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Student Power and Democracy

by Abu Abdullah
****True, in a democracy individuals as well as groups must have the right to protest against government decisions, and to get an honest, patient and sympathetic hearing. But there are legitimate forms of protest, and legitimate channels through which the protests can be forwarded to the authorities.****
Oncc again, student power has won a notable victory in Bangladesh. After a week of agitation culminating in two days of street violence, the school students of Dhaka city have successfully compelled the government to abandon some proposed changes in ihc SSC examination system. It appears from newspaper reports (e.g. the Daily Star, August 19), that the government surrendered nol because it realised that the proposed changes were un-wise, but simply in the interest of "peace and discipline."
However, unlike on previous occasions when student power demonstrated Ils efficacy. most recently and notably in the anti-autocracy movement, my heart docs not leap up with Joy and pride. Nor do I feel inclined to congratulate the government on its farsightedness and niodcration. In fact, my heart is full of misgiving and apprehension. For, by this surrender the government has sent a clear message to all potentially disaffected
groups : if you want concessions. take lo the streets and throw sloncs. This makes a travesty of the democratic process and the rule of law. And in the longer run. it endangers peace and discipline by rewarding vislcnce and indiscipline.
True, in a democracy individuals as well as groups must have the right lo protest against government decisions, and to get an honest, patient and sympathetic hearing. But there arc legitimate forms of protest, and legitimate channels through which the protests can be forwarded lo the authorities. In an autoc-l^>cy, these legitimate channels are nonexistent or Inefficacious. This is precisely why against an autocracy, more extreme forms of protest become legitimate. A democratic government. on the other hand, must keep Ihe legitimale channels open, and must al
Education has traditionally been an area where adults decide what non-adults should learn, how they should be taught, and how their competence should be tested. It is true that in our country the teacher-student relationship has probably been more onc-
Decisions reached by, one assumes. competent educationists on what evaluation rules would be more reliable and less susceptible lo unfair practices. arc nol to be thrown out just because those to whom the rules arc going to be applied take lo the streets.
sided and less participatory than It should be. Nevertheless, the basic Idea is right and cannot be scuttled. Students by definition do not yet know enough lo dictate the criteria by which Ihcir performance should be evaluated.
It should be clear that the problem is a general one that transcends the events of the last week. Many other groups arc raising demands, and many more will do so. That Is what democracy is al) about — provided all parties respect the
rules of the democratic game and use only democratically approved means to voice their demands and register their protests. Any Infringement of these rules must nol be tolerated. or our hard-won and sUll-fragllc democracy will be in mortal danger
the same time be absolutely determined lo disallow illegitimate forms of protest.
Who decides what forms of protest are legitimate ? The government must do this, and must do this explicitly and unambiguously, We already have a fairly good Ideal about this from practices tn other democratic countries. Writing In papers, lobbying one’s MP. petitioning the appropriate minister, even peaceful processions and strikes, are legitimate. Street violence and wilful damage to property arc not. A government that gives in to such tactics makes itself hostage to any and every self-
willed minority. Paradoxically. It will end up responding most to those with the least respect for democratic norms and values.
Furthermore, even democracy can only operate within some well-defined limits. No country in the world practises truly universal franchise — at best the franchise Is restricted lo adults. The definition of adult Is by chronological age. This is obviously not entirely satisfactory — many a 5O-ycar-oid is much less intelligent and well-informed than many a 17-yeak-old Nevertheless, a line has lo be drawn. Alternative ways of 'restricting voting rights, like educational qualifications or some "objective" test of maturity, merit consideration, but arc unlikely to find many adherents. Drawing this line also Cig the working in many If not all areas, "adults" decide for "non-adulls" what Is good for them. Here Ihc "participation of the beneficiaries tn decision-making" must be ctreum-scribed.