Chilean winter
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The document summarizes the Chilean Winter student protests in Chile. Students are protesting the lack of secondary education and the privatization of education. They demand free, government-run secondary and higher education. The government has tried to respond to student demands but the students reject proposals that do not end for-profit education. The protests have continued despite some school reforms by the government. The long term impacts could include negative effects on Chile's educational and economic systems if the conflict is not resolved.
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Outcomes for TodayFinish in-class activity from FridayDisc.docx
Outcomes for Today
Finish in-class activity from Friday
Discuss current issues facing colleges and universities
Discuss the roots and outcomes of student activism
July 17, 2015
education.temple.edu
1
Shaping Our Future
How would you shape our future
In groups, discuss which option you would choose to implement as Temple University’s president. Discuss the options and practical ways of implementation. Provide reasoning on your decisions. Do you have other suggestions?
Unit 3
The Future of Higher Education: The Rise of Student Activism
3
July 17, 2015
education.temple.edu
Critical Issues in Higher Education
College Affordability and Student Debt
Negative Student Interactions across Difference
Campus Shootings
Hazing and Sexual Assault
Food Insecurity and Student Homelessness
Student Activism
Although some of these issues have been discussed by campus administrators and community leaders, high school and college students have taken an active role in using their voice to bring attention to a multitude of issues in society.
What is “student activism”?
“Student activism” refers to the work done by [college] students to cause political, environmental, economic or social change.
Writing letters
Boycotts
Street marches
Strikes
Sit-ins
Hunger Strikes
Fundraising
Petitions
Digital Media Activism
A History of “Student Movements”
1960s – Anti-War Protests and Civil Rights Movement
1970s – calls for shifts in the curriculum to include ethnic studies departments and more services for minority students
Late 1980s – Divestment (South Africa) and union organizing
1990s – early 2000s – general decline in student activism on a large scale
Today – Digital media activism; resurgence of socio-political protests
What are the issues today?
Civil Rights and the protection of Civil Liberties
Expansion of Curriculum
Faculty Diversity
Hazing and Sexual Assault
Environmental Rights
Anti-War Demonstrations
Student Activism Today
Media and now social media has heightened the attention of certain movements.
9
In-Class Activity
Review one of the “student activism” events. In groups of 4-5, research the event to describe the incident as well as outcomes from the incident. What type of “protest” occurred? Was the “protest” successful? What more could to done to bring attention to the cause?
Work in Groups of 4 or 5
July 17, 2015
education.temple.edu
10
Case Studies
Woolworth’s Lunch Counter
#ConcernedStudent1950
Emma Sulkowicz, Columbia University
Charlottesville Protests
Arizona and Ethnic Studies
Berkeley College and Milo Yiannopoulous
Dakota Pipeline Access
Davis Square March, Tufts University
Binghamton University Blue-Light system
1. Woolworth Lunch Counter – February 1, 1960; 4 African American College Students; Greensboro, North Carolina; non-violent protest, sit-in to protest segregation in public places (e.g. restaurants); led to youth-led movement to challenge racial segreg.
A) Five Events That Occurred And Their Datesa. The election o.docx
A) Five Events That Occurred And Their Dates:
a. The election of Donald Reagan in 1980
b. Reducing the number and complexity of Education programs between 1960/1970
c. Decline in federal funds for elementary and secondary school between 1980 to 1989
d. The reformation process of the first wave of the School Reform Movement in 1982 to 1985, The Second wave of the School Reform Movement in 1986 to 1999 and the Third wave in 1988.
e. Essentialism, Perennialism, and Progressivism Revisited in 1970
B) Ven Diagram
Third Wave
-Reviewed the previous waves
-Focused on the Children and the teachers instead of the system
Similarity in Both
-Their initiatives and policies offered little help
First Wave
-An Initiation of the School
-Movement
-Restructure operations in schools using a
.
C2) If I could change the outcome of one of my listed events I would change the Essentialist, Perennialism, and progressivism because neither of them single-handedly met the pressing need at the time they were initiated.
C3) If only one of these events would have taken place I would choose Progressivism because its goal was simple, to ensure that each student memorized a limited number of essential intellectual, emotional, and social skills and areas of knowledge. Theodore Sizer was not concerned with the quantity of learning (where actually he proposed that the curriculum consist of only three areas: math/sciences, history/philosophy, and the arts), but rather with its quality and that it be personalized to the best possible event.
C4) If I could change the outcome of one of my chosen events I would choose Essentialism, because most of its originators, for Instance, William Bennett, was not keen on having a real conversation with the involved parties to understand the real need. Instead, he used his status as a “Bully Point” to promote his administration’s fight against abortion and the “just Say No’ to drugs, abstinence and Prayers in school which was very unwise.
Five Historical Events:
1. The Education Consolidation and Improvement Act (1981)- Consolidated 33 elementary schools and secondary categorical programs into one single block grant.
2. A Nation at Risk: The Imperative for Education Reform (1983)- Used strong and stirring language to describe a “rising tide of mediocrity in education” and an educational system that was failing America’s youth.
3. Reform: The First Wave (1982-1985)- States enacted higher graduation requirements, standardized curriculum mandates, raised certification requirements for teachers, and increased the testing of both teachers and students.
4. Reform: The Second Wave (1986-1989)- Shifted the focus of reform from state-level mandates to local-level school structures and processes.
5. Reform: The Third Wave (1988)- Focused on children and looked beyond the school to seek a comprehensive system for delivering services to them. Third wave reformers spoke in terms of children’s policies rather than school policies.
Reform: T.
1stamendstudy
- A 2005 study commissioned by the John S. and James L. Knight Foundation and conducted by the University of Connecticut surveyed over 100,000 high school students about their knowledge and views of First Amendment rights.
- The study found that high school students have significant gaps in their understanding of free speech and press rights, with most unable to correctly answer questions about issues like flag-burning and censorship.
- The study concluded that exposure to student media and classroom discussion of the First Amendment are important to developing an appreciation for these rights among young people. However, many schools are reducing or eliminating student media programs.
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This document discusses key historical and political factors that have shaped American education. It outlines important court cases like Brown v. Board of Education which ruled that separate schools for black and white students were unconstitutional. It also discusses the Little Rock Nine who desegregated Central High School in Arkansas amid protests. More recently, it examines the development of charter schools, No Child Left Behind, Common Core standards, and the Dream Act and how politics have influenced education reforms and policies over time.
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Chilean winter
- 1. Chilean Winter By Lia Adams
- 2. What is the issue? • Chilean Winter is a name given to the student protests going on in Chile. • Students march through the streets, play drums, and have kiss-ins. • They are protesting the lack of a secondary education in their country and the use of education for profit.
- 3. Who does the issue affect? • The government has tried to meet the students demands, but the students want more. • Sometimes the protests become violent, in which case it physically affects the students and the police. • Taxpayers and the economy are affected by the cost of the state-run education they demand
- 4. Why is the issue important? • Chile is one of the most advanced countries in Latin America. • To see how their people react to the way their society is set up can help us troubleshoot for our society. • It’s also interesting to see how the students in other countries deal with things they find unfair.
- 5. How did the problem develop? • There is a known lack of education in Chile, with many students unable to go to secondary school or pay tuitions. • Students became angry at the way schools were profiting off them, and called for a government-run educational system and an end to education for profit.
- 6. How have others responded? • The government proposed a plan to make secondary school legal and colleges more easy to access, but the students rejected it because it didn’t put an end to education for profit. • News Medias from around the world reported on the protests and compared it to the Arab Spring protests. Hence the protests in Chile came to be known as the Chilean Winter.
- 7. What Solutions Have Been Presented? • The Government opened the secondary schools to the public, but the protests still didn’t stop. • The world knows this will be a challenge for the Chilean economy. • The students will keep protesting until they get what they want.
- 8. What solutions have not worked? • Police crackdowns on protesters have only lead to unnecessary violence and have not solved the problem. • The government and protesters do not seem to see eye to eye on the subject in question. They can never come to terms on an agreement.
- 9. Problem is not solved: Short-term effects • Protesters will continue to try and get their way and will not stop until their demands are met • Out-of-control protests could lead to more violence • Universities could get boycotted
- 10. Problem not solved: Long-term effects • The educational system could experience a change for the worse due to conflict amongst students and staff • The country will experience an economic slump when students don’t go to school • Presidential elections could be based on where they stand on the educational issue
- 11. Works Cited "Chile Education Talks Begin amid Protests - Americas - Al Jazeera English." AJE - Al Jazeera English. Web. 13 Dec. 2011. <http://www.aljazeera.com/news/americas/2011/09/201193002033802142.html>. "Chilean Students Demand Education Reforms : NPR." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 13 Dec. 2011. <http://www.npr.org/2011/08/19/139799424/chilean-students-demand-educational-reforms>. "Chilean Winter Tests the Country's Economic Model | Considered View | Breakingviews." Breakingviews.com. Thompson Reuters. Web. 13 Dec. 2011. <http://www.breakingviews.com/chilean-winter-tests-the-countrys-economic-model/ 1608651.article>. News, Gideon Long BBC. "BBC News - Chile Student Protests Point to Deep Discontent." BBC - Homepage. Web. 13 Dec. 2011. <http://www.bbc.co.uk/news/world-latin-america-14487555>. "What’s the Deal With the “Chilean Winter”? | What'sTheDealWith…." What'sTheDealWith… | Understanding Today's Current Events through Easy Historical Learning. Web. 13 Dec. 2011. <http://understandhistorynow.wordpress.com/ 2011/11/18/whats-the-deal-with-the-chilean-winter/>.
Editor's Notes
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