World War II is remembered for diverse occurrences and heinous acts directed against humanity in many parts of Europe. It remains among the greatest testing moments for Europe because of its significance in history. The vestige of inequalities, dangers, and cruelties prior and immediately after World War II continues to haunt societies. University students, just like other societal segments, strive to progress under the chuckles of sexism, ableism, classism, homophobia, racism, and xenophobia. The struggles students face come in the wake of progressive advancement of the society and new ways of doing things. If not all, many people would expect changes-changes to foster tolerance, freedom, consultative, and participative leadership in universities and colleges. On the contrary, only university administrations thrive unabated though in the backdrop of skyrocketing disfranchisement of students. The steep rise of university administrations and continuing societal iniquities arouses the need for student and institutional advocacy, thereby making "activism" a key term in critical university studies.
As the custodians of proper leadership and inclusion in institutions of higher learning, university administrations should be at the forefront of formulating policies towards the eradication of student disfranchisement and unethical corporate practices. Unity College in Maine demonstrates beforehand the significance of "activism" in educational studies. It "became the first…to financially divest from [corporations] that exploit fossil fuel" (Ferguson, 2017, p.1). Quoting Union of Concerned Scientists, Ferguson (2017) explains that Unity College's "activism" deed drew the public to the confusion and policy blockage extended by companies that exploited fossil fuels such as the ExxonMobil and Chevron.
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Indeed, the need for "activism" as a critical term for critical university studies cannot be underemphasized. It is an imperative concept that could stimulate those who study, reside, or work either in or net to university campuses to revolt against the callously defective university administrative leadership. Incidentally, Ferguson (2017) affirms the insensitive nature of university administration surprising anchored in authoritative policies. The Powell Memorandum expanded "the powers of university administration" for the eventual alienation of residents, students, and workers rather than for the people's good (Fergusson, 2017, p.54). This note demonstrates the need for an "activism" concept in critical university studies. It would not only draw the university stakeholders to the extensive powers of the university administration but also its ills and potential solutions.
Contrariwise to the Unity College's unprecedented "activism" approach, the American education system remains deteriorated. Minorities such as undocumented students cling to dreams to gain a sense of purpose, afraid to lose hope. As Flores (2014) wrote, in times of despair, dreams give them purpose, they dare to dream beyond the fictitious tale of the "American Dream." Although the minorities do imagine their growth in the midst of expanding the university administration's powers, it appears only activism is the only way out of the profound alienation. Remarkably, activism has proven a change force. As seen during the cultural and social movements in the 1950s, 60s, and 70s. Ferguson (2017) shows activism was vital at agitating for the rise of the gender, sexual, ethnic, and racial minorities to demand their inclusion as well a voice in determining how they were represented.
In retrospect, activism role is increasingly expanding in the wake of expanding powers of university administrations and corporate greed. "activism" as a concept is a crucial aspect in the contemporary educational system. It should be included as a key term in critical university studies. As clearly illustrated, activism would serve to arouse societal awareness on the ills befalling educational institutions and the society at large. Nurturing activism in universities and colleges would stimulate students' commitment towards advocating for social good. Institutions of higher learning should include "activism" as a taught and practiced concept in their studies.
References.
Ferguson, R. A. (2017). “Introduction.” In We demand: The university and student protests. (pp. 1-13). University of California Press. https://www.jstor.org/stable/10.1525/j.ctv1xxt2q.4
Ferguson, R. A. (2017). “The Student movements and post-World War II minority communities.” In We demand: The university and student protests. (pp. 54-67). University of California Press. https://www.jstor.org/stable/10.1525/j.ctv1xxt2q.7
Flores, M. (2014). It was all a dream: Writings by undocumented youth at UC, Berkeley. Center for Race & Gender, University of California, Berkley. https://www.crg.berkeley.edu/crg-publications/it-was-all-a-dream-writings-by-undocumented-youth-at-uc-berkeley-2014/.
