Can the Popular Disembody Populism? Students and the Re-appropriation of the Nationalist Floating Signifier in Contemporary Indian Politics

This ethnographic account chronicles the journey of one of the largest anti-government protests since India’s independence. It examines the pivotal role of students—initially activists and then first-time participants—in crystallizing challenges to the ruling dispensation, not only by opposing it directly, but through subverting its way of claiming representation. More specifically, it is the strategic reuse of the pervasive anti-institutional and anti-elite discourse at the top—while replacing its majoritarianism with inclusiveness—that enabled protesters to disembody the populist modality of the current Indian Prime Minister. Protesters’ short-lived success was achieved through an enactment of the popular, embodied in a diffused fashion by faceless, peaceful and feminized protesting masses. The popular successfully appropriated the claim to be the people through invoking a ‘derivative’ nationalist repertoire in part shared by the government, emptying its anti-minorities subtext through appropriating floating signifiers of patriotic belonging such as the Indian constitution, the flag and the anthem. By engaging on how relatively small communities of politicized students used the campus ecology and its neighbouring spaces as territorial and ideational nodal points for the mobilization of less politicized cohorts, the article underlines their significance in the political articulation of dissent in contemporary Indian democracy.

Latina/o Transfer Students’ Selective Integration and Spatial Awareness of University Spaces

Using the framework of physical campus ecology and socio-academic integration moments theory, the researcher sought to identify physical university spaces that successful Latina/o transfer students turned to as sites of positive socio-academic integration. Findings revealed that students developed a keen spatial awareness of comfort spaces where they selectively engaged in moments of socio-academic, nonsocial, and nonacademic integration. This study is important to understand students’ perceptions about educational environments and whether universities can provide safe spaces for Latina/os.