the Vietnam War era, for example, students made their voices heard at Loyola and on other cam- puses on a regular basis. Following the shootings at Kent State in 1970, Loyola students and some alumni destroyed draft records and organized a student strike. “As soon as that happened, the situation
went from being a matter of protest to a vocifer- ous reaction,” says history professor Theodore Karamanski. “There were students at Loyola, my cousin included, who really got into this. He went over to the local hardware store and bought some big chains, and they chained up Damen Hall so nobody could get in.” Those attempts to prevent classes, with the support of faculty, ultimately ended the academic year early. Karamanski arrived on campus as a student the
following year and has been a faculty member since 1979. In that time, he’s seen students speak out on the Iraq War and Occupy Wall Street. To- day, national issues such as the Black Lives Matter movement have sparked discussion on campus, with the three founders of the movement being invited to speak on campus in January and the first Black Lives Matter conference being held in April. Students also took a stand locally by joining public appeals to Illinois Governor Bruce Rauner to approve legislation extending MAP grants dur- ing the state’s budget crisis. “Since the Enlightenment, the university
has been a site for not only the passing down of traditional knowledge but also for the consid- eration of different kinds of ideas,” says Kelly Moore, an associate professor in the Department of Sociology. “It’s simultaneously a place of tradi- tion—and also a place of creativity, of innovation, and of debate.” Moore, whose research focuses on social
movements as well as science and technology, supported her own causes while in graduate school at the University of Arizona. In addition to fighting to end the death penalty, she was active in the Central American Peace Movement in the 1980s, where she also helped resettle refugees from conflict. At Loyola, Moore talks to current students tak-
ing part in demonstrations on campus, including pro-life groups and gay rights groups. She often finds that they see their rallies as just a continua- tion of what they’re learning in classes like theol- ogy, history, and even science. “Young people are idealistic,” Moore says.
“They are hopeful, and they are trying to make the world a better place. Sometimes what they do is they wonder whether their university can do better, so sometimes they’re taking aim at some practices, policies, or activities of the university.
Loyola students, with faculty support, shut down the campus in 1970 in response to the Kent State shootings and the Vietnam War (opposite). Today, students like Kelsey Cheng (above) take a more nuanced approach to activism.
Sometimes they’re taking aim at other things, like war or Apartheid.” A more active campus allows a university to
reflect on how members of its community talk with and listen to one another. At Loyola, many questions have been raised: Is the University doing all it can to foster understanding, welcome diverse perspectives, listen without bias, and cre- ate opportunities for dialogue? Considering those questions has led to some changes on campus. This spring the University undertook a review
of its demonstration policy, gathering input from students, faculty, and staff to develop a policy that allows students more flexibility to express their views in a timely, respectful manner. In addition to a more flexible demonstration policy, there have been several listening sessions on campus with faculty, staff, and students. In January, Interim President John P. Pelis-
sero, PhD, emphasized to the University com- munity Loyola’s dedication to respecting the conversations that take place on campus. “As a Jesuit, Catholic university, we are committed to welcoming an open exchange of ideas and fostering respect and understanding, especially when discussing and debating complex issues,” he wrote in a letter to faculty and staff. Another commitment has been the appoint-
ment of Christopher Manning, an associate histo- ry professor who focuses on 20th century politics, to the President’s Cabinet as a diversity advisor. Like Moore, Manning took up the activist mantle
during his own college years. While studying at the University of Alabama in Hunstville, Manning organized a Martin Luther King march with other nearby colleges and universities. And as president of the Black Student Association, he led the fight to stop a fraternity from flying a confederate flag on campus and at sporting events. As a historian, Manning points out that the
field is just beginning to look beyond the notable speeches and marches of the civil rights move- ment. Many researchers are now taking a closer look at what was happening behind the scenes, beyond the momentous events, including those who were organizing the events and working to build support. Manning’s current focus is researching the effectiveness of change through politics and legislation. “It’s much more glamorous to get the picture
of the young dude in the street with a Che shirt on and a beret,” Manning says. “That’s glamor- ous and it’s important, but that same guy could grow up to become a local alderman or that same young lady could be running for Congress.” For young activists like Cheng, Manning says
there’s a lot to learn from the activists of the past. “Take the time to study movement building and historical case studies to understand that there are multiple roles necessary for a movement to be successful,” he says. “Learn what those roles are, consider the roles that can be utilized to move your agenda forward, and honor the contributions of all of your allies, partners, and teammates.” L
SPRING 2016 21
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