation was, as this chapter argues, undoubtedly a victory for the so-called 1998 Generation. But, having failed to capitalize on the momentum they had generated, students quickly retreated from the political fray, with only the Islamic student movement making a place for itself in the new Indonesia. By 2004, what remained of the left of the student movement had been relegated to margins, while moderate reformists have moved into government or into other social movements, leaving just a few aging activists clinging to the more radical dreams of an earlier age.
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Conference papers on the topic "Student activists"

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Suyanto, Totok, Made Pramono, and Dhita Ayu Permata Sari. "Multicultural Leadership of Student Activists to Creating Democratic Campus." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.47.

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Sagap, Sayid, Sya’roni Sya’roni, and Arfan Arfan. "Education on Religious Moderation Among Islamic Student Organization Activists." In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.056.

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Trushina, Irina. "Features Of Meaningful Orientations Of Student Activists As A Component Of Hardiness." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.41.

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Zhu, Xiaobing, Bo Zhang, Qubo Yang, Silan Zhu, Zhihua He, and Luyun Chen. "The Integrated Model of Online and Offline Education and Training of Student Activists." In CIAT 2020: 2020 International Conference on Cyberspace Innovation of Advanced Technologies. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3444370.3444628.

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Nagbe, Mariama. "Historical Knowledge as Power: Student Activists Fighting B(l)ack Against Historical Amnesia in U.S. Higher Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1588321.

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Anggreni, Likha Sari, and Monika Sri Yuliarti. "Social Movement and Freedom of Speech - Message Reception of 212 Mass Movement News in www.viva.co.id among Moslem Student Activists." In The 4th International Conference on Social and Political Sciences. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007031700010001.

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Yousefnia, Ali Rad. "Provocation, Ultra-Resistance and Representation: A Case Study-Based Research Course & the Student Exhibition ‘Re- Presented’." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3993p1uq3.

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The core premise of the paper focuses on approaching a specific case study as the subject and the object of an architectural research heritage course, in this case, the UQ Union complex (UQU). During the summer semester 2020 – 2021, thirteen students in the M. Arch program at the University of Queensland (UQ) studied and interpreted the tangible and intangible heritages of the UQU. Once an award-winning project back in the 1960s, the entire complex faced the threat of demolition by the university’s proposed master plan in 2017. There is no doubt that the demolition proposal was an ‘Ultra’ decision. The process followed an ‘Ultra’ reaction in the form of a campaign for saving UQU, supported by hundreds of activists, UQ staff, students, and alumni. Therefore, an ‘Ultra’ synthesis emerged from this dialectic. Besides the pedagogical approaches of the course, the site’s rich history shaped an important section of the paper. Given the spirit of the recent period, the ‘ultra-temporal’ and uncertain times caused by the COVID-19 pandemic created an ambiguous situation, and there is a major pause for the demolition proposal. The new response from the UQ administration was also briefly discussed at the end of the paper. Within the course, the curiosity to have an in-depth understanding of a built environment transformed and evolved. Thus, the outcome was two exhibitions titled ‘re-Presented’ as a result of this collective work. The course created the opportunity for students to think critically about the role of the UQU Complex within the new master plan and re-image its position in the university’s future by their provocative proposals. These innovative and creative exhibition pieces went beyond conventional methods of documentation. The paper focuses on the students’ journey and how they unpacked the site’s history. It explains how their ideas re-presented a daily built environment that has dispatched from its past and alienated among its users. In summary, an ‘Ultra’ perspective, such as the one exemplified by the described course, comes back in a full circle.
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Conijn, Rianne, and Menno Van Zaanen. "Trends in student behavior in online courses." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5337.

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Learning management systems provide an easy and effective means of access to educational material. Students’ access to course material is logged and the amount of interaction is assumed to be a measure of student engagement within the course. In previous research, frequencies of student activities have typically been used, but this disregards any temporal information. Here, we analyze the amount of student activity over time during courses. Based on activity data over 11 online courses, we cluster students who show similar behavior over time. This shows three different groups: a large group of students who are mostly not active, another group of students who are very active throughout the course, and a group of students who start out being active, but their activity diminishes throughout the course. These groups of students also show different performance. Overall, more active students yield better results. In addition to these general trends, we identified courses in which alternative trends can be found, such as a group of students who become more active during the course. This shows that student behavior is more complex than can be identified from an individual course and more research into patterns of learning activities in multiple courses is essential.
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Gill, David D., and Jeffrey L. Newcomer. "“To the Boards”: Team-Based Design for Student-Centered Learning." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70571.

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Engineering design is a complex subject that is often a challenge for students to learn. Heuristic-based design, design that primarily utilizes “rules of thumb” or best practices, can be even more challenging for students to learn when they do not yet have the experience to choose between competing design guidelines. Faculty of Manufacturing Engineering at Western Washington University sought to improve the students’ learning in a senior-level, undergraduate course in Design of Tooling, a heuristic-based design discipline. The faculty worked to answer the question “How can team-based active learning approaches be effectively utilized for students learning a heuristic-based design topic?” In answering this question, the faculty developed and implemented a team-based, student-centered design activity called To the Boards. This activity, where small groups of students simultaneously develop tooling designs at whiteboards around the room, has improved the students’ retention of key concepts and helped students learn to analyze and apply competing design parameters. Performing the work on white boards encourages participation by all members of the group and enriches the design evaluation experience through a collaborative analysis of the many different design solutions developed by all the groups. Use of To the Boards, in conjunction with out-of-class reading, short lectures, and five large projects, has proven to be an effective tool for engaging students in learning, helping them to evaluate and apply competing design goals in the solution of complex engineering problems, and enabling collaborative design through communication of engineering concepts using sketches. Results of this activity have been measured through student performance and student feedback. Student performance on projects demonstrated the appropriate utilization of knowledge and skills learned in class with all students performing at satisfactory or exemplary levels when evaluated against ABET learning outcomes for design. Student feedback has been largely positive with the students recognizing the value of the knowledge and tooling design skills and also of the communication and teamwork skills that are acquired through the activity.
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Muzhichenko, M. V., and A. G. Gubasheva. "PECULIARITY OF HEART RATE VARIABILITY IN STUDENTS WITH DIFFERENT INTENSITY OF PHYSICAL LOAD." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/36.

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We studied the heart rate variability among students of the direction “Physical culture and life safety” with a high level of physical activity and students of the department of biology with a lower level of physical activity. It was revealed that higher physical activity of students provides a favorable level of heart rate variation, a type of regulation of the cardiovascular system, and increases the reserve capacities of the student body.
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Reports on the topic "Student activists"

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Charles H.F. Davis I I I, Charles H. F. Davis I. I. I. Exploring alternative and activist new media in contemporary college student activism. Experiment, October 2013. http://dx.doi.org/10.18258/1391.

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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Panchenko, Liubov F., Andrii O. Khomiak, and Andrey V. Pikilnyak. Using Twitter in Ukrainian sociology majors training. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3863.

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The article deals with the problem of using cloud technologies in the training of sociology students in Ukraine. The popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a learning tool in classroom are discussed. List of recommended tweeters, including Ukrainian resources as well as resources related to population censuses is proposed. The article offers examples of student activities for Social Statistics and Demographics courses. The article demonstrates that new forms of student’s activity related to data analysis introduced by academics and practitioners (building art objects and storytelling based on data; shared data collection by citizens through mobile devices, “play with data” modern data visualization services) can be realized with Twitter resources and can help overcome the barriers that arise while studying quantitative methods.
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Pinchuk, Olga P., Oleksandra M. Sokolyuk, Oleksandr Yu Burov, and Mariya P. Shyshkina. Digital transformation of learning environment: aspect of cognitive activity of students. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3243.

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Peculiar features of digital environment include: integration of ICTs; use of local and global networks and resources; support and development of qualitatively new technologies of information processing; active use of modern means, methods and forms of teaching in the educational process. The organization of activities in terms of digital learning environment provides appropriate changes in the interaction between subjects of the educational process. Today, means and technologies of the information and communication networks (ICNs), in particular the Internet, which custom and operational-procedural properties were changed at the initial stage from closed local to open ones at present, become widespread. The development of ICNs (from closed local to open ones) changes the typology of learning environments. The following models of learning environments, which widely use ICT and ICN tools (with basic features that characterize them) are distinguished: using the local communication network for presentation of educational information; using the local communication network and open network resources; using open network resources; for independent use of open network resources directly in the classroom by a student; for use of open network resources by a student in the process of independent learning activity; for use by a student educational resources, specially created by a teacher, as well as resources of an open networks in his independent learning activity.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Zhang, Yanni. Dietary and Physical Activity Acculturation and Weight Status in Chinese College Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3117.

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Nagy, Anna, Quinn Murphy, Kathleen Swenson, Robin Ingalls, and Shoumita Dasgupta. Capture your DNA in a Necklace: A Hands On Genetics Activity for Students. Waltham, MA: Brandeis University Materials Research Science Engineering Center, 2019. http://dx.doi.org/10.26812/scilinkreports.34.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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McCann, Michael. Introducing Students to Risk Diversification: Adapting a class activity to the online learning environment. Bristol, UK: The Economics Network, October 2020. http://dx.doi.org/10.53593/n3350a.

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