Dr. Matiur Rahman :
The landscape of Bangladesh’s university campuses has long been marked by vibrant intellectual discourse and passionate activism.
However, a concerning trend has emerged in recent years: the rise of ideological divisions among university students.
Fueled by political affiliations, religious beliefs, and socio-economic factors, this phenomenon has significant implications for the country’s social cohesion, academic environment, and future trajectory.
Ideological division is the polarisation or separation of individuals or groups based on differing beliefs, principles, or ideologies.
These divisions can occur across various domains, including politics, religion, socio-economic perspectives, and cultural values. Ideological divisions often manifest as differences in opinions, attitudes, and behaviours, leading to conflicts, tensions, and barriers to communication and cooperation.
In the context of university students in Bangladesh, ideological division may involve divergent political affiliations, religious beliefs, or socio-economic backgrounds that lead to fragmentation and discord within student communities.
These divisions can influence students’ perspectives on societal issues, shape their interactions with peers, and impact their engagement in campus activities, academic pursuits, and broader social and political movements.
Ideological division among university students can hinder the cultivation of inclusive and tolerant campus environments, impede constructive dialogue and exchange of ideas, and disrupt academic activities and campus life.
Moreover, these divisions can have broader implications for social cohesion, political dynamics, and national unity, particularly in societies where universities play a significant role in shaping public discourse and influencing policy decisions.
At the heart of this ideological division is the politicisation of university campuses. Bangladesh’s political landscape is deeply polarised, with major parties vying for power and influence.
This polarization often extends into university campuses, where student organisations affiliated with different political parties compete for dominance. These organisations engage in rallies, demonstrations, and sometimes even violence to promote their agendas, creating an atmosphere of tension and mistrust.
Religious ideology also plays a significant role in shaping the divisions among university students. Bangladesh is a predominantly Muslim country and home to crucial religious diversity.
Students from different religious backgrounds bring their beliefs and perspectives to campus, sometimes leading to clashes over issues such as secularism, religious freedom, and the role of Islam in society. These tensions are exacerbated by the rise of extremist groups seeking to impose their ideologies on others through intimidation and violence.
Socio-economic factors further compound the ideological divisions among university students. Bangladesh is a country of stark economic disparities, with a significant gap between the wealthy elite and the vast majority of the impoverished population.
Students from privileged backgrounds often have access to better educational opportunities, resources, and networks, giving them a distinct advantage over their less fortunate peers. This inequality breeds resentment and frustration, fueling ideological rifts based on class consciousness and social justice.
The impact of these ideological divisions on Bangladesh’s university campuses is profound and far-reaching. Firstly, they undermine the academic environment, stifling free inquiry, critical thinking, and open debate. Instead of engaging in constructive dialogue and intellectual exchange, students are often preoccupied with defending their ideological positions and attacking those of their opponents.
This climate of hostility and intolerance hampers the pursuit of knowledge and innovation, hindering the intellectual development of future leaders and scholars.
Furthermore, ideological divisions among university students contribute to social fragmentation and unrest.
By reinforcing existing fault lines based on political, religious, and socio-economic identities, these divisions weaken the social fabric of Bangladesh, fostering mistrust, resentment, and alienation among different groups. This fragmentation not only undermines efforts to build a cohesive and inclusive society but also increases the risk of violence and conflict as tensions simmer beneath the surface.
Moreover, the ideological divisions among university students have broader implications for Bangladesh’s democracy and governance. Universities are supposed to be incubators of civic engagement and democratic values, where students learn to participate in the political process, uphold human rights, and hold power to account. However, when ideological polarisation dominates campus life, it erodes these democratic norms and practices, undermining the foundations of a pluralistic and democratic society.
Addressing the ideological divisions among university students in Bangladesh requires a multifaceted approach that tackles the root causes of polarisation and promotes reconciliation and understanding.
Firstly, there is a need for more significant efforts to depoliticise university campuses and create spaces for dialogue and cooperation among students from different backgrounds and perspectives. This could involve reforms to student politics, including measures to limit the influence of political parties and foster a culture of tolerance and mutual respect.
Secondly, religious leaders and institutions are crucial in promoting interfaith dialogue and harmony on university campuses. By emphasising the shared values of peace, compassion, and coexistence, religious leaders can help bridge the divide between students of different faiths and foster a culture of religious pluralism and acceptance.
Thirdly, addressing socio-economic inequalities is essential for reducing the ideological divisions among university students. This requires investment in education, job creation, and social welfare programs to ensure equal opportunities for all young people, regardless of their background or circumstances. By addressing the root causes of inequality, Bangladesh can create a more equitable society where all students can thrive and contribute positively to the country’s development.
Bangladesh’s ideological division among university students is a complex and multifaceted issue with far-reaching implications for the country’s social cohesion, academic environment, and democratic governance. By addressing the root causes of polarisation and promoting dialogue, understanding, and equality, Bangladesh can build a more inclusive and harmonious society where all students have the opportunity to reach their full potential.
(The writer is a researcher and
development worker).