Conceptual analysis demonstrates the co-constitutive nature of activism and learning in higher education, highlighting the need to center student resistance in pedagogy.
This essay honors student resistance and calls on communication educators to not only include but to center student activism as emergent case studies in navigating political life in late capitalism. Failure to do so, this forum essay argues, lends itself to ahistorical claims that organizing and learning are at odds when they have been and remain co-constitutive forces, particularly in the political context of institutionalized education.
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Hall et al. (2026) studied this question.
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