Student protest and the culture of violence at African universities: An inherited ideological trait

Abstract

Since the advent of independence in African countries, education generally focused on transforming these nations and redressing the ills of colonialism. Education in countries like Ghana, and Kenya, amongst others aimed at redressing the colonial legacy by creating a new world order marked by equality, mutual benefits and participation. However, this drive for equality, mutual benefits and participation has been beset by several challenges, ranging from access to funding. The recent and most devastating challenge has been the wave of violent student protests that have swept across African universities over the past decade. These protests led to the destruction of university structures and public property, as well as disruption of educational processes. While the reasons for these protests have been different in different countries, they all have become violent. This article argues that the culture of violence exhibited by students and their advocates is an inherited ideological trait that is gradually manifesting itself among students. In support of this argument, student protest is examined in the five regions of Africa; North, South, East, Central and West, spanning more than 20 different nations. The article concludes that because the culture of violence is an inherited one, the process will continue unless urgent steps are taken to ensure transformation and decolonisation. It also argues that universities need to create environments where students are comfortable to learn, thereby eradicating the need for protest.

Curriculum responsiveness within the context of decolonisation in South African higher education

“…The constant call for decolonisation in the South African higher education system is a clear indicator of the failure of the curriculum to produce against the backdrop of hegemonic power structures. To this effect, responsiveness within the context of decolonisation is only possible if curricula charges such as responsibilities, consciousness, commitments and projects are rid of ideological nuances that make them unhealthy for academic discussion (Fomunyam, 2014;Fomunyam, 2017b). Higher education in South Africa has amongst other things three intrinsic objectives; value for money, fitness for purpose and transformation (Fomunyam, 2016).…”

From Rebellion to Riots

“…He traced this to the long period of military rule and the culture of institutionalized violence. This also has been agreed by Fomunyam (2017) who attributed violence at African universities to the "an inherited ideological trait" and indicated that the process would continue in the future unless careful actions and policies are taken to ensure transformation and decolonization in those countries.…”

The Impact of Covid‑19 on Student Affairs and Higher Education in Africa

“…Over the course of their history, African universities have had to contend with many crises, and they have learnt to quickly adapt to ensure that conditions for teaching and learning, as well as student development and support, continue. Political turmoil, economic downturns, fiscal austerity, social conflicts, staff and student strikes, virus outbreaks and even civil wars have forced universities into circumstances that require difficult decisions in a context of great uncertainty and complexity (Fomunyam, 2017). While such disaster periods and events often have deeply disruptive effects on the university community, they tend to last a limited time only.…”