We all live between cultures...
Asian motifs in a market stall. Vientiane, Laos.
Why study “Asia”?
Our society, cultures and lives are composed of many overlapping narratives. Chimamanda Adichie, the novelist, warned that knowing only a single story of a people, society and individual could lead to critical misunderstandings. An antidote to such ignorance and malaise would be to share stories and weave our interconnected fabric. To counter the danger of a single story, we would need to build upon our narrative foundations.
Though, this begs more questions. Whose stories? And what should the stories be about?
The ‘Near North’ seems a good start and Nick Knight would rightly have us as good neighbours.
Statistically, it does have more economic, political and cultural weight. However, while we are professionally charged by the National Curriculum to bring about a particular Asian literacy, roughly that of North, South-East and South Asias, we educators work in cultural contexts of our communities, schools and students’ needs. Undeniably, we teachers need to weave a diversity of Asian narratives for our students to critically understand and to meaningfully engage across Asia. In this pursuit, I echo the sentiment to challenge my students thinking...to better understand the language(s), religion(s) and culture(s)...to better understand the diversity of the Asian people.
We, like other nations, have our hierarchy of needs. Once our defence or security is ensured, we concern ourselves with our economic and cultural endeavours. Whether it be utilitarian approaches to understanding Asia or existential views or even recreational interests, the minimum result should be the same--to understand. At the very least, we should weave overlapping narratives of the societies, cultures and lives of the people in ‘Near North’ and at the very most, we will build our interrelationship and meaningfully engage with Asia.
Our society, cultures and lives are composed of many overlapping narratives. Chimamanda Adichie, the novelist, warned that knowing only a single story of a people, society and individual could lead to critical misunderstandings. An antidote to such ignorance and malaise would be to share stories and weave our interconnected fabric. To counter the danger of a single story, we would need to build upon our narrative foundations.
Though, this begs more questions. Whose stories? And what should the stories be about?
The ‘Near North’ seems a good start and Nick Knight would rightly have us as good neighbours.
Statistically, it does have more economic, political and cultural weight. However, while we are professionally charged by the National Curriculum to bring about a particular Asian literacy, roughly that of North, South-East and South Asias, we educators work in cultural contexts of our communities, schools and students’ needs. Undeniably, we teachers need to weave a diversity of Asian narratives for our students to critically understand and to meaningfully engage across Asia. In this pursuit, I echo the sentiment to challenge my students thinking...to better understand the language(s), religion(s) and culture(s)...to better understand the diversity of the Asian people.
We, like other nations, have our hierarchy of needs. Once our defence or security is ensured, we concern ourselves with our economic and cultural endeavours. Whether it be utilitarian approaches to understanding Asia or existential views or even recreational interests, the minimum result should be the same--to understand. At the very least, we should weave overlapping narratives of the societies, cultures and lives of the people in ‘Near North’ and at the very most, we will build our interrelationship and meaningfully engage with Asia.
Humanise the Immigrant Story
Will flows of people be met with hostility and fear, or with understanding and hope? In answering Morris-Suzuki’s dichotomous question, liberal states, such as Australia, present a Janus face to immigrants, open and inclusive towards some, closed and exclusionary towards others. There are factors that influence the reception, treatment and overall experience of migrants. Research by Dustmann and Preston (2007) have found that attitudes towards immigrants are magnified by concerns on increased labour competition, welfare concerns and prejudicial attitudes of country of origin. To many reading or watching news on the flows of people, particularly immigration in Australia, it has been unfortunate that the movement of people have been met mostly by fear and hostility. Many of Morris-Suzuki’s recommendations are unfortunately not the direction many of our discussions are heading. James Hampshire (2013) has found that many liberal states leaders are demanding more of immigrants to culturally integrate, with prominent world leaders, such as Angela Merkel and David Cameron, having declared that multiculturalism has ‘utterly’ failed. In Australia, research by Christian Joppke (2004) has found that downscaling of multiculturalism has occurred under the centre-right government of Howard.
Governmental institutions see immigrants as an economic bottom line, while non-migrant citizens are shaped by the narrow lens of the media and the ulterior motives of myopic politicians. For many public school teachers, the great majority of whom teach in highly multicultural schools, the battle for social justice does not lie in balance, but in advocating for the multicultural, human side of migration. The dilemma is how to present the complex story of migration. To many citizens of migrant-receiving countries, migrants are faceless, decontextualised mobs that are a challenge for the nation-state. Moreover, there is an oversimplification of the debate surrounding migration, particularly immigration, and of undocumented migrants. While it would be advisable that everyone read the scholarly article by Morris-Suzuki, it still portrays migrants as faceless statistics in a complex web of movements. Faces and human stories are needed to complement her article. Yet, in doing so, do we also oversimplify this complicated phenomenon?
References:
Dustmann, Christian, and Ian P Preston. "Racial and economic factors in attitudes to immigration." The BE Journal of Economic Analysis & Policy 7.1 (2007).
Hampshire, James. The politics of immigration: contradictions of the liberal state. Polity, 2013.
Joppke, Christian. "The retreat of multiculturalism in the liberal state: theory and policy1." The British journal of sociology 55.2 (2004): 237-257.
MORRIS-SUZUKI, TESSA. "Cross-border migration and East Asian regional integration." Migration and Integration in the Asia-Pacific Region 9.2 (2007): 158-173.
Governmental institutions see immigrants as an economic bottom line, while non-migrant citizens are shaped by the narrow lens of the media and the ulterior motives of myopic politicians. For many public school teachers, the great majority of whom teach in highly multicultural schools, the battle for social justice does not lie in balance, but in advocating for the multicultural, human side of migration. The dilemma is how to present the complex story of migration. To many citizens of migrant-receiving countries, migrants are faceless, decontextualised mobs that are a challenge for the nation-state. Moreover, there is an oversimplification of the debate surrounding migration, particularly immigration, and of undocumented migrants. While it would be advisable that everyone read the scholarly article by Morris-Suzuki, it still portrays migrants as faceless statistics in a complex web of movements. Faces and human stories are needed to complement her article. Yet, in doing so, do we also oversimplify this complicated phenomenon?
References:
Dustmann, Christian, and Ian P Preston. "Racial and economic factors in attitudes to immigration." The BE Journal of Economic Analysis & Policy 7.1 (2007).
Hampshire, James. The politics of immigration: contradictions of the liberal state. Polity, 2013.
Joppke, Christian. "The retreat of multiculturalism in the liberal state: theory and policy1." The British journal of sociology 55.2 (2004): 237-257.
MORRIS-SUZUKI, TESSA. "Cross-border migration and East Asian regional integration." Migration and Integration in the Asia-Pacific Region 9.2 (2007): 158-173.
Another language! Why BOther?
Why should anyone in Australia who speaks only English bother to learn another language? After all, almost everyone everywhere can speak English to some degree, and some would argue that those that don't should hurry up and do so before it is too late.
It takes a considerable amount of effort to learn a foreign language as an adult. What would you say to someone who asks: Why bother?
My response:
Another language! Why bother?
We live in a multicultural society, yet not truly a multilingual one. Yes, we! The National Multicultural Advisory Council’s report (2010) to the Federal government acknowledged the need ‘to correct the misconception that multiculturalism is concerned mainly with immigration and minority ethnic communities’ and stressed that multiculturalism is for all Australians ‘...whether born here or overseas and whether English or non-English speaking origin’.
Multiculturalism without multilingualism encourages a passive form of multiculturalism, where tolerance rather than participation in ‘otherness’ is dominant. Although we live next to each other and interact at work and general society, we do so in English, silencing other languages and culture. We don’t interact with each other linguistically. The notion the third place, devised by Ray Oldenburg, denotes a place of interaction of equal citizens other than at work or home. A place where cultures, peoples and ideally languages intermingle. Without the intermingling of languages we merely live next to each other not truly with each other.
While the person who asks “Why bother?” would not be swayed by such an utopian argument, perhaps the more economic arguments would. Learning a language opens up another world, gives access to another culture and an understanding of one’s own culture and language. Echoing Kristy Hayes point, it takes an “other” to realise a “self”. As our world becomes more interconnected, the number of Australians interacting with other cultures, countries and languages increases. In order for Australians to establish meaningful relationships and businesses, learning a language would be pragmatic. Similar to Singapore’s experience, a highly-skilled, multi-lingual working and professional demographic would greatly aid a country overly reliant on exploiting their natural resources and environment. It’s one-dimensional. Our services would be more purchasable, our businesses more successful and people more employable. While we are truly a “Lucky Country” for having English as our language, it would be myopic and one-dimensional to not upskill. Finally, learning another language also improves students literacy and numeracy abilities (Stewart, 2005). Researchers have found that increased time spent on learning another language has also led to increased performance in literacy and numeracy abilities.
The biggest challenge would be the implementation of language learning. If Education Departments were to mandate language learning in primary, how would primary schools realistically manage? There would be a great need to either retrain current teachers or hire specialist language teachers. All possible but with people asking “Why bother?” the problem is compounded.
Oldenburg, Ray. "Celebrating the third place." New York: Marlowe & com (2001).
Council, Australian Multiculural Advisory. The People of Australia: The Australian Multicultural Advisory Council’s statement on cultural diversity and recommendations to government. The Council, 2010.
Stewart, Janice Hostler. "Foreign language study in elementary schools: Benefits and implications for achievement in reading and math." Early Childhood Education Journal 33.1 (2005): 11-16.
It takes a considerable amount of effort to learn a foreign language as an adult. What would you say to someone who asks: Why bother?
My response:
Another language! Why bother?
We live in a multicultural society, yet not truly a multilingual one. Yes, we! The National Multicultural Advisory Council’s report (2010) to the Federal government acknowledged the need ‘to correct the misconception that multiculturalism is concerned mainly with immigration and minority ethnic communities’ and stressed that multiculturalism is for all Australians ‘...whether born here or overseas and whether English or non-English speaking origin’.
Multiculturalism without multilingualism encourages a passive form of multiculturalism, where tolerance rather than participation in ‘otherness’ is dominant. Although we live next to each other and interact at work and general society, we do so in English, silencing other languages and culture. We don’t interact with each other linguistically. The notion the third place, devised by Ray Oldenburg, denotes a place of interaction of equal citizens other than at work or home. A place where cultures, peoples and ideally languages intermingle. Without the intermingling of languages we merely live next to each other not truly with each other.
While the person who asks “Why bother?” would not be swayed by such an utopian argument, perhaps the more economic arguments would. Learning a language opens up another world, gives access to another culture and an understanding of one’s own culture and language. Echoing Kristy Hayes point, it takes an “other” to realise a “self”. As our world becomes more interconnected, the number of Australians interacting with other cultures, countries and languages increases. In order for Australians to establish meaningful relationships and businesses, learning a language would be pragmatic. Similar to Singapore’s experience, a highly-skilled, multi-lingual working and professional demographic would greatly aid a country overly reliant on exploiting their natural resources and environment. It’s one-dimensional. Our services would be more purchasable, our businesses more successful and people more employable. While we are truly a “Lucky Country” for having English as our language, it would be myopic and one-dimensional to not upskill. Finally, learning another language also improves students literacy and numeracy abilities (Stewart, 2005). Researchers have found that increased time spent on learning another language has also led to increased performance in literacy and numeracy abilities.
The biggest challenge would be the implementation of language learning. If Education Departments were to mandate language learning in primary, how would primary schools realistically manage? There would be a great need to either retrain current teachers or hire specialist language teachers. All possible but with people asking “Why bother?” the problem is compounded.
Oldenburg, Ray. "Celebrating the third place." New York: Marlowe & com (2001).
Council, Australian Multiculural Advisory. The People of Australia: The Australian Multicultural Advisory Council’s statement on cultural diversity and recommendations to government. The Council, 2010.
Stewart, Janice Hostler. "Foreign language study in elementary schools: Benefits and implications for achievement in reading and math." Early Childhood Education Journal 33.1 (2005): 11-16.
The Major Language Families
An understanding of major language families enlightened and brought together many other fields of knowledge, such as history, geography and of course linguistics. Similar to the benefits of an understanding of comparative religion, diachronic linguistics gives a birds eye view of the history of speech communities and the etymology of words, and understand the possible causes of language changes. It also has high relevance to all teachers, as it helps us deal with the oft-heated issue of which language to teach in schools, our own misunderstandings of how languages (and speakers) are related and how to teach language in proper context.
The number of students voluntarily studying another language is at record low, both at high school levels and university. Yet, every teacher knows the pressure from parents asking for language classes is high. When an Australian school does decide to start language classes, which language to teach often becomes highly debatable. Teachers usually become the both the victim and an arbiter in this controversy, though many teachers are mono-lingual themselves. Hence, an understanding of language families and how they are related would be a small starting point to better arbitrate the minefield of choosing second or more languages.
Moreover, an understanding the structural similarities and differences of languages would help many school teachers. It would assist with their teaching of new students from non-English speaking backgrounds and of literacy for all students. It would make it easier to identify global errors from mere slips of language. Pointing out that the verb must normally come after the subject in English as opposed to the end, as in Japanese, could easily help a struggling learner communicate more easily rather than relying on trial and error. Also, in teaching the literacy of spelling and word use in class, teachers use the four aspects of spelling (a.k.a. Spelling Boxes), which are visual, phonological, morphological and etymological aspects of spelling.
While there are always challenges in bringing in new content in our already crowded curriculum, bringing an understanding of diachronic linguistics to our students would greatly assist their world knowledge and language literacies.
The number of students voluntarily studying another language is at record low, both at high school levels and university. Yet, every teacher knows the pressure from parents asking for language classes is high. When an Australian school does decide to start language classes, which language to teach often becomes highly debatable. Teachers usually become the both the victim and an arbiter in this controversy, though many teachers are mono-lingual themselves. Hence, an understanding of language families and how they are related would be a small starting point to better arbitrate the minefield of choosing second or more languages.
Moreover, an understanding the structural similarities and differences of languages would help many school teachers. It would assist with their teaching of new students from non-English speaking backgrounds and of literacy for all students. It would make it easier to identify global errors from mere slips of language. Pointing out that the verb must normally come after the subject in English as opposed to the end, as in Japanese, could easily help a struggling learner communicate more easily rather than relying on trial and error. Also, in teaching the literacy of spelling and word use in class, teachers use the four aspects of spelling (a.k.a. Spelling Boxes), which are visual, phonological, morphological and etymological aspects of spelling.
While there are always challenges in bringing in new content in our already crowded curriculum, bringing an understanding of diachronic linguistics to our students would greatly assist their world knowledge and language literacies.
Telling the china story
There are many take-away points in telling the China story. I completely agree with Dr Woolley’s comments that we have to normalise our understanding and views of China. However, there is a big challenge for teachers to access sources that are not written by Chinese authors, unless they have written in English, and even then Dr Woolley claims that there is a loss of cultural meaning when not read in native Chinese. Nonetheless, to better understand modern China is to understand the historical importance and significance of its ideographic writing system. According to Dr Woolley, Chinese ideography allows China to dig deep into its long history and see itself as cyclicaldynasties with one continuous civilisation. China’s current resurgence is a continuation of its historical place as a world power, a return that has greatly benefited Australia.
Both our countries histories, Australia and China, have been recently intertwined and many of the choices that have been made have led to economic and material success. Professor Wang’s talk, China’s Choices, highlighted the choices Australia made to side with China, as opposed to Taiwan, complemented by the choices of China to open up to the West, as opposed to the Soviet Union, that have led to spectacular growth in both countries. Led by Deng Xiaoping, China’s later choices was a stark departure from revolutionary China. Professor Wang claims that the choices facing China now would be to balance growth and lead structural adjustment, such as party reform, social justice and wealth distribution. Many argue that China will open to democracy (Liu and Chen, 2012), as the Soviet Union was suppose to have done (Gibson and Duch, 1994). Wang further claims that Australia has both a choice in normalising its view of China, echoing Dr Woolley, and to support the growing number of Chinese who are asking for change and voice. While China has certainly proven that capitalism can run without democracy, the ruling elite’s intent to standardise their written histories and its control of non-digital and digital censorship will strongly shape the possibility of a democratic China. The journalist and blogger Michael Anti (aka Jing Zhao) claimed that widespread literacy, internet access and the popularity of microblogging in China(300 million microbloggers) are pathways to a future democratic China. Anti asserts that the West needs to choose to stop movements such as internet censorship in their own respective countries, such as the Stop Online Piracy Act (SOPA), which threatens free speech. With the recent terror fears in Australia, more limits on the freedom of speech could be enacted, such moves have proven to legitimise authoritarian regimes crackdown on democratic movements or ethnic minorities in their own countries. (Chomsky, 2007). Australia needs to choose.
References:
Chomsky, Noam. Failed states: The abuse of power and the assault on democracy. Macmillan, 2007.
Gibson, James L, and Raymond M Duch. "Postmaterialism and the emerging Soviet democracy." Political Research Quarterly 47.1 (1994): 5-39.
"Michael Anti | Speaker | TED.com." 2014. 8 Oct. 2014 <http://www.ted.com/speakers/michael_anti>
Liu, Yu, and Dingding Chen. "Why China will democratize." The Washington Quarterly 35.1 (2012): 41-63.
"Michael Anti | Speaker | TED.com." 2014. 8 Oct. 2014 <http://www.ted.com/speakers/michael_anti>
Both our countries histories, Australia and China, have been recently intertwined and many of the choices that have been made have led to economic and material success. Professor Wang’s talk, China’s Choices, highlighted the choices Australia made to side with China, as opposed to Taiwan, complemented by the choices of China to open up to the West, as opposed to the Soviet Union, that have led to spectacular growth in both countries. Led by Deng Xiaoping, China’s later choices was a stark departure from revolutionary China. Professor Wang claims that the choices facing China now would be to balance growth and lead structural adjustment, such as party reform, social justice and wealth distribution. Many argue that China will open to democracy (Liu and Chen, 2012), as the Soviet Union was suppose to have done (Gibson and Duch, 1994). Wang further claims that Australia has both a choice in normalising its view of China, echoing Dr Woolley, and to support the growing number of Chinese who are asking for change and voice. While China has certainly proven that capitalism can run without democracy, the ruling elite’s intent to standardise their written histories and its control of non-digital and digital censorship will strongly shape the possibility of a democratic China. The journalist and blogger Michael Anti (aka Jing Zhao) claimed that widespread literacy, internet access and the popularity of microblogging in China(300 million microbloggers) are pathways to a future democratic China. Anti asserts that the West needs to choose to stop movements such as internet censorship in their own respective countries, such as the Stop Online Piracy Act (SOPA), which threatens free speech. With the recent terror fears in Australia, more limits on the freedom of speech could be enacted, such moves have proven to legitimise authoritarian regimes crackdown on democratic movements or ethnic minorities in their own countries. (Chomsky, 2007). Australia needs to choose.
References:
Chomsky, Noam. Failed states: The abuse of power and the assault on democracy. Macmillan, 2007.
Gibson, James L, and Raymond M Duch. "Postmaterialism and the emerging Soviet democracy." Political Research Quarterly 47.1 (1994): 5-39.
"Michael Anti | Speaker | TED.com." 2014. 8 Oct. 2014 <http://www.ted.com/speakers/michael_anti>
Liu, Yu, and Dingding Chen. "Why China will democratize." The Washington Quarterly 35.1 (2012): 41-63.
"Michael Anti | Speaker | TED.com." 2014. 8 Oct. 2014 <http://www.ted.com/speakers/michael_anti>
Nihongo desu ka?
All languages have their intricacies, though the writing and reading system of Japanese is seemingly one of the most complex. It is not easy to answer the question, “How many writing systems does the Japanese writing system have?” Unlike the Korean Hangeul experience, Japanese have made it very difficult for themselves (or should I say non-Japanese speakers) with the number of overlapping writing systems. As a learner of the language, understanding the context and historicity of the development of the Japanese writing systems gives a better, but non-reassuring, perspective of why it is complex. Moreover, as language teachers of Japanese, there are issues as to how best to learn and teach the reading and writing of the Japanese language.
Just as many countries take the Roman alphabet to develop their writing systems in modern history, due to contact with many European countries, Japan “borrowed” from China, the superpower of the time. Understanding that the heavy borrowing of Chinese characters occurred over different periods and areas of China not only sheds light on to the numerous readings of kanji, but also as to why Chinese speakers find it difficult to agree with Japanese people on the use of their characters. Modern Chinese would, presumably, have moved on and be different to the Chinese of the Tang period. While they could be forgiven for borrowing Chinese at the time, with the development of their native hiragana and katakana, why didn’t they do as the Koreans did and use that for their writing?
Would Japanese be incomprehensible without Kanji? How do the Koreans survive?
Another question that emerged was the question of how to best learn and teach the Japanese language. Should it be taught as it is in Japan? Hiragana and katakana be taught first and then kanji (with furigana). This could take a very long time to learn with many Australian learners feeling little progress, initially. But with continued effort give more Japanese literacy to the learner.
Or, should it be simplified for non-Japanese speakers and use romaji? This could give more learning time to the speaking and listening aspects of the language, encouraging face to face communication but possibly damaging future literacy and capabilities in the language.
Just as many countries take the Roman alphabet to develop their writing systems in modern history, due to contact with many European countries, Japan “borrowed” from China, the superpower of the time. Understanding that the heavy borrowing of Chinese characters occurred over different periods and areas of China not only sheds light on to the numerous readings of kanji, but also as to why Chinese speakers find it difficult to agree with Japanese people on the use of their characters. Modern Chinese would, presumably, have moved on and be different to the Chinese of the Tang period. While they could be forgiven for borrowing Chinese at the time, with the development of their native hiragana and katakana, why didn’t they do as the Koreans did and use that for their writing?
Would Japanese be incomprehensible without Kanji? How do the Koreans survive?
Another question that emerged was the question of how to best learn and teach the Japanese language. Should it be taught as it is in Japan? Hiragana and katakana be taught first and then kanji (with furigana). This could take a very long time to learn with many Australian learners feeling little progress, initially. But with continued effort give more Japanese literacy to the learner.
Or, should it be simplified for non-Japanese speakers and use romaji? This could give more learning time to the speaking and listening aspects of the language, encouraging face to face communication but possibly damaging future literacy and capabilities in the language.
I'm singing in korean...
The development of the Korean language was avant-garde, demonstrating the linguistic knowledge of the language scholars of that time (16th CE). Their attempt to not only reproduce a phonographic alphabet but also have it ideographically represent the sound productions (somewhat loosely) of the tongue, teeth, lips and mouth, was a very utilitarian, and ultimately democratic, reform of the Korean writing system. As it enabled Korea to change from a largely illiterate country, with relatively few reading Chinese, to a better armed populace that could tackle the written script. Even the prestige of the Chinese language amongst the elites did not ultimately block the use of han’gul, which speaks volumes of its merits and ingenuity.
On the other hand, while the English language has merely 26 letters to deal with, the numerous sounds it has had to represent has caused many inconsistencies in both spelling and reading. Many English language reformers, such as Webster and Lindgren, have attempted to make the spelling more phonetic and even consistent, but all attempts have had very limited success. Interestingly, English is the only top ten language in the world that does not have a language regulatory institution.
The re-romanisation of Korean has caused problems that teachers would have to tackle. Teachers would use the Revised Romanisation as a shorthand to teach pupils a way to pronounce Korean but ultimately, just like in Japanese, teaching romanised versions particularly the Revised version would lead to confusion and false associations. It is a shame that the McCune-Reischauer version, which seemed more accurate, was not maintained. Though, with han’gul’s 24 letters it would seem a comparatively light task to learn one of the most innovative and efficient scripts in the world.
On the other hand, while the English language has merely 26 letters to deal with, the numerous sounds it has had to represent has caused many inconsistencies in both spelling and reading. Many English language reformers, such as Webster and Lindgren, have attempted to make the spelling more phonetic and even consistent, but all attempts have had very limited success. Interestingly, English is the only top ten language in the world that does not have a language regulatory institution.
The re-romanisation of Korean has caused problems that teachers would have to tackle. Teachers would use the Revised Romanisation as a shorthand to teach pupils a way to pronounce Korean but ultimately, just like in Japanese, teaching romanised versions particularly the Revised version would lead to confusion and false associations. It is a shame that the McCune-Reischauer version, which seemed more accurate, was not maintained. Though, with han’gul’s 24 letters it would seem a comparatively light task to learn one of the most innovative and efficient scripts in the world.
Asia's...no, the world's environmental Challenges!
Water scarcity and quality issues, soil degradation, deforestation, soil degradation, ocean acidification, global warming, overpopulation, natural resource depletion and the list goes on with the number of serious environmental problems that world has to face. How did this come about? Like a vicious cycle, our quest for growth spurs the need for more resources, breeds overpopulation and creates millenarian environmental issues.
While Tuvalu and islands in the Pacific have become poster children for the consequences of unchecked industrialisation and global warming, China has become the perfect specimen to demonstrate the consequences of growth at all costs model. While simply late to the game compared to the developed nations, all industrial nations have gone through the cycle of using dirty energy to support industry and urbanisation, while lifting people out of poverty and creating more material wealth. There is a structural issue at heart here and it is the model widely used to create wealth--capitalism.
The example of the intensity of industry and high use of motor vehicles in China has created an immediate crisis in the form of air pollution. Independent sources in China provide information on the quality of air and there are many days that it is advisable not to go out. What would be the value of growth if major cities are unlivable?
London faced the same problem in 1952, with smog killing 400 people and badly damaging the lives of many more (Stern, 2009). London has moved on by enforcing better standards on industry, imposing taxes on motor vehicle use in the city, providing incentives for cleaner energy and more. The tipping point for China will arrive as well, if it hasn’t already. Though China should not act alone, while China is an extreme example, eventually all nations will face an immediate challenge in this century.
Economic growth, driven by capitalism, is recognised as a major social and economic goal of most, if not all, nations. Yet, not all nations agree on sustainability being a major social, let alone economic goal. In an article by Al Gore and David Blood (2011), they argue that growth and sustainability don’t have to be mutually exclusive. Both argue that by making sustainability an embedded priority in all parts of the business process, called sustainable capitalism, it would do what London did on its industries 70 years ago, enforce standards for its industries, incentivise clean energy use, police natural resource use and effect on environment more stringently but also make sustainability a priority in the economic capital model.
Asia’s environmental concerns are grave; but they are our concerns too. And as beneficiaries of early industrialisation, we need to also adopt early sustainable practices. Unfortunately, Australia is not playing a global role in this matter.
References:
"A Manifesto for Sustainable Capitalism - Wall Street Journal." 2014. 24 Oct. 2014 <http://online.wsj.com/articles/SB10001424052970203430404577092682864215896>
"15 Current Environmental Problems That Our World is Facing." 2014. 24 Oct. 2014 <http://www.conserve-energy-future.com/15-current-environmental-problems.php>
Stern, Nicholas. "A blueprint for a safer planet." London: Bodley Head (2009)
While Tuvalu and islands in the Pacific have become poster children for the consequences of unchecked industrialisation and global warming, China has become the perfect specimen to demonstrate the consequences of growth at all costs model. While simply late to the game compared to the developed nations, all industrial nations have gone through the cycle of using dirty energy to support industry and urbanisation, while lifting people out of poverty and creating more material wealth. There is a structural issue at heart here and it is the model widely used to create wealth--capitalism.
The example of the intensity of industry and high use of motor vehicles in China has created an immediate crisis in the form of air pollution. Independent sources in China provide information on the quality of air and there are many days that it is advisable not to go out. What would be the value of growth if major cities are unlivable?
London faced the same problem in 1952, with smog killing 400 people and badly damaging the lives of many more (Stern, 2009). London has moved on by enforcing better standards on industry, imposing taxes on motor vehicle use in the city, providing incentives for cleaner energy and more. The tipping point for China will arrive as well, if it hasn’t already. Though China should not act alone, while China is an extreme example, eventually all nations will face an immediate challenge in this century.
Economic growth, driven by capitalism, is recognised as a major social and economic goal of most, if not all, nations. Yet, not all nations agree on sustainability being a major social, let alone economic goal. In an article by Al Gore and David Blood (2011), they argue that growth and sustainability don’t have to be mutually exclusive. Both argue that by making sustainability an embedded priority in all parts of the business process, called sustainable capitalism, it would do what London did on its industries 70 years ago, enforce standards for its industries, incentivise clean energy use, police natural resource use and effect on environment more stringently but also make sustainability a priority in the economic capital model.
Asia’s environmental concerns are grave; but they are our concerns too. And as beneficiaries of early industrialisation, we need to also adopt early sustainable practices. Unfortunately, Australia is not playing a global role in this matter.
References:
"A Manifesto for Sustainable Capitalism - Wall Street Journal." 2014. 24 Oct. 2014 <http://online.wsj.com/articles/SB10001424052970203430404577092682864215896>
"15 Current Environmental Problems That Our World is Facing." 2014. 24 Oct. 2014 <http://www.conserve-energy-future.com/15-current-environmental-problems.php>
Stern, Nicholas. "A blueprint for a safer planet." London: Bodley Head (2009)
Indigenous Australia and Asia: Early Contacts
Concepts such as race, nation and ethnicity are workings of the imagination. There is no clear line where you could say irrefutably that this is an indigenous Australian, or that Australia begins from this point, or that Asians look like this. Using sporting history as an example of how cultures, ethnicities and races intertwined, intermixed and blurred, as they shared a common identity and a common culture, Julia Martinez breaks down the false machinations of aboriginal history separate to Asian history, separate to European history. She makes this possible by going beyond the confines of framing histories along “ethnic” or “racial” lines. The multiculturalism of Darwin has been influence by the multicultural cooperation between by Chinese, Aboriginal and European Australians. While it was not the common culture purported by white Australian assimilationists, the mixed teams fought for the right to play with each other.
Dr Marshall Clark’s research further breaks down the indigenous and Asian dichotomy. The many centuries of cross Macassan trade across Northern Australia and Sulawesi have caused intermingling and mixing of both groups. The lines blur much more than we know between the peoples of these regions, further supporting the idea that race is a fiction.
On a more personal note, I remember hearing of the Bajau, a seafaring people, referred to derogatively in the south of the Philippines. Many regarded them as “gypsies of the sea” and are considered one of the most marginalised and impoverished groups in Philippines. Yet, descended from the Macassans’ heritage, the rich and fascinating history to which they herald from deserves more respect across the entire area, from Southern Philippines to Australia.
Dr Marshall Clark’s research further breaks down the indigenous and Asian dichotomy. The many centuries of cross Macassan trade across Northern Australia and Sulawesi have caused intermingling and mixing of both groups. The lines blur much more than we know between the peoples of these regions, further supporting the idea that race is a fiction.
On a more personal note, I remember hearing of the Bajau, a seafaring people, referred to derogatively in the south of the Philippines. Many regarded them as “gypsies of the sea” and are considered one of the most marginalised and impoverished groups in Philippines. Yet, descended from the Macassans’ heritage, the rich and fascinating history to which they herald from deserves more respect across the entire area, from Southern Philippines to Australia.