Dear Managers of PM Disaster Relief Fund,
Once again, I just failed to donate to the Prime Minister’s Disaster Relief Fund from the program’s website at www.pmrelief.opmcm.gov.np. This was probably the fifteenth attempt in 28 days. I have asked many other Nepalis across the US if they have tried, and I haven’t come across anyone who has been successful with any Visa or MasterCard. Some believed that it was their card, others weren’t surprised because it is Nepali PM office, and yet others joined the chorus of people who say that you are either incapable of fixing the problem or you don’t care. Many, including me, don’t know or try to use the alternative bank transfer method for contribution. I am still waiting for the site-based method to work. Continue reading
Two days after the devastation back home, when I reached the office of India Studies Center at Stony Brook University (where I teach), about a dozen students were seated around a table. I knew that there are about five undergraduate Nepali-speaking students in the university, among nearly 24 thousand students total. Here were about a dozen, so I thought some must be from the rest of South Asia. Turns out, as usual, that didn’t matter: whatever their language and background, they were all global citizens who blurred boundaries of identity with their big hearts and their ambitious actions. The main agenda was a big South Asia- focused cultural event for fundraising. As I want to highlight in this piece, these students broaden the meaning and function of education as members of a global community of humans in an interconnected world, especially when another part of the world can use some support from people around the world. Continue reading
Not all of education has to be immediately useful. Some learning should form a foundation for life
While I was teaching in Kathmandu, in the early 2000s, a BA first-year student handed me an assignment with the word “Bachelor” written next to his name at the top of his paper. “Why announce your marital status on your homework?” I quipped. “No, Sir. It means that I am getting the bachelor’s degree.” When I hear my undergraduate students who are starting to take engineering courses begin their sentences with “As an engineer, I…,” they remind me of the “bachelor.” But if my student in Kathmandu had stopped using that term when I taught him the word’s usage, my “engineers” today don’t seem to care even when they learn how the word is practically used.
I don’t entirely blame students who call themselves “engineer” prematurely. For one thing, it is not just that (like the other word “scientist”) this term can be used in a generic sense, but there is an underlying issue that is affecting higher education seemingly across the world. Instead of helping young people build more flexible and interdisciplinary foundations of knowledge and skills, nations are disinvesting in education and creating narrower tracks. Even as knowledge diversifies and the professions demand broader knowledge and skill sets, they are creating rather than alleviating financial pressures on those who want to build broader foundations. And the seemingly practical response to financial pressures is creating a belief system that makes students increasingly want to avoid foundational courses in language and communication, mathematics and statistics, creative and critical thinking. They try to be whatever they want to be from the get go.
While attending a talk on campus (at Stony Brook University) this afternoon, given by Elana Sohamy, an Israeli scholar, I had a moment of despair.
The title of her talk today was “multilingual testing” and the backdrop of her presentation was the monolingual regime of language testing and its effects on multilingual language users across the world.
As teachers of language and writing/communication, we keep saying in theory that language learners take 3-5 or even 9-11 years to be fluent and accurate in a new language, depending on where and how they learn. But in practice, we continue to resort, very quickly and thoughtlessly, to the logic of pragmatism, of institutional policy, of the need to make sure that our multilingual students can perform in English. Continue reading
Sitting down to write this post on diversity and ELT, I remember a story that scholar David Foster Wallace tells in a famous college graduation speech. Two younger fish ask an older one: “What the hell is water?” The point of the story is that “…the most obvious, important realities are often the ones that are hardest to see and talk about.”
The point I want to make in this post is that while we are a nation of very diverse peoples, cultures, languages, and so on, we have to pinch ourselves to remember that we are diverse. I argue that as educators, it is worth pinching ourselves and our students—intellectually, that is—into realizing the value of diversity as a broader goal of education, especially in a country like ours and an interconnected world like today’s.
At a dinner conversation among a few scientists and scholars from Nepal a few years ago, our host, a medical scientist, shared a whole host of “scientific” evidence about how the knowledge of the East has “always” been highly advanced and “superior” to that of modern science.
Yes, the East (though the term is old-fashioned and controversial) is a gold mine of intellectual traditions and resources. But its most visible proponents today harm more than help when it comes to doing justice to that heritage.
And, yes, there is a lot of value in the knowledge—embodied in and transmitted through folk science and philosophical wisdom since ancient times—which the East has produced. I would even go so far as to say that the South Asian region was probably one of the richest in terms of generating its own natural science as well as other bodies of knowledge. The Ayurveda (life+science) is a good example of how some medical knowledge of the time was eventually recorded and passed on in writing. Continue reading
Freedom of Speech The title of an article in an American newspaper reads: “Last Week French Officials Stood Up for Offensive Speech. This Week They’re Arresting People for It.” The understandably complicated response of French government to the terrorist attack in Paris last month is an interesting case from which we can learn how seemingly universal principles and values—such as the “freedom of speech” in this case—are actually contingent on specific cultures and complex sociopolitical issues.
I came home from school one day to find my father and uncle Padam sitting beside the beautifully decorated Tulasi platform in the front yard that my mother, sister, and I had built the day before.
Uncle Padam [speaking to my dad]: Brother, you have such great artistic skills, you know. Look how beautiful that muth is!
Daddy: [smiles and continues to smoke]
Me: No, uncle, dad didn’t build that. Mom did, and sister and I helped her decorate it.
Uncle: Hey, phuchche [little kid], don’t be a janne [knower]. Go to play.
Read full article on Republica (Oct 29, 2014) Continue reading