Unthinking eurocentrism multiculturalism and the media pdf

Reflective Essay

The first mid-term paper enhances the learning objectives of unit 1 that is an understanding of the historical evolution of the Western discourse on cosmopolitanism and cultural diversity, with a focus on the UNESCO Universal Declaration on Cultural Diversity. The paper is a Reflective Essay that connects the Unit’s content to the student’s own experiences in a way that is both academic and personal. It should be 1,000-1,200 words (with references) and be completed outside of class. The Essay can be written in the first person. The assignment is graded according to the Program Learning Outcomes Matrix.

For the assignment, students write a Reflective Essay on how the history of culture, ethnicity and identity connects to their own experiences in their countries. The Reflective Essay can highlight any aspect of the learnings in Unit 1 (theories, academic literature, UN documents, etc.), as long as it demonstrates critical thinking and a depth of knowledge gained thus far in the course. For guidance, go to: http://writeonline.ca/reflective-essay.php?content=section3 and http://writeonline.ca/media/documents/ReflectiveEssay-Sample.pdf

Effects of Eurocentrism on Nationalism and Internationalism

Royal Roads University

JUST 203

20th January, 2018

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 2

Introduction

In this paper, I will reflect on the effects of Eurocentrism on the meaning of Nationalism and

Internationalism. I was always labeled “Westernized” in my own country because of my familiarity

and connection with American and European culture, and during the lecture on Nationalism and

Internationalism as well as the talk about Eurocentrism I was hit with an eerie thought; could it be

possible that Eurocentrism and Internationalism are so entwined that Internationalism has become

only a relic of Eurocentrism? Dr. Schellhammer claimed the area of Eurocentrism to be over, but I

wonder if the deep roots of Eurocentrism have been woven into our definition of Internationalism

too far for us to realize and be able to distinguish. Using the concept of Nationalism and

internationalism (Hans, 1995), class discussions and presentation on Janurary 11th, 2018 along with

the guest speaker talk on Janueary 19th, 2018 I will reflect on my experience growing up in a non-

English speaking country with a traditional culture that has no tolerence for Westernized ideas and

lifestyle. In the next sections, I will clarify the definations of Eurocentrism, Nationalism and

Internationalism, elaborate on my own experience and reflect on how this course has cultivated my

perception of modernity and Internationalism. In the light of this awareness, I will identify traits of

Eurocentrism and will conciously alter my demeanor in order to be a National and International

citizen without compromising my values and culture.

Reflection

Nationalism and Internationalism

Internationalism is the concept of being aware and concerned about the world as a whole.

Hans (1995) expands on this definition by stating that Internationalists are those who appreciate the

cultural value of their own nation as well as others, wishing to build an association of all nations.

Using that definition, Nationalism could be defined as the idea that we belong to and are a part of

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 3

our own nation, a concept that can easily escalate to hatred of other nations and thinking one’s own

nation is stronger or better.

In learning about Nationalism and Internationalism, I acknowledge that I have usually found

it difficult to connect to the deep feeling of belonging that Nationalism brings. Growing up, my

personal influences came from Western movies, books and music and being surrounded by those

influences alienated me from my own culture; that is why the concept of Eurocentrism and

Westernization in relations with Nationalism and Internationalism intrigues me. Internationalism is

a concept of being aware and concerned about the world as a whole and while that is significant and

crucial, it seems so interconnected and intertwined with Eurocentrism to me that the lines of where

one starts and one ends are blurred.

Eurocentrism

The notion of Eurocentrism is highly deceitful. Amin (2009) states Eurocentrism is “to view

the particulars European way of articulating nation … as a model that reveals the specificity of the

European spirit… a model for others to follow if they can” (p 256). That idea comes from the

historical events of colonialization when major European countries took over Asian, African and

South American countries and enforced their own culture, language and education on the society.

While that absolute domination appears to be over, most of the colonized countries seem to be stuck

in neocolonialism. Neocolonialism happens when “direct political and military control has given

way to abstract, semi-indirect largly economic forms of control” (Shohat and Stam, 2014). This

subtle control of specific countries over others redefines their culture and what they come to define

as Nationalism. Moreover, the European way of thinking has been implanted as the better and more

logical way of living, spread around the world and what we typically would think of

Internationalism seems to very influenced by it.

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 4

Personal Reflection

Coming from a country that was once colonized, I was brought up by the notion of how

damaging and destructive to a country colonization is. However, in my head I compared the well-

being of my country that broke free of colonization early on, to a country that was colonized as

well, India. While India finally managed to gain independence too, the influences of England lead

to India being an almost bilingual country with progressive universities and a culture of tourism

acceptance. I perceived India as a success story; they speak English, are modern, have good

political relations and somehow in this mayhem they even managed to keep most of their culture.

Now, I realize my idea of a “success” story is scarily familiar with Eurocentrism. They speak

English as most major European countries do and they are deemed on track because they go by

European standards of universities and lifestyle.

Although being identified as International is a deep feeling that comes within through

opening one’s mind and feeling to comprehend and be compassionate towards more that the people

you share a nation with, the external attributes of Internationalism are very close to what

Eurocentrism is. International citizens are fluent in at least two languages, one of which is English.

They typically have a university degree or are perusing one, as seen in examples of Hans (1955),

and they are from or have lived in a European or North American country. I acknowledge that not

all International citizens fit in that stereotype and the true meaning of Internationalism is not what is

being discussed in this article, but there seems to be an alarming overlap of Internationalism and

Eurocentrism in the stories told by professionals.

Conclusion

Knowing what true Nationalism and Internationalism are helps International citizens avoid

getting trapped into the Eurocentric mindset and lifestyle and allows them to preserve and nourish

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 5

their national culture as well as getting to know other countries’ backgrounds. Being consciously

aware of how much Eurocentrism affects us on daily life and has shaped our perception of

modernity, helps us prevent fitting into stereotypes and keep an open mind to other points of views

and beliefs. Personally, I have already been struggling to push past the boilerplate notion of gender

inequality all my life and now realizing how much of that is affected by Eurocentrism baffles me.

While moving to Canada was a significant progress for me, it opened my eyes to a more subtle

form of sexism and racism, all of which comes from the simple fact that I am from Middle-East and

as an International citizen that saddens me. However, I am determined to resist the wrong

impressions and make a change in myself and those around me to accept the true meaning of

Internationalism and drop the Eurocentric mindsets.

References

Amin, S. (2009). Eurocentrism. (R. Moore & J. Membrez Trans.). New York, NY: Monthly Review

Press. (Original work published 1988).

Hans, N. (1955). Nationalism and internationalism. International Review of Education, 1(2), 144-

153.

Shohat, E. & Stam, R. (2014). Unthinking Eurocentrism: Multiculturalism and the media (2nd ed.).

New York, NY: Routledge.

EUROCENTRISM IN NATIONALISM AND INTERNATIONALISM 6

Assignment 1 – Reflective Essay Grading Rubrics

2. Critical Thinking

2.3. Uses research to support

arguments and explains all the assumptions necessary to fully

understand the student's

perspective.

• Make informed and logical judgements regarding the arguments of others.

• Identifies possible fallacious arguments and more importantly missing elements in an argument in critically assessing class materials or contributions in class.

89

3. Global Perspectives and Citizenship

3.1 Identifies and describes

significance of issues in various global settings.

• If applicable, analyze the impact of global economic, socio-political and cultural issues on local and regional societies.

• Employs evidence in analysis and stating a position.

D

89

3.3 Recognizes cultural diversity as

an ontological feature of humanity. • Examine and compare different social and cultural perspectives on topics essential to human

well-being.

7

89

3.4 Outlines specific features of cultural diversity.

• Acknowledge and articulate different world views which are foundational to contemporary global values and attitudes.

• Gives examples of different cultural world views and expressions.

7 90

Academic Rigour

Presents information with accuracy,

originality, relevance, intercultural sensitivity and academic rigour

• The reflective essay is well-structured with an introduction, argument with key points, conclusion

• The information presented in the essay is original and offers a personal perspective

• The information presented in the essay is accurate and factual

• The information presented in the essay is relevant to the assignment, and speaks directly to the experiences and knowledge of the student

• The information presented in the essay has substance in that it contributes to a climate of respect, avoids stereotyping and expressions of ethnocentrism

• The information presented in the essay is well-written, grammatically accurate, and reflective of APA style in referencing literature and citations.

7

85

FINAL GRADE: 7 88 / A

Comments: The essay is well-written, includes a high level of critical thinking and makes a solid argument in through

personal example and supporting literature from class and research. You also demonstrated that you understand the

philosophical ideas presented in class to be able to weave them into an original argument. Making the connection

between Westernization and neocolonialism, which you adeptly argue can be heightened in systems that promote global

approaches to Justice. The reflective argument you make between a post-colonial XXX and India provides a strong

illustration of how you have applied what you are learning in class to your own shifting perceptions on cultural diversity

and expression. Well done.