In 1968 the Los Angeles community witnessed the up rise of thousands of Chicano students when they walked out of their high school on an early morning in March. The purpose of this study was to further understand the 1968 student walkouts as presented by student participants. The study was carried out as a phenomenological study and used a Critical Race Theory (CRT) framework to interpret the students' interpretation of the Walkouts.

Thesis (Ph.D.(History)) -- University Of Limpopo, 2022 / The problem under investigation in this thesis is centred on the complex changes and transformation in student activism at the University of Limpopo (UL) during the period 1968-2015. The overreaching objectives of the study were to unpack the changing conceptualisation of student politics, tactics and strategies deployed in realising student needs and interests in the creation of South Africa’s contested transition from the openly racist apartheid system to a liberal democratic regime enshrined in the 1996 constitution. Periodisation theory, which conceptualises and frames development or change and transformation of historical phenomena as unfolding in terms of distinctive time periods, was used to provide historical insight into the evolution of student activism. The cognitive merits and possibilities of periodisation theory were enhanced by integrating Altbach’s Theory of Student Activism, which stresses the Importance of recognising and grasping the unique characteristics of student activists and their organisations in higher education systems. The resultant theoretical framework produced a cognitive structure which provided the researcher with concepts and ideation to make sense of the difficult and complex reconfiguration demanded, especially by the transition. The methodology utilised in the study involved collecting and analysing data from both primary and secondary sources. The primary data was acquired from a sample of former students who were registered at UL during the period covered by the study. The Thematic Content Analyses (TCA) approach distilled themes embedded in the data collected. An overreaching finding of the study is that while it was relatively easy for Black students to conceptualise and decode the nature of oppression and struggle in an openly racialised system, such as apartheid, the ascendance to state power of Black leaders of liberation movements, some of whom were militant student activists prior to 1994, created a political landscape which made it difficult for students to decode what was required to deepen liberation and freedom. Some of the difficulties manifested themselves inter alia in the scandalous vandalisation of University resources, such as libraries, cars and classrooms. More than twenty years into “democracy”, however, student activists began to penetrate and decode deeper layers of oppression, hidden by the dense fog of liberal democracy, which needed to be dismantled. It is in this sense that the thesis views the eruption of the 2015 #Fees Must Fall movement and the accompanying curriculum decolonisation battles in South Africa as constituting a revolutionary landmark in the evolution of student activism. Student activists since 2015 seemed to have come to the realisation that liberal democratic rights and freedoms were incapable of dismantling white supremacy (racism), which is at the heart of the subjugation and oppression of Black people in South Africa and beyond. The thesis recommends, inter alia, that the relative invisibility of the role of women in studies of this nature is troubling and that historians must urgently solve this lacuna

PhD (History) / Department of Development Studies / This study is about the involvement and participation of Bulilima youths in Zimbabwe’s national liberation struggle from 1960 to 1980. The study describes and explains how and to what extent Bulilima youths were involved and participated in Zimbabwean guerrilla war. Bulilima is a border district between Zimbabwe and Botswana which, from 1960 – 1980 became Zimbabwe People’s Revolutionary Army (ZIPRA) guerrillas’ central and key strategic entry point into and exit out of Rhodesia (Zimbabwe). For the purposes of this study, the term youth refers to young people between the ages of twelve and twenty-five, born in Bulilima District between 1945 and 1967. During the guerrilla war, the use of the category youth was political, with biological and cultural aspects also taken into account. The study is primarily based on the war experiences of twenty-six women and twenty-six men who were youths during the time period of the study (1960 – 1980). It is qualitative and involves forty-eight open-ended interviews in the major villages of Bulilima District. The interviews are complemented by a survey of both primary and secondary sources. It is hoped that the results of this study will raise salient issues on the involvement and participation of Bulilima youths in Zimbabwe’s liberation struggle.

In March 1960, Atlanta University Center students began a nonviolent direct action protest campaign designed to break down racial segregation in lunch counters and other public facilities in downtown Atlanta. The students' efforts had an effect within the Center from which their protests emanated. This thesis is an effort to study those effects, The approach in doing so is intrainstitutional as well as intraracial. The areas discussed are the students' organization, their efforts to take care of academic responsibilities while protesting, and the pressures between them and their parents, faculty, and college presidents. The method of the thesis is that of oral history and major sources used in the research were fifteen oral interviews conducted in 1978 and 1979.

Text in English, abstracts and keywords in English, Afrikaans and Zulu / Secondary educational institutions need to constantly scan their environment for crises that could hamper their operations and hinder the achievement of their organisational objectives. These institutions should also engage their strategic stakeholders in a mixed motive communication to collaboratively discuss the crises and find amicable solutions; thereby avoiding crises like the proliferating student strikes in secondary educational institutions in Kenya. This study explored the need for a customised Proactive Crisis Communication Process (PCCP) framework for secondary educational institutions in Kenya to avoid student strikes. A two-phased approach was adopted to collect the data. The first phase involved 12 one-on-one semi-structured interviews with the principals of the secondary educational institutions in Mirangine Sub-County, while the second phase involved five focus group discussions with the students of Ruiru Secondary School. The results indicated that student strikes in secondary educational institutions in Kenya were proliferating and that despite this, these institutions lack proactive measures to avoid strikes. Hence, this study posited a PCCP framework that proposed various proactive measures to avoid student strikes in secondary educational institutions in Kenya. / Sekondêre opvoedkundige instellings moet konstant hul omgewing ondersoek vir krisisse wat hul bedrywighede kan belemmer en die bereiking van hul organisatoriese doelwitte kan verhinder. Hierdie instellings moet ook hul strategiese belanghebbers by gemengdemotief- kommunikasie betrek om gesamentlik die krisisse te bespreek en minlike oplossings te vind; en sodoende krisisse soos die toenemende studentestakings in sekondêre opvoedkundige instellings in Kenia te vermy. In hierdie studie is die nodigheid vir ʼn doelgemaakte ProaktieweKrisiskommunikasieproses (PCCP)-raamwerkvir sekondêre opvoedkundige instellings in Kenia ondersoek om studentestakings te voorkom. ʼn Tweefase-benadering is gevolg om die data in te samel. Die eerste fase het 12 halfgestruktureerde onderhoude behels wat een-tot-een met die hoofde van die sekondêre opvoedkundige instellingsin Mirangine Sub-Countygevoer is, terwyl die tweede fase bestaan het uit vyf fokusgroepbesprekings met die studente van RuiruSecondarySchool. Die resultate het getoon dat studentestakings in sekondêre opvoedkundige instellingsin Kenia vinnig toeneem en dat hierdie instellings, ten spyte daarvan, nie oor proaktiewe maatstawwe beskik om stakings af te weer nie.Gevolglik het hierdie studie ʼn PCCP-raamwerk aangeneem wat verskeie proaktiewe maatstawwe voorstel om stakings deur studente in sekondêre opvoedkundige instellings in Kenia te verhoed. / Izikhungo zemfundoyomkhakhawamasekhondari kumele zihlale ziqaphele ukuthi akukho yini endaweniezikuyookungasusaudweshubesekuphazamisaukusebenzakwazokuvimbe impumeleloyazoezinhloswenizayo.Lezizikhungokumelezibuyezisebenzisane nabathintekayo balawule amasu okusebenza ukuba kubenokuxhumana okunhlobonhlobo kuxoxwe ngokubambisana ngodweshu olungavela nokuthi lungasonjululwa kanjani ngendlela egculisayo; ngaleyo ndlela-ke ingagwemeka imibhikisho yabafundi elokhu isabalala ezikhungwenj zamasekhondari eKenya. Lolu cwaningoluhlola isidingo sohlaka lwekhethelo lokusheshe kusukunyelweudweshu lungakenzeki,i-Proactive Crisis Communication Process (PCCP) olungasebenza ezikhungweni zemfundo yamasekhondari eKenya ukuze kugwenywe imibhikisho yabafujni. Kwemukelwaindlela ezigaba zimbili yokuqoqainingwane. Isigaba sokuqala ngokuxoxisana okuyi-12 komuntu ebhekene nomuntu okuthi akuhleleke nje, okwenziwa nothishanhloko bezukhungo zemfundi yamasekhondaribaseMiringane Sub-County, kanti isigaba sesibili sabandakanya izingxoxo eziyisihlanu zamaqembu agxike kokuthile nje, zenziwa nabafundi besikole iRuri Secondary School. Imiphumela yaveza ukuthi imibhikisho ezikhungweni zemfundo yamasekhondari eKenya yabe yanda nokuthi nangaphandle kwalokhu izikhungo lezi zazingenazo izinyathelo ezingazithatha ngaphambi kwesikhathi ukuvimba ukwenziwa kwemibhikisho. Yikho-ke lolu cwaningo luphakamisa uhlaka lwe-PCCP oluncoma izinyathelo ezahlukene okumele zisheshe zithathwe ukugwema imibhikisho yabafundi ezikhungweni zamasekhondari eKenya. / Communication / M.A. (Communication)