We shall not conform! Or shall we?

By Racheal Adriko

The current spate of school strikes in Uganda calls for diagnosis and most importantly lasting solutions. In every society, schools are sacred institutions charged with the transmission of knowledge and cultural values.

Historically, pre-1990’s the magnitude and nature of today’s strikes were unheard of.

Not to say that students did not strike, they did – but, via peaceful demonstrations. This new age of strikes shown by our young generation where students are burning down buildings, desecrating property, marching to the streets in droves and disrupting daily economic and societal activity is cause for alarm.

With the rise of informational technology and with increased globalisation, communication between people travels at the speed of lightening. This can open room for copycat activities in the evolution of a strike. For example, if students in the west strike today, right now - at this moment – in this very instant, students in the north will have the minute details of the strike via a text, Facebook, email, Twitter or a MMS photo exhibit. With the dissemination of information, large groups of people can be easily mobilised thus compounding the work of the police and other administrative agents in intervening.

Strikes in and of themselves are not bad. Strikes take place when other means of peaceful resolution have been blocked, suppressed or deemed non-existence. Labour has used strikes the world over as a favorite means of conflict resolution. The Quebec student strike of 2012 illuminated the connection between students and the labour movement. Strikes exhibit themselves as a Trojan Horse. In other words, there are more hidden, deeper causes or meanings behind a strike.

So why are the strikes so rampant? According to sources interviewed, strikes are the last straw that breaks the camel’s back. Many of the students interviewed from a cross section of age groups and districts cite poor educational facilities, tuition hikes, harmful institutional culture, hidden tuition costs, embezzlement, mismanagement of funds and a lack of healthy dialog between students and administration.

Lasting solutions begin with authentic reflective practice and further exploration in the continued improvement of institutional culture. By this I mean:

1. Administrative Transparency: It is imperative that we re-energise our students of the significance of the school as a sacred place for the dissemination of knowledge and emancipation of a people. Listening to and affirming the students’ voice is the first step in this re-energising. Administrators should be more transparent, and integrate students and families into the decision-making processes that impact every day school life. Whenever possible, involve students in cross-policy making. Teach them and model the unique soft business skills of problem solving, persuasion and communication. This early intervention will calm the wind before the storm. Proactive problem solving begins with listening and affirming that there is room for growth.

2. Harness the Power of the Ringleaders in Proactive Dialog: Ringleaders are opinion leaders; they are the mouthpiece - the spokesperson for the people. Integrate ringleaders into positive problem solving. They should be part of the glue that brings resolve. Violent ways of quelling strikes are not the solution to the problem. They are a quick bandage fix that never really deals with the problem. After the tear gas dissipates the root problem remains. You cannot suppress ideas. The study of ethics, integrity, and the issues around socio-emotional wellbeing are important aspects to integrate into the curriculum.

3. It takes a village: As these strikes continue to be rampant, it is important to note that the students are not the only marginalised party. Teachers also face the erosion of programmes and support due to economical climates. How can we channel all of the stakeholders’ voices to a space and place of transparent open communication? Student Government Associations have been known to be a strong link in effective dialog between all school stakeholders. Parent Teachers Associations are also a cornerstone in supporting the student experience. School climate surveys can also be an added benefit in determining the pulse of a school. We should also acknowledge and always provide, wherever possible, professional development for our administrators and teachers. At the end of the day, as educators, we have one goal, and that is to keep students in class, engaged in learning.

4. Human Resources Officer or Conflict Resolution Officer: Every great organisation has a human resource department whose primary role is serve as a link between an organisation’s management and its employees. It is vital that we look into our school district structures to ensure that administration and the student body have a system put in place for enduring conflict resolution. This entails the channeling of grievances, mediation, negotiation and collective problem solving. Qualifications for this role should encompass knowledge in psychology, anger management, staff development, peaceful resolution strategies, cultural awareness and strong communication skills. The beauty of this office is that they act as a neutral, independent body that supports both the students and administration, especially when the school is not in a position to provide the demands of the students or where dialogue is gridlocked.

5. On legislation: In  2012 the province of Quebec passed bill 78, which stated: “…no student is denied the right to receive education at the school they attend, and no one may impede the school's ability to provide it”. The law restricts protest or picketing on or near university grounds. The above policy provides a framework on how another country has dealt with the issue of student strikes. I use this as an opportunity to evoke healthy debate on whether we need to explore the idea of policy to govern these issues.

Racheal Adriko past experience include working for the City of Cambridge as a public school teacher. She currently works as a school director for a private school in the US overseeing Co-Curricular Programs. Racheal is currently completing a Masters in Educational Leadership at Simmons College and is a fellow of a tertiary mentoring program at the John F. Kennedy School of Government at Harvard University through the Center for International Development.