More Restrictions for Mideast Studies Seen With New Language for Grant Conditions

By Bill L. Turpen

Responding to well-organized pressure groups, both the Ford and Rockefeller Foundations have adopted new language for grant applicants, and nine leading universities are protesting what they see as a subversion “of the protection of freedom of academic speech.” These universities include Columbia, Cornell, Harvard, the Massachusetts Institute of Technology, Princeton, Stanford, the University of Chicago, the University of Pennsylvania, and Yale. In a private communication, the University of Michigan has raised concerns, as well.

Ford already has announced the cessation for funding of the Palestinian Society for the Protection of Human Rights & the Environment. The action was made in response to a report prepared last fall by the Jewish Telegraphic Agency, a news service, and the desire to prohibit “recipients from promoting violence, terrorism, bigotry, or calls for the destruction of any nation-state.” To evaluate the fairness of the new policy, go to <http://www.law-society.org/>, the Palestinian Society’s homepage.

As for the smaller Rockefeller Foundation, it, too, believes the new language “is reasonable.”

Certainly, grant recipients or not, we all live in a better world—socially, medically, and politically—due to the generous support of these and other foundations. Last year, the Ford and Rockefeller foundations donated a total of about $50 million to American higher education. It would be a shame if pressure groups gain a permanent ability to interfere in these generous activities.

Which brings us back to House Resolution 3077, the International Studies in Higher Education Act of 2003. Should the Senate of the United States approve HR 3077, certain pressure groups will continue to try to influence private donors, of course—but there no longer would be a need to work on government agencies. By “advising” the various universities, as is the plan, the NEA, NEH, NSF, Fulbright, and various other government programs would receive university applications for “patriot” study and research only.

NGSEF Grosvenor Grants

In addition to the National Geographic Society (NGS) Teacher Grants outlined in a previous column, National Geographic Society Education Foundation (NGSEF) Grosvenor Grants are available. An initial letter of inquiry, to include a short summary of the program needing funds, its focus, and the amount of money needed, is due 30 days prior to the application deadline of Sept. 7, 2004. For more information, go to: <http://nationalgeographic.com/education/teacher_community/grosvenorgrants/index.html>. Beginning in August 2004, these grants can be applied for online.

Grable-Curtis Rural Teacher Grants

Up to $500 will be awarded to help teachers educate students about cultural diversity and understanding, with emphasis on classroom, school or district-wide efforts that support cultural education; hands-on and field experiences directly involving students and teachers learning about different cultures; projects encouraging community or cultural awareness and participation; or professional development for teachers in cultural geography. For grant details visit: <http://www.nationalgeographic.com/education/teacher_community/grable_curtis.pdf>.

Teach in Turkmenistan?

From Catherine Kelly of the Tennessee Geographical Alliance comes word of opportunities such as the one she has accepted. The American Councils for International Education funds visits to former Soviet republics, such as Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Turkmenistan, and Uzbekistan. Qualifying for these prestigious awards is a long, involved process, which includes receiving a United States-Newly Independent States (NIS) Teaching Excellence Award, and attending a conference in the U.S. with other selected American and NIS teachers. During the following summer, one may meet the conference NIS teachers again—but in their home country. The American Councils Web site is <http://www.actr.org>, and its e-mail address is <tea@actr.org>.

From Teresa Begley, of the Oklahoma Alliance for Geographic Education, comes the recommendation to visit <http://islam-usa.com/25ques.htm> “for an eye-opening introduction to the Muslim world and Islam.” Many Washington Report readers will be familiar with most of the questions answered there, but the site can be a convenient tool nevertheless. Begley lived and taught in Kuwait for six years, and her lesson plan, “Iraq and the Middle East: A Land of Contradictions” is linked to <http://www.ou.edu/okage>.

Brown University on Palestinian Flag

Unless there is a last-minute change of heart, Lara Harb, a Palestinian and daughter of a well-respected medical doctor, Dr. Shawki Harb, of Ramallah, will not have the Palestinian flag raised in her honor at graduation. All other international students will have theirs. Even the current administration in Washington recognizes the flag as the symbol of a future Palestinian state. What flag should be flown for her, Israel’s? The Ottoman flag would be as appropriate.

As I was feeling very disappointed in Brown, and comparing its flag stance to the mindless banning of the hijab scarf in public schools, the news came in: according to Russell Carey, Brown vice president and secretary, “the University will [italics mine] be flying the flag of Palestine, alongside the other flags representing our graduating students, at Commencement on May 31, 2004.”

This is great news—and, according to data available from the Google search engine, Lara Harb is a person of whom Palestine and Brown University can be proud!

Observations on the Academic Boycott of Israel

Regular readers may have discerned that, traditionally, I have been philosophically opposed to academic boycotts, but that I may gradually have come around to the other side. Since I am in no position to cancel any international seminars or the like, I had scarcely noticed this change in my outlook, until I noticed I had given no consideration to applying for any programs in Israel. Ordinarily, I would devote any amount of time to study and research in Ashkelon, or somewhere, just to be able to enjoy the beach from time to time.

This dream has very little appeal anymore. When one considers the denial of regular attendance at the beach for Palestinians—to say nothing of their regular attendance at school—my little problems seem like nothing. I am eager, therefore, to look into the work of the International Committee on the Boycott of Israeli Academia. Some 250 members of this body have challenged their Israeli counterparts to support the Palestinian right to education. In an open letter, signed by members from over a dozen countries, including Israel itself, these academics point out the embarrassingly low number of Israeli scholars who openly oppose their government’s policies in the occupied territories.

Indeed, the resulting inconveniences the boycott effects on Israeli academia may be mildly serious, but they are in no way comparable to the crushing effects of occupation policies on Palestinian education. I look forward to the day when my conscience will allow me to apply for summer programs in Israel.

Bill L. Turpen teaches history at the Oklahoma School of Science and Mathematics and is an adjunct instructor for the University of Central Oklahoma.