Student Activism (by author)

Abendroth, Mark. “Arts and Activism For All: Across the Curriculum and Beyond School Walls.” SoJo Journal 6, no. 1/2 (2020): 113–24. https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=150098314&site=ehost-live. Cite

Alzate González, Jennifer. “Anti-Racist Activism and Community Self-Care at the University of Michigan.” Souls (Boulder, Colo.) 17, no. 1–2 (2015): 11–19. https://doi.org/10.1080/10999949.2015.998569. Cite

Associated Students UC Santa Barbara, Frances. “Protests (at UC Santa Barbara).” Associated Students Living History Project, 2020. https://livinghistory.as.ucsb.edu/category/protests/. Cite

Biddix, J. Patrick. “Development through Dissent: Campus Activism as Civic Learning.” New Directions for Higher Education 2014, no. 167 (2014): 73–85. https://doi.org/10.1002/he.20106. Cite

Block, Pamela. “Activism, Anthropology, and Disability Studies in Times of Austerity.” Current Anthropology 61, no. S21 (2020): S68–75. https://doi.org/10.1086/705762. Cite

Branley, Janet, and Megan Krausch. “Student Generated Social Movements: When Students Become Student Activists.” McNair Scholars Journal of the University of Wisconsin Superior, 2018, 1–28. https://minds.wisconsin.edu/bitstream/handle/1793/79280/Student%20Generated%20Social%20Movements%20When%20Students%20Become%20Student%20Activists.pdf. Cite

Bui, Long. “A Better Life? Asian Americans and the Necropolitics of Higher Education.” In Critical Ethnic Studies: A Reader., 2021. https://escholarship.org/uc/item/7rg5b3h3. Cite

Byrne, Virginia L., Bridget L. Higginbotham, Alice E. Donlan, and Terah J. Stewart. “An Online Occupation of the University Hashtag: Exploring How Student Activists Use Social Media to Engage in Protest.” Journal of College and Character 22, no. 1 (2021): 13–30. https://doi.org/10.1080/2194587X.2020.1860775. Cite

Carter, Christopher. “The Student as Organic Intellectual.” Works and Days 21, no. 1 & 2 (2003): 339–60. Cite

Cole, Rose M, and Walter F Heinecke. “Higher Education after Neoliberalism: Student Activism as a Guiding Light.” Policy Futures in Education 18, no. 1 (2020): 90–116. https://doi.org/10.1177/1478210318767459. Cite

Daily Pennsylvanian Editorial Board. “Faculty Have a Responsibility to Support Student Activism,” 2019. https://www.thedp.com/article/2019/11/penn-protest-fossil-free-amy-wax-professors-philadelphia-houston-hall. Cite

Ferrada, Juan Sebastián, Mary Bucholtz, and Meghan Corella. “‘Respeta Mi Idioma’: Latinx Youth Enacting Affective Agency.” Journal of Language, Identity, and Education 19, no. 2 (2020): 79–94. https://doi.org/10.1080/15348458.2019.1647784. Cite

Filler, Nicole. “Intersectional Perspectives on Asian Pacific American Activism and Movement Building.” Politics, Groups & Identities 6, no. 3 (2018): 466–75. https://doi.org/10.1080/21565503.2018.1494010. Cite

Finn, Sarah. “Writing for Social Action: Affect, Activism, and the Composition Classroom.” University of Massachusetts Amherst, 2013. ScholarWorkds@UMassAmherst. https://scholarworks.umass.edu/open_access_dissertations/791. Cite

Gonzales, Roberto. “Left Out But Not Shut Down: Political Activism and the Undocumented Student Movement.” Northwestern Journal of Law & Social Policy 3, no. 2 (2008): 219–39. https://scholarlycommons.law.northwestern.edu/njlsp/vol3/iss2/4. Cite

Griffin, Kimberly A., Jeni L. Hart, Roger L. Worthington, Kurubel Belay, and Jeffrey G. Yeung. “Race-Related Activism: How Do Higher Education Diversity Professionals Respond?” The Review of Higher Education 43, no. 2 (2019): 667–96. https://doi.org/10.1353/rhe.2019.0114. Cite

Gusfield, Joseph R. “Student Protest and University Response.” The Annals of the American Academy of Political and Social Science 395 (1971): 26–38. https://www.jstor.org/stable/1038573. Cite

Houh, Emily M. S. “Campus Activism, Academic Freedom, and the AAUP.” American Association of University Professors (AAUP) (blog), 2016. https://www.aaup.org/article/campus-activism-academic-freedom-and-aaup. Cite

Jack, Lanada War. “Native Americans and the Third World Strike at UC Berkeley.” Ethnic Studies Review 42, no. 2 (2019): 32–39. https://doi.org/10.1525/esr.2019.42.2.32. Cite

Johnston, Angus. “American Student Protest Timeline, 2014-15.” Student Activism (blog), 2014. https://studentactivism.net/2014/12/04/american-student-protest-timeline-2014-15/. Cite

Kenyon College. “Policy on Protests and Demonstrations.” Kenyon College, 2019. https://www.kenyon.edu/offices-and-services/office-of-human-resources/policies-handbooks/staff-handbook-2/other-policies/policy-on-protests-and-demonstrations/. Cite

Kouri-Towe, Natalie. “Textured Activism: Affect Theory and Transformational Politics in Transnational Queer Palestine-Solidarity Activism.” Atlantis: Critical Studies in Gender, Culture & Social Justice 37, no. 1 (2015): 23–34. https://doi.org/10.1177/1464700114544611. Cite

Lacy, Sarah A., and Ashton Rome. “(Re) Politicizing The Anthropologist In The Age Of Neoliberalism And #Blacklivesmatter.” Transforming Anthropology 25, no. 2 (2017): 171–84. https://doi.org/10.1111/traa.12115. Cite

Macfarlane, Bruce. “The Conceit of Activism in the Illiberal University.” Policy Futures in Education 19, no. 5 (2021): 594–606. https://doi.org/10.1177/14782103211003422. Cite

Manzano, Lester J., OiYan A. Poon, and Vanessa S. Na. “Asian American Student Engagement in Student Leadership and Activism.” New Directions for Student Services 2017, no. 160 (2017): 65–79. https://doi.org/10.1002/ss.20244. Cite

Martin, Randy. “Academic Activism.” PMLA 124, no. 3 (2009): 838–46. https://www.jstor.org/stable/25614326. Cite

Martin, Randy. “Academic Activism.” PMLA 124, no. 3 (2009): 838–46. https://www.jstor.org/stable/25614326. Cite

Mayo, J. B. “Youth Work in Gay Straight Alliances: Curriculum, Pedagogy, and Activist Development.” Child & Youth Services 36, no. 1 (2015): 79–93. https://doi.org/10.1080/0145935X.2015.1015887. Cite

McGovern, Justine, David Schwittek, and Devika Seepersaud. “Through the Lens of Age: Challenging Ageism in the Bronx and Beyond with Community-Based Arts Activism.” International Journal of Social, Political & Community Agendas in the Arts 13, no. 2 (2018): 1–8. https://doi.org/10.18848/2326-9960/CGP/v13i02/1-8. Cite

Moreno, Jose G. “Third World Radicalism: The Chicana/o Studies Movement at The University of California, Berkeley, 1968-1975.” Ethnic Studies Review 43, no. 3 (2020): 73–85. https://doi.org/10.1525/esr.2020.43.3.73. Cite

Occidental College. “Right to Dissent and Demonstration Policy.” Occidental College, 2021. https://www.oxy.edu/student-handbook/general-college-policies/right-dissent-and-demonstration-policy. Cite

Pasque, Penny A., and Juanita Gamez Vargas. “Performances of Student Activism: Sound, Silence, Gender, and Dis/Ability.” New Directions for Higher Education 2014, no. 167 (2014): 59–71. https://doi.org/10.1002/he.20105. Cite

Recana, Jaime Red. “Student Activism and Implications for Academic Governance in the Bicol University, Legazpi City, Philippines.” [Beginning of Chapter 1:] Student activism in the Philippines is a phenomenon of the twentieth century, It is considered an educational problem of recent vintage by the Philippine Department of Education, the government’s national agency, which has a powerp over all institutions of learning in the country. Today student activism is a cause for a “dislocation of the educational system" in the country--characterized by disruption of classes, destruction of school property, and the wounding and death of some student participants and innocent bystanders.  The demands of the students were varied and many. The student demands at the university level were: (1) the right to have competent professors, adequate libraries and physical facilities; (2) the right to have a voice in the formulation of policies of the school with respect to student-faculty relations as well as student-administration relations; (3) reasonable tuition fees; (4) academic freedom within the campus; (5) the right to be apprised of the rules and regulations of the institutions; (6) the right to be heard before any penalties are imposed, and in particular, when the penalty is suspension or expulsion; and (7) the right to fair and humane treatment., Bicol University, 1973. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3954&context=dissertations. Cite

Reyes, Daisy Verduzco. “Inhabiting Latino Politics: How Colleges Shape Students’ Political Styles.” Sociology of Education 88, no. 4 (2015): 302–19. https://doi.org/10.1177/0038040715602753. Cite

Reynolds, Rema, and Darquillius Mayweather. “Recounting Racism, Resistance, and Repression: Examining the Experiences and #Hashtag Activism of College Students with Critical Race Theory and Counternarratives.” The Journal of Negro Education 86, no. 3 (2017): 283–304. https://doi.org/10.7709/jnegroeducation.86.3.0283. Cite

Seattle University Center for Student Involvement, Seattle. “Activism Resources.” Seattle University, n. d. https://www.seattleu.edu/involvement/resources--policies/political-activity--demonstrations/activism-resources/. Cite

Smeltzer, Sandra. “Asking Tough Questions: The Ethics of Studying Activism in Democratically Restricted Environments.” Social Movement Studies 11, no. 2 (2012): 255–71. https://doi.org/10.1080/14742837.2012.664905. Cite

Staff. “Professors Cannot Fully Participate in Student Activism | The Wellesley News.” The Wellesley News, 2016. https://thewellesleynews.com/2016/03/16/professors-cannot-fully-participate-in-student-activism/. Cite

The University of Chicago. “Protests and Demonstrations Policy | Student Manual | The University of Chicago.” The University of Chicago | University Policies and Regulations. Accessed September 1, 2022. https://studentmanual.uchicago.edu/student-life-conduct/protests-and-demonstrations-policy/. Cite

The University of Chicago. “Disciplinary System for Disruptive Conduct | Student Manual | The University of Chicago.” The University of Chicago | University Policies and Regulations, 2020. https://studentmanual.uchicago.edu/student-life-conduct/university-disciplinary-systems/disciplinary-system-for-disruptive-conduct/. Cite

Thomsen, Carly, and Grace Tacherra Morrison. “Abortion as Gender Transgression: Reproductive Justice, Queer Theory, and Anti–Crisis Pregnancy Center Activism.” Signs: Journal of Women in Culture and Society 45, no. 3 (2020): 703–30. https://doi.org/10.1086/706487. Cite

Torchlight FSU Campus Policy Center. “Student-Driven Research for Better Campus Policy -- Florida State University’s Student-Run Campus Think Tank (A Recognized Student Organization).” Torchlight, n. d. https://www.torchlightcenter.org. Cite