What were they protesting? What have you got? They didn’t have a problem with the class or the test, said a student named Clare Burchi. “It was more protesting the whole idea of exams and writing down all that we had learned into a little blue book.”
Hold out for a little red book!
Instead of taking the exam, the students organized a war protest march and teach-in, which took place yesterday. Protestors named themselves “The New Resistance,” and their goal is to make students aware that they are in charge of their education. The students of the New Resistance feel that the education system puts too much emphasis on grades and getting an education in order to get a high-paying job rather than for the purpose of learning.
Actually, it’s the students who are rushing into business and econ majors while watching “The Apprentice” on TV. Nobody’s stopping them from majoring in classics or philosophy.
Students learn that the “hidden curriculum” trains students “to be machines to work for the major corporations as well as capitalism,” Burchi said.
Wouldn’t it be more efficient just to replace the drones with real machines?
The New Resistance students feel that education as a whole does not allow students to see the connection between themselves and what is going in the world today.
“Students don’t see that their getting through business school and working for a corporation is a direct connection to the war in Iraq,” (student Terry) Hall said.
Oh, that is so 1971.
Yesterday’s protest focused mainly on the parallels that can be drawn between the war in Iraq and the Vietnam War. Hall said propaganda was used in the Vietnam War to push the idea that communism would take over the world if the America did not join the war effort. Hall said the same propaganda is being used again to portray Saddam Hussein as evil.
Actually, the question in the Vietnam War — the domino theory — was whether communism would take over Southeast Asia. Cambodia and Laos, for example. And Saddam really is evil. Honest.
The professor said they’d get a zero if they didn’t take the exam. But then he gave them an alternative assignment.
Students can write individual assessments of why they protested in light of what they learned about the 1960s movements. The students are also asked to give a full report of the actions they took to put what they learned into action.
Nobody will have to sacrifice an A for protesting against grades. They can be rebels without a cost — and with the added thrill of looking down from the moral heights on the foolish sheep being led unsuspecting to high-paying corporate jobs.