Imperialism

My world history students are finishing their study of "new imperialism." This is the period of global conquest following the development of industry in western Europe and North America.

Searching for insight into 19th century imperialism's lasting effects on modern peoples, I contacted my good friend Zaheer who grew up in India. His response:

Oh boy, that's some question...

Imperialism. On a personal level it's a hard subject to talk about in moderate terms because it's so close to me.

Perhaps the only way to describe it, in a way that people who have not been affected by its effects, as part of its receiving end, would be to say that it is equivalent to the Holocaust or the extermination of the Native Americans from their lands, but in a more prolonged and mind-numbing way than either of those two horrific events in history.

The theft of identity, of culture, of dignity, of self-awareness, of wealth, of the pursuit of independence, of destiny and of life itself (in the millions), is the best way I could describe the effects of Imperialism on my home country, and on any other land that was overrun by imperialism. And of course I am here talking about historical Imperialism (the European powers), that I absorbed in school books, and grandmother's stories, and from growing up in a society like I did...

I do not even refer to modern Imperialism (the US), that afflicts large parts of this planet, including the South Pole and the North (with the environmental genocide that's on-going), the Himalayas, in Tibet, in Iraq and Afghanistan and Haiti and Cuba and the Marshall Islands.

For me Imperialism equates to Genocide, to hate, to racism, to destruction, to everything that is, has ever been and will ever be wrong with the world we live in. The state-induced famines of The Bengal, in India, caused by the British two hundred years ago to begin with, and ending sixty years ago, are still fresh in my mind. I am older than I look.

Below is an interesting negative/ positive story about Imperialism in Africa (pulled off the net), although I suppose the term Africa could be replaced by any other society that has been conquered and occupied. Only the occupied understand the feeling. What can't be explained in words is the feeling of Poverty and betrayal. Like Jesus felt. And Judas also.

But that feeling, for those of us who survived, is also a feeling of liberation, and we have seen something greater than ourselves, and it is accomplished. Or maybe it is not accomplished, but at least we know which direction's north and which is south, and which is east and which is west.

And know what is right and what is wrong.

But perhaps I am speaking only for myself, and not even for myself, and we are all completely damned, or blessed. Either way the force of history is finally upon us.

Gaza. Kashmir. Northern Ireland.

India. The Indian Ocean. Africa. Asia. America.

What happened to us? Why so many highways? Why so few forests? Why do you have to show your ID to buy a beer, even though you are obviously not 21...

Why is it ok for children to die from disease and war, even today, in 2009.

For me, it boils down to one word - Imperialism.

It's a big, bad word, in a big, good world.

Cheers, Zed

Taken from the Internet, provided by Zed:

Q: What were the negative and positive effects of imperialism in Africa on the colonised?

A: The effects would be too numerous to list, of course, and they're widely debated. Here are some that have been listed, grouped in the two categories.

Negative Effects on the Colonized:

• Much of the land was taken by other countries; There was little land that belonged to any native Africans
• Land was expropriated (confiscated) and inhabitants were forced to work to pay tax to the colonialists
• Splitting up ethnic groups into separate countries, combining enemy ethnic groups into the same country
• More powerful weapons introduced to existing warring factions
• Deaths from foreign diseases
• Social division and racial strife
• Countries were left underdeveloped
• Imperial powers created unequal trade; by colonialists using raw materials and cheap labor in Africa then producing the goods back home and selling them back to the Africans created a trade deficit. This also led to European countries accumulating great riches and expanding their industry, while Africa remained economically stagnant, mainly getting by on agriculture and mining
• Destruction of traditional culture
• The slave trade and slavery; slave raiding kingdoms traded fellow Africans as slaves in return for European luxuries
• When countries eventually regained their independence, they had no skills to adequately maintain the infrastructure or participate in the global economy in which they were already disadvantageously positioned
• The destruction and economically weak position resulting from colonialism can never be righted, not that the countries that vastly benefited from their domination have offered to right the wrongs of the past
• The ideological conditioning of the Western world as naturally superior and 'civilized'
• The forcing of indigenous people to adhere to Christianity
• The ignorance towards the human rights of African people

Positive Effects on the Colonized:

• Development of infrastructure
• Advances in agriculture and mining
• Introduction of modern medicine

A watched pot...

Lately, I have been crossing my fingers when I log into my email account. Like the 8-year-old boy who waits for the mailman each day, longing for those mail-order sea monkeys to arrive, I could hardly be more anxious about news on this Fulbright Exchange.

Last week I contacted Fulbright to remind them that I do not have to be matched with a teacher who teaches both world history and economics; A world history-only teacher will do. They kindly replied saying they would note that in my file (I hope it was already noted!) but they did not provide any insight into progress of finding me a match. :-(

So, I wait....with crossed fingers.

Approved - Now the Waiting Begins!

Some good news in my quest to teach abroad next year! A couple weeks after my November telephone interview I receive a letter stating that I had been recommended by the peer review committee for an exchange. From what I can tell, this means my name is among those in line for a teacher exchange next year, but there are more teachers in line than they have exchanges. So, I think now it all boils down to three things:
1. How good do I look to foreign education departments
2. How good does my school look to foreign teachers
3. Luck.

After getting word of my approval, I was asked to complete two more documents. The first provided evidence of my school's support for an incoming teacher. I have been very happy with my principal's support of this all throughout. I think his willingness to host a foreign teacher for the year is a real boost to my chances.
The second document is a statement of available support for a foreign teacher from the community. I spoke with a number of friends, coworkers, and my dad about pitching in where able to help an incoming teacher with things like drivers licensing, setting up a bank account, getting medical care, and providing social opportunities. I could not be more pleased with everyone's willingness to help. This too makes my chances even greater!

So, now I wait for further word from Fulbright. They say they will be in touch by the end of March at the latest. Otherwise, as soon as they find a match!

There are still a couple of issues to consider: Sabr. Fat Sam. Puff. Duplex. Cori's Job. Our stuff.

Suggestions are most welcome.


I have included the text from the latest letter I have received from Fulbright:

January 7, 2009

Dear Fulbright Teacher Exchange Applicant,

We have now received your School and Community Support forms. Thank you for submitting them. This email is to notify you of the next steps in the selection process.

Over the course of the next two months, AED will work in collaboration with the U.S. Department of State’s Bureau of Educational and Cultural Affairs, and with partners in the ten participating countries to find suitable matches between American applicants and foreign applicants. Matches will be made on a number of criteria, including similarity of teaching assignments, similarity of schools, training and years of experience, location, housing availability, and personal qualities and plans as revealed in applicant’s essays. In making matches, we always consider your first choice of country, and will not propose to match you with a teacher in another country without consulting you first.

Although you have been recommended by the peer review committees based on your application, supporting documents, and interview, there is no guarantee that a suitable match will be found in the coming months for your teaching level, subject, or school. Regrettably, the number of qualified candidates always exceeds the number of available grants.

If a match is found, we will notify you by the end of March. We will then forward your immediate supervisor and school administrators the application of the foreign teacher. The application includes: educational background, professional experience, letters of recommendation, teaching credentials, interview results and other supporting documentation. Once the administration receives that proposal packet, they should review it with you. You will also be provided the contact information of the foreign teacher so that you may begin communication.

If you are selected for an exchange, you will be required to attend two orientation sessions, one in May (Washington, DC: May 2; Chicago, IL: May 16; Denver, CO: May 30) and one in early August with your foreign exchange partner (in Washington, DC, date TBD). Please keep these dates available.

Best Regards,

Project Director

Fulbright Teacher Exchange Program

Interview Completed

Earlier this month I completed an interview hosted by a Fulbright peer review team. Unlike in previous years, this year's interviews were conducted on the phone. I was told by members of the review team that the State Department has contracted with a different operations agency this year than they have for the past couple of decades so new methods such as this are to be expected.

The interview last about 35 minutes. I was speaking with three veteran teachers from Iowa, all of whom have completed various Fulbright experiences. Questions included:
"Why did you apply for this program?"
"What characteristic do you think would make you a good candidate for an exchange?"
"Why do you think you would represent well the United States to the students and staff you will encounter on your exchange?"
"How would you assist a foreign teacher assigned to your school?"
"Do you think your community and school would be supportive of an exchange teacher?"
"If you are selected, how would Cori be a good fit to join you abroad?"

It's difficult to summarize my answers, although I can generally say I made frequent reference to my time teaching in Hungary, my experiences teaching at Germantown, and Cori's great sense of adventure. I spoke about my school's involvement in hosting foreign exchange students and staff through our foreign language program, and I talked about my interest in foreign culture and global events, and my desire to create a foreign-travel social studies class at Germantown.

In all, the interview seemed to go well. There were no awkward moments, none of the questions threw me, and I had a handful of questions for the panel as well. Towards the end, the team leader told me I should expect to hear from the Fulbright organization by February as to whether I have been selected for an exchange, although that doesn't guarantee anything: a match with a foreign teacher still must be arranged, and that could take until as late as June!

So, the wait is on.

Fulbright: Step 2

When I returned home from a wonderful Thanksgiving at Cori's parent's house, I found a hand-addressed envelope awaiting me in the mail. Thinking it would be the hyper-inflated Weimar Republic banknote I recently purchased on Ebay, I excitedly tore it open. Inside, I found a letter from the Fulbright Iowa Chairperson.

It turns out my application has been forwarded to the regional interview team and I have been granted an interview by telephone this Saturday! In past years these interviews were conducted in person, but this year Fulbright is trying a new method for screening applicants (perhaps they are going "green?").

So, this week the chairperson and I will arrange a time at which I will interview with a screening panel. From what I understand, the group will use the interview to evaluate my candidacy. The panel will then provide a recommendation to the Fulbright Academy for Educational Development (AED) in Washington, DC. The AED will ultimately decide if I will be selected to teach abroad.

If I make it that far (and I have guarded confidence that I will), I will face what I anticipate will be my biggest hurdle: finding a viable matching teacher abroad. I teach world history and economics, and I have a feeling the economics class will be the difficult one to align with foreign teaching candidates. This week I plan to ask my principal if my school can be flexible about allowing my potential match to teach only world history, and have a domestic teacher pick up my sections of economics. We'll see.

However, at this point, I'm glad to have made it to the second step in this process. Before I completed the application I had tempered my emotions as they relate to this opportunity. But since that time, I have had a difficult time keeping my mind off the exciting possibilities that might lie ahead!