Features
Future of Postgraduate Studies in Sri Lanka
Employability Agenda and Indoctrination:
By Saumya Liyanage
(This paper was first presented as the keynote speech at the inauguration of the postgraduate studies in English and Education degree programme at the Faculty of Graduate Studies, University of Sabaragamuwa, Sri Lanka, on the 26 February, 2023)
Introduction
During my tenure as the Dean of the Faculty of Graduate Studies (FGS), University of the Visual and Performing Arts (UVPA), Colombo, I had opportunities to work with numerous postgraduate students coming from various disciplines, including performing arts, architecture, town planning, and media studies. Even now, I am supervising a couple of full-time research degrees: MPhils and PhDs. I have encountered many situations where our postgraduates grapple with various difficulties in pursuing their postgraduate careers and also experience difficulties in continuing and successfully completing their theses. As an academic who has gone through the same path, and with the support I received from my supervisors and administration, I feel that it is our responsibility to create a quality postgraduate culture where one can comfortably conduct research and submit a thesis while understanding the real meaning of postgraduate education.
Postgraduate culture
The term postgraduate culture is vital to understanding the nature and requirements of postgraduate education in Sri Lanka and elsewhere. The term culture emphasises a particular academic environment and the network of relationships that would enhance the postgraduate career. The academic environment encapsulates various research activities, seminars, and colloquia that are being conducted in universities, in collaboration with other higher education institutes and industry. Moreover, a network of relationships is also a vital component that enhances postgraduate career development. This includes how the faculties of graduate studies facilitate graduate students networking through various research activities conducted by the faculties and provide exposure to a wider academic discourse.
Employability agenda
Many postgraduate programmes in faculties of graduate studies and also undergraduate education are more likely to be changing towards the employability agenda (Gedye, Fender, and Chalkley 2004), steered by Government economic and labour policies. As mentioned by many scholars, for instance, Western economies are becoming increasingly based on knowledge, information, and communication (ibid., p. 382). This tendency has also been on the agenda for the Sri Lankan higher education sector while arguing the need to produce marketable graduates and professionally competent postgraduates from the National Universities. In line with this, many professionals, who want to develop their career goals, seek postgraduate opportunities. Their intention is to fulfil certain requirements that allow them to step forward in their chosen fields of interest. In return, Faculties of Graduate Studies offer professional diplomas and taught Masters degrees and PhDs for those who seek speedy qualifications.
This ‘employability agenda’ has discouraged the real meaning of a postgraduate career. Because this employability discourse is so strong, doing a Masters or a PhD nowadays is merely taking some weekend classes and submitting a minor thesis. The employability agenda is coming from quality assurance and other top-level policy-making bodies, while emphasising the need to find our own funding to run the State Universities. Further, as is happening elsewhere, postgraduate qualifications, particularly Masters and postgraduate diplomas, are such demanding products that they could be sold in the market for those who seek paper qualifications for career improvements. What I argue here is that the classical and deeper meaning pertaining to the postgraduate career and its true meaning of being a researcher in a higher education sector is being washed away or diminishing.
Noam Chomsky, one of the leading philosophers of this century, argues that there are two opposing poles of educational purposes that have been colliding for centuries. One is coming from the Enlightenment, which liberates all institutional frameworks of education but allows human beings to learn what they want. The other opposing argument is known as ‘indoctrination’. Indoctrination in education imposes certain structures and systems within which learning is moulded into a machine or labour-intensive work. Centuries-old Platonic utopianism is in action again in this century with the new light of neo-liberal economic and educational reforms.
As we all know, there are two categories in which one can register as a postgraduate and pursue a research career: part-time or full-time. Even though we have two categories, ultimately, all our postgraduate students become part-timers due to various issues they experience during their candidatures. This is a result of the lack of facilities provided by the postgraduate institutes. I am not sure whether our universities provide full research facilities for postgraduates. Due to the lack of infrastructure facilities, our state university sector has not been able to provide study spaces for postgraduates within their own faculties. What I mean by infrastructure is at least providing an office facility with internet access and a computer. Access to the University library and providing other resources to conduct research. Facilitating postgraduate reading rooms in the library, having weekly or monthly postgraduate seminars and forming postgraduate clusters where learning takes place between peers, providing services from discipline experts who can assist in finding relevant literature and other materials at the library, conducting research and writing skill development programmes, providing a free document delivery system, and so on. The majority of our postgraduate students’ experience writing difficulties, especially academic writing and language issues. There is no support system for them to improve their academic writing. Writing theses in Sinhala has become problematic as various standards are maintained by different schools and institutions. Furthermore, most of our postgraduate students lack a great deal of competency in research skills. Research skills include many components, such as broad knowledge of research methodologies, theories, and philosophies, skills to conduct field research, new approaches to methodological tools, software training, and IT skills.
Pursuing a Postgraduate career is not a fashionable choice. It is a difficult endeavour in many ways. In my early years of postgraduate study, I was experiencing financial hardships. Sometimes I did not have enough money to pay my rent. So, I decided to share an apartment with a student and eat twice a day. I ate an apple, which is a cheap fruit in Australia, and a slice of bread for my lunch. But my determination was to read well and learn how to write academic work in English. The central attraction of Flinders University was the big library they had in the centre of the University. As I see it, when reading and writing no longer play a key role in our academic endeavours, the place of the library and its impact on research gradually diminish. Sometimes, we can’t even locate our library because it is no longer the centre of the University. So, it is located somewhere in the periphery. Even though we always talk about the importance of a “particular research culture”. But we cannot develop this particular “culture”, without establishing this liberal, democratic atmosphere within our university system.
Starting a postgraduate career is similar to preparing for a solo performance on stage. In theatre and drama, we do solo performances and monologues. In this solo performance, you are both the narrator and the storyteller. You perform a story with your own voice and body and sometimes incorporate other characters and their stories in order to enhance your own story. Reading a postgraduate degree is also like a solo enactment. You have an audience, a panel of academics, and an academic readership where you are going to present your work. It is really freaky when you think about performing yourself in front of an audience without a single bit of support from your colleagues or other actors. It is a terrifying experience—what we call in acting, stage fright. As a postgraduate, your audience is not directly visible to you, but your audience is there, looking at you, your movements, and what you are going to present for them. So, it is an act of public solitude. It is a solitary practice. You always feel isolated, abandoned, marginalised, and depressed. You have to decide with whom you are going forward with this journey; you need to select which intersection would be the most appropriate for you to turn. It is you who should decide what you really want to do and how you really want to do it.
Doing a PhD means not just refining and tuning your instrument but also performing and creating new musical scores that you have never performed before—a particular enlightenment that you are going to experience. If I use metaphoric language to describe that experience, being a PhD candidate and going through that journey is like being an ascetic—a yogic trans that you experience as a researcher.
If you take or choose the difficult path of asceticism, this postgraduate career can lead to a particular nirvana that you may experience after doing a doctoral study. Asceticism is a difficult pathway—a rigorous meditational journey through which you will see emancipation.
Supervision
It is important that you understand the availability and existence of your supervisors because they are the lifelines of your academic journey. I call them lifelines not because they are swimming with you in the torrents of the river but because they are observing you, critiquing you at some point, and also showing you how to tackle those torrents in your difficult journey. Research has identified that the efficiency of a successful research degree depends on the effectiveness of the student-supervisor relationship. Positive relationships always promote success (MacCalling and Nayar, 2012, p. 66). But do not expect your supervisors to swim with you. No, they are not ready to swim with you. But you are the one who swims and intends to face the difficulties. Most of our postgraduates begin to hate their supervisors because they think that they are supposed to swim with you and join your journey. No, they are there for you to guide you and sometimes throw a lifeline if they think you are drowning. I remember Liyanage Amarakeerthi once saying, during his postgraduate years at Wisconsin University, that it is something like a swim or drown situation. Both options are there for you to choose from. It is you who should choose whether you want to swim or drown. First and foremost, you should develop certain essential skills that may support your academic career. In this regard, literacy, numeracy, research and methodological understanding, knowledge about referencing and plagiarism, and many other things would help you start a successful career in academia. Your academic writing is still an essential component of your postgraduate career. If you do not have the skills to write academic essays, it is unlikely that you can get through the degree.
So, your supervisor won’t be able to correct your language or proofread your writing. It is not her or his task to correct your language or teach you research methodology. The key competencies that you need to cultivate during your candidature, such as writing skills, referencing skills, and methodology skills, should be achieved by you, and it is your responsibility to equip yourself with those skills to pursue your career. In your postgraduate career, you are going to learn many other skills and competencies, so do not wait until you get the registration to learn how to write academic essays, how to structure your assignments, how to use relevant methodologies, how to read academic papers, how to understand key theories related to research, how to use word processing software, etc. You should learn all these things before working with your supervisor. If you are not ready to do this, think again about why you really want to pursue a postgraduate degree.
There are two key philosophical issues that exist in the field of postgraduate learning. First, there is the misinterpretation and misunderstanding of research methodologies and methods. Secondly, it is a misunderstanding of academic reading and writing. These two key areas have not been fully explored in our university system. We have opened up various avenues for postgraduates to pursue postgraduate degrees, but our institutions have failed to address some of the concurrent issues related to postgraduate studies.
Let me briefly explore these key areas that may need further attention of our academic institutions. Methods and methodologies are misinterpreted and misunderstood when used in research projects. Most of our researchers who conduct research, whether qualitative or quantitative, are confused with research tools and philosophies related to knowledge creation. Doing research means developing or contributing new knowledge and expanding the existing knowledge base. In this, methodologies are paramount. Why? It is because every research project confronts the question of epistemology. In other words, every research project tries to answer the question of knowledge and how you create knowledge. In this sense, the overall understanding of epistemology, or the theory of knowledge, is vital. Further, methods or research tools are the existing tools that can be used to gather data, whether it is objective data or experiential data. But in the performing arts or in the social sciences and humanities, we tend to use qualitative approaches because we are often dealing with experiential data. When a novice is beginning to do research, she or he thinks that an understanding of research tools or methods is enough for her to successfully complete the research work. This is a fallacy that prevails in our academic spheres.
The second fallacy prevailing in our research culture is related to reading and writing. In reading, we do not teach our postgraduates to read systematically and critically to gather and analyse ideas. Further, we have not shown our postgraduates the value and importance of academic reading. Without developing the skill of academic reading, one cannot write a good thesis. Reading relevant primary and secondary literature and other resources allows you to grapple with existing ideas, theories, and philosophies to develop a conversation. This is an internal conversation that you may develop with your fellow writers and researchers. Yet mere reading is not enough for a researcher to write a thesis. You need to learn how to use those ideas in your writing while still keeping your voice heard in the discussion. This cannot be achieved overnight. You may need proper training and practice to master the skill of reading and comprehending ideas.
Academic writing is another area that needs further attention. This is something that has been misinterpreted in the area of research. We all have some sort of fear of writing essays. For some people, writing is an unpleasant exercise because, in general, it is the most difficult part for a student. There are many postgraduates who are facing numerous difficulties in academic writing, whether they are writing in Sinhala, Tamil, or English. It is not all about writing in English; as I have seen so far, writing in Sinhala is also problematic. What is the reason for all these fears pertaining to academic writing? First, it is because our education has embedded a certain template of thinking that does not allow us to think that writing is a corporeal thing. In other words, writing is an action. In our traditional template of thinking, writing comes after thinking. This is something that has been dominated over centuries in our academia and our way of thinking. We believe that thinking is happening in our brain, and the body follows what the mind says. The duality of mind-body problems is intact in this phenomenon. Along with this, our teaching and learning, our reading and writing, our assessments and evaluations—all these activities are structured as binary oppositions. Now, we cannot get rid of it. Hence, when our postgraduates are ready to write their theses, they get stuck with the writer’s block, not knowing how to start writing. Because, as always, they become “thinkers”. They start thinking, thinking, thinking for weeks and months, not producing a single word. They structure their chapters; they develop their arguments; all these things happen throughout the day, seven days a week. but only in their minds … until they realise that they are running out of time, then only they realise that they have not produced a single word for the thesis.
So, the majority of our postgraduates are ‘thinkers’. But we need ‘pragmatists’ who can understand the importance of action in research and writing. Writing is basically an action that triggers our thinking. If we really want to overcome the writers’ block, then we need to teach our postgraduates how to overcome this duality, body-mind problem, in research and writing. We need to teach them how to start the action of writing rather than stagnating in the world of thinking. Broadly speaking, our body, including our limbs, is a thinking substance, so there is no particular entity that generates thinking. Thinking takes place throughout our body, and bodily action triggers thinking. This may be a bit controversial and thought-provoking, but yes, we need a new way of thinking about our thinking, imagination, conceptualization, ideas, and emotions. Cognitive science sheds a new light, helping us to think in this direction: overcoming body-mind duality and understanding the primacy of our bodily knowing and learning. Philosophers Lakoff and Johnson argue that the mind is inherently embodied; thought is mostly unconscious; and abstract concepts are largely metaphorical. These are the key tenets of cognitive science that have challenged the Western model of mind and matter recently (Lakoff and Johnson, 1999).
Professional training
Today, postgraduate study demands a great deal of ‘objectification of knowledge’. What do I mean by the term ‘objectification of knowledge? It is all about how we generate knowledge and how we can objectively articulate and observe worldly phenomena in order to develop particular knowledge. In a way, being a postgraduate means finding an answer to an epistemological problem. There are two ways that the career of a postgraduate is defined. In a traditional context, it is a solemn journey to create new knowledge by integrating and challenging the existing knowledge base of a particular discipline. Secondly, with the advent of commercialism and trade, the objectives of a postgraduate career have dramatically changed. In this, the career of a postgraduate is defined and described as the development of professional competencies and complying with and catering to the rapidly changing nature of government policies on trade and economies. This is one of the major debates about postgraduate studies, and there are many Ways that institutes and postgraduate faculties try to adapt their strategies and programmes to meet these two requirements. However, it is not an easy task for an institution to maintain the balance between these two poles. Some may tend to continue the traditional way of seeking knowledge, while others introduce new degree programmes to cater to the changing policies of governments and their manpower targets.
However, today’s challenge is how to maintain a balance between professionalism and the classical meaning of research and knowledge development. I believe that the Faculty of Graduate Studies at Sabaragamuwa University would maintain a proper balance between these two poles and secure the classical and philosophical underpinnings of PG studies and knowledge creation. There is no single piece of knowledge that explores this world. Knowledge is partial and contextual. Scientific rationality is one way of extricating truth. But knowledge is not just an objective entity but is innate and subjective. This is the shift that has occurred in recent years in epistemology. In our postgraduate careers, we tend to generate knowledge for the betterment of humankind. However, it is evident that knowledge is not always perceivable as objectivity or objectively grasped. Much of our knowledge and cognition take place beneath our conscious level, and therefore, the knowledge that an individual possesses is unknown to us.
I wish all the postgraduates who pursue a research career at the FGS, Sabaragamuwa University, the best of luck.
References:
Gedye, S., Fender, E., & Chalkley, B. (2004, ‘Students’ Undergraduate Expectations and Post-Graduation Experiences of the Value of a Degree’, Journal of Geography in Higher Education, vol. 28, no. 3, pp. 381–396.
Maturana, HR, and Varela, FJ, 1980, Autopoiesis and Cognition: The Realisation of the Living, Dordrecht, Springer Netherlands.
McCallin, A., and Nayar, S. (2012, ‘Postgraduate research supervision: a critical review of current practice’, Teaching in Higher Education, vol. 17, no. 1, pp. 63–74.
Lakoff, G., & Johnson, M. (1999). Philosophy In The Flesh: The Embodied Mind And Its Challenge To Western Thought. Basic Books.
(Saumya Liyanage is professor in Drama and Theatre and is currently working at the Department of Theatre, Ballet, and Modern Dance, Faculty of Dance and Drama, University of Visual and Performing Arts, Colombo, Sri Lanka)
Features
Closing the Book: Fair regulation of gambling – V
by Prof. C. A. Saliya
Over the past four weeks, this column has taken you to a casino floor on the Colombo waterfront, a card game under an awning, a trading app glowing in a teenager’s bedroom, and a racecourse where the numbers on the board are quietly rigged in the house’s favour before the horses even reach the starting gate. Four completely different worlds. Four completely different sets of laws governing them. And, underneath every single one, the exact same machine.
It’s worth stating that machine plainly, one final time, because it’s the thread that has run through this entire series: every form of gambling we’ve examined has a built-in mathematical edge that belongs to the operator, not the player. Every one of them puts real effort into making that edge feel invisible, by calling itself a sport, a tradition, an investment, or simply harmless fun. And every one of them has a shadow version, an informal or offshore tier, that exists specifically to serve the customers the legal, licensed version either can’t reach or won’t touch.
Once you see that pattern, you can’t really unsee it. A casino’s house edge, a bookmaker’s overround, a trading platform’s spread, and the quiet certainty that whoever’s running the neighbourhood’s illegal numbers game isn’t doing it as a charity, they’re all the same idea, wearing different clothes.
Sri Lanka’s moment of choice
Which brings us to the reason this series exists right now, rather than five years ago or five years from now: Sri Lanka is in the middle of the biggest overhaul of its gambling laws in more than a century. A new Bill, gazetted under President Anura Kumara Dissanayake, would scrap three separate, ageing pieces of legislation, the ordinances covering horse racing, general gambling, and casinos, the oldest dating back to 1889, and replace them with a single Gambling Regulatory Authority responsible for the entire industry, from a Colombo casino table to an online betting app.
That’s a genuinely significant moment, and it deserves to be judged fairly, against the three failures we’ve traced through this series rather than against vague hopes or fears. So, let’s do that, one at a time.
Does it close the gap between licensed gambling and everyone else’s gambling? Almost certainly not, and, as we argued in Part 2, it probably shouldn’t try. A modern regulator built to license casinos and tax betting operators has no realistic way of prosecuting a card game at a funeral house. That gap between “gambling the wealthy do” and “gambling everyone else does” is older than the Republic itself, and one new law was never going to close it. The more honest question for policymakers isn’t how to stamp out Buruwa, it’s whether the country should keep spending any enforcement energy at all pretending it might, when that energy could go toward the tier of the industry that actually causes measurable financial harm.
Does it bring trading apps and offshore forex platforms under the same protective umbrella as gambling? No, and this is the new law’s single biggest blind spot, exactly as we laid out in Part 3. A 19-year-old can lose their entire savings to a leveraged CFD trade with none of the protections that would apply if they’d lost the same money at a licensed casino table: no mandatory age verification built for gambling-style harm, no loss limits, no cooling-off period, no self-exclusion register. The new Gambling Regulatory Authority, as currently designed, has no jurisdiction over any of it, because these products are still classified as financial services rather than gambling, a distinction that matters enormously on paper and barely at all to the person who actually loses the money.
Does it strengthen the fight against unlicensed offshore operators? Here, genuine credit is due. The new law’s Digital Gambling License, requiring both local and offshore online operators to hold a Sri Lankan licence before taking bets from Sri Lankan customers, is a real and overdue step, arguably the single most useful thing in the entire Bill. Whether it can actually be enforced against operators sitting on servers in another country, outside Sri Lankan jurisdiction, is a separate and much harder question. But as a statement of intent, it’s the clearest sign yet that the government understands where the real money, and the real modern risk, has moved to.
What the rest of the world is trying
Sri Lanka isn’t figuring any of this out alone, and it’s worth glancing at how others are handling the same puzzle. Britain’s Gambling Commission is one of the world’s most established regulators, and it is currently under real political pressure over gambling advertising and whether operators do enough to check that customers can actually afford their losses, a reminder that even a mature, well-resourced regulator never really finishes the job. Curaçao, a small Caribbean territory, built its reputation on issuing gambling licences fast and cheap, which sounds appealing until you realise it’s also a cautionary tale about what happens when a “race to the bottom” on licensing standards leaves consumers with almost no real protection at all. And the United Arab Emirates offers the opposite lesson: a country that spent decades as one of the strictest gambling-ban states in the world, now in the process of building a licensed casino and betting industry from scratch, precisely because its leaders concluded that a controlled, visible industry was easier to manage, and tax, than an invisible one they could never fully suppress anyway.
Sri Lanka’s new law sits somewhere between those examples: more ambitious than Curaçao’s light-touch approach, less mature than Britain’s decades-old framework, and facing the same fundamental question the UAE has just decided for itself, is it better to chase an activity underground, or bring it into the light where it can at least be taxed, measured, and, where necessary, restrained?
What no law can fix
It’s worth being honest about the limits of regulation, too, because this series has tried throughout not to oversell what any single law can achieve. No Gambling Regulatory Authority, however well designed, is going to stop a family playing Buruwa at a funeral house, and it probably shouldn’t try to. Some forms of gambling are so deeply woven into ordinary social life that treating them as a policing problem wastes effort that would be far better spent where the actual harm is concentrated: online, on trading apps, at unlicensed operators reaching people through their phones at two in the morning, far from any awning or family gathering.
A closing word, not a closing bet
If there’s one thing worth taking away from five weeks of this column, it isn’t a tip for the next race, or a warning to delete your trading app, though there’s a case for both. It’s simply this: understanding how the house edge works, in a casino, at a card table, on a trading screen, or at the bookmaker’s window, doesn’t make you better at winning. Nothing does, reliably, over the long run; that’s what “house edge” means. What it does is make you a harder person to fool, which, in an industry built almost entirely on making its edge feel invisible, might be the only real advantage a player ever gets.
The most dangerous bet in this entire series was never really a bet at all. It was assuming that because a game wears a suit, or a silk shirt, or a family blessing, it doesn’t have a house. It always does. The only real choice any of us has is whether we walk in with our eyes open.
This concludes our five-part Out of the Box series on the business of gambling. If you or someone you know is struggling with gambling-related harm, please seek support from a qualified counsellor or helpline in your area.
(Prof. C. A. Saliya, is a charted accountant, academic, researcher and former banker. He is the author of SAMAJA GAVESHAKAYA and Springer Publication DOING SOCIAL RESEARCH. He can be contacted at saliya.ca@gmail.com. The views expressed in this article are his own and do not necessarily represent those of the organisations with which he is affiliated.)
Features
Why Sri Lanka needs an Inclusive Civic Nationalism – urgently
by Sasanka Perera
(The writer is on X as @sasmester)
The frenzied online actions of thousands of Sri Lankans responding to the Canadian actress, Maitreyi Ramakrishnan, calling herself an Eelam Tamil and opting not to identify herself with Sri Lanka has gone viral. Many of these were ‘Sinhalas’ from the country and the diaspora. An equal number of people spoke in support of the actress too, most being diasporic and local Tamils. Much of the latter was driven by a sense of online-Eelam nationalism. The liberal-woke types from Lanka claimed the Canadian actress as our own despite Ramakrishnan having made it very clear she does not want to be identified as such. The first two of these expressions are clear examples of ways in which nationalism should not manifest, usually as a divisive and exclusionary force. The liberal third expression is simply silly, irrelevant and sad. This said, I have never considered nationalism as useless or dangerous if it can be intelligently and inclusively fashioned to serve the nation. This is very different from my friends in the Sri Lankan Left, who have generally rejected all forms of nationalism.
However, one must be mindful that across the globe nationalism has long walked a dangerous tightrope. Too often, its supporters in different countries have defined the nation through an exclusionary lens, drawing narrow circles around who ‘truly’ belongs and pushing minority communities to the periphery. Two very dangerous ongoing manifestations are epitomised by the virulent US and Israeli nationalisms espoused by Donald Trump and Benjamin Netanyahu. Consequences of their toxic rhetoric have gone beyond their national borders to impact the entire world. In Sri Lanka, this global malaise has found a localised anchoring as exemplified by the online explosion of competing ethnic nationalisms referred to at the beginning of this essay.
For decades, dominant political narratives have cast nationalism mostly in majoritarian and ethno-cultural and religious terms, overtly or subtly privileging the Sinhala identity. In doing so, this version has mostly alienated Tamil, Muslim, Burgher, and other communities, transforming a concept that should have ideally unified the people of the nation into a wedge that drives them apart. These other communities also have on their own come up with similarly competitive, exclusionary and at times, virulent forms of ethnoreligious natalisms.
But this is not how Sri Lankan nationalism emerged, at least among the elites, in the early years prior to independence. It was far more inclusive and inclusionary than we can fathom today. Compounding the present exclusionary trend is a more cynical phenomenon. That is the weaponization of identity by woefully unethical political interests. In the hands of many political parties and at present, among the fractured and irrelevant political opposition, nationalism in Sri Lanka has been reduced to crude, emotional rhetoric. Or to put it more clearly, it has been turned into a tool of convenience hauled out during election cycles or in times of existential political crisis to secure votes and support through divisive and chauvinistic mobilization. This phenomenon is clearly visible among Sinhala, Tamil and Muslim-dominated political parties.
This brand of nationalism is both offensive and counterproductive, even though many nationalisms in the world today work precisely like this. Such a negative, virulent and exclusionary nationalism only offers hollow slogans while failing to address the fundamental socio-economic realities and existential crises reaching across international borders that ordinary citizens must face regardless of whether they speak Sinhala or Tamil. It thrives on stoking fear rather than building state capacity or national pride.
To break this cycle, Sri Lanka must self-consciously move toward an inclusive civic nationalism. In my mind, this reimagined identity must necessarily encompass all Sri Lankans across ethnic, linguistic, and religious boundaries. This is the kind of nationalism that did exist among the elites prior to independence and also reemerged decisively during the public protests of the aragalaya. But I am unsure of its continuity, although it is clear the present government has not offered any ammunition to build a divisive and exclusionary nationalism within the country as in the past. Such inclusive civic nationalism however, does not manifest in the government’s dealings with other nations where the more dominant streak is an unfathomable sense of servility.
Crucially, this new civic nationalism must operate purely on behalf of the sovereign state and its national interest, refusing to use ethnicity or religion as filters for patriotism. It should also be a driver for our national interest when dealing with other countries –– big or small. When a citizen contributes to the economy, pays taxes, or defends the rule of law, their right to the nation is absolute. True nationalism respects diversity not as a concession, but as the very bedrock of the nation’s strength.
An inclusive nationalism, however, is not merely a domestic moral imperative; it is a geopolitical necessity as well. In an era where small nations are increasingly caught in the crosshairs of great power competition, Sri Lanka cannot afford to be internally fractured.
We have seen ample evidence of how external pressures can sideline our interests — whether through lopsided economic leverage, geopolitical arm-twisting, or diplomatic overreach by regional and global powers like India and China. Particularly this international dimension of nationalism has not seriously been discussed in Sri Lanka and it is hardly an integral part in our negotiations with other nations.
There has been continuous diplomatic pressure and policy lobbying, driven by long-term Indian security and political interests, to construct a physical road and rail link along with power and energy connections between India and Sri Lanka. While Indian proponents and their many Sri Lankan cohorts pitch this purely through an economic lens of trade and tourism, many Sri Lankans view it with deep apprehension. But this apprehension is hardly articulated in any sensible way in any sensible forum including in national politics. It is almost a whisper, albeit a widespread one. Beyond environmental vulnerabilities in the fragile Palk Strait ecosystem, there is a legitimate fear that an open land corridor would strip away Sri Lanka’s natural island strategic defence as well as its identity itself. It risks opening up the country to asymmetric socio-political pressures more than it endures at present, potential demographic and migration imbalances, and tighter economic subjugation by its massive neighbor, effectively transforming Sri Lanka into an easily accessible periphery of the Indian mainland. Besides, a physical link is not an absolute necessity for connectivity.
The Chinese situation is no different. Over the past two decades, aggressive infrastructure financing by Chinese state-owned banks have led Sri Lanka into high-cost commercial debt, culminating in the 2022 economic collapse and the infamous 99-year lease of the Hambantota Port to a Chinese joint venture. This highlights how a weak, fragmented state can be reduced to the role of a pawn in a ‘debt-trap’ or broader Indo-Pacific great power rivalry. When national leaders prioritise short-term political survival or personal patronage networks and wealth accumulation over national interest, critical sovereign assets are compromised, turning parts of Sri Lankan territory into strategic flashpoints for foreign powers. This has already happened in Sri Lanka.
An inclusive Sri Lankan nationalism ensures that decisions on sovereignty and borders as well as the value of national economic assets are evaluated from the standpoint of all citizens and only in the national interest –– not forced through by a locally powerful government with a compliant international relations outlook susceptible to external lobbying. A unified nation can objectively weigh economic connectivity against strategic vulnerability without internal or regional factions weaponizing the issue for sectarian advantage.
In my mind, an inclusive, civic nationalism establishes a firm, non-negotiable doctrine: no foreign power, whether Eastern or Western, regional or global, is permitted to compromise Sri Lanka’s territorial integrity or economic sovereignty. It ensures the country’s national interest and long-term survival are carefully aligned to the economic independence of the nation, ensuring that future governments maintain transparency, resist predatory lending, and treat national assets as sacred public trusts rather than bargaining chips. This does not mean the closure of opportunities for overseas investments. Rather, it means those investments would be based on transparency, on equal grounds and with equal benefits based on similar rules and conditions as those operational in the very countries we deal with.
When a nation is internally divided along ethnic and religious lines or is submissive in the way it deals with the world, it is inherently weak, vulnerable to external manipulation, and ill-equipped to negotiate fiercely.
A unified, inclusive Sri Lanka, backed by a nationalism rooted in collective strength and an inclusive sense of national pride rather than narrow exclusion, can stand its ground. Only then can we speak with one voice to defend our sovereignty, protect our economic assets, and chart an independent course in the Indian Ocean and the world.
Features
Eastern University and the making of a culture of peace
by Jehan Perera
There is an important change in the way peace is being understood in Sri Lanka. The notion that peacebuilding is not simply the responsibility of governments, politicians and peace organisations, but is also a responsibility of educational institutions, appears to be permeating the consciousness of at least a section of the academic community. This was visible on International Peace Day at an event held at Eastern University by the Faculty of Health-Care Sciences. The event was unusual not least because the medical and nursing faculty of the university had decided that peacebuilding was relevant to its academic and professional responsibilities.
Peacebuilding has too often been treated as something undertaken after conflict, when the fighting has stopped and the immediate task is to rebuild relationships between communities. But peace cannot be sustained by governments and peace organisations alone. If it is to become long lasting, the values and practices of peace have to become part of the institutions through which a society educates its younger generations. Universities and other educational institutions are therefore important to peacebuilding. They are among the places where the foundations of a culture of peace can either be built or neglected.
The experience of the Faculty of Health-Care Sciences at Eastern University provides a practical example of what this can mean. Led by its Dean, Prof Thillainathan Sathaananthan, the faculty organised an event which went beyond the ordinary academic scope of a medical faculty. University academics are experts in writing project proposals and applying for research grants. On this occasion, the members of the Faculty of Health-Care Sciences used those skills to apply for a UNESCO grant that they won to conduct an International Peace Day event. The significance lies less in the Rs 200,000 grant than in the decision to use the university’s institutional capacity and resources to invest in peacebuilding. The event at Eastern University needs to be understood as more than a successful university programme. It represents a possible paradigm shift in peace thinking.
Institutional Commitment
The Peace Day event obtained the support of the university administration, including Vice Chancellor Prof P Peratheepan, and reached out to secondary schools in the vicinity to mobilise their attendance. The event itself was meticulously organised. There were cultural items including traditional and modern dance and song in the three languages, performed by combinations of solo, duet and multiple singers, dancers and actors drawn in part from nearby secondary schools. There was a panel discussion by senior academics on the general theme of peacebuilding and how to prepare for it. A discussion among the students followed, where each student spoke on behalf of a religion that was not theirs. This is significant because peacebuilding cannot remain an idea discussed by specialists at conferences. It has to become part of the way institutions educate and prepare people for life in a plural society.
The Faculty of Health-Care Sciences at Eastern University has provided a model through its Peace Medicine course modules that were introduced to the curricular as a compulsory core course over 10 years ago. Two senior academics, Dr Kuveriel Eliyas Karunakaran and Dr Thillainathan Sathaananthan, have written a book on “Peace Medicine- A Health Care Concern” that was published five years ago. Its Peace Medicine Module integrates principles of medical ethics, compassion, equity, social justice and community engagement into health education and practice. In his introduction, former Vice Chancellor of Eastern University, Prof T Jayasingam noted “This book is an introduction to a theme which had already been operating in the Faculty of Health Care Sciences as a course.”
Doctors, nurses and health workers know better than anyone the harm that war and violence does. They are the people who treat the wounds and trauma that violence leaves behind. In a hospital, a patient is not asked what their religion or ethnicity is before they are treated. Health care is one of the places where peace is practised every day. The Faculty has therefore found a way of connecting its professional responsibilities with the wider social responsibility of peacebuilding. The question is whether this experience can be replicated throughout the country, at universities and at other educational institutions, so that peacebuilding becomes part of the consciousness of education itself. If that happens on a sufficient scale, it can begin to generate a culture of peace that becomes increasingly difficult to reverse.
Local Action
The Eastern University event corresponded closely to the United Nations theme for this year’s International Day of Peace, “Invest in Peace – For Everyone, Everywhere, Every Day”, which honours the “everyday architects of peace”, people driving local action, laying the groundwork for stability and building lasting peace from the ground up. The emphasis on investment is important. An investment means that something is put in: time, courage and resources. There is no more violent conflict in Sri Lanka today. But the absence of war does not automatically produce a culture of peace. The factors that fed the country’s conflict have not disappeared from the world. Racism, corruption and the violation of laws and human rights are the raw materials of conflict. So too are unresolved grievances, discrimination and the failure to recognise the suffering of others.
A country that does not deal with its past does not escape it. The past can return in the next generation. This is why the experience of Eastern University needs to be replicated countrywide, both at universities and at other educational institutions. The objective should not be to turn every academic discipline into peace studies. Rather, peacebuilding needs to become part of the consciousness of education itself. Eastern University shows that a medical faculty can develop Peace Medicine. A law faculty can examine the relationship between justice, rights and peace. Faculties of education can prepare teachers to work in diverse communities, while the humanities and social sciences can examine the different narratives through which communities understand their histories. Every institution can find its own way of making peacebuilding relevant to what it teaches.
Sri Lanka has had many declarations, pledges and programmes in the past. What matters is whether these produce changes in behaviour and institutional practice. Peacebuilding requires confronting difficult issues rather than avoiding them. It requires respect for different identities, but also engagement across those identities. It requires dealing with grievances in the present while also addressing unresolved issues from the past. It requires truth, accountability, reparations and guarantees of non-recurrence. It requires people to learn that the rights of another community do not diminish their own rights. The International Peace Day event at Eastern University was evidence of a change in the way at least some academics in a part of the country deeply affected by war are thinking about their responsibilities. Peace needs to be invested in and the most important investment will be in the minds of those who will inherit the future.
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