Vol. 30 No. 10
SAFAR 1438 l OCTOBER 2016
Making some sense of the student protests IN a khutbah delivered at Claremont Main Road Mosque, DR SHUAIB MANJRA, an elected member of Council at University of Cape Town (UCT), while expressing solidarity with most of the demands of students in the current FeesMustFall campaign, also voices his disagreement with the mode of engagement of the current student protests. This is a slightly abridged and edited text of the khutbah delivered on Friday, October 7, 2016.
S we celebrate the arrival of Muharram, we celebrate it less as the beginning of a new year but more for the signal events that occurred during this period in Muslim history. Foremost among them was the martyrdom of the grandson of the Prophet, Imam Husayn. Imam Husayn’s struggle for which he sacrificed his life was the embodiment of social justice. More specifically, he challenged the notion, manifestation and abuse of inherited power and privilege. Power and privilege as a birthright blighted our early history and tore apart the early Muslim communities – a sad legacy that remains to this very day. Today, countrywide, we see a similar challenge to inherited power and privilege by students around the country. These students face exclusion in multiple ways, both through the historical legacy of apartheid and the policies of a craven and corrupt current political class. The legacy of apartheid remains embedded in society and our institutions, many of which remain untransformed. These institutions systematically or
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socially exclude people of colour. On the other hand, the current political class callously disregards the struggles of the poor in their quest for corrupt accumulation or incompetent leadership. I need not remind you that education in Islam in not only a right, it is an imperative. This imperative is embodied in the very first revelation: ‘Iqra’ – an instruction to read. Numerous other verses in the Quran point us to this imperative of knowledge, reflection, wisdom and action. The Prophetic exhortations (ahadith) support this with a variety of narrations encouraging the seeking of knowledge – as being a compulsory act (fard) or seeking it wherever it can be found, from the cradle to the grave. It is because of this that we have a reflexive empathy with the plight of students and solidarity with their demands or, at least, with most of their demands. Many of us are shocked and disturbed by the images that we have seen in the media – both of private security and police brutality but also of student violence and gratuitous destruction of property. Many were disturbed when this occurred in the 70s and 80s as well – but for entirely different and more clear-cut reasons. However, we need to recognise that each generation seeks to fulfil its own mission, in the words of Frantz Fanon: ‘Each generation must discover its mission, fulfil it or betray it …’ In encouraging that, we must take caution from George Orwell that, ‘Every generation imagines itself to be more intelligent than the one that went before it, and wiser than the one that comes after it.’ Thus we need to get accustomed to a new normal, where students and youth begin to assert their new positions and new identities in ways that may be unfamiliar to us, and also in conflict
with our sensitivities. We also begin to confront new terminology which some of us find alien, and others alienating. Foremost among them are decoloniality, intersectionality, positionality, able-ism, alienation, critical pedagogy, accelerated transformation, inclusivity, micro-aggressions and many others. Of course, many of these have to be deconstructed to be clearly understood but if we are to understand the new generation, it is imperative that we seek out such understandings. Students’ demands around the country vary but I will speak from a unique UCT experience since I cannot claim to understand the nuances elsewhere – except to say that the rallying cry around the country is for fee-free education: education that is accessible to all. Linked to this is the call for the decolonisation of the curriculum. UCT students have two additional specific demands that trump others. Their foremost demand is the lifting of the expulsion of the five expelled or rusticated students. The other specific demand is that the university convenes a process of restorative justice. The students call it Shackville TRC, while the university prefers an Institutional Reconciliation and Transformation Commission. Most of these issues are interlinked in one way or another. The student struggles also need to be seen within a broader political landscape, which includes the failure of the government to deliver basic human needs; a shrinking economy with an attendant reduction in job opportunities; a failed political leadership; wastage of enormous state resources through corruption and maladministration; and, importantly, a contest for political space among numerous new role-players, particularly with the emergence of the EFF and PASMA.
Imam Ebrahim Mthokozisi Maseko, who leads the Rockville Masjid congregation in Soweto, is of the view that darul ulooms in South Africa invest more in attracting students from abroad than in indigenous black Muslims. He also attributes the lack of growth of Islam in South African black townships to the absence of sustainable outreach programmes for the benefit of indigenous black Muslims. See page 9 for the full story, which is part of our Imam Narrative series. Photo IQBAL TOBELLO/AWQAF SA
We also need to be cognisant to issues which have local solutions, and those which are far beyond the reach of university leadership. These issues are far too broad to cover here today [in a khutbah] or with any degree of nuance but
I will touch on some salient issues. The issue around free education is a compelling but vexed one. CONTINUED ON PAGE 6
MINARA BUSINESS RECOGNITION AWARDS Special Feature : Pages 20 & 21
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