In a nation where education is often touted as the cornerstone of progress and development, the events that unfolded at Shahbagh on that fateful Monday are not only deeply disheartening but also profoundly alarming. Bangladesh, led by the Nobel Laureate Muhammad Yunus, a man revered worldwide for his revolutionary approach to social upliftment, witnessed a shameful and unnecessary display of force against those who should be its most respected citizens: Its educators.
The independent Ebtedayee madrasa (Bangladeshi version of elementary-level seminaries) teachers, a community responsible for laying the foundational stones of knowledge for countless children, were not asking for luxuries. Their demands were modest: Nationalization of their institutions to bring them on par with government primary schools. Yet, these teachers, many of whom are elderly and struggling to make ends meet on meager salaries, were met not with dialogue and empathy, but with baton charges and water cannons. Five of them were injured severely enough to require treatment at Dhaka Medical College Hospital. Many others were left humiliated, their spirits battered.
The images of educators -- some as old as the fathers of the very officers wielding batons – being manhandled and attacked will haunt the collective conscience of this nation. This is not merely a failure of governance but a moral debacle that casts a long shadow on the values we claim to uphold.
Muhammad Yunus, whose name has become synonymous with hope and empowerment, now finds himself at the helm of a government that has sanctioned the silencing of teachers with brute force. This tragic irony cannot be overstated. The man who championed microcredit and gave a voice to the marginalized has, through his inaction and complicity, allowed a similar marginalization of educators -- the very architects of our future.
Yunus’ global accolades and Nobel Peace Prize are testaments to his vision of social equity. Yet, under his watch, these teachers, already struggling with years of systemic neglect, have been pushed further into despair. One must ask: Where is the compassion, the resolve to uplift the downtrodden, that the laureate’s life work is supposed to symbolize? The disconnect between Yunus’ ideals and the reality on the ground is stark and troubling.
The Shahbagh incident did not occur in isolation. It is part of a worrying trend of disdain and apathy that has come to characterize the Ministry of Education’s approach to teachers’ grievances. This attitude was laid bare when an education adviser -- a figure whose role should be to safeguard and advance the interests of educators -- callously remarked during the same week that teachers who are dissatisfied with their benefits should simply find another job. Such a statement reveals a shocking lack of understanding and respect for the sacrifices teachers make daily. During the previous regime led by Sheikh Hasina, I was involved with the implementation of the now partially-postponed New Curriculum 2022. During that time, I have expressed my concern in multiple op-eds that the government is not being concerned enough about the stress it is creating while implementing a drastically new pedagogical approach without providing the necessary support for the teachers. It seems like the interim government didn’t learn from the mistakes of the previous government.
The Shahbagh incident was a national disgrace
Teaching is not merely a profession; it is a calling. It demands patience, dedication, and a profound sense of responsibility. To dismiss educators as if they are expendable commodities is to undermine the very foundation of our society. When the government’s representatives make such statements, it sends a chilling message: That teachers’ contributions are undervalued, and their struggles are unworthy of attention.
The plight of Ebtedayee madrasa teachers is emblematic of the broader challenges facing education in Bangladesh. These teachers have been staging demonstrations for years, seeking the nationalization of their institutions so they can receive fair salaries and benefits. Despite repeated promises from successive governments, their demands remain unmet. Instead, they are met with violence and repression.
The Shahbagh incident was a national disgrace. It shows that the government, instead of addressing legitimate grievances, is more concerned with maintaining control and suppressing dissent. The use of force against peaceful protestors -- especially educators -- is a stain on our democracy and a betrayal of the values we claim to hold dear.
The testimonies of the teachers who were present at the protest are heart-wrenching. “Why did the police attack us?” asked one female teacher. “How can police charge batons on teachers when we are demonstrating for a logical demand?” Another teacher, Raiful Islam, expressed the helplessness of the protesters: “People as old as their fathers have come here to protest, but they were attacked, assaulted, and humiliated. What kind of act is that?” These words reflect not only the pain of those who were directly affected but also the collective anguish of a profession that has been demeaned and disregarded.
Behind the statistics and news reports are real people with real struggles. Many Ebtedayee madrasa teachers earn less than what is needed to sustain a family. They work tirelessly to educate the next generation, often under challenging conditions. Their protests are not borne out of greed but out of sheer desperation. They were asking for dignity, for recognition, for the ability to live without constantly worrying about how to make ends meet.
What kind of society do we aspire to be if we cannot provide for those who provide for us? If teachers, the custodians of knowledge and morality, are left to suffer, what hope is there for the rest of us?
The events at Shahbagh demand more than condemnation; they demand accountability and change. Muhammad Yunus, as the leader of the government, must take responsibility for what has happened. It is not enough to offer platitudes or vague promises. Concrete steps must be taken to address the grievances of Ebtedayee madrasa teachers and ensure that such incidents do not occur again.
The events at Shahbagh demand more than condemnation; they demand accountability and change. Muhammad Yunus, as the leader of the government, must take responsibility for what has happened
First and foremost, there must be an immediate and unconditional apology from the government to the teachers who were attacked. This apology must be accompanied by a commitment to meeting their demands. Agreeing to the demand of nationalizing their institutions was a good start.
Secondly, the Ministry of Education must be overhauled to ensure that it is led by individuals who understand and respect the vital role of teachers. The current attitude of indifference and hostility must be replaced with one of empathy and support.
Finally, there must be an independent investigation into the events at Shahbagh to hold those responsible for the violence accountable. The findings of this investigation must be made public, and steps must be taken to ensure that law enforcement is trained to handle protests in a manner that respects the rights and dignity of all citizens.
The treatment of Ebtedayee madrasa teachers is a reflection of the values we hold as a nation. If we continue to ignore their plight, we risk creating a society where education is devalued, and those who dedicate their lives to it are left to suffer in silence. This is not the legacy we should aspire to leave behind.
Muhammad Yunus has built his reputation on empowering the powerless and giving hope to the hopeless. It is time for him to live up to that legacy. The teachers of Bangladesh deserve better. They deserve respect, dignity, and the support of a government that recognizes their invaluable contributions.
As citizens, we must stand in solidarity with the educators who were wronged at Shahbagh. We must demand justice and accountability. For if we remain silent, we become complicit in their suffering. Let us not forget that the strength of a nation lies not in its wealth or power but in the education and empowerment of its people.
The events at Shahbagh must be a turning point, not just for the teachers of Ebtedayee madrasas but for all of us. Let this be the moment when we decide to value education not just in words but in deeds. Let this be the moment when we demand better -- from our leaders, from our institutions, and from ourselves.
Omar Shehab is a theoretical quantum computer scientist at the IBM TJ Watson Research Centre, New York. His work has been supported by several agencies including the Department of Defense in the United States.
