There have been numerous student protests related to the Gaza war. From Dartmouth in the far northeast to UCLA, there have been marches, occupations and demands. University presidents have been on the “hot seat” and political pundits have speculated about the effects on our next election.
As educators and as parents we can help our adolescents learn from what is happening. We have a responsibility to teach them to become adults who can effectively help improve our system of government. Protests related to the war in Gaza and their associated effects provide an excellent teachable moment for social studies teachers and for informed parents.
A few of the complex components stand out.
To understand the protests, we have to examine the different players. The protesters are not united in their goals. Some are primarily concerned about the costs to the people of Gaza, oppose the role Israel is playing and our role in supporting Israel. Some protesters are supporters of Israel, but oppose the militancy driven by President Benjamin Netanyahu. Some are anti-Israel and some are antisemitic. Some support militant Zionism. And some nonstudent participants are trying to create chaos for political reasons. “Student protests” is a generic description that ignores these variations.
When discussing this with adolescents, we should include news accounts that cover the varied protests. Include some newspaper columns with different points of view. Ask them to write a brief description of the varied different groups involved in the protests.
A more important aspect for them to examine and discuss is whether the protests are effective means of achieving change. What are their strategies and goals? Are either of them clear? For history teachers, it might be valuable for students to examine how the protests of the Vietnam War affected our withdrawal. Comparing those protests with the present ones can be instructive.
The way different university presidents have responded could also be explored. University presidents often come out of academic departments. Some served in another administrative position at the university or another university. Some come from corporate leadership positions. Few have training in leadership skills, including how to build working relationships with faculty and students, and in conflict management, which is critical.
The internet is filled with articles related to how different university presidents have responded. A Google search will provide teachers and parents considerable material to share and discuss with adolescents.
The questions for adolescents could be: (a) when is force warranted? (b) what are the best alternatives to force? (c) what drives leaders to use force? Teachers and parents should know that the consensus advice to university leaders by experts in conflict resolution is to meet with the student leaders and avoid using force if possible.
One additional variable is the role of student leadership. This makes a difference. You may remember the protests that followed the mass school shooting in Parkland, Florida. Two of the leaders, David Hogg and Emma Gonzalez, articulate and smart voices of the student-driven movement, used the media effectively, and made the cover of “Time” magazine. They and other Stoneman Douglas students founded a gun-control advocacy movement, March for Our Lives, that continues to prompt the passage of gun violence prevention laws. The existence of a politically effective centralized coordinating committee was critical. Have students compare this to the present protests and the absence of any centralized leadership.
Students will find the leaders interesting and inspiring. They can also look at the characteristics that made them effective leaders, including public speaking excellence, effective use of the mass media, and building coalitions with other gun control advocate groups. They can discuss what they think the present protesters could learn from them.
While there is no easy answer to the crisis or the protests, they are part of an important historical event and present a very teachable moment.
Mark Phillips of Woodacre is a professor emeritus of education at San Francisco State University.
