Middle East Studies Association and Others Express Concern to Department of Education over Title VI

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Sep 29, 2019 United States
Middle East Studies Association and Others Express Concern to Department of Education over Title VI

Middle East Studies Association and Others Express Concern to Department of Education over Title VI

By : Jadaliyya Reports
[The following letter was issued by the Middle East Studies Association and other academic organizations on 25 September 2019 to the Department of Education in response to recent threats to the Title VI funding at the Duke-UNC Consortium for Middle East Studies.]

Robert L. King
Assistant Secretary for the Office of Postsecondary Education
U.S. Department of Education
LBJ Building, 400 Maryland Avenue, S.W. Washington, DC 20202 Robert.King@ed.gov

Attn: Patrick Shaheen
U.S. Department of Education, Office of the General Counsel 400 Maryland Ave. SW, room 6E300
Washington, DC 20202
Patrick.Shaheen@ed.gov

Dear Mr. King,

We, the official representatives of the undersigned American academic associations, read your letter of 29 August 2019, addressed to Dr. Terry Magnuson, Vice- Chancellor for Research at the University of North Carolina and subsequently published in the Federal Register, with considerable concern and surprise. The allegation contained in that letter that “most” of the activities of the Duke-UNC Consortium for Middle East Studies, a Title VI National Resource Center, are “unauthorized” under Title VI funding, appears to be based on a fundamental misunderstanding of how expertise in foreign languages, cultural competencies, and area and international knowledge in general is obtained. The letter also constitutes an unprecedented and counterproductive intervention into academic curricula and programming that threatens the integrity and autonomy of our country’s institutions of higher education.

Title VI of the Higher Education Act recognized that “the security, stability and economic vitality of the United States” depended upon “American experts in and citizens knowledgeable about world regions, foreign languages, and international affairs...” and that the best way to meet this need was to support centers, programs, and fellowships in institutions of higher education that could teach modern languages and offer instruction “in fields needed to provide full understanding of areas, regions, or countries in which such language is commonly used” (20 U.S.C. 1122 (a) 1 (B)). Title VI grants are made through a highly competitive process to academic institutions that have demonstrated that they have the faculty and the administrators to design and run courses and programs to meet the stated goals of Title VI grants, namely to teach students the languages as well as the political, historical, and cultural knowledge they need for this full understanding. NRC Centers are staffed by top specialists who have spent many years learning, researching, and teaching about their respective regions. They have a well-honed grasp of how to design courses and activities that impart their regional expertise to others. Your letter, in tone and content, suggests an intention not only to significantly narrow the scope of Title VI activities, but also to micromanage them. It is unclear why these changes are being demanded and which experts, if any, in the field of international studies have been consulted.


25 September 2019
Re: Duke-UNC Consortium for Middle East Studies Title VI funding Page 2

International studies in the United States is a real success story: Title VI centers have provided this country with several generations of regional experts and have led the way in regional studies nationally and globally. The education and training provided by academic programs supported by Title VI have consistently linked language training to international education in a range of disciplines that enable students to attain the depth and breadth of knowledge they need to become regional experts. These experts have gone on to use their skills and knowledge in a variety of sectors—government, private, academic and non-profit—fully in accord with the goals of Title VI to meet national needs for regional expertise across the board. We are very concerned that the approach outlined in your letter, tying funding to considerations that have little to do with developing and supporting area studies of the highest quality, will undermine the mission of Title VI, and set back the cause of international studies in this country.

Respectfully yours,

African Studies Association
American Academy of Religion
American Anthropological Association
American Historical Association
American Sociological Association
American Studies Association
Association for Asian Studies
Association for Slavic, East European, and Eurasian Studies Central Eurasian Studies Society
Joint National Committee for Languages
Latin American Studies Association
Middle East Studies Association
Modern Language Association
National Communication Association
National Council for Languages and International Studies Society for the Advancement of Scandinavian Study Society of Architectural Historians
Society of Biblical Literature
World History Association

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Postcolonial Directions in Education is a peer-reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and "imagination" of empire, the impact of neoliberalism/globalization/structural adjustment programs on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neocolonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies or autobiographies reflecting the above themes, and deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted.

Table of Contents

  • Furthering the Discourse in Postcolonial Education, by Anne Hickling Hudson & Peter Mayo
  • Resisting the Inner Plantation: Decolonization and the Practice of Education in the Work of Eric Williams, by Jennifer Lavia
  • Neocolonialism, Higher Education and Student Union Activism in Zimbabwe, by Munyaradzi Hwami & Dip Kapoor
  • Reframing Anti-Colonial Theory for the Diasporic Context, by Marlon Simmons & George Dei 
  • Review of The Politics of Postcolonialism: Empire, Nation and Resistance, by Tejwant Chana
  • Review of Actionable Postcolonial Theory in Education, by Joseph Zanoni
  • AERA Postcolonial Studies and Education SIG: Business Meeting, by Joseph Zanoni 

[Click here to access the articles of the issue.]