Features
The State of emergency and emergences: Democratising education
‘The battle against the KNDU Bill has brought to the fore the impulse on the part of successive governments to usher in a regimen of control, externally imposed discipline, authoritarianism and surveillance.’ (Picture Courtesy Gloalperspectice)
By Sivamohan Sumathy
Kuppi Talk nears its half year mark in the midst of a pandemic. In these months, we witnessed the country sink into a mire of a COVID crisis, and an economic slump. It has also been a battleground of protests and counter protests. Through much of the past year, the writers associated with it raised critical questions about issues that the pandemic has created or exacerbated; issues that have far reaching consequences for education, not merely in their temporary modality, like online learning and teaching, or the closure of schools and universities, but in their very functioning as productive forces of civic and public culture. In summarising and distilling these range of concerns into a theoretical undertaking, and simultaneously pointing to the directions our engagement may take. I focus on the salient concerns besetting education as a whole and higher education in particular.
Louis Althusser and Antonio Gramsci are two notable activist theoreticians who have written on the intimate connections between the state and civil society. Gramsci’s name today is synonymous with hegemony while Althusser famously formulated the two-part constitution of the political state: the ideological state apparatus (ISA) and the repressive state apparatus (RSA). The military, as Althusser would say, is the repressive apparatus of the state, while the ideological apparatus is made up foremost of education. Both political theorists hold the view that the field of education is the site of play of ideological signification, namely hegemony. I draw upon these theories in exploring the connections between militarisation and privatisation, and militarisation as a state of emergency.
In the ever-increasing blurring of lines between home and work, work and out of work, open and closed, more open, and more closed, social distance and socially distanced, we enter a state of uncertainty. Order is imposed on this state of uncertainty, the workings of an RSA. A state of emergency impinges on public and private life, raising the spectre of a semi-totalitarian state in its crudest form, the military state. On the other hand, within the ideological field, the ISA—the normalisation of neoliberal undertakings, particularly those pertaining to reducing education to skills and competencies—theoretical underpinnings are understood not as political and ideological, but as natural. To this end, we need to re-evaluate the reforms facing the universities, schools and education as a whole.
De Military and demilitarisation: the task for an emergent democracy
The battle against the KNDU Bill has brought to the fore the impulse on the part of successive governments to usher in a regimen of control, externally imposed discipline, authoritarianism and surveillance. These forces already prevail in the university and in other educational spaces, where increased surveillance has been instituted through a series of monitoring mechanisms, orders of control exerted upon academic spaces; every activity of life undergoes a close supervision through a technology of surveillance. They range from close monitoring of the curriculum, policies being drafted elsewhere and imposed on the academic community, and circulars to CCTV cameras, body checks, barricades and security check points. These moves, old and new, go hand in glove with encroaching privatization of university spaces as government policies of funding, think tank proposals for the universities would demonstrate (Sumathy, “University as Institution: transforming the modern” in
“The University as Institution: Transforming the modern” in Neo Liberalism, Critical Pedagogy and Education. Delhi: Routledge, 2015). Previous Kuppi Talk articles too have amply touched on these aspects.
Educational spaces have always been hierarchical, and reforms have done little to address them; instead they have side stepped questions of class, ethnicity, gender, and other social faultlines, and exacerbated them in the disregard for a bottom up, transformative programme of education. Concerns like sexual violence, disregard for minority and women’s voices are apt to get even more lost than they are in the ongoing programme to homogenise the curriculum and to reduce it to a matter of skills and competencies.
The militarisation of education needs to be understood historically, contextually, and nationally. Militarisation itself is not a new story. The long years of the ethnic conflict, the war and its aftermath instituted the military establishment as a core unit of the governance structure of the state apparatus, an indispensable RSA. In post war north and east, the military was not only occupying ordinary people’s land, but also came to be a part of the structure of admininstration, the structure of the economy and the structure of higher levels governance. Civilian structures were overseen by the Army in the early years of post war north and east. Ex- military personnel were appointed as governors. The Army engaged in economic production and became an employer. This normalisation of the role of the military in civic political and economic life allowed surveillance of university academics and the monitoring of university spaces to take place with impunity, in the name of national security. An instance of this is recounted in. While the military in the north and east was not particularly a neoliberal establishment, they are a part of the RSA that oversees and gives form to the ideological maneuvers in education, privatisation, militarisation and increasing surveillance of academic life. The disciplinary mechanism in place at KDU, though absurd, is hardly eyebrow raising. KDU might seem like outright repression, but we had allowed the military as an institution to take control of our lives long before the KNDU Bill came along and long before we had been able to name it as such.
Militarisation, Privatisation and the Ideological State Apparatus
In the insidious combination of military order and privatisation, one witnesses a blurring of lines between the ISA and the RSA. The KNDU Bill demonstrates very clearly the privatising impetus couched within the act of militarization. The hegemonic apparatus, albeit complex, hinges on the persuasive power of a set of terms that draw upon populist rhetorics like employability, soft skills in higher education, performances, and demand. Critical thinkers in the field, too, have fallen into the trap of anecdotal referencing of the imperatives of education. For instance, Panduka Karunanayake makes thought-provoking remarks in his article
though I may not agree with his theoretical basis. He questions the superficiality of the received wisdom on efficiency and performance, much touted as the panacea for the ills of education. In his response to Kuppi Talk, he makes a painstaking effort to delineate the column’s preoccupations, engaging with it at a conceptual level (https://island.lk/thinking-outside-kuppi-box/). However, surprisingly, and unwittingly, he makes a case for the neo liberal set of poorly conceptualised market reforms in education, in a reductive and simplistic move that demonstrates how hard it is to confront the ideological moves of the militarist and neoliberal paradigm of education.
Populist rhetoric has come to shape research as well. The Audit Office’s report on Arts Education is an instance of the shaky premises on which reforms toward arts education are founded (https://island.lk/myth-of-unemployable-arts-graduates/). The mantra of employability which Kuppi Talk writers have tried to counter and complicate is found everywhere. One is doubly confounded when funding organisations, like the World Bank, rather than academic bodies set the terms of discussion and reform on education and higher education.
Emergences: A counter hegemonic struggle
In the paradox of the state of uncertainty rests our survival as democratic beings. It is a productive statement of purpose. It invokes a renewed call for democratisation; an emergence within the paradigms set for us by the emergency of the pandemic call. For Gramsci, who called for a capture of the hegemonic field, democratisation of education is a political need. Much of the anecdotal superficiality of the prescriptive modalities of educational reforms stems from a lack of a philosophical and political inquiry into education and its imperatives. In alterity, I would argue that free education as a principle is the starting point for us today, not only for an analysis of sociological and political considerations, but for the formulation of a response to neoliberal reforms of education—reforms of the curriculum and pedagogical concerns. Free education is the motive force of a counter hegemonic struggle.
FUTA’s action today against the KNDU Bill, calling for a halt to encroaching militarisation of educational spaces brings back memories of our historic struggle for 6% GDP and the Million Signature Campaign. Today, another mighty force takes to protest, raising vital questions about education: Teachers. These struggles may not be sustainable over a long period and maybe riven from within. However, the field is set for a counter hegemonic struggle, a struggle that will push the boundaries of the discussion on education, opening up spaces for all voices to emerge, whether they be about privatisation or about hierarchies in the university space. The struggle should open spaces for a discourse on ownerships and marginalities, curriculum and access, language and languages and sexuality and sexual violences, ragging included. In other words, free education and the multiple mobilities it enables.
(Sivamohan Sumathy is attached to the Department of English at the University of Peradeniya)
Kuppi is a politics and pedagogy happening on the margins of the lecture hall that parodies, subverts, and simultaneously reaffirms social hierarchies
Features
Sheer rise of Realpolitik making the world see the brink
The recent humanly costly torpedoing of an Iranian naval vessel in Sri Lanka’s Exclusive Economic Zone by a US submarine has raised a number of issues of great importance to international political discourse and law that call for elucidation. It is best that enlightened commentary is brought to bear in such discussions because at present misleading and uninformed speculation on questions arising from the incident are being aired by particularly jingoistic politicians of Sri Lanka’s South which could prove deleterious.
As matters stand, there seems to be no credible evidence that the Indian state was aware of the impending torpedoing of the Iranian vessel but these acerbic-tongued politicians of Sri Lanka’s South would have the local public believe that the tragedy was triggered with India’s connivance. Likewise, India is accused of ‘embroiling’ Sri Lanka in the incident on account of seemingly having prior knowledge of it and not warning Sri Lanka about the impending disaster.
It is plain that a process is once again afoot to raise anti-India hysteria in Sri Lanka. An obligation is cast on the Sri Lankan government to ensure that incendiary speculation of the above kind is defeated and India-Sri Lanka relations are prevented from being in any way harmed. Proactive measures are needed by the Sri Lankan government and well meaning quarters to ensure that public discourse in such matters have a factual and rational basis. ‘Knowledge gaps’ could prove hazardous.
Meanwhile, there could be no doubt that Sri Lanka’s sovereignty was violated by the US because the sinking of the Iranian vessel took place in Sri Lanka’s Exclusive Economic Zone. While there is no international decrying of the incident, and this is to be regretted, Sri Lanka’s helplessness and small player status would enable the US to ‘get away with it’.
Could anything be done by the international community to hold the US to account over the act of lawlessness in question? None is the answer at present. This is because in the current ‘Global Disorder’ major powers could commit the gravest international irregularities with impunity. As the threadbare cliché declares, ‘Might is Right’….. or so it seems.
Unfortunately, the UN could only merely verbally denounce any violations of International Law by the world’s foremost powers. It cannot use countervailing force against violators of the law, for example, on account of the divided nature of the UN Security Council, whose permanent members have shown incapability of seeing eye-to-eye on grave matters relating to International Law and order over the decades.
The foregoing considerations could force the conclusion on uncritical sections that Political Realism or Realpolitik has won out in the end. A basic premise of the school of thought known as Political Realism is that power or force wielded by states and international actors determine the shape, direction and substance of international relations. This school stands in marked contrast to political idealists who essentially proclaim that moral norms and values determine the nature of local and international politics.
While, British political scientist Thomas Hobbes, for instance, was a proponent of Political Realism, political idealism has its roots in the teachings of Socrates, Plato and latterly Friedrich Hegel of Germany, to name just few such notables.
On the face of it, therefore, there is no getting way from the conclusion that coercive force is the deciding factor in international politics. If this were not so, US President Donald Trump in collaboration with Israeli Rightist Premier Benjamin Natanyahu could not have wielded the ‘big stick’, so to speak, on Iran, killed its Supreme Head of State, terrorized the Iranian public and gone ‘scot-free’. That is, currently, the US’ impunity seems to be limitless.
Moreover, the evidence is that the Western bloc is reuniting in the face of Iran’s threats to stymie the flow of oil from West Asia to the rest of the world. The recent G7 summit witnessed a coming together of the foremost powers of the global North to ensure that the West does not suffer grave negative consequences from any future blocking of western oil supplies.
Meanwhile, Israel is having a ‘free run’ of the Middle East, so to speak, picking out perceived adversarial powers, such as Lebanon, and militarily neutralizing them; once again with impunity. On the other hand, Iran has been bringing under assault, with no questions asked, Gulf states that are seen as allying with the US and Israel. West Asia is facing a compounded crisis and International Law seems to be helplessly silent.
Wittingly or unwittingly, matters at the heart of International Law and peace are being obfuscated by some pro-Trump administration commentators meanwhile. For example, retired US Navy Captain Brent Sadler has cited Article 51 of the UN Charter, which provides for the right to self or collective self-defence of UN member states in the face of armed attacks, as justifying the US sinking of the Iranian vessel (See page 2 of The Island of March 10, 2026). But the Article makes it clear that such measures could be resorted to by UN members only ‘ if an armed attack occurs’ against them and under no other circumstances. But no such thing happened in the incident in question and the US acted under a sheer threat perception.
Clearly, the US has violated the Article through its action and has once again demonstrated its tendency to arbitrarily use military might. The general drift of Sadler’s thinking is that in the face of pressing national priorities, obligations of a state under International Law could be side-stepped. This is a sure recipe for international anarchy because in such a policy environment states could pursue their national interests, irrespective of their merits, disregarding in the process their obligations towards the international community.
Moreover, Article 51 repeatedly reiterates the authority of the UN Security Council and the obligation of those states that act in self-defence to report to the Council and be guided by it. Sadler, therefore, could be said to have cited the Article very selectively, whereas, right along member states’ commitments to the UNSC are stressed.
However, it is beyond doubt that international anarchy has strengthened its grip over the world. While the US set destabilizing precedents after the crumbling of the Cold War that paved the way for the current anarchic situation, Russia further aggravated these degenerative trends through its invasion of Ukraine. Stepping back from anarchy has thus emerged as the prime challenge for the world community.
Features
A Tribute to Professor H. L. Seneviratne – Part II
A Living Legend of the Peradeniya Tradition:
(First part of this article appeared yesterday)
H.L. Seneviratne’s tenure at the University of Virginia was marked not only by his ethnographic rigour but also by his profound dedication to the preservation and study of South Asian film culture. Recognising that cinema is often the most vital expression of a society’s aspirations and anxieties, he played a central role in curating what is now one of the most significant Indian film collections in the United States. His approach to curation was never merely archival; it was informed by his anthropological work, treating films as primary texts for understanding the ideological shifts within the subcontinent
The collection he helped build at the UVA Library, particularly within the Clemons Library holdings, serves as a comprehensive survey of the Indian ‘Parallel Cinema’ movement and the works of legendary auteurs. This includes the filmographies of directors such as Satyajit Ray, whose nuanced portrayals of the Indian middle class and rural poverty provided a cinematic counterpart to H.L. Seneviratne’s own academic interests in social change. By prioritising the works of figures such as Mrinal Sen and Ritwik Ghatak, H.L. Seneviratne ensured that students and scholars had access to films that wrestled with the complex legacies of colonialism, partition, and the struggle for national identity.
These films represent the ‘Parallel Cinema’ movement of West Bengal rather than the commercial Hindi industry of Mumbai. H.L. Seneviratne’s focus initially cantered on those world-renowned Bengali masters; it eventually broadened to encompass the distinct cinematic languages of the South. These films refer to the specific masterpieces from the Malayalam and Tamil regions—such as the meditative realism of Adoor Gopalakrishnan or the stylistic innovations of Mani Ratnam—which are culturally and linguistically distinct from the Bengali works. Essentially, H.L. Seneviratne is moving from the specific (Bengal) to the panoramic, ensuring that the curatorial work of H.L. Seneviratne was not just a ‘Greatest Hits of Kolkata’ but a truly national representation of Indian artistry. These films were selected for their ability to articulate internal critiques of Indian society, often focusing on issues of caste, gender, and the impact of modernisation on traditional life. Through this collection, H.L. Seneviratne positioned cinema as a tool for exposing the social dynamics that often remain hidden in traditional historical records, much like the hidden political rituals he uncovered in his early research.
Beyond the films themselves, H.L. Seneviratne integrated these visual resources into his curriculum, fostering a generation of scholars who understood the power of the image in South Asian politics. He frequently used these screenings to illustrate the conflation of past and present, showing how modern cinema often reworks ancient myths to serve contemporary political agendas. His legacy at the University of Virginia therefore encompasses both a rigorous body of writing that deconstructed the work of the kings and a vivid archive of films that continues to document the work of culture in a rapidly changing world.
In his lectures on Sri Lankan cinema, H.L. Seneviratne has frequently championed Lester James Peries as the ‘father of authentic Sinhala cinema.’ He views Peries’s 1956 film Rekava (Line of Destiny) as a watershed moment that liberated the local industry from the formulaic influence of South Indian commercial films. For H.L. Seneviratne, Peries was not just a filmmaker but an ethnographer of the screen. He often points to Peries’s ability to capture the subtle rhythms of rural life and the decline of the feudal elite, most notably in his masterpiece Gamperaliya, as a visual parallel to his own research into the transformation of traditional authority. H.L. Seneviratne argues that Peries provided a realistic way of seeing for the nation, one that eschewed nationalist caricature in favour of complex human emotion.
However, H.L. Seneviratne’s praise for Peries is often tempered by a critique of the broader visual nationalism that followed. He has expressed concern that later filmmakers sometimes misappropriated Peries’s indigenous style to promote a narrow, majoritarian view of history. In his view, while Peries opened the door to an authentic Sri Lankan identity, the state and subsequent commercial interests often used that same door to usher in a simplified, heroic past. This critique aligns with his broader academic stance against the rationalization of culture for political ends.
Constitutional Governance:
H.L. Seneviratne’s support for independent commissions is best described as a hopeful pragmatism; he views them as essential, albeit fragile, instruments for diffusing the hyper-concentration of executive power. Writing to Colombo Page and several news tabloids, H.L. Seneviratne addresses the democratic deficit by creating a structural buffer between partisan interests and public institutions, theoretically ensuring that the judiciary, police, and civil service operate on merit rather than political whim. However, he remains deeply aware that these commissions are not a panacea and are indeed inherently susceptible to the ‘politics of patronage.’
In cultures where power is traditionally exercised through personal loyalties, there is a constant risk that these bodies will be subverted through the appointment of hidden partisans or rendered toothless through administrative sabotage. Thus, while H.L. Seneviratne advocates for them as a means to transition a state from a patron-client culture to a rule-of-law framework, his anthropological lens suggests that the success of such commissions depends less on the law itself and more on the sustained pressure of civil society to keep them honest.
Whether discussing the nuances of a film’s narrative or the complexities of a constitutional clause, H.L. Seneviratne’s approach remains consistent in its focus on the spirit behind the institution. He maintains that a healthy democracy requires more than just the right laws or the right symbols; it requires a citizenry and a clergy capable of critical self-reflection. His career at the University of Virginia and his continued engagement with Sri Lankan public life stand as a testament to the idea that the intellectual’s work is never truly finished until the work of the people is fully realized.
In the context of H.L. Seneviratne’s philosophy, as discussed in his work of the kings ‘the work of the people’ is far more than a populist catchphrase; it represents the practical application of critical consciousness within a democracy. Rather than defining ‘work’ as labour or voting, H.L. Seneviratne views it as the transition of a population from passive subjects to an active, self-reflective citizenry. This means that a democracy is only truly ‘realized’ when the public possesses the intellectual autonomy to look beyond the ‘right laws’ or ‘right symbols’ and instead engage with the underlying spirit of their institutions. For H.L. Seneviratne, this work is specifically tied to the ability of the people—including influential groups like the clergy—to perform rigorous self-critique, ensuring that they are not merely following tradition or authority, but are actively sustaining the ethical health of the nation. It is a perpetual process of civic education and moral vigilance that moves a society from the ‘paper’ democracy of a constitution to a lived reality of accountability and insight.
This decline of the ‘intellectual monk’ had a catastrophic impact on the political landscape, particularly surrounding the watershed moment of 1956 and the ‘Sinhala Only’ movement. H.L. Seneviratne posits that when the Sangha exchanged their role as impartial moral advisors for that of political kingmakers, they became the primary obstacle to ethnic reconciliation. He suggests that politicians, fearing the immense grassroots influence of the monks, entered a state of monachophobia, where they felt unable to propose pluralistic or fair policies toward minority communities for fear of being branded as traitors to the faith. In H.L. Seneviratne’s framework, the monk’s transition from a social servant to a political vanguard effectively trapped the state in a cycle of majoritarian nationalism from which it has yet to escape.
H.L. Seneviratne’s work serves as a multifaceted critique of the modern Sri Lankan state and its cultural foundations. Whether he is dissecting what he sees as the betrayal of the monastic ideal or celebrating the humanistic vision of an Indian filmmaker, his goal remains the same: to champion a world where intellect and compassion are not sacrificed on the altar of political power. His legacy at the University of Virginia and his continued voice in Sri Lankan discourse remind us that the work of the intellectual is to provide a moral compass even, indeed especially, when the nation has lost its way.
(Concluded)
by Professor
M. W. Amarasiri de Silva
Features
Musical journey of Nilanka Anjalee …
Nilanka Anjalee Wickramasinghe is, in fact, a reputed doctor, but the plus factor is that she has an awesome singing voice, as well., which stands as a reminder that music and intellect can harmonise beautifully.
Well, our spotlight today is on ‘Nilanka – the Singer,’ and not ‘Nilanka – the Singing Doctor!’
Nilanka’s journey in music began at an early age, nurtured by an ear finely tuned to nuance and a heart that sought expression beyond words.
Under the tutelage of her singing teachers, she went on to achieve the A.T.C.L. Diploma in Piano and the L.T.C.L. Diploma in Vocals from Trinity College, London – qualifications recognised internationally for their rigor and artistry.
These achievements formally certified her as a teacher and performer in both opera singing and piano music, while her Performer’s Certificate for singing attested to her flair on stage.
Nilanka believes that music must move the listener, not merely impress them, emphasising that “technique is a language, but emotion is the message,” and that conviction shines through in her stage presence –serene yet powerful, intimate yet commanding.
Her YouTube channel, Facebook and Instagram pages, “Nilanka Anjalee,” have become a window into her evolving artistry.
Here, audiences find not only her elegant renditions of local and international pieces but also her original songs, which reveal a reflective and modern voice with a timeless sensibility.
Each performance – whether a haunting ballad or a jubilant interpretation of a traditional hymn – carries her signature blend of technical finesse and emotional depth.
Beyond the concert hall and digital stage, Nilanka’s music is driven by a deep commitment to meaning.
Her work often reflects her belief in empathy, inner balance, and the beauty of simplicity—values that give her performances their quiet strength.
She says she continues to collaborate with musicians across genres, composing and performing pieces that reflect both her classical discipline and her contemporary outlook.
Widely acclaimed for her ability to adapt to both formal and modern stages, with equal grace, and with her growing repertoire, Nilanka has become a sought-after soloist at concerts and special events,
For those who seek to experience her artistry, firsthand, Nilanka Anjalee says she can be contacted for live performances and collaborations through her official channels.
Her voice – refined, resonant, and resolutely her own – reminds us that music, at its core, is not about perfection, but truth.
Dr. Nilanka Anjalee Wickramasinghe also indicated that her newest single, an original, titled ‘Koloba Ahasa Yata,’ with lyrics, melody and singing all done by her, is scheduled for release this month (March)
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