Islamophobia and The Challenge of Being Muslim in Institutions of Higher Learning in Zimbabwe

Abstract

With the rise of extremist and terror activities by the various groups which are alleged to be associated with Muslim religion, people of non-Muslim communities hold a negative perception about Islam and Muslims. This study examined challenges faced by Muslim students in two public universities in Zimbabwe. The study was informed by the Social Dominance Theory. Eighteen Muslim students participated in the study, and they were identified through purposive sampling from students’ religious societies. The findings revealed that Islamophobia in public universities has resulted in Muslim students facing various challenges that include stigmatization and labelling, institutional and religious discrimination, being denied their religious rights such as performing their prayers and their societies not being recognised as official religious society at the institutions whilst other faiths and religions are awarded that opportunity. The participants also pointed out that they encounter hate crimes and verbal abuse in the lecture rooms. Students from minor religions therefore face grievous challenges in public space in Zimbabwe where the majority of the population claim to subscribe to Christian faith. The study proffers several recommendations among them; universities should investigate discrimination on grounds of religious affiliation, conducting awareness campaigns to benefit minority religious groups and sensitising university staff to be religiously conscious in their conduct.

Keywords: Islamophobia, higher learning institutions, discrimination, labelling, Zimbabwe, Social Dominance theory, Muslim, Islam 

References 

Ahmed, A. (2016). Exploring the experiences of Muslim students in public schools. Ontario University Press.

Appleton, M. (2005). The political attitudes of Muslims studying at British universities in the post-9/11 world (part 1). Journal of Muslim Minority Affairs, 25(4), 3-4

Asali, S. (2019). A guide to Islam: An advanced level textbook on Islam. Harare
Bennett, R.J., Volet, S.E. & Fozdar, F.E. (2013). I’d say it’s kind of unique in a way’’: The development of an intercultural student relationship. Journals Of Studies in International Education, 17 (5), 533-553. https://doi.org/10.1177/1028315312474937

Government of Zimbabwe. (2013). Constitution of Zimbabwe. Government Printers.

Hill, M. (2012). The burqa affair across Europe between public and private space. Routledge

Dodo, O. (2017) Interreligious conflicts: A review of Zimbabwe’s religious landscape, post-independence. Ilorin Journal of Religious Studies,7(2), 125-137.

Khosrojerdi, F. (2015). Muslim female students and their experiences of higher education in Canada. University of Western Ontario: Ontario Press.

Lock, J. (2001). Stanford encyclopaedia of philosophy. Stanford Press

Mandivenga, E.C. (1983). Islam in Zimbabwe. Gweru: Mambo Press.

MccNabb, D. E. (2010). research methods for political science: Quantitative and qualitative approaches (2nd ed.). M.E. Sharpe, Inc.

Mirza, H. (2007). The Muslim world: An introduction. Wiley Publications.

Pratto, F., Sidanius, J & Levin, S. (2006) Social dominance theory and the dynamics of intergroup relations: Taking stock and looking forward. European Review of Social Psychology, 17 (1), 271-320.

Shah, S, A (2017). The social construction of Muslims Minority groups in Canada. Saskatchewan University of Press.

Sidanius, J., Pratto, F., van Laar, C & Levin, S (2004). Symposium: Social dominance theory and intergroup relations. Political Psychology, 25(6), 845-880.

World Population Review. (2019, December 16). Muslim Population by Country 2019. http:// worldpopulationreview.com/countries/muslim-population-by-country