Performances of Student Activism: Sound, Silence, Gender, and Dis/ability

Pasque, Penny A.; Vargas, Juanita Gamez

doi:10.1002/he.20105

Cited by 13 publications

(18 citation statements)

References 12 publications

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“…Further, by asserting this point to a group of student activists actively fighting for their own liberation in a system that historically and systemically has placed their needs, experiences, and success at the bottom ignores the realities of institutional life, namely who has the decision-making power. The president's statement also disregards and fails to acknowledge the students' written demands and performances of activism (Pasque & 2014) as efforts to make equity and diversity issues on campus their "business." Specifically, ActivistU's work to speak out on the instances where the university did not fully meet the commitments outlined in the 2007 statement is a demonstration of the ways they have embraced their "responsibility to make equity and diversity a core element of campus life."…”

Section: "Everyone's Ongoing Responsibility"mentioning

confidence: 99%

Making diversity “everyone’s business”: A discourse analysis of institutional responses to student activism for equity and inclusion.

Hoffman

Mitchell

2016

Journal of Diversity in Higher Education

130

106

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Student activism has long been a mainstay on college campuses. Student activist efforts continue to demand administrative accountability around issues of equity and inclusion on campus. These movements demand engagement and support from administrators to honor the students' experiences and efforts as well as to respect institutional commitments to advance equity and inclusion. This paper presents a case study of 1 activist movement at a large public institution. Using discourse analysis of textual data and interviews with student leaders and activists and campus administrators, we present an analysis of administrative responses to 1 student activist movement and their impact on students. We employ Ahmed's (2012) work on institutional diversity as a conceptual framework and find that, by invoking diversity language, the administrative responses to student activists recenter majority culture, place systemic problems back on minoritized students, and create a discursive context wherein action to address activist concerns is stifled. We also present a reconceptualization of how administrators can respond to student activists seeking equity and justice for minoritized populations.

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Section: "Everyone's Ongoing Responsibility"mentioning

confidence: 99%

Making diversity “everyone’s business”: A discourse analysis of institutional responses to student activism for equity and inclusion.

Hoffman

Mitchell

2016

Journal of Diversity in Higher Education

130

106

View full text Add to dashboard Cite

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“…The concept of self-advocacy is prevalent in the disability literature as well as some of the aforementioned studies of activism (Ford, Acosta, & Sutcliffe, 2013; Padden & Humphries, 2006; Pasque & Vargas, 2014). Therefore, selected research about self-advocacy informed this project.…”

Section: Literature Reviewmentioning

confidence: 99%

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

Kimball¹,

Moore²,

Vaccaro³

et al. 2016

Journal of Diversity in Higher Education

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Despite rapid growth in the numbers of students with disabilities enrolling in higher education, there is limited research about their experiences in colleges and universities, and information about their collegiate activism is even more limited. Through a constructivist grounded theory study of 59 college students and recent graduates, we demonstrate the connection between activism and purpose in the lives of students with disabilities. Our findings suggest advocacy skills and activist tendencies were socialized early in life by parental role models. College students with disabilities drew upon foundational self-advocacy skills to engage in a variety of forms of disability activism during college including doing, role modeling, and teaching self-advocacy; reducing stigma through education and storytelling; and collective action. College students also engaged in activism on issues other than disability. Narratives from students with disabilities demonstrate a need to rethink traditional notions of activism in order to develop broader and more accurate definitions of college activism.

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“…Jackson's experiences reflect but one of the many “small stories” (Madison, ; Pasque & Vargas, ) that draw students to activism and leadership. Scan the horizon of junior high and high school students today and you will discover student activism not only on sexual and gender identity but also on such issues as gun legislation, race‐related police brutality, sexual violence, poverty, immigration, and the environment.…”

Section: Concluding Recommendationsmentioning

confidence: 99%

“I Couldn't Just Sit There”: Leadership Learning Through Activism

Elkins

2019

New Drctns Student Lead

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Performances of Student Activism: Sound, Silence, Gender, and Dis/ability

Abstract: This chapter explores the various performances of activism by students through sound, silence, gender, and dis/ability and how these performances connect to social change efforts around issues such as human trafficking, homeless children, hunger, and children with varying abilities.

Cited by 13 publications

References 12 publications

Making diversity “everyone’s business”: A discourse analysis of institutional responses to student activism for equity and inclusion.

Making diversity “everyone’s business”: A discourse analysis of institutional responses to student activism for equity and inclusion.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

“I Couldn't Just Sit There”: Leadership Learning Through Activism

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