New advances in the industry

European Journal of Education and Learning, Vol.6, 2009

ISSN(paper)2668-3318 ISSN(online)2668-361X

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The forms of Students’ Resistance in Public Universities of Bangladesh:

A case study on Shahjalal University of Science and Technology

Mohammed Thanvir Ahmed Chowdhury,

Senior Lecturer (Sociology), Department of Business Administration, Leading University, Sylhet, Bangladesh.

Abstract

The domination of power and resistance in against is a common phenomenon at most of the public

universities in Bangladesh. To develop an understanding of educational domination, studies are

needed to see how specific mechanisms operate in different national education systems and in

occupational groups. Turning to the scenario of ‘Shahjalal University of science and Technology’ has

not been found, out of these practices. From the very beginning of this university, different types of

political and non political movement urged from both students and teachers community which were

not supposed to be by constitution and do not have publicly manifested. Sometimes movements were

formed with spontaneous participation of deprived/oppressed groups to secure their rights in

University and some were motivated by different political groups for own interests. But most of the

cases emerge from hidden intention of many beneficiary groups which go against the university rules

and to some extent violate the “Shahjalal University Ordinance Act, 1987”. Due to political unrest,

sometime university remains closed and academic year become lengthy. Thus to pursue a four years

honors course, at least six years are needed to pass. Henceforth, it is very important to find out the gap

between unexpressed true problems of public university (hidden transcript) and the formal system of

university structure (public transcript).

Key Words: Hidden transcript, Public Transcript, Resistance

1. Introduction

While the importance of education and domination in the reproduction of social hierarchy has often

been demonstrated, a precise understanding of its role has been elusive. Comparative studies reveal

considerable variation in educational processes, but lack of sufficient information make unable to

systematically map this variation. To develop an understanding of educational domination, studies are

needed to see how specific mechanisms operate in different national educational systems, and in

occupational groups.

“If the EXPRESSION ‘Speak truth to power’ still has a utopian ring to it, even in modern

democracies, this is surely because it is so rarely practiced. The dissembling of the weak in the face of

power is hardly an occasion for surprise. It is ubiquitous. So ubiquitous, in fact, that it makes an

appearance in many situations in which the short of power being exercised stretches the ordinary

meaning of power almost beyond recognition.” (Behind the official story, James Scott.)



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For our economic growth and overall national development the first and foremost pre-requisite is

education. Illiteracy and non-availability of adequately educated manpower are the two major causes

of underdevelopment. However, it is recognized that ensuring primary education for all is only a

necessary but not sufficient condition. It needs to be complemented by higher education. While high

literacy rate is fundamental requirement for a country’s development, higher education virtually

determines its social, political, economic, and technological progress.The problems of higher

education have also been studied by many individuals and organizations, including the University

Grant Commission. Higher education is considered as basic education these days since skills are

required to be attained comprehensive knowledge. In this respect, the UN declaration on Human

Rights 1948 put higher education as a fundamental human right.

Shahjalal University of Science and Technology is a well known public university in Bangladesh.

Many students passed from this university who are now well established in various governmental and

non-governmental sectors of Bangladesh. Students from different parts of this country and outside of

the country come to this university with a view to studying with very high ambition. Guardian of the

student put admits their child into this residential university along with dream so that they can be well

educated and successful in their life.

But now the entire dream from both student and guardian are going to the vile dust. Although

according to the university ordinance act, the main purpose of the university is to teach students and

only academic studies. But the reality does not exist like this. This is really a problematic matter and

yet to discover the hidden problems of public universities. Henceforth, I am interested to explore the

hidden truth and this paper is my first step to scan out the current problems of public universities.

1.1 Hidden Transcript We shall use the term Hidden Transcript to characterize discourse that takes

place offstage, beyond direct observation by power holders. The hidden transcript is thus derivative in

the sense that it consists of those offstage speeches, gestures, and practices that confirm, contradict, or

inflect what appears in public views.

1.1.2 Public Transcript The subordinate discourse in the presence of the dominant is a public

transcript, which forms domination based on premise or claim to inherent superiority by ruling elites

would seem to depend heavily on lavish display, sumptuary laws and public acts of difference or

tribute by subordinates.

1.1.3 Resistance Any kind of collective movement or loud speech against the domination or regular

activities in Shahjalal University of Science and Technology.

2. Objectives of the study

The broad objective of this study is to explore the ‘process of resistance’ in Shahjalal University of

Science and Technology.

More specific objectives are-



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1. To explore different types of academic domination and resistance in this university;

2. To understand the processes, how and to what extent political resistances are being formed in

Shahjalal University;

.

3. Some noteworthy Literature

In this study, the main goal is to reveal the process of resistance in Shahjalal University of Science and

Technology which may remain behind the official statements. According to James Scott’s theory, by

assessing the discrepancy between the hidden transcript and public transcript we may begin to judge

the impact of domination on public discourse (Behind the official story, 1985). There are many severe

problems griped up the smooth running system of the universities in Bangladesh. As it becoming

common phenomena, the academic and other scholastic practices are being hampered. Turning to the

scenario of most public universities, we may realize the existing condition of domination and

resistance. Especially the political domination of administration, teachers group and many students

organization give a malfunctioning shape to many universities. In addition, different types of

movements from both teacher side and students group/organization contribute to create session jam in

academic years. Thus students become monotonous to study and sometimes get involve into anti

social or anti law activities. Consequently, to secure congenial atmosphere in university, it is needed to

study the hidden transcripts (like political unrest, academic and administrative domination, various

political and non-political movements, nepotism and illegal activities etc.). The participants of

different movement can be identified into three categories-------

1. Direct and actively involved in politics and many movements.

2. Involved in movements but not in politics.

3. Neither involved in movements or politics, only supporters.

3.1 Some Public Transcripts of Shahjalal University

The study area ‘Shahjalal University of Science and Technology’ is situated in Sylhet district, the

north-east part of Bangladesh. The name of the place is Tukerbazar-Kumar Gaon, about five kilometer

away from Sylhet town towards the Sunamgonj road. The total size of the campus is 320 Acre.

The name “Shahjalal University of Science and Technology” was approved in national assembly on

18 March, 1987. There are five academic buildings where seven schools of studies are being thought,

a big library, administrative building, registrar building, a bank, student and teachers cafeteria, an

auditorium, teachers club are available in the campus. There are three residential student hall (1st chatri

hall, Shahporan hall and 2nd

chatra hall) accommodate approximately 2000 students. The remaining

students live in many private Hostel and rental houses near by the University campus.

3.1.2 Shahjalal University of Science and Technology Act, 1987

According to SUST Act, 1987,



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In Article36-1,

University will have a disciplinary board and

In article36-2,

The formation, power and the activities of this disciplinary board will be maintained by university act.

In article 37, University teachers---

(a) Speech, tutorial, discussion, seminar and workshop will be the method of teaching.

(b) Teachers will give direction and supervise research activities

(c) Teachers will keep contact with the student personally and will advise them as well as

supervise their activities.

(d) Teachers will assist authority to prepare the syllabus of university and its other partner

institutions, exam date fixation and maintenance, marking on exam paper and research paper,

and to assist library and lab maintenance.

(e) Teachers will do other duties assign by constitution or vice-chancellor, dean or head of

discipline.

In article 49, Exam—

(1) Exam controller will take all arrangement of exam maintenance under the general control of

vice chancellor.

(2) Academic council will appoint exam committees. The structure of exam committee, its power

and activities will be directive according to the university act.

(3) If any examiner fail to do his duties in any reason about any matter, then vice-chancellor will

appoint a new examiner to fill up this vacant post.

In article 50, Exam system/method------

(1) Exam will take in course cum credit system.

(2) Whole syllabus will be divided into few subjects and mark will be given after the successful

completion of each subject and exam.

(3) The degree will be awarded after the summation of mark obtained in each subject.

In article 51, Conditions of employment---

(1) Every salaried teacher or officer of the university will be appointed with a written deed. This

employment deed will be preserved in university treasury and a copy of this deed will be

provided to the respective teacher or officer.

(2) The employment conditions would be selected without ignoring the freedom of political

opinion of any teacher or officer. But s/he cannot broadcast his /her opinion or cannot involve

himself/herself with any political organization.

(3) If any teacher or officer wishes to be a candidate in parliamentary election, s/he has to resign

his/her job before submitting nomination.



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(4) If any teacher or officer of the university is found in absence of duties, misbehaved,

immorality or skill less, then s/he can be fired or suspended or be given any other punishment

according to the university act. But s/he cannot be fired or punished until the claim against

him is proved by investigation or unless he gets the chance of surrender himself or herself.

3.1.3 Tofsil (First constitution of University)

In article 4, Discipline

(1) Every school will form with few selected disciplines.

(2) Every head of the discipline will be appointed by rotation for three years by vice-chancellor

among the professors of this discipline.

(3) If there is no professor is found in this discipline, then head will be appointed among the

associate professors with seniority by rotation for three years.

Explanation: The seniority will be treated as per designation and status, and if two persons’

designation status are found in same, then seniority will be maintained by the highest job duration

in the same post.

(4) The head of the discipline with the help of other members will be responsible for his planning

and coordinating in his discipline under the general supervision of dean.

(5) Time to time the direction from vice-chancellor and academic council, the head of the

discipline will be liable to concerned dean for class and research management in his

discipline.

In article 6, Selection Board—

(1) To recruit professor or associate professor a selection board will form with-----------

(a) vice-chancellor; who will be the chairman of this board.

(b) Three experts will be selected by vice-chancellor among which at least one must

be from a foreign university.

(c) Two experts will be selected by Chancellor

(d) To recruit professor two member will be selected from syndicate.

(2) To recruit assistant professor or lecturer, selection board will form with--------------

(a) Vice-chancellor; who will be the chairman of this board. But if any pro vice-

Chancellor is available then he will be the chairman in this board.

(b) The dean of the respective school.

(c) Head of the discipline.

(d) Two experts will be selected by syndicate.

(3) The selection board will be reformed by every three years interval.

(4) If the syndicate does not agree with the recommendation of selection board, then it will be decided

by the chancellor and his decision is final.



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3.1.4 Ordinance for Semester System for Bachelor’s degree

Article 2.1- Number of semesters: There will be two semesters (1st semester and 2

nd semester) in an

academic year. The beginning and end of each semester will be announced in an academic calendar at

the beginning of every academic year.

Article 2.2- Duration of Semesters: The duration of each semester will be as follows:

Classes 12 weeks

Recess before final examination 2 weeks

Final Examination, grading etc. 5 weeks

Total 19 weeks

These 19 weeks may not be contiguous to accommodate various holidays.

4. Review of Pertinent Literature

Teachers are told the amount of time they are to spend with each class- say fifty-five minutes, five

times a week. Even though they are expected to be competent scholars, they are rarely trusted with the

selection of the texts and teaching materials they are to use. Teachers are rarely consulted, much less

given significant authority, over the rules and regulations governing the life of their school. These

usually come from “downtown.” rarely do they have any influence over which their immediate

colleagues will be; again downtown decides. Teaching often lacks a sense of ownership, a sense

among teachers working together that the school is theirs. (Page 184, Cultural capital and Educational

attainment, P.Dimaggio & J Mohr, Yale University)

Schools operate as if consultants, school district experts, textbook authors, trainers and distant officials

possess more relevant expertise than teachers in the schools. Bureaucratic management of schools

proceeds from the view that teachers lack the talent of motivation to think for themselves. (“Text of

Carnegie Report” 1986, 11)

These recent initiatives point to complex and often contradictory forces affecting schools and teachers.

The issue of increasing teacher control has surfaced simultaneously with increasing centralization of

decision making, in part of a response to the pressure for accountability. Patterns of organizational

management that takes decision making away from teachers and that impose curricula and methods on

teachers are a reflection of the same patterns of domination and powerlessness that characterize

existing reality. ( Seth Kreisberg, “Transforming Power” Suny press publisher).

Christine Morley explores some of the responsibilities and challenges that face social work educators

who teach critical practice to social work students. Morley suggested that using critical reflection may

enhance social work educators’ capacity to prepare practitioners to work towards progressive social

change and social justice, despite current social trends, such as globalization, which potentially

marginalize critical practice. It was a reflective account of his experiences of teaching critical

reflection to undergraduate social work students. It is ultimately contended that critical reflection is an



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important part of social work education and practice that is committed to enhancing citizenship,

human rights, social justice and social change ideals.

( Christine Morley, June2008 , p407 – 421)

DiMaggio’s article is also notable for the particular place it assigns to cultural capital in the process of

status attainment. Indeed, much of the article is devoted to demonstrating that his measures of cultural

capital is associated with the grade students receive independently of standardized test scores, and to

comparing the magnitudes of these effects.

A different understanding animates the work of Farkas, Grobe, Sheehan and Shaun. Eschewing the

notion of an elite status culture, they conceptualize cultural capital in terms of “Informal academic

standards by which teachers reward more general skills, habit, and styles,” They measure it by means

of indicators of school behavior, academic habits and motivation (homework completion, dress and

disruptiveness)

schools are viewed not necessarily as neutral institutions, but as ones in which the preferences,

attitudes and behaviors of the “dominant class” are most highly valued. Although lower and working

class children may certainly acquire the knowledge and skill necessary to succeed in school, they are

less likely to achieve the same neutral familiarity that middle and upper class students have and thus

are more likely to fail academically.( Lamont and Lareau 1988)

5. Methodology

In this study, descriptive research design is followed. I have tried to explore the process of resistance

in Shahjalal University to understand the problematic nature of higher education in public universities

of Bangladesh. Concerning the study area “Shahjalal University of Science and Technology” is

selected purposively as it is one of the renowned public universities in Bangladesh. The total

population is the summation of all teachers and students of Shahjalal University of Science and

Technology. Total number of Teachers 380 and total number of Students 8050.Hence, the total

population of the study is (380+8050) = 8430.

5.1 Sampling and sample size:

Stratified random sampling is used as a method to draw the sample size. At first the

population is divided into two strata based on their status.

Strata 1 = Total number of teachers

Strata 2 = Total number of students

Then the total sample size ‘n’ is calculated by using following formula------

n = p∙q z2/e2 ∙ deff



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= 0.5×0.5× (1.96)2 / (0.10)2×0.5 = 48

n = Sample size

z2 = Two sided normal variants value at 95% confidence level (1.96)

e = Standard error (10%)

deff = Design effect

So, the total sample size, n = 48

Now to draw the sample size from each stratum, proportional allocation formula is used. Every

individual of the population is considered as the unit of analysis. In this study, methodological

triangulation is used. And guide questionnaire is used for case study to get in depth understanding of

the respondents. I have taken interview with respondent and went through program records with

document analysis to collect multiple sources of information.

By using a combination of observations, interviewing and document analysis, I have used different

data sources to validate and crosscheck findings. Each type of data has a strengths and weaknesses.

Using a combination of data types increases validity as the strength of one approach can compensate

the weaknesses of another approach. I have followed three basic approaches of qualitative interview.

1. The informal conversational interview

2. The general interview guide approach, and

3. The standardized open-ended interview

(Michael Quinn Patton, Qualitative Evaluation and Research Methods)

6. Results and Discussion

Now adays, most of the public universities are in serious trouble. Shahjalal University is one of the

renowned universities in Bangladesh. But unfortunately Shahjalal University is not running smoothly

as it was in earlier. As per academic act, a semester must be completed along with result by six

months. But as we see, every semester continues more than six months longer. Henceforth the study

year is being extended. More ridiculously with the notice of exam date many teachers start to take

their classes and finish the course by six to eight classes. The most concerning problem of this

university is academic lingering by student politics, group conflict both from student and teachers’

side and administrative weakness. Sometimes it is created by unavoidable situation and sometimes

students willingly create such a situation which invites academic malfunctioning. Sometimes

university teachers are autocratic and very rigid. Most of the students are being seized by panic about

their potential academic years. From the teachers concern- they are always busy, but busy with own

interest not for the students welfare. As Students’ role is always submissive to the teachers. Because

they think- teacher have such a power to manipulate the result. Every student wants to make his

teacher happy so that s/he can secure a good result. But in case of any deprivation, most students can

not raise their voices loudly, because their fate is tightly tied with the kind hand of the teachers.



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Projecta (Pseudonym, age 24) is a student of English department in Shahjalal University, Sylhet. She

is a student of 2006-2007 batch. Now she is studying at fourth year second semester though she was

supposed to finish her course by this time. And she got her result up to third year first semester.

Projecta shares “In my department, some teachers are very sincere and some are not. Consequently we

start our semester exam in late and in every semester we face the same experiences.” In SUST, most of

the students are concerned about their problems but not actively concerned. All students are worried

about their study and life. Now it is taken for granted that pursuing a four years degree a student need

to pass at least six years. Sometimes students comment negatively towards even their own department

but can not oppose the decision of respective department directly. Because they do not have that

courage to say against the teacher. If they do, then severe penalty from this teacher is must. Even

sometimes students try to organize them to protect against this, but most of these initiation turns into

failure because of some student collaborators of these teachers group. As Projecta says, “I can share

my own experience, in 2008, some senior students of my department were organized and raised their

voice to take the exam in due time. Even they did lock the office of my department too. Then an

emergency meeting was called regarding the issue and it was managed.”

Provath Sorker (age 26) is a student of Economics department in Shahjalal University, Sylhet. He was

a student of 2004-2005 batch. Now he is studying at MSS second semester He has been studying in

this university since last seven years. And he did not get his MSS first semester results yet. As Provath

says, “When I got my admission in this university, I was so exited. Because, my friends, family

members, relatives-everybody was appreciating me. I thought I would be successful one. But in course

of time, I am getting exactly opposite reaction from these people. Because I was a student of 2004-

2005 batch. I already have passed almost seven years but could not complete my Masters program.

But my school and college friends who were admitted at many other private universities, they already

completed their masters and doing job as well.” Now when Provath meets his friends, he feels shy to

talk. Because he can not give any reasonable reply when they ask him about his study. More

importantly, he has a younger sister who is studying at private university, Dhaka, was a student of

2006-07 batch. But she already completed her Honors and studying at Masters too. Though she is two

years junior to Provath, but now their academic status is same. It’s really poking him much.

Sadik Ahmed (age 23) is studying at fourth year first semester of Physics department in Shahjalal

University, Sylhet. He was a student of 2007-2008 batch. He has been studying in this university since

last three and half years. And this department is running smoothly so far in contrast to others. Sadik

thinks that his batch is the luckiest batch in this university. As he thinks—“In the year 2008 and 2009,

Bangladesh was running through the Caretaker Government. Consequently, there was no political

conflict or grouping taken place in this campus. The academic activities were comparatively much

better and congenial. They have smoothly passed these two years. But the same batch students in other

departments are in serious trouble.



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Here, I would say student political grouping is most concerning problem. Secondly, academic

corruption and nepotism pushing this university more in backward position. Irregularities in classes,

result manipulation by the teachers and nepotism creates the environment more unsafe and slow. Most

of the resistance occurred politically. Some beneficiary group always seeks for the clues so that they

can make an issue. Many student leaders always try to keep the administration on pressure. And by

doing this they bring out their own benefit. Because it is obvious (for some cases) that university

authority always makes a balance with the dominant student political leaders. But ultimately all sorts

of movements go against the students’ welfare as well as against the university.

Ornab (age 22) is a student of 2008-2009 batch at Statistics department in Shahjalal University,

Sylhet. Now he is studying at Second year second semester. He has been studying in this university

since last two and half years. And his department is in trouble. And he got his first year results only.

Ornab is actively involved in politics. He thinks Student politics is mostly needed. His all other

roommates are also active in student politics. When he first came in this campus he lived in a mess.

After six months he got a seat in Shahporan Hall and since then he has been doing politics. As he

thinks—“Power is very important to survive properly. We have good access to all-teachers,

administrations any where. Consequently, we do not face problem. Besides, we have very strong unity

and we do favor to general student. We stay beside the general student when they fall in trouble. This

is not a bad practice. We can protest any irregularities. But the academic activities are very tight

scheduled here. That is why I dropped two courses in last semester. Anyway I will recover it soon. I

do believe Teachers’ political grouping is most concerning problem. They invite or create problems

and we get penalty.” Ornab thinks resistance is very important. “We have so many examples in hand

that resistance helps to protect the own right. But general students always scare about movements. In

most of the cases general students support us but do not want to stay in the front line.”

Sourav (age 25) is a student of 2005-2006 batch at Business Administration department in Shahjalal

University, Sylhet. Now he is studying at MBA first semester. He has been studying in this university

since last six years. Sourav is a meritorious student. He studied regularly in his honors program. He

was in first position up to fourth year first semester. But his honors last semester result changed his all

previous records. As Sourav explains—“Though I had very good academic relations with my teachers

but unfortunately two of them could not tolerate me. In my last semester these two teachers took two

different courses and intentionally gave me very low grade score. More ridiculously I secured highest

grade in all other courses but unfortunately I was deprived in these two courses. Consequently I

became second in my honors. Everybody in my department knows this matter. But I did not react to

this. Because I thought I have to complete MBA here. If I do complain against them they will be more

vindictive to me. Thus I remain silent.” I think academic deprivation is very dangerous. Teachers’ role

is very important in a university. If a teacher likes a student, he can be reached at peak point. And in

contrary if a teacher dislikes anyone, he will go to vile dust. This is very unfortunate and unexpected,



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but in fact these are common phenomenon. As Sourav expressed “I support students’ movement to

secure deserved right. But unfortunately sometimes a genuine case turns into a political issue.

Because, in my experience authority is always supportive towards the teacher. So it is very hard to

reveal the real fact against the domination of authority.”

Shamoly (age 24) is a student of Anthropology department in Shahjalal University, Sylhet. She was a

student of 2006-2007 batch. Now she just completed Fourth year first semester. She has been studying

in this university since last four and half years. Shamoly was very good student in her school and

college life. But after getting admission in SUST she joined in a cultural club. She passes most of the

time with her club activities and gives a poor effort to her own study. She acknowledged as- “I study

only at exam time. Because almost in every semester, my course teachers take classes seriously only at

prior to exam time. So I can manage my time for study at prior to exam date. Rest of the time I do

tuitions and give much time to my cultural club.” Actually in all public universities student politics is

the main problem. Besides this teachers grouping, session jam, and many other underlying problems

keep us uncomfortable and unsecured.” She opines “I think student can do anything if they properly be

organized and strongly motivated.” A student can not say ‘no’ to a teacher. Some teachers do

pretension always. They every time show off as an honest person but in reality they are quite opposite.

These double standard people are very vindictive. Sometimes students pass comments negatively

about these type of teachers but can not oppose them directly. Because they do not have that courage

to say against the teacher. If they do, then these teachers will be more destructive. Likewise, very

unfortunately public universities are time consuming and bring uncertainty. That is why Shamoly

determined that she will do her masters from any private university. And many of her friends have the

same plan too.

Probal (age 22)is a student of Architecture department in Shahjalal University, Sylhet. He was a

student of 2008-2009 batch. Now he is studying at second year second semester He has been studying

in this university since last two years. As Probal says—“I am happy with Shahjalal University. In

SUST Architecture department is very new but my teachers are very helpful and qualified. We face

some problems when we try to make a project- because in most cases project materials are not

available in Sylhet. Besides our library is not that reach as required. Nevertheless, my teachers try to

recover those shortages. Very importantly our department frequently arranges project display

programs. And by doing this they appreciate students if anybody does a good project work.”

Student politics, grouping, Administrative malfunctioning are common problem in a public university.

Since every individual department starts and close semester as their convenience. Hence, there is no

harmony among the departments of this university. Some departments are very smooth running and

some are in trouble. Thus students from same academic batch complete their graduation at different

times. It carries a bad impression outside the campus. I think, resistance is always destructive in a

university. It is like self killing of a student. Because any student movements is harmful for the student



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in long run. Though it is true that resistance ensures and reminds the result of irregularities. So

considering it as a protective power is positive but in many times resistance leveled as a destructive

tool of politics.

Pulok (age 23) is a student of Computer Science and Engineering department in Shahjalal University,

Sylhet. He was a student of 2007-2008 batch. Now he is studying at fourth year first semester. He has

been studying in this university since last three and half years. Pulok is a studious student. He studies

regularly and participating all academic seminars and tutorial. He is happy with the academic

environment. Pulok and his friends are lucky because during caretaker government, there was no

political unrest. University was running smoothly without any disturbance. As Pulok says “I

personally support students’ movement if it is necessary. For example, in last semester our semester

fee was much higher than previous time. General students protest this decision. We know most of the

students of public university are from middle class family. It should be a great concern of the authority

whether these students can effort these or not. But unfortunately sometimes a genuine case turns into

a political issue.”

Ashik Ahmed (26 years) is a student of 2004-2005 batch at Mathematics department in Shahjalal

University, Sylhet. Now he is studying at masters second semester. He has been studying in this

university since last six and half years. Ashik shares his experience as —“I knew earlier that public

university graduation takes time. Though I am spending my valuable seven years to complete my

masters but I have nothing to do. University system as a whole responsible for this situation. No one is

individually liable for that. University teachers, students officers all are equally responsible for

creating session jam. Students urge movements sometimes for a simple matter, university teachers do

not obey their assign duty and the officers are not performing their job perfectly. Thus this situation is

obvious. We are not repentant for that.”

Today most of the public universities in Bangladesh face the same problem. Irregularities in classes,

Delaying of result by the teachers and nepotism creates the environment more uncomfortable.

Sometimes problems created by teachers and sometimes students create such a situation which destroy

academic smoothness. Ashik Ahmed thinks most of the student voices are not expressed openly.

Students usually share their views silently. Loud speech or direct voice against the power holder is

absent. Sometimes we feel students’ movement is necessary in many sensitive cases- which go

against humanity and law.

Rasik (age 22) is a student of Bangla department (2008-2009 batch) in Shahjalal University, Sylhet.

He is studying at Second year second semester. He has been studying in this university since last two

and half years. Rasik is an active member of debating club.

Rasik is actively involved in debating club. He is studying Bangla. He is a regular student. And beside

his study he gives time to debating club. He thinks, academic environment of his department is very

congenial. He says “Session jam is a common phenomenon in public university. I console myself that



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many students are not getting chance to take the taste of public university. So we should not be tensed

more.” Student politics and their political grouping to show the power is very common and

problematic. Within the form of political government student political group try always to get benefit

from different sources. As a result, the gainer and the looser- these opposite group engaged in group

conflict. Resistance for welfare is positive. But without a valued reason it affects negatively. We must

remind that, resistance is power and power tends to corruption. Thus for valued reason students voices

should be loud and but it should not be supportive to the beneficiary group.

Siraj Uddin (age 44) is an Associate Professor of Chemistry department in Shahjalal University,

Sylhet. He was a teacher of Jahangir Nagar University. And he joined in Shahjalal University in 1999.

He has been teaching in this university since last ten years. Siraj Uddin is the eldest son in his family.

He is married. His wife is an assistant professor in a public University too. He has a son and a

daughter. His native district is Chitagong.

Siraj Uddin is senior teacher in his department. He takes classes regularly and very caring to students.

And besides his teaching he is actively involved in many administrative committees. Thus he is found

always busy. He thinks, academic environment of his department is very congenial. He says “Session

jam is a serious problem in public university. And we all are responsible for that. Because we can not

publish result in due time. We can not take semester final exam in due time. We try our level best and

sometimes we become failure to maintain the academic calendar. As he mentioned “Student unrest

and their political grouping is severely affecting the academic environment. Some defaulter students

create obstacle towards the smooth running of academic activity. Required number of faculty is also

needed.” Siraj Uddin thinks, “I must say resistance is the democratic right of the students. But the

forms of resistance must be constructive and for valued reasons. And it should be congenial towards

the environment.”

Faisal Shahriar (age 36) is an Assistant Professor of Economics department in Shahjalal University,

Sylhet. He was a student of Shahjalal University. And he joined as a lecturer in Shahjalal university in

2000. He has been teaching in this university since last nine years.

Faisal Shahriar is the only son in his family. He is married. His wife is a banker. He has a daughter.

His native district is Habiganj. Faisal Shahriar is not a popular teacher in his department. He takes

classes regularly but not friendly to students. And besides his teaching he is actively involved in

teachers’ political group. Thus he is found always busy. He thinks, current situation of Shahjalal

University is very good than the other universities. He says “Student politics is good. I was involved in

politics while studying here. But now the students’ political grouping is disturbing others.”

“Students’ political grouping, limited teachers in the faculty and the administrative shortcomings keep

this university far behind. Students never can be friend of a teacher. If so, then they will be harmful to

me. Thus I always maintain a gap with the students. I think student can be a part of resistance if they

properly be organized for their rights. Many students are not concerned about their own rights. Most of



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the time student reacts whimsically not for certain reasonable vision. And it makes us helpless

sometimes.”

Limitation of the study:

It was not an easy task for me to reveal the existing facts of public university. I acknowledge about my

limitation of this study. I selected this university purposively for the convenience to observe the

scenario. The present study will get only the insight about the problem. Further details study is

important to know the whole aspects of hidden transcript. It is difficult for me to cover all the public

universities effectively. Nevertheless I am happy with my limited resources and I will go ahead for

further research including all public universities in Bangladesh.

7. Conclusion and Recommendation

Any pattern of satisfaction provides a fairly reliable guide to who gives orders and who receives order

in that society. At the top are those who give orders to virtually all and take none, at the bottom are

those who take orders from virtually anyone and give orders to none. The problem we face in

examining a public transcript of difference- how can we estimate the impact of power relations on

action when the exercise of power is nearly constant? Hence the explorations of hidden transcripts will

reveal the truth. The hidden transcript of Shahjalal University has so many variations in kind and

practices. Many kinds of agencies are working in parallel way and boosting up a rigid autocratic

format of ideologies. The art of resistance in this University is not open enough or loudly represented.

Concerning the social or cultural issues students become exited more but they are not consciously

concern about their own fate. From this investigation, I found in almost every department that the

students are suffering much of academic deprivation and domination. But their role is always

submissive to the respective teachers. Because students fate is on teacher’s hand. Nonetheless, in

terms of any general issue students initiates a lot – human chain, movement, seminar etc. The truth

which reveals out is very dangerous.

The student politics has gripped the academic environment very badly. Many student political groups

have a good link with the dominant teachers and with administration too. Panic seizes the confidence

of guardians. Then after being a regular student of a particular department, a student starts to face

disciplinary politics- teachers’ psychology, teachers’ motive, teachers’ grouping etc. Academic

domination and deprivation begins here. Some are able to maintain this cultural capital (such

disciplinary politics), some are not. Most of the time, the deprived students remain silent without

exceptions. But in some cases students urge movements and the hidden transcripts come out with a

blast. It is true that all kind of irregularities or problems are known to students-because they share to

each other at offstage. But do not say loudly or open the mouth in formal. Students have phobia about

the power of teachers or power holders. They think, if they say against any teacher, then he might be

more vindictive and destructive. Because a student has to face a teacher several times in different

courses. Hence there is no chance to escape from there.



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In contrary, concerning the general student issues, these students become more active and are a part of

resistance. Unfortunately, very often student political leaders are being a part of general student

movements and sometimes it goes beyond control of the authority. In these cases the university remain

close and session jam creates and being extended.

Henceforth, it is high time to give higher priority to the hidden problems of public universities in

Bangladesh. Academic environment should be congenial and it should be a part of national goal truly.

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