Student Activism In Latin America

INTRODUCTION
In today’s world, social movements through student activism takes place across the world. Environment justice, economic equality, freedom of speech and human rights are only some of the causes that motivate students to raise their voices. For example, students’ protests against the Vietnam war (Jennings, 2002) and the eighty-nine democracy movement in Tiananmen (Jennings, 2002). Within human rights, scholars focus on labor, civil and educational rights. This latter, it is present in all the regions: from Europe to Latin America.
In Latin America, student activism is not confined within the educational institutions; student activism also connects with the domain of politics. In the past, Latin America witnessed how student activism
In 1992, Olick and Levy (1997) studied a series of complex events, which stood out globally, in Europe: The Holocaust. For the same events, other studies have studied the media influence and have extended the research to a global memory and the new memory community Assmann (2010). Goertz (1998) focuses on the representations of the Holocaust and how the collective memory has passed from one generation to another.
Before reviewing previous research studies about collective memory of transnational events in Latin America, first, it is necessary to define collective memory, relevant terminology and explore the social and cultural aspects in Mexico.
As Boyer and Wertsch (2009) stated, collective memory is a concept with numerous interpretations. James V. Wertsch, Jan Assmann and Henry L. Roediger are some scholars who described the concept with different nuances. However, for purposes of this study, Wertsch and Roediger’s (2008) definition of collective memory would be used; consequently, collective memory would be used to refer to “a form of memory that transcends individuals and is shared by the group”. On this research, definitions of beliefs, student activism, disappearance transnational social movement and will be explored to help to answer the research
Its selection consisted in the feasibility of research relations, access and data collection (Maxwell, 2004) through The European Research Council Project, ‘Digital Memories and Disappearances in Mexico’.
Conducting an ethnographic case study seemed appropriate for this research, through an exploratory study it is possible to understand Normalistas’ experiences and voice post-Ayotzinapa. In addition, the participants for this research fit the description of a group of people with a certain lifestyle and sociocultural views was needed.
Moreover, as Duke & Martin (2011) stated, if there have been previous research and existing theory to design the study and interpret the findings, it is better to conduct an ethnography research.
The main data collection method would include, in-depth interviews and extensive observations, at the Rural Teacher’s College Raúl Isidro Burgos, with current students, however, other collection methods would be used in order to triangulate (Creswell, 2007) the information and ensure