The Hypocrisy of Goa’s Protesting Awardees

In the context of a number of Sahitya Akademi awardees across India returning their respective awards in protest against the growing intolerance in India, in Goa around fourteen Sahitya Akademi awardees together with Padmashri awardees Maria Aurora Couto and Amitav Ghosh came together and issued a joint statement on 15 October, 2015. One would be struck by the hypocrisy contained in their press note released were it not for the fact that their politics of intolerance is so blatantly displayed all over the same note.

In their statement these local notables condemn “the rising trend of intolerance in the country which threatens freedom of expression… [and] the age-old liberal and all-encompassing philosophical traditions of this country.” One would take this concern seriously were it not for the fact many of these notables have been complicit not only in acts of intolerance themselves, but also physical violence.

For some years now there have been demands from many quarters that Konkani literature written in the Roman script also be given governmental recognition. But Sahitya Akademi awardees like Pundalik Naik and N. Shivdas, who have presided over the Goa Konkani Academy, have not felt it necessary to take up this cause and ensure that a Konkani tradition with a longer history than that in the Nagari script one is recognised. On the contrary, all of these protesting Sahitya Akademi awardees and Padmashri Couto have watched silently while Roman-script Konkani has been officially ignored and excluded from all kind of state recognition, including awards and grants.

In addition, these persons have maintained a studious silence while their associates, such as Uday Bhembre and Nagesh Karmali, have engaged in the most vicious hate speech against the Catholic community in the course of the Medium of Instruction controversy (that has raged from 2011), when Goan parents demanded the right to determine the manner in which their children are educated. Where was their concern for the alleged liberal traditions, and traditional bonhomie, of Goa then?

To make matters worse, these same notables watched silently when in 2005 Naguesh Karmali, a member of this very group of protestors, led a violent mob in destroying public and private property on the grounds that such property was encouraging Portuguese (read as Catholic) culture in Goa. Given that Goa has had a long and historical relationship with Portugal, doesn’t the violent smashing of manifestations of this relationship amount to an act of the very same rabid communalism that these worthies profess to protest against?

In light of these inconsistencies, and the equally amusing announcement that they will hold on to their awards until the meeting of the executive committee of the Sahitya Akademi, it appears that these awardees seem more interested on jumping onto the bandwagon of political trendiness, than for any desire to stand against the growing intolerance in the country, and indeed, Goa itself.

We would like to stress that while it is true that the government of Mr. Modi has definitely presided over a rise in intolerance in the country, the roots of this intolerance lie deeper in the country’s history. As we have already pointed out, a number, if not all, of these Goan awardees are complicit in this intolerance. Their complicity is further evident in the manner in which they phrase their protest within the language of Hindutva. Why, for example, are the recent acts compared to ‘talibanism’, instead of calling them Hindutva, or Hindu nationalism? Talibanism is a phenomenon situated outside the country, when Hindutva is the problem actually at hand, given that Kalbargi, Pansare and Dabholkar lost their lives as a result of their opposition to this ideology. Indeed, Hindu nationalism has been a problem since before Indian independence. In referencing the Taliban, these awardees continue the refusal to recognize Hindu nationalism as the single greatest cause of concern in this country since 1947.

In conclusion, we would be more convinced of the genuine concerns of these state awardees from Goa if we heard them also protest the exclusion of Konkani in the Roman script from legislative recognition, also the violent condemnation of the Goans who are simply asking for English as a state-supported medium of instruction for their children, and also the lack of implementation of constitutional guarantees for education and jobs to historically discriminated-against Goan communities. Such protests would go further in establishing norms for the respect of fundamental rights, and the establishment of law and order in our state and country.

This statement was first published in the DNA web edition of 23 Oct 2015 and was penned along with  Amita Kanekar, Dale Luis Menezes, Kaustubh Naik, and Vishvesh Kandolkar.)

What Amitav Ghosh can teach us

While a number of litterateurs across India were making a symbolic protest against the rising intolerance in India under the Modi regime by returning their awards from the Sahitya Akademi, a bunch of Sahitya Akademi award winners from Goa, along with two Padmashri awardees, made a very odd statement.  On the fifteenth of October these persons made a statement indicating that “[s]ome of us wanted to return the awards but we have withheld the decision in view of Sahitya Akademi’s incoming Executive Council meeting where the Akademi is hopefully expected to condemn the cultural talibanism in the country.”

This seems like a bizarre statement. First, rather than mention Hindutva violence, they refer to the Taliban. Further, as I have discussed elsewhere some of these notables themselves have been associated with Hindutva violence.  But most bizarre of all is their announcement of an intention to return the awards. After all, if you want to return your award and make a point about the scuttling of various freedoms in contemporary India and the threat of a breakdown of law and order, one should do so. To indicate that we would like to, but will not, because we expect the Executive Council to issue a statement seems bizarre at best. One gets the sense that these awardees may have slipped down a rabbit hole to Wonderland.

If one looks at their company, however, one realises that these notables from Goa may have acquiesced to the logic of Amitva Ghosh, who as a result of his part-time residence in Goa seems to have integrated into some of the local literary circuits. In interventions in the Indian Express and Scroll.in, Ghosh made it very clear that while he is appreciative of the actions of those who returned their awards to the Sahitya Akademi, he himself will not follow suit. Ghosh suggests that outrage “should be directed at the present leadership of the Sahitya Akademi rather than the institution as such.” Ghosh articulates that there was a time when the Sahitya Akademi was held in greater esteem, that there have been presidents and office-bearers of the institution who would have protested vociferously against the current political climate in the country, and “that to return the award now would be more than an expression of outrage at the Sahitya Akademi’s current leadership: it would amount to a repudiation of the institution’s history.”

Does Ghosh have a point? Is the problem merely with the current leadership of the Akademi, and by extension with Modi, or is it possible that there are larger problems with the Sahitya Akademi itself and the project of the Indian nation-state?

The Sahitya Akademi was instituted in 1954, when the Indian nation-state was still young, and there was a need to assert cultural homogeneity in the country, and a need to assert uniformity within regional literary cultures. This agenda may look innocent, and indeed the institution may have awarded and promoted literature and critical litterateurs, but this is but one side of the story.  Linguistic development in colonial South Asia was critically tied to orientalist ideologies. This ensured that it was dominant-caste forms of South Asian language that came to be recognized as the forms deserving of becoming the standard. Consequently, language forms of the marginalized caste groups, and their speakers, were actively disparaged in the process of standardisation.  To this extent, the post-Mandal challenge regarding the meaning of merit, needs to be levelled against the works that the Akademi awards.

This modus operandi of the Akademi is eminently visible in the case of the Konkani language. If one has a look at the list of those who have been awarded for production in the Konkani language one is confronted by a long list of almost exclusively Brahmin names. Further, as many Konkani litterateurs will testify, despite the fact that the Konkani language is written in five scripts, it is only the Nagari form of the language that has merited awards, despite extensive or greater production in the Roman script and the Kannada scripts. These choices have as much to do with the privileging of upper-caste forms of language that is dominant in India, as with the casteist politics that has dominated the sphere of the Konkani language. Since at least 1987, when Konkani in the Nagari script alone was recognized as the official language of Goa, the language, and its speakers, not just in Goa, but also in the other states where it is spoken, have been held hostage by the assertions of the Saraswat caste and allied individuals who seek to convert Konkani into a brahmanical language. This has meant privileging the Antruzi form spoken by Saraswats in Goa, linking it with Sanskrit, and Aryan heritage, and also tying it to the Nagari script. This has meant that the peculiar history of the language, where it was first produced and popularized through missionary efforts since the sixteenth century, and subsequently given form through the lyrics, poems, and plays of laboring caste Catholics have been ignored entirely. In fact, until the mid-twentieth century, Konkani was seen largely asa language of laboring Catholics, and disparaged both by Hindu brahmins and upper-caste Catholics in Goa. Despite these facts, the Konkani committee of the Sahitya Akademi has been party to the attempt to destroy the language form in the Roman script in Goa.These facts are not extraneous to the question I pose to Ghosh’s argument, since it is with these persons that, either consciously, or unconsciously, Ghosh has combined with in Goa.

The point is that these politics are not an aberration from the Indian norm. Ghosh may think otherwise, and indeed, many of those returning their awards, like Ashok Vajpeyi, also seem to think that India stands for a liberal tradition of tolerance and acceptance. If anything, however, this image of India is a myth created in a large part by upper castes groups, and especially Hindu upper-caste groups who dominated Nehruvian India.

A view from the perspective of the many marginalized groups within the country, whether caste, ethnicities, or religions, would suggest a less tolerant India. For these groups, it appears that the problem may not be the current political dispensation, as much as the ‘idea of India’ itself, a country created to satisfy the desires of dominant castes across the subcontinent, and united through varying degrees of Hindu nationalism.

When Ghosh suggests, therefore, that it is merely the current dispensation of the Sahitya Akademi that is the problem he is merely speaking from the position of the Indian nationalist, refusing to see, and in the process preventing an exposure of, the deeper rot. Merely blaming the Modi government is simply not going to resolve the tensions that we are witness to today. These tensions have been building up since the start of Indian independence. In other words, the problems lies with the project of the Indian nation-state itself. This is, of course, not surprising, given that, as I have pointed out in an earlier observation on Ghosh's statements, that Ghosh speaks, and indeed writes, from a position of the imperial Indian. An India that would like to speak for the rest of the global south, even as more fundamental issues, like that of internal equity, are left unattended. Take, for example, his interview with the magazine Guernica, where he suggested "one of the wonderfully liberating things about India; it lets you be exactly who you want to be." This would be more than a bad joke for the many marginalized groups in India for whom their very non-Hindu and/ or non-upper caste identity is the reason for quotidian violence.

(A version of this post was first published in Round Table India on 22 October 2015)

Open Letter to Advisory Committee on Medium of Instruction

           This letter is pursuant to an email that was dispatched to the Advisory Committee on Medium of Instruction on 12 October, 2013. Before we proceed, however, we would like to laud the decision of the Committee to open the debate on education in Goa to public consultation in a systematic manner. We believe that this bodes well not only for the discussion on the Medium of Instruction (MoI), but as a precedent for future dialogue on such matters that may occur in our society. Having said this, however, we would also like to state that this exercise can seem token if invitations for comment do not provide a longer period for the public to submit their statements. This would enable members of the public, and especially academicians and professionals, to place appropriately researched arguments before the committee. We therefore strongly recommend reasonable periods of time in future consultative initiatives.

           Our recommendations with regard to the MoI, as made in the email mentioned above, were as follows: first, that the Advisory Committee recognise the Constitutional right of those being educated to determine the medium of instruction that best serves their circumstances; second, that both English and Konkani in the Roman script be recognised as state-supported MoI; and third, that rather than seeing the MoI as a resolution of the complex social problems faced by our society, more sensitive pedagogies that recognise the reality of language uses be adopted. We explain these in more detail below.

Mother Tongue: A Discredited Concept

Presently, the entire MoI debate rests on the uncritical acceptance of the substantially discredited idea of the ‘mother tongue’. What is misrepresented by the adoption of this concept is the reality that many societies, South Asian included, are marked by multilingualism where people generally speak more than one language, the choice of which depends on the context. The same is true in Goa. Thus, a person may speak Konkani at home, Marathi at a political meeting or cultural programme, and English in the office. And this is not all, for within a single language, there are multiple forms, similarly context-specific and tied to the particular communicative function. For example, a tiatrist may speak a variant of Konkani particular to his social (i.e. caste and regional) location at home, but will speak Bardezi among his peers, and perhaps attempt literary Konkani as promoted by the Nagri Konkani protagonists when meeting with the same.

The MoI scheme in Goa that attempts to instil one language (either Konkani or Marathi) and one dialect (Antruzi in Konkani, along with the Puneri adopted by the Maharashtra government for Marathi), officially and through the education system, is problematic. Because, in doing so, it ignores the multilingualism that is an integral part of our society and homes. Imposing literary and generally upper caste forms of the language on students at the start of their curricular formation does more than undermine vernacular forms of language; it causes intense emotional and socio-cultural dysfunction. The process of learning when to use a particular language or language-form is a critical part of the process of self-formation. It is for this reason that educationists across the world have insisted on the utility of preliminary education being imparted, not in a ‘mother tongue’ but in a ‘functionally dominant language’. The latter is the language form that the learner and her or his immediate milieu is most familiar with. Thereupon, to have a literary form of the language that is deemed to be a ‘mother tongue’ thrust on the learner as the standard form can be profoundly destructive of the sense of self of those learners whose family form finds no resonance in this standard form. Clearly, therefore, the problem is not merely about MoI, but also about inflexible pedagogies and a misunderstanding of the reality of language uses and practices. Indeed, the tragedy is that rather than focus on the critical issue of the pedagogies that are used in the classroom, the debate in Goa has been diverted to the highly specious issue of MoI. We recommend that, regardless of the MoI, classroom practice be marked by multilingualism. Thus, the practices where English medium schools penalize the usage of vernacular languages is as much a problem as the imposition of an alien Konkani on students. Such practices contribute to imperfect learning and, in the case of vernacular languages, contribute to language loss.  

The People’s Linguistic Survey of India has recently found that India lost 200 languages in the last 50 years. The most comprehensive survey to have been conducted in the last 80 years, it suggests that there is a need to “[maintain] organic links between scholarship and the social context.” The current modus, especially with regard to the Konkani language, which imposes an alien dialect of the dominant castes on initial learners, is bound to contribute to the alarming trend of diminishing language diversity as cited by this survey. As pointed out earlier, this complicates the voluntary adoption of Konkani. Indeed, a class and caste sensitive reading of the controversy that is briefly discussed below reveals that it is precisely the imposition of an alien form of Konkani on the population (a population that would have normally opted for education in Konkani) that is partly responsible for the demand for English as a state-supported MoI.

 Rather than sticking to the rigid delineation of the MoI as the only way to resolve the problem, one way out of this conundrum would be providing for the use and instruction of diverse languages and scripts, including Konkani in the Roman script. This option would allow for the preservation and growth of cultural and linguistic traditions. In turn, this supports the development of the Arts, which are often underrepresented in the curriculum. Goa’s literary traditions are rich and diverse, and include the Tiatr which has been instrumental in keeping Konkani alive and vibrant. Though we propose that students at primary levels be given instruction in those language-forms most familiar to them, we additionally recommend that the study of Konkani literature as it is expressed in Goan literary traditions like the Tiatr be introduced into the curriculum at the appropriate time. The Tiatr differs significantly from other literary traditions in Goa by employing dialects and accents that find common usage, so the study of such cultural productions actually helps young learners see the connections between language and the arts. Identifying linkages between culture and language through education bridges society and academia. In this way, vernacular languages would not necessarily be under threat from education in English.

The Insidious Agenda

While the MoI debate superficially appears to be a secular one about the support for ‘mother tongues’ and Indian languages, at the heart of its rhetoric lies the attempt to discipline or even suppress the aspirations of working class and lower caste Catholics and Hindus, i.e. the Goan bahujan samaj. Thus, the attempt is being made by the so-called Konkani protagonists to force Catholics towards an alien form of the Konkani language, and by the leaders of the Hindu bahujan samaj to restrict lower caste Hindus to education in Marathi alone. A very plausible suggestion has been made that the votaries of the Marathi language as a state-supported MoI are motivated by the fear that allowing for English will spell doom to the Marathi language schools that they run. The fear of Konkani-Marathi has often been used to fuel mutual distrust between the Catholic and Hindu bahujan samaj, and prevent their unity on crucial other issues. Not only are such strategies morally reprehensible, they are also violations of constitutionally guaranteed minority rights.

            

          Furthermore, the demand for English as a state-supported MoI should not be seen as one made merely to suit ‘Catholic interests’. It would be grossly erroneous to see the Catholics in Goa as a monolithic community. Indeed, the multiple opinions vis-à-vis the issue of the MoI is demonstrative of the substantial class-caste differences and interests that divide Catholics in the state.

What is also deeply disturbing is the manner in which the Catholic-led demand for the inclusion of English as a state-supported MoI has been branded by certain sections as anti-national, thus prohibiting any attempt to look at the reason for the demand. There is also the repeated argument that the inclusion of English will destroy both the Marathi and Konkani languages in Goa. The situation may in fact be much more complex. For example, education in English in the colonial period did not prevent Goans from learning Konkani, nor did it prevent them from composing the prose, poetry, lyrics and music for which the Konkani language is famed not only in Goa, but around the world. Indeed, we would argue that it is precisely the imposition of education in a variant of a language that is not part of their repertoire that is causing the flight away from Konkani language schools in particular. The future of Marathi is similarly secure given that it is associated with a vibrant cultural tradition, and even forms part of the substantial anti-brahmin movement in Goa. This latter movement is far from dead and thus continues to spur the learning of the Marathi language. In any case, regardless of the MoI, these languages will be introduced to students at higher level classes under the three language formula of the education system in Goa.

            

           Many people in Goa choose to be educated in English for practical purposes. It allows them to avail of higher chances for employment, not merely in Goa, but across the world. A good portion of the Goan population gains employment through migration. Given that Goa benefits from the foreign exchange remitted by those that work beyond India’s borders, and also that it is the Constitutional obligation of the State to support citizens in their endeavours, the government must support these attempts at ensuring future employability.

Looking at the issue from the level of politics, any decision of the Government of Goa to restrict the grant of aid to only schools that provide education in Marathi or Konkani in the Nagri script would be violative of the fundamental rights of children and their parents.

Recommendations

In light of the discussions above, we reiterate our recommendations as follows:

(1)                             That the Advisory Committee recognise the Constitutional right of those being educated to determine the medium of instruction that best serves their circumstances;

(2)                             That both English and Konkani in the Roman script be recognised as state-supported MoI; and 

(3)                  That rather than seeing the MoI as a resolution of the complex social problems faced by our society, more sensitive pedagogies that recognise the reality of language uses be adopted. 

(Subsequent to delivery to the presentation of this open letter to the Advisory Committee, this open letter was published in the edition of Goa Today dated November 2013.

This letter was written in association with 9 others who are listed below)

About the Signatories

Jason Keith Fernandes trained as a lawyer and anthropologist, and is interested in social policy.

R. Benedito Ferrão is a writer and educator whose academic focus is Goa and the diaspora.

Albertina Almeida is a lawyer and human rights activist.

Amita Kanekar is a teacher and writer.

Dale Luis Menezes studies medieval history at JNU, New Delhi.

Anjali Arondekar is Associate Professor of Feminist Studies at the University of California, Santa Cruz.

Nandita de Souza is a developmental pediatrician at the Sethu Centre for Child Development & Family Guidance, Panaji.

Anibel Ferus-Comelo is a parent, educator and policy analyst.

Sujata Noronha is an educator with a focus on Early Literacy and Children's Literature.

Chrissie D’Costa is an English language teacher and trainer.