When learning challenges power: Students, speech, and the limits of freedom

By Raqif Makhdoomi* 

We were told, “Knowledge liberates.” Today, the reality often appears otherwise. Knowledge seems to unsettle power, and those who speak through it frequently face consequences. The continued incarceration of Sharjeel Imam and Umar Khalid for several years is cited by many as an example of how dissenting voices rooted in education and political awareness can be treated. Their supporters argue that education compelled them to question what they believed was unjust and to resist it.

Educational institutions have long served as centres of debate and resistance. Students, at various points, have mobilised to challenge policies and, at times, forced governments to reconsider decisions. In recent years, protests against policies perceived as anti-student have gained visibility. Student-led movements in countries like Nepal and Bangladesh have demonstrated the potential of youth mobilisation, where sustained protests contributed to significant political change. These developments have reinvigorated discussions around the role of student movements in shaping democratic processes.

In India, universities have increasingly become sites of political engagement. Protests have emerged over issues such as proposed education reforms, fee structures, and access to higher education. In Tamil Nadu, opposition from student groups and teachers led to the withdrawal of the Tamil Nadu Private Universities (Amendment) Bill, 2025, amid concerns over privatisation and rising costs. Similarly, demonstrations in places including Lucknow and Jammu and Kashmir over proposed University Grants Commission equity regulations drew attention to fears of reduced access for disadvantaged groups, with the Supreme Court of India reportedly intervening in aspects of the matter.

Institutions like Jawaharlal Nehru University have historically been associated with student politics. Leaders such as Kanhaiya Kumar emerged from such spaces, reflecting a tradition of political engagement among students. Movements against policies like the Citizenship Amendment Act and the proposed National Register of Citizens saw participation from students and activists, including individuals such as Gulfisha Fatima.

Despite institutional pressures, universities and colleges continue to be seen by many as spaces where democratic values are debated and defended. In one instance, student suspensions at Ambedkar University Delhi over protests were challenged, with the Delhi High Court intervening.

It is often argued that education encourages questioning, while the absence of it can make individuals more accepting of authority. Debates over curriculum changes and the interpretation of history reflect broader tensions about how knowledge is shaped and disseminated. These concerns are not new. During colonial rule, measures such as the Vernacular Press Act were introduced to control the flow of information and suppress dissenting voices, illustrating a long-standing relationship between power and the regulation of expression.

A recent example cited in this context involves a final-year law student, Rishi, who wrote about alleged issues within the judiciary. The article reportedly drew criticism from some members of the legal community, leading to pressure on his institution. At the same time, others, including lawyers and journalists, expressed support, framing the issue within the broader principle of the right to freedom of speech and expression. The episode has raised questions about the boundaries of criticism and the response of professional communities to internal scrutiny.

Such incidents also prompt reflection on legal education itself. Questions are often raised about whether law schools adequately prepare students to uphold constitutional principles in practice, especially when they encounter real-world pressures. The tension between theoretical learning and lived experience can shape how students perceive the law and its application.

Debates around curriculum have also extended to literature and history. At University of Jammu, the reported removal of figures such as Muhammad Ali Jinnah, Allama Iqbal, and Mirza Ghalib from parts of the syllabus has sparked discussion. Critics argue that excluding such figures does not erase their historical or cultural significance, while supporters may see it as part of curricular revision. The debate reflects broader anxieties about how history and literature are taught and interpreted.

Allama Iqbal’s poetry, often invoking themes of selfhood and aspiration, continues to resonate with many. His famous lines urging individuals to rise above limitations are frequently cited in discussions about youth and empowerment.

The broader question that emerges is about the relationship between knowledge, dissent, and authority. Across contexts, the expression of ideas—whether through academic work, protest, or writing—has the potential to challenge established structures. How societies respond to such challenges remains central to the health of democratic institutions.

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*Law student, human rights activist, UAPA undertrial who has spend two years in jail under UAPA and PSA charges