Features
Teaching feminism at SL universities
“Feminism is not a synonym for man hater though we need a new man now”:
By Aruni Samarakoon
Recently, I was in a discussion on Feminism with the members of the Post-Graduate Research (PGR) community at the University of Hull, in the United Kingdom. They were my colleagues, from the Middle-East, Asia and Europe, representing the natural and social sciences, but, apparently, did not possess any prior knowledge on feminism. I say this because most in the natural sciences seemed to characterise feminism as a political ideology against man (man in this context represents male). This discussion provoked me to recollect why feminism was stereotyped by these scholars, who were researching for their doctoral degrees at the time.
The objective of this article is to extend my argument of teaching feminism at the Sri Lankan universities in my last Kuppi column (25/10/2022), which drew attention to the gaps in teaching and learning feminism in the classroom and practicing it in everyday life.
I introduced the basic notion of feminism in my last Kuppi column, but would like to extend the conceptual understanding of feminism in a new direction, that is the notion that feminism is not an anti-man discourse. bell hooks—lowercase letters symbolise, for hooks, resistance to injustice and prejudice in the capitalist system or a “new language” of equality and justice for all—in Feminism for Everybody: Passionate Politics (2000) states, “Feminism is a movement to end sexism, sexist exploitation, and oppression… and it was my hope at the time that it would become a common definition everyone would use. I liked this definition because it did not imply that men were the enemy ” (p.01). hooks’ proposition was further reinforced by socialist feminist Sheila Rowbotham in her book, Women, Resistance and Revolution (1972). Rowbotham suggests that feminism is a new political project to empower both men and women and create a new man and woman. Notably, hooks and Rowbotham did not agree with ‘binary politics’ that constructs man as “enemy” and woman as “victim”.
Who is the “New Man”?
The political notion of the “New Man” was developed by Rowbotham. She critically examined women’s representation in post-French revolution politics and asked how the latter “represents the voice of women in the French Revolution”? She suggested that women moved once again into the second sex (subordinate role) paradigm at the end of the French Revolution as revolutionary politics turned into patriarchal politics. Therefore, she suggested the concept of “New Man,” a man who recognizes class and sex oppression as the primary determinants of exploitation. The “New Man” understands the equal significance of ending classism and sexism at once. I draw on hooks and Rowbotham to propose that a “new man” is a necessary condition for teaching and learning feminism at Sri Lankan universities.
The question is whether you see the “New Man” in any context in Sri Lanka? Let’s start with the recent peaceful uprising of “Gota- Go-Home-2022”. Revolutionary political agents of both male and female sex were visible at the beginning of the uprising. For example, the image of a woman carrying a child in one hand and a placard in the other went viral on social media. The female undergraduates were on the front lines of the protests, holding the banners and shouting the slogans. The activities of women in this scenario took me back to the French Revolution;
“The idea of a march of women to Versailles to stop the bloodshed spread in April 1871. Beatrice Excoffon, the daughter of a watchmaker who lived with a compositor, told her mother she was leaving, kissed her children and joined the procession at the Place de la Concorde. Nobody was clear about the aims of the march or knew definitely what they should do, but there were political rather than strictly economic motives” (Rowbotham, 1972, p.104).
The women who came to the streets in the Sri Lankan uprising had both political and economic motives. They were not certain about the plan, though their voice was to end the “dictatorship” and restore “democracy”. The fundamental question is where are these women now? How many of these women were in the political party negotiation table at the end of the uprising? How many were able to voice their political motives? I argue that these revolutionary women were thrown to their private spaces by the “Old-Man”- the agent of patriarchal politics. The irony is that the “Old-Man” was preoccupied in ending the dictatorship in parliament, while maintaining sexist dictatorship in their revolutionary political bodies. Thus the “New Man” is a necessary condition to practice feminism as political ideology for everybody.
“New Woman”
The aims of feminist academic discourse and activism were/are to raise women’s political consciousness and empower them to be the “New Woman”. The scholarship of hooks and Rowbotham interpret the “New Woman” as one who opposes patriarchal politics. The “New Woman” can be found today in every sector; these women are in a hard struggle to establish the “Woman’s identity” in those settings. For example, the underlying impetus driving the ongoing Iranian protest is to recognize Women’s identity as a human being. Tearing off their hair cover was a symbolic representation of their voice to get identified as human, in my interpretation. However, creating the “New Woman” is a contested and difficult political process. What is the role of teaching and learning feminism at universities in creating the “New Man” and “New Woman”?
“Learning outcomes” of Feminism
A key “learning outcome” of Feminist pedagogy would be to critically examine a given social reality. The given social reality contains the stereotypes, power hierarchies and objectification of the human body. Feminism then, will throw light on this social reality and raise the critical mindset of both woman and man to question that given social reality.
Feminism, in that case, plays the role of activism for social transformation. The focus of old school pedagogy was examining theory; activism was not a part of older pedagogical approaches. It was feminism that introduced activism as a new method of teaching and learning Amy K Levin states in Questions for a New Century: Women’s Studies and Integrative Learning (2007) that, “feminist studies programmes work to meet knowledge and skills goals and activism is the requirement of the course” (p.18). Connecting knowledge and personal experience is a part of feminist activism.
However, in the context of Sri Lankan universities, activism is yet to be recognized as a legitimate pedagogical activity. In my experience, the most university academics in Sri Lanka maintain a hierarchy of academia and activism. They tend to present the theoretical arguments of other prominent scholars in academic language, rarely understood by the public. In activism, the theoretical explanations are discussed in simple language and examples of everyday life are connected to theory, to engage the public.
In conclusion, the point of feminism is not an anti-man thesis, but to create the “New Man and Woman” . The “New Man ” concept in Sri Lanka can and must be improved and expanded by teaching feminism at higher education institutions. Training undergraduates in activism is necessary for social transformation, which should be the ultimate objective of education. It is worth noting that the Kuppi collective has taken the lead in discussing new approaches to education; feminism is part of that discussion.
(Aruni Samarakoon teaches at the Department of Public Policy, University of Ruhuna)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies
by Kaushalya Perera
Time has, by and large, stood still in the business of academic staff recruitment to state universities. Qualifications have proliferated and evolved to be more interdisciplinary, but our selection processes and evaluation criteria are unchanged since at least the late 1990s. But before I delve into the problems, I will describe the existing processes and schemes of recruitment. The discussion is limited to UGC-governed state universities (and does not include recruitment to medical and engineering sectors) though the problems may be relevant to other higher education institutions (HEIs).
How recruitment happens currently in SL state universities
Academic ranks in Sri Lankan state universities can be divided into three tiers (subdivisions are not discussed).
* Lecturer (Probationary)
– recruited with a four-year undergraduate degree. A tiny step higher is the Lecturer (Unconfirmed), recruited with a postgraduate degree but no teaching experience.
* A Senior Lecturer can be recruited with certain postgraduate qualifications and some number of years of teaching and research.
* Above this is the professor (of four types), which can be left out of this discussion since only one of those (Chair Professor) is by application.
State universities cannot hire permanent academic staff as and when they wish. Prior to advertising a vacancy, approval to recruit is obtained through a mind-numbing and time-consuming process (months!) ending at the Department of Management Services. The call for applications must list all ranks up to Senior Lecturer. All eligible candidates for Probationary to Senior Lecturer are interviewed, e.g., if a Department wants someone with a doctoral degree, they must still advertise for and interview candidates for all ranks, not only candidates with a doctoral degree. In the evaluation criteria, the first degree is more important than the doctoral degree (more on this strange phenomenon later). All of this is only possible when universities are not under a ‘hiring freeze’, which governments declare regularly and generally lasts several years.
Problem type 1
– Archaic processes and evaluation criteria
Twenty-five years ago, as a probationary lecturer with a first degree, I was a typical hire. We would be recruited, work some years and obtain postgraduate degrees (ideally using the privilege of paid study leave to attend a reputed university in the first world). State universities are primarily undergraduate teaching spaces, and when doctoral degrees were scarce, hiring probationary lecturers may have been a practical solution. The path to a higher degree was through the academic job. Now, due to availability of candidates with postgraduate qualifications and the problems of retaining academics who find foreign postgraduate opportunities, preference for candidates applying with a postgraduate qualification is growing. The evaluation scheme, however, prioritises the first degree over the candidate’s postgraduate education. Were I to apply to a Faculty of Education, despite a PhD on language teaching and research in education, I may not even be interviewed since my undergraduate degree is not in education. The ‘first degree first’ phenomenon shows that universities essentially ignore the intellectual development of a person beyond their early twenties. It also ignores the breadth of disciplines and their overlap with other fields.
This can be helped (not solved) by a simple fix, which can also reduce brain drain: give precedence to the doctoral degree in the required field, regardless of the candidate’s first degree, effected by a UGC circular. The suggestion is not fool-proof. It is a first step, and offered with the understanding that any selection process, however well the evaluation criteria are articulated, will be beset by multiple issues, including that of bias. Like other Sri Lankan institutions, universities, too, have tribal tendencies, surfacing in the form of a preference for one’s own alumni. Nevertheless, there are other problems that are, arguably, more pressing as I discuss next. In relation to the evaluation criteria, a problem is the narrow interpretation of any regulation, e.g., deciding the degree’s suitability based on the title rather than considering courses in the transcript. Despite rhetoric promoting internationalising and inter-disciplinarity, decision-making administrative and academic bodies have very literal expectations of candidates’ qualifications, e.g., a candidate with knowledge of digital literacy should show this through the title of the degree!
Problem type 2 – The mess of badly regulated higher education
A direct consequence of the contemporary expansion of higher education is a large number of applicants with myriad qualifications. The diversity of degree programmes cited makes the responsibility of selecting a suitable candidate for the job a challenging but very important one. After all, the job is for life – it is very difficult to fire a permanent employer in the state sector.
Widely varying undergraduate degree programmes.
At present, Sri Lankan undergraduates bring qualifications (at times more than one) from multiple types of higher education institutions: a degree from a UGC-affiliated state university, a state university external to the UGC, a state institution that is not a university, a foreign university, or a private HEI aka ‘private university’. It could be a degree received by attending on-site, in Sri Lanka or abroad. It could be from a private HEI’s affiliated foreign university or an external degree from a state university or an online only degree from a private HEI that is ‘UGC-approved’ or ‘Ministry of Education approved’, i.e., never studied in a university setting. Needless to say, the diversity (and their differences in quality) are dizzying. Unfortunately, under the evaluation scheme all degrees ‘recognised’ by the UGC are assigned the same marks. The same goes for the candidates’ merits or distinctions, first classes, etc., regardless of how difficult or easy the degree programme may be and even when capabilities, exposure, input, etc are obviously different.
Similar issues are faced when we consider postgraduate qualifications, though to a lesser degree. In my discipline(s), at least, a postgraduate degree obtained on-site from a first-world university is preferable to one from a local university (which usually have weekend or evening classes similar to part-time study) or online from a foreign university. Elitist this may be, but even the best local postgraduate degrees cannot provide the experience and intellectual growth gained by being in a university that gives you access to six million books and teaching and supervision by internationally-recognised scholars. Unfortunately, in the evaluation schemes for recruitment, the worst postgraduate qualification you know of will receive the same marks as one from NUS, Harvard or Leiden.
The problem is clear but what about a solution?
Recruitment to state universities needs to change to meet contemporary needs. We need evaluation criteria that allows us to get rid of the dross as well as a more sophisticated institutional understanding of using them. Recruitment is key if we want our institutions (and our country) to progress. I reiterate here the recommendations proposed in ‘Considerations for Higher Education Reform’ circulated previously by Kuppi Collective:
* Change bond regulations to be more just, in order to retain better qualified academics.
* Update the schemes of recruitment to reflect present-day realities of inter-disciplinary and multi-disciplinary training in order to recruit suitably qualified candidates.
* Ensure recruitment processes are made transparent by university administrations.
Kaushalya Perera is a senior lecturer at the University of Colombo.
(Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies.)
This week, too, the spotlight is on an outfit that has gained popularity, mainly through social media.
Last week we had MISTER Band in our scene, and on 10th February, Yellow Beatz – both social media favourites.
Talento is a seven-piece band that plays all types of music, from the ‘60s to the modern tracks of today.
The band has reached many heights, since its inception in 2012, and has gained recognition as a leading wedding and dance band in the scene here.
The members that makeup the outfit have a solid musical background, which comes through years of hard work and dedication
Their portfolio of music contains a mix of both western and eastern songs and are carefully selected, they say, to match the requirements of the intended audience, occasion, or event.
Although the baila is a specialty, which is inherent to this group, that originates from Moratuwa, their repertoire is made up of a vast collection of love, classic, oldies and modern-day hits.
The musicians, who make up Talento, are:
Prabuddha Geetharuchi:
Geilee Fonseka: Dynamic and charismatic vocalist
Prabuddha Geetharuchi: The main man behind the band Talento
(Vocalist/ Frontman). He is an avid music enthusiast and was mentored by a lot of famous musicians, and trainers, since he was a child. Growing up with them influenced him to take on western songs, as well as other music styles. A Peterite, he is the main man behind the band Talento and is a versatile singer/entertainer who never fails to get the crowd going.
Geilee Fonseka (Vocals):
A dynamic and charismatic vocalist whose vibrant stage presence, and powerful voice, bring a fresh spark to every performance. Young, energetic, and musically refined, she is an artiste who effortlessly blends passion with precision – captivating audiences from the very first note. Blessed with an immense vocal range, Geilee is a truly versatile singer, confidently delivering Western and Eastern music across multiple languages and genres.
Chandana Perera (Drummer):
His expertise and exceptional skills have earned him recognition as one of the finest acoustic drummers in Sri Lanka. With over 40 tours under his belt, Chandana has demonstrated his dedication and passion for music, embodying the essential role of a drummer as the heartbeat of any band.
Harsha Soysa:
(Bassist/Vocalist). He a chorister of the western choir of St. Sebastian’s College, Moratuwa, who began his musical education under famous voice trainers, as well as bass guitar trainers in Sri Lanka. He has also performed at events overseas. He acts as the second singer of the band
Udara Jayakody:
(Keyboardist). He is also a qualified pianist, adding technical flavour to Talento’s music. His singing and harmonising skills are an extra asset to the band. From his childhood he has been a part of a number of orchestras as a pianist. He has also previously performed with several famous western bands.
Aruna Madushanka:
(Saxophonist). His proficiciency in playing various instruments, including the saxophone, soprano saxophone, and western flute, showcases his versatility as a musician, and his musical repertoire is further enhanced by his remarkable singing ability.
Prashan Pramuditha:
(Lead guitar). He has the ability to play different styles, both oriental and western music, and he also creates unique tones and patterns with the guitar..
The JJ Twins, the Sri Lankan musical duo, performing in the Maldives, and known for blending R&B, Hip Hop, and Sri Lankan rhythms, thereby creating a unique sound, have come out with a brand-new single ‘Me Mawathe.’
In fact, it’s a very special milestone for the twin brothers, Julian and Jason Prins, as ‘Me Mawathe’ is their first ever Sinhala song!
‘Me Mawathe’ showcases a fresh new sound, while staying true to the signature harmony and emotion that their fans love.
This heartfelt track captures the beauty of love, journey, and connection, brought to life through powerful vocals and captivating melodies.
It marks an exciting new chapter for the JJ Twins as they expand their musical journey and connect with audiences in a whole new way.
Their recent album, ‘CONCLUDED,’ explores themes of love, heartbreak, and healing, and include hits like ‘Can’t Get You Off My Mind’ and ‘You Left Me Here to Die’ which showcase their emotional intensity.
Readers could stay connected and follow JJ Twins on social media for exclusive updates, behind-the-scenes moments, and upcoming releases:
Instagram: http://instagram.com/jjtwinsofficial
TikTok: http://tiktok.com/@jjtwinsmusic
Facebook: http://facebook.com/jjtwinssingers
YouTube: http://youtube.com/jjtwins
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