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Monday, January 03, 2022

Explained: China’s border law and India

 

China’s new law on land borders has come into effect from the new year. While some feel India should worry about its border areas, others note that China’s actions have been aggressive even without it.

China’s new law on land borders, passed on October 23, came into effect on January 1. This has happened at a time when the border standoff in eastern Ladakh remains unresolved, when China has renamed several places in Arunachal Pradesh as part of its claim on the Indian state, and when the Chinese Embassy in Delhi has written to Indian MPs, including a minister, who had attended a dinner reception hosted by the Tibetan Parliament-in-exile.

What is the new law?

The Standing Committee of China’s National People’s Congress passed the law for the “protection and exploitation of the country’s land border areas”.

State media Xinhua reported that under the law, “the sovereignty and territorial integrity of… China are sacred and inviolable”, and the state needs to “take measures to safeguard territorial integrity and land boundaries and guard against and combat any act that undermines [these]”.

It mandates the state to take measures “to strengthen border defence, support economic and social development as well as opening-up in border areas, improve public services and infrastructure in such areas, encourage and support people’s life and work there, and promote coordination between border defence and social, economic development in border areas”. This means that it is encouraging the development of villages for civilians in the border areas.

However, the law also asks the state to follow the principles of “equality, mutual trust, and friendly consultation, handle land border related-affairs with neighbouring countries through negotiations to properly resolve disputes and longstanding border issues”, Xinhua reported.

The law lays down four conditions under which the state can impose emergency measures, including border shutdown.

Why did China bring it?

Shuxian Luo, a post-doctoral fellow at the Washington DC-based John L Thornton China Centre of the Brookings Institute, wrote in November that several factors may have led to China’s move.

First, she said, “this law reflects Beijing’s renewed concerns over the security of its land border while it confronts a slew of unsettled disputes on its maritime front… the confrontations on the Sino-Indian borders in recent years may have reminded Beijing that as a classic land-sea power China must always ready itself to cope with threats in both the continental and maritime domains”.

The Covid-19 pandemic “also underscores the imperative for Beijing to exert greater control over its somewhat porous land border”. Also, the law “reflects Beijing’s thinly-veiled worries about the stability of its hinterland bordering Central Asia” as the withdrawal of the US forces and Taliban takeover “aggravated Beijing’s concerns that Afghanistan… may become a hotbed for terrorism and extremism that could spread to Xinjiang”.

She believes domestic politics too may have been a contributing factor, bolstering President Xi Jinping’s standing in the lead-up to the 20th Party Congress later this year when he would secure a third term.

Does it concern India?

Although the law is not meant specifically for India, it is bound to have some impact. China and India share a disputed 3,488-km boundary, the third longest among China’s 22,457-km land boundaries with 14 countries, after the borders with Mongolia and Russia. Besides India, Bhutan (477 km) is the only other country with which China has a disputed land border.

There is a growing suspicion that China may have been stalling further negotiations on the standoff in eastern Ladakh for this new law to come into force. The Corps Commanders last met in October. India had hoped that China would agree to disengage from Patrolling Point 15 in Hot Springs, which it did not. The meeting did not even result in a joint statement, as had been happening for most earlier meetings. The date for the round meeting is still awaited, amid concerns that the Chinese delegation can use the new law to try to bolster their existing positions.

Apart from PP15, China is blocking Indian troops from accessing its traditional patrolling limits—PP10, PP11, PP11A, PP12 and PP13—in Depsang Plains. Also, certain “so-called civilians” have pitched tents on the Indian side of the Line of Actual Control in Demchok and are refusing to vacate it.

Another sticking point could be that the new law prohibits construction of permanent infrastructure close to the border without China’s permission. Both, India and China have been building new roads, bridges and other facilities faster since the standoff began; in fact, China had objected to India’s workers even before.

What impact can it have on India-China relations?

The view is still divided. Much depends on China’s actions, regardless of the new law.

Some experts feel the new law will make China dig its heels in, on the ongoing standoff as well as for resolution of the larger boundary issue. Others feel the new law is only a tool China government will use if it wants, as its actions have been aggressive even before this law.

The Brookings article in November said “Beijing appears to be signaling determination to resolve the border disputes on its preferred terms. The law sets an overall tone of resolve upfront.”

Gautam Bambawale, who was India’s ambassador to China in 2017-18 and has dealt with Beijing for much longer, had told The Indian Express earlier that the law only “states the obvious” as “every country is in the business of protecting its territorial integrity… The big question is what is your territory, and there we don’t agree with each other”. He said that with their actions in eastern Ladakh, “the Chinese are clearly indicating that they are tired of trying to resolve the boundary or the LAC through negotiations; they’re indicating they’ll do it through use of force.”

In an issue brief for the think tank Centre for Land Warfare Studies in December, the recently retired Army Major General Ashok Kumar wrote that the new law is the “latest attempt by China to unilaterally delineate and demarcate territorial boundaries with India and Bhutan”.  The law has “huge implications for India… This problem requires a whole-of -nation solution more than a purely military solution… in conjunction with accelerated construction of 624 ‘Xiaokong’ villages along and inside the disputed land boundaries with India, the Chinese Communist Party (CCP) has created conditions for a ‘militarised solution’ to the boundary issue.”

What are these villages, and what is the relation to the new law?

China has been building “well-off” border defence villages across the LAC in all sectors, which the new law encourages. President Xi visited a village in Tibet near the border with Arunachal Pradesh last July.

In October, even before the law was announced, Eastern Army Commander Lt Gen Manoj Pande, who is responsible for the 1,346-km LAC from Sikkim to Arunachal Pradesh, had said: “According to their own policy or strategy, model villages have come up near the border… for us, it is a matter of concern, how they can make dual civil and military use of these facilities and villages.”

Former Northern Army Commander Lt Gen D S Hooda had told The Indian Express earlier: “If you [China] start having settled population on the other side, creeping across what we [India] feel is our border, at some stage later, whenever, when you start discussing the border between the two sides, they will say we [China] have settled population in this area.”

Bambawale, however, said China has been doing this anyway: “The law is not a necessary condition to be able to do that.”

Written by Krishn Kaushik 

Source: Indian Express, 3/01/22

Who was Archbishop Desmond Tutu?

 

Deshmond Tutu was one of the driving forces behind the movement to end racial segregation and discrimination by the white minority government in South Africa from 1948 till the year 1991.


Archbishop Desmond Tutu, the social activist and Nobel laureate who helped end apartheid in South Africa, died at the age of 90 on Sunday.

Tutu was diagnosed with prostate cancer in the late 1990s and in recent years he was hospitalised on several occasions to treat infections related to his cancer treatment.

South Africa President Cyril Ramaphosa called Tutu’s death as “another chapter of bereavement in our nation’s farewell to a generation of outstanding South Africans who have bequeathed us a liberated South Africa.

Who was Desmond Tutu?

Deshmond Tutu was one of the driving forces behind the movement to end racial segregation and discrimination by the white minority government in South Africa from 1948 till the year 1991.

He is regarded as a contemporary of anti-apartheid icon Nelson Mandela, and became the face of the moment outside the country.

He spearheaded grassroot campaigns around the world that fought against apartheid. Cultural and economic boycotts were often methods adopted in these campaigns. He emerged as a key figure in the movement in the mid-1970’s and has become a household name across the globe.

Tutu has politically stayed away from the African National Congress(ANC), that was at the forefront of South Africa’s liberation movement and refused to back its armed movement.

Nobel Prize

Deshmond Tutu was awarded the Nobel prize in 1984 for his role in the struggle to abolish the apartheid system. The prize highlighted the non-violent manner in which he fought against the system.

Tutu has been regarded as an outspoken human rights activist who highlighted and spoke out on a range of issues around the world including climate change, Israel-Palestine conflict, among others.

Recently, he also condemned President Jacob Zuma over allegations of corruption surrounding a $23 million security upgrade to his home.

Early Life

Before joining the anti-apathied movement, Tutu worked as a teacher and recalled how the system of educating blacks infuriated him. He quit teaching in 1957 to join the church and was ordained as a priest in 1961. He also studied at St. Peter’s Theological College in Johannesburg and King’s College London.He was named as the first Black Archbishop of Cape Town in 1986, becoming the head of the Anglican Church, South Africa’s fourth largest and retained that position until 1996.

Tutu was asked to chair the Truth and Reconciliation Commission (TRC) after the nation’s first free election in 1994.

Source: Indian Express, 26/12/21


Friday, December 31, 2021

Quote of the Day December 31, 2021

 

“Friends are those rare people who ask how we are and then wait to hear the answer.”
Ed Cunningham
“मित्र वे दुर्लभ लोग होते हैं जो हमारा हालचाल पूछते हैं और उत्तर सुनने को रुकते भी हैं।”
एड कनिंघम

Economic and Political Weekly: Table of Contents

 

Vol. 56, Issue No. 52, 25 Dec, 2021

Editorials

Comment

From the Editor's Desk

From 50 Years Ago

Book Reviews

Commentary

Insight

Review Of Environment And Development

Current Statistics

Postscript

Letters

Engage Articles

UK, Canada and US among most popular destination for study abroad aspirants: Report

 The UK is the most popular study abroad destination followed by Canada and the USA, according to data of over 75,000 applications processed by Leap Scholar. The data analysed revealed interesting trends witnessed during 2021.

Based on the applications for the year, the most popular country is the UK at 49 per cent, followed by Canada at 36 per cent, and the USA at 18 per cent. The most popular courses for study abroad in 2021 include MBA, MSc Data Science, and Computer Science, while MSc Management, Business Analytics, and Project Management saw an increase in popularity. The year has witnessed an increasing trend of students preferring specialized courses.

“2021 has seen a pent-up demand in the study abroad space and the aspiration to go overseas for education is higher than ever among students. They are exploring new and diverse ambitions,” said Vaibhav Singh, co-founder of Leap Scholar.

With the introduction of the Graduation Immigration Route, interest in the UK as a study abroad destination has zoomed. The new policy allows students graduating from UK universities to work in the UK for up to 2 years. This trend is expected to continue in 2022 as well.

Canada continued to be a favoured destination among students supported by diverse educational opportunities and a student-friendly policy stance. The US had a particularly strong rebound with the new political administration taking a welcoming stance towards international students.

Source: Indian Express, 31/12/21

Education Roundup 2021: Machine learning emerged as most popular online course in India, check list of top 10

 

A report released by Udemy for the emerging and expected trends for 2022 mentions that technical skills like Next.Js, Python scripting, and Terraform are surging in India.

As 2021 continued to restrict students and employees to online learning and remote working, online courses remained the preferable mode of learning this year. As per a report released by Coursera – machine learning, python and data analytics were the most trending courses among Indians in 2021. 

The list was curated by monitoring the enrolment numbers on the eLearning platform. In soft skills, English for career development remained the most popular course in India. 

The list of top 10 overall courses among Indians was machine learning, programming for everybody (getting started with python), foundations: data, everywhere English for career development, financial markets, HTML, CSS, and Javascript for web developers, introduction to psychology, foundations of user experience (UX) design among others. 

Meanwhile, financial markets was the most subscribed business course on Coursera in 2021. 2021. Financial planning for young adults by the University of Illinois is another business the course made to the top ten list, indicating a growing interest in financial markets and investment advisory jobs.

A report released by Udemy for the emerging and expected trends for 2022 mentions that technical skills like Next.Js, Python scripting, and Terraform are surging in India.

Irwin Anand, MD, Udemy India, said, The evolving workplace has made learning new skills more significant than ever, as employees are required to become lifelong learners to stay relevant in the workplace of the future. Every year, we are able to highlight the most in-demand workplace skills on the Udemy Business platform, which helps companies and professionals make informed decisions and stay up to date. Moreover, practical skill-based learning is important to stay relevant in this evolving nature of work, and is equipped to adapt to them is crucial.

Source: Indian Express, 31/12/21

bell hooks and her pedagogy of hope

 

Avijit Pathak writes: For her, emancipatory education was supposed to be dialogic and experiential and a teacher always listened compassionately and without judgment


“Fear of losing control in the classroom often leads individual professors to fall into a conventional teaching pattern wherein power is used destructively.” — bell hooks

As a teacher, I have always felt that our academic culture needs a thinker/ educationist/ emancipator like bell hooks. Even though we can no longer see, feel and experience her embodied existence, it is important for us to invoke her time and again, allow ourselves to be touched by her passion and conviction, and redefine the meaning of teaching and scholarship. Yes, we have already read a series of obituaries; and enough has been said and written about this Black American feminist thinker, her sharp critique of racism and patriarchy, her expanded horizon that enabled her to continually write on gender, racism, sexuality, culture, pedagogy, love and even children’s literature, and above all, the immense politico-intellectual strength that characterised her life’s trajectory — from being born in a working-class family, growing up in a ghettoised/segmented Black locality, and eventually emerging as a charismatic professor nurturing and inspiring generations of students.

However, I wish to stress three principles that bell hooks internalised as a scholar/teacher; and these principles, I would argue, have immense relevance if we wish to humanise the prevalent academic culture. To begin with, let it be stated clearly that bell hooks was refreshingly different from a typical “value-neutral” academic — devoid of emotion and passion, and burdened with heavily technical and jargonised publications. And this sickness, every insider knows, is tempting; it has affected many Marxist, poststructuralist, postmodernist and even feminist thinkers and writers. Ironically, scholarship has been equated with incomprehensibility. But then, bell hooks was endowed with immense courage; she defied the style of this sort of prose; instead, her books and articles flow like a river, her words touch the soul of the reader. In a way, theory, for her, was like poetry. Yes, many scholars of the leading American universities where she taught were not very happy with her style and mode of writing. Yet, she inspired us, and gave us the confidence to realise that writing, instead of being reduced to a purely narcissistic exercise of demonstrating one’s “intellect”, can be therapeutic.

Second, she altered the character of the classroom. In a way, she took Paulo Freire pretty seriously. For her, emancipatory education ought to be dialogic and experiential. And a teacher ought to cultivate the art of non-judgmental/compassionate listening. Quite often, in our classrooms, no engaged dialogue takes place. A “scholarly” lecture by a professor, absence of lived reality and experience (even poetry or popular culture is taught like differential calculus), with a lengthy reading list, and repeated production of jargonised seminar papers: Most of our students experience this routine, or coldness of academia. But then, bell hooks transformed her classrooms, altered the meaning of the relationship between teacher and student, and encouraged young minds — particularly, Black women in a White male-dominated space — to articulate their voices, and their pain and trauma. Through this dialogue, reflexivity and inner churning, she continually interrogated patriarchy, racism, and other forms of domination in her classroom. Of course, most of us seek to avoid this sort of engagement with our students because it can also be emotionally taxing. Hence, quite often, our engagement with students remains limited to a bureaucratically-defined task — “covering” the syllabus, grading the students, and then forgetting them. Anyone who wants to join the vocation of teaching, I feel, must read bell hooks — particularly, Teaching to Transgress: Education as the Practice of Freedom.

Third, bell hooks taught us another important lesson: Love is the essence of revolution. Quite often, in a dry intellectual milieu, we experience the absence of warmth. And it is impossible not to witness the growing culture of cynicism and despair. But bell hooks, despite the violence she saw in the world, didn’t lose her spirited religiosity — the religiosity of love and hope. We live amid a culture that normalises violence, be it structural, psychic or cultural. We live amid spectacular consumerism with the violence of what Erich Fromm would have regarded as a “having mode of existence”. It is a hyper-competitive social Darwinism that, as Thich Nhat Hanh would have said, negates the art of living “here and now” with mindfulness and meditative calmness, and the hyper-masculine aggression of militarism, religious fundamentalism and toxic nationalism. It is easy to accept this pattern, and “adjust” oneself to this pathology. However, bell hooks reminded us of the “redemptive” power of love, compassion, empathy and forgiveness. In moments of pain and despair, I read her amazing book, All About Love, and echo with her: “No matter what has happened in our past, when we open our hearts to love we can live as if born again, not forgetting the past but seeing it in a new way, letting it live inside us in a new way. We go forward with the fresh insight that the past can no longer hurt us.”

Without love, there cannot be any pedagogy of hope. Possibly, for those who celebrate the enchanting power of engaged pedagogy, and still dream of a compassionate, inclusive and egalitarian world, bell hooks would remain alive, and continue to sing her songs.

This column first appeared in the print edition on December 31, 2021 under the title ‘Teaching to transgress’. The writer is professor of Sociology at JNU

Source: Indian Express, 31/12/21