Imran Hossain

Universities were once considered to be secure spaces for the pursuit of knowledge, discussion, and personal growth. But there have also been student-led protests and significant societal changes there. However, this outlook is changing.

The quota reform movement in 2024 made this change more apparent in Bangladesh. While the movement had its beginnings in well-meaning ways and ultimately brought about much-needed improvements, it also unintentionally sowed the seeds of a bigger issue, a growing contempt for academia and professors. This concerning pattern has recently shown itself in the Shahjalal University of Science and Technology (SUST) affair, where student leaders forced top university officials to swear an oath.

Sylhet-based Shahjalal University of Science and Technology became embroiled in controversy when student leaders forced newly appointed pro-Vice Chancellor Prof. Dr. Shajedul Karim and Treasurer Prof. Dr. Ismail Hossain to swear an oath. Senior authorities took an oath issued by a student leader, committing to uphold the "spirit of the mass uprising" and refrain from allowing student politics on campus.

The incident's video, which swiftly went viral on social media, has drawn a lot of criticism. Many found it disturbing to witness senior university administrators, who embody the essence of academic leadership, administering an oath under the direction of their peers. How did well-meaning students come to be in charge of giving senior faculty members this kind of oath? The episode is a sign of a larger change in the power relations on university campuses across the nation, not merely a transient violation of decorum.

The university's official statement, which asserted that the oath was a "spontaneous" moment during an exchange session, only served to emphasize how tenuous the bond between students and teachers is in the current academic environment. The pro-VC blamed the oath-taking debacle on "overenthusiasm" in his explanation of what happened. But when overzealous enthusiasm goes too far, it may become a destructive force.

Although student involvement is an essential component of academic life and a fundamental component of any healthy democracy, institutional respect must not be sacrificed for it. There is a thin line separating undermining authority completely from questioning it for the purpose of justice. That border was obviously crossed in the case of SUST.

The event also emphasizes how, in the wake of the quota reform campaign, certain students seem to have an increasing sense of entitlement. Many students now feel empowered to exercise their influence in other areas, such as the internal operations of universities, after successfully pressuring the government to make reforms. While student opinions should undoubtedly be considered in governance decisions, it is inappropriate to go too far and start giving senior faculty orders.

The incident that occurred at SUST is not unique. We are seeing a concerning decline in the respect that people have for academic authority and professors throughout Bangladesh. A few months prior, staff members at another public university were subjected to harassment by students regarding grading concerns, which resulted in demonstrators acting almost violently. In these situations, it seems that students see professors not as mentors and learning facilitators but rather as obstacles to be cleared through bureaucracy or as objects of their complaints.

It is impossible to avoid considering the fundamental reasons behind this change. The decline of teachers as moral mentors in the lives of their students is a major contributing element. Students today see themselves as change agents due to their rising disenchantment with the political system, institutions, and even educational systems; occasionally, this empowerment manifests as rebellion. Even in academic institutions, they perceive authoritative persons as branches of the government or components of the very structures they oppose. Faculty members are seen by them as guardians of an unfair system that needs to be overthrown rather than as educators.

This disrespectful culture has been greatly amplified by social media as well. Social media sites like Facebook, Twitter, and Instagram give students a platform to air their complaints, rally allies, and sometimes even humiliate the administration in front of a large international audience. For instance, the SUST event became well-known mostly due to the extensive online sharing of video footage of the oath-taking, which sparked significant public scrutiny.

The issue with activism driven by social media is that it frequently avoids the processes of discussion, negotiation, and settlement that are necessary for positive learning environments in academic settings. Tensions often rise as a result, rather than improving communication. This has led to the emergence of a type of "performative activism," in which students are less interested in addressing the underlying problems at hand and more focused on creating public demonstrations of power, such as making professors sign an oath.

Upon reflection on these occurrences, it is evident that the way forward is to bring back a mutually respectful culture inside university settings. While supporting student activism is important, it should be balanced with the knowledge that deference to authority is a fundamental component of all educational settings. Teachers, on the other hand, have a responsibility to interact with students, hear out their issues, and make sure they are seen as partners in the learning process. However, they also have a responsibility to maintain their authority.

Universities themselves need to act decisively to stop these kinds of things from happening again. It is important to set clear rules on proper behavior for students and to implement procedures that guarantee grievances are handled politely and in a timely way. Universities also need to make an investment in improving student-teacher communication in order to close the gap that has resulted in the current situation.

Bangladeshi universities should take note of the SUST affair. It emphasizes how crucial it is to maintain the unstable equilibrium between respect for academic authority and student empowerment. Students should demand changes that impact their education and life, but they should do it in a way that doesn't jeopardize the institutions that are supposed to support them.

We need to work on restoring the mutual respect and trust that ought to characterize the relationship between students and faculty if we are to protect the integrity of our universities. Then and only then will we have a chance to establish learning spaces devoid of performative acts and power struggles, where discussion, development, and learning may all take place. As we attempt to negotiate the challenges of contemporary student activism with respect, dignity, and understanding, may SUST serve as a lesson in reflection and reform.

The writer is a lecturer in Political Science at Varendra University. He is also a columnist and researcher.