My Global Politics EA is, in truth, not my original plan; initially, I wanted to investigate the impacts and policies regarding the refugee crisis, and refugee management, in Italy. However, given that the COVID-19 situation has rendered an engagement activity in Italy an impossibility, I believe that my chosen engagement topic, that is, the CMIO (Chinese, Malay, Indian, Other) policy in Singapore, follows a very similar theme, and dips into many similar topics, as the refugee crisis. Both topics deal with the concepts of social integration, trans-ethnic harmony, and coexistence (though these elements are far more pronounced within my original idea of the refugee crisis, given that the refugees, and the countries they are immigrating to [in my case, Italy], have much less in common than the ethnicities of Singapore, united under a Singaporean national Identity). Because of this, while I was not able to pursue my chosen topic in Italy, I will be able to study a topic that is similar, though perhaps not as immediately salient, as the refugee crisis, here in Singapore. Furthermore, both topics regard matters of public policy and its impacts in facilitating and promoting ethnic harmony; for my Italian engagement, I wanted to meet with the city of Milan’s primary assessor of social policies regarding management and integration of refugees, and work at a refugee camp, to gain a firsthand perspective into the effects of said policies. Similarly, in Singapore, I hope, within my engagements, to gain a strong foundation, and a good perspective, on the effectiveness of efforts to promote racial harmony and strengthen the Singaporean national identity within the CMIO policy, as well as analysing the nature of many criticisms levelled against the policy.
Extract (pg. 11-12):
“Briony knew he had a point. This was precisely why she loved plays, or hers at least; everyone would adore her. Looking at the boys, under whose chairs water was pooling before spilling between the floorboard cracks, she knew they could never understand her ambition. Forgiveness softened her tone.
‘Do you think Shakespeare was just showing off?’
Pierrot glanced across his sister’s lap towards Jackson. This warlike name was faintly familiar, with its whiff of school and adult certainty, but the twins found their courage in each other.”
Within the extract, Ian McEwan uses purposely melodramatic terms to not only indicate Briony’s passion for the performance of The Trials of Arabella, but also to construct tension in the scene, perhaps foreshadowing some future calamity occurring in the play’s performance. The vast, sweeping statements made by Briony (e.g “Everyone would adore her“) reflects not only her childlike naïveté, but also her expectations for the play, especially seeing its auspicious performance would coincide with the return home of her brother, Leon. Indeed, her position as playwright appears to gift her with something of a messianic complex regarding her cousins; she resigns herself to the fact they “could never understand her ambition“, and allows the virtue of forgiveness to soften her tone towards her cousins; her expectations are high as ever, despite her appearing to calm down towards her cousins. Additionally, the description of Jackson’s name as “warlike” (though apt) further emphasises the tension of the scene; Briony’s paranoia regarding her cousin’s performance of her play causes her to analyse even superfluous aspects of her cousins (e.g their names).
LO4: What impact did my commitment or lack thereof have on the success of this activity?
Despite the circuit breaker’s announcement meaning that I will not be able to practise boxing in the environment that I could before, I still feel the fact that I was able to commit to it for ~3 seasons has had a profound impact on me even outside of the activity itself. For instance, despite the circuit breaker, I find that I am more motivated to stay active and practise exercise, whether that be some at-home workouts or going out for a run. I can attribute a large part of this new motivation to boxing; despite it being, more often than not, something I did not feel that motivated to attend, the fact that I continued to do so meant that I entered a routine that added an active element to my school week, week-in, week-out. Even outside of this routine, with the circuit breaker, I feel the necessity for some form of physical exercise; boxing has put my in a mindset where I should be healthy, and I feel happier and more satisfied as a result.
LO6: What did I learn about this issue? Why is it a significant issue?
With IFP now on hold as a result of the “circuit breaker” announced, as well as the fact that the IFP conferences themselves will not be carried through, it seems to be a good time to pause and reflect on what new issues I was actually introduced to in IFP, and how these issues actually were significant. Having been registered for the Timor Leste conference, much of our preparation time before the actual conference planning was devoted to addressing extremely large questions regarding peace-building; questions that would force us to actually think about the impact we were having. We discussed questions such as “What is violence?” in the context of real-world instances of violence (e.g the Israeli-Palestinian conflict), and also applied a combination of theoretical knowledge (such as our study of Galtung’s pyramid of violence, that affirms that there are three types of violence; direct, cultural, and structural) to supplement our practical understanding of conflict in the world. This meant that, despite not actually being able to learn about the conflict in Timor Leste in IFP, I was still able to gain a profound and applicable perspective on the nature, manifestations of, and real-life impact of violence in the world, a skill that would help me not only in IFP (or, I suppose, would have helped me more if the conferences had not been called off), but also in general, in helping me gain a better understanding about the presence and manifestations of violence in the world. Overall, despite the lack of a conference, I feel that I can still walk away from IFP knowing that I have gained an invaluable and multi-faceted new perspective on the world; one that I can apply to a variety of other activities or subjects, and can be a useful future asset.
The tragic conclusion of Home Fire serves not only as a climax to the novel, and a culmination of all the various plot threads set into motion (Parvaiz’s radicalisation, exodus to join ISIS, and eventual murder in Istanbul, Aneeka’s relationship with Eamonn, and Eamonn’s turbulent relationship with his father), but as a statement on each character; an authorial comment on the course that each character has taken in the novel. Eamonn’s development and actions as a character are significantly commented upon especially; his death at the hands of a terrorist attack represents both his defiance of his father and the clash of cultures between his clearly westernised, British worldview and a heavily radical Islamic perspective, both of which are recurring themes throughout the novel.
Eamonn’s defiance of his father in his departure to Karachi cannot be understated as a pivotal turning point in his character; throughout the novel, Eamonn has been a staunch defender of his father’s controversial hardline policies on muslims, occasionally to the detriment of his human relationships, especially with muslims such as Isma and Aneeka. Indeed, Aneeka’s dispute with Eamonn (pg. 92) rises from this fundamental familial divide between the two; with Karamat Lone as his father, Eamonn cannot help but defend his father’s actions, despite perhaps understanding that they may veer towards a hardline stance. Eamonn turns to his father as both a source of comfort and as a role model, and struggles to gain his approval throughout the novel; much to his chagrin, Karamat has always viewed Eamonn’s sister as a more reliable, perhaps even “acceptable” child. To an extent, Eamonn’s defiance of his father’s order to cut off ties with Aneeka, and his subsequent departure to Paksitan, was a manifestation of this desire to prove himself to his father; to send a message. Terry, Eamonn’s mother, comments on this, stating Eamonn left England to “prove to his father he had a spine”.
Another fundamental aspect that lends significance to Eamonn in the conclusion of Home Fire is definitely the clash of cultures that occurs once Eamonn arrives in Pakistan. As a Pakistani-naturalised-British, Eamonn has inherited the characteristic of a stranger to what could be defined as his “birth culture” from his father, sardonically nicknamed the “Lone Wolf” due to his apparent rejection of his Pakistani-Muslim roots in favour of a political career steeped in conservatism. Eamonn’s departure to Karachi, more than just a gesture of his love for Aneeka, or a puerile bid for approval from his father, was an extension of the estrangement; Eamonn wishes to reconnect with the culture that he has never been familiar with, yet would seem to be “born with”. The very same culture that his father has taken a hard-line on, unwilling to compromise in his political tenure. This unfamiliarity manifests itself in the ending itself, with him not defending himself from the terrorists fastening the suicide vest to his chest because “he’s in a new place, he doesn’t want to offend, he allows himself to be embraced” (pg.273-4). He is, perhaps foolhardily, stepping into a world unfamiliar, and, by virtue of its Islamic culture, some would argue, diametrically opposed, to his own. Nonetheless, empowered by this newfound bravery in defiance of his father, his departure would result in his eventual, tragic, end.
Ensure the inclusion of textual prompts from the actual extracts, as well as making consistent use of the author’s names to ensure you are referring to a constructed character. Additionally, ensure techniques that are genre-specific (e.g theatre for Antigone, and a novel format for Home Fire).
•In what ways does the author offer insights and challenges into religious and cultural practices?
•To what extent does the impact of the text shape our implicit perception of a troubling world?
•How does understanding of context (social/political/historical/cultural) influence or shape our understanding of the text and its implications?
•How do elements of the contemporary novel shape our understanding of the concepts within the text?
LO3: Demonstrate how to initiate and plan a CAS experience.
Initiative for Peace has, I find, been a great choice as an activity thus far in the year. Not only does it fit snugly into my week’s schedule, running from 4:30-6:00 on Tuesday (I do Boxing from 3:00-4:30), but it is also a great chance to learn a different set of skills and also meet, and interact with, many people I would not normally see. The best things about IFP are not only the wide community of people who attend the activity, allowing me to get to know many people I do not share classes with, but also the set of conflict-resolution skills that we learn as part of the activity. I have never given much thought to the specific skills required to facilitate the construction of a lasting sense of peace or the practical skills required to organise an event such as a conference, so it has been a very constructive learning experience for me to acquire these practical skills, despite the fact that it may have been, to begin with, somewhat strange to actually sit down and learn these skills. The ability to foster conversation and facilitate an understanding is one that I have never had to consciously learn, and, hence, has rendered this season of IFP a very eventful one. I look forwards to continuing the year in IFP, this despite the fact that, due to the coronavirus, our Timor Leste and Mae Sot conferences have been cancelled, which was a significant obstacle to my CAS experience, as I was very much looking forwards to attending.
LO7: Recognise and consider the ethics of choices and actions
Having now done four consecutive years of in-school boxing (from Grade 9 to Grade 12), I find myself more and more aware of the impacts that boxing has had on my life, both in school and out, and the consequences of taking it, both positive and negative, on my life. Boxing has, without a doubt, made me a more active, and fulfilled, person. I find that the constance of it (at 3:00-4:30 on Tuesday every day) helped me get into a routine that’s difficult to break (even if I am tired or don’t really feel like going to boxing at all). This is also not considering the friendships and acquaintances I have made within the activity, and the considerations towards others I have learned in the class. Though it may appear banal, things as small as using just the right amount of power, not too much or too little, when engaging in padwork with a partner, or making sure to put away boxing gloves so others are not inconvenienced, have been drilled into me; I am more considerate of others, in the ring and out, and more aware of the consequences my actions have on them.
The core of the feedback our class has discussed on improving our English practice essays is to find a sort of golden mean between various extremes; for instance, minding our word-count, we need to strike a balance between having enough points to provide a lengthy and varied essay, analysing a range of aspects of the question, and having few enough points to fully explore and deeply analyse, without including an excessive amount of bare-bones points. Additionally, whilst including external, well-researched sources supporting your argument or offering a different perspective on your essay question can be a great asset, it is also beneficial to improving the depth of your essay to question and deeper explore the sources; are there any parts of the work that they neglect to mention? Do you agree or disagree, and why? This running theme of finding a “golden mean” between the various extremes of essay-writing is one that I need to get to terms with, seeing as there are many aspects that need to be perfectly balanced to deliver an appropriately balanced essay (e.g giving adequate context for the work you are exploring whilst not drowning the reader in obsolete or excessive information that is irrelevant to the text).
Personally speaking, what I need to work most on is to focus on a greater degree of three-dimensionality within my essay; I did not include adequate foreground (background information) on Burgess, the author of the work, in my introduction, and, additionally, I did not continue to cite the author throughout the text, not “grounding” it by constantly looping it back to the author and the question. Additionally, I should have focused more on the “time and space” aspect of Nadsat as an argot; why did Burgess create it, but also how did he create it, and in what context did it exist. Doing so would show a greater degree of understanding and confidence in the text. Additionally, whilst I did cite a secondary source (an analysis), I should have explored it or questioned it further, instead of using it as a support for my preexisting argument.