"প্রাতিষ্ঠানিক বৈষম্য ও শিক্ষা ব্যবস্থা"

By SAYEEDIN

 "প্রাতিষ্ঠানিক বৈষম্য ও শিক্ষা ব্যবস্থা"


ছাত্রজীবনে যা আমাকে সবচেয়ে বেশি অবাক করেছে, তা হলো:ফেভারিটিজম, প্রায়োরিটি ভিত্তিক প্রিভিলেজ এবং অপরচুনিটি সিকিং সেটেইফাইং প্র্যাকটিস। যারা এই কৌশলগুলো ব্যবহার করতে পারে, তারা প্রাতিষ্ঠানিক সুবিধা এবং গুরুত্বপূর্ণ অর্গানাইজেশানাল ফাংশনগুলোর ধারক হয়।  একই ধারা লক্ষ্যণীয় যা বাস্তবতার সঙ্গে সহজেই যুক্ত করা যায়।


বিশেষ করে বিশ্ববিদ্যালয়ের শিক্ষক নিয়োগের ক্ষেত্রে বিষয়টি আরও স্পষ্ট হয়। কখনও কখনও একজন শিক্ষার্থী শীর্ষ স্থান অর্জন করলেও ফ্যাকাল্টিতে অবস্থান করতে পারেন না, শুধু ফেবারিটিজম বা সুযোগের অভাবের কারণে। উদাহরণ হিসেবে ঢাকা বিশ্ববিদ্যালয়ের রসায়ন বিভাগের প্রথম স্থানাধিকারী ড. মির্জা গালিবকে বলা যায়। ঢাকায় তাঁর মূল্য বোঝা যায়নি, কিন্তু তিনি Howard University তে শিক্ষকতার মাধ্যমে আন্তর্জাতিকভাবে স্বীকৃতি পেয়েছেন।


আমাদের দেশীয় শিক্ষা ব্যবস্থায় বহু অনিয়ম ও অনৈতিকতা লক্ষ্য করেছি যা আমি প্রায় নীরব দর্শকের মতো পর্যবেক্ষণ করেছি। পুরো শিক্ষাজীবনে আমি সীমাবদ্ধতা বোঝার চেষ্টা করেছি, যেখানে অস্বচ্ছতা, স্বজনপ্রীতি, তোষামোদি মানসিকতা এবং অনিয়ম স্পষ্টভাবে দেখা গেছে।


অবাক হলেও সত্য, বিশিষ্ট শিক্ষাবিদ সলিমুল্লাহ খান ছাত্রদের প্রশ্ন করতে উৎসাহিত করেন। কিন্তু অনেক প্রতিষ্ঠানে প্রশ্ন করা নিরুৎসাহিত বা স্পর্ধার মতো মনে করা হয়। উচ্চশিক্ষার নামে যে সংকীর্ণতা বিদ্যমান, তা অনেক ছাত্র তাদের জীবন দিয়ে উপলব্ধি করেছে। মেধাবী ছাত্ররা শিক্ষাপ্রতিষ্ঠানের পলিটিক্স ও বৈষম্যের শিকার হয়ে ঝরে গেছে। হয়তো এর কোনও পরিসংখ্যান নেই, তবে যদি এ বিষয়ে গবেষণা করা হয়, শিক্ষাপ্রতিষ্ঠানের ভেতরের আসল চিত্র দৃশ্যমান হবে।


ফলস্বরূপ, যারা ফেভারিটিজম, প্রায়োরিটি ভিত্তিক প্রিভিলেজ এবং অপরচুনিটি সিকিং সেটেইফাইং প্র্যাকটিসে অংশগ্রহণ করে না, তাদের সুযোগ সীমিত থাকে। শিক্ষার নামে এই প্রতিযোগিতা যেন একটি প্রতীকী উদাহরণ হিসেবে গ্রামসির হেজেমনিক স্ট্রাকচারের প্রতিনিধিত্ব করে। যারা এই কৌশলগুলো আয়ত্ত করতে পারে, তারা ইন্সটিটিউশনাল হেজেমনিক পাওয়ার স্ট্রাকচারের নিকটবর্তী হয়। আর যারা তা করতে পারে না, যেমন মির্জা গালিব, তারা বঞ্চিত থেকে যায় মাইনরিটি ভয়েস হিসেবে।


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