The popular accusation of political apathy against the current collegiate generation is reinforced both by poor attendance at the polls and the absence of public political demonstrations in light of the Iraq War. The U.S. Census Bureau reported that 18- to 24-year-olds, despite an 11 percent increase in voting rates between the 2000 and 2004 elections (indicating at least some political response in the post-9/11 state), still trailed every other demographic at the polls with only 47 percent of young adults voting (compared to 77 percent of the 55+ crowd). Furthermore, in comparison to collegiate activities during the Vietnam War, contemporary college campuses are distinctly lacking in public demonstrations against the Iraq War or, for that matter, against any sort of social injustice.

Despite the abundance of sources through which we can educate ourselves on current social and political conditions, college students remain for the most part politically ignorant or indifferent. Intellectual discourse on issues of social justice is confined to the classroom, where it directly affects only a limited group of students. Social justice courses, particularly at Whitman College, seem to effectively incite the students involved, but rarely do productive discourses extend beyond the classroom.

Furthermore, the majority of intellectual discourse within academic studies of social justice revolves around the problems faced in the contemporary world, but neglects the practical solutions that might allow us to effect the necessary change. Simplistically speaking, there are two primary sets of solutions posed by academia. The first is primarily theoretical in nature, calling for a complete overhaul in societal conceptual frameworks: cultural beliefs and attitudes need to change, religions need to adopt a more pluralistic mindset, the concept of tolerance needs to be abolished in lieu of full equality. The second set of solutions depends upon the actions of some external other (whether that be an individual or a group) that, ostensibly, possesses a degree of power which the singular college student lacks. We redirect culpability from ourselves to political leaders or more influential populations, claiming political impotence.

Both of these “solutions” to social justice problems allow students to shirk political responsibility and adopt an institutionalized apathy. Our disillusionment towards individual efficacy in matters of politics and social justice qualifies our inactivity. If we don’t feel like we can do anything, why should we care? As students at a small, secluded college, there is a pervasive belief that we have within our control no vehicle through which we can bring about change. The protective collegiate environment meant to foster a social consciousness actually begets a disconnect that justifies political indifference and inactivity. We situate ourselves comfortably in an objective sphere, unconcerned by our own powerlessness.

What, then, can mobilize the collegiate masses? Informed intellectual discourse and a thorough understanding of the actual conditions in the U.S. today seems to be key to initiating a total conceptual revolution. However, extending this discourse beyond the classroom in a productive manner has demonstrated itself to be problematic on this campus. The Race Symposium ended up being not much more than a bureaucratic tool and the Iraq Flag memorial, although moving, was not particularly informative for those not directly involved in its creation.

As such, what might be required of this campus in order to lift itself from the pit of collegiate apathy is a medium through which students can educate themselves on topics that other students have studied. Although it is unlikely that a student not enrolled in a particular class will be able to read all of the works on the syllabus, they might still be able to benefit from quality work that students within the class have produced.

Thus, this site is meant to serve as an informal vehicle through which students can educate their peers on issues of social justice and, therein, incite the productive discourse necessary to effect change within the immediate collegiate sphere.

    Kim Hooyboer, 2008