The Legacy of the Third World Liberation Front student strike at SF State
Summary
TLDRThe transcript describes the protests and strikes at San Francisco State College in 1968-1969, which were part of the broader civil rights movement. The protests were driven by demands for increased minority student enrollment and the establishment of ethnic studies programs. Despite resistance from the administration, the strikes succeeded in forming the School of Ethnic Studies. The transcript highlights the atmosphere of tension, the unity among minority groups, and the significance of the strike in the context of global social changes.
Takeaways
- 📢 The noise was a key part of the protest, used to disrupt classes and draw attention to the cause.
- 📅 The protest started in October 1968 and continued into 1969, highlighting its duration and impact.
- 🌐 It was part of the broader civil rights movement, indicating its place in a larger social context.
- 🎓 The protesters sought to increase minority student representation and establish ethnic studies programs.
- 🤝 Negotiations with administrators were unfruitful, leading to the need for more assertive action.
- 🏛 The Third World Liberation Front was formed, uniting black, brown, and yellow students in their demands.
- 🔍 The strike was a response to the perceived hypocrisy of American ideals of freedom and justice.
- 🤝 Unity among student organizations was crucial for the success of the strike.
- 🛡 The use of police force, including tear gas and experimental crowd control methods, escalated the situation.
- 🏆 The strike resulted in the admission of 400 minority students and the establishment of ethnic studies programs.
- 📚 The importance of the College of Ethnic Studies and its impact on future generations was emphasized.
Q & A
What was the primary method used by the protesters during the rally at the school?
-The primary method used by the protesters was making a lot of noise. They marched around the school to different buildings to disrupt classes and draw attention to their cause.
When did the noise-making rally and protests start and how long did they last?
-The noise-making rally and protests started in October of 1968 and continued into the next year, 1969, affecting the next semester as well.
What were the two main objectives of the protesters during the civil rights movement at that time?
-The two main objectives were to increase minority student representation in the school and to establish an ethnic studies program.
Why were the protesters dissatisfied with the administrators' responses to their demands?
-The protesters were dissatisfied because the administrators were making promises that were never fulfilled, and the protesters felt that their demands were not being adequately represented in the agreements.
What was the significance of the Third World Liberation Front in the context of the protests?
-The Third World Liberation Front was an organization formed by minority student groups, including black, brown, and yellow students, to represent their interests and support the strike with their own demands for admission.
What was the role of PACE (Filipino American Collegiate Endeavor) in the protests?
-PACE was a political organization aimed at representing Filipinos on campus and off, ensuring their involvement in the protests and the broader civil rights movement.
What was the core group's strategy during the strike, and what was the role of the negotiator?
-The core group's strategy involved running the strike with picket lines and rallies. The negotiator's role was to communicate with the president and other administrators to negotiate the protesters' demands.
What was the outcome of the strike in terms of student admissions and academic programs?
-The outcome of the strike included the admission of 400 minority students and the establishment of the School of Ethnic Studies, which included Black Studies, LaNasa Studies, and other ethnic-specific programs.
How did the administration respond to the strike, and what measures were taken to address the protesters' demands?
-The administration, represented by Hayakawa, negotiated the demands with the protesters and accepted the main conclusions concerning academic matters as administration policy.
What was the broader impact of the strike on other campuses and the perception of the university?
-The strike at SF State was significant because it sparked similar movements on other campuses across the United States, highlighting the need for change in educational institutions regarding minority representation and ethnic studies.
What lessons or principles were highlighted by the strike, and how do they relate to the broader civil rights movement?
-The strike highlighted principles such as the power of unity, the importance of standing up for justice, and the necessity of demanding change rather than waiting for it to be granted. These principles are central to the broader civil rights movement.
Outlines
📢 The Noise of Protest: Civil Rights and Ethnic Studies at SF State
This paragraph discusses the beginning of a protest movement at San Francisco State University in 1968, which was part of the broader civil rights movement. The protest aimed to increase minority student representation and establish ethnic studies programs. The noise was a tool used by protesters to disrupt classes and draw attention to their cause. Despite initial resistance from the administration, the movement eventually led to the admission of more minority students and the creation of ethnic studies programs, including Black Studies and La Raza Studies. The paragraph also touches on the broader context of the world at the time, with a focus on intellectual curiosity, honesty, and justice, and the formation of the Third World Liberation Front as a united front for minority students.
🛡️ Campus Unrest and the Birth of Ethnic Studies: A Legacy of Resistance
This paragraph continues the narrative of the student strike at SF State, highlighting the intensity of the conflict that led to the university's temporary closure. It describes the heavy-handed response of the police, who were armed and ready to use tear gas and other crowd control measures. The paragraph emphasizes the importance of the strike in sparking similar movements across the United States and the ultimate success of the students' demands. The administration eventually conceded to the creation of the School of Ethnic Studies, marking a significant victory for the students and a lasting impact on the academic landscape. The paragraph concludes with a reflection on the enduring significance of the strike and the establishment of ethnic studies, encouraging further exploration of the topic.
Mindmap
Keywords
💡Rally
💡Protest
💡Civil Rights Movement
💡Ethnic Studies
💡Third-World Students
💡Representation
💡Third World Liberation Front
💡Decolonization
💡Negotiator
💡Strike
💡Concession
💡School of Ethnic Studies
Highlights
The noise was a primary tool used by protesters to disrupt classes and draw attention to their cause.
Protests began in October 1968 and continued into 1969, highlighting a sustained effort for change.
The movement was part of a broader civil rights movement, indicating a nationwide push for equality.
Two main demands were increasing minority student representation and establishing ethnic studies at the school.
Previous attempts to work with administrators had failed, leading to the need for more assertive action.
The Third World Liberation Front was formed, representing a coalition of minority student groups.
PACE was a Filipino American collegiate endeavor aimed at political involvement and representation.
The strike was a response to perceived injustices and a call for the study of minority experiences.
Student organizations united to form a single front, demonstrating the power of collective action.
The university was temporarily closed down during the height of the protests.
Police presence included armed officers, riot gear, and experimental crowd control measures.
The strike led to the admission of 400 minority students, showing the impact of the protesters' demands.
The administration eventually accepted the demands, leading to the formation of the School of Ethnic Studies.
The establishment of ethnic studies included Black Studies, La Raza Studies, and Native American Studies.
The strike's legacy is the ongoing study and development of ethnic studies, a testament to its enduring impact.
Participants would repeat their actions if necessary, showing a deep commitment to the cause.
Transcripts
well the first thing you hit before you
see anything is the noise because the
noise is what the rally and the
protesters were armed with so we just
made a lot of noise we march around the
school to different buildings we were
making noise right now so that way the
teacher who what's inside teaching and
the students are inside the classes
could hardly hear it it started sometime
in October of 68 and it went into the
next year 69 into the next semester and
it started many chains of schools all
over way back then it was a part of the
civil rights movement at that time we
were looking for two things getting
minority students into the school and
then the second had to do with
establishing a school ethnic studies we
wanted to increase the representation of
third-world students because they were
so few there were officially I think 75
Filipinos on the campus we had been
attempting to establish these things by
working with the administrators but we
were getting no place and we're being
given promises but the promises were
never being fulfilled because they did
not demand amnesty in those agreements
and so it was not part of their demand
so naturally they're not represented
that I'm the first specifically to the
vaccine and the third world Liberation
in fact the setting then was
polarization the strike has to be seen
in the context of what was happening in
the world many things were in ferment
[Music]
it was in undergoing a change violent
change now you asked me why did that
happen at SF State and it's because when
you have alternative intellectual
processes available when there's a
culture of intellectuality curiosity
right and a real drive for honesty and
justice and that's the worst thing they
did when they raised us they said this
is the country you know with freedom and
justice for all and so we said okay well
we're gonna call you on it you know why
can't we study this minority both a
faculty and students to close down the
university and deny the others their
right to the education that they're
they're trying to get and all it takes
is the courage to stand up and take
whatever action is necessary to ensure
that the majority can go about their
business as they have it obviously want
to do different student organizations of
the school they've formed into one
because they find strength in numbers to
make it a third world Liberation Front
representing black brown and yellow
students on campus held a news
conference to announce their full
support of the BSU strike and add
demands of their own for admission for
Chinese Mexican American Philippine
students
TW LF was third world Liberation Front
is an organization of minority groups
black students the nos Chinese Filipino
Japanese that's sort of how that paste
was formed pace was the Filipino
American collegiate endeavor the purpose
of pace was political it was to become
involved so that Filipinos in particular
could be represented and it was both on
the campus and off the campus the
Filipinos who grew up here like myself
and other people that were born here
they grew up and saw the racism in the
system there are other nests they were
different from everybody else
right so they were forced to look into
decolonization processes there was a
small coalition of us who the core group
in any event that my role in particular
was to be the negotiator with the
president with a number of others we run
strike so we had picket lines and we had
rallies it's just a strange thing to see
a suit of learning new jersey with his
land dogs and riot gear and barbed wire
and tanks and like war inside campus of
a Institute of learning the fact that SF
State was the first or one of the first
or it had a student strike was really
not as important as the fact that it
touched off like a
I guess a tender box it cuts off all the
different campuses all over the United
States you gotta remember at all times
the cops were armed they had guns and
they had the pawns they had tear gas
they had experimental thing called mace
and they had experimental pepper gas
okay and they're bringing all that stuff
to the campus and looking for a reason
to use it you know almost every day it
was like that we're gonna make those
students shut up and just go to class
you know that was a really good
illustration of this resistance within
the academy to simply people asking
appropriate intellectual questions and
that's what it was like
[Music]
the campus literally was closed down
only for a week or so we have decided to
close inspection tomorrow and that there
was a concession that 400 minority
students would be admitted serious
concern and conscientious thought that
have gone into this agreement I wish to
announce its main conclusions concerning
academic matters are hereby accepted as
administration policy after the strike
Hayakawa through other representatives
negotiated the demands and they were
granted forming the school of ethnic
studies at that particular time so there
then became confused Studies Black
Studies and LaNasa Studies and so forth
so that was the result of what what
happened so that was that
[Music]
[Music]
I think that that lease that is trike
and the study of it and its development
is good that the students can really
demand a need so many principles were
practiced here you know the power will
never give in and this it's demanded or
unless it's force so many of those
things were played and acted on on the
strike I think I encourage people to go
find out about the College of ethnic
studies I foresee that this is going to
continue to go on for decades which is
which is really good it's a very small
segment of history but it's certainly an
important part you know those segments I
said would go right back and do it again
[Music]
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