By Bhabani Shankar Nayak
The geriatric ideology of feudalism, patriarchy, nationalism, religious culture, market led consumerism, monetized society and capitalism continues to propagate the notion that contemporary youths and students are deviants, lazy, unproductive, and useless idiots.
They are depicted as being addicted to the digital world, lacking direction and commitment to their own lives, as well as to the state and society. They are also portrayed as lacking a moral compass and any sense of idealism. These propagandas persist in shaping mainstream public discourse without facing scrutiny, serving the interests of the geriatric ruling and non-ruling elites by maintaining their hegemonic power over the masses without challenge.
There are consistent efforts by gerontological elites, both in minor forms within families and major forms at local, regional, national, and international levels, to undermine the progressive commitments of students and youths. These elites seek to suppress their idealism for radical social, political, and cultural transformation on a global scale. However, these geriatric, elitist and ruling class propagandas against students and youths are far from the truth.
Throughout history, the dynamism and fervor of students and young people have consistently positioned them as vanguards in the fight against entrenched systems of oppression. From the shackles of feudalism to the chains of colonialism and imperialism, students and youths have steadfastly confronted and challenged structures and processes that perpetuate inequality and exploitation. Their unwavering commitment to justice and equality has propelled them into the forefront of countless movements aimed at dismantling systems of power that perpetuate injustice.
Whether rallying against the subjugation of colonial rule, resisting the rise of fascist regimes, or challenging the insidious grip of capitalism, students and youths have fearlessly stood on the front lines, often at great personal risk. Their collective struggle, etched in the annals of progressive history, serves as a testament to the profound impact of youthful idealism and activism in shaping the course of social and political transformation. Through their sacrifices, resilience, and unwavering dedication, students and youths have not only inspired change in their own time but have also paved the way for future generations to continue the fight for a more just and equitable world.
Contemporary struggles for peace, environmental preservation, justice, equality, advancement of science, and promotion of secularism remain primarily driven by students and youths worldwide. The transnational character of today’s students and youths is defined by the anti-war movements spanning from Vietnam, Iraq, Afghanistan, Yemen, and Ukraine to the ongoing struggles in Palestine against Israeli genocide and occupation.
The youths and students cannot be held responsible for climate change, warfare, commodification, and the alienation of life in society today. Instead, they are victims of patriarchy, feudalism, capitalism, and imperialist systems that perpetuate exploitation, inequality, unemployment, poverty, hunger, homelessness, and widespread suffering on a global scale. University and college campuses are teeming with anti-war protests, climate action groups, and various socially committed organizations dedicated to creating a better world. They are actively engaged in striving for a future that is sustainable, egalitarian, and just.
Labelling students and young people as deviants, amoral, and fickle undermines their dedication to fostering progressive social change. Such derogatory categorizations not only disparage their potential but also serve to weaken their resolve in challenging the entrenched power structures maintained by older generations.
These hegemonic systems perpetuate exploitation, hierarchy, and inequality across society, politics, the economy, and culture, ultimately benefiting only a select few while marginalizing the masses. By dismissing the agency and commitment of the youth, these derogatory labels perpetuate a cycle of disempowerment, hindering the collective efforts toward meaningful societal transformation. Embracing the diverse perspectives and passionate activism of young people is essential for dismantling oppressive systems and forging a more just and equitable future for all.
It is imperative to dismantle the pervasive narrative constructed by the geriatric ideology of power, which seeks to delegitimize the voices and actions of youth by portraying them as unreliable, reckless, and unworthy of meaningful participation in societal discourse.
By challenging and debunking these baseless stereotypes, we can foster an environment where the agency and contributions of students and youths are valued and respected. This entails promoting narratives that highlight the resilience, creativity, and potential for leadership within the younger demographic. Embracing the diversity of perspectives and experiences offered by students and youths enriches our collective understanding of social issues and strengthens our capacity for innovative problem-solving.
In essence, by rejecting the false narratives perpetuated by geriatric power structures and instead affirming the agency and potential of the younger generation, we lay the groundwork for a more inclusive and equitable society. This shift in perspective not only paves the way for meaningful collaboration across generations but also ensures that the voices of students and youths are integral to shaping the future direction of our communities and institutions for a better future.
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History of Student Movement
The history of student movements is rich and diverse, often driven by young people’s desire for change, justice, and progress. Here’s a broad overview:
Early Student Movements: While not labeled as “student movements” per se, historical instances of students organizing for causes date back centuries. For example, the medieval university students’ guilds sometimes acted collectively to address issues such as curriculum content, faculty appointments, and living conditions.
19th Century: The 19th century saw the emergence of student movements with political objectives. In Europe, students played significant roles in nationalist movements, advocating for independence from colonial powers or unification of their nations. Examples include the German Student Movement (Burschenschaften) during the early 19th century and the role of students in the Greek War of Independence.
Civil Rights Era (1950s-1960s): In the United States, students were at the forefront of the Civil Rights Movement. Organizations like the Student Nonviolent Coordinating Committee (SNCC) mobilized young people to protest racial segregation and discrimination, organizing sit-ins, freedom rides, and voter registration drives.
Anti-War Movements (1960s-1970s): The Vietnam War sparked massive protests across the globe, with students playing a central role. Organizations like the Students for a Democratic Society (SDS) in the US organized protests, strikes, and demonstrations against the war and other social injustices.
May 1968 in France: One of the most iconic student movements in history, the events of May 1968 in France began as protests by students against university administration but quickly escalated into a broader social and political upheaval, with millions of workers joining the students in protests against the government.
Globalization Protests (Late 20th Century – Early 21st Century): In the late 1990s and early 2000s, student activism surged again, particularly against globalization and corporate influence. The Battle of Seattle in 1999, where students joined other activists to protest the World Trade Organization, is a notable example.
Arab Spring (2010-2012): The Arab Spring saw significant involvement from young people, including students, across the Middle East and North Africa. Students used social media and organized protests to demand political reforms, greater freedoms, and an end to authoritarian regimes.
Prof. Bhabani Shankar Nayak is a political economist working as Professor at London Metropolitan University, UK.
Disclaimer: The views expressed are not necessarily those of The South Asian Times
