Abstract:
This study explores the nature and dynamics of student activism at the University of Zimbabwe (UZ) and explains why there has been increased silence at a time when the number of student grievances has increased. Historically, increase in the number of student grievances provided fertile ground for student activism. Findings established that student activism at the UZ since independence in 1980 can be classified into phases. These phases were created on the basis of information obtained from former and current student leaders/activists and students. The study presents the causes, reasons and nature of student activism for each phase. Findings from the study show that university authorities and students have different perspectives on student activism to such an extent that accusations and counter-accusations between them characterize their viewpoints. The study also explores the nature and dynamics of student activism and university and state responses to student activism. It uses Ralf Dahrendorf’s contributions to conflict theory and Michel Foucault’s analysis of power to explain the encounter between students and authorities. The study also identified the factors that incapacitated student activism in the 2009 to 2012 phase in such a way that there has not been a corresponding intensification of student activism in relation to students’ increasing grievances.
