Three decades after a brutal government crackdown against youth activists, a new generation of students is finding a political voice.
BUENOS AIRES -- At a public high school here in Argentina's capital last month, a representative from the city's ministry of education kept talking over the students. At one point in the meeting, a high-school senior turned to him and said: "I'm talking to you." The student had a point -- he and his classmates were running the meeting. In fact, they were running the school.
That was 31 days ago. Now students are not only running Claudia Maria Falcone, the school where this meeting took place, but have taken over 50 schools throughout the city in protest of curriculum changes they say were made without student input. The level of student engagement in education policy here, and the actions they take to make their voices heard, is almost unimaginable in the United States, where much of the energy that drives education reform comes from the top. Here, students are literally taking schools into their own hands. They debate policies, manage communication with the Ministry of Education, and oversee building cleaning and security. They're also missing weeks of classes in a nation where students' academic performance is devastatingly low.
'This is how you learn to stand up for yourself.'
Students plan to lift the takeovers later this week, but the days that nearly 30,000 students spent in occupied schools will have a lasting effect. Debates about the controversial takeovers come down to more than missed school days. People on all sides frame their opinions in terms of what it means to defend public education and what they believe protests should look like in a democracy.
To enter Falcone High School, students slip under the painted canvas banner they strung across the front gate to announce the takeover. On September 14, in a meeting run by Falcone's Centro de Estudiantes, a sort of highly politicized student council, a majority of the student body voted in favor of the takeover. This had happened often enough that Falcone's principal knew to call the Ministry representative assigned to the school, who alerted the Minister of Education of Buenos Aires, Esteban Bullrich. Since the takeover officially began three days later, there have been students in the building at all times.
Students spend nights on classroom floors and most of the day on the ground floor of the atrium-style school building. A staircase zigzags up one wall, linking three floors of open hallways where graffiti painted during past takeovers blends with the half-finished images added during this one. Hand-written posters display a list of committees (press, cleaning, finances, food, and culture) with members' first names, a list of rules ("No smoking weed on school grounds, no drinking, no smoking cigarettes inside, only outside after 6:30 p.m. ...") and daily, sometimes-followed schedules developed by the culture committee. Schedules feature everything from planning meetings to theater workshops and card games. Sometimes Falcone feels full and noisy, as on a normal school day, while other times it feels more like a school in the late afternoon, when everyone's gone or packing to go. Though student leaders expect everyone to come to school during takeovers, many students stay home.
The premise of the controversial curriculum changes, slated to take effect in technical schools in 2013 and in other public schools the following year, is the redistribution of class time from specialized subjects, such as hydraulics or information technology, to core subjects such as history and language arts. Students would still have specialized classes, but those classes would be given less time. The curriculum changes were prompted by an order from the National Council on Education to standardize curricula in public schools across the country, so that diplomas from each state carry the same value and students' whose families move can easily switch schools. Student leaders believe the Ministry of Education also planned to eliminate the night school option at several schools. The Ministry insists this was never part of the plan.
Students who oppose the curriculum changes do so primarily on two grounds: First, they argue that specialized courses are essential to their educations and future capacity to find work, and second, they believe that students should be consulted about decisions that affect public education.
Leaders of Falcone's Centro de Estudiantes planned the takeover with student representatives across the city in a group called the Corriente Educativa de Base (CEB). Student leaders stay in touch via text messages, phone calls, and a CEB Facebook group. They also meet regularly to plan next steps. "Communication's not hard," said Gabriel Lopes, president of the Centro de Estudiantes at Juan Bautista Alberdi. "We all know each other, anyway." Though rare in the rest of the country, school takeovers are fairly common in Buenos Aires, and Gabriel has participated in four takeovers in the past three years.
School employees across the city continue to receive their salaries during the takeovers. Students at some schools prevent all authorities from entering the building, but Falcone teachers and administrators are allowed inside. They often lean over the second and third floor balconies to watch what might, depending on the moment, look like a vibrant political protest or a giant slumber party. They might see students drafting letters to the Minister of Education, playing Twister, sweeping the floor, eating lunch, giving television interviews (students at one school wouldn't let a reporter enter because, as they put it, "we haven't developed our media strategy"), reading, dancing, or running workshops for their peers.