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Student Power and Academic Politics in America.

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Buchbeschreibung
Chicago: Aldine, 1970.
gebundene Ausgabe mit illustr. Umschl. 354 S.,
Ex. mit kl. Gebrauchsspuren u. einigen, wenigen Bleistiftanstreichungen. - The years between 1960 and 1970 have been marked by the conjunction of three major political struggles. Two of these rebellions against the status quo —the civil-rights revolution and the anti-Vietnam War movement —have already generated a new atmosphere in the United States. The third, distinctly the most recent product of these years, is the emergence of student rebellion. The civil-rights movement lent impetus to the politization of America's youth even as its demands were increasingly resolved by new civil rights legislation and a tougher administrative line enforcing it. At the same time the war in Vietnam began to expand alarmingly and came under increasingly severe criticism. This study, while concerned with the interrelationship of these three revolutions, deals with the student revolt on America's university campuses. From the University of California at Berkeley in 1964 to San Francisco State and Cornell University in 1969, the years were marked by a proliferation of activities never before witnessed on American campuses. Not only were students behaving with increasing political awareness, not only were they more frequently critical of government policy and structure, but for the first time students began to question the administrative structures of universities and to make unprecedented demands upon them. In many respects demands for student power that emerged during this four-year period were patterned after the Black Power slogans of Negro militants, whose revolution and its "power to the people" component have made significant contributions to the formation of tactics and orientations within the student-power movement. Equally significant —though very differently —has been the antiwar movement. The movement has had organizational problems and has lacked the structure of the Black Power movement, but students have been major elements in it, not as directors, but as participants. When bodies have been required for mobilizations, demonstrations, and vigils, students have provided those bodies. The antiwar movement has provided organizational and tactical experience but far fewer models than has the Black Power movement. Because the antiwar movement has not been concerned with the issue of power per se for any groups within society, its essentially negative quality — against the Vietnam war and against current American foreign policy —has precluded its taking on a more coherent shape. The movement nevertheless brought students into greater contact with many elements outside the university community and provided a considerable degree of social and psychological support as students translated the war into a series of issues focused upon the campus. For it is this issue —the war —that has been largely responsible for the creation of militant student cadres on the university campus. The movement has had its greatest success in those areas where the war and the university have come together and university administrations have become in one way or another tied to the war effort. The relationship has enabled students to generate a substantial amount of militant action on the American campus. (S.1/2).
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