Between Revolution and Defeat: Student Protest Cycles and Networks

Abstract

This article reviews the literature on student protest movements, during and after the mass mobilisations of the 1960s. It considers the usefulness of the major social movement frameworks that have been applied to student protest movements. The first part of the article explains how the new social movement paradigm developed from the wave of 1960s protests in the United States and Europe. This was because of a rare conjunction of social and political structural societal changes and dynamics within the student population. The second part considers student protest movements in authoritarian regimes. In particular, how the political process approach allows for an analysis of student protests after the 1960s within and outside of the occident. The third considers the relatively recent application of social network analysis to student protests and the politicising effect of the university campus. Finally, the article concludes by arguing that student protest movements are not a homogenous phenomenon. Their dynamics and the political structures they challenge vary between countries. Furthermore, although the conditions of student life and the rapid turnover of generations suggest sustained long‐term political activity is not possible, recent research drawing upon social network analysis suggests political activity across student generations may be maintained.

EuroMaidan Protests in Ukraine: Social Media Versus Social Networks

“…These findings support existing research. Past studies of social mobilization have identified the important role of youth and students in the mobilization process (Ibrahim 2010). In line with these studies, we know that the costs to students of joining protests are relatively low; they have more free time, and thus, they are likely to be both early joiners and stalwarts.…”

From Global Justice to Occupy and Podemos: Mapping Three Stages of Contemporary Activism

“…Ibrahim 2010). Yet this only marks the beginning of an epistemic moment that extends over two decades of student organisation and of world geopolitical events; shaping a model of university governance.…”

Alternation25,2(2018) 161–180 161Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n2a7#FEESMUSTFALL: Science Teaching during Student Unrest

“…Historically, universities around the world have had to cope with disturbances, disruptions and distractions caused by student protest movements (Ibrahim 2010). Most student protest movements were either revolutionary, such as 'those against the British colonial rule in the United States in the 1760s' (Ibrahim 2010:495), or they initiated significant social justice campaigns such as those in the United Kingdom in the 1970s that were aimed against the South African apartheid system (Pullan & Abendstern 2004).…”

“…Most student protest movements were either revolutionary, such as 'those against the British colonial rule in the United States in the 1760s' (Ibrahim 2010:495), or they initiated significant social justice campaigns such as those in the United Kingdom in the 1970s that were aimed against the South African apartheid system (Pullan & Abendstern 2004). Although the number of student protests have in the past decade increased significantly across the globe (Brooks 2016), literature suggests student protest movements peaked in the 1960s and 1970s (Ibrahim 2010).…”

“…To date, most literature reports related to student protests concentrated primarily on the reasons behind student protests (Pullan & Abendstern 2004;Rodriguez-Amat & Jeffery 2017) and the impact that protests have had on the university, the country, or the world (Ibrahim 2010;Pullan & Abendstern 2004). There is, however, an urgent need to also report on the impact of the protests on student knowledge acquisition, students' experiences of learning during the disruptions, and lecturers' experiences of teaching during student disruptions.…”