Implicated Students: Social justice-oriented student activism at UC Berkeley 2020-2022

social justice, student activism, ethnography, ordinary ethics

This anthropological PhD dissertation develops the concept of ‘implicated students’ to highlight social justice-oriented student activists and their ethical, political and epistemic endeavors to change the university. Empirically, I build on five months of in-person ethnographic fieldwork, as well as sporadic online engagement at the University of California, Berkeley, between 2020-2022. In this context, student activism frequently consisted of individual and collective mundane and everyday actions, such as organ-zing student-led courses, writing reports or meeting with university administrators to discuss possibilities of change.

University of California, Berkeley, a public elite university in northern California, is often associated with the Free Speech Movement (FSM) of the 1960s, a movement inspired by the Civil Rights Movement, calling for the right to engage in politics on campus. Contemporary student activists have explicitly been attracted to the university because of this legacy, which is also emphasized in promotional materials about the university. However, the everyday activism that I explore in this dissertation differs significantly from the FSM, since students now, to a greater degree, work not only with but also within the university to enact change.

Conceptually, the dissertation examines how the students’ demand for social justice can be understood as ethical, political and epistemic practices of implication. Inspired by Michael Rothberg, implication entails a position that benefits from past and present regimes of domination but does not control them (Rothberg 2019). Students’ ethical practices implicate not only the institution of the university, but also students themselves as historically situated subjects. Rather than positioning themselves outside injustice, students repeatedly place themselves within it—as beneficiaries or participants and therefore potential agents of change. I unfold how student activists work for social justice in three different but interconnected ways: by working on their everyday language, by addressing the university’s settler colonial past and by insisting on the importance of curricula change.

The dissertation is presented as three research articles and an accompanying text that connects the three articles contextually, theoretically and methodologically. The three articles are united by an interest in everyday activism: a concept that foregrounds how contestation unfolds through mundane interactions among students, faculty and staff rather than only through spectacular or public and visible confrontation.

The first article (“No one knows ‘the right language’, we are all constantly talking about it”) examines students’ interest in language as a site for securing greater social justice. I show that student activists understand language as a tool to challenge or uphold existing structures of inequality, and therefore as a meaningful site to direct attention. I argue that students’ negotiations over language is a form of ordinary ethics (Lambek 2010,2015, 2021), which emphasizes humility, fallibility and attentiveness in learning ‘the right language’, understood as the most considerate and least harmful in a given context.

The second article (“How do we name the air that we breathe?”) examines students’ engagements with the settler colonial past of UC Berkeley, arguing that historical injustices haunt the present and position students as implicated subjects (Rothberg 2019) simply by virtue of inhabiting the university. Drawing on the concept of ‘hauntology’ (Lincoln and Lincoln 2015), I discuss how students call forth, and are called upon, by the past to dismantle structures of inequality on campus and beyond, encouraging each other to be attentive to these structures.

The third article (“You can’t dismantle the master’s house with the master’s tools, but you can try”) focuses on curricular activism at a UC Berkeley graduate school for public policy. After failed attempts to convince the faculty and administration to provide a course on Critical Race Theory, students organized their own course. Taking this course as a point of departure, I explore student-led efforts to challenge the university as a site of knowledge production. Moreover, I introduce the term care-full activism to describe the cautious, thorough, and caring attitudes the students convey towards their cohort and education. Inspired by Patricia Hill Collins (1998), I argue that the students’ activism can be understood as a form of ‘visionary pragmatism’; it targets root causes of oppression but works pragmatically within the constraints of the existing system.

Taken together, the articles show how student activists reach backward toward unresolved histories of injustice while simultaneously reaching forward toward a horizon of social justice that remains open-ended. Knowledge and action are inseparable in this process: identifying and studying injustice are part of an ongoing search for the ‘right’ knowledge available at any given moment, always understood as under development. Students’ insistence on naming injustice, attending to intent and cultivating careful practices constitutes an ethical orientation toward creating more just futures without assuming that justice can ever be fully secured.

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