Socializing University Students to Protest: A Case Study Using Robert Selman's Theory of Social Perspective Coordination

• In Event: Highlighted Session: Building peace through protest

Proposal

Title: Socializing University Students to Protest: A Case Study Using Robert Selman's Theory of Social Perspective Coordination
Abstract: This paper aims to explore the socialization of university students to engage in protest activities within an academic setting. Protesting is a complex social act that necessitates systematic study and instruction. Contrary to the belief that individuals are born with an innate propensity to protest, it is a learned behavior that requires careful analysis. This study focuses on the Israeli academy's context, where a majority of students demonstrate an inclination towards bystander roles rather than active political engagement. As a facilitator of a conflict resolution course at the university, I grappled with the question of whether teaching students how to protest aligns with the typical emphasis on neutrality and political correctness within academic settings. This paper addresses the ongoing debate surrounding the participation of academicians in political demonstrations and the lack of political education among students.
Introduction: In today's world, protests have become a prominent avenue for voicing dissent and effecting change. However, engaging in effective protests requires knowledge and skills that are not inherently possessed by individuals; rather, they need to be taught and cultivated. Within the Israeli academy, a significant proportion of students exhibit a reluctance to participate in political activities, preferring to focus solely on their academic pursuits. This study delves into the use of one university unit to educate students on the value of protest through a case study approach, examining how this instruction was received and analyzed within the framework of Robert Selman's theory of social perspective coordination.
Robert Selman's Theory of Social Perspective Coordination: Before delving into the case study, it is essential to comprehend Robert Selman's theory of social perspective coordination. This theoretical framework highlights the stages of social perspective-taking that individuals undergo as they develop, emphasizing the transition from egocentrism to an ability to consider multiple viewpoints. Understanding this theory will provide a foundation for assessing how students' social perspectives influence their receptiveness to protest education.
The Case Study: Teaching Protest in the University Classroom: This section presents the case study conducted within the university classroom, wherein students were exposed to a specific protest-related scenario. The case study aimed to encourage critical thinking, empathetic understanding, and active engagement in political matters. By examining the students' reactions, discussions, and involvement in the exercise, we can gain insights into their receptiveness to protest education and their underlying social perspectives.
Participating in the course were 15 Arab Palestinian students and 10 Jewish students.
The case for analysis
An Arab scooter rider hit a beautiful Jewish pedestrian in the center of Tel Aviv who was seriously injured and taken by ambulance to a hospital. I described to them how the injured woman looked before the accident and I told them how her life was destroyed following the accident and the guy's life that was destroyed and the great sorrow and pain he felt towards the injured woman.
I suggested to the class to hold a demonstration at the Azrieli center in Tel Aviv against the use of electric scooters that kill people. I asked which of the students would like to come to the demonstration and no one voted. It was quite a surprising moment for me and I asked the students to imagine that they were going to a demonstration.
I asked the students to prepare placards about their attitude towards accidents with electric scooters throughout the country. Then, we had a class discussion based on the different placards, which the students had produced. Finally, after class, students were asked to write a reflective journal of their thoughts and emotions during the case study.
Analysis
Using a grounded theory approach according to the constant comparative method (Strauss 1987), data from the three sources ( (1) the placards the students drew and their written explanation to the placards, (2) my fieldnotes (3) and their analysis in their reflective diaries) were analyzed, thus enabling triangulation (Glaser and Strauss 1967; Strauss and Corbin 1997). The analysis of this data focused on the colors they used, the shapes they drew, the emotions they expressed and the cognitive reflections they had. Using also Etic categories (Pick,1987) the data was analyzed according to Selman's stages of role taking ability and coordination(2003) .


Analysis of Findings Using Selman's Theory: In this part, the findings from the case study are analyzed through the lens of Robert Selman's theory of social perspective coordination. By correlating the students' responses to the various stages of social perspective-taking, we can discern patterns and potential barriers to adopting a proactive stance towards political engagement. This analysis will shed light on the effectiveness of protest education within the university context and identify strategies to enhance its impact.
Conclusion: This paper contributes to the understanding of socializing university students to engage in protests by utilizing a case study approach within the Israeli academy. By incorporating Robert Selman's theory of social perspective coordination, we gain valuable insights into students' receptiveness to protest education. The findings will inform future efforts to foster political engagement among university students and facilitate informed civic participation. Additionally, this research raises critical questions about the role of academicians in political demonstrations and the importance of promoting political education within higher education institutions.

Author

• Zehavit Gross, Bar Ilan University