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395 Annals Am. Acad. Pol. & Soc. Sci. ix (1971)

handle is hein.cow/anamacp0395 and id is 1 raw text is: INTRODUCTION Worldwide attention has been given to the question of student unrest and activism since the Berkeley student revolt of 1964, and a veritable library of books has appeared on the subject.* More recently, scholars and others concerned with this topic have begun to look beyond the specific university context of activism and to explore the roots of generational conflict which also exists as a more general malaise among other segments of the youth population in some modernized societies. In this volume we have sought to integrate these two approaches in order to achieve a better understanding of the relationship between young people and social conflict. Student protest and generational conflict are different but complementary ways of analyzing the increasing unrest among young people, many of whom are in educational institutions. The student protest approach looks at the immediate causes as well as at sociological, political, and cultural issues which stimulate student activism. The primary attention of scholars interested in student protest remains within the context of descriptive or analytic work aimed at understanding the ebb and flow of student movements, while also analyzing those issues which spark eruptions. Generational conflict as an approach to the activism of the young goes beyond the student protest approach in that it is concerned with analysis of the cultural and political discontinuity between age groups which results from their different societal and historical experiences. Rather than focusing on specific acts of protest, the generational-conflict approach views student unrest as a series of events which stem from a pervasive opposition of the young to the values and institutions of society. The antagonism between young and old is not merely a product of sharp political disagreement; it is caused by basic differences in perceptions of society, which result in the formation of antithetical and cultur- ally distinct groups. The generational approach frames broader questions: about the nature of advanced industrial society, the processes of social change within it, the impact of such societies on youth. The volume is divided into three parts: a description and analysis of the American student movement in historical perspective; an examination and analysis of generational consciousness, and the sources and patterns of generational con- flict; and a comparative analysis of student protest as a product of the marginal elite position of students. The first two sections deal almost exclusively with the development of student protest and generational conflict in America. Our decision to follow the American student movement was based upon our interest in the development of protest through the decade of the 1960's, and what it could tell us about the pattern of social change in this society. The third section allows the reader to compare similarities and differences in the condition of students in advanced industrial societies, France and Japan, and in areas in earlier stages of industrialization, Mexico and Africa. * For bibliographical sources of materials on student activism, see Philip G. Altbach, A Select Bibliography on Students, Politics, and Higher Education, revised edition (Cambridge: Harvard Center for International Affairs, 1970), and Philip G. Altbach, Student Politics and Higher Education in the United States: A Select Bibliography (Cambridge: Harvard Center for Inter- national Affairs, 1968). Also see Selected References for Student Protest, this volume. ix

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