The domain of higher education in Bangladesh has long been embroiled in the contentious issue of student politics, alongside teacher politics, sparking widespread debate and evoking varied responses from academia, civil society, and notably, the masses including guardians.
Resulting in violence
Tragic events, like the killing of electrical and electronic engineering student Abrar Fahad at BUET in 2019, have only added fuel to this debate, and prompted profound reflection and calls for reform.
Against this backdrop, the news titled “High Court stay overturning the ban on student politics at BUET” on April Fool’s Day has surprised and reignited discussions, compelling many of us to reexamine the fundamental question: Is student politics indispensable in our educational institutions?
This debate gains added significance when we consider the tally of more past dark tragedies. Among them is the 2002 incident at BUET, where Sabikun Nahar Sony, a female student from the chemical engineering department, lost her life in the crossfire between rival Chhatra Dal groups on campus. The death of Abu Bakar Siddique during a fierce clash between two factions of Bangladesh Chhatra League activists at Sir AF Rahman Hall on February 1, 2010, further underscores the gravity of the situation.
These tragic events serve as stark reminders of the human cost of unchecked student politics, highlighting the urgent need for measures to prevent violence and ensure the safety of students within our educational institutions. Together, these incidents emphasize the complex interplay between student politics, campus safety, and the broader educational environment, prompting a critical reassessment of its role and impact within our higher education institutions.
Survey says
A survey conducted on April 4, 2024, within the Peace and Conflict Studies department at the University of Dhaka provides a representative example of the wider conversation regarding student politics. This survey’s findings align with those of other surveys conducted by various media outlets and think tanks. Out of 10,100 respondents, only a minute fraction (1%) supported the formal continuation of student politics, while a significant majority (95%) opposed it. Interestingly, 4% respondents advocated for its continuation under the stipulation that it remains independent of national political affiliations. This polarization underscores the complexity and gravity of the issue at hand, highlighting the need for a nuanced examination of its merits and drawbacks.
How times have changed
Historically, student politics in Bangladesh has played a pivotal role in advocating for various national movements, including the 1971 Bangladesh Movement, the mass upsurge of the late sixties, and the anti-authoritarian movement of the nineties. However, it is uncertain whether the current state of student politics is perceived as a means to safeguard students’ democratic rights and foster civic engagement among the youth.
Rather the noble ideals of student politics have often been overshadowed by its darker manifestations, characterized by fratricidal violence, money mongering, intimidation, and undue influence from national political parties. The tragic incidents of violence, including the brutal killing of Abrar Fahad, serve as stark reminders of the perils associated with student politics. Such incidents not only cost precious lives but also undermine the academic environment, ingraining fear and discord among students and faculty alike. The cases of BUET and Dhaka University exemplify the complexities and challenges of managing student politics within educational institutions.
This experimental postponement would provide an opportunity for introspection, dialogue, and institutional reforms aimed at creating a conducive environment
The decision to ban student politics following Abrar’s killing was deemed necessary to restore peace and ensure the safety of BUET students, and this remains the case to date. However, the recent court order to halt the ban raises questions about the autonomy of educational institutions, preference of different university stakeholders, and the balance between academic freedom and student activism.
Reflecting on the pause
With such remarkable considerations, the proposal to temporarily halt student politics in educational institutions at least for a period of 10 to 15 years emerges on-the-ground to be a pragmatic approach to address the inherent challenges and pave the way for meaningful reforms. This experimental postponement would provide an opportunity for introspection, dialogue, and institutional reforms aimed at creating a conducive environment for constructive student engagement while safeguarding academic integrity and ensuring the safety of all stakeholders.
During this period, educational institutions could prioritize the enhancement of peace education, which importantly includes promoting civic norms and cultivating a culture of dialogue, tolerance, and non-violence among students. Alternative platforms for student participation, such as student clubs and societies focusing on academic, cultural, and social issues, could be promoted to channel the energy and enthusiasm of students in constructive directions.
Moreover, the temporary cessation of student politics would allow for the implementation of comprehensive reforms to depoliticize educational institutions and insulate them from the influence of national political parties. Implementing strict but compatible regulations on student organizations and prioritizing student leadership based on merit and competence, rather than political affiliations, could foster a more inclusive and accountable student body. Establishing debate clubs and other non-political avenues for student engagement could further contribute to this goal.
It is important to clarify that the suggestion to temporarily suspend student politics is not about silencing student voices or curtailing their democratic freedoms. Instead, it represents a proactive effort to establish a safer, more inclusive, and academically enriching environment that fosters an enduring intellectual and personal development of students. By pausing student politics, we can kickstart a period of introspection and reform. This will set the stage for a more democratic and harmonious nation-building process through revitalizing Bangladesh’s educational system, which was fundamental to the country’s independence war in 1971.
A temporary suspension of student politics, accompanied by comprehensive reforms, offers a practical way to tackle these challenges and unlock the full potential of our educational institutions as centers of learning, enlightenment, and excellence.
Dr Sazzad Siddiqui is the Associate Professor for the Department of Peace and Conflict Studies at the University of Dhaka.
