legitimately to illustrate a point, but which is extreme in all other res- institutions of higher education. pects, so much so that it can quite justifiably be called an imaginary will be divided worthy point by finding an extreme between university (college) rethe nature of the extreme aspects and grounds for the nearest picketcan readily be exploited by Vice-Chancellors and bureaucrats, This is a straightforward trick ostracize and isolate the more militant but which was all too evident at the conference in June.
work at that particular point, refus- The first fact that we have to ing to be drawn by any other line face is that most students are of argument. This is important not because it is an even chance that and thus operate in an essenthat particular point is one to which tially the other side has no answer, and, therefore, the one which can win matter how many slogans are the case. shouted at the "masses", they 13 The ham-string trip-wire are In this situation the academics repudiate their lack of political will try to torpedo the discussions education. The initial step must before they have even begun.
There are three approaches here: (a) it is not relevant, (b) we are well focus on educational issues in your opinion it is relevant/re- All too often the militants on campuses can be stigmatized on ing it. With (b), enquire who which is superficially students there, demand discussions issues," for the simple reason that they are too busy quoting you are certain that the conference Lenin to actually get down to you are at ought to discuss it, Insist the MOrA tedious task of that they do and don't discuss any- elaborating alternative concep thing else until they agree.
tions of higher education thrust 14 The ceteris/paribus reciprocal upon by us by The tasks that confront the student movement this October participation are varied and difficult — but perhaps central to them is the quesof an effective strategy concerning our approach towards likely to invelve paralysing the remote, they are substituting a existing structure in order to OWN STRUGGLE on every campus in the country. ChangHowever changes mentioned as recruiting ing the system means attacking above are the only concrete execonomic, cultural, educational. pressions of a countervailing system of educational values welfare, which does imply that values which apart from standthe first struggle begins by the own work-situation, whatever reference of the existing structhis does not preclude activities ture-are nevertheless inseparin other struggles).
of course dependent on Worlers' Power and one of the most Student power should be concerned with developing a mass is forced by the very nature of probably not close at hand. colleges to explore the outer Therefore student Power has to text of escalating demands withstudents on the in the university. rearguard of the movement will This means counterposing the Democracy against the ineffectain student revolt and therefore tual workings of representative at the moment of confrontation, left, and the rearguard of the the natural order of the day, for This is when we have to arpue turn elects an executive. Work. the case against endless negotiations, token representation, and escalating committees which Function only to smother and students can effectively particisuffocate the spontacity of the pate in controlling their own Within Tom Fawthrop authoritarian form: of organisataken-such that all the evils of tributed to the degeneration and secrecy and manipulation is re- corruption of the political parplaced by a process of direct ties of the left - both Socialand open decision-making based on the spontaneous participa- The banner of democracy in higher education may be contical frames of reference. HowThese are the organisation ever any struggle for democraprinciples of Soviet Democracy (no connection with Brezhnevwhich levant to the overall struggle to operated in Workers' Councils change the system, which quite Revolu- rightly focuses on industry. tion of 1956and in the spontaneous creation of Soviets Our effectiveness, however, which emerge in the wake of as revolutionary socialist stuevery genuine revolution. These dents is going to be dependent principles found new expression upon a rejection of any onein the occupation of the Sor dimensional interpretation of bonne last May, and student Marxism, which fails to relate revolts in this country at Horn- not only the needs of the capisey, Essex and Hull. The lesson talist economy to higher educaof real democracy is that unless tion but more importantly from one has participationone has the angle of student revolt -nothing. Government by apathy the real needs of higher educabe struggled for within the con- is the abortion of democracy in the formal institutions The major problem is the social results, which were deter- destruction mined by the few, in the "democratic" absence of the many. politics is about, so that the large majority of students become more sensitive to relationstudents' totally alien to our society, but ships between their own struggle Union so that policy-making is yet as was demonstrated at and the struggles of the wider Hornsey, Hull and Essex, a society. The development of ready expression of our organisational needs. The mass meet- can be instrumental in tearing ing very often arrives at al asunder the "no entry" signs ing within a hierarchical frame- general will of near unanimity that capitalism puts on every work is generally doomed to on a number of issues, and can movement in the hope that failure. Unless the majority of at all times recall and dismiss struggles will forever beat in its functionaries and delegates. isolation against the citadels of this framework of wealth and power. France has