Features

That Midnight Knock on the Door:Sundarampuram: Janel Piyanpath

Published

3 years ago

2023/08/25

English name: ‘Jaffna Doors and Windows’
Concept, Design, Editing: Sarath Chandrajeeva
Layout: Kanishka Vijayapura
Printed and bound by Neo Graphics Pvt (Ltd)
Sales points: Barefoot Book shop Galle road Colombo 03, Sarasavi Book shops, Sakura agencies Colombo 04, Plate Pvt. (Ltd) Colombo 03.
Selling price: Rs.10,000.00 (below cost)

by Laleen Jayamanne

Jaffna Doors and Windows is the blunt English title of a large book of multilingual poems, each written in relation to a specific photograph of bomb-blasted buildings of Jaffna during the civil war. Each poem is printed on the partnered photographic image which covers an entire page or two. At a glance the Jaffna ruins feel like a vast overgrown archaeological site, intertwined with wild creepers, tangled roots, green foliage, trees, teeming with vitality.

The project was born on the 31st January 2021 when the Sinhala poet Lal Hegoda sent his friend Hiniduma Sunil Senevi a poem and the latter responded with one himself, within 45 minutes! (I love this innate skill and impulse, which I have observed on FaceBook as well, among Sinhala poets). Then, Lal sent both poems to several friends, including Sarath Chandrajeewa.

Sarath, in turn, then decided to send a photograph from his collection of destroyed buildings of Jaffna and asked each recipient to write a poem (in any of our three languages), in relation to the image. While there are wonderful Muslim, Tamil and Sinhala poets among them, many are not poets but have felt impelled to write a poem when the request came with an image that moved them, spoke to them, perhaps even with a ‘foreign’ script like Brahmi. As the project expanded, many other photographers contributed their own images of destroyed buildings, houses, kovils, mosques, churches, etc. Fourteen photographers and 86 writers participated in the project creating 108 poems.

Thus was born, not quite a Kavi Maduwa (poetry-shed), nor exactly a Raga Mala (garland of melody), but what I like to imagine as an electronic, wild Mycelial Network (a fungal web), growing under the rubble, entwined with human bones in that blood-soaked earth of Jaffna, emerging into the sunlight like fungi (mushrooms, hathu), in all their colourful variety of shapes and sizes. Such was the chance beginnings of this interethnic, networked collective project of friendship and solidarity, expressed in this singular book, coordinated and edited by Sarath and published by The Contemporary Art & Crafts Association of Sri Lanka in October 2022.

It’s been launched in Jaffna but not in Colombo, nor even reviewed as yet. The Jaffna Doors and Windows have stories to tell, stories of fear, terror, death and destruction and systematic, well-planned theft, during the civil war years, of these valued, detachable artefacts from Tamil and Muslim homes. The Tamil title, ‘Displaced Doors and Windows’, captures this history precisely. It is this aspect of war profiteering that has galvanised many to reflect and write a poem, even though some have never done that before.

This carefully crafted ‘Artists’ Book’, must surely be of interest to institutions such as the International Centre for Ethnic Studies, Museum of Modern and Contemporary Art and the Geoffrey Bawa Foundation, in particular. A book launch and a moderated discussion at any of these institutions (at the forefront of work on the cultural intersection of ethnicity with photography, poetry, art & crafts, art history and architecture), could provide a hospitable forum for ‘Truth-Telling’, enhancing the ongoing processes of ‘Reconciliation,’ after the long civil war (1983-2009).

These Doors and Windows are booty, and might well haunt the conscience of the good folk sleeping in houses well secured with them, if they did know the full story. A Southern book launch would be something of an exorcism I imagine, leading to reparation through a return of the looted precious objects, laden with generational family memories and scarred with historical trauma, varnished and polished over no doubt.

The looted Jaffna Doors and Windows are made of hardwood and crafted with traditional decorative patterns such as I have not seen in the South. Some are painted. They are palpable evidence of traditions of craft practices of Jaffna. Who were these craftsmen? Are they still alive? Are they both Muslim and Tamil? I imagine Geoffrey Bawa would have been interested in answers to these questions. I heard a formal discussion at an exhibition of Bawa’s architectural drawings once (accessed on YouTube), where Channa Daswatte mentioned pointedly that Bawa hired Muslim builders for his projects.

Clearly, these doors and windows were made to last generations, like Kandalama. And no doubt, these sturdy antique artefacts must now grace architect-designed houses in the South, especially in Colombo. These items, along with the sturdy cross beams (uluwahu), were wrenched out and transported to Colombo during the war, openly sold at a brisk pace and bought by eager architects and other middle-class folk with antiquarian interest in craft, for their cool new houses. There is a recorded instance where shop owners prevented Hegoda from photographing a stack of these doors on display at a store front, on the outskirts of Colombo with the signage, ‘Jaffna Doors and Windoors’. This was to be the impetus for Hegoda’s inaugural poem sent to Sunil, which then led to the long process of creating this collaborative and moving book.

Sundarampuram Janel Piyanpath

, the poetic title in Sinhala, is taken from Hegoda’s own poem called Hogana Pokuna (a beautiful vernacular phrase for the ocean, to those from inland who have never heard the ‘roaring’ ocean and imagine it to be a ‘pond’!). The poet muses, where the doors and windows of Jaffna might have gone to, and responds, perchance to see the Hogana Pokuna in Colombo!

sarath

Restitution of Stolen Artefacts

It would be an interesting art-historical based activist project of reclamation of a lost tradition, to try to find these doors and windows and photograph them if visible from outside. The photographs can then be components of an installation and/or the matrix for another book of trilingual poetry. Such a project would excite poets and others keen to work across the three languages and cultures and media, to create robust networks of exchange across wounding divides. Perhaps, even, the owners can be persuaded to return the stolen artefacts, which is now global best practice in art institutions and among respectable ethical collectors.

This issue reminds me of the paintings stolen by the Nazis from wealthy Jewish homes and the struggles to reclaim them by the descendants. There was a film recently about one of Klimt’s most famous paintings which, after a legal drama, was finally given to its rightful inheritor. Of course, these beautifully crafted or even purely functional solid doors don’t share the aesthetic and monetary values of high modernist European art, but given the revival of Lankan arts & crafts in the wake of Bawa’s visionary, celebrated project, those astute architects who formulated and activated the idea of ‘Tropical Modernism’ might take up this activist project as a challenge in Lanka now. It could take the once radical idea out of its comfort zone of South Asian cool and give it a further ethical resonance for the region too.

When flicking through the book full of colour, with the profuse green foliage, the splashes of abstract colours on the pages, the intensity of sun- light, the blue sky and randomly reading a stanza or two that caught my eye, one sees the empty holes on walls, a recurring visual motif. Then, the memory of reading accounts of how Richard de Zoysa, the Lankan journalist, was taken away by government law enforcement officials, from his home one night, never to return, came to mind. Was there a knock on his door late that night? I wondered. Richard’s abduction, torture and murder brought home to the Sinhala middle classes in Colombo and those of us living outside the country, what had in fact been happening to countless unknown young persons, right across the country. Many knew Richard as a charismatic actor and fearless journalist.

I remember hearing Richard’s mother, Dr Manorani Saravanamuttu, talk about the state of terror in Sri Lanka (that of the state, the LTTE and JVP), and also about Richard’s death, at an Amnesty International meeting in Sydney in 1991 perhaps. I still remember Richard and his mother playing as mother and son in Aeschylus’s Agamemnon in Colombo, in the late 70s, in the open, perhaps at the British Council. Manorani was Clytemnestra and Richard Orestes, duty bound to kill his mother, because she killed his father, because he killed their daughter, so as to placate the wind god to set sail to sack Troy. This cycle of relentless mythic violence the mother and son enacted in the Greek tragedy, appeared to have gripped Lanka too. But the play is a part of a trilogy, which concludes with the establishment of trial by jury where the principle of Justice, rather than vengeance, is established in Athens, through argument and a spirit of reconciliation led by Athena, governed by reason. This too appears relevant to Lanka now where the state enacts vengeful violence on peaceful protestors and journalists and the independence of the judiciary is eroded.

Sundarampuram

is dedicated to Dr Rajani Thiranagama, Professor of Anatomy at the University of Jaffna, also a well-known human rights activist, who was gunned down by a member of the LTTE. There is an image in the book of her smiling at us and her long poem ‘Letter from Jaffna’, printed beside it in the three languages. Her poem describes the quotidian, ceaseless mass violence and sense of terror they all experienced caught between the IPKF, LTTE and the Lankan Army. She speaks on behalf of the nameless victims. Her sister Sumathy writes of the mass eviction of Muslims from Jaffna by the LTTE, and of their abandoned homes then subject to acts of vandalism.

Hiniduma Sunil’s poem describes the interior of a posh Colombo home where a Tamil servant-girl finds herself alone in the living room where one of those Jaffna windows and doors have landed. Her silent thoughts are given poetic expression. Priyantha Fonseka apostrophises a Jaffna window in happier times, when it opened on its intact hinges, to let in a gentle breeze in a moonlit night and the beloved. Readers will no doubt pick up poems that appeal to them from its large selection and the images themselves will lure us despite all, because they have become allegorical, like all ruins, and as such, have the power to address us with the injunction, ‘Read Me!’ ‘Say something,’ they whisper to our ears. (To be continued)

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Features

Sections of US media looking power straight in the eye

Published

22 hours ago

2026/10/1

Sahan Weerasooriya

President Trump addressing the media at the White House.(BBC)

Some fundamental freedoms seen to be at the heart of democracy in the US – religion, speech, the press, assembly and the right to petition the government – are at risk of being undermined at present by the country’s Executive President. However, the latter is being legally challenged on this score by some sections of the US media and the citizenry of the country could take heart from this notable defense of media freedom.

In fact this is good news for the world of democracy. The push back is coming from organizations such as CNN, ABC, CBS, Fox, NBC who constitute the nucleus as it were of the US media and their solidarity no less than their resourcefulness calls for commendation.

Following a recent White House decision to suspend CNN from what was referred to as ‘participation in presidential pool coverages’, the other media organizations mentioned refused to replace it in the pool. Their position was that the public had a right to receive ‘accurate and independent information about the government.’

Earlier, the White House decided to bar MS NOW and Politico from entering its premises following the restrictions imposed on CNN. The organizations were accused of publishing “FAKE NEWS’ , ‘Fiction’ and ‘lies’ in respect of the administration. These organizations lost no time in initiating a federal lawsuit accusing the central administration of violating their rights guaranteed by the First Amendment.

However, the latter litigating organizations could now consider themselves as having been vindicated because the federal court hearing their case has ordered the Trump administration to temporarily restore White House press access to journalists from the mentioned media institutions. Notably, the court has declared that the ban is ‘likely unconstitutional’. The case is proceeding.

The mass media of the most vibrant democracies of the West ought to be no strangers to such inspirational acts of solidarity and exemplifications of independence but there are lessons here for the democracies of the South that could stand them in good stead. Minus the right of a people to be informed, the rest of fundamental rights featuring in Southern Bills of Rights and legislation of the kind are bereft of substance and meaning.

It is informed decision-making on the part of a citizenry that makes for democratic vibrancy and on this score many a Southern democracy fails. While Southern publics generally demand of their governments continuous economic well being and substantive material benefits they are not equally desirous of being informed and knowledgeable.

This lacuna in the consciousness of many Southern publics enables their governments ‘to get off the hook’, so to speak and govern, or more often misgovern, their countries with impunity. Among other factors, this species of mass ignorance makes it possible for governments to dismantle democracy and rule in perpetuity.

Accordingly, an educated and constantly informed public is an essential precondition for the flourishing of democracy and independent media are integral to this process. Minus an independent mass media sector that meets the knowledge needs of the people responsibly, democracy is as good as dead.

Needless to say, those sections of the US media that are currently taking the Trump administration to task over its media curbs are acutely aware of the cruciality of these fundamental knowledge requirements.

The hope of democratic opinion worldwide and locally is likely to be that media independence would thrive in the manner in which it is flourishing in the most vibrant and accountable democracies of the West.

Southern countries such as Sri Lanka that lay claim to democratic credentials, but are democracy-deficient in many ways, need to be particularly cognizant of these requirements. The publics of these countries need to go the extra mile to ensure the thriving of an independent but responsible mass media sector.

In fact it is veritably a matter of life and death. It is only an independent media sector that could, while ensuring the existence of an informed public, impress on the latter the need to protect and perpetuate its fundamental rights. In the absence of these campaigns, such publics could be eventually having on their hands governments that boast of ruling in perpetuity.

Taking a leaf from the sections of the US media referred to independent media organizations in Southern states need to act in solidarity as well. They would need to act on the basis of the principle that acts of victimization suffered by members in their fold at the hands of governments, for instance, are in fact inimical acts directed at their collectivity and which call for united remedial action. In short, no independent mass media institution could see itself as ‘an island’.

Besides some general guidance on the importance of media independence and solidarity, the message coming from the US with regard to media praxis is that power must be stood-up to unblinkingly. The mentioned sections of the US media are primarily in a struggle to ward off encroachments on their independence in the areas of policy and practice by the political executive, that is the President.

The latter would ride rough-shod over the media in the absence of robust opposition by the media itself to inimical executive action of this kind.

While media independence needs to be seen as crucial to democratic development, an obligation is cast on the media to ensure that it uses such independence responsibly and constructively.

The worst that could afflict a media sector is for it to fall prey to the clichetic ‘freedom of the wild ass’. In fact recurring irresponsibility on the part of the media could lend credence to the perception that a tightly regulated media is best for a country. It is a short step from this misguided view to the position that political authoritarianism is best for a state. That turn of events would be of course catastrophic for a democracy.

The issues discussed thus far point to the need for a broad discourse among Southern democracies in particular on what is best for them in this connection. Given the risks underscored earlier for Southern countries in particular a broad discussion on the matters at hand, which includes the public, emerges as a must for Sri Lanka. Besides, media solidarity within democratic countries and internationally is a must.

Features

What lessons can be learned to improve quality of Sri Lanka’s Grade 6 syllabus

Published

22 hours ago

2026/10/1

Sahan Weerasooriya

Prime Minister Dr. Harini Amarasuriya

by Prof. M. W. Amarasiri de Silva

Following public controversy over an inappropriate web link found in an English study module, the Sri Lankan government formally deferred the full rollout of the Grade 6 curriculum reforms to January 2027. In the interim, state schools will maintain the existing syllabus, reverting to standard eight-period daily timetables and previous textbooks to ensure uninterrupted instruction. Prime Minister and Minister of Education Dr. Harini Amarasuriya emphasized that this temporary pause allows the Education Ministry to thoroughly review all instructional materials, fix editorial flaws, and conduct scientific impact assessments across pilot schools prior to nation-wide implementation.

To address the oversight, an expert committee evaluated the flawed materials, completed necessary amendments, and finalised discussions to resubmit corrected modules for printing. Beyond revising written texts, the Ministry established a broader preparation roadmap—allocating funds for extensive teacher training programs set to begin mid-year, alongside scheduled informational briefings for parents, teachers, and students. Prime Minister Amarasuriya reaffirmed that none of the valid first-term modules were completely discarded or scrapped, preserving state resources while systematically rebuilding public trust and strengthening quality assurance protocols.

In this respect, this article reviews the current grade 6 syllabus comparing it with similar syllabi of India and the USA, with a view to make recommendations for the upcoming grade 6 syllabus revision.

Architecture of nation’s future

Education is the quiet architecture of a nation’s future. It is the unseen scaffolding upon which generations build their character, their intellect, and their capacity to contribute meaningfully to society. In Sri Lanka, the Grade 6 syllabus occupies a particularly important place in this architecture. It is the bridge between primary learning and the more demanding intellectual terrain of secondary education. It is the moment when children begin to move from learning basic facts to understanding concepts, from memorising information to applying knowledge, and from passive reception to active engagement. Yet, despite its importance, the Grade 6 curriculum in Sri Lanka has long struggled with issues of breadth, depth, relevance, and pedagogy. As global education systems evolve, Sri Lanka must examine what lessons can be learned from international models—particularly India and the United States—to strengthen its own curriculum and prepare students for a rapidly changing world.

The first lesson Sri Lanka can learn is the value of conceptual clarity. India’s NCERT curriculum, especially in Mathematics and Science, is globally respected for its logical progression and conceptual depth. Indian students are introduced early to the idea that mathematics is not merely a set of procedures but a language of reasoning. They learn why a ratio works, not just how to compute one. They understand the structure of an equation, not merely the steps to solve it. In Science, they explore the properties of materials, the structure of plants, and the principles of motion with a clarity that encourages curiosity rather than rote memorisation.

Sri Lanka’s Grade 6 syllabus, while competency-based, often leans heavily toward content coverage. Students are expected to learn many topics, but the time allocated for each is limited, and the teaching culture often emphasizes memorisation over understanding. If Sri Lanka wishes to improve the quality of its syllabus, it must embrace the idea that fewer topics taught well are better than many topics taught superficially. Conceptual mastery builds confidence, and confidence builds lifelong learners.

Lesson from the US

A second lesson comes from the United States, where the curriculum is built around skills rather than content. American students in Grade 6 are expected to read complex texts, analyse arguments, write essays supported by evidence, conduct experiments, and engage in collaborative projects. The emphasis is not on how much they know but on what they can do with what they know. This skills-based approach encourages critical thinking, creativity, and independence—qualities essential for success in the modern world.

Sri Lanka’s syllabus, by contrast, often rewards students for reproducing information rather than interpreting it. The exam culture reinforces this tendency, as students are assessed primarily through written tests that measure recall. To improve the syllabus, Sri Lanka must integrate more opportunities for students to think, question, debate, and create. The classroom should become a space where students learn to solve problems, not just memorize solutions.

Another important lesson comes from the breadth of Sri Lanka’s own curriculum. One of the strengths of the Sri Lankan system is its inclusion of cultural and religious education. Subjects such as Buddhism, Hinduism, Islam, and Christianity provide moral grounding and cultural identity. Art, Music, Drama, and Health contribute to holistic development. These subjects remind students that education is not merely about academic achievement but about becoming a balanced human being. However, breadth without depth can become burdensome. Grade 6 students in Sri Lanka often juggle more than ten subjects, each with its own textbook, competencies, and assessments. This creates pressure not only for students but also for teachers, who must rush through content to meet syllabus requirements. The lesson here is not to reduce cultural subjects but to integrate them more meaningfully. Religious education can be taught through ethical discussions, community projects, and reflective writing. Art and Music can be connected to history, literature, and social studies. Health can be linked to science and physical education. Integration reduces overload while enriching learning.

Another lesson from India

India offers another valuable lesson in the form of standardised textbooks. NCERT books are used across the country, ensuring consistency in quality and content. They are written by subject experts, reviewed rigorously, and updated periodically. Sri Lanka’s textbooks, while generally well-structured, vary in quality and often lag behind modern pedagogical standards. Some are dense, text-heavy, and lacking in visual aids or real-world examples. To improve the syllabus, Sri Lanka must invest in high-quality textbooks that are engaging, accessible, and aligned with contemporary educational research. Textbooks should not merely transmit information; they should inspire curiosity. They should include stories, diagrams, experiments, and activities that make learning enjoyable and meaningful.

The United States provides a lesson in inquiry-based science education. American students conduct experiments, build models, observe natural phenomena, and engage in engineering design challenges. They learn science not as a set of facts but as a process of discovery. Sri Lanka’s science curriculum includes experiments, but many schools lack the resources, laboratory facilities, or teacher training to implement them effectively. Improving the syllabus requires improving the ecosystem around it. Schools need laboratories, equipment, and teacher development programs that empower educators to teach science through inquiry. A syllabus is only as strong as the environment in which it is taught. ***

International models

Another area where Sri Lanka can learn from international models is language education. In India, students often learn three languages—English, Hindi, and Sanskrit or Urdu. This heavy language load has its challenges, but it also produces students with strong linguistic skills. In the United States, English Language Arts emphasises reading complex texts, writing arguments, and analysing literature. Sri Lanka’s English curriculum, while improving, still struggles with uneven implementation across schools. Many students reach secondary school without adequate proficiency in English, limiting their access to global knowledge. To improve the syllabus, Sri Lanka must strengthen English instruction through better teacher training, more reading opportunities, and a shift from grammar-heavy teaching to communication-focused learning. At the same time, Sinhala and Tamil instruction should be modernised to include creative writing, literature appreciation, and critical reading.

Social Studies is another area ripe for improvement. Sri Lanka’s curriculum includes History, Geography, and Civics, but the teaching often emphasises memorization of dates, definitions, and facts. India’s Social Science curriculum, while also content-heavy, provides clearer conceptual frameworks. The United States, however, excels in teaching civics and citizenship. American students learn how governments function, how laws are made, how communities solve problems, and how citizens participate in democracy. Sri Lanka can strengthen its Civics curriculum by incorporating more discussions on governance, rights, responsibilities, and community engagement. Students should learn not only the structure of government but also the values that sustain it—justice, equality, and participation.

One of the most important lessons Sri Lanka can learn is the value of reducing exam pressure. In both India and Sri Lanka, exams dominate the educational landscape. Students are judged primarily by their ability to perform on written tests. The United States, while not free from assessment challenges, uses a wider range of evaluation methods—projects, presentations, portfolios, and continuous assessment. These methods allow students to demonstrate learning in diverse ways. Sri Lanka should consider adopting a more balanced assessment system that values creativity, collaboration, and practical skills alongside academic knowledge.

Technology integration is another area where Sri Lanka can improve. The United States incorporates digital literacy, coding, online research, and digital citizenship into the curriculum. Sri Lanka’s ICT syllabus is well-structured, but implementation varies widely. Many schools lack computers, internet access, or trained ICT teachers. Improving the syllabus requires improving infrastructure. Students must learn to navigate the digital world safely and effectively. They must learn coding not as a luxury but as a basic skill. They must learn to evaluate online information critically, a skill essential in an era of misinformation.

Teacher training

Teacher training is perhaps the most critical lesson of all. A syllabus is only as effective as the teachers who deliver it. India invests heavily in teacher training through national programs, workshops, and online platforms. The United States emphasises professional development, peer collaboration, and instructional coaching. Sri Lanka must strengthen its teacher training programmes, ensuring that educators understand not only what to teach but how to teach it. Teachers should be trained in inquiry-based learning, differentiated instruction, formative assessment, and classroom management. They should be empowered to adapt the syllabus to the needs of their students rather than follow it mechanically.

Sri Lanka must learn the lesson of relevance. A syllabus must prepare students not only for exams but for life. It must teach them how to think, how to communicate, how to solve problems, and how to work with others. It must prepare them for a world where knowledge is abundant, but wisdom is scarce. It must help them navigate a future shaped by technology, globalisation, environmental challenges, and social change. To improve the syllabus, Sri Lanka must ask: What kind of citizens do we want to produce? What kind of thinkers? What kind of leaders? The answers to these questions should shape the curriculum.

Lastly, improving the quality of Sri Lanka’s Grade 6 syllabus requires learning from both international models and local strengths. From India, Sri Lanka can learn the value of conceptual clarity and standardised textbooks. From the United States, it can learn the importance of skills, inquiry, and creativity. From its own traditions, it can preserve cultural education, moral development, and holistic learning. The goal is not to copy another country’s system but to build a uniquely Sri Lankan curriculum that is modern, relevant, and empowering. A curriculum that honours the past while preparing students for the future. A curriculum that nurtures thinkers, creators, and compassionate citizens. A curriculum worthy of a nation with immense potential and a proud educational heritage. If Sri Lanka embraces these lessons, the Grade 6 syllabus can become not just a bridge to secondary education but a foundation for national progress.

Features

Three magical nights at Colombo Fashion Week

Published

22 hours ago

2026/10/1

Sahan Weerasooriya

Melloney Dassanayaka is certainly a familiar name here, and abroad, as well, having represented Sri Lanka at the Miss Universe 2024 pageant, held in Mexico.

A former National Basketball player, she is also involved in several projects, beneficial to the community, including financial literacy for single women-headed families in the country.

A banker by profession, Melloney hold a Bachelor’s Degree in Business Administration.

Melloney with Asanka de Mel of Lovi Sri Lanka

This extremely talented old girl of Holy Family Convent, Bambalapitiya, was in the limelight, once more, when she was seen on the ramp at Colombo Fashion Week.

It was her very first experience, at this prestigious event, and she loved every minute of it, she said, and, what’s more, she was featured on three consecutive days.

According to the itinerary, on day 01 she walked for Lovi Sri Lanka; day 02 Rizwan Beyg (Pakistan designer), Arsath Furkhan (Indian designer), Haoyi Yan (Chinese designer) and Samant Chauhan (Indian designer); and on day 03 Vaishali Shandangule (Indian designer).