Democracy at school
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This document discusses democracy and school council elections. It explains that the school council is made up of teachers, students, and parents who are all elected by secret ballot. Each class elects two representatives to serve on the class council, and four representatives are elected to the overall school council. Candidates campaign and create slogans before elections are held by October 31st. The document debates whether the most deserving students are elected based on merit or other factors, and argues that good leaders are developed rather than born with certain qualities.
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![“The idea of an election is
much more interesting to
me than the election
itself...The act of voting is
in itself the defining
moment.”
[Jeff Melvoin, Northern Exposure, Democracy in
America, 1992]
Democratic participation to school
councils](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Democracy at school
- 2. “The idea of an election is much more interesting to me than the election itself...The act of voting is in itself the defining moment.” [Jeff Melvoin, Northern Exposure, Democracy in America, 1992] Democratic participation to school councils
- 3. Councils Members Teachers StudentsParents Every member is elected by vote.
- 5. Election Rules • The elections are held by 31st October by secret ballot. • The Class Representatives are elected by the students every year. • The election day of School Representatives and Class Representatives is the same. • Each class elects two members to represent them in their Class Council. • Four representatives are elected for the School Council. .
- 6. Democracy and Class Representatives “The great thing about democracy is that it gives every voter a chance to do something stupid.” [Art Spander] We can express our preference just for a single candidate. . • The class representatives can express their classmates opinions, necessities and proposals inside the class council. • They report class feedback to the council • They are democratically listened by teachers and the headmaster.
- 7. . • Everyone can apply to be elected. • During the election campaign, candidates create their own lists which should be submitted from the 20th to 15th day before the elections. • Lists can often be characterized by slogans. Democracy and School Representatives OUR SLOGAN? “Have no fear, with John Smith… it’ll be a great year” The school representatives are part of the School Council: • they can express their opinions • they can vote resolutions (except for financial matters)
- 8. MERITOCRACY? • What kind of students are elected? • Are our leaders the most deserving students in the school? • May good marks affect the choice of the candidates?
- 9. GOOD LEADERS ARE DEVELOPED, NOT BORN!
- 10. OUR LEADERS… WHO ARE THEY? • NOT THE BEST. • THEY ARE OPEN MINDED, WITH THE ILLUSION TO CHANGE THE WORLD. • THEY AREN’T SHY. • THEY AREN’T ELECTED BECAUSE OF SCHOOL INTEGRITY OR EXEMPLARY CONDUCT.
- 11. WE LIKE THEM! Why? Because we hope… • they will have the heart to support problems that arise; • they will fulfill the goals and the actions they have proposed during the election campaign; • they will be able to obtain the respect of students’ rights.