Feature Article

University engineers not learning lessons

[TamilNet, Thursday, 21 July 2016, 01:26 GMT]
The origins of Eezham Tamil militant struggle are often attributed to the university admissions policy of Srimao Bandaranayake regime in the early 1970s. The attribution actually belittles the magnitude of the age-old genocidal tendency of the agent-State in the island. But, even this underrated lesson has not been learnt by current university engineers in genocidal Colombo and their masters outside, commented Tamil activists for alternative politics in the island, citing the post-2009 manoeuvrings carried out in the universities and campuses in Jaffna, Batticaloa and Trincomalee in the country of Eezham Tamils.

Unlike in the 1970s, the response of an experienced and better enlightened Tamil youth is now likely to address not merely the agent State in Colombo, but the very origins of the ‘reconciliation, learning lessons’ deceptions coming from those who think of bartering solutions for getting a lascarine Sinhala military in the island for their imperialist wars, the activists further said.

The education-related responses by both Eezham Tamils and Sinhalese go beyond the 1970s into the colonial era.

Eezham Tamils were in fact pioneers in the island and in the region, since the first half of 19th century, in responding to colonialist educational engineering using the faces of the Protestant churches, despite the materialist benefits coming from it.

Today’s geopolitical cum corporate imperialisms are wrongly advised that engineering for their current needs could be achieved by allowing the agent genocidal State in Colombo to do it for them.

This engineering doesn’t stop merely at fooling the Sinhala youth and quenching the genocidal thirst of the Sinhala-Buddhist State in the educational institutions of the nation of Eezham Tamils.

But, it is extended in orchestration to the universities and academic funding agencies of the same colonial or religio-imperialist legacies, especially in the USA, UK, Canada, Germany, Norway, Netherlands, Australia and elsewhere.

One small example is the universities of the said shade of legacies orientating research programmes and hijacking diaspora Tamil youth into the good old discourse on caste to smokescreen the current imperialist designs, just like what their predecessors did.

This is like the ‘King of Kandy’ drama focussing for 200 years on Kumarihami pounding the heads of her children as the reason for the fall of Kandy.

Commenting on the discourse of caste doesn’t mean that Tamils should not look at it, or that Sinhalese are any better to be excluded from the ‘scrutiny’ of imperialist researches. Caste is not the problem. Hierarchy is the problem. Enlightened Tamil observers should just watch the articulators of a neo-hierarchical caste coming from colonial legacies, and to where and to which interests the articulators are orientated to.

Talking of university engineering in the North and East – the frustration of poor rural Sinhala students placed in an environment of not their choice to serve an ultimate imperialist design, and the frustration of subservient Tamil students manifesting into violent clashes – and talking of the university academic agenda in the West pertaining to the island, may look unrelated. But they are facets of the same phenomenon, just as the origin of Bodu Bala Sena is traced to a seemingly unlikely locale of the so-called ‘civilizational’ system.

Unfortunately, the gravity of the engineering in the island is not adequately understood or responded by peoples of Tamil Nadu and the rest of India, who are going to eventually face the results of Israelisation taking place in the island.

May be their elite and their media, ranging from Hindutva and Dravidianism to Stalinism, are in the same soup: standing in queue to pay money to corporate slavery education of their children right from nursery schools, and still providing space for charlatans to shape opinion in favour of genocidal engineering in the island.

The engineers may be confidently calculating that learning lessons is only for the vanquished, or resistance would take time, or bulldozing nations would not affect their interests in their time. But they may have forgotten that civilisation progresses not in arithmetic proportions but in geometric proportions.



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