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an example of paradox of repression
PARADOX OF REPRESSION. This tag is for situations in which the regime or other opponent uses punishment of some kind against the nonviolent campaigners, presumably to deter them from further action, but the punishment produces a growth in the movement. This punishment may be as mild as discharging from her or his job the leader of the campaigners (for example a cabinet post occupied by a labor leader whose union begins a strike against the government), or the expulsion of a student from the college. Or it could be more clearly violent like arrests (arrests are done with the back-up of guns and therefore "the threat of injurious force"). Or the really obvious actions like beatings, tear gas, shooting, and so on. What makes such repression a paradox is when the campaign, instead of shrinking or giving up, grows and/or gains allies afterward. Evidence for such growth needs to be given by the researcher, however, and that may be done in the database fields, for example Joining/Exiting order of Groups, or in the narrative, or both. Simple statement of, for example, shooting into an unarmed crowd, is not "paradox of repression" – it is the growth that follows the shooting that earns the case this tag.
University of Sydney students uncover and protest discrimination of Aboriginal people in New South Wales, 1965
In 1965, a group of student students at the University of Sydney who were members of Student Action for Aborigines (SAFA) embarked on a two week bus ride through several towns and villages in New South Wales to draw attention to the prevalent discrimination against Aborigines in Australia. This campaign is often credited with directing national and international attention to the ongoing human rights violations against Aboriginal people and leading to the 1967 referendum that approved two amendments relating to Aboriginal rights and status in Australia.
The city of Rio de Janeiro is home to 6 million people with approximately 1.5 million residents living in favelas. These residential communities, named after the favela trees native to the region, are commonly misunderstood by outsiders. Although 32% of favela residents belong to the lower-class, a 2013 study found that 85% of people residing in favelas like where they live. Some favelas have high crime rates, but many are high-functioning, self-governing communities.
In the 1870s, the Maharaja (prince) of Patiala, a small princely state in the Punjab region of northern India, implemented the Biswedari (big landlord) system, which appointed biswedaris as local authorities of agrarian villages. The biswedaris, mostly government officials and close kin of the Maharaja, gradually took full possession of lands and reduced the original owners to the status of muzaras (tenants). Muzaras had to pay batai (share rent) to their landlords, consisting of half of their crop, though landlords often overestimated the crop yield to justify taking a larger share.
Garfield High School teachers in Seattle, Washington boycott Measures of Academic Progress (MAP) test, 2012-2013
Standardized testing in the United States dates back to the early 1900s, when the military issued standardized tests of intelligence to potential candidates for the armed services. In the 1970s, public school students began taking “high stakes” tests, in which their scores affected school district funding and the students’ ability to move on to the next grade. The original purpose of these tests was to hold school districts accountable by providing a standard measure of academic comparison across students and school districts.
Kazakh oil workers strike against three leading oil companies for better pay and increased unionization activities, 2011
Oil is a central feature of the economy in Kazakhstan, the largest country in Central Asia. In 2010, Kazakhstan was among the top 20 global oil producers, with the oil sector comprising over 11% of the nation’s gross domestic product (GDP). Three of the most prominent oil companies in the country included (1) Ersai Caspian Contractor LLC, an oil service contractor, (2) KarazhanbasMunai JSC and (3) OzenMunaiGas, both owned by the parent company KazMunaiGas Exploration Production (KMG EP).
Language is an important aspect of culture as it communicates and preserves heritage, ideas, and identity. Pakistan and India became independent from British rule in August of 1947. The British Imperial Government, the Indian Muslim League, and the Indian National Congress split the region based on religious lines of Hinduism and Islam. Large regions that were majority Muslim became Pakistan, and regions that were majority Hindu became India. Pakistan was geographically separated into East Pakistan (modern day Bangladesh) and West Pakistan (modern day Pakistan).
University of Glasgow students occupy Hetherington House protesting proposed education cuts (Free Hetherington Campaign), 2011
In January of 2011, reports began to circulate at the University of Glasgow that massive cuts were coming to academic programs, staff employment rates and student services. Student activists targeted the abandoned Hetherington Research club, a former post-graduate club that had been shut down in January of 2010 due to a previous round of budget cuts, as a potential place of occupation from which protesters could issue demands against austerity. The university was beginning renovations on the building that appeared geared towards the university selling it as private office space.
On 11 September 1973, Chilean dictator Augusto Pinoche came to power and during the 1970s, he privatized Chile’s education system. The central government gave money to some private schools, while the public schools remained grossly underfunded. This commercialization of education began a legacy of educational attainment disparity along socioeconomic class lines—the poor received poor quality education, received jobs that paid meager wages, and remained poor, while the wealthy received high quality education, went on to university, and obtained well-paying jobs that increased their wealth.
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The British commissioner governed the state of Mysore in southern India from 1831 to 1881 when the administration reinstated the pre-existing Wodeyar (Wadiyar) Dynasty. Mysore became a princely state with the Wodeyar Dynasty ruling under the paramountcy of the British. The reigning Maharaja (king) during the Indian independence movement was Jayachamaraja Wodeyar. On 15 August 1947, India gained its independence from the British Raj.