Jewish American Heritage Month

Posted By admin on July 25, 2021

AFRICA-GLOBAL

Many countries in Africa, and elsewhere, have developed policies to guide the broader engagement of their diasporas, while concerned government agencies and higher education institutions have also crafted strategies to enable the participation of diaspora intellectuals in academic, research and development, as well as innovation activities.

These policies and strategies, however, often focus on the circumstances and needs of the institutions on the receiving end of the engagement relationship.

They seem to lack as does the literature on the subject in adequately accounting for the complexities and nuances in the experiences of the diaspora, which hold a significant bearing in shaping the decision, nature and persistence of their engagement.

Using the Ethiopian academic diaspora in the US as a case, a study recently published in the International Journal of African Higher Education explores some of these complex factors.

Sense of debt

Many in the diaspora carry a sense of debt and duty to give back as they received free education in their country of birth and have been privileged to pursue studies and a career in an advanced system.

Early age inculcations of the values of love of country and patriotism lay the foundation for this sense of responsibility.

The experience of having studied in extremely resource constrained environments, compared with the abundance observed in the country of residence, further reinforces the aspiration to help create a better learning environment for the new generation of students in the home country.

Continued social and cultural connections with the home country also present frequent opportunities to diaspora academics to witness the striving state growing, improving but also struggling of higher education which, in turn, strengthens the urge to contribute to its betterment.

Outcomes of engagement

The anticipated and realised achievements of engagement efforts constitute another set of factors that shape the nature and persistence of engagement.

Outcomes expressed by such measures as the number of graduate students advised, the number of sessions and people trained, the classes taught, the resources mobilised and successful conferences and seminars organised underpin continued commitment, as much as they offer critical input for improving engagement efforts.

On the other hand, the notion that efforts directed to the home country are far more meaningful and rewarding is a key factor in transnational diaspora engagement in higher education.

This notion is explained, not only by the satisfaction derived from fulfilling the perceived duties discussed above, but also from the understanding that, for many, their field of expertise remains largely embryonic in their home countries.

Therefore, small efforts can make a significant difference compared to the well-established academic scene in their countries of residence, where the opportunity for making a recognisable contribution is limited.

However, it is worth acknowledging that efforts by diaspora academics could also have hefty emotional and social costs, in addition to the economic one.

The common case of academics who went above and beyond to mobilise colleagues in their institutions and networks to organise such activities as research seminars and panel discussions, only to have a turnout that causes them social and professional embarrassment is a typical example.

Similarly, it is not uncommon for engagement relationships to be a source of tension and even conflict. Such outcomes both positive and negative determine the success and continuity, or lack thereof, of engagement.

Racial relations

Whether it comes in the form of blatant discriminatory practices or subtle micro-aggressions, an unpleasant racial environment in the institutions where diaspora academics are working and trying to build careers, has implications for transnational engagement in one of two ways.

Some say that their abilities are undermined, and their competencies routinely questioned so that they have to prove themselves over and over again. This would call for them to put in much more effort than their colleagues to achieve the same thing in their careers.

This burden of extra hard work and overconsumption of their emotional capital leaves them with little to no time and energy to spare for work with their home country and its institutions.

Other diaspora academics maintain that the racially charged environment in their institutions is full of constant reminders that they do not belong.

Those signals of alienation push them to seek emotional refuge in their connection with home countries.

This, among other things, manifests in strengthening their relationships with colleagues and institutions in their country of origin, hence positively contributing to their professional engagement.

This sentiment has increasingly become common with the rise of exclusionary nationalistic rhetoric in many parts of the world.

Personal circumstances

The personal circumstances of the individual academic take a central position in the analysis of critical factors that shape and predict the success and continuity of transnational diasporic engagement.

Schooling of children is, for instance, one of the most salient factors that determine availability of time and flexibility, particularly to travel for in-person engagement.

Those with school-age children often tend to have a well-established routine with narrow scope for travelling. A critical enabling factor in this regard is, of course, the nature of the occupation of a spouse.

It is, however, worth noting that, with the recent upward trend in virtual engagement, these factors are becoming less relevant than before. Activities like advising graduate students or occasionally conducting seminars are preferred for their flexibility, compared to more structured engagements like teaching courses or conducting major research projects.

Financial stability and the opportunity cost of time that could have been spent on income-generating activities, such as grant writing, are also considered to have a crucial role. Grant writing is, in fact, identified as having a double perk both financially and career-wise.

Therefore, particularly for early career academics and researchers, diasporic engagement could appear as a competing force to these important endeavours.

Robust approaches that encourage the inclusion of certain elements of diasporic engagement in these activities could easily address this predicament.

On the other hand, factors like the philosophy and strategy of home institutions regarding international engagement, the availability of support and resources at department or school level, and the burden of administrative responsibility account for the extent to which effective and sustainable diasporic engagement is possible.

Flexible programming

A careful consideration of these factors and their complex interplay is key in tapping into the intellectual resources of the diaspora.

A reasonable balance between flexibility on the one hand, and accountable and efficient bureaucracy on the other, is important in setting policies and institutional arrangements.

Programming needs to pay attention to possible nuances in experiences and circumstances personal, familial and institutional on the part of the diaspora, as it does take note of broader factors such as disciplinary differences and academic calendars.

Ayenachew A Woldegiyorgis, PhD, is a postdoctoral research associate at the Centre for International Higher Education, Boston College, United States, and can be contacted on woldegiy@bc.edu.

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The complexities of engaging Africa's academic diaspora - University World News

Category: Diaspora
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