Introduction
Academic freedom in Zimbabwe is currently at one of its lowest levels in history. Regionally, the country also ranks as having one of the lowest academic freedom index in sub-Saharan Africa (Academic Freedom Index, 2024). As a cornerstone for democratic and free societies, it is essential that students and scholars can pursue education, research and knowledge without the fear of repercussion. However, in Zimbabwe, academic freedom remains precarious, constrained by political interference, economic hardships, and legal ambiguities. This has profound implications for both human rights and education, as the suppression of academic freedom not only limits individual expression but also undermines the development of a society that values knowledge, critical thinking, and innovation.
A Historical Context of Suppression
Zimbabwe’s struggle with academic freedom has deep historical roots, tracing back to its colonial past. During the era of British colonial rule, the government employed various strategies to control academic discourse, including surveillance and deportation of academics deemed subversive (Mushawatu, 2023). This tactic continued post-independence, with the government of Robert Mugabe using similar methods to silence critics and maintain control. A major way in which Mugabe curtailed academic freedom was though the University of Zimbabwe Amendment Act of 1990, which reduced democratic freedom within universities, and made Mugabe officially the chancellor of all state universities in the country (Mashininga and Mukeredzi, 2019).
Since Mugabe’s ousting in the 2017 coup, academic freedom has continued to decline. In the last 7 years, deportation has resurfaced as a tool for stifling academic inquiry. This can be seen in case of the Good Governance in Africa (GGA) researchers being deported in 2023. These researchers, intending to study the political landscape around the critical August elections, were barred entry into the country (Mushawatu, 2023). This example illustrates a broader trend of how the current Zimbabwean government considers academic scrutiny as a threat, and not as an opportunity for greater societal freedom. This alarming use state power to limit academic freedom has far reaching consequences and without change, will continue to tarnish the right to education and freedom of opinion in Zimbabwe.
Legal and Constitutional Ambiguities
Zimbabwe’s constitution, which was adopted in 2013, clearly outlines fundamental rights regarding education and its protection as well as academic freedom. Section 75 of the constitution explicitly mentions the right to education, and that every citizen and permanent resident of Zimbabwe should have access to it (Zimbabwe Lawyers for Human Rights, 2019). Section 61 enshrines the right to freedom of expression, including the freedom of scientific research and creativity, however, Section 62 conversely restricts the right to access information for citizens and permanent residents only (Zimbabwe 2013 Constitution, 2013). This contradictory legal framework creates a loophole that allows the government to restrict foreign researchers’ activities under the guise of legal compliance (Mushawatu, 2023).
This legal ambiguity poses a significant threat to academic freedom, as it gives the government power to exclude foreign academics from participating in research on public institutions. This therefore restricts diverse opinion and discourse, and greater research on governance, human rights, and development in Zimbabwe. By limiting access to information and deporting researchers, the government not only contravenes the spirit of academic freedom but also undermines the pursuit of transparency and accountability.
Impact on Education and Human Rights
The suppression of academic freedom in Zimbabwe extends beyond the academic community, affecting the broader education system and society at large. Education is a fundamental human right, essential for the fruition of other rights and for the empowerment of individuals and communities. When academic freedom is curtailed, the quality of education suffers, as does the ability of students and scholars to engage critically with societal issues.
In Zimbabwe, the interference in academia illustrates a broader symptom of a culture of government suppression of opinion. In 2020, the Office of the United Nations High Commissioner for Human Rights (OHCHR) voiced concern over allegations that the authorities in Zimbabwe may have used the COVID-19 pandemic to limit freedom of expression and the right to peacefully assemble (UN News, 2020). While health workers were protesting for better working conditions and salaries, violent force was used against them, with many being arbitrarily arrested, including some journalists and members of the opposition party (UN News, 2020).
The recent elections further highlight a system that is suppressing human rights, political opposition and a peaceful democratic process. Although there were 11 candidates for the presidential campaign, the competition was seen as a contest between two main leaders. The first being Coalition of Change (CCC) leader Nelson Chamisa, and the second being Emmerson Mnangagwa, from the governing Zimbabwe African National Union – Patriotic Front (Zanu-PF) party (Nyoka, 2023). The Zanu-PF party has been in power since Zimbabwe’s independence and while they did oust Mugabe in 2017, many human rights advocates, such as Amnesty International and Human Rights watch have argued that little has changed politically (Nyoka, 2023). During the campaigning, CCC activist, Tapfumaneyi Masaya was kidnapped and murdered while another member of the party, lawmaker Takudzwa Ngadziore, was abducted and tortured (The Guardian, 2023). Chamisa later resigned, citing Zanu-PF infiltration of the CCC and corruption as the reason for his decision, ultimately leading Mnangagwa and the Zanu-PF party to victory (BBC News, 2024).
Parallels with Broader Human Rights Issues
The situation of academic freedom in Zimbabwe is reflective of broader human rights challenges in the country. Freedom House classifies Zimbabwe as “not free”, highlighting issues such as restrictions on freedom of speech, assembly, and the press (Freedom House, 2024). The suppression of academic freedom is part of this broader pattern of limiting civil liberties, which is characteristic of authoritarian regimes that prioritise control and power over openness and accountability. Therefore, Zimbabwe’s repression of academic freedom represents an assault on the right to education. In these contexts, education is not merely a victim of conflict and authoritarianism but a critical battleground where the struggle for rights, justice, and democracy plays out.
The Way Forward
To improve academic freedom in Zimbabwe, there must be a commitment to broader political and legal reforms. This includes revising the constitution and Zimbabwe’s legal framework, to provide unequivocal protection for academic freedom, including the rights of foreign researchers. Furthermore, the Zanu-PF government must recognise the value of academic freedom as a vital component of a thriving, democratic society and take steps to ensure that universities can operate free from political interference. If that is not possible, then the international community, including academic institutions, human rights organisations, and governments, should continue to condemn and act against infringements on academic freedom. By advocating for academic freedom in Zimbabwe, the global fight for the protection of education and human rights will be strengthened.
References:
- Academic Freedom Index. Academic Freedom Index. 2024. https://academic-freedom-index.net/.
- Mushawatu, Zachariah. Deportation as a Tool to Stifle Academic Freedom. University World News, August 25, 2023. https://www.universityworldnews.com/post.php?story=202308242015511.
- Mashininga, Kudzai and Mukeredzi, Tonderayi. Mugabe: From Glory to Misery, Especially for Students. University World News, September 14, 2019. https://www.universityworldnews.com/post.php?story=20190911161959567.
- Zimbabwe Lawyers for Human Rights. What Is the Right to Education? Fact Sheet. 2019. https://www.zlhr.org.zw/wp-content/uploads/2017/01/2015-Right-to-Education.pdf.
- Zimbabwe 2013 Constitution. Constitute Project. 2013. https://www.constituteproject.org/constitution/Zimbabwe_2013.
- UN News. Zimbabwe: COVID-19 Must Not Be Used to Stifle Freedoms, Says UN Rights Office. United Nations, July 29, 2020. https://news.un.org/en/story/2020/07/1069011.
- Nyoka, Shingai. Zimbabwe Elections 2023: What You Need to Know. BBC News, August 22, 2023. https://www.bbc.com/news/world-africa-65775996.
- The Guardian. “Abducted Zimbabwe Opposition Activist Tapfumaneyi Masaya Found Dead.” The Guardian, November 14, 2023. https://www.theguardian.com/world/2023/nov/14/abducted-zimbabwe-opposition-activist-tapfumaneyi-masaya-found-dead.
- BBC News. “Nelson Chamisa: Zimbabwe Opposition CCC Leader Quits ‘contaminated’ Party.” BBC News. January 25, 2024. https://www.bbc.com/news/world-africa-68095685.
- Freedom House. Zimbabwe. Freedom House, 2024. https://freedomhouse.org/country/zimbabwe/freedom-world/2024.
Featured Photo by Santi Vedrí on Unsplash