Tuesday, January 28, 2014

Curriculum Review: Western Civilisation’s Legacy Has a Dark Side

Western civilisation, history often ignored (Wikimedia Commons)
by Riaz Hassan, Flinders University

The push is currently on for Australia’s national curriculum to place more emphasis on the history of Western civilisation and its values.

But if we accept that the purpose of such an education is to achieve a proper and fuller appreciation of this legacy and its role in the making of the modern world (and Australia), we cannot ignore the many significant elements of its dark side.

Core values

It is commonplace to hear that Judeo-Christian values are the core of Western civilisation. But, ironically, destroying Jewish religious idols was key to historical anti-Semitism in Christian European societies. Jews were accused of various kinds of conspiracies and evil designs.

In recent years, this part of Jewish-Christian history is glossed over in favour of claims that anti-Semitism is unique to Islamic societies. But according to eminent historian Bernard Lewis, Jewish and Muslim strands of theology are far closer to each other than either is to Christianity.

Jews lived under Islamic rule for 1400 years and in many lands. While they were never free from discrimination, Jews were rarely subjected to the persecutions and violent massacres they were in Christian societies.

Colonialism

Colonialism was a brutal historical event. It was unleashed in the 18th century by a number of European countries to reorganise the world for capitalist exploitation and political and cultural domination.

Colonialism was a disgraceful robbery of land and resources from large segments of the human population to satisfy the colonising imperial powers' incessant greed. As the African saying goes:
When white man came we had the land, they had the Bible. Now we have the Bible and they have the land.
The incorporation of colonies into economies of metropolitan countries required the destruction of indigenous economies and subjugation of the natives through military coercion and destruction of local cultures.

Never before have so many societies and cultures been subjected to such oppressive racist exploitation and humiliation.

Genocide

Colonialism began in the context of the largest human movement in history, involving millions of Europeans, Chinese and Indians migrating to new lands in Africa, the Americas and Australasia.

New countries were established on lands taken forcibly from their indigenous inhabitants who were systematically displaced or destroyed.

Within a century and a half of British occupation, Australia’s indigenous population declined by 80% due to diseases, repression and violence. In the US, the native population declined by 95% within two centuries of European occupation. The same type of destruction was repeated in African and South American colonies.

Global inequalities

The destiny of nations is shaped by demography and geography. Colonialism led to huge distortions in favour of the English-speaking world.

Consider the countries that trace their lineage to Britain: United States, Canada, Australia and New Zealand. Together they have 5.5% of the world’s population and 19% of earth’s land mass. In comparison, China and India have 38% of the world’s population and 8% of earth’s land mass.

These disparities have worked to the great economic advantage of these countries. It has given them exclusive access to huge mineral, agriculture and other vital resources of the land they occupy. This has primarily been for the benefit of their comparatively small populations, exacerbating global economic inequalities.

Exclusion of natives and migrants

The inequalities were created through insidious claims that new colonies were “white man’s countries”, which excluded the “non-whites” and indigenous population from citizenship.

The indigenous people and “non-whites” could only work as indentured labourers, servants and slaves. They had no legal rights to permanent residency and ownership of land and economic resources.

Laws were enacted to deny the natives such rights and to expel non-white workers, or to exclude them from entering the colonies.

Democracy and exclusion

The new British colonies prided themselves on sharing the democratic politics and institutions of English-speaking cultures. They endowed upon themselves distinctive capacities for self-government and democracy, which could only survive in the absence of distinctions of class and colour.

Such ideological prerequisites for democracy made conditions of racial homogeneity imperative and led to large-scale ethnic cleansing.

The notion of the people so crucial to democratic rule was defined in ethnic terms. The establishment of European colonies made previously less diverse societies more diverse.

In such conditions, politically and militarily dominant groups conflated ethnic identity with national identity, conferring upon themselves all the benefits and rights to the exclusion and subjugation, often through violent means, of rivals. Restrictions on immigration sought to forge racial homogeneity.

Anti-white immigration policies have gradually been either abolished or radically changed in these countries, but immigration still remains one of the most emotionally charged political issues in them.

The Abbott government’s obsession with Australia’s border protection, demonising and criminalising asylum seekers and refugees, is one such contemporary illustration.

Ironically, it is happening in a country whose very foundation was laid by illegal immigration and the brutal dispossession of its indigenous population.

Militarism

Militarism is another legacy of the colonial expansion and its successor states. In 2012, the military spending of the United States, Australia, Canada, the UK and New Zealand amounted to US$794 billion or 46% of total global military spending, with the US accounting for 40%.

By comparison, China and India’s accounted for 9.5% and 2.6% respectively of global military spending.

Military spending will increase in the coming years given the emerging superpower rivalry between China and the US. This will make the world less safe, as well as consuming resources which could more usefully be employed to address global and national inequalities.

Riaz Hassan receives funding from ARC.
The Conversation

This article was originally published at The Conversation. Read the original article.

What Do Research Developers Do?

Astroboy cake (Photo by Tseen Khoo; cake by Shayne Smail)
Astroboy cake (Photo Tseen Khoo; cake Shayne Smail)
by , The Research Whisperer:  http://theresearchwhisperer.wordpress.com/2014/01/28/what-research-developers-do/

Isn’t it brilliant when you learn something within a week of the new year?

When one of my academic buddies asked me in late 2013 what research developers are meant to do, I happily said, “Let me write a blogpost on that!”, and rubbed my hands with glee at the gift of an easy post to knock off in the new year.

I sat down to write this post, and was immediately bogged down in pondering the specificities and individualisation of the role.

I realised that it wasn’t as straightforward as I’d thought. Let me explain:

When I started this job three years ago (thank you, LinkedIn, for the congratulations), I was one of three research developers who were stepping into new positions. My Research Whisperer buddy @jod999 is another from this cohort.

We each had responsibility for one of our institution’s colleges (similar to faculties). There was no-one there before us, and no standing expectations to fulfil. There were expectations, of course, and these are otherwise known as our job descriptions.

As it turns out, though, each of us has cultivated different processes and priorities when carrying out our basic job of helping researchers find money to do their research.

What I’m talking about in this post is how I approach what I do, and the types of things I think of as part of my job even though they may not be stated explicitly on my job description. Below are two of the main threads of my job.

My job description says… What this actually means I do… What this requires…
Help researchers find funding for their research, particularly to diversify the range of schemes they might consider Get up to speed on as many relevant funding schemes as possible and target clusters or individuals about these opportunities through specific emails.When it’s a more widely relevant scheme, I break out the School mailing lists and put together regular funding newsletters.How red-hot the match is between funding schemes and researchers often determines how avidly I flag it. It took longer than I realised to gain a useful, nuanced understanding of who is working on what in the Schools I take care of.There’s the realm of university marketing about  research, and there’s the realm of everyday nascent projects that still need love and resources.There are the high-flyers who tend to score with top-level national grants, and those who have yet to secure their first competitive grant. It is a constant, necessary learning process when trying to accommodate the different stages of projects and people’s track-records. More often than not, it’s a diplomatic coaching exercise.
Assist in the development and review of grant applications I discuss and review potential grant applications with the researchers.They send me drafts of their application, or we meet for chats about the scheme and their project/budget before they write it up.I review and return their drafts, usually tracking any changes and adding comments. Depending on the scale of the application and the punctuality of the researchers, I might do this more than once for their drafts.
I sometimes also nut out the budgets for researchers after we’ve had a chat about what is needed. As I’ve said before, if you conquer the budget, you conquer the project planning.
I manage the review process, which means setting schedules for submission in line with internal and external (funding body) deadlines.
For some schemes, such as the Australian Research Council, we have an intensive, almost year-long process that involves many people across Schools. Smaller schemes may require just one review from me.
I create and streamline grant development resources (e.g. factsheets, scheme summaries, funding calendars, application strategies) to make the development and review of grants as smooth as possible. The Research Whisperer is such a resource.
This aspect can be a very organic. There are researchers who need minimal ushering through grant applications, and those at the other extreme who seek advice on every aspect of their application and feedback.Similarly, there are those who appreciate critical feedback, and those who do not.Finding the best way to approach researchers and their teams to garner the best results (in terms of strong grant submissions) is an arcane craft. At the heart of a successful process is the building of trust: trust that I have the skills and expertise to give them the feedback and assistance that they need, and my trust in them that they will hear (and hopefully act on) the advice that I give them.
How much ‘review’ might mean editing or re-writing is a ‘how long is a piece of string’ question. As a compulsive editor, I tend to do more than I probably should. But then, how much ‘should’ I be doing?

I mentioned above that I work with a particular college. This means that the university’s central research office provides final oversight of grant submissions and institutional sign-offs.

They are also the fonts of knowledge and uber-experts on all aspects of the applications’ compliance and eligibility. As much as I try to keep an eye on these elements as drafts are reviewed, there will always be things I miss. Having a central research office that has your back on these matters is gold.

I’ve been very particular about stating that this is what I do because I know that research offices and staff are organised differently from institution to institution. In addition, research development staff can have different approaches to the levels and type of assistance they offer.

I am lucky enough to be working in a college where I’ve had the chance to get to know researchers and their work well, and connect with a community of scholars who value my experience and advice.