School of Education hosts discourse on primary school riots

Student activism in Africa has historically been prominent in universities and occasionally in secondary schools. However, in Malawi, the emergence of multiparty democracy in the 1990s brought about a surge in cases of student activism in secondary schools. In more recent years, primary school students in Malawi have also been making headlines by taking to the streets in protest on various issues. This shift from the typical landscape of student activism in the education sector has raised questions about the underlying causes of such incidents. On 24th January, 2024, Dr. Peter Namphande, Executive Dean of the School of Education, presented his recent research, examining the factors behind primary school student riots.

The talk by Dr. Naphande focused on a unique case involving Standard 8 primary school pupils, who staged riots to protest against the relocation of a Standard 8 teacher that they held in high regard. The study aimed to unravel whether these disturbances were a manifestation of genuine young citizen activism, with the pupils’ voices being marginalized, or if there was an element of manipulation by teachers as a form of resistance to the relocation.

In his presentation of the findings of the research, the presenter observed that the pupils expressed grievances similar to those seen in higher education and secondary schools. The research therefore suggests that, despite their age, these young pupils might have been influenced by broader societal issues and perceptions of injustice.

“What prompted me to undertake this research study is my keen interest in issues related to student activism, students’ rights, and democracy in education,” Dr. Namphande said. “After learning about a riot at a particular school, I became intrigued and decided to conduct the research. When I visited the school, I initially thought the riots were related to student activism, as that was my primary focus. To my surprise, I discovered that it was more of a conflict among teachers, and the students were merely victims who reacted to being victimized.”

The research called for a closer examination of the power dynamics between teachers, students, administrative authorities, and surrounding communities in both primary and secondary schools. The findings also highlight the importance of addressing grievances among students, irrespective of their age, to foster a more inclusive and participatory educational environment.

The seminar was followed by a session of questions and answers from both the attendees who were physically present and those who participated online. Mr. Cobbener Sungani, an Instructor in the Department of History, Archaeology, and Heritage Studies, who attended the seminar in person, expressed how insightful it was.

“As a young scholar, I’ve learned that seminar presentations demand meticulous research, involving the careful selection of theoretical frameworks and appropriate methods for data collection,” he said. “The presenter exemplified this by conducting thorough research on the topic and presenting well-supported claims. Feedback obtained at such seminars can help to strengthen one’s paper, incorporating or adjusting elements based on the insights contributed by fellow scholars.”