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Edward Said’s emphasis on the connection between universities, critical freedom, and solidarity with oppressed people highlights the responsibility of academic institutions to engage with and contribute to social justice movements.
by PROFESSOR ASLAM FATAAR
SOUTH AFRICA has been navigating its post-apartheid democratic path for 30 years. Democracy is on the back foot, with the nation’s institutions eroded and weakened. Consequently, public confidence in democratic institutions’ capacity to create a fair, just, non-sexist, and non-racial society has declined.
The new Government of National Unity promises democratic rejuvenation, yet this path is not clear as the damage done to our country’s institutions is deep and complex. As a university academic, I find it critical to reflect on democracy and citizenship, especially considering the role of higher education in nurturing democratic values and active engagement regarding the country’s and planet’s future.
Universities must be grounded in democratic principles and actively contribute to fostering and preserving a democratic ethos. Institutions are crucial in sustaining democracy and need ongoing protection, adaptation, and enhancement.
Higher education is meant to cultivate virtues such as respect, resilience, dignity, non-racialism and gender equality, and provide a constructive platform for robust public discourse. Universities safeguard against anti-democratic rhetoric propagated by political entities, promoting awareness and enabling informed debate.
Professor Edward Said, born in 1935 and deceased in 2003, was one of the most influential scholars of the 20th century and a leading advocate for Palestinian liberation. His 2005 essay titled ‘On the University,’ published posthumously in the journal Alif: Journal of Comparative Poetics offers a thought-provoking examination of the role and purpose of universities in society.
In this essay Said argued that universities should be spaces of critical thinking and open discourse, free from external pressures such as political or economic influences. He emphasised intellectual independence and the need for universities to foster environments where diverse ideas can be discussed and debated.
More broadly, Said criticised the increasing commercialisation and bureaucratisation of universities, which he believed undermined their core mission of promoting knowledge and understanding. He warned that aligning too closely with government or corporate interests can compromise academic independence and create environments where specific topics are censored or discouraged.
Said highlighted the university’s role in promoting social justice and addressing societal inequalities. He argued that higher education institutions are responsible for engaging with the broader community and contributing to the public good. He called for a recommitment to the core values of higher education: independence, critical inquiry, and dedication to social betterment.
Linking Said’s views to the current-day Palestinian struggle, we, as South African education academics, must condemn the destruction of educational infrastructure in Gaza by Israeli forces. Drawing from our painful history of apartheid education, which inflicted profound suffering and limited opportunities for black South Africans, we are acutely aware of the devastating effects of educational violence and inequity on populations under colonial occupation and apartheid.
Said’s emphasis on the connection between universities, critical freedom, and solidarity with oppressed people highlights the responsibility of academic institutions to engage with and contribute to social justice movements. This critical connection is central to the core mission of higher education institutions, which is to promote critical inquiry and challenge established norms and ideologies.
Universities are uniquely positioned to provide a platform for discussing and addressing injustice and oppression worldwide, encouraging students and scholars to examine the root causes of these problems and explore potential solutions. In the case of Palestine, this means actively engaging with the historical and political context of the conflict, amplifying marginalised voices, and advocating for an end to the occupation and violence.
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Universities must be at the forefront of the anti-Zionist resistance and call for an end to the genocide in Gaza.
This involves more than just academic analysis; it requires a commitment to action and advocacy, using the resources and influence of academic institutions to support the cause of justice. By fostering an environment where critical discussions about Zionism, colonialism, and imperialism can occur, universities can contribute to a broader understanding of the issues and help marshal efforts to bring about change.
This type of intellectual vision and critique is the hallmark of democratic commitment in current times. In an era where political and corporate interests often threaten academic freedom, universities must reaffirm their dedication to independence and social responsibility. By championing the rights of oppressed people and challenging systems of power and domination, universities not only uphold their democratic ideals but also inspire future generations to continue the struggle for justice.
Universities can drive meaningful change as centres of learning and innovation by equipping individuals with the knowledge and tools necessary to address complex social issues. By actively participating in the fight for justice in Palestine and beyond, universities can help build a more equitable and just world, embodying the true spirit of democratic engagement and intellectual freedom.
The ongoing educational crisis – referred to as scholasticide – in Gaza is causing profound and lasting damage to the prospects of Gazan children. Our pro-Palestinian activism must be grounded in the call for an end to both the genocide and the occupation. Said’s ethical vision demands no less from us. Anything less from the education and academic community would fail to meet the imperative of standing in solidarity against one of the most brutal forms of genocidal and educational devastation.
- Aslam Fataar is Research Professor – Higher Education Transformation in the Department of Education Policy Studies, Stellenbosch University.
