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Articles on Student protests
Displaying 81 - 100 of 123 articles
The decolonisation debate in South Africa’s universities raises critical issues about the relationship between power, knowledge and learning.
South African students’ demands for free university education are not going away. Nor are the country’s economic realities.
South Africa’s university students have shown that they can have an impact on the political landscape. That’s why it’s so important that they exercise their right to vote.
Decolonisation of the curriculum doesn’t have to mean the destruction of Western knowledge, but it’s decentring. Such knowledge should become one way of knowing rather than the only way.
Sections of South Africa’s student movements regard transformation as a complete failure. Responding to this perceived failure, some have adopted an anti-democratic stance.
Students at the University of Khartoum are protesting about a secretive plan to move the institution from its historic buildings.
Anti-rape protests at a South African university have far bigger implications for the country’s ongoing fight against rape culture and patriarchal gender norms.
University students in South Africa tend to fall into a “single story” trap, ignoring other individuals’ experiences to construct an understanding of the country’s political realities.
Probably no other country has struggled as hard to come to terms with its past as Germany. Here’s what students contributed to that struggle.
Coming to understand students’ individual stories allows lecturers to guide, mentor and support them.
Higher education has done as well as could have been expected from the 2016 Budget, given South Africa’s current economic circumstances.
Social change has its own dynamic. This makes it an unpredictable, uncontrollable and unknowable force – one with often unintended consequences.
Many people dismiss the idea of free, quality public university education out of hand. But there are many ways to make it happen - and it all ties back to the idea of education as a public good.
The way in which one group of South African student protesters has acted and engaged with university managers shows how valuable a feminist approach to protest can be.
Rhodes was an ardent white supremacist who believed Africans to be inferior. He intended his scholarships to be for white males only. This has since fallen away.
The student protests that rocked South Africa’s universities in 2015 are part of a class struggle as poor and marginalised people fight for their place in an unequal system.
The year 2015 escalated many of the tensions that have existed on university and college campuses for a long time. It will be remembered as the year of student activism.
Those who don’t want Stellenbosch University to make English the main language of instruction have invoked South Africa’s Constitution - but the assumptions underlying their arguments are false.
Why do critiques focus on the flaws of the protesters, rather than the flawed institutions that sparked the protests in the first place?
Top contributors
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Professor, University of Cape Town
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Professor of Black Studies and History, Amherst College
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Professor of Digital Society, University of Glasgow
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Departmental Lecturer in African History and Politics, University of Oxford
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Professor of Architecture and SARChI: DST/NRF/SACN Research Chair in Spatial Transformation (Positive Change in the Built Environment), Tshwane University of Technology
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Researcher, Social Sciences, University of Fort Hare
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PhD Scholar, Wits School of Education, University of the Witwatersrand
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Professor and Head of Department of Political and Conflict Studies, Nelson Mandela University
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Chief Research Specialist in Democracy and Citizenship at the Human Science Research Council and a Research Fellow Centre for African Studies, University of the Free State
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Head of Department, University of Johannesburg
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Chief Director: Tshwane University of Technology – Institute for Economic Research on Innovation; Node Head: DST/NRF SciSTIP CoE; and Professor Extraordinary: Stellenbosch University – Centre for Research on Evaluation, Science and Technology., Tshwane University of Technology
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Academic Staff Development Lecturer, Centre for Higher Education Development, University of Cape Town
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Senior Researcher in Labour Studies and Education, University of Johannesburg
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Director of the Centre for Education Rights and Transformation and Associate Professor of Education, University of Johannesburg
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Lecturer in Philosophy, University of Cape Town
