{"id":57739,"date":"2021-06-15T08:00:24","date_gmt":"2021-06-15T12:00:24","guid":{"rendered":"https:\/\/world.edu\/?p=57739"},"modified":"2021-06-14T17:19:32","modified_gmt":"2021-06-14T21:19:32","slug":"from-13-unis-to-1-why-australia-needs-to-reverse-the-loss-of-south-asian-studies","status":"publish","type":"post","link":"https:\/\/world.edu\/from-13-unis-to-1-why-australia-needs-to-reverse-the-loss-of-south-asian-studies\/","title":{"rendered":"From 13 unis to 1: why Australia needs to reverse the loss of South Asian studies"},"content":{"rendered":"

\"\"<\/p>\n

South Asia is crucial to the future of Australia. But Australia has just one (small) program focused on South Asian studies across its many universities.<\/p>\n

This has not always been the case. In the mid-1970s, 13 of Australia\u2019s universities offered undergraduate subjects on South Asia (India, Pakistan, Afghanistan, Sri Lanka, Bangladesh, Nepal, Bhutan, and the Maldives). Students could learn about South Asian coins at ANU and Sanskrit at the University of Wollongong.<\/p>\n

Australia boasted some of the leading scholars on South Asia. ANU nurtured subaltern studies \u2013 the study of social groups excluded from dominant power structures \u2013 which became a global movement in the field of post-colonial analysis. Leading post-colonial scholar\u00a0Dipesh Chakrabarty<\/a>\u00a0was based at the University of Melbourne. Other luminaries active in that period include\u00a0A.L. Basham<\/a>,\u00a0Anthony Low<\/a>\u00a0and\u00a0Robin Jeffrey<\/a>.<\/p>\n

But, even as the Australian university sector has expanded since the 1970s, it has withdrawn support for Asian studies, and South Asian studies in particular. There is currently only one South Asia or India program \u2013 at ANU.<\/p>\n

Only five of the 40 Australian universities offer semester-length subjects on India or South Asia. Six universities offered an Indian language in 1996. Now\u00a0only two<\/a>\u00a0do so.<\/p>\n

Several universities, often supported by government grants, have launched country or regional research initiatives since 1990. The National Centre for South Asian Studies, based at Monash, is one of these. But Australian universities have not built any strong or sustainable South Asia programs for students.<\/p>\n

A trend at odds with national priorities<\/strong><\/h4>\n

This point sits oddly alongside a high-level commitment to South Asia in Australia. The Australian government is exploring new forms of engagement with India, including the\u00a0Quad security dialogue<\/a>\u00a0involving India, Australia, Japan and the US.<\/p>\n

At a social level, Australia is increasingly Indian. In 2019\u00a0more than 700,000 people<\/a>\u00a0in Australia claimed Indian descent. Hindi is among the fastest-growing languages in Australia, and India is the country\u2019s\u00a0leading source of skilled migrants<\/a>.<\/p>\n

Historically, there are fascinating connections between Australia and South Asia. The lives and work of Australia\u2019s \u201cGhans<\/a>\u201d (cameleers) is one famous example.<\/p>\n

Moving forward, Australia needs a knowledge base to match this longstanding and increasingly important commitment to India and South Asia more generally.<\/p>\n

\"\"<\/p>\n

Out of step with global academic practice<\/strong><\/h4>\n

Australian universities could learn from their counterparts in other parts of the world how to integrate area studies into their teaching. Outside of Australia, most of the top universities in the world make great play of their area studies expertise. Area studies enables people to apprehend their own distinctive humanity, anchors innovative cross-disciplinary teaching across the university, and provides a basis for re-evaluating assumptions about a person\u2019s disciplinary field.<\/p>\n

Students arriving at Oxford, Yale or Columbia know that if they are studying law, business, art, politics, education, design, technology, anthropology, economics, agriculture, military affairs or modern media, they will need to think about how to apply their disciplinary knowledge to specific places. A \u201cwhole of university\u201d commitment to area studies teaching, including South Asian studies, has long been a key mechanism for drawing on multiple disciplines.<\/p>\n

Even with small numbers of area studies majors, the world\u2019s best universities do not see area studies as a niche endeavour. On the contrary, they see it as a central feature of their global mission. Strong universities without robust, independent, and widely accessible area studies programs open themselves up to accusations of antiquated parochialism and a poor understanding of the interdisciplinary trends that powerfully shape our world.<\/p>\n

What should South Asian studies offer?<\/strong><\/h4>\n

Today, South Asian studies programs in Australia should include internships, opportunities to study abroad and virtual classrooms connecting Australian students to their counterparts elsewhere.<\/p>\n

Asian studies programs should also include language options, because effective communication with rising regions like South Asia is essential. Keep in mind that only\u00a010% of India\u2019s population speak English<\/a>.<\/p>\n

At its most fundamental, good area studies and good South Asian studies allow people to understand that they are, as French philosopher\u00a0Michel de Montaigne<\/a>\u00a0put it in an\u00a0essay<\/a>\u00a0on global education written 450 years ago \u201clike a dot made by a very fine pencil\u201d on the world map. It teaches them how they fit within a global whole.<\/p>\n

Beyond this, area studies helps people understand and confidently engage with forms of difference and diversity. It fosters key skills for interacting with peers overseas as well as global diasporas. This includes connecting with foreign organisations, managing communications and cultivating an active sense of global citizenship.<\/p>\n

Area studies allows us to develop an understanding of our common humanity across national boundaries \u2013 something Indian scholar\u00a0Veena Das<\/a>\u00a0has written about in her book\u00a0Critical Events<\/a>.<\/p>\n

Now is the time for Australian universities to place area studies teaching at the core of an internationally engaged education. We must provide a much larger number of Australians with a deeper understanding of South Asia.<\/p>\n

Author Bios:<\/strong> Craig Jeffrey is Professor of Geography and Matthew Nelson is Associate Professor, Asia Institute both at The University of Melbourne<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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In the mid-1970s, 13 of Australia\u2019s universities offered undergraduate subjects on South Asia (India, Pakistan, Afghanistan, Sri Lanka, Bangladesh, Nepal, Bhutan, and the […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57740,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[401022],"coauthors":[11733],"class_list":["post-57739","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-south-asian-studies"],"acf":[],"yoast_head":"\nFrom 13 unis to 1: why Australia needs to reverse the loss of South Asian studies - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/from-13-unis-to-1-why-australia-needs-to-reverse-the-loss-of-south-asian-studies\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"From 13 unis to 1: why Australia needs to reverse the loss of South Asian studies - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"South Asia is crucial to the future of Australia. 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