Political, Economic and Cultural Spheres of Students9 Needs Today

Political, Economic and Cultural Spheres of Students^’ Needs Today

By Jega Ponnambalam

Warm greetings from the Asian Students Association (ASA). I would like to take this opportunity, on behalf of our members in the Asia-Pacific region, to congratulate the WSCF on its centennial anniversary. This occasion is not only a landmark for the Christian student movements, but yet another proof and strengthening factor for all of us in the students' movement of the importance of the role of young people in today's society. In looking back at the work of ASA which last year turned 25 (a milestone in our young history), there have been numerous occasions when our members worked together with SCMs in this region. Therefore, it is a great honor to be here with you to celebrate and contribute wherever possible in your reflections on the main theme Celebration and Renewal of SCMs in Asia-Pacific Region. We thank you for the invitation and look forward to our counterpart celebrating the WSCF's bi-centenary in the next century.

Introduction

In addressing the topic. Contemporary Problems and Needs of students in the Asia – Pacific Region, there is a need to make an

assertion about today's student movement. That is, today's student and youth movement in the Asia-Pacific region (and for that matter globally) is neither dead nor dying nor is it irrelevant.

It may not show so well the militancy of the 1970s' student movement, which developed strong solidarity across borders on common causes; or the strength of the 1980s' movement, which saw up rises for democracy in the Asia-Pacific region with victories in many countries and some failures in others; but it is alive and kicking. It is dynamic, continuously being creative in its methods and in developing its perception of today's society. It needs to be that way or it will not be able to exist amongst the present changes. Today's student movement may or may not work on the same issues as those in the past and may or may not tackle these issues in the same way, but its purpose in society has not changed that much from that of the past.

Therefore, before I share some of my views on the problems and needs of students in the Asia-Pacific region, I would like to briefly touch on why a student's movement and what is its main role.

The Conscience of the Nation

Historically and presently, the Asia-Pacific student movement has been a crucial part of this region's social movement. Such has been the case at the first signs of resistance against colonialism and then during the various national independence movements through to today's fight against economic dominations. Student movements continue to bring up issues not only in relation to campus life, but also often on national, regional and international issues. Why is this so?

One reason is the access to education. To be educated in Asia-Pacific region (at either senior year of high school or universities) is a privilege. Sadly, today, except for a few

countries, it has not changed much. Access to education is only available for those who come from the richer sector of our society. Among this group of students, there are those who choose to be involved in the social movement, and are often given the task of using their education for articulating and promoting the aspiration of the poor in our society. Often considered with high regard by the poor, not due to their commitment but rather due to their education, this high regard can place students in a false sense of leadership, if it is not understood as a position of privilege granted with trust.

Another reason is the ability of students to take on issues not directly related to their livelihood. Unlike a fanner in a protest who may lose his/her land or the workers on a strike who put their jobs in jeopardy, students, when taking up issues, often do not put their livelihood at risk. They may risk their life or limb in a violent suppression, but often the suppressors more harshly treat the poor than the students. Again, this is a privilege. Therefore, students are able to bring up issues that deal with national situation or international situation. Students compared to other sectors of the social movement more easily take up issues such as democracy, human rights, the debt issue or environment. Tills privilege can play a positive and constructive part in the overall social movement if the limitations of students are also kept in mind. As said by one ASA activist at the UN conference on Environment and Development in 1992: We as students have the energy, the enthusiasm, the idealism, the militancy to turn hope into fact, dreams into realities and words into action.

Ice pick of Society

When asked what then is the role of the students in society, I Would like to refer to the Indonesian intellectual and activist Dr. Arif Budiman who to me best described the role of students through an analogy. Dr. Arif Budiman was a student activist of

the 1960s in Indonesia and now an outspoken intellectual who was recently removed by the Indonesian government from his post at the university on the eve of the Asia-Pacific Economic Cooperation (APEC) meeting in Indonesia in November 1994. When asked by an ASA activist as to the role of the student movement (in this case in Indonesia), he presented this analogy:

Consider the student movement as an ice pick. In an effort to break the layer of the ice of oppression in society, the student movement should be the ice pick that makes the initial cracks on the ice. This should be done with the support of other sectors in society. But once that crack is made, do not expect the student movements alone to then guide how society is formed. That is the role of the whole social movement.

The ice pick analogy brings out two major points. Firstly, no substantial change can occur if only the students push for change in whatever way that is appropriate to the national situation. It will only make a small mark, which will soon be covered over. Secondly, if students alone are expected to or themselves expect to define how society is formed, then we have only replaced one oppressor with another who had the privilege in society.

Contemporary Problems and Needs

Due to the wide and varied character of the Asia-Pacific studentry, I will only highlight some of the major and common problems and needs of the students in this region. Though they are intertwined with each other, for clarity and brevity, I have divided them into three major spheres, namely: political, economic and social.

Political: Updating Our Analysis

On the political sphere, two major factors have had an effect on the students in Asia-Pacific region. At the global level, the post-Cold War era has had serious effects on students. It did not matter if the students were communist or not; or that they supported the Soviet block or not; or whether it was seen as a victory of capitalism over communism or democracy over tyranny. The tremendous changes that have happened since the fall of the Soviet regime have had effects on the Asia and Pacific. It has seen alignments and realignments of the forces in this region. It has seen a massive push of a free market system, whereas in the past such a thing had never existed even in the largest market state, the US. The approach to challenge has been vast. This confusion on the focus has not only affected the students, but also the NGOs, people's organizations and other groups.

At a national level, there has been tremendous success in overthrowing military regimes and dictators in this region m the later part of the 80s. We have seen the overthrow of Marcos in the Philippines (1986), the democratic reforms in South Korea (1987), a step towards democracy in Burma in 1988, the Tiananmen movement in 1989, the overthrow of General Ershad in Bangladesh in 1990, the abolition of monarchy in Nepal in 1991 and the overthrow of the military junta in Thailand in 1992, to name a few. This upsurge of the democratic movement has placed the student movements especially in these countries in a new position. Many asked if the ballot box democracy is the democracy, we struggled for or was there further democratization needed.

These factors have forced the student movement to respond to the new situation. It meant that we had to update ourselves with the analysis, reflect on the experiences and develop in more creative and dynamic form within the student sectors. In my past

few years with ASA, I have seen that those members who have been able to assess the changing situation and respond accordingly have survived and developed.

And so on the political sphere, I see a crucial need of the present student movement to develop a deeper and updated analysis of their society. This is not only the responsibility of the student sector, but also that of the intellectuals and other sectors in the movement. The close cooperation of CCA and WSCF on this joint program is an example in point. We cannot afford to isolate ourselves from each other if we are to keep abreast of this changing world. We need to exchange more ideas amongst ourselves.

Economic: Breaking the Myth

On the economic sphere, the recent UN Conference on Social Development in Copenhagen, Denmark (March 6-12, 1995) did not produce the results that were expected when the process began. And to many this was not a surprise. However, something that needs to be noted was that the UN forum for the first time admitted that the Structural Adjustment Programs (SAP) mandated by the World Bank and IMF was destructive to our society. There was an almost quiet consensus, which, with the mountain of evidence available, must have been an understatement, but considering the participants, it must have been seen as a radical statement in a UN Forum.

This is one more example that the present rapid economic development is based on a false foundation that has widened the gap between the rich and poor. Asia has the highest growth rate, but also the highest poverty levels that are getting worse by the day. But unlike the 1980s where a tyrant or dictator could be pointed out as the immediate cause of the poverty, now the murderers and robbers are in coats, suits and ties either in Asia or in a far away country. Therefore, as the exploitation and

oppression of the poor increases through new economic policies, the same spirit of opposition is hard to motivate amongst the students of today, unless we get over the mental block about economic polices. Today, in ASA more programs are put towards raising awareness on the economic issues that affect our society, such as SAP, GATT, the APEC to name a few. We need to break down the myth that economics is for those with masters or doctorate. It is hard to work but there are proofs of it succeeding. We only have to go to some countries such as India, Bangladesh or the Philippines to see actions opposing GATT, or the debt problem done not only by students, but also by peasants and the poor. Using the old cliché, action is a celebration of awareness; we should not give up hope in raising such awareness amongst our fellow students.

Furthermore, aside from raising the awareness on the present flaws of economic development, we need to talk concretely about alternative models and ideals such as equality, democracy and ecological sustainability. The Filipino economist Walden Bello who has put forward a critique of the new world order, best sums up the present madness of economic logic which urges us to challenge and present alternatives. He says:

One cannot avoid describing a system of social relations that checks or restrains the devastating logic of capitalism... to sacrifice individual well-being, community, the environment and even long-term viability of the economy itself on the altar of short-term profitability.

In this short-term profitability madness, it is the sector of society from which the students come that has most benefited economically. We have today some young people in New Delhi living an expensive life, while a few kilometers away a child of the same age is rummaging through the garbage for the next meal. Maybe the young in New Delhi already know that the

party will not last forever, I am not certain. That is not only the case in India or South Asia. It is true throughout the Asia-Pacific region. This is because of the boom in the economy, but I would like to address it in the realm of culture, narrowing it to using culture as a process of awareness.

Cultural: Posing the Question

Addressing Asian culture after the much publicized works of ex-Prime Minister Lee Kuan Yew needs me to qualify my views on the issue. For those who have not heard about it yet. Lee presented interesting ideas about cultural differences between western and East Asian societies and the political implications of these. He argues that in the East, the ruler or government does not try to provide for a person what the family best provides. He cites this ostensible self-reliant, family-oriented culture as the main cause of East Asia's economic successes. He ridicules western governments for trying to solve all society's problems and puts the moral breakdown of western societies due to too much democracy and too much individual rights. Therefore, the western political system, with its intrusive government, is not suited for family-oriented East Asia.

To me, referring to the works of Korean human rights activist and dissident Kim Dae-Jung, there are many flaws in Mr. Lee's proposals. Firstly, Asian governments are some of the most intrusive governments in the world. We only have to look at Singapore for that. Secondly, the moral breakdown in the young that Mr. Lee refers to is not confined to western cultures alone, but those of industrialized societies. Similar phenomenon is spreading through Asia's Newly Industrializing Countries (NICs). Thirdly, this type of simple dichotomy between West and East is purely to justify the totalitarian police state that many of the countries in this region are in.

There is no objection to Lee's argument that an alien system cannot be imposed on societies where it will not work. But, democracy is not an alien concept in Asia. Even before the English political philosopher John Locke laid foundation for modem democracy, Asia had a rich heritage of democracy-oriented philosophies and traditions. And this brings me to the point of culture and today's students.

The Asia-Pacific students, while exposed to the mass media of western culture and education, need also to look towards a cultural identity reflecting our own society. We are rich and diverse in our cultures and community values, something that we should not be ashamed about. Among the youth community of today, especially in the more advanced countries, such social illnesses as suicides, drug abuse and crimes that are rapidly' growing do not need the terror of police. Rather to find ways in which the energy of the young can be put towards developing a better community. This can be done in many ways and should become the responsibility of such organizations as SCMs and ASA. I am sure others will address it in the light of the Christian religion, but I would like to share some experiences in ASA.

Within ASA, most of our members use culture and arts as a means of raising awareness and purpose. Often there are large cultural groups within the organizations that tour the country using culture in a manner that develops questions amongst the audience on the present situation and facilitate discussions. The students in literacy programs and to empower communities also use it. In ASA, we have used culture to develop a stronger identity amongst us. In the last South Asian youth festival in New Delhi, which brought together over 300 students, songs, drama and dances were continuously performed between discussions. And that was very successful as it developed strength within us that no number of hours of discussion could develop.

To be able to express our culture and develop an identity amongst us, we need to be in touch with the problems of our societies. We as student organizations have the responsibility to expose our members to social problems in our society. We need to encourage young people to move from choosing to help the poor (as that becomes a choice) to being responsible in working with the poor. This does not mean that all of us have to leave what we are doing and mingle with the poorest of the poor. No, that would be utterly patronizing. Rather we need to use the various ways that we have access to: first, understand the plight of the poor in our society; second, raise the awareness of others amongst us; and third, lend support to their struggle for equality.

Be Creative or We Will Die

In summary, the needs of students and the problems they face are varied and changing with the situation. But their role as a conscience of the society will continue to be important. In addressing the needs of the students and challenging their problems, we who are involved in the student organizations need to encourage better links with others in society. We need to find ways in which we can continue to encourage students to use their energy and idealism in a constructive and progressive manner.

To do this, we as organizations have to be creative in our methods, updated in our analysis and be able to bridge between students and community. In doing so, we have to understand both the community in which we live and the student population that we are working with. We can learn from our past important lessons and so should not discard them, but in the end, the judgment as to its relevance lies with those who are in touch with the young.