Saturday, August 15, 2020

The PhD: “Your English is so good”

by Maria Cohut, Researchex, PhD Life:  https://phdlife.warwick.ac.uk/2020/08/13/your-english-is-so-good/

For many International PhD students the experience of living in another country is a positive one and one which they look forward to with excitement. However, some aspects of this experience may not be exactly how they expected, especially when they leave the ‘bubble’ of campus. In recent years, we have heard more and more in the media about ‘micro-incivilities’ and ‘microaggressions’. 

In this post Maria, a former Warwick English Literature PhD student, reflects on some of her experiences and how she felt. What have your experiences been? Have you experienced similar questioning? How did you feel about it? What motives did you ascribe to it? Was your experience in the UK? Or did it happen when studying in another country? Have your experiences been different in different territories? Have such conversations changed over time? How do you manage such conversations? We would be interested to hear your views.    

I am a migrant. I moved to the country I now call my second home when I was a young adult. When I moved away from my home country, that was my first time stepping outside my home country’s borders. That was my first time on a plane. My first time living away from home ever, for any length of time. My first time cooking a meal for myself, doing my own laundry. My first time having to do “grown up stuff” on my own: opening a bank account, (eventually) finding a flat share, sorting out my tuition. A lot of firsts.

I made this choice because I had a Romantic view of life: I wanted to study abroad, learn about other cultures, practice my language skills, challenge the ideas I had imbibed growing up, learn what other things were possible in life. In short, I simply wanted to broaden my horizons, and I wanted it with a passion, almost at any cost. It wasn’t easy, but I thankfully did have a support network backing me up. I grew a lot. I ended up staying in my adopted country not for lack of other or better options, but because my life here had grown organically within and around me: I made dear friends, I found trustworthy mentors, I met partners, I picked up habits, I fell in love with places, people, and aspects of the culture.

But ever since I moved, I have had interactions with local people that have left me uncomfortable. At first, I didn’t really understand where my discomfort came from, and such uncomfortable interactions happened rarely, anyway, in my privileged, international university campus bubble. But over the years such interactions started happening more regularly, and lately they’re happening more frequently than ever before. In time, I learned that these uncomfortable interactions have a name: microaggresions. They are questions, comments, or remarks that on the surface seem harmless, but which are actually rooted in often harmful or unjust assumptions.

Here’s what I mean. Picture this:

I stand at the bus stop, waiting for my bus to arrive. As the first bus approaches, the sweet old lady waiting in the queue asks what service number it is, because she can’t make it out due to her poor eyesight. I oblige. It turns out it isn’t her bus, and it isn’t mine either. But the old lady has noticed something, and she can’t help herself.

“Where are you from?” she asks.

“Originally?” I ask, feeling uncomfortable already.

“Yes!” The old lady seems positively enthusiastic now.

“Originally, I’m from [Eastern European country],” I answer, “but I have lived here for over a decade. What gave me away? Was it my accent?”

“YES, it’s SO exotic!” The old lady delights in the adjective.

A barrage of questions then follows. I see it coming, it’s happened many times before. There’s a list of questions and remarks, almost always the same:

  • Why did you move here?
  • Do you like it here?
  • What do you do now?
  • Your English is really good! (“Thank you,” I always say, “I’ve been living here for a long time.” “But it’s so good!” the person typically insists. “Did you study English in school?” “Yes, I studied English for 12 years before coming to Britain.” “Wow, that’s a long time!” my interlocutor always marvels).
  • Do you go back home often? (I want to say “this is my home, too” but I have never been able to work up the courage. In the moment, getting interrogated by a stranger, it doesn’t feel like home anymore).
  • Do you plan to stay here? (Or the more straightforward “You plan to stay here, right?” that doesn’t actually expect an answer).

The people starting these “conversations” and pursuing them relentlessly are always strangers, people I have never met before and whom, in all likelihood, I will never see again: strangers at the bus stop or coach station, cashiers, taxi drivers. They all feel entitled to my time and to my life history within a 5 to 20 minute span, depending on the wait.

Sometimes, there are more intrusive and bizarre questions or comments, too, like:

  • You don’t look [like a person from your country of origin].
  • You don’t sound [like a person from your country of origin].
  • Did you already speak English when you moved here?
  • Are you here [i.e. in this country] on your own?
  • People in [your country of origin] are really poor, aren’t they?
  • Do you have any family left [in your home country]?

Are these people just curious to find out more about a friendly stranger with an unplaceable accent? Perhaps. But I doubt that they ask their conationals “where they’re really from” and “if they visit home often” while making small talk at the bus stop.

All of these questions are based on assumptions: that I shouldn’t be able to speak the country’s language as well as I do, that I moved here because I had no opportunities in my country of birth, that I want to stay because I want to continue to enjoy opportunities I shouldn’t be entitled to. This is what all these questions and comments read like to me.

Often I try to dodge them, or deflect, or suggest discomfort. So far, none of my strategies have worked. If I ask “why do you ask?”, instead of feeling embarrassed, as I might expect them to, the stranger presses on, asking for more information. If I say “I’m from [local city]”, more often than not they insist: “Were you born there though? You don’t sound like a local.”

If I try to talk about my job, about my studies, or about the weather, the interlocutor always goes back to what actually interests them: “Yes, but, do you plan on going home for Christmas?”

And if I mention that I have three degrees, all in English literature, all pursued in the country, most of these strangers look surprised, baffled even. How could a foreigner complete a degree in English in their country? This is what I hear, in my mind.

These are not isolated incidents. They happen on the regular and, as I mentioned before, more often now than ever. A few months ago I wrote a short performance piece about it, after I had to go through one of these “conversations” for the umpteenth time (at another bus stop, at 6am, on a deserted street, with an inistent, talkative man twice my size).

I’m not shy or embarrassed about my trajectory in life. I find it interesting to swap life stories with people, in fact. But these strangers never offer anything about themselves, they only work at uncovering my past and motivations with what seems like a sort of hunger. These strangers aren’t looking to find a different perspective, learn about another culture, or establish a new acquaintance and stay in touch.

Sometimes, I play a guessing game with them. When they ask me where I’m from, I cheekily ask them to guess. They can spend up to 10 minutes trying to guess. It’s fun for them, and unsettling for me.

I am not entertainment when I’m waiting for the bus in the cold, trying to make my way home after a long day at work. I am not entertainment when I’m trying to bag my supermarket purchase. I am not entertainment.

Stranger, I will answer your questions, but let’s make this a fair exchange. Who do you think you are and where is your  family? You show me yours, I’ll show you mine.

This Blog post was originally published on Maria’s blog:

https://encyclopaediavanitatum.wordpress.com/2020/07/14/your-english-is-so-good/?fbclid=IwAR2voBHUqn_PXuKNiT6sN1Wa35MRPesJF3tbAc-dc1f6WLOv6aEXfgTl57I

Monday, August 10, 2020

Why regional universities and communities need targeted help to ride out the coronavirus storm

by Mehmet Aslan, The Conversation:  https://theconversation.com/why-regional-universities-and-communities-need-targeted-help-to-ride-out-the-coronavirus-storm-143355

Australian universities are expected to lose billions of dollars in revenue due to the impacts of COVID-19. The estimated lost revenue from international students alone is A$18 billion by 2024. While all universities are affected, regional universities and communities are the most vulnerable.

Regional communities have limited resources, so their universities play a pivotal role in their economies. These universities must adjust to the rapidly changing circumstances and government policy changes, or risk jeopardising regional economic growth and jobs. Without targeted government support for these smaller universities, the long-term impacts on regional communities could be devastating.

The Regional Universities Network (RUN) includes CQUniversity, Southern Cross University, Federation University Australia, University of New England, University of Southern Queensland, University of the Sunshine Coast and Charles Sturt University. CQUniversity, where 39% of students are international students, has a revenue shortfall of  A$116 million for 2020. Charles Sturt University (32% international students) faces a loss of about A$80 million.

Charles Sturt University campus at Bathurst, NSW
Charles Sturt University has announced cuts to courses and jobs because of its deficit. Geoff Whalan/Flickr, CC BY-NC-ND

What are the regional economic impacts?

All universities face job losses as a result of COVID-19. But the impacts of these job losses are greatest for regional economies.

RUN chair Helen Bartlett told a federal parliamentary committee hearing in May:

Job losses from regional universities have a significant impact on regional communities when there are few alternatives for professional employment locally.

RUN chair Helen Bartlett
The RUN chair, Professor Helen Bartlett, notes that when regional universities shed jobs their local communities have few professional employment alternatives. USC News

She called on the government to double the annual regional loading funding of A$74 million.

Regional universities educate around  115,000 students each year. That’s about 9% of enrolments at Australian public universities.

A 2018 study found regional universities inject A$1.7 billion a year into their local economies. And seven out of ten graduates go on to work in regional areas.

Regional universities also contribute over A$2.1 billion and more than 14,000 full-time jobs to the national economy.

Table showing the three main effects of regional universities on their regions
'The economic impact of the Regional Universities Network'/RUN

What is the government doing?

In April the federal government guaranteed A$18 billion in university funding this year to help the sector through the coronavirus crisis. It also provided A$100 million in regulatory fee relief.

Universities Australia chair Deborah Terry
The Universities Australia chair, Deborah Terry, has warned as many as 21,000 university jobs could be lost. Mick Tsikas/AAP

The chair of Universities Australia, Deborah Terry, welcomed this as a “first step”. However, she warned an estimated 21,000 jobs would still be lost.

In June, the government announced the Job-ready Graduates Package. It plans to lower student fees for selected courses (and raise others) to encourage study for what the government deems to be jobs of the future.

Extra support announced for regional universities includes:

  • 3.5% growth in Commonwealth Grant Scheme funding to regional and remote campuses

  • A$5,000 payments for students from outer regional, remote and very remote areas who transfer to Certificate IV study or higher, for at least one year

  • a new A$500 million-a-year fund for programs that help Indigenous, regional and low socioeconomic status students get into university and graduate

  • A$48.4 million in research grants for regional universities to partner with industry and other universities to boost their research capacity

  • A$21 million to set up new regional university centres

  • guaranteed bachelor-level Commonwealth-supported places to support more Indigenous students from regional and remote areas to go to any public university.

The government has also promised a A$900 million industry linkage fund. The aim is to help universities build stronger relationships with STEM industries and provide work-integrated learning opportunities.

What does this mean for regional universities?

The Regional Universities Network welcomed the package. Bartlett said:

Lowering the cost of the student contribution for courses such as nursing, allied health, teaching, agriculture, engineering, IT and maths should encourage greater uptake by regional students in these areas. It is estimated that there should be more places in the regions. More graduates from our universities will produce more graduates to work in regional Australia in areas of skills need.

As the COVID-19 economic battle is ever evolving, the tertiary education sector must be vigilant. Spending should be prioritised to make it equitable for all universities and their communities. Decision-makers need to be aware of the key issues affecting the success of tertiary education in the regions and their dependent communities.

Regional engagement activities and programs, backed by increased funding, improve the prospects of successfully weathering the COVID-19 storm. Regional universities can deliver national benefits, by overcoming skill shortages and meeting local workforce needs, while contributing to public and private community services such as schools and health services.

The government package is important for all universities, but this support is the only means of regional universities surviving. If they are not supported and are forced to close, regional education and economies will suffer for many years.