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Background: The rich tapestry of student politics and movements in Bangladesh is marked by a history of significant contributions to the country's sociopolitical landscape. This study was prompted by a keen interest in exploring the dynamics of contemporary student movements at Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU), Gopalganj, and their interplay with the broader sociopolitical climate of Bangladesh. A critical examination of these movements reveals a complex web of motivations, strategies, and outcomes that both mirror and influence national sociopolitical dialogues. Methods: Employing qualitative research methods, including in-depth interviews (IDI) with 26 individuals directly affected by the culture and mechanics of these movements, this study uncovers the nuanced ways in which student activism at BSMRSTU mobilizes cultural ideologies toward societal change. Purposive and snowball sampling techniques were utilized to select participants, revealing that the rhetoric of movements--framed around justice, rights, equality, and reform--plays a crucial role in recruiting and energizing participants. Results: However, this investigation also highlights a darker facet of these movements: the destructive consequences of specific actions, such as property damage, which not only impact the immediate community but also fuel further unrest. The prevalence of movements centered on themes of injustice underscores the urgent need for both governmental and academic institutions to engage more constructively with student concerns. Addressing this gap requires a nuanced understanding of the motivations behind student movements and a commitment to implementing policies that nurture a culture of dialogue and reform. Conclusion: This study, therefore, problematizes the contemporary student movements at BSMRSTU by questioning the balance between activism and the potential for unintended consequences, urging a reevaluation of how such movements are perceived and managed in the context of Bangladesh's evolving sociopolitical milieu. For harmful movement culture in academia to be prevented, government and university authorities must take student movements seriously and implement policies and strong norms. [ABSTRACT FROM AUTHOR]

This paper analyzes the experiences of participation in the strike carried out by students of Unit 071 of the National Pedagogical University of Tuxtla Gutierrez, Chiapas, Mexico. From a reflective approach, the historical memory of the process is recovered from documentary analysis, records of assemblies and marches, as well interviews with students and leaders of the movement. The information was grouped into two blocks: From the pandemic to the student strike. Subjectivation and existential plot; in which the vicissitudes of organization and actions carried out are exposed; and, The word must be worth, which discusses the network of actions, synergies, meetings and disagreements between students to undertake negotiations with educational and governmental authorities. The confluence of other social movements, the mobilization and taking of the streets, contributed to the strike's resolution, which inaugurated an unprecedented experience of struggle and resistance for these students. [ABSTRACT FROM AUTHOR]

BackgroundThe rich tapestry of student politics and movements in Bangladesh is marked by a history of significant contributions to the country's sociopolitical landscape. This study was prompted by a keen interest in exploring the dynamics of contemporary student movements at Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU), Gopalganj, and their interplay with the broader sociopolitical climate of Bangladesh. A critical examination of these movements reveals a complex web of motivations, strategies, and outcomes that both mirror and influence national sociopolitical dialogues.MethodsEmploying qualitative research methods, including in-depth interviews (IDI) with 26 individuals directly affected by the culture and mechanics of these movements, this study uncovers the nuanced ways in which student activism at BSMRSTU mobilizes cultural ideologies toward societal change. Purposive and snowball sampling techniques were utilized to select participants, revealing that the rhetoric of movements—framed around justice, rights, equality, and reform—plays a crucial role in recruiting and energizing participants.ResultsHowever, this investigation also highlights a darker facet of these movements: the destructive consequences of specific actions, such as property damage, which not only impact the immediate community but also fuel further unrest. The prevalence of movements centered on themes of injustice underscores the urgent need for both governmental and academic institutions to engage more constructively with student concerns. Addressing this gap requires a nuanced understanding of the motivations behind student movements and a commitment to implementing policies that nurture a culture of dialogue and reform.ConclusionThis study, therefore, problematizes the contemporary student movements at BSMRSTU by questioning the balance between activism and the potential for unintended consequences, urging a reevaluation of how such movements are perceived and managed in the context of Bangladesh's evolving sociopolitical milieu. For harmful movement culture in academia to be prevented, government and university authorities must take student movements seriously and implement policies and strong norms.

Hashtag movements, also amongst contemporary student movements, present a new charge towards decolonization. This also happens at the Faculty of Theology of Stellenbosch University. The group also identified as a Black collective. This contribution argues that this charge is therefore at a deeper level, directed at older generations of Black theologians, and this is assessed critically through a reading of some proponents of third-generation South African Black theologians. It is concluded that there needs to be a conscious nurture of creative tension and challenge, transformative encounters to decolonize theological education in Africa. [ABSTRACT FROM AUTHOR]

This article explores insurgent knowledge created by student organizers who are collectively challenging institutional complicity with U.S. imperialism, racial capitalism, settler-colonialism, and disability injustice through social movements on U.S. college campuses. Taking Syracuse University as a case study of anti-imperialist student organizing from 1968-1970, I analyze student protest materials—primarily political education leaflets and literature opposing the Vietnam War and anti-Black racism—from the university archives. Following a lineage of anti-imperialist student organizing from the second half of the twentieth century to the present-day student movement for justice in Palestine, I highlight traces of disability within histories of student protest that have largely been framed as extraneous to disability issues and histories on U.S. campuses. My argument is twofold: 1. Student movements opposing Israeli apartheid, U.S. imperialism, and settler-colonialism are also movements for disability justice, and 2. Student movements for disability justice must actively oppose Israeli apartheid, U.S. imperialism, and settler-colonialism. Through collective labor and direct action aimed at transformation over inclusion, student protestors throughout history and today offer a different framing of what a university might do under other, non-white supremacist, heteropatriarchal, and settler-capitalist social relations and economic conditions that impede collective access. The visions put forth by student organizers can inform how we teach and labor at universities to bring our politics and practices in closer alignment with the principles of disability justice.

This article aims to examine the memory initiatives of the Archivos del Búho collective in Colombia in relation to the demands of contemporary student movements and the Truth Commission. Firstly, the memory initiatives carried out by the collective are described, along with their main characteristics and the context in which they have been developed. In the following section, the key points presented in the «Reventando silencios» report by Archivos del Búho are analyzed. Specifically, it highlights how i) personal experiences and direct witnesses, ii) student leadership and iii) human rights violations are addressed. Finally, the contributions of Archivos del Búho during the transition period and the possible risks associated with the way in which the student repression of May 16, 1984 is remembered are addressed. The work of the collective to identify the victims and reveal and denounce the ineffectiveness of justice systems in conflict contexts, is a valuable contribution to the Truth Commission. The difficulties in the relations between civil society and the State during contemporary transitional processes are highlighted.