On Student Activism
I was a student activist and somewhere, in a drawer, I have my student union life membership, that recognises the achievements of my callow youth. My student union experiences were invaluable educationally. I formed my political world view. I learnt tactics, organisation and debate. I learnt budgeting, marketing and the delicate art of achieving consensus. In particular I learnt (perhaps not completely, some might argue) how to compromise in order to achieve a shared aim. I learnt how practicalities can impinge on ideals. I exercised these lessons in sports clubs, political organisations, cultural societies and 'ents'. Perhaps I even contributed to making the university a livelier institution. Along the way however, I made a lot of errors and though I look back charitably on my ill formed opinions, I am considerably less proud of the ways in which I expressed them.
Students union activities are part of the learning experience. It is important that students understand that if they do not make their voice heard organised groups will exploit their silence. They should also understand the tactical means by which these groups operate. It is important to take part in formative political debates on topics such as the limits to freedom of expression. It is vital that students learn to relate their own cultural background and experience to the broader community. Overall it is incumbent on a university to accommodate these experiences as part of our responsibility to educate politically literate and aware citizens. This will not always be comfortable.
There are two particular challenges associated with this stance. First that students are learners but also independent adults and consumers. Universities need to hear the voice of students and their experience of education and university services. We need a coherent organisational voice to support this, and it must be taken seriously. Second, there are boundaries. Intimidation, disruption and interference with the institutional mission are a step too far and tolerance of these sends a poor message politically and educationally. Disrespect is unwanted and unpleasant but can probably be coped with. Youth will challenge the limits of tolerance, some more than others, and absolute clarity on these limits are essential precisely to preserve the educational value of the sort of broader learning I described above.
Political passion, dedication and moral commitment are not the sole preserve of the young and it is a particular failing of the young to believe they are. For certain however, it is only by exercising them in youth that they can be preserved in adulthood.