Ghadeer Malek recently wrote an article regarding the lack of care going into the Near and Middle Eastern Civilizations department (Doomed to repeat an untaught history, Oct. 10). However strong and reasonable an argument this article presented, it also made unfair points I feel should be addressed.
Malek’s piece claimed that many important courses simply weren’t being offered, but the fact is some cannot be offered all the time, as is true of most departments. Most departments have required courses that are not offered every year, because of sabbaticals, professors who teach at a different campus, or the lack of an available professor. Many third- and fourth-year courses in NMC are offered in alternating years.
Though the department may not offer every course pertaining to historical or contemporary political issues, it, as well as the NMC Students’ Union, holds lectures and symposia that give students the opportunity to explore these ideas.
The department is undergoing a curriculum review in an effort to add more courses. One of the many courses suggested would focus on contemporary Iraq. Many contemporary political issues cannot be looked at academically because professors and academic resources aren’t available for them. Despite the setbacks Malek outlined, and the lack of departmental resources, the overall atmosphere of the NMC department achieves a synthesis of different ideas, themes, and thought. This can all be seen just by walking through the building.
Speaking of the building, Malek’s piece lamented its sad state. But the NMC department is one of the most established area studies departments at this university. Numerous renovations and changes are under way to alleviate certain technical issues plaguing the building.
The NMC department is the foremost of its kind in Canada, and one of the best in North America. Compared to the engineering faculty, however, it’s not much of a priority for administrators. Conversely, compared to other, less-established departments such as African Studies, the NMC department isn’t in nearly the terrible situation that Malek claimed it was, and this is the bigger concern here.
As bad as the situation may seem at NMC, the fact is that other area studies departments-specifically the South Asian Studies, African Studies and Caribbean Studies departments-have a greater need for attention from the administration. These departments are severely cash-strapped, with poor course selection, few instructors, and very little student awareness to show for their efforts. All this despite the relevance of such courses in today’s global political sphere.
Although the NMC department is trying to be more contemporary and relevant to present modern-day issues, at its roots U of T is still a Eurocentric institution, and many of its courses are a reflection of this fact. Asking for improvement is the right of every student, and it’s their responsibility to be critical of their departments, as this is our future.
Area studies at U of T is on the bottom rung for the university, while departments like engineering and the sciences receive the university’s whole-hearted support. Just recently the university cut courses in both the SAS and African Studies. These are areas that need the most attention and the most funding, considering the state of the world and the lack of knowledge and understanding of these regions. But instead of encouraging study in these areas, U of T is cutting courses.
While the NMC department is fully funded by the university, programs like SAS receive only limited funding for their core courses. The bulk of funding for many courses in area studies departments comes from community fundraising. This lopsided funding formula is an impediment to departmental equality, and the university must work to correct it.
This is, above all, an educational institution. The cash-crop departments should not be draining money from smaller ones, and yet here we are. South Asian Studies, African Studies, and studies of the Middle East are just three of many programs needing attention. If university is where we are supposed to foster change, shouldn’t those areas of study where we can create the change be most encouraged?
