Student participation in BD politics

Boundaries and implications

My thoughts and opinions | 11th Sep 2024

Introduction

Bangladesh is one of the many countries that are actively discussing student participation in national politics. Students of this country have, throughout its history, played a major role in politics, and their roles are crucial during important events like the Language Movement of 1952 and the Liberation War of 1971. Their role is evident, especially in these two cases. It is worth questioning whether students in Bangladesh should engage in political life in their country. This article has tried to look into the limits that should be at play in deciding the extent of student engagement in political issues, the appropriateness of the acts of engagement, and the possible results of crossing these given limits.

Wisdom of Student Involvement in Politics

It is believed by many people that youths form the lifeblood of every country’s future leadership. It will be beneficial to bring fresh ideas into the political sphere, innovative solutions, and a genuine interest in justice and equality. Countries like Bangladesh, which have a rich history of student movements, would greatly benefit from the involvement of students in politics. This engagement has the potential to shape a demographic that actively participates in the process and consequently has a younger average age, thereby more accurately reflecting the population’s dynamics in opinions and concerns. It is even more important because it provides an avenue for budding political leaders to be more empathic towards their colleagues’ needs and hopes.

We must approach student engagement in national politics with caution. It is a student’s primary responsibility to gather knowledge and adopt skills that are critical for their career development. Political conflicts often lead to students abandoning their academic duties or even dropping out during their academic engagement period. This highly divided political climate in Bangladesh also means that students are always at risk of falling into manipulation, abuse, or physical harm. There is, however, a valid concern that political parties could misuse students as tools for their agenda.

Prescribed Limits for Involvement

There must be clearly defined boundaries to ensure that students’ foray into politics is fruitful and doesn’t affect their role as students. Therefore, it is important to carefully consider the following limitations:

1. Educational Prioritization: Students must maintain their concentration and sincerity in their studies. Students should view political activity as a co-curricular activity, similar to their participation in basketball, tennis, or other sports. One may also perceive it as more structured during weekends, vacations, or after-school hours.

2.            Nonviolence and ethical conduct: Students should engage in politics in a peaceful and productive manner. Debates, discussions, and non-violent protests can achieve this. We should clearly prohibit violent protests, disrupt public order, and engage in activities that could cause damage.

3.            Disassociation from Political Parties: This should be achieved by encouraging students to participate independently in politics rather than emphasising their affiliation with specific political parties. Taking a neutral stand would help the students to look up to the more vital issues in society rather than party-specific agendas. It would also prevent the political organisations from taking undue advantage of the students.

4.            Age and Maturity Factor: University students are capable of understanding the various nuances of politics; hence, they are better candidates for indulging in political activities compared to primary or secondary students. Individuals should be free to choose whether or not they want to join without any external pressure from peers, academic institutions, or political groups.

5.            Specific Restrictions for Participation If there is a need to regulate student engagement, specific limitations may include the following:

o             Limiting Political Activities on Campus: Limiting political rallies, meetings, and campaigns on school and university campuses is crucial for preserving a productive learning atmosphere. Political parties, or any political party at all, should not influence educational institutions.

o             Limitations on Political Office Participation: It is unwise for students to involve themselves in political office or election campaigns while they are still in school. By making and enforcing this limitation, we will ensure that students focus on their educational pursuits and do not burden themselves with additional pressure from their academic duties.

o             Mandatory Counselling and Training on Civic Engagement: The learning institutions provide individuals with counselling and training regarding civic duties, the art of politics, and the significance of moral engagement. Such activities will enable students to acquire the needed information to engage responsibly in politics.

Adverse Effects of Crossing Boundaries

Going beyond approved boundaries while students are politically active has negative consequences. Too much political conflict and student engagement might affect their academic performance. It may also lead to an increase in school dropout rates, particularly among youths with lower levels of education. Participation in such political conflicts may also result in physical injuries or mental stress, potentially leading to illness among the students. Furthermore, one could argue that Bangladesh’s polarised and often violent political environment draws in students. This will result in an increased incidence of campus violence, which will impede the learning process for all students. The politicisation of education may spoil the sanctity and fairness of educational institutions and make them a war field for the political parties instead of healthy environments for the learning and growth of one’s personality.

Conclusion

The intense and often conflicting nature of politics in Bangladesh tends to embroil students. Regrettably, this scenario is leading to an increase in violent incidents within the educational space, thereby disrupting the learning environment for all students involved. This politicizes education, posing a threat to the transparency and equity of academic institutions, transforming them from nurturing environments for learning and holistic development into battlegrounds for political factions.

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