Students Movement in Germany - Coursework Example

Student’s Movement in Germany Elke Sander Tutor Course Date Abstract The aim of this paper is to examine students’ movement in Germany. The scope of the study entails investigation of historical, political and social aspects regarding students’ movement in Germany. The data of the study are obtained from secondary sources such as recent extraction reports, journals and websites. Introduction Students’ movements are synonymous with Napoleonic ambition as well as the unity of the English and Prussian army to end German dominion in France around 1813 to 1815. The raise of student’s movements is anchored on Germany’s retreat from political life to academia. For this reason, students’ plan for a liberated fatherland has a historical background that is deeply engrossed on political precepts. Germany wanted an English style constitution by unifying Germany which included all of the states, Bavaria, Saxony, Württemberg and Baden, states of Germany which collaborated with Napoleon and according to Resources Mobilisation Theory, caused discontent amongst individuals in modern society and grounds for protest in the German population. Therefore, the student’s movement is displayed by the media and authors in historical, political perspective and social conditions. a) Students movements in the Beginning Students Movement originated to fill the needs of the people they represented. This is because most of the students were recruited by the Prussian Army. The students were primarily concerned with in their dressing of black blouse, red labels and gold buttons of the famous Lützow Corps, pledging oath to the fatherland. German’s revival was majorly dependent on Prussia and other key factors that include the rise of nationalism, traditional patriotism and federal nationalism. The struggle for liberation was furthered by the German authors who stirred a rebellion against the foreign oppressors. Most of the German revolting literatures were directed against the French occupants. The student’s movement enjoyed massive support from the German population as well as Authors Fichte, Jahn, Schleiermacher and Arndt. However, German’s political power under the leadership of Emperor Frederick William III had flaws that significantly impeded their struggle against oppression. The political impact lacked substantial gravity to fight against French oppression by that leaving the political landscape in chaos. In addition, the lack of firmness opened door for deliberate political corruption and abuse of population. This aspect also hindered the efforts of student’s movement leading to its failure especially due to lack of political support. This is evident by the frustrations that met the efforts of the chosen leader of student’s movement. Clemens von Metternich, the chosen leader of student’s movement, was pledging alliance to the student’s movement, the power rested in Vienna and Berlin. Even suggestions, of a Senate, by establishing political leadership in Germany, were dismissed, being too disorganized and unfocused. According to historical events, in May 1832 the Hambacher Fest was celebrated at Hambach castle near Neustadt and der Weinstrasse with about 30000 participants, amongst them many students. Together with the Frankfurter Wachensturm in 1833 planned to free students held in prison in Frankfurt. This led to the revolutions in the German States in 1848. Craftsmen and people joined the student’s movement giving it a broader socioeconomic base. On the social realm, the student’s movement emerging with the social conditions empowered the student movement and encouraged workers participation and rights. Burschenschaften and Gymnastic clubs and the Jahn movement were established, but students were forbidden to wear their colours of protest that were black blouse, red labels and gold buttons. This was because these colours are present in the flag of Germany and represented the student movement. Resource Mobilization Theory sates that individuals are rational, they weigh cost and benefits from the movement participation and members are recruited from networks (McCarthy, & Zald 1977). . For instance, the craftsmen, the Burschenschaften and the Gymnastic clubs are committed to sustaining collective identity through which interpersonal relationship is established within their movement. Social scientists, Emile Durkheim, Max Weber, Karl Marx, Friedrich Engels and Sigmund Freud further encouraged Cultural Revolution. As Bismarck introduced the first welfare state in the 1880’s, he worked closely with large industries to stimulate German economic growth, workers welfare program and the regulation of child labour. This legislation gave workers greater security and a decrease in Immigration in other global communities, for example, America. b) Student movement in the 20th Century This century saw a major shift in the way that many people lived, with changes in historical, political and social conditions. As opposed to the previous years, the students’ movement at this period in Nazi Germany, known as White Rose (Weisse Rose), was a non-violent intellectual resistant group in Munich. The group became known for an anonymous leaflet and graffiti campaign, lasting from June 1942 until February 1943. The leaflets were used to point out the indifference of the German’s people towards the atrocities and oppressions that were being committed by the National Socialist Party under the leadership of Adolph Hitler (Scholl 1983). That called for active opposition to dictator Adolf Hitler’s regime. Hitler regime permitted no resistant movement. However, this made the movement more a resistant. The number of this student/resistant movement was low. This was a major set set-back that threatened to hinder achievement of the objectives. Firstly, mostly people were too intimidated by the regime. Similarly, most people feared the regime. This was because the regime was using a brutal police force referred to as Gestapo (Geheime Staatspolizei) to control the population. As Germany was embroiled in two world wars, the student’s movement of 1968 became a political, the Marxist organisation, and a worldwide upswing in student and youth radicalism. Through different aspects, the movement promoted a changing society for more democracy, dealing with Germany’s and their parents’ National Socialist’ past. Reforming the curriculum, stopping the war in Vietnam and improving the conditions in the Third World become the major objectives of the movement. Additionally, reducing the influence of the right-wing press (especially publications from the Axel Springer publishing house) on the masses and its abuse of the freedom of press and stopping the planned German emergency legislation, (Notstandsgesetze) from being passed also become some of the major concern of the movement. They succeeded in stopping the introduction of a clause in the 17th constitutional amendment to the Basic German Law, (Grundgesetz). The student movement recruited members from networks and the APO, (Ausserparliamentarische Opposition) was established. Their commitment was to sustain collective identity and interpersonal relationships. For example, they engaged the public to protest against the government in major towns in Germany. As social movement is requires leadership, authors and intellectuals such as Günter Grass, Wolf Biermann and Rudi Dutschke became involved in the student movement. As most of the protests were shown throughout the media, it shaped the activity of the movement. The students used the media and the TV as a platform for their protest against the Vietnam War and the USA intervention in Indochina (Petrovic 2007). In the past student movements in Hungary, (1956) protested spontaneously against Soviet-imposed policies from the 23rd October to the 10th November, 1956. Although the student movement failed, it was highly influential in the downfall of the Soviet Union decades later. The reason for the uprising was that student demanded sixteen points containing key national policies. Those demands were to be broadcasted by the media on the air to the public, and the students were detained by the AVH, (State Security Police). As the crowd gathered outside the government building for the release of the students, the State Security Police fired on the unarmed crowd and, for this reason, the Hungarian Revolution of 1956. This resulted in the deaths of over 2500 Hungarian and 700 Soviet forces. Some other 200,000 Hungarians fled the country. c) Patriotism, Nationalism versus Marxist doctrines Historically, in the 1900 century the student movement in Germany participated in patriotism and nationalism. As craftsmen were involved and included in the movement, most German people related well to the students movement. This is shown by the Hambacher Festival at which 30000 people were encouraged through demonstration for Patriotism and Nationalism. The small groupings of Gymnastic and Burschenschaften clubs that encouraged socialising of people, whose grouping were harmonious in agreement with patriotism and nationalism. Student’s movements in those days were patriotic as they wanted their national identity. The movement spilled outside their original border, the socio-economic background of craftsmen. The Nazi era provided students with further protest. Although it was a silent protest, characterized by the use of leaflets and graffiti, it raised attention throughout Scandinavia and the United Kingdom but it never gained support from those other European countries. Despite the fact that both students movement were in different centuries, they were politically active. The student movement of the 19th century was advocates in recruiting craftsmen from socio-economic as well. The Generation of 1968 promoted the Marxist doctrines. They engaged in more democracy dealing with the legacy of their parents past, (World War 2 and the participation of the Holocaust), against the Americans, who were involved in the Vietnam War and stopping the German emergency legislation, (Notstandsgesetze). In addition, it was politically involved in legislation and government by openly protesting in major cities. Alfred Willi Rudi Dutschke, a prominent spokesperson of the German Student Movement promoted the student’s movement and their Marxist doctrines. As that student movement was pacifist, some of the student’s movements such as the Red Army Faction struggled against imperialist system of governance which was being advocated for by the conservative government and its political leaders who were actively involved in the Nazi past. The Red Army Faction was a far-left militant group of young students who were involved in their anti-imperialist struggle. The student’s movement from the Generation of 1968 was politically clear about their political mission. They openly recruited the population through demonstrations in major cities. They also openly questioned the motives of the conservative government for inclusion in decision-making processes and participating in parliament of a conservative government. As the conflict between student and government increased, University funding was cut, and police of Berlin and the Iranian service attacked the student demonstrations. During the visit of Shah of Iran visited the Opera House in Berlin, and unarmed student Benno Ohnesorg was shot in the head by a police sergeant, Karl-Heinz Kurras. This caused further protest nationwide. Students became more desperate in gathering in public. The universities submitted their authority to the government and the press wrote that the students were the brutal and aggressive component of the demonstrations and that they provoked the death of Benno Ohnesorg. The outcome was that the students took over control of the Free University of Berlin and used the time by discussing and reflecting on the events of the past days. The situation escalated again and at Easter 1968 was another attempted assassination of one of the most important student organiser, Rudi Dutschke. The student was outraged as the conservative Bild-Zeitung named Rudi Dutschke, “public enemy” number one. Overnight students in West Germany and Berlin blocked delivery of the Bild-Zeitung by building blockades and protesting in front of “Springer” buildings. During these actions, about 400 students were injured, and two died. Rudi Dutschke died in 1979 of the late after effects of his injury. The student movement of the 19th century never had the opportunity to the German government to be involved politically, as there were no German government and no constitution. However, they were active socially together with the movement of craftsmen and the oppressors in Germany. This caused upsets to the French oppressors. For instance, the colours of black, red and gold were associated with the Lützow corps who opposed the French occupation of Germany. The student’s movement of 1968 was actively involved in protesting against the conservative government. Their mission was clearly defined as they observed the conservative government fearing another return to the third Reich. Conclusion In conclusion, both of the student’s movement in the 19th Century and the 20th Century were necessary. They struggled against oppression in the 19th Century. The student movement of the 20th Century struggled with the media and the conservative government of Germany. These demonstrations were conducted successfully. The population became involved, hence strengthening the support of the student movement. Both the oppressor of the 19th Century and the German government of the 20th Century showed indifference towards the population of Germany. Reference List McCarthy, J.D & Zald M.N (1977). Resource Mobilization and Social Movements: A Partial Theory The American Journal of Sociology, Vol. 82, No. 6 pp. 1212-1241 Petrovic, M (2007). Student’s Movement of 1968- The Unfinished Revolution, Law and Politics Vol. 5, N 1, pp. 1 – 2. Scholl, I. (1983). The White Rose. Middletown, Connecticut: Wesleyan University Press, Read More

In addition, the lack of firmness opened door for deliberate political corruption and abuse of population. This aspect also hindered the efforts of student’s movement leading to its failure especially due to lack of political support. This is evident by the frustrations that met the efforts of the chosen leader of student’s movement. Clemens von Metternich, the chosen leader of student’s movement, was pledging alliance to the student’s movement, the power rested in Vienna and Berlin. Even suggestions, of a Senate, by establishing political leadership in Germany, were dismissed, being too disorganized and unfocused.

According to historical events, in May 1832 the Hambacher Fest was celebrated at Hambach castle near Neustadt and der Weinstrasse with about 30000 participants, amongst them many students. Together with the Frankfurter Wachensturm in 1833 planned to free students held in prison in Frankfurt. This led to the revolutions in the German States in 1848. Craftsmen and people joined the student’s movement giving it a broader socioeconomic base. On the social realm, the student’s movement emerging with the social conditions empowered the student movement and encouraged workers participation and rights.

Burschenschaften and Gymnastic clubs and the Jahn movement were established, but students were forbidden to wear their colours of protest that were black blouse, red labels and gold buttons. This was because these colours are present in the flag of Germany and represented the student movement. Resource Mobilization Theory sates that individuals are rational, they weigh cost and benefits from the movement participation and members are recruited from networks (McCarthy, & Zald 1977). . For instance, the craftsmen, the Burschenschaften and the Gymnastic clubs are committed to sustaining collective identity through which interpersonal relationship is established within their movement.

Social scientists, Emile Durkheim, Max Weber, Karl Marx, Friedrich Engels and Sigmund Freud further encouraged Cultural Revolution. As Bismarck introduced the first welfare state in the 1880’s, he worked closely with large industries to stimulate German economic growth, workers welfare program and the regulation of child labour. This legislation gave workers greater security and a decrease in Immigration in other global communities, for example, America. b) Student movement in the 20th Century This century saw a major shift in the way that many people lived, with changes in historical, political and social conditions.

As opposed to the previous years, the students’ movement at this period in Nazi Germany, known as White Rose (Weisse Rose), was a non-violent intellectual resistant group in Munich. The group became known for an anonymous leaflet and graffiti campaign, lasting from June 1942 until February 1943. The leaflets were used to point out the indifference of the German’s people towards the atrocities and oppressions that were being committed by the National Socialist Party under the leadership of Adolph Hitler (Scholl 1983).

That called for active opposition to dictator Adolf Hitler’s regime. Hitler regime permitted no resistant movement. However, this made the movement more a resistant. The number of this student/resistant movement was low. This was a major set set-back that threatened to hinder achievement of the objectives. Firstly, mostly people were too intimidated by the regime. Similarly, most people feared the regime. This was because the regime was using a brutal police force referred to as Gestapo (Geheime Staatspolizei) to control the population.

As Germany was embroiled in two world wars, the student’s movement of 1968 became a political, the Marxist organisation, and a worldwide upswing in student and youth radicalism. Through different aspects, the movement promoted a changing society for more democracy, dealing with Germany’s and their parents’ National Socialist’ past. Reforming the curriculum, stopping the war in Vietnam and improving the conditions in the Third World become the major objectives of the movement.

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