Standardization and ethnocracy in Sri Lanka

DeVotta, Neil

doi:10.35188/unu-wider/2022/217-1

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…However, through the implementation of multiple policies such as 'standardization policy' merit-based admission to universities was discarded and quota systems based on ethnicities, districts, etc. were introduced DeVotta, 2022). Although such policies were later amended to enhance fairness, the damage was already done in the late twentieth century.…”

Section: Equity Of Resourcesmentioning

confidence: 99%

“…Although the standardization policy later went through amendments, the damage it did fueled the growing differences between Sinhalese and Tamils. During the same times, those who could not effectively communicate in Sinhala were not promoted and unemployment amongst Tamils grew (DeVotta, 2022). As the tension between ethnic groups brewed, Sri Lanka witnessed the Black July where more than 2000 Tamils lost their lives (Russell, 2022).…”

Section: Equality In Education and Opportunitiesmentioning

confidence: 99%

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The Challenges of Sri Lankan Minority Leadership in the State Universities: Equity and Equality

Selvaratnam

Keat

Tham

2023

EJES

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Sri Lankan minorities constantly face discrimination and experience marginalization. This has reduced their access to education and ability to demonstrate leadership within state campuses. Further, there exists a dearth of minority leadership research in Sri Lanka. As a result, this paper reviews a wide variety of contemporary literature to elaborate on the possible reasons for limited access and leadership within state universities amongst minorities. Based on the reviewed literature, two critical problems were identified. Firstly, the irregular distribution of students, professors, and fiscal resources is a major impediment to university access and leadership. Secondly, systematic ethnocentric policies advocated through responsible authorities are also a reason for limiting educational equality and leadership among minority students within campuses. Because of these two problems, the authors reason how improved diversity and appreciation for all cultures through curricular and policy changes could enhance access, equality, and leadership for everyone including minority groups in the state university system. Further, by understanding the present barriers, the researchers encourage other scholars to consider leadership research in the future to address untapped aspects of minority discourse and related educational reforms in Sri Lanka. Article visualizations:<img src="/-counters-/soc/0022/a.php" alt="Hit counter" />

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Section: Equity Of Resourcesmentioning

confidence: 99%

Section: Equality In Education and Opportunitiesmentioning

confidence: 99%

The Challenges of Sri Lankan Minority Leadership in the State Universities: Equity and Equality

Selvaratnam

Keat

Tham

2023

EJES

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“…This policy made the Sinhala language mandatory for all official work within the country marginalizing Tamil speakers. Similarly, the introduction of the Standardization Act in the 1970s further impacted minority groups and limited their access to higher education [5]. The purpose of both acts was to reduce the representation of Tamils in science, technology, engineering, and math (STEM).…”

Section: Introductionmentioning

confidence: 99%

``We Walk on the Same Corridors of Our University'': Contemporary Reflections of Sinhala--Tamil Relations in Sri Lankan Public Universities

Deepan Selvaratnam,

Boon Keat,

Tham

2024

KSS

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Inter-ethnic relations amongst students in public higher education institutes (HEIs) in Sri Lanka are weak. This deficit deprives students of experiencing diversity, equity, and inclusion (DEI) to be productive citizens the country demands. Considering the violent history both Sinhalese and Tamils share, there is a dearth of minority discourse in Sri Lanka. As a consequence, research that explores inter-ethnic dynamics within public HEIs in the island nation is also minimal. Similarly, being mindful of the fragileness of Sri Lanka’s race relations, it is unclear how responsible local authorities should facilitate educational reforms to foster student success. To address this literature gap, the present inquiry conducted a document review to identify contemporary student and instructor perspectives associated with learning in state-run universities. A total of nine newspapers and blog posts by students, journalists, and academics that critically discuss learner experiences in minority-dominant Jaffna University were chosen after a careful evaluation. Using thematic analysis, three key themes were generated. As per the obtained results, inclusiveness and appreciation between Tamils and Sinhalese learners remain a challenge. Moreover, local security forces continue to suppress minority student voices, leadership, and civic engagement. Further, there is a need for governmental interventions to systematically implement DEI policies to improve the quality of learning spheres for students. Overall, this interpretative research lays out key observations associated with race relations in Sri Lankan HEIs. Keywords: diversity, inclusion, minority groups, interethnic relations, multiculturalism, cultural awareness

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Standardization and ethnocracy in Sri Lanka

Abstract: This study has been prepared within the UNU-WIDER project Addressing group-based inequalities.

Cited by 2 publications

References 6 publications

The Challenges of Sri Lankan Minority Leadership in the State Universities: Equity and Equality

The Challenges of Sri Lankan Minority Leadership in the State Universities: Equity and Equality

``We Walk on the Same Corridors of Our University'': Contemporary Reflections of Sinhala--Tamil Relations in Sri Lankan Public Universities

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