Quality education – DDRN

Do Ethnic Chinese Malaysians Actually Speak Chinese?

Francesco Biancalana — Tue, 21 Apr 2026 14:26:15 +0000

Scholars often observed how less-dominant languages are being spoken less and less. As a result, the dominant varieties might take over, leading the world toward less multilingual societies and cultural losses. Are non-Mandarin Chinese varieties in Malaysia an analogous trend of monolingualism and cultural loss? When the British colonised Malaysia, they regarded the Malays as unskilled and unable to develop the colonial economy. Chinese and Indian immigrants were considered as labourers. These migrants brought along their community languages so that they were able to communicate and stay close to help one another. What is the current sociolinguistic situation of Malaysian Chinese communities?

Linguistic Overview

Malaysia is a federation in Southeast Asia composed of 13 states and 3 separately administered federal territories. Such vast territory is characterised by a distinct linguistic landscape, the three major ethnic groups are Malay, Chinese, and Indian. Diverse communities who gained independence from British rule in 1957. On top of that, other minority groups are further observed in everyday life such as Vietnamese, French, German, Nepali, Tagalog, Bahasa Indonesian, Korean, and Japanese. In 2020, Malaysian Chinese are the second-largest ethnic community with approximately 6.91 million members among Malaysian citizens, the so called “ethnic Chinese” or in some specific cases “Tang people” 唐人 tángrén. Identifying themselves as distinctive groups with a historical inheritance of identity, reflecting their own linguistic and cultural varieties, such as the people from the Chinese territories of Fujian, Hakka, Fuzhou, Guangxi, Xinghua, Fuqing and others. Although linguists classify Chinese language varieties as distinct languages, they are often referred to as dialects. Many of these varieties are mutually unintelligible, even among speakers within the same group. The Chinese varieties spoken by Malaysian Chinese communities include several subgroups of Min (i.e., Hokkien, Teochew, Xinghua, Hainan, Foochow), Hakka, and Yue (i.e., Cantonese).

The dominance of Mandarin among Chinese communities in Mainland China, Taiwan, Macao, Hong Kong, Singapore, and other regions has been widely reported and analysed; this article focuses on the case of Malaysia. Although some Chinese schools in various overseas communities still teach dialects. The current mainstream trend in international Chinese inheritance language teaching is to unify the use of Mandarin as the standard, the so called “Common Language” 普通话 pǔtōnghuà. With an increase in Mandarin Chinese literacy resulting from Chinese medium education, formal usage of dialects has decreased over the years and may only be used in rural churches for preaching and reading of religious texts. Chinese primary schools in Malaysia are often funded by Chinese associations and individuals, with support sometimes politically incentivised during elections by Chinese-based parties. Mandarin was introduced as the medium of instruction in the 1920s and is widely used in media, education, and increasingly among younger Malaysian Chinese. There are also newspapers, magazines, dramas, and films on television and in cinemas using Mandarin as the primary medium.

Historical and Social Frameworks

Under British rule, schools for locals and migrant children were divided according to the languages of instruction. As a result, the colonial government did little to promote national integration or foster a shared identity, and migrant communities largely remained in separate enclaves without a strong sense of belonging to the nation. The history of the racial conflicts in Malaysia began with the Chinese migrations in the 19th century and was exacerbated in 1957 after the independence from the United Kingdom. The colonial rule and the Japanese occupation let to a communist insurgency with fragile race relations. The selection of Malay, the language of the majority, as the national and official language, along with special privileges granted under the Malaysian Constitution (e.g., customary land rights) was perceived as racially biased. Consequently, the majoritarian party, United Malays National Organisation (i.e., UMNO), significantly lost parliamentary seats. While it still held a majority in Parliament, the Chinese-based opposition party claimed “victory”. As a result, the tensions between Malays and Chinese communities culminated in the 1969 racial riots. In response, Malaysian policymakers promoted Bahasa Malaysia as the national language and developed a national education system to foster cultural unity and to support the nation’s social and political development. During the 1970s and 1980s, this approach came to be known as the ‘One Language One Culture’ policy, because it promoted a single, unified national culture.

Social tensions declined in the 1990s with government support for the teaching of standardised ethnic languages as a school subject. Standardised ethnic languages, namely Mandarin for the Chinese and Tamil for the Indian, serve as the medium of instruction. The dominant socio-political influences decide the family language for communication rather than parents/grandparents. Likewise, studies have also shown that many Malay children are not speaking Malay community languages, while Indian children are not learning Telugu, Gujarati, Punjabi and Malayalam. Children who attend Chinese or Tamil medium primary schools often acquire an additional language, Mandarin or Tamil. However, Tamil medium private schools are largely absent, as the Tamil community often cannot afford this option. Consequently, many families choose not to pass on the ethnic language to children, prioritising standard languages instead.

As reported by several analysts and scholars, racial discrimination in Malaysia remains far from being resolved. Racism pervades multiple aspects of contemporary Malaysian society, including employment-related discrimination, education, economic policies, housing, and language policies. Systemic exclusion from meaningful employment opportunities contributes to income inequality, social marginalisation, and intergenerational disadvantage, in breach of the Universal Declaration of Human Rights and key International Labour Organisation conventions. Research indicates that students who experience racial bias are likely to undergo trauma, leading to decreased confidence and motivation, eroding academic performance, and negatively affecting long-term social and economic mobility. Moreover, racism in the housing sector is characterised by a combination of prejudice and structural weaknesses in state and federal regulation and policy. Regarding language policy, discriminatory practices have been observed affecting Chinese minorities and non-Malay-speaking individuals within Malay communities. However, it is important to highlight that multilinguism in Malaysia is allowed and incentivised. Article 152 of the Federal Constitution states, “While Malay is the national language, the freedom to learn, use and develop the mother tongue of all communities is expressly guaranteed”. Additionally, documents such as UNESCO Universal Declaration on Cultural Diversity (2001) affirm the importance of cultural plurality and recognise that “All persons have therefore the right to express themselves and to create and disseminate their work in the language of their choice, and particularly in their mother tongue” (i.e., Article 5). Conversely, it has been reported how Standard Chinese is gradually taking on this role, even replacing Chinese dialects within the domestic domain.

New Generations VS Old Generation?

To determine the active use of a language, linguists analyse several sociolinguistic factors, one of the most significant being usage among young people, who can ensure the preservation of both the language and the corresponding culture. Several factors contribute to the ongoing language shift among Chinese Malaysians. A significant number of Chinese Malaysian parents send children to Chinese-medium primary schools, where Mandarin serves as the medium of instruction. However, few studies have examined how the younger generation perceives the importance of the relation between dialects and cultural heritage. At the same time, the dominance of major languages in most social and professional domains has reduced opportunities to use community languages. In the broader context, speaking Mandarin is advantageous because it allows individuals to claim membership within the Chinese community worldwide. In the past, membership in Chinese dialect groups in Malaysia was essential for survival and for business networks. Giving speakers access to cultural ideals, norms, and ways of thinking that collectively contribute to the community. However, heritage languages now have low instrumental value, compared to Mandarin. Therefore, younger generations increasingly perceive Mandarin as conveying higher social prestige due to wider versatility of the language. On another note, research suggests that younger Chinese Malaysians tend to feel more positively toward Malaysian Mandarin Chinese than toward the variety spoken in Mainland China. Indicating that the language and cultural preferences of young Malaysians may reflect a strong sense of local cultural identity rather than external influence.

Studies on older generations bring peculiar results. Not only are new generations giving up on community languages, but also parents and grandparents seem to be slowly shifting toward Mandarin. The findings indicate that participants used Chinese heritage languages in everyday lives, particularly in domestic domains, employment, religion, and friendship. However, there is a noticeable shift toward Mandarin, which is increasingly perceived and used as the primary medium of communication in analogous circumstances. Analysis of the interviews suggests that the main functional distinctions between these languages remain in communication with friends and with family members or peers of the same or older generations. Not only do middle-aged and older speakers rely on Mandarin when interacting with younger generations who cannot understand or speak Chinese heritage languages, but also with individuals from other Malaysian states who may not share the same heritage languages. This language shift is not driven by personal preference for Mandarin among middle-aged and older speakers. Rather, it reflects a pragmatic need to accommodate younger generations and others who do not speak Chinese heritage languages. Moreover, recent studies also investigated the reasons that led parents to shift to Mandarin. Exposure of children to the heritage language through having grandparents as carers and media was not effective for language maintenance. Some parents also believed that transmitting heritage languages was not considered useful. In other circumstances, children are responsible for ‘micro-language decisions’ at the family level. The choice of Mandarin and English was affirmed by the broader sociopolitical context, whereby proficiency in standard languages ensures access to educational and career opportunities.

Conclusion

It seems inevitable that Chinese heritage languages in Malaysia are going to vanish. However, these studies report that Mandarin, particularly the Malaysian variety, plays a fundamental role in Malaysian Chinese communities as a primary language in community events, everyday life, media, and the domestic domain. Is Malaysian Mandarin Chinese then a modern tool to build a sense of a common cultural identity that strengthens local culture rather than an obstacle to heritage preservation?

Francesco Biancalana is a Master student at University of Naples, Italy, and a DDRN intern

Only a limited number of schools incorporate the use of Chinese dialects, and not all schools in Malaysia offer heritage language education, particularly those outside National-Type Chinese Schools, where Mandarin is the main medium. This results in noticeable differences in parental expectations and teaching standards. As noted by Qian (2024:60), “Malay teachers and classmates dominate public schools, while Chinese teachers and classmates dominate private schools. Parents of the two types of schools have different expectations for their children’s future, with children in public schools having more chances of staying in Malaysia to further their education. In contrast, private school students are more likely to go abroad for further studies after high school.” Moreover, access to heritage languages education is uneven across communities. As highlighted in the article, “Tamil medium private schools are largely absent, as the Tamil community often cannot afford this option.” This aligns with Ting (2009:11.8), who reported that “that privately-supported Tamil schools do not exist since the Tamil community cannot afford this luxury.”

Mandarin has become increasingly important in the economic sphere. In contrast to the past “Chinese dialect groups in Malaysia was essential for survival and for business networks” (Ong, 2023:33), Mandarin is now widely used within Chinese communities
for business purposes, making it a valuable asset in the job market.

List of references

Through Education and a Camera Lens: How Street Child Brings Quality Education for All to Life

Daniela Padilla — Thu, 13 Nov 2025 12:51:34 +0000

When the United Nations adopted the 2030 Agenda for Sustainable Development, it set out 17 ambitious goals to tackle some of the world’s most urgent challenges. Among them, Goal 4 stands out as both simple and transformative: quality education for all. Behind that promise lies the conviction that education does more than teach literacy and numeracy, it breaks cycles of poverty, reduces inequality, and empowers people to live healthier, more sustainable lives.

As UNESCO has long emphasized, education is not just a right but a catalyst. With the right opportunities to learn, people can claim their voices, shape their futures, and build more peaceful societies. Within this framework, Global Development Education plays a critical role. According to UNICEF, this approach seeks to promote a vision of reality that is interconnected and global, fostering an understanding of shared challenges and encouraging active participation in building a more just, equitable, and sustainable world. It goes beyond the mere transmission of knowledge: it is about cultivating the skills, attitudes, and values needed to face global problems and create a better future.

In this sense, Education for Sustainable Development and Global Citizenship (ESDGC) is not only an academic discipline but also a tool for social transformation. Conceived as a key process within international cooperation, it seeks to ensure meaningful citizen participation in development policies, grounded in solidarity, social justice, and human rights. Far from being isolated initiatives, ESDGC actions are part of broader, planned projects that reach diverse audiences across both the Global North and South. Supported by policymakers, institutions, and civil society, this approach helps close global gaps and unfolds in multiple spaces: from schools and universities to cultural venues, the media, and beyond.

Thus, ideas about education and empowerment are not confined to classrooms. They come to life in unexpected ways, sometimes through community initiatives, sometimes through creative expression, and sometimes, quite simply, through the lens of a camera.

FIFTEEN: A Global Exhibition Journey Reflecting Street Child’s Distinctive Approach

‘FIFTEEN: Through the Lens of the Next Generation’ embodies precisely this spirit of learning and empowerment beyond the classroom. Launched by Street Child to mark its 15th anniversary, the project placed cameras in the hands of 15-year-olds from Bangladesh, Nepal, Nigeria, Uganda, and Ukraine, inviting them to document their own worlds. From conflict zones and refugee camps to remote villages, their photographs capture what it means to be 15 in places where childhood is often shaped by uncertainty and resilience.

Street Child, founded in 2008, is one of the fastest-growing international NGOs working to ensure children are safe, in school, and learning. Present in more than 20 countries, it works to guarantee access to education and child protection in vulnerable communities across Asia, Africa, the Middle East, and Europe. Its teams focus especially on regions where the challenges are greatest and existing humanitarian support is not enough, reaching children who might otherwise be left behind.

What makes Street Child’s approach distinctive is its insistence on working hand in hand with local partners, co-designing solutions that are sustainable, culturally relevant, and aligned with community priorities. In this sense, FIFTEEN is more than an art project, it embodies the very essence of education for sustainable development. The workshops, led by local photographers, gave teenagers not only technical skills but also a platform to express themselves, to tell stories of family, friendship, loss, and hope. Each image is a lesson in resilience, a reminder that empowerment begins when young people are given the tools and trust to define their own narratives.

Human rights are a prerequisite for empowering people to make sustainable choices, and equally important is ensuring participation at every level, ultimately, it is about building genuine communities. And this is precisely what Street Child does. Community is not only the focus of its programs, it is also the foundation of how the organization itself operates. Street Child works as a community and with communities, strengthening and empowering them not only in the countries where programs are delivered but also in the places where its main offices are based across Europe.

Since its foundation, Street Child has built a global network of national entities (including Street Child Spain, Italy, France, Germany, and the Netherlands) that share common values and strive for lasting structural change. Through community empowerment, the organization develops holistic projects that combine educational support, psychosocial assistance, child protection, and livelihood strengthening. Thanks to this approach, Street Child has supported more than 1.5 million children to date.

It is in this same spirit of community that the FIFTEEN exhibition has traveled beyond the countries where the photographs were taken, finding new audiences in London, Barcelona, and Italy. Each stop reflects not only the global reach of the project but also the deep connections Street Child fosters between local realities and international awareness. In London and Barcelona, the exhibition proved to be a remarkable success. In London, home to the headquarters of Street Child’s global network, the exhibition was hosted at the Oxo Gallery in October 2023. It drew strong media coverage and attracted thousands of visitors. Inside, interactive stations invited visitors to donate in support of Street Child’s work or to write a note to their 15-year-old selves, an activity that helped them reconnect with that pivotal stage of life and empathize more deeply with the young photographers behind FIFTEEN.

In Barcelona, where Street Child Spain is based, the exhibition further encouraged a critical understanding of global challenges. From September to December 2024, FIFTEEN was displayed at the Mercè Sala Gallery, located inside Diagonal metro station, one of the city’s busiest transit hubs. The project benefited from both its central location and its free admission policy. In just the first 24 days, 2,322 visitors explored the exhibition, many of whom encountered it spontaneously while commuting.

FIFTEEN was also showcased in Rome, and a selection of its images was presented in Amsterdam as part of an art gallery program. In both cities, the project continued to inspire reflection and spark dialogue, highlighting universal values such as empathy, social justice, equity and respect for human rights.

Humanitarian Aid, Development and the Grand Bargain

Development cooperation, together with education for development and humanitarian aid, can form a powerful combination, a driver of opportunities for vulnerable communities. The FIFTEEN project is a vivid example of how these elements come together to create both awareness and impact.

Yet the humanitarian sector has faced criticism. As Professor Paul B. Spiegel, an expert in humanitarian emergencies, notes, much of the debate that arose in the 1990s centered on the disconnect between emergency relief and long-term development. Humanitarian action often operated under a “short-term and reactive” model, rather than supporting resilience and sustainability. Funding was frequently centralized in large international NGOs, leaving little room for local and national actors, which perpetuated top-down systems and limited empowerment for those closest to crises.In response to these concerns, the Grand Bargain was signed in 2016 by donor countries and major international actors, including UN agencies and the Red Cross. Its goal was to make humanitarian aid more efficient, predictable, and transparent by committing to good donorship, localization, and the transfer of power to local and national organizations. While the agreement has not yet transformed the system as much as expected and progress has been slower than many hoped, Jan Egeland, Secretary General of the Norwegian Refugee Council, reminds us: ‘Progress is slow, but sure.’

Organizations like Street Child demonstrate how local and national actors can take the lead in building sustainable change and resilient communities. This global vision takes concrete form in Spain, where Street Child Spain has firmly aligned its work with the Spanish Law on International Cooperation for Sustainable Development and Global Solidarity, promoted by AECID. Convinced that Education for Sustainable Development and Global Citizenship is essential, it seeks to ensure meaningful citizen engagement through cultivating critical thinking, and on encouraging active involvement in social change. For this reason, Street Child Spain, together with its global network, not only raises awareness but also creates spaces for social participation around the right to education, gender equity, and child protection.

Through projects like FIFTEEN, Street Child demonstrates that education is not confined to classrooms or textbooks, it thrives wherever young people are given tools, trust, and a voice. By combining artistic expression, community collaboration, and global awareness, Street Child empowers children and teenagers to tell their own stories, build resilience, and inspire change. In doing so, the organization embodies the very essence of Sustainable Development Goal 4: a world where every child can learn, grow, and thrive, no matter their circumstances.

Daniela Padilla has a M.Sc. International and Securiy Politics, Catholic University of Lille/ESPOL, France, and is a DDRN Intern

Decolonizing Global History: Integrating Latin American Perspectives for Inclusive Historical Narratives

Daniela Padilla — Sun, 09 Mar 2025 10:42:42 +0000

Globalization has greatly changed modern societies, altering how we view space and time. This increasing interconnectedness has expanded social interactions and created a shared understanding of time and space, which in turn has shaped the way we study history, a field that is closely tied to these concepts. Global history, at its core, examines connections between diverse historical spaces and the interplay of time periods.

Rather than being a “planetary” or “history of everything,” global history focuses on processes, connections, and integration. It invites us to broaden our perspectives, foster dialogue, and engage with the world in its “diverse colors,” as scholar Matthew Brown suggests. This approach is particularly crucial for understanding regions like Latin America, where societies have been profoundly shaped by interactions with other parts of the world.

French historian Fernand Braudel observed that historical analysis has traditionally been grounded in Eurocentric frameworks rooted in European intellectual traditions from the 15th to 18th centuries. This perspective has often depicted Latin Americans as passive victims rather than active contributors to global history, with their pre-1950s history largely overlooked. The rise of global history in the 1990s, driven by the end of the bipolar world order and accelerating globalization, sought to create a more inclusive historiography (De Lima Grecco & Schuster, 2020: 425). However, despite global history flourishing in Europe, the United States, and Asia, its presence in Latin America remains somewhat marginal.

Since the 19th and 20th centuries, Latin American historians and interdisciplinary scholars have worked to integrate the region’s history into global narratives, challenging Eurocentrism and calling for a reorientation of historical knowledge (De Lima Grecco & Schuster, 2020: 430). Despite these efforts, Latin America still occupies a peripheral position in global history. Often overshadowed by narratives focused on networks and connections, the region is treated as “a star among many in the firmament of global history,” yet its unique contributions remain underexplored.

Scholars like De Lima Grecco and Schuster argue that many categories used by global historians fail to fully capture Latin America’s diverse historical realities. This limitation arises not from academic nationalism but from the methodological and conceptual frameworks employed to understand the region’s history. Historian Jeremy Adelman critiques the global turn as often seeming like another Anglophone invention, where non-European perspectives are incorporated into inherently Eurocentric narratives. These voices are frequently filtered through English, presenting a “dubbed” version of their original context. To avoid perpetuating exclusion, global history must address its Anglocentrism by embracing greater academic openness. As Matthew Brown and Sebastian Conrad stress, English should not dominate scholarly discourse, as its hegemony marginalizes other historiographic traditions and restricts non-English speakers from fully expressing or defending their ideas.

The linguistic dominance of English has substantial implications for global history. While European and U.S. historians of Latin America have increasingly acquired Spanish and Portuguese language skills for archival research, Latin American historians have been slower to access sources in other languages, particularly English. This linguistic gap has contributed to a more regional and parochial approach to scholarship, limiting authentic intellectual exchange. Paradoxically, the globalization of academia has reinforced the Global North’s dominance in historiographical production. Nonetheless, recent efforts show progress, as Latin American historians develop language skills and engage with diverse cultural and historiographical perspectives, offering the potential for a more balanced and inclusive global history.

Latin American Historiography in Action: The Socio-Political and Cultural Contributions of Colombia, Ecuador, and Brazil

Efforts to integrate Latin America into global history have underscored the region’s profound socio-political and cultural contributions, particularly in countries like Colombia and Brazil. Historians and intellectuals such as Gilberto Freyre and Jaime Jaramillo have been instrumental in challenging Eurocentric narratives, advocating for the recognition of diverse sources, methodologies, and perspectives beyond Europe and the United States. Their work, alongside that of many other Latin American scholars, has emphasized the global significance of non-Western regions in shaping modernity and historical processes. As explored in this discussion, Latin American historiography has engaged deeply with themes such as race, cultural exchange, music, and social practices, placing the region at the center of global historical inquiry rather than at its margins.

For instance, Brazilian sociologist Gilberto Freyre revolutionized the study of ethnic and cultural hybridization with his seminal work Casa-Grande & Senzala (1933). His insights explore the intersections of European, indigenous, and African cultures in Brazil, challenging traditional historical narratives and contributing to postcolonial and global history discussions. Freyre’s work is foundational to the “microhistory of globalization,” offering a framework to understand cultural exchanges on a global scale.

By addressing topics like language, food, and housing, Freyre framed Brazil’s colonial past as a site of global interaction, illustrating how its identity was shaped through cultural exchanges. His concepts of hybridization and mestizaje enrich global history by introducing Latin American perspectives that reinterpret global phenomena.

Another valuable contribution emerges from studies on nation-building in Latin America, particularly by Colombian historians. Frederic Martínez’s Cosmopolitan Nationalism explores the relationship between Colombia and Europe, analyzing the exchange of ideas and cultural influences between the two continents. These interactions were key in shaping Colombian national identity through transnational contacts. Latin American historiography has thus cultivated a tradition of dialogue between local events and global processes, blending unity with diversity.

Many Colombian historians emphasize the importance of interpreting Colombia’s history within a globalized context. They argue that global systems can be analyzed while maintaining academic rigor, focusing on how modern concepts of identity intersect with broader social and political practices. Historians such as Juan Camilo Rodríguez and Jaime Jaramillo contribute to this approach through works like Travel literature as a historical source and The vision of others: Colombia seen by foreign observers in the 19th century. Jaramillo’s analysis of travel writings offers valuable insights into political, economic, and cultural developments in 19th-century Colombia.

Yet, despite the promise of this approach, there are significant challenges. In parts of Latin America, history departments remain focused on national perspectives in their research and curricula. A striking example of this is Ecuador’s first secular school, the Instituto Nacional Mejía, which, established in 1897, created a clear division between Historia Nacional (National History) and Historia Universal (World History)—a separation that still influences educational structures today. This divide, Brown suggests, reflects the deep influence of historians’ professional loyalties, training, and institutional affiliations (Brown, 2015). The discipline’s gradual shift from national to global perspectives highlights the difficulty in responding to the complexities of a rapidly globalizing world.

Recent trends in global history show promising progress, with historical journals increasingly exploring neighboring countries and integrating innovations from diverse linguistic and cultural contexts (Brown, 2015). The challenge, however, lies in balancing participation in global scholarly discourse with amplifying local voices in their own languages. Achieving this balance is essential for fostering an inclusive exchange of knowledge and shaping a Latin American historiography that remains globally informed yet firmly rooted in regional realities.

Crafting a more balanced history—one that neither marginalizes underrepresented voices nor glorifies dominant narratives—remains a complex but essential task. While global history has made notable progress in decentering Eurocentric perspectives, much remains to be done. The goal is to develop explanatory models that truly reflect the diversity and interconnectedness of the past. This endeavor requires continuous reflection, methodological innovation, and active engagement with perspectives often sidelined in mainstream historiographies, paving the way for a more inclusive, human-centered understanding of history.

Daniela Padilla has a M.Sc. International and Securiy Politics, Catholic University of Lille/ESPOL, France, and is a DDRN Intern

To further explore this topic and deepen your understanding of the complex interplay between global and Latin American history, here are some recommended articles and books:

Solar Thermal Project Provides Hot Water to Quilpué School

Marta Apablaza Riquelme — Thu, 23 Jan 2025 23:15:29 +0000

The Luis Cruz Martínez School in Quilpué, a school with a high level of vulnerability, installed a solar panel system to supply renewable energy to its library and other community areas on the campus. Then, its members went a step further and installed solar thermal panels in the bathrooms for pre-kindergarten and kindergarten children, generating a series of benefits that extended to the entire community.

Quilpué, the so-called “City of the Sun”, is located in the Valparaíso Region of central Chile. It is the third most populated municipality in the region, behind the communes of Valparaíso and Viña del Mar. In the summer, Quilpué enjoys long, hot, sunny days. This small municipality has a calm atmosphere and pace. In the Belloto Norte sector is the Luis Cruz Martínez School, a municipal facility with a high vulnerability index that for ten years has been seeking to incorporate environmental sustainability transversally into its routines and daily life.

Although this school is connected to the electrical grid, the school community decided in 2020 to implement solar panel solutions and solar thermal systems as a way to educate students, parents, guardians, teachers, and school officials about the benefits of this type of energy and, at the same time, solve its infrastructure problems at a lower cost. María José Sepúlveda and María Eugenia Cataldo, both teachers and members of the school’s Environmental Committee, explains that the initiative to take advantage of solar energy and apply it to the establishment began after being part of an energy efficiency contest: “We realized that we were consuming too much light. Our costs were very high. It was after that experience that we asked ourselves as a community, ‘what can we do?’ And just then the Government’s Environmental Protection Funds appeared and we applied to finance our solar panels.”

During 2021, the Luis Cruz Martínez School, through the “Encuentro Solar” project, installed a solar panel system to supply renewable energy to the library and other community places on campus. It should be noted that this establishment receives more than 600 students each year. “Currently, the library’s television, computers, and monitoring center (security cameras) receive solar energy, and we also made a connection to a garden,” explains Ana Hernández Duarte, a geography professor and thesis student of the Interdisciplinary Doctorate in Environmental Sciences at the University of Playa Ancha, who is part of the Environmental Committee of the establishment.

Likewise, during 2022, the community installed a solar thermal system that provides hot water to the sinks and showers in the bathrooms of the children who are in the preschool stage. This project called “Solar Encounter 2.0” was on the priority list of the school community. This is because, despite the fact that Quilpué is called “the city of the Sun”, it has a valley climate whose characteristics are extreme minimum and maximum temperatures. “During winter, it is very cold in the morning and very icy during the day,” says Professor Sepúlveda. “The kindergarten and pre-kindergarten teachers approached the school’s Environmental Committee to request hot water for the bathrooms in these classes. We, as the Environmental Committee, gathered this information and saw that providing warm or heated water through renewable energy was a priority,” explains Hernández.

The bathroom has an associated shower and the school has often lent this infrastructure to vulnerable families in the school community. “We call it a ‘social bathroom’ because there is a family with very few resources in the community that uses this bathroom,” explains Cataldo. In addition to contributing monetary and energy savings for the school and social help for those who need it in their community, the solar panels and the solar thermal system for bathrooms and showers allow for the development of environmental awareness among the members of their community.

In this context, Hernández mentions that despite the fact that the school is in an urban area connected to the electrical grid, as a school community they seek to refute the idea that solar energy is only viable in rural areas when the objective of the municipal establishment is to promote environmental education in the educational community (and other schools in the area) and reduce emissions in general.

“In recent years, the school has seen an increase in students, and it often happens in Latin American countries that the infrastructure of the establishments begin to age and that the electrical system is not always updated at the same time as other renovations. Although there is no specific limitation because we are not in an isolated territory where we do not have access to the electrical grid, we can be a model in education for sustainability and raise awareness among the entire educational community (other schools, parents and guardians) that this type of technology can be used and is accessible. This is because, in general, there is the conception that photovoltaic panels are only used in Germany. So we, as an educational community that works for sustainability, wanted to demystify that idea a little,” says Hernández.

Connections with the community

For the school community, the “Encuentro Solar” 1 and 2 projects not only included the installation of solar thermal panels but also training in renewable energy, environmental education, and adaptation and mitigation to climate change in their community, taught by professionals and academics from the Catholic University of Valparaíso. “There is a mother in the community who, when we taught about solar panels and dehydrators, replicated the system when she had financial problems and started her own business. Now she has a solar oven that she uses to cook and dehydrate fruit,” explains Sepúlveda.

The solar energy photovoltaic system installed by the “Encuentro Solar 1” project reserves energy to use in cases of power outages. “This backup is used to power the school’s security cameras and also one of the pre-school classrooms, which would be like our place in case no one anywhere in the school had electricity.” The next step for this community is to apply for a project with automated and efficient irrigation for the school garden, which will be connected to the electrical grid of the solar panels already installed.

An example for its community

According to local environmental authorities, the proactivity of the Quilpueíno establishment has an impact on the local school community that is generating more awareness, ties and sustainability, which is the result of collective work. The Luis Cruz Martínez School is part of a community with several levels, made up of students, parents, educational assistants, and teachers. Each child and person in the school has a family as well. “Their range of action is also quite wide, and we even link up in one of these projects with a Neighborhood Council. So, we try to create this network where the resources obtained from the project are utilized as efficiently as possible to maximize opportunities and how beneficial it can be,” says Hernández.

Currently, the school has links to the Catholic University of Valparaíso, the National Forestry Corporation (CONAF), and the Corporation of the Municipality of Quilpué. “We have a support network at this time that has been forged through habits. There are even other schools that ask us for advice and help. They come to visit us, to learn about the environmental facilities we have at the school,” adds Sepúlveda.

Through all of the above, they seek to demonstrate to their community that it is possible to find sustainable answers to their problems. “We are executing an energy transition. We are moving to be able to use renewable energy. This is because we seek to be an example for other establishments or communities. If you are in a more isolated territory, solar energy or solar panels are often the only solution to have energy, but when you are already in a context where a network is available, there is usually more resistance to sustainable solutions and, of course, we want to demystify ideas that sustainable solutions are far away or difficult,” says Hernández.

“We even held a workshop on the costs and benefits of having this type of infrastructure (solar panels) for the parents of the school, so that they can implement it in their homes. So, it is like putting the point up for discussion to generate that ecological transition.” However, Hernández says that as a community they are proud that the sustainable technical solutions for the school have been maintained over time. “Our first project was to reduce waste in 2017 and it is still operating. In addition, all of our infrastructure continues to be connected to each other and continues to improve or complement other needs or problems that we want to solve or improve. We continue with this great goal that we have set ourselves of being a model for an educational project that involves education for sustainability,” he adds.

In this context, the Luis Cruz Martínez School has made presentations and talks to other establishments in the area, to the municipal corporation to which the school belongs, and at COP26, disseminating the educational project of the establishment.

“We identified that the educational community understood renewable energy as distant. So, being able to have it in your school and seeing that it works in your library with solar panels, that you go to wash your hands in pre-primary and the water is warm, is something demonstrative and also raises awareness and is part of the children’s daily lives. This is transforming not only their perception and how they receive this type of technology or this type of practice, but also that they are already incorporating some behaviors and patterns with the change,” explains Hernández.

Maintenance: the limitations of the Solar Encounter project

Despite all the benefits and impacts of the “Solar Encounter 2.0” project for its community, this initiative also has its limitations. The installation of the “Solar Encounter 2.0”, for example, included four million pesos for financing (approximately 4,500 dollars). However, repairs and the cost of materials are not included in this budget. In addition, there have been problems with maintenance and coordination of visits. “The solar thermal panel had a leak. After a period of use, like any pipe, it began to leak water. And that is solved by a technician coming. The other thing is that sometimes it has to be regulated, there is a regulator in which the hot water and the cold water have to be balanced. Because if you open the tap, sometimes hot water comes out, and that is dangerous. So there has to be a balance between cold and hot water,” explains Cataldo.

The teacher explains that “at the beginning we had to introduce the team to both the solar panels and the solar thermal, we created a manual with instructions on what to do, how to maintain it, the minimum maintenance that must be done, and we tried to spread it to the assistants. But the same thing happened to us at the beginning when they turned off the hot water taps. Regarding maintenance, it is difficult for us to keep these technicians because they are not so constant over time. Sometimes the service is not on the schedule when one would like. We have to coordinate well in advance for the maintenance visit or any problem that one may have.”

“The dynamics of a school is complex because it is a municipal establishment with more than 600 students, so things have to be done well in advance and they have to be within the budget for the year. For example, now we are thinking about 2025, so we have those types of precautions or details in mind now,” adds Hernández. Despite the difficulties, Hernández, Sepúlveda and Cataldo highlight the importance of communication and community commitment for the success of these solar and solar thermal initiatives.

“What we are achieving is that the school is entirely sustainable,” says Sepúlveda. Cataldo says that “there is a complete change from how the children were before and now. They have more environmental awareness that they take home.” As for other potential uses, she adds that “I would put solar panels on all the lights here in the school. So that would be ideal. Do more things with this energy. This is a school with a high vulnerability index in which not all parents can pay for electricity. I know that there are many parents who are hanging from the electrical grids. If we had panels, more solar panels, and they knew how to use them, they would not need to be hanging from the electrical grids,” adds the teacher.

“We are motivated to develop environmental awareness in students. In the end, we are already experiencing climate change. Climate change is here. We are experiencing it, so it is very important that the children are aware that with small actions they can contribute to climate change not being so harmful,” concludes Cataldo.

*This article is part of the “Fair Energy Solutions” program by Climate Tracker and Open Society Foundation

Marta Apablaza Riquelme is a freelance science journalist based in Santiago, Chile

Education Across Borders: How Student Mobility Drives SDGs

Andrea Martinez Arce — Wed, 11 Sep 2024 14:17:14 +0000

In today’s globalized era, student mobility has emerged as a crucial driver for sustainable development, positioning itself as a key for achieving the SDGs. This phenomenon drives cultural and academic exchange between nations and plays a fundamental role in the comprehensive training of individuals and in their preparation for an increasingly globalized labour market.

From exchange programs to international joint degree initiatives, student mobility encompasses various modalities that encourage the acquisition of soft skills, self-confidence and personal competence that enrich individual perspective and strengthen capacities to face the intercultural and global challenges of the 21st century.

Student mobility refers to the movement of students from one educational institution to another, either within their own country or, more commonly, internationally. It is crucial to explore how student mobility aligns with the SDGs, specifically Goal 4: Quality Education, Goal 8: Decent Work and Economic Growth, and Goal 17: Partnerships to achieve the goals (UNESCO 2018).

Worldwide statistics reflect a significant increase in student mobility in recent decades. According to the UNESCO Institute for Statistics, the number of international students has grown from 2 million in 2000 to 5.3 million in 2017 (OECD 2020. Education at a Glance). Indicators and this figure is expected to continue rising (European Parliament 2021. Report on Student Mobility in the European Union). This growth is due in part to globalization and recognition of the importance of gaining an international perspective in higher education.

Impact on personal and professional development

According to a study by the European Commission, 92% of Erasmus+ students reported a significant improvement in their intercultural competences after their experience abroad.

Adaptability is one of the most important skills developed during a period of study abroad. Students must adapt to new environments, educational systems and cultures, allowing them to become more flexible and resilient individuals. This ability to adapt to new situations and solve problems effectively is highly valued in the global labour market and is essential to meet the challenges of the modern world.

Intercultural communication is another key benefit of student mobility. Living and studying in a foreign country exposes students to different ways of thinking and living, broadening their cultural perspective and understanding. A report from the Organization for Economic Cooperation and Development (OECD) highlights that students who participate in international mobility programs are more likely to develop a global mindset and show greater empathy towards other cultures.

Organizations that facilitate student mobility, such as the Erasmus Student Network, play a crucial role in this process. ESN operates in more than 40 countries supporting students during their exchanges and encouraging projects that promote the SDGs, especially those related to quality education. Through initiatives such as “Erasmus in Schools”, ESN also contributes to inclusion and cultural awareness in local communities, aligning with SDG 4 and SDG 17. Programs such as “Buddy System” and “Erasmus in Schools” allow international students to connect with their local peers, promoting integration, inclusion and diversity while fostering greater intercultural understanding and cooperation. This not only enriches the personal experience of students, but also contributes to SDG 17: Partnerships to achieve the goals.

There are numerous concrete examples of how student mobility has benefited young professionals. Take the case of María López, a Spanish engineer who participated in an Erasmus exchange in Germany. She improved her language skills in German and English, but also gained practical experience working on a joint research project between her home university and a German company. This international experience allowed her to access a position in a multinational company based in Madrid, where she quickly rose to a leadership position thanks to her intercultural skills and her previous experience abroad. Another example is Ahmed Khan, a business student from Pakistan who pursued an MBA at a university in Canada. Ahmed completed an internship at a technology company in Toronto, where he applied his academic knowledge in a real professional environment. This experience opened doors to job opportunities demonstrating how student mobility can significantly expand employment and career prospects.

Contribution to SDG 4, 8 and 17

Student mobility has a direct and significant relationship with several of the SDGs, driving advances in education, employment and global collaboration.

Quality Education

SDG 4 seeks to guarantee inclusive and equitable quality education, promoting learning opportunities for all. Student mobility plays a crucial role in this goal by offering students the opportunity to access diverse and high-quality educational systems. Programs like Erasmus+ allow students to broaden their academic horizons, exposing them to different teaching methodologies and educational environments. According to data from the European Commission, Erasmus+ students show a higher rate of study completion and better academic preparation compared to those who do not participate in mobility programs.

Additionally, student mobility encourages educational inclusion by offering scholarships and financial aid to students from different socioeconomic backgrounds, thus promoting equity in access to higher education. These initiatives are aligned with SDG 4.3, which seeks to increase access to quality technical, professional and higher education.

Decent Work and Economic Growth

SDG 8 promotes sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all. Student mobility contributes to this objective by improving the employability of young people and preparing them for a global labor market. Students who participate in mobility programs develop intercultural and adaptive skills that are highly valued by employers. A report from the Center for International Education (CIE) notes that 64% of employers consider international experience important when hiring new employees.

Partnerships to Achieve the Goals

SDG 17 emphasizes the importance of global partnerships to achieve the Sustainable Development Goals. Student mobility is a clear example of how international cooperation can promote sustainable development. Exchange programs and joint degrees encourage collaboration between educational institutions from different countries, promoting the exchange of knowledge and best practices.

Different Barriers

One of the main obstacles to student mobility are financial barriers. The costs associated with travel, accommodation and subsistence in a foreign country can be prohibitive for many students, especially those from disadvantaged socio-economic backgrounds. Although there are scholarships and financial aid, these do not always cover all expenses. According to a European Parliament report, 37% of students who do not participate in mobility programs cite financial problems as the main reason. It is essential to increase funding and scholarships to support disadvantaged students.

Another significant barrier is the lack of academic recognition. Credits obtained during the period of study abroad are not always recognized by the institutions of origin, which can result in the prolongation of the duration of the studies and the accumulation of additional costs. This lack of recognition can also discourage students from participating in mobility programs.

To overcome this barrier, it is crucial that universities implement more transparent and flexible academic recognition systems. Initiatives such as the European Credit Transfer and Accumulation System (ECTS) have already made progress in this regard, but continued efforts are needed to ensure that credits and qualifications obtained abroad are fully recognized and valued (European Commission, 2019).

Student mobility must be accessible to everyone, regardless of their socioeconomic origin, gender, disability or other personal conditions. To achieve this, inclusive policies are required that promote equity in access to these opportunities.

Conclusion

Student mobility is a powerful tool for personal, professional and global development and through international experiences, students not only acquire academic and professional skills, but also develop intercultural and personal competencies that are essential in an increasingly globalized world. Student mobility directly contributes to several Sustainable Development Goals (SDGs), including SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth) and SDG 17 (Partnerships to achieve the goals).

Despite the numerous benefits, there are significant barriers that have yet to be overcome. Financial barriers and lack of academic recognition are challenges that limit many students’ access to these opportunities. It is crucial that governments, educational institutions and international organizations work together to remove these barriers and create an environment that facilitates and promotes student mobility. Increasing funding for scholarships and financial aid, implementing more flexible academic recognition policies, and developing inclusive policies are essential steps toward this goal.

Student mobility is an investment in the future, key tool for sustainable development. By providing students with the tools and experiences necessary to thrive in a global environment, we are fostering a generation of leaders and professionals who will be better equipped to meet the challenges of the 21st century. Promoting and expanding student mobility not only benefits individuals, but also contributes to the sustainable development of our societies.

Andrea Martine Arce is a M.Sc. STUDENT ADVANCED MIGRATION STUDIES, UNIVERSITY OF COPENHAGEN, DDRN INTERN

Article references

Why are Bangladeshi Students in Denmark dropping out? 1:2

Sabbir Irfan — Sun, 25 Aug 2024 13:13:11 +0000

Denmark has emerged as a preferred destination for Bangladeshi students seeking higher education, experiencing a notable surge in their enrollment over the last five years. While a substantial portion of these students excel academically and pursue diverse paths post-graduation—such as returning to Bangladesh or relocating to other countries with developmental project works, or settling in Denmark for enhanced opportunities, not settling for any less—a concerning inclination has emerged with some failing to complete their programs. This trend of dropout poses significant challenges, not only for the affected students but also for educational institutions and the broader education system of Denmark, as this might impact the educational environment and reputation and challenge the sustainable progress in academic sphere.

Such withdrawal from studies not only impacts individual academic pursuits but also undermines the overall educational infrastructure and goals of the country. This issue is particularly worrisome in Denmark, where there is a growing demand for a skilled and educated international workforce to fuel economic growth and innovation.

Furthermore, there are reports apprehending that a fraction of Bangladeshi students may not be fully dedicated to their studies and have been implicated in plagiarism. This raises questions regarding the underlying motivations for pursuing education in Denmark. Is there a possibility that some students are exploiting student visas to gain access to Denmark’s labor market rather than for genuine academic purposes? It might also impact the immigration and educational authority´s decision in coming days, being skeptical over motivated students’ application too.

Interviewing Bangladeshi Students with different experiences

To delve deeper into these concerns, we conducted interviews with three Bangladeshi students currently enrolled in Danish institutions. These interviews aimed to shed light on the challenges faced by Bangladeshi students in Denmark and to explore potential reasons behind the dropout rates and instances of academic misconduct. Despite encountering difficulties in securing interviews due to privacy concerns, we managed to obtain insights from three anonymous participants: one who dropped out midway through the studies, another who successfully completed the master’s program, and a third currently pursuing a master’s degree after completing their bachelor’s in Denmark.

Our initial interviewee, whom we’ll identify as “Mest,” embarked on his academic journey in Denmark in September 2018.

Mest: “I was studying in private university in Bangladesh, where I have done four semesters in Computer Science, but I realize that for a good career in the future, I need a foreign degree. So, my initial plan was to go to USA, but couldn’t manage to get the visa. I was looking for the alternatives. Through an agency in Bangladesh, I learned about educational opportunities in Denmark and decided to pursue studies here.”

Although Mest’s fundamental intention upon arriving in Denmark was to pursue his studies, he eventually opted to discontinue his program. Through our discussions, he shared insights into the challenges he encountered, leaving him utter demotivated with studies. He induced us to explore potential solutions to facilitate a smoother academic journey for international students like him.

Despite encountering numerous challenges and obstacles, our second interviewee, whom we will refer to as “Ronald,” successfully completed his bachelor’s degree at non-Danish curriculum affiliated business college and is currently pursuing a master’s program in Denmark.

Ronald: “After completing my 12^th grad, I was working a private tutor in Bangladesh. However, due to a four-year gap following my 12^th grade, I faced difficulties securing admission to a bachelor program in Bangladesh, where a gap of two years after completing 12th grade can present obstacles to enrollment. Moreover, I was disheartened by the socio-economic situation in Bangladesh. Recognizing the potential benefits of obtaining a foreign degree, I sought opportunities abroad. Initially, I applied for a student visa to Canada and received an offer letter from a university there, but unfortunately, I was unable to secure the visa because of inadequate financial stability. Therefore, I redirected my effort toward Denmark.”

Similarly, our third interviewee´s, whom we will refer to as “Crist,” first choice was Canada. Despite Denmark not being his initial choice.

Crist: “I wanted to study in Canada, but my uncle was living here in Denmark, so it was easier for me to come here and study. I finished my BBA from a renowned university in Bangladesh. And I have completed my master’s degree from a well acknowledged Danish university, achieving academic success. However, despite my qualification I faced challenges in securing employment in my field over the past decade.”

Through our discussions with Ronald, Crist, and Mest, we identified common problems faced by international students in Denmark. We will now explore these issues as well as potential solutions to address the challenges encountered by international students pursuing education in Denmark.

Dilemma for House and CPR Conundrum

All our interviewees have mentioned about this problem. Three of them faced these challenges, but Mest is the one who suffered a lot because of this.

Mest: “Before coming to Denmark, I have tried to secure a place using social media, but anyway I have failed. Within first four months I had to relocate myself three times. When all my classmates were focusing into the study, I was struggling to secure an accommodation for me. I was struggling with my accommodation. And in the first semester, one day I had to go to see an apartment and couldn’t attend the class, and on that day the group was formed for the project. Next day I came to know about that, I tried to get into a group, but I failed, later I had to do my project alone.”

“It was difficult for me to find a good place; I was very new in Denmark. I didn’t have any idea about CPR and other requirements. I did contact with my university, but there is no help from them. I feel it is difficult for an international student to adopt with this problem in the very beginning. Usually, we get the visa just before the study program, so within a short period of time it is hard to manage these challenges.” Mest added.

We also asked Ronald, about his experience, and he replied – Ronald: “First of all, the Danish embassy provides you a visa just one or two weeks before your course starts, At the beginning, you must figure out how to get a CPR. There is not a single information provided about it, and it is very confusing.”

Contrastingly, Crist had a somewhat smoother experience initially due to his uncle’s presence in Denmark, “I was lucky because my uncle was living here, so when I arrived here, I didn’t have to face the challenge, but I knew some of my classmates were struggling with this. And not only Bangladeshi I guess all the internationals are facing this problem till today.”

Mest reflected on the broader implications of such housing struggles: “Even though you have money to pay the rent, you won’t find a good house for you. So many universities don’t have dormitories, and if they do, it’s often insufficient to accommodate all students. When you don’t have a good place to stay, it is difficult to focus on study. And if you are lucky enough to get one, you don’t know for how long you’ll stay there.”

Banking Barriers for Students

According to Ronald’s statement, the process of opening a bank account for an international student in Denmark can be compared to climb over Everest.

Ronald: “When I wanted to open a bank account it took me 4 months. The bank is asking for a job contract and many other documents, even some banks directly said they don’t want to open a bank account for a student. I was carrying all the money with me all the time which I brought from my country, because I was living in a shared apartment with others I don’t even know.”

“I also faced challenges in adapting to the Danish currency, often feeling anxious about the safety of carrying cash when making purchases.

Crist remarked, “It is difficult for a new student to understand all the paperwork; it should be easy for them. There should be some help from the university. I managed to get a parttime job in a restaurant but couldn’t be able to get my salary for three months because I didn’t have bank account.,”

Interestingly, Mest, our initial interviewee, did not initially mention this banking struggle. However, upon further inquiry, he confirmed experiencing similar challenges, “Yes I also experienced the same, it was difficult to open an account because the bank asks for some paperwork, which as a newcomer difficult to manage”.

Managing tasks like opening a bank account, finding suitable housing, and staying focused on studies is not easy. But the journey doesn’t end here, there are more challenges ahead that we will explore in detail in the second article.

Sabbir Irfan, BA & M.Sc. History and Culture, University of Chittagong, DDRN intern.

Why are Bangladeshi Students in Denmark dropping out? 2:2

Sabbir Irfan — Sun, 25 Aug 2024 13:11:20 +0000

Teachers Unavailability: Struggle to get appointment.

In the pursuit of academic success, effective communication between teachers and students is vital. For a struggling student unfamiliar with the Danish education system, accessing teachers for guidance is crucial. However, our interviewees found it challenging to consistently connect with their instructors. Mest required significant guidance from his teacher, as he was working on his project independently, – “The teacher is not available for you all the time; it was difficult to get their appointments. As an international student I also have to think about my tuition fees, so I have to work certain hours in a day. So, it is difficult to match the timing. And to get an appointment from a teacher you have to send a mail at least one week before, and then the teacher will give you a time, it is difficult, because I am facing a problem right now, but I get an appointment week later.”

Crist´s experience is not different than Mest. “In my case I had to suffer a lot, because my supervisor was the head of the department, and he is always busy with so many works and meetings, which is understandable, but for me it was difficult to get an appointment from him.”

Ronald has blended experiences, during his bachelor´s he struggled to get an appointment, but in his master’s program it’s become easier for him. He says, “Most of the Bangladeshi students are working here to earn their tuition fees, as they don’t have enough support from the family. At the same time, there are also difficulties with accommodation and many other, which make them look tired all the time. So, notion build up among the teachers that these students are not serious about their study, that’s why teachers also don´t take them seriously. I have done my bachelor’s here, so I know the education system much better than other internationals in my class. So, I have a good reputation, and I don’t have to face struggle to get an appointment from the teachers in my master’s program.”

Agency Misguidance: A Hurdle for Bangladeshi Students

In Bangladesh, many unregulated agencies aid students in their applications for studying abroad. These agencies sometimes mislead students with inaccurate information in pursuit of easy profits. For instance, if a student wishes to study in Denmark but the agency has financial ties to a Norwegian institution, they may entice the student with false promises to pursue studies in Norway. Due to a lack of proper understanding, students often fall victim to their deceitful tricks.

Mest was informed with so many false information, but he knew it from the beginning; – “The agency tried to have fooled me, but I would say they couldn’t, but only one the agency told me about the income of Denmark, but they didn’t mention about the high taxes here. Which I discovered after reaching here. But you cannot only blame them, if one student believes them blindly, it’s his or her fault, not the agency´s, because they are doing their business, so it’s the responsibility of the student to do good research before coming here. Nowadays it’s easier to get information from internet.”

According to Ronald there should be monitoring from the Bangladesh government on these agencies. “Agencies are looking for students all the time, they are advertising openly with false information to attract the students. Not all the students are smart enough to search for all the information, in my opinion there should be a proper monitoring from the Bangladeshi government on this. And if both country makes some awareness program, it would be beneficiary for the students who are interested to come to Denmark.”

Crist experience was different because of his uncle presence in Denmark. “I know these agencies from Bangladesh the mislead the students with false information. But most of the students from Bangladesh are coming here to study in master’s program, so they are smart enough to get the information from internet.”

Challenging Danish Language

The study program is in English, but to get a job in Denmark Danish is required. It is not easy for a student to learn this language fast, especially for Bangladeshi students because of the pronunciation. Crist couldn’t secure a relevant job because of this after finishing his master’s with good character. “When I have done with my education I started to apply for the job, but I find out without knowing the Danish language it is not easy, then I started my Danish language school, it took me almost 2 years to finish, but between this time the market became more competitive, and I am not anymore fresh graduate which the companies are looking for.”

According to Mest, Danish language should be included on the study program for the international students. “Though Danish language school is free, but after managing classes, job, and others, it is not easy for one to go to language school again. So, it would be better if we get the language included to our study program.” Mest Said.

Ronald´s opinion was also similar to Mest´s, “In the beginning it was difficult to purchase grocery, as all are written in Danish, it took while to understand this. If we get to learn at least the basic in our study program, it would be easier for us to survive. And also, we can save time after the graduation, to get a job.”

Speak up: Advice from the Experienced

Navigating the path of an international student is undoubtedly challenging. Each international student faces their own set of hurdles. While students must shoulder their responsibilities, its equally important for authorities to constantly work on easing the process.

Mest is currently working in another country but still dreams of completing the education he once dropped out of.

“It was very difficult for me to manage the tuition fees, and my result was constantly poor, later I decided to opt out from the study program, then after I have tried to get a work permit, but I failed, later I moved to another country with a job visa.”

Mest emphasizes the importance of financial preparedness before embarking on studies in Denmark. “Make sure you have a solid financial backup, ideally covering your tuition fees upfront. While working during your program might seem like an option, it can impact your academic performance,” he advises. Additionally, he cautions against blind trust in agencies. “Don’t rely solely on agencies; remember, they’re businesses. Do your own research before making any decisions,” Mest suggests, drawing from his own experience. Despite his own challenges, he acknowledges that many have successfully completed their studies and are leading fulfilling lives in Denmark.

Crist, on the other hand, encourages new students to be proactive in seeking advice. “Reach out to students who have already completed their degrees and are now living in Denmark. They may not all have had smooth journeys, but speaking to them can help you avoid common mistakes,”

Studying isn’t always smooth sailing, but Ronald’s story teaches us that with determination, challenges can be conquered. Despite high tuition fees at his non-Danish college, he pushed through and earned his bachelor’s degree. Now, he’s tackling with his master’s studies, showing us that resilience pays off in the end. “I believe students need to be more proactive in communicating their needs. Some Bangladeshi students tend to be shy and hesitant to reach out to teachers or classmates, even when facing challenges. It’s important to speak up and inform teachers about any problems you encounter. This openness can lead to finding solutions and overcoming obstacles more effective.” Ronald said.

Sabbir Irfan, BA & M.Sc. History and Culture, University of Chittagong, DDRN intern.

How Did Ancient Maya Civilization Influence the Modern Maya Daily Life?

Butsabakorn Lamthaisong — Sun, 23 Jun 2024 15:17:31 +0000

We’ve all heard about the Mayan calendar and the sensational prediction that the world would end in 2012. The Maya civilization, however, is shrouded in much more than just doomsday prophecies. This ancient culture is a treasure trove of mysteries and marvels that continue to captivate historians and archaeologists alike. From their advanced knowledge of astronomy and mathematics to their intricate architectural feats, the Maya left behind a legacy filled with enigma and wonder.

The Maya civilization is renowned for architecture, including one of the New Seven Wonders of the World called Chichen Itza. Nestled in the Yucatán Peninsula of Mexico, this ancient city is a testament to the Maya’s advanced engineering and astronomical prowess. The iconic pyramid of El Castillo, with its precise alignment to celestial events, and the mysterious Temple of the Warriors are just a few of the awe-inspiring structures that continue to draw visitors and scholars from around the globe, to unravel the secrets of culture.

Maya science and their belief in God

The ancient Maya were adept astronomers, and their profound knowledge of celestial bodies is evident in their architectural achievements. Many Maya structures were meticulously aligned with astronomical events, such as solstices and equinoxes. This alignment served not merely an aesthetic purpose but was also a means for the Maya to establish a connection with their deities and to mark the passage of time. These architectural orientations facilitated the observation of significant celestial phenomena, underscoring the Maya’s sophisticated understanding of astronomy and its integral role in their cultural and religious practices.

I believe that every scientific discovery made by the Maya is intertwined with their culture and society, reflecting how they shaped and understood their world. The Maya’s achievements in astronomy, mathematics, and agriculture were not just technical feats, they were integral to their daily lives, religious beliefs, and social organization. For instance, their intricate calendar systems were used to plan agricultural cycles, religious ceremonies, and political events, illustrating a harmonious blend of science and spirituality. This synergy between their discoveries and cultural practices shows how the Maya created a sophisticated and interconnected way of life.

The Maya’s advanced astronomical knowledge laid the groundwork for modern astronomy. Their observations of celestial bodies and phenomena, such as eclipses and planetary movements, have been integrated into contemporary astronomical studies. The ancient Maya discovered astronomy through their strong belief in their gods, which they saw reflected in the stars, moon, and planets, particularly Venus, as noted by Christopher Minster on the ThoughtCo website. They built structures with astronomical alignments, reaching a peak in the 8th century CE. Detailed astronomical tables were created at Xultun and Guatemala in the 9th century and appear in the 15th-century Dresden Codex.

The Maya saw Earth as the universe’s fixed center, with celestial bodies as gods influencing human affairs. They accurately tracked the sun, moon, and planets, especially Venus, which was crucial for timing battles. Stars were important for agricultural planning. Maya architecture, including temples and observatories, was aligned with celestial events, demonstrating their profound integration of astronomical knowledge into their cultural and religious practices.

From this discovered background, we understand that the Maya’s achievements in astronomy and mathematics were interconnected with their cultural and religious practices. Their sophisticated understanding of the cosmos not only enhanced their scientific and mathematical capabilities but also reflected their worldview, where celestial bodies were seen as divine influences on human affairs. This synergy highlights how the Maya seamlessly blended scientific discovery with spiritual significance, creating a harmonious and sophisticated way of life.

In my research on the article “Maya Mathematics,” focusing on the concept of zeros, I explored how the Maya utilized mathematics to calculate their calendar, which intertwined with their astronomical observations and religious beliefs. The Maya’s innovative use of zero was fundamental to their mathematical system, enabling complex calculations and precise data recording. In turn, facilitated the development of their advanced calendrical system, which incorporated both astronomical phenomena and religious significance.

Maya astronomy was intricately intertwined with their religious beliefs. They perceived celestial bodies like the sun, moon, planets, and stars as gods, believing their movements reflected divine will. Observing the heavens was a means of understanding the gods’ intentions and predicting important events. Maya rulers used astronomical knowledge to reinforce their divine connection, associating themselves with celestial bodies to legitimize their power. Thus, Maya astronomy served not only as a scientific pursuit but also as a means of interpreting and venerating their gods.

Maya architecture inspiration

The Maya are renowned not only for their astronomical achievements but also for their impressive architecture. They built numerous structures throughout their empire, many of which resemble the iconic pyramids of Egypt. This architectural prowess is fascinating, as it demonstrates how ancient Maya designs have inspired modern Maya architecture. The intricate construction techniques and aesthetic principles developed by the ancient Maya continue to influence contemporary architectural practices, showcasing a blend of historical significance and enduring cultural legacy.

Mayan architecture is celebrated for its complexity and engineering prowess and integrates astronomy. Architects and scientists have extensively studied Mayan structures such as Chichen Itza, uncovering intricate mathematical and astronomical principles guiding their construction. One notable feature is the frequent depiction of Chaac, the Mayan god of rain and water, on buildings and artifacts. Chaac masks adorn pre-Hispanic structures, particularly in the Puuc architectural style prevalent in the Yucatan Peninsula.

The Mayan Arch, or “false arch,” is another distinctive element of Mayan architecture, often used to emphasize main entrances. Combined with the Mayan Vault, these arches create grand passageways that enhance building height and structural integrity. Circular and oval structures, like the Observatory at Chichen Itza, were meticulously designed with symbolic and functional purposes, frequently adorned with Chaac masks.

Mayan homes also incorporate oval shapes, which serve to withstand strong winds and hurricanes, illustrating the Maya’s thoughtful consideration of environmental factors in their architectural designs. This blend of functional innovation and cultural symbolism underscores the Maya’s profound architectural legacy, influencing both ancient and contemporary architectural practices.

Modern architects frequently find inspiration in Maya pyramids when designing contemporary structures. The stepped pyramids, precise alignments, and intricate carvings of Maya architecture offer rich aesthetic and functional elements that resonate with today’s architectural trends. Whether incorporating geometric shapes, intricate patterns, or sustainable building techniques inspired by ancient Maya engineering, the influence of Maya pyramids can be seen in skyscrapers, museums, public plazas, and residential homes worldwide. This fusion of ancient wisdom with modern design principles not only produces visually striking buildings but also honors the enduring legacy of the Maya civilization.

If we consider modern architecture to be influenced by Maya architectural principles, it is essential to mention Frank Lloyd Wright Sr. (1867-1959), a renowned American architect, interior designer, writer, and educator. Wright was significantly influenced by various architectural styles and cultural traditions throughout his career, including the architecture of ancient civilizations. Notably, one of these influences was Maya architecture. Frank Lloyd Wright Sr. was inspired by the grandeur and permanence of Maya structures. This is evident in some of his larger projects which have a monumental quality, such as the Unity Temple in Oak Park, Illinois, which has a strong, solid, block-like appearance. He use of geometric forms can be traced to his admiration for the geometric precision in Maya architecture. His designs often feature strong horizontal and vertical lines and intricate geometric patterns, as seen in the textile block houses he designed in Los Angeles.

While Wright generally favored a more minimalist and functional approach compared to the highly decorative Maya style, he still incorporated ornamental details that echoed the intricate patterns found in Maya carvings.

Frank Lloyd Wright Sr. philosophy of organic architecture, which emphasizes harmony between human habitation and the natural world, is somewhat parallel to the Maya’s integration of their buildings with the landscape. Wright designed structures that often appeared to grow naturally out of their surroundings. Falling water is a quintessential example of this philosophy, where the house is built over a waterfall, blending seamlessly with its environment.

Frank Lloyd Wright Sr. inspired by the geometric forms and relief ornamentation of Maya architecture, the Ennis House (1924) features concrete blocks with patterns that evoke the intricate stone carvings of Maya buildings. Another of Wright’s textile block houses, the Millard House (La Miniatura) (1923) incorporates patterned concrete blocks and a design that reflects both the solidity and the decorative aspects of Maya architecture. For instance, the influence of Maya architecture can be observed in notable structures like the Four Fifty Sutter Building, a twenty-six-floor skyscraper in San Francisco completed in 1929, and the Imperial Hotel in Tokyo, Japan, built in 1880, among others. These buildings reflect the timeless appeal and innovative spirit of Maya architectural forms, demonstrating their ongoing impact on global architecture.

We can conclude that Maya architecture, for both ancient and modern, embodies a remarkable fusion of ingenuity, cultural symbolism, and enduring influence. Ancient Maya structures integrated astronomy and spiritual beliefs, seen in features like Chaac masks and innovative designs such as the Mayan Arch and Vault. These buildings were not only functional but also expressed deep environmental considerations.

Today, modern architects worldwide draw inspiration from Maya architecture. The stepped pyramids, precise alignments, and intricate carvings continue to influence contemporary designs in skyscrapers, museums, and homes. This blend of ancient wisdom with modern aesthetics celebrates innovation, sustainability, and cultural heritage, affirming the lasting impact of Maya civilization on global architecture. Maya architecture remains a testament to their timeless creativity and sophistication.

Relationship between Ancient and Modern Maya

Ancient Maya education was primarily transmitted through oral tradition and practical experience within family and community settings. It focused on passing down knowledge of agriculture, mathematics, astronomy, and religious rituals from one generation to the next.

In modern Maya education, we see the enduring influence of traditional knowledge, particularly in the context of mathematics. In the village of Celtún, located in the Yucatán state of Mexico, eight-year-old Verónica Yuritzi Martín Puc exemplifies this unique approach to learning mathematics. Her classroom experience reflects a blend of ancient Maya mathematical concepts and contemporary teaching methods, highlighting how traditional knowledge is integrated into modern education.

This approach not only preserves the rich mathematical heritage of the Maya but also makes learning engaging and relevant for today’s students. By combining ancient techniques with modern educational practices, Verónica and her peers gain a deeper understanding of mathematics, rooted in their cultural heritage. This method ensures that the legacy of Maya mathematics continues to thrive and inspire new generations. There’s a growing recognition of the importance of Maya history and language in formal education, fostering a sense of pride and cultural identity among Maya youth.

Maya architecture displayed impressive engineering and artistry with structures like pyramids, palaces, and observatories. These buildings had ceremonial, administrative, and residential purposes and featured symbolic elements and intricate carvings. Today, Maya architecture inspires modern designs blending ancient techniques with sustainability. The usage of Maya motifs in public buildings, homes, and cultural centers shows an appreciation for cultural heritage while adapting to current needs.

The ancient Maya were renowned astronomers, observing celestial bodies with remarkable accuracy and integrating astronomical knowledge into their calendar systems and religious practices. Modern Maya communities maintain an interest in astronomy as part of cultural identity and spiritual heritage. There’s ongoing research into ancient Maya astronomical achievements, such as the tracking of planetary movements and solar eclipses, which continues to inform contemporary astronomical studies. Maya astronomical symbols and concepts remain significant in cultural ceremonies and celebrations, emphasizing a continuity of knowledge and reverence for celestial phenomena.

The ancient Maya were skilled astronomers, using celestial bodies to develop their calendar systems and religious practices. Modern Maya communities continue to value astronomy as part of their cultural identity. Ongoing research explores ancient Maya achievements in tracking planetary movements and solar eclipses, informing contemporary astronomical studies. Maya astronomical symbols and concepts are still important in cultural ceremonies and celebrations, highlighting the continuity of celestial knowledge.

We can conclude that the relationship between ancient and modern Maya civilizations in education, architecture, and astronomy consists of knowledge, innovation, and cultural resilience. While modern Maya society embraces technological advancements and global influences, it also cherishes and revitalizes traditional practices and knowledge systems, ensuring that the rich legacy of the Maya civilization endures and evolves in meaningful ways.

Butsabakorn Lamthaisong is a M.Sc. student in Mathematics, University of Southern Denmark

Maya Mathematics

Butsabakorn Lamthaisong — Fri, 21 Jun 2024 08:21:07 +0000

In the expansive tapestry of world history, certain civilizations stand out for their remarkable contributions to the development of mathematics. Mathematics, often regarded as the universal language, where it has played a pivotal role in shaping civilizations across the globe. While the contributions of ancient Greek, Roman, and Chinese mathematicians are well-documented, the mathematical achievements of the Maya civilization in Mesoamerica are often overlooked. However, delving into Maya mathematics reveals a sophisticated numerical system and advanced concepts that greatly influenced various aspects of ancient Maya society. This article endeavors to shed light on the profound influence of Maya mathematics on the societal, architectural, and cultural landscape of ancient Mesoamerica, offering a comprehensive exploration of a lesser-known chapter in the history of mathematics.

The Mayan mathematical understanding

Before we go through Maya mathematics, we may introduce the Maya people. The Maya was an ancient Mesoamerican civilization that flourished in the tropical lowlands of present-day Mexico, northern Belize, Guatemala, Honduras, and El Salvador. They spoke around 30 languages, with over five million speakers mostly bilingual in Spanish. Before the Spanish conquest, the Maya civilization was renowned for its complex and advanced achievements in various fields, including architecture, mathematics, astronomy, art, and hieroglyphic writing.

On the website Planet Archaeology, under the topic Maya Number System by Dr. Patrice Bonnafoux, readers can explore the ancient Maya civilization’s number system. Dr. Bonnafoux provides a detailed explanation of this sophisticated system, offering insights into how the Maya understood and utilized numbers. This resource allows for an in-depth appreciation of the intricacies of Maya numerals and their cultural significance. At the heart of Maya mathematics lies a numerical system of remarkable complexity and elegance. Unlike the base-10 system commonly employed today, the Maya utilized a vigesimal (base-20) system, demonstrating a nuanced understanding of numerical representation. Central to this system were symbols representing units, fives, and zeros, intricately combined to express numbers of varying magnitudes. Through a sophisticated combination of positional notation and mathematical principles, the Maya devised a highly efficient counting system capable of addressing the demands of their complex society.

On the website Special Report (FT), they use Maya mathematics in classrooms in Mexico, where we can see the revolution of Maya mathematics. In a classroom in Celtún, a village nestled in the state of Yucatán, Mexico, eight-year-old Verónica Yuritzi Martín Puc engages in a unique approach to learning mathematics. Instead of traditional methods, she utilizes a system invented by her Maya ancestors thousands of years ago. With a simple grid drawn on her desk, Yuri places dried black beans and shells of dried pasta to represent numbers, following the ancient Maya counting system.

Yuri’s teachers, recognizing the challenges of the modern education system in teaching basic numeracy and literacy, have embraced this ancient method to breathe new life into mathematics education. This approach draws inspiration from the sophisticated mathematical and astronomical knowledge of the Maya civilization, which flourished across southern Mexico and Central America from around 2000 BC to AD 900.

Celtún, situated near the awe-inspiring ruins of Chichén Itzá, serves as a poignant reminder of the Mayan legacy. By revitalizing the ancient counting system, Yuri and her peers connect with their cultural heritage while mastering fundamental mathematical concepts in a way that resonates deeply with their community’s history and identity.

The Mayan mathematical system is simple: a bean equals one unit, five beans make a bar, and zero is a pasta shell. Numbers are arranged vertically from top to bottom, with the bottom row representing units (0-9), the next row tens, then hundreds, and so on. Teacher Mary Carmen Che Chi demonstrates this by having children roll a dice and move beans on grids to match the numbers, thereby enhancing their understanding and enjoyment of math.

The Ignacio Ramírez Calzada primary school introduced the Maya number system to improve basic math skills under the new headmaster José Manuel Cen Kauil. Using low-cost materials like cardboard grids and corn kernels, this method connects students with their cultural heritage while developing logical reasoning. The initiative traces back to physicist Luis Fernando Magaña’s discovery of the Maya counting system in 1979, leading to its adaptation for teaching.

In 2009, Magaña began teaching Maya math in Yucatán’s indigenous schools, successfully incorporating it into the curriculum to help children master fundamental arithmetic. The method has shown promise for broader implementation across Mexico, with national curriculum guidelines now emphasizing mathematical reasoning and positive attitudes towards math. Indigenous schools have seen significant improvements since introducing Maya math: Students achieving “excellent” grades increased from 0.1% in 2006 to 8.3% by 2011, while those ranked “insufficient” decreased from nearly half to 29.4%. Teachers report that Maya math enhances decision-making, confidence, and understanding. Prof. Magaña believes that it can bridge social divisions and boost self-confidence, helping to combat educational inequality in Mexico.

The Mayan zero concept

The mathematical sophistication of the Maya civilization is a subject of considerable academic interest. Zero is one of the most important numbers in mathematics; without it, we cannot do accurate counting and advanced calculations would be impossible. While we have seen how Maya mathematics can be applied in modern education in Mexico, this part of the article aims to explore the profound influence of the number zero on our daily lives and its use in ancient Maya civilization.

The Mayans developed a highly sophisticated calendar system, which included intricate astronomical calculations and the revolutionary concept of zero. This system allowed them to achieve remarkable precision in timekeeping and forecasting astronomical events.

The prediction that the world would end in 2012, often attributed to the Maya calendar, sparked significant interest and speculation. This prediction stems from a misinterpretation of the Maya Long Count calendar, which completed a major cycle on December 21st, 2012. Contrary to popular belief, the end of this cycle did not signify an apocalyptic event but rather the conclusion of a significant period in the Maya calendar system.

The concept of zero was crucial for Mayan mathematics as it allowed for complex calculations, accurate data recording, and the development of an advanced calendar system. This innovation revolutionized their numerical notation, making arithmetic operations significantly more efficient and enabling scientific advancements in various fields. The Maya’s sophisticated understanding of zero not only underscores their intellectual achievements but also highlights their contribution to the global history of mathematics.

In the article “The Maya Calendar: why 13, 20 and 260?”, Polyakova writes about how the ancient Mayan utilized the head of Draco as a critical astronomical and mathematical unit in their calendrical system. This constellation’s head was considered a measure of time and the starting point in the Tzolkin calendar, depicted as a dragon’s head. For the Maya, mythological interpretations of celestial patterns were a way to understand reality. Their sophisticated calendar system, beginning on August 13, 3114 BCE, according to the GMT correlation, combined three systems: the Long Count, Haab, and Tzolk’in.

The Long Count tracked extensive periods using units like Kin (day), Winal (20 days), Tun (360 days), Katun (7,200 days), and Baktun (144,000 days). The Haab, a 365-day solar calendar, tracked seasons, while the Tzolk’in, a 260-day cycle, was used for religious events and divination. Together, these formed the Calendar Round, repeating every 52 Haab years or 73 Tzolkin cycles, equaling 18,980 days.

The Tzolk’in connection to Draco’s head, a stable point in the northern sky, reflects a tradition of using astronomical observations for timekeeping. The pole of the ecliptic, near Draco, served as a constant reference. Ancient civilizations across Eurasia and North America, including the ancestors of Native Americans, used similar celestial markers.

The Maya’s addition of the 260-day Tzolk’in to their calendrical system distinguished their timekeeping, including epochs lasting 5,125 years each. The end of the fifth epoch on December 21, 2012, marked a renewal rather than an apocalyptic event, fitting into the Maya’s cyclical view of time. Their calendar’s vast timespan, totaling 41,341,050,000,000,000,000,000,000,000 years, arose from their avoidance of fractional numbers, favoring large integers and the number 20. The Maya’s integration of astronomical observations with mathematical cycles thus created a precise and enduring calendrical system.

Comparing the modern Gregorian calendar with the ancient Maya calendar

The Gregorian calendar was introduced by Pope Gregory XIII in 1582, and is the calendar system most widely used today. It is a solar calendar based on a 365-day year, divided into 12 months. To align the calendar year with the astronomical year, a leap year is added every four years, except for years that are divisible by 100 but not by 400.

The Maya calendar system is more complex, incorporating several interlocking cycles, the most notable of which are the Tzolk’in, the Haab’, and the Long Count, as described above.

In mathematical principles we see that in the Gregorian calendar, the concept of zero is used indirectly within the AD/BC system which is commonly used in the Western world for dating historical events – although there is no year zero, as the calendar transitions directly from BC (Before Christ) to AD (Anno Domini). Conversely, the Maya calendar employs an explicit symbol for zero, depicted as a shell-like glyph, which is crucial for their vigesimal (base-20) number system. This explicit use of zero allows for precise calculations and record-keeping in the Maya calendrical and numerical systems.

The Gregorian and Maya calendars reflect different cultural approaches to timekeeping, influenced by their respective societies’ needs and astronomical observations. The Gregorian calendar emphasizes solar years and the Earth’s orbit, while the Maya calendar incorporates multiple cycles for religious, agricultural, and historical purposes. Both systems, however, demonstrate sophisticated mathematical understanding and the pivotal role of zero in their construction.

Butsabakorn Lamthaisong is a M.Sc. student in Mathematics, University of Southern Denmark

The Inclusion of International Students vs. Western Supremacy in Higher Education

Maya Rakha — Wed, 24 Apr 2024 15:48:56 +0000

Third World Countries, the Global North and the Global South. These are a couple of terms through which people describe certain areas in the world. This happens throughout all fields, but especially within educational systems. It is almost never easy for an international student to move anywhere. Navigating the academic, social, and political journey as a student from a different country presents itself with a good deal of challenges that extend far beyond academic pursuits. Regardless of the reasons for moving being higher education, career advancement, or cultural exploration; when one takes the decision to move away from all that they know and love and reside in a new place, they are faced with new social dynamics, ethnicity crises, and high academic expectations. This article explores some of the general pressures and problems that international students face upon their move abroad.

Irrespective of their background, ethnicity, academic standing, or social environment, the social integration of international students holds a lot of significance in relation to their academic performance. Making friends whilst in a foreign country is challenging, to say the least. Of course, participating in classes and clubs and such along with university events make the process easier, but it is almost always a nerve-wrecking experience. Especially given the fact that within an international community, each student arrives with their own set of values, traditions, and culture. Research has shown that a student that is socially integrated also tends to do better within an academic context. Other than classes and the feeling of homesickness, along with a lack of proper understanding of the local culture and discrimination, it is tough for people, regardless of age, to adjust to a new environment and get the emotional and mental support that they need. Of course, there are always exceptions and this is not to say that this is the general experience of all students. On the contrary, some international students find it easier to find their place and people abroad rather than at home. But, the previous could apply to both international students and their adjustments, as well as domestic students and their adjustment to internationalization.^[1]

Social Integration and Academic Excellency

Social integration, academic excellence, and choice of faculty are closely intertwined factors within the student experience. A supportive faculty that fosters an inclusive environment plays a pivotal role in facilitating social integration for students. This involves not only providing academic support, but also organizing events to encourage student interaction and the creation of safe spaces within classes where students feel comfortable expressing themselves. An example of such would be the University of Nicosia. During my Bachelor’s Degree, there was nothing I enjoyed more than classroom discussions. The professors were always encouraging of respectful and academic debates, and always made sure to be as inclusive as possible. During my 4 years at UNIC, I never had to shy away from expressing an opinion or challenging a professor. It was a wonderful academic experience.

This leads to the following: what are the core values of academia? In academia, the core values of education, inclusion, respect, and acceptance are paramount. Thus, it is crucial for faculty to refrain from presenting biased or radical views as indisputable facts, as this can alienate students and hinder their ability to connect with their peers. During my postgraduate experience, it was not always an option for one to speak their minds or challenge others. This is largely due to a difference in cultures, but also a lack of intercultural understanding, and I might even say the refusal of seeing events through a non-euro-centric perspective. When students encounter conflicting perspectives that could be seen as discriminatory or rooted in innocent ignorance, it can impede their networking efforts and contribute to feelings of discomfort or left-out.

The concept of innocent ignorance, particularly within academia, is often problematic as it reflects a lack of awareness or understanding rather than genuine innocence. Both academics and students bear a responsibility to broaden their perspectives and cultivate an environment of cultural sensitivity and mutual respect. This includes actively seeking to learn and understand views, cultures, and traditions that may differ from their own. Students attempting to integrate themselves within their new societies must also do the same. Moreover, the use of terms such as “global south,” “global north,” and “third world countries,” need to be reconsidered. These terms perpetuate outdated and hierarchical perceptions of the world, reinforcing existing power dynamics. As such, it is essential for academics and students alike to critically examine and challenge the use of such terminology within academic discourse, and should rather promote a more inclusive and equitable approach to global perspectives.

I was once in an Anthropology class during my Bachelor’s Degree, through which I put myself on a high horse. We were learning about a certain society that treats women in a certain way, and my professor at the time told me to stop being “ethnocentric.” After looking for the definition of this word, I was quite surprised that someone would call me that as I always thought of myself as an accepting and understanding person. That day, I realized that the way I saw that society is the same through which others had seen mine. I learnt a valuable lesson that day that one should not pass a judgement, and therefore contribute to a continuation of hierarchical perceptions of the world.

“Us vs. Them”

Unfortunately, not everyone was as lucky as me to have Dr. Marios Sarris to call them out on their statements lacking awareness and understanding. The use of terms that reiterate political and economic goals, showcase the prevalence of a neocolonialist world. Examples such as the “global south and global north” are built on Western supremacy.

Using such terms refers to the collective perceptions and relationships within society that influence the emergence, continuation, and validation of various ideologies. These imaginaries not only shape our understanding of the world, but also dictate what is deemed acceptable in terms of questions and answers. They are not passive descriptors, but rather active influencers of societal norms. This contributes to students feeling left out, or one might even go as far as to say the continuation of Western supremacy within the classroom. Thus leading to an “us vs. them” context, wherein which I always felt the need to defend where I come from and my people, and I’m sure many others have felt the same way.

A conversation which was quite humorous and surprising during all my university years was in regards to tuition fees.

Students as Money

There is a nice link between international students, education, and Western supremacy. Throughout my personal experience and also through listening to that of others, Western societies often perceive themselves at the apex of a global hierarchy, while other regions trail behind. This perception not only elevates Western higher education as a highly desired commodity in the global market, but also underpins the discriminatory treatment faced by many international students from faculty and peers alike. Throughout the years, at least where I come from, getting a Western education was always perceived as superior. One could argue that this is a personal problem, but then again one could see the historical context through which this belief came to be and is perpetuated. Due to such, international students are frequently exploited in their pursuit of what they perceive as superior education opportunities. They encounter unreasonably high tuition fees, troubles in securing accommodation, and oftentimes face discrimination and racism within academia.

Building on the previous article titled “Navigating Western Innocent Ignorance,” some students are lucky to not have faced any kind of racism or discrimination, but this does not dictate everyones’ story. General conversation with students who are not considered to be “Western” usually entails some form of racial discrimination, xenophobia, or the challenges of overcoming the challenges that accompany their national identity while being abroad.

In reflecting on the multifaceted journey of international students, it becomes evident that their experiences transcend mere academic pursuits. The stories of the people interviewed for “Navigating Western Innocent Ignorance,” along with mine and other friends who I’ve spoken to within a casual context illuminate the intricate interplay between education, culture, and power dynamics within academic settings. At the heart of these experiences lies the desire for social integration and understanding, where a supportive faculty and inclusive environment play crucial roles. Yet, the persistence of innocent ignorance within academia, which then is no longer innocent, perpetuates outdid hierarchies and fosters discriminatory attitudes, which hinder genuine intercultural understanding.

Moreover, the commodification of international students as economic assets underscores systemic inequalities within higher education. In confronting these challenges, academic institutions should embrace diversity, equity, and inclusion as foundational principles. This includes the inclusion of all people. By fostering environments of genuine intercultural dialogue and respect, academia can cultivate spaces where all students feel valued and empowered to thrive. This, in return, turns them into well socially integrated people with the capability to thrive within their new environments and become beneficial members of society.

Ultimately, the journey of international students serves as a good reminder of the transformative potential of education. Through collective action and a commitment to integrity, understanding, and acceptance, we can work towards a future where every student, regardless of background, can realize their full potential in an inclusive and equitable academic context.

This article is also in reference to the person who told me that the problem in the Netherlands is muslims and that they should stop giving out visas and rather kick them out. You are studying to become an academic. Do better.

Maya Rakha is MA International Security, University of Groningen, Netherlands, DDRN Correspondent