DPU

Aarhus University Seal / Aarhus Universitets segl

Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Standard

Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. / Nielsen, Gritt B.

2021. Abstract fra What does it mean to be a contemporary higher education student?, Surrey, Storbritannien.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningpeer review

Harvard

Nielsen, GB 2021, 'Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning', What does it mean to be a contemporary higher education student?, Surrey, Storbritannien, 17/06/2021 - 18/06/2021.

APA

Nielsen, G. B. (2021). Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. Abstract fra What does it mean to be a contemporary higher education student?, Surrey, Storbritannien.

CBE

Nielsen GB. 2021. Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. Abstract fra What does it mean to be a contemporary higher education student?, Surrey, Storbritannien.

MLA

Nielsen, Gritt B. Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. What does it mean to be a contemporary higher education student?, 17 jun. 2021, Surrey, Storbritannien, Konferenceabstrakt til konference, 2021.

Vancouver

Nielsen GB. Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. 2021. Abstract fra What does it mean to be a contemporary higher education student?, Surrey, Storbritannien.

Author

Nielsen, Gritt B. / Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. Abstract fra What does it mean to be a contemporary higher education student?, Surrey, Storbritannien.

Bibtex

@conference{50979e2c0123464791245af5543dc12f,
title = "Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning",
abstract = "Student activism as productive {\textquoteleft}nagging{\textquoteright}? Equality, free speech and alternative spaces for learning.Gritt B. Nielsen{"}We must design our lives and our institutions so that the justice that is compromised remains nagging, in the margin somewhere, in a bracket that does not go away, to pique our souls and goad us into future action{"} (Mansbridge 1996, p. 59).In recent years, there has been a marked upsurge in student mobilization to promote social justice and equality at universities in countries like the USA, the UK and Denmark. Students criticize their universities for reproducing norms and practices that systematically marginalise or discriminate against certain bodies and voices in academia. In contrast to the public and sometimes confrontational activism used by students in the USA and the UK, students in Denmark tend to engage in more dialogue-oriented forms of everyday activism that are not explicitly connected to (but still resonate with) larger social movements. In this paper, I use the case of student activism in Denmark as a window onto contemporary negotiations and core frictions around what it means, and should mean, to be a student. Taking the point of departure in different {\textquoteleft}informal{\textquoteright} or {\textquoteleft}open{\textquoteright} letters sent by students in Denmark, I explore the emerging tensions between creating more inclusive and equal spaces for learning, and upholding ideals of academic freedom or free speech. In particular, I show how international debates around identity politics and free speech as well as institutional practices around reputation management and student participation unfortunately often work to discourage important dialogue and exploration of alternative spaces for learning. With inspiration from Mansbridge (1996), I argue that a central task for both students and their institutions is the cultivation of exploratory and critical spaces that can productively {\textquoteleft}nag{\textquoteright} established practices and norms and goad us into future action. ",
keywords = "Higher Education, Student Politics, Social movements, Social Justice, academic freedom",
author = "Nielsen, {Gritt B.}",
year = "2021",
language = "Dansk",
note = "What does it mean to be a contemporary higher education student? : Free online conference, University of Surrey ; Conference date: 17-06-2021 Through 18-06-2021",
url = "http://eurostudents.net/wp-content/uploads/2021/05/Eurostudents-2021_abstracts.pdf",

}

RIS

TY - ABST

T1 - Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning

AU - Nielsen, Gritt B.

PY - 2021

Y1 - 2021

N2 - Student activism as productive ‘nagging’? Equality, free speech and alternative spaces for learning.Gritt B. Nielsen"We must design our lives and our institutions so that the justice that is compromised remains nagging, in the margin somewhere, in a bracket that does not go away, to pique our souls and goad us into future action" (Mansbridge 1996, p. 59).In recent years, there has been a marked upsurge in student mobilization to promote social justice and equality at universities in countries like the USA, the UK and Denmark. Students criticize their universities for reproducing norms and practices that systematically marginalise or discriminate against certain bodies and voices in academia. In contrast to the public and sometimes confrontational activism used by students in the USA and the UK, students in Denmark tend to engage in more dialogue-oriented forms of everyday activism that are not explicitly connected to (but still resonate with) larger social movements. In this paper, I use the case of student activism in Denmark as a window onto contemporary negotiations and core frictions around what it means, and should mean, to be a student. Taking the point of departure in different ‘informal’ or ‘open’ letters sent by students in Denmark, I explore the emerging tensions between creating more inclusive and equal spaces for learning, and upholding ideals of academic freedom or free speech. In particular, I show how international debates around identity politics and free speech as well as institutional practices around reputation management and student participation unfortunately often work to discourage important dialogue and exploration of alternative spaces for learning. With inspiration from Mansbridge (1996), I argue that a central task for both students and their institutions is the cultivation of exploratory and critical spaces that can productively ‘nag’ established practices and norms and goad us into future action.

AB - Student activism as productive ‘nagging’? Equality, free speech and alternative spaces for learning.Gritt B. Nielsen"We must design our lives and our institutions so that the justice that is compromised remains nagging, in the margin somewhere, in a bracket that does not go away, to pique our souls and goad us into future action" (Mansbridge 1996, p. 59).In recent years, there has been a marked upsurge in student mobilization to promote social justice and equality at universities in countries like the USA, the UK and Denmark. Students criticize their universities for reproducing norms and practices that systematically marginalise or discriminate against certain bodies and voices in academia. In contrast to the public and sometimes confrontational activism used by students in the USA and the UK, students in Denmark tend to engage in more dialogue-oriented forms of everyday activism that are not explicitly connected to (but still resonate with) larger social movements. In this paper, I use the case of student activism in Denmark as a window onto contemporary negotiations and core frictions around what it means, and should mean, to be a student. Taking the point of departure in different ‘informal’ or ‘open’ letters sent by students in Denmark, I explore the emerging tensions between creating more inclusive and equal spaces for learning, and upholding ideals of academic freedom or free speech. In particular, I show how international debates around identity politics and free speech as well as institutional practices around reputation management and student participation unfortunately often work to discourage important dialogue and exploration of alternative spaces for learning. With inspiration from Mansbridge (1996), I argue that a central task for both students and their institutions is the cultivation of exploratory and critical spaces that can productively ‘nag’ established practices and norms and goad us into future action.

KW - Higher Education

KW - Student Politics

KW - Social movements

KW - Social Justice

KW - academic freedom

M3 - Konferenceabstrakt til konference

T2 - What does it mean to be a contemporary higher education student?

Y2 - 17 June 2021 through 18 June 2021

ER -