Edited version of this article is published on Kathmandu Post on 19th December 2012, and available in following link http://epaper.ekantipur.com/ktpost/showtext.aspx?boxid=2341457&parentid=20878&issuedate=19122012
Being relatively a new fish on the pond of academia, I am yet to understand deeply the reason behind the sorry state of our oldest and largest academic institution. Being a part of Tribhuvan University fills me both with sense of pride and feeling of helplessness. While acquiring a new identity of lecturer, I am gradually realizing that academics are perhaps the most blamed professionals in Nepal. They are blamed by students for not teaching well, not being updated enough in recent debates. Proponents of Academic NGOs repeatedly question their quality of academic contributions. Media blames them for overt politicization of academic institutions. The very politicians, who covet intellectuals to bring under their fold, lament on the scarcity of "true intellectuals". Indeed, academics in Nepal are more or less accountable for these allegations against them. In the midst of this blame game, we often commit mistake of lumping all academics in a single category. If we observe, we may find that Nepal probably has the most diverse species of academics produced by the sorry state of academic institutions. The relationship between the origin of diversity of academics and sorry state of academic institution is like a chicken or egg question. The question remains, which comes first.
Particularly, my observations are based on Tribhuvan University which seems like an overcrowded train gradually halting in its speed and nearly being dismantled out of its academic track. These categorizations are based on observations and numerous conversations that I have had with fellow academics and other professionals over the years. While I go on with categorizations, I am not claiming that these identities are absolute and fixed. In some cases, these categories may be seen as phases that an academic may pass through or at times, an academic may just be stuck in a limbo in between identities.
The first noticeable species are celebrity academics. The ones who had substantially contributed to academic knowledge in past but in present trying to live off the fruits of yesteryears. They are much coveted by INGOs who continue to use their consultancy services. They write bland research reports but produce nothing that contributes to academic knowledge. Sometimes they appear in op-ed pages in newspaper to reinforce the belief that their old theoretical perspectives are still relevant. Another noticeable group is activist academics who struggle with the challenge to manage their dual identities. Few of them are somehow able to perform this tightrope act and are creating new landmarks for academics in Nepal. But many of these activist academics are gradually turning into more activists than academics. And they have begun to produce similar rheoritic like political leaders and NGO workers.
The other kinds are real academics who are actively engaged in teaching and research. They have fascinating conversations with their students, often beyond classrooms. They are often the victim of the politicized system which requires academics to do chakari to netas and take refuge under certain political umbrella. These academics resist and continue to prod on the exhilarating journey of quest for knowledge. And in the front of their very eyes, their lesser counterparts with less vision and academic rigor go ahead being Department Heads, Deans and VCs. These visionary people, who have convictions and ideas for necessary initiatives required to transform the institution, remain relegated to marginality. But they do not give up, they continue to contribute, engage in discourses. They appear in radio, television and newspapers sometimes. They continue to create a ripple with their perspectives and ideas.
The next species right among us but not so obvious are cloak academics. They use identity of academics as a cloak because they are not able to embrace the true meaning of their profession, either by choice or lack of ability. Thus, they substitute their lack of academic rigor by being engaged in other activities. The major field of their involvement is definitely politics. Obviously academics do have political beliefs on personal level. They do need to be involved in occupation based organizations to safeguard their rights. But the question remains unanswered why academics need so many different professors' association? Apart from politicos, other cloak academics are engaged in different activities ranging from investing in private colleges to working as real estate brokers. Cloak academics however continue to teach as they need to draw salary from their regular jagir. They recycle their knowledge based on their old notes, which seems to be faded with use. They don't find it important to update themselves in recent changes in academic discourses. They talk and they want students to listen attentively. Some even, pretending to help the students, bring written notes into the classroom and recite them while students write every word. One wonders why don't they simply handover these notes to students who can easily photocopy them at once and read at home. But then, one can fathom that for them, the classes without notes will be akin to travelling in a new city without a map.
Others are new generation academics, a new species that have recently started to inhabit classrooms of our oldest academic institution. Curious glances and whispers track their movements and scrutinize their attire. Bursting with ideas and believers of change, these new generation academics struggle with the system that refuses to accommodate the energy and vigor they have. They feel uncomfortable in highly politicized academic arena. They feel at loss of words in office meeting rooms among the old generation academics, where discussion on academic discourses is nonexistent. Always carrying backpacks with their laptop, they seek space somewhere to write, to research. But an age old entry requirement of university system continues to banish them. These new generation academics are often relegated o the status of amsik lecturers who try to contribute more than so called thai full time teachers. Faced with the challenge of livelihood, they are unsure about the direction of their future. They continue to ask themselves and people around them how long are they to continue in hope of being established in a profession that they are qualified and so interested in. They often draw their livelihood from other engagements. But they are most happy when they are in university: teaching, researching and writing.
The other category, helmet teacher is already discussed much in public discourses. Helmet teachers have been much blamed and ridiculed. However, I see nothing to fault them. Their numbers are likely to grow even more if we see the continuity of mushrooming private college affiliates of same university minus the lack of increase in academic spirit promised by the advertisements in big billboards and full front page in newspapers.
Looking at these categories, many species of academics have been able to work their way around own personal benefit, making the most of the sorry state of academic institutions in Nepal. These academics are equally to blame along with the meddling politicians for the deterioration of Tribhuvan University. But there is still hope. We still have academics around us who have potential to transform the institutions, if we recognize them and entrust them with responsibilities and opportunities. So, next time if we hear anybody about to start fresh batch of accusations against academics of Nepal, we could perhaps interrupt and ask. Which species of academic are you talking about, could you please be specific?
Sociology of Academics in Nepal
Being relatively a new fish on the pond of academia, I am yet to understand deeply the reason behind the sorry state of our oldest and largest academic institution. Being a part of Tribhuvan University fills me both with sense of pride and feeling of helplessness. While acquiring a new identity of lecturer, I am gradually realizing that academics are perhaps the most blamed professionals in Nepal. They are blamed by students for not teaching well, not being updated enough in recent debates. Proponents of Academic NGOs repeatedly question their quality of academic contributions. Media blames them for overt politicization of academic institutions. The very politicians, who covet intellectuals to bring under their fold, lament on the scarcity of "true intellectuals". Indeed, academics in Nepal are more or less accountable for these allegations against them. In the midst of this blame game, we often commit mistake of lumping all academics in a single category. If we observe, we may find that Nepal probably has the most diverse species of academics produced by the sorry state of academic institutions. The relationship between the origin of diversity of academics and sorry state of academic institution is like a chicken or egg question. The question remains, which comes first.
Particularly, my observations are based on Tribhuvan University which seems like an overcrowded train gradually halting in its speed and nearly being dismantled out of its academic track. These categorizations are based on observations and numerous conversations that I have had with fellow academics and other professionals over the years. While I go on with categorizations, I am not claiming that these identities are absolute and fixed. In some cases, these categories may be seen as phases that an academic may pass through or at times, an academic may just be stuck in a limbo in between identities.
The first noticeable species are celebrity academics. The ones who had substantially contributed to academic knowledge in past but in present trying to live off the fruits of yesteryears. They are much coveted by INGOs who continue to use their consultancy services. They write bland research reports but produce nothing that contributes to academic knowledge. Sometimes they appear in op-ed pages in newspaper to reinforce the belief that their old theoretical perspectives are still relevant. Another noticeable group is activist academics who struggle with the challenge to manage their dual identities. Few of them are somehow able to perform this tightrope act and are creating new landmarks for academics in Nepal. But many of these activist academics are gradually turning into more activists than academics. And they have begun to produce similar rheoritic like political leaders and NGO workers.
The other kinds are real academics who are actively engaged in teaching and research. They have fascinating conversations with their students, often beyond classrooms. They are often the victim of the politicized system which requires academics to do chakari to netas and take refuge under certain political umbrella. These academics resist and continue to prod on the exhilarating journey of quest for knowledge. And in the front of their very eyes, their lesser counterparts with less vision and academic rigor go ahead being Department Heads, Deans and VCs. These visionary people, who have convictions and ideas for necessary initiatives required to transform the institution, remain relegated to marginality. But they do not give up, they continue to contribute, engage in discourses. They appear in radio, television and newspapers sometimes. They continue to create a ripple with their perspectives and ideas.
The next species right among us but not so obvious are cloak academics. They use identity of academics as a cloak because they are not able to embrace the true meaning of their profession, either by choice or lack of ability. Thus, they substitute their lack of academic rigor by being engaged in other activities. The major field of their involvement is definitely politics. Obviously academics do have political beliefs on personal level. They do need to be involved in occupation based organizations to safeguard their rights. But the question remains unanswered why academics need so many different professors' association? Apart from politicos, other cloak academics are engaged in different activities ranging from investing in private colleges to working as real estate brokers. Cloak academics however continue to teach as they need to draw salary from their regular jagir. They recycle their knowledge based on their old notes, which seems to be faded with use. They don't find it important to update themselves in recent changes in academic discourses. They talk and they want students to listen attentively. Some even, pretending to help the students, bring written notes into the classroom and recite them while students write every word. One wonders why don't they simply handover these notes to students who can easily photocopy them at once and read at home. But then, one can fathom that for them, the classes without notes will be akin to travelling in a new city without a map.
Others are new generation academics, a new species that have recently started to inhabit classrooms of our oldest academic institution. Curious glances and whispers track their movements and scrutinize their attire. Bursting with ideas and believers of change, these new generation academics struggle with the system that refuses to accommodate the energy and vigor they have. They feel uncomfortable in highly politicized academic arena. They feel at loss of words in office meeting rooms among the old generation academics, where discussion on academic discourses is nonexistent. Always carrying backpacks with their laptop, they seek space somewhere to write, to research. But an age old entry requirement of university system continues to banish them. These new generation academics are often relegated o the status of amsik lecturers who try to contribute more than so called thai full time teachers. Faced with the challenge of livelihood, they are unsure about the direction of their future. They continue to ask themselves and people around them how long are they to continue in hope of being established in a profession that they are qualified and so interested in. They often draw their livelihood from other engagements. But they are most happy when they are in university: teaching, researching and writing.
The other category, helmet teacher is already discussed much in public discourses. Helmet teachers have been much blamed and ridiculed. However, I see nothing to fault them. Their numbers are likely to grow even more if we see the continuity of mushrooming private college affiliates of same university minus the lack of increase in academic spirit promised by the advertisements in big billboards and full front page in newspapers.
Looking at these categories, many species of academics have been able to work their way around own personal benefit, making the most of the sorry state of academic institutions in Nepal. These academics are equally to blame along with the meddling politicians for the deterioration of Tribhuvan University. But there is still hope. We still have academics around us who have potential to transform the institutions, if we recognize them and entrust them with responsibilities and opportunities. So, next time if we hear anybody about to start fresh batch of accusations against academics of Nepal, we could perhaps interrupt and ask. Which species of academic are you talking about, could you please be specific?
