In 2026 a student-led campaign called Right to Disconnect Now (RDN) begins at several Victorian secondary schools after students report stress linked to teachers and school systems sending messages late at night. The first public sign of RDN is a burst of anonymous posts on a shared social media account describing experiences and calling the issue ‘24/7 school’. Within weeks, students from different schools begin using a shared hashtag, share a simple demand (‘no non-urgent messages after 6 pm’), and coordinate a statewide lunchtime “phone-off” action. After a term, RDN announces a leadership team, publishes a code of conduct, creates a website with membership sign-ups, appoints school-based coordinators, and starts meeting with unions and the Department of Education. Six months later, RDN’s leaders spend most meetings writing grant applications and managing media requests; some volunteers complain decisions are being made by a small group and that actions feel less creative. By the end of the year, the Department releases guidelines recommending limits on after-hours messaging; participation in RDN drops, some chapters stop meeting, and a small group proposes turning RDN into a permanent student wellbeing charity while others argue it should dissolve because its main goal has been met.
c. Assess which pathway of decline is most strongly suggested for RDN (e.g., success/goal attainment, co-optation, repression, failure/fragmentation). Justify your judgment using at least two pieces of evidence from the scenario and explain why at least one alternative pathway is less convincing.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Sociology practice question worth 7 marks, testing your understanding of Stages of social movements. It falls under Social movements and social change in Unit 4: Community, social movements and social change. Submit your answer above to receive instant AI-powered marking and personalised feedback.
In this unit, students explore the ways sociologists have thought about the idea of community and how various types of community are experienced. They examine the relationship between social movements and social change, including the nature, purpose, power, and outcomes of social movements.
Students investigate the sociological concept of power, the nature and purpose of social movements, types and stages of social movements, and how power is used by movements and their opposition. They evaluate the influence of social movements on social change, referencing Erica Chenoweth’s work, and analyse a specific social movement in detail.
the stages in social movements of emergence, coalescence, bureaucratisation and decline
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