May ’68 began with protests at Naneterre where the student population had doubled from 1960 to 1968 without an increase in faculty or the physical campus. Students were protesting both the lack of resources and a plan to make exams even more important. Eventually, the protests spread to the Sorbonne, other universities, and cites, they insisted that the problem wasn’t simply the organization of the university system but of society itself.
As we examine specific details and incidents, we keep returning to fundamental questions:
- What is an education? What should an education be? What should it consist of?
- Does a person have a right to demand a certain type of education from the state? If so, why? If not, what type of education should the state want from its citizens?
- What is the importance of physical space in an education? The architecture of the building? The interior of the classroom? The neighborhood of the school itself?
- What is history? How does it get preserved?
- How does memory function?
- How do we evaluate a historical event?
- What does it mean to be part of a system?
- How can political change be effected?
- What is the nature of an image? How are images used, and what are their effects?
- After you protest against the state, what then?
- What’s the nature of authorship? Artistry?
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