Opinion
Instructors of English, and their positioning in ELTDs
and the wider context of Higher Education
by Ashanthi Ekanayake
The devalued or undervalued role of the English instructor, which has a certain gendered aspect as women outnumber men, and as it is generally perceived as a category, deserves some consideration.
As an Instructor of English, I want this to read like the personal account it is, but I also want it to have some depth and validity as it is an exercise which seeks answers to the questions of systemic injustices and inequities and inequalities we face as professions, and explore the question of how we might overcome the oppression and gain a semblance of agency, though we remain a small group.
To start where my journey began, after a brief stint at the Department of Classical Languages after graduation in the obligatory position of temporary lecturer, I was gratified when I obtained a position as a permanent instructor in April of 2004. When I first discussed my prospects as an Instructor of English with my friend’s mother, whom I thought of as a role model, as she was not just a mom but also an accomplished academic of some renown, she said, “ell if you want to bring up a family and also engage in a profession, this is a good one.
” Warning bells should have rung then, but I then went ahead and secured myself a position. The second time I would hear something about how an English Instructor was generally perceived was when a senior academic, whom I looked up to, made a tongue in cheek comment. “Well,” he said ponderously, “the ELTU was at one point seen as a place for wives, girlfriends and mistresses of academics.” That gave me a very clear indication of how my profession and its category stood in comparison to the others in the University.
Yet I remained quite impervious, until I made the mistake of introducing myself as a “lecturer” to an academic of the medical faculty. He did not mince words in disabusing me of my misperception of my standing in the wider university community. Thereafter I would introduce myself very succinctly as an instructor of English to all and sundry and the be caught up in an explanation of where exactly my position fitted in the university system, a difficult endeavour at the best of times, which turned out to be demeaning to boot, because we were it appeared neither fish, flesh, nor fowl.
But why am I giving unnecessary history and personal history at that? Well sometimes the personal is the universal, so bear with me, I promise not to disappoint you.
I continued on my merry-way working in many of the ELTUs of the university of Peradeniya, and became aware of the many systemic injustices, inequities and inequalities that is part and parcel of the experience. The differences and imparities operated on multiple levels but then I was just biding my time. I was not sure what I was waiting for, but I was busy making a living, working, attempting to become qualified, becoming a parent so on and so forth, basically doing everything a mother and a professional does.
As the most junior member of the permanent staff, I did not see how I was going to change the situation anytime soon. Meanwhile, a promotional scheme had come into effect and gone and many things had happened. I was impervious and had been too busy complaining about being underpaid, exploited and undervalued. Things were changing and I was finding some of these changes and my experiences difficult to grapple with.
Like many positions in the system, mine had no clear job description. There was that frightening clause at the end of my letter of appointment, I was to perform “any and all duties” as directed by my head of department. I was safe while my HoD was fair and human, and the demands being made did not appear at least on the surface unfair. My workload according to my grade was between 14 to 16 contact teaching hours, spread across the five-day working week, except during the intensives when one would teach for longer hours. Still tolerable. So, one continued.
Then, I became aware of a few things. Most academics and many in the non-academic staff, took it as a given that we were of a lower category, and came lower in the pecking order. They would on occasion become quite abusive. As a woman, I was made to feel extremely vulnerable because I was not aware of the system and its intricacies and the apparatuses and mechanisms available for my/ our protection. To use a posh term, I was not aware of my positioning and my sense of agency within the system. To add to this one of my supervisors were given to saying that we as a group were too empowered. Was that such a bad thing? Empowerment meant that we were able to carry out duties in a healthy environment.
Recently, when I spoke of the agency available to me, as an instructor, or lack thereof to a colleague in the temporary cadre, 20 years my junior, recruited having graduated recently, guffawed snidely. Thus, the notion of agency is a concept necessarily denied to those in our category. On occasion, we were treated with extreme violence and derision at august fora such as the faculty boards.
On one instance a colleague complained to me of a colleague of a different category, throwing her out of a classroom and then gesturing towards her attire, and asking if she was indeed a teacher. Many of our rights, and freedoms are circumscribed and the situation it appears will not improve anytime soon. A case in point is the finger scanner attendance system.
Recently, a now discredited academic turned politician who was removed and subsequently reinstated into a certain state committee added to our burdens and we now mark our attendance through the finger scanner system. This is something which has given rise to many disparities within and across the system. His main concern was that there was no proof of the services we had provided, so we now mark attendance which in no way provides evidence about the volume and extent of the work we do. Now, we have a work load and a work day we are constrained in multiple ways. When we ask about how exactly it is implemented, we are not given straightforward answers. A senior colleague asked if our work day was 8.00 am to 4.00 pm, the official to whom the question was posed glibly answered, “I didn’t say that.”
This has given rise to the question of job descriptions and role definitions. According to certain officials, we have not been defined as being teachers. Only lecturers are considered academics and they are exempt from marking attendance as it goes against “tradition.” The most glaring injustice is that our workload and work norms match those of the academic cadre, we have the same qualifications from the same places but not only is our pay lower but the demands made are unjust in the extreme. For an instance, we do not receive research allowances of the sort academics receive but certain ELTDs insist on research.
During intensive courses instructors are forced to work longer hours, on occasion starting sessions at 8.00am and going on until 4.00pm. We are seen largely as beasts of burden. An instance of when we face additional unfairness is when services are commandeered for editing content in (not copy editing/proofreading) research articles and abstracts when the actual appointed the editors according to the publication are others. Those whose duty it is to perform this function send stringent guidelines about editing the research articles and palm off their duties on the English instructors. They receive a commendation and have their names mentioned in the volume as editors. The instructors only receive a letter of acknowledgement of the service performed.
Many Units have now been upgraded to departments so now we have ELTDs and not ELTUs. Thus, there are lecturers in the equation and the differences and inequalities are manifold and magnified at close quarters. The appointed paper setter is an academic but the paper comes to be set by an instructor. In one faculty of the University of Peradeniya, payment vouchers do not mention the academic support category at all.
To add to these injustices on occasion we are left out of certain other benefits of being in the university system, such as the vaccination scheme for university staff.
The webpage of the ELTD of the University of Peradeniya mentions no less person than Theodoric de Souza as its founding Head albeit of the sub department. Who was he? A well-known figure in Bolshevik/Marxian (quaint term found in early articles) trade union action among many other things. Interestingly, the author had a very close call, with the term Bolshevik being included in a reading text as it was a term that Arts Faculty students are “apparently” not aware of. Would “Doric” turn in his grave at this turn of events? Would he be appalled at the way we are being treated. He apparently had keen sense of fair-play and justice according to Jeanette Cabraal, (13th March 2014: Daily Mirror).
Even women academics, aware of feminist ideals and values will on occasion behave in a way which prompts one to question if they indeed practice what they preach. Some of us have Stockholm syndrome we side with our abusers because they have complete control over us and they say this is the best thing for you. This is seen also in a comment made by a senior academic about their relations with the ELTD of their own university at a workshop in the author’s hearing. “Oh! now they have achieved academic status we leave them to their own mad devices. In our opinion they are mad and when they don’t agree with our viewpoint, we drag them by their hair in the direction we want them to go.” This comment was made in 2014.
What if you protest, then you become an upstart and a misfit, your own see you as a scapegoat and blame everything they cannot change about their own situation on that unworthy individual and try their best to oust the person out of the system. They project certain personal traits on that person which are seen as unacceptable and run the individual out with abusive behaviour.
If an institution is truly committed to improving the learning and teaching of English, we need to be aware of these aspects of our profession. So, where to Instructors of English?
by Dr B.J.C.Perera
MBBS(Cey), DCH(Cey), DCH(Eng), MD(Paed), MRCP(UK), FRCP(Edin),
FRCP(Lon), FRCPCH(UK), FSLCPaed, FCCP, Hony FRCPCH(UK), Hony. FCGP(SL)
Specialist Consultant Paediatrician and Honorary Senior Fellow,
Postgraduate Institute of Medicine, University of Colombo, Sri Lanka.
Joint Editor, Sri Lanka Journal of Child Health
In an age of unprecedented global development, technological advancements, universal connectivity, and improvements in living standards in many areas of the world, it is a very dark irony that child food poverty remains a pressing issue. UNICEF defines child food poverty as children’s inability to access and consume a nutritious and diverse diet in early childhood. Despite the planet Earth’s undisputed capacity to produce enough food to nourish everyone, millions of children still go hungry each day. We desperately need to explore the multifaceted deleterious effects of child food poverty, on physical health, cognitive development, emotional well-being, and societal impacts and then try to formulate a road map to alleviate its deleterious effects.
Every day, right across the world, millions of parents and families are struggling to provide nutritious and diverse foods that young children desperately need to reach their full potential. Growing inequities, conflict, and climate crises, combined with rising food prices, the overabundance of unhealthy foods, harmful food marketing strategies and poor child-feeding practices, are condemning millions of children to child food poverty.
In a communique dated 06th June 2024, UNICEF reports that globally, 1 in 4 children; approximately 181 million under the age of five, live in severe child food poverty, defined as consuming at most, two of eight food groups in early childhood. These children are up to 50 per cent more likely to suffer from life-threatening malnutrition. Child Food Poverty: Nutrition Deprivation in Early Childhood – the third issue of UNICEF’s flagship Child Nutrition Report – highlights that millions of young children are unable to access and consume the nutritious and diverse diets that are essential for their growth and development in early childhood and beyond.
It is highlighted in the report that four out of five children experiencing severe child food poverty are fed only breastmilk or just some other milk and/or a starchy staple, such as maize, rice or wheat. Less than 10 per cent of these children are fed fruits and vegetables and less than 5 per cent are fed nutrient-dense foods such as eggs, fish, poultry, or meat. These are horrendous statistics that should pull at the heartstrings of the discerning populace of this world.
The report also identifies the drivers of child food poverty. Strikingly, though 46 per cent of all cases of severe child food poverty are among poor households where income poverty is likely to be a major driver, 54 per cent live in relatively wealthier households, among whom poor food environments and feeding practices are the main drivers of food poverty in early childhood.
One of the most immediate and visible effects of child food poverty is its detrimental impact on physical health. Malnutrition, which can result from both insufficient calorie intake and lack of essential nutrients, is a prevalent consequence. Chronic undernourishment during formative years leads to stunted growth, weakened immune systems, and increased susceptibility to infections and diseases. Children who do not receive adequate nutrition are more likely to suffer from conditions such as anaemia, rickets, and developmental delays.
Moreover, the lack of proper nutrition can have long-term health consequences. Malnourished children are at a higher risk of developing chronic illnesses such as heart disease, diabetes, and obesity later in life. The paradox of child food poverty is that it can lead to both undernutrition and overnutrition, with children in food-insecure households often consuming calorie-dense but nutrient-poor foods due to economic constraints. This dietary pattern increases the risk of obesity, creating a vicious cycle of poor health outcomes.
The impacts of child food poverty extend beyond physical health, severely affecting cognitive development and educational attainment. Adequate nutrition is crucial for brain development, particularly in the early years of life. Malnutrition can impair cognitive functions such as attention, memory, and problem-solving skills. Studies have consistently shown that malnourished children perform worse academically compared to their well-nourished peers. Inadequate nutrition during early childhood can lead to reduced school readiness and lower IQ scores. These children often struggle to concentrate in school, miss more days due to illness, and have lower overall academic performance. This educational disadvantage perpetuates the cycle of poverty, as lower educational attainment reduces future employment opportunities and earning potential.
The emotional and psychological effects of child food poverty are profound and are often overlooked. Food insecurity creates a constant state of stress and anxiety for both children and their families. The uncertainty of not knowing when or where the next meal will come from can lead to feelings of helplessness and despair. Children in food-insecure households are more likely to experience behavioural problems, including hyperactivity, aggression, and withdrawal. The stigma associated with poverty and hunger can further exacerbate these emotional challenges. Children who experience food poverty may feel shame and embarrassment, leading to social isolation and reduced self-esteem. This psychological toll can have lasting effects, contributing to mental health issues such as depression and anxiety in adolescence and adulthood.
Child food poverty also perpetuates cycles of poverty and inequality. Children who grow up in food-insecure households are more likely to remain in poverty as adults, continuing the intergenerational transmission of disadvantage. This cycle of poverty exacerbates social disparities, contributing to increased crime rates, reduced social cohesion, and greater reliance on social welfare programmes. The repercussions of child food poverty ripple through society, creating economic and social challenges that affect everyone. The healthcare costs associated with treating malnutrition-related illnesses and chronic diseases are substantial. Additionally, the educational deficits linked to child food poverty result in a less skilled workforce, which hampers economic growth and productivity.
Addressing child food poverty requires a multi-faceted approach that tackles both immediate needs and underlying causes. Policy interventions are crucial in ensuring that all children have access to adequate nutrition. This can include expanding social safety nets, such as food assistance programmes and school meal initiatives, as well as targeted manoeuvres to reach more vulnerable families. Ensuring that these programmes are adequately funded and effectively implemented is essential for their success.
In addition to direct food assistance, broader economic and social policies are needed to address the root causes of poverty. This includes efforts to increase household incomes through living wage policies, job training programs, and economic development initiatives. Supporting families with affordable childcare, healthcare, and housing can also alleviate some of the financial pressures that contribute to food insecurity.
Community-based initiatives play a vital role in combating child food poverty. Local food banks, community gardens, and nutrition education programmes can help provide immediate relief and promote long-term food security. Collaborative efforts between government, non-profits, and the private sector are necessary to create sustainable solutions.
Child food poverty is a profound and inescapable issue with far-reaching consequences. Its deleterious effects on physical health, cognitive development, emotional well-being, and societal stability underscore the urgent need for comprehensive action. As we strive for a more equitable and just world, addressing child food poverty must be a priority. By ensuring that all children have access to adequate nutrition, we can lay the foundation for a healthier, more prosperous future for individuals and society as a whole. The fight against child food poverty is not just a moral imperative but an investment in our collective future. Healthy, well-nourished children are more likely to grow into productive, contributing members of society. The benefits of addressing this issue extend beyond individual well-being, enhancing economic stability and social harmony. It is incumbent upon us all to recognize and act upon the understanding that every child deserves the right to adequate nutrition and the opportunity to thrive.
Despite all of these existent challenges, it is very definitely possible to end child food poverty. The world needs targeted interventions to transform food, health, and social protection systems, and also take steps to strengthen data systems to track progress in reducing child food poverty. All these manoeuvres must comprise a concerted effort towards making nutritious and diverse diets accessible and affordable to all. We need to call for child food poverty reduction to be recognized as a metric of success towards achieving global and national nutrition and development goals.
Material from UNICEF reports and AI assistance are acknowledged.
By Dr Upul Wijayawardhana
The colossal failure of not a single opinion poll predicting accurately the result of the Indian parliamentary election, the greatest exercise in democracy in the world, raises the question whether the importance of opinion polls is vastly exaggerated. During elections two types of opinion polls are conducted; one based on intentions to vote, published during or before the campaign, often being not very accurate as these are subject to many variables but exit polls, done after the voting where a sample tally of how the voters actually voted, are mostly accurate. However, of the 15 exit polls published soon after all the votes were cast in the massive Indian election, 13 vastly overpredicted the number of seats Modi’s BJP led coalition NDA would obtain, some giving a figure as high as 400, the number Modi claimed he is aiming for. The other two polls grossly underestimated predicting a hung parliament. The actual result is that NDA passed the threshold of 272 comfortably, there being no landslide. BJP by itself was not able to cross the threshold, a significant setback for an overconfident Mody! Whether this would result in less excesses on the part of Modi, like Muslim-bashing, remains to be seen. Anyway, the statement issued by BJP that they would be investigating the reasons for failure rather than blaming the process speaks very highly of the maturity of the democratic process in India.
I was intrigued by this failure of opinion polls as this differs dramatically from opinion polls in the UK. I never failed to watch ‘Election night specials’ on BBC; as the Big Ben strikes ‘ten’ (In the UK polls close at 10pm} the anchor comes out with “Exit polls predict that …” and the actual outcome is often almost as predicted. However, many a time opinion polls conducted during the campaign have got the predictions wrong. There are many explanations for this.
An opinion poll is defined as a research survey of public opinion from a particular sample, the origin of which can be traced back to the 1824 US presidential election, when two local newspapers in North Carolina and Delaware predicted the victory of Andrew Jackson but the sample was local. First national survey was done in 1916 by the magazine, Literary Digest, partly for circulation-raising, by mailing millions of postcards and counting the returns. Of course, this was not very scientific though it accurately predicted the election of Woodrow Wilson.
Since then, opinion polls have grown in extent and complexity with scientific methodology improving the outcome of predictions not only in elections but also in market research. As a result, some of these organisations have become big businesses. For instance, YouGov, an internet-based organisation co-founded by the Iraqi-born British politician Nadim Zahawi, based in London had a revenue of 258 million GBP in 2023.
In Sri Lanka, opinion polls seem to be conducted by only one organisation which, by itself, is a disadvantage, as pooled data from surveys conducted by many are more likely to reflect the true situation. Irrespective of the degree of accuracy, politicians seem to be dependent on the available data which lend explanations to the behaviour of some.
The Institute for Health Policy’s (IHP) Sri Lanka Opinion Tracker Survey has been tracking the voting intentions for the likely candidates for the Presidential election. At one stage the NPP/JVP leader AKD was getting a figure over 50%. This together with some degree of international acceptance made the JVP behave as if they are already in power, leading to some incidents where their true colour was showing.
The comments made by a prominent member of the JVP who claimed that the JVP killed only the riff-raff, raised many questions, in addition to being a total insult to many innocents killed by them including my uncle. Do they have the authority to do so? Do extra-judicial killings continue to be JVP policy? Do they consider anyone who disagrees with them riff-raff? Will they kill them simply because they do not comply like one of my admired teachers, Dr Gladys Jayawardena who was considered riff-raff because she, as the Chairman of the State Pharmaceutical Corporation, arranged to buy drugs cheaper from India? Is it not the height of hypocrisy that AKD is now boasting of his ties to India?
Another big-wig comes with the grand idea of devolving law and order to village level. As stated very strongly, in the editorial “Pledges and reality” (The Island, 20 May) is this what they intend to do: Have JVP kangaroo-courts!
Perhaps, as a result of these incidents AKD’s ratings has dropped to 39%, according to the IHP survey done in April, and Sajith Premadasa’s ratings have increased gradually to match that. Whilst they are level pegging Ranil is far behind at 13%. Is this the reason why Ranil is getting his acolytes to propagate the idea that the best for the country is to extend his tenure by a referendum? He forced the postponement of Local Governments elections by refusing to release funds but he cannot do so for the presidential election for constitutional reasons. He is now looking for loopholes. Has he considered the distinct possibility that the referendum to extend the life of the presidency and the parliament if lost, would double the expenditure?
Unfortunately, this has been an exercise in futility and it would not be surprising if the next survey shows Ranil’s chances dropping even further! Perhaps, the best option available to Ranil is to retire gracefully, taking credit for steadying the economy and saving the country from an anarchic invasion of the parliament, rather than to leave politics in disgrace by coming third in the presidential election. Unless, of course, he is convinced that opinion polls do not matter and what matters is the ballots in the box!
By Prof. Kirthi Tennakone
ktenna@yahoo.co.uk
Thoughtfulness is the quality of being conscious of issues that arise and considering action while seeking explanations. It facilitates finding solutions to problems and judging experiences.
Almost all human accomplishments are consequences of thoughtfulness.
Can you perform day-to-day work efficiently and effectively without being thoughtful? Obviously, no. Are there any major advancements attained without thought and contemplation? Not a single example!
Science and technology, art, music and literary compositions and religion stand conspicuously as products of thought.
Thought could have sinister motives and the only way to eliminate them is through thought itself. Thought could distinguish right from wrong.
Empathy, love, amusement, and expression of sorrow are reflections of thought.
Thought relieves worries by understanding or taking decisive action.
Despite the universal virtue of thoughtfulness, some advocate an idea termed mindfulness, claiming the benefits of nurturing this quality to shape mental wellbeing. The concept is defined as focusing attention to the present moment without judgment. A way of forgetting the worries and calming the mind – a form of meditation. A definition coined in the West to decouple the concept from religion. The attitude could have a temporary advantage as a method of softening negative feelings such as sorrow and anger. However, no man or woman can afford to be non-judgmental all the time. It is incompatible with indispensable thoughtfulness! What is the advantage of diverting attention to one thing without discernment during a few tens of minute’s meditation? The instructors of mindfulness meditation tell you to focus attention on trivial things. Whereas in thoughtfulness, you concentrate the mind on challenging issues. Sometimes arriving at groundbreaking scientific discoveries, solution of mathematical problems or the creation of masterpieces in engineering, art, or literature.
The concept of meditation and mindfulness originated in ancient India around 1000 BCE. Vedic ascetics believed the practice would lead to supernatural powers enabling disclosure of the truth. Failing to meet the said aspiration, notwithstanding so many stories in scripture, is discernable. Otherwise, the world would have been awakened to advancement by ancient Indians before the Greeks. The latter culture emphasized thoughtfulness!
In India, Buddha was the first to deviate from the Vedic philosophy. His teachers, Alara Kalama and Uddaka Ramaputra, were adherents of meditation. Unconvinced of their approach, Buddha concluded a thoughtful analysis of the actualities of life should be the path to realisation. However, in an environment dominated by Vedic tradition, meditation residually persisted when Buddha’s teachings transformed into a religion.
In the early 1970s, a few in the West picked up meditation and mindfulness. We Easterners, who criticize Western ideas all the time, got exalted after seeing something Eastern accepted in the Western circles. Thereafter, Easterners took up the subject more seriously, in the spirit of its definition in the West.
Today, mindfulness has become a marketable commodity – a thriving business spreading worldwide, fueled largely by advertising. There are practice centres, lessons onsite and online, and apps for purchase. Articles written by gurus of the field appear on the web.
What attracts people to mindfulness programmes? Many assume them being stressed and depressed needs to improve their mental capacity. In most instances, these are minor complaints and for understandable reasons, they do not seek mainstream medical interventions but go for exaggeratedly advertised alternatives. Mainstream medical treatments are based on rigorous science and spell out both the pros and cons of the procedure, avoiding overstatement. Whereas the alternative sector makes unsubstantiated claims about the efficacy and effectiveness of the treatment.
Advocates of mindfulness claim the benefits of their prescriptions have been proven scientifically. There are reports (mostly in open-access journals which charge a fee for publication) indicating that authors have found positive aspects of mindfulness or identified reasons correlating the efficacy of such activities. However, they rarely meet standards normally required for unequivocal acceptance. The gold standard of scientific scrutiny is the statistically significant reproducibility of claims.
If a mindfulness guru claims his prescription of meditation cures hypertension, he must record the blood pressure of participants before and after completion of the activity and show the blood pressure of a large percentage has stably dropped and repeat the experiment with different clients. He must also conduct sessions where he adopts another prescription (a placebo) under the same conditions and compares the results. This is not enough, he must request someone else to conduct sessions following his prescription, to rule out the influence of the personality of the instructor.
The laity unaware of the above rigid requirements, accede to purported claims of mindfulness proponents.
A few years ago, an article published and widely cited stated that the practice of mindfulness increases the gray matter density of the brain. A more recent study found there is no such correlation. Popular expositions on the subject do not refer to the latter report. Most mindfulness research published seems to have been conducted intending to prove the benefits of the practice. The hard science demands doing the opposite as well-experiments carried out intending to disprove the claims. You need to be skeptical until things are firmly established.
Despite many efforts diverted to disprove Einstein’s General Theory of Relativity, no contradictions have been found in vain to date, strengthening the validity of the theory. Regarding mindfulness, as it stands, benefits can neither be proved nor disproved, to the gold standard of scientific scrutiny.
Some schools in foreign lands have accommodated mindfulness training programs hoping to develop the mental facility of students and Sri Lanka plans to follow. However, studies also reveal these exercises are ineffective or do more harm than good. Have we investigated this issue before imitation?
Should we force our children to focus attention on one single goal without judgment, even for a moment?
Why not allow young minds to roam wild in their deepest imagination and build castles in the air and encourage them to turn these fantasies into realities by nurturing their thoughtfulness?
Be more thoughtful than mindful?
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