| dc.identifier.uri | http://hdl.handle.net/11401/76816 | |
| dc.description.sponsorship | This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. | en_US |
| dc.format | Monograph | |
| dc.format.medium | Electronic Resource | en_US |
| dc.language.iso | en_US | |
| dc.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dc.type | Dissertation | |
| dcterms.abstract | This project provides a comparative cross-national study of high school and university student power during the last decades in Argentina and Chile to assess the extent to which there is something specific about students vis-à -vis other social movements. The study analyzes contentious events to assess their main demands and repertoires of contention, their relations within a complex network of social and political organizations, generational continuities, and ruptures between student movements. Beginning with a critique of the individualistic and behavioral focus on social movement power, the study scrutinizes at the operation of social forces and institutional practices that eliminate overt conflict form the public agenda, and finds that students play distinctive roles in bringing previously unarticulated issues into explicit contention. Through a combined method approach, the study shows that; a) generational references and generational boundary-making are a paramount feature of student mobilization in the present; b) student´s identities have concrete effects on their selection of tactics and alliance-building; c) though students are impacted by process of global circulation of ideas, these are always mediated by the historical and contextual characteristics of conflicts; d) when students move outwards of the education system to make non-student demands, this process yields a thickening of social networks and social alliances. The comparison between Chile and Argentina shows that both the institutional arrangements of the existent educational systems and the nature of capitalism in both countries are fundamental elements for understanding the differences in terms of a) the perceived threat by authorizes, b) the degree of visibility and public support and c) the relative leverage exercised by student movements in both countries. Educational systems where the state plays a central role in regulation, management, delivery and financing have greater capacity to grant concessions and negotiate with students, avoiding ongoing escalation of conflicts. | |
| dcterms.abstract | This project provides a comparative cross-national study of high school and university student power during the last decades in Argentina and Chile to assess the extent to which there is something specific about students vis-à-vis other social movements. The study analyzes contentious events to assess their main demands and repertoires of contention, their relations within a complex network of social and political organizations, generational continuities, and ruptures between student movements. Beginning with a critique of the individualistic and behavioral focus on social movement power, the study scrutinizes at the operation of social forces and institutional practices that eliminate overt conflict form the public agenda, and finds that students play distinctive roles in bringing previously unarticulated issues into explicit contention. Through a combined method approach, the study shows that; a) generational references and generational boundary-making are a paramount feature of student mobilization in the present; b) student´s identities have concrete effects on their selection of tactics and alliance-building; c) though students are impacted by process of global circulation of ideas, these are always mediated by the historical and contextual characteristics of conflicts; d) when students move outwards of the education system to make non-student demands, this process yields a thickening of social networks and social alliances. The comparison between Chile and Argentina shows that both the institutional arrangements of the existent educational systems and the nature of capitalism in both countries are fundamental elements for understanding the differences in terms of a) the perceived threat by authorizes, b) the degree of visibility and public support and c) the relative leverage exercised by student movements in both countries. Educational systems where the state plays a central role in regulation, management, delivery and financing have greater capacity to grant concessions and negotiate with students, avoiding ongoing escalation of conflicts. | |
| dcterms.available | 2017-09-20T16:51:14Z | |
| dcterms.contributor | Schwartz, Michael | en_US |
| dcterms.contributor | Moran, Timothy | en_US |
| dcterms.contributor | Gootenber, Paul | en_US |
| dcterms.contributor | Markarian, Vania. | en_US |
| dcterms.creator | Gonzalez Vaillant, Gabriela | |
| dcterms.dateAccepted | 2017-09-20T16:51:14Z | |
| dcterms.dateSubmitted | 2017-09-20T16:51:14Z | |
| dcterms.description | Department of Sociology. | en_US |
| dcterms.extent | 398 pg. | en_US |
| dcterms.format | Monograph | |
| dcterms.format | Application/PDF | en_US |
| dcterms.identifier | http://hdl.handle.net/11401/76816 | |
| dcterms.issued | 2015-05-01 | |
| dcterms.language | en_US | |
| dcterms.provenance | Made available in DSpace on 2017-09-20T16:51:14Z (GMT). No. of bitstreams: 1
GonzalezVaillant_grad.sunysb_0771E_12644.pdf: 4688404 bytes, checksum: bbb3f5e39797f8474af221a29c71f999 (MD5)
Previous issue date: 2015 | en |
| dcterms.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dcterms.subject | Argentina, Chile, Countentious politics, Leverage, Students movements | |
| dcterms.subject | Sociology | |
| dcterms.title | Building Counter-Power: A comparative study of student movements in Argentina and in Chile at the turn of the 21st century | |
| dcterms.type | Dissertation | |
