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Original Article Safeguarding Linguistic and Ethnic Diversities in The Journal of Social Sciences and Humanities Review (JSSHR) Vol. 5, No. 3 (146-167) © Author(s) 2020 ISSN: 2279-3933 Original Article DOI: http://doi.org/10.4038/jsshr.v5i3.45 Safeguarding linguistic and ethnic diversities in the Chittagong Hill Tracts, Bangladesh: A study on state policies and initiatives Arafat Rahaman Department of Abstract International Relations, Bangabandhu Sheikh Indigenous peoples in the Chittagong Hill Tracts (CHT) of Bangladesh have Mujibur Rahman Science distinct mother tongues differentiating each of the eleven indigenous ethnic and Technology groups from one another with exclusive features and cultural traits. University, Gopalganj- 8100, Bangladesh However, the increasing dominance of the Bengalis in the CHT appears to pose a substantial threat to the linguistic and cultural diversities of the [email protected] indigenous peoples. The Constitution of Bangladesh and several national policy documents, on the other hand, explicitly mention the state’s obligation to protect and promote indigenous languages and cultures. Therefore, this study aims to explore the initiatives, with a special focus on providing primary education in the mother tongue, that have been implemented by the state to provide safeguards to the native languages and discuss the probable consequences of practicing the Bangla language on indigenous languages and cultures. Twenty-one in-depth qualitative interviews and two focus group discussions (FGDs) were conducted in this regard. This article illustrates how indigenous peoples struggle to maintain their indigeneity because of the ethnolinguistic and cultural hegemony of the Bengalis as well as deeply ingrained inequalities within the state mechanism. Keywords: Indigenous peoples; identity; minority; language; Chittagong Hill Tracts 146 Journal of Social Sciences and Humanities Review (JSSHR) Vol. 5, No. 3 (146-167) © Author(s) 2020 ISSN: 2279-3933 Original Article INTRODUCTION Bangladesh. According to Adnan (2004), the indigenous peoples Indigenous peoples in the Chittagong constituted about ninety percent of the Hill Tracts (CHT) of Bangladesh have population in 1956. A striking been dealing with external demographic change took place after domination, first by the Mughal and the independence of Bangladesh when British empires and later by Pakistan the Bengalis started shifting in the and Bangladesh nation-states, since CHT. the seventeenth century (The Chittagong Hill Tracts Commission, Consequently, indigenous peoples of 1991, p. 10). The existence of the the CHT are directly facing the indigenous peoples was confronted gradual domination of the majority with many threats in the past which culture especially the use of the Bangla finally resulted in ethnic conflicts with language in their regular life. the ethnic majority of Bangladesh, i.e., Moreover, according to Article 3 of Bengalis. As a consequence of the state Part I of the Constitution of policies implemented by the Bangladesh, Bangla is the state successive governments since its language of the country. It is also the independence in 1971, the traditional medium of instruction in the public lifestyle of the indigenous peoples has education system, which makes considerably been affected by the Bangla an obvious language for the increasing number of Bengalis indigenous people to learn as the only relocated in the CHT. To date, eleven means to ascertain their position in the indigenous ethnic groups live in the mainstream society and claim their CHT known as Chakma, Marma, rights given the fact that social and Tripura, Mro, Tanchangya, Bawm, economic benefits are often associated Pankhoa, Chak, Khyang, Khumi and with the official language(s) of a state Lushai. In total, there are 12 ethnic (Dorian, 1999). However, the groups including the Bengalis living in Constitution of Bangladesh guarantees the CHT (Ministry of Chittagong Hill the protection of indigenous languages Tracts Affairs, 2019; Tancred, 2019, p. and cultures through several articles 5). According to the data by the within, despite no official recognition Ministry of Chittagong Hill Tracts of ‘indigenous’ identity, it explicitly Affairs (MoCHTA) (2019), the addresses the state to “protect and population of the CHT is 1,586,141 develop the unique local culture and based on the 2011 Census, and 890,435 tradition of the tribes, minor races, people (fifty-six percent) among them ethnic sects and communities” in belong to the indigenous ethnic Article 23A of Part II. The Constitution groups. However, this demographic also ensures “equality of opportunity representation was never the same to all citizens” in Article 19 (1) of Part before the independence of II and prohibits discrimination 147 Journal of Social Sciences and Humanities Review (JSSHR) Vol. 5, No. 3 (146-167) © Author(s) 2020 ISSN: 2279-3933 Original Article “against any citizen on grounds only mentioned in Article 33 (b), Section of religion, race, caste, sex or place of ‘Kha’ of the CHT Peace Accord, 1997 birth” in Article 28 (1) of Part III. (The Chittagong Hill Tracts Commission, 2000, p. 62). Moreover, Moreover, in November 1999, the National Education Policy 2010 UNESCO declared 21 February to be highlighted specific policy celebrated as International Mother recommendations on providing Language Day. It was an education in mother tongue and acknowledgement of the effort of the promoting indigenous languages and Government of Bangladesh (GoB) in cultures. Some of the key commemorating the historic event of recommendations addressed in this the Language Movement of 1952 policy include: (United Nations, 2020). It also implies the responsibility of the state to • Promote and develop the languages safeguard linguistic diversities within and cultures of the indigenous and the state boundary by creating small ethnic groups. opportunities for speakers of all • Facilitate learning in the mother languages. It is important to mention languages of the indigenous peoples that three out of eleven indigenous and small ethnic groups at the languages in the CHT are classified as primary level of education. ‘definitely endangered’ (Bawm • Measures will be taken to ensure the language) ‘severely endangered’ (Sak availability of teachers from ethnic or Chak language) and ‘vulnerable’ groups and to prepare texts in their (Kokborok or Tripura language) by the own languages so that ethnic UNESCO Atlas of the World's children can learn their own Languages in Danger (UNESCO, indigenous languages. In these 2020). It leads to a very rational initiatives, especially in preparing question; that is, does Bangladesh, a textbooks, the inclusion of country that has a glorious history of respective indigenous communities language movement and sacrifices for will be ensured. establishing the rights of its people, • Special assistance will be provided fully safeguard the linguistic and to the marginalized indigenous ethnic diversities of the indigenous children. communities in CHT? • Indigenous people and other communities who observe different Besides, providing safeguards to religious faiths, other than the four indigenous languages through major religions, will have education in the mother tongue is a opportunities to learn about their fundamental responsibility of the own religions and concerned values. state. Indigenous children in the CHT (Ministry of Education, 2010, pp. 3- are supposed to receive primary 22) education in their mother tongue as 148 Journal of Social Sciences and Humanities Review (JSSHR) Vol. 5, No. 3 (146-167) © Author(s) 2020 ISSN: 2279-3933 Original Article Given the context highlighted above, presented to have a contextual some essential research questions understanding of the study. came into being. They are (i) what Identity specific initiatives have been implemented by the state to ensure the Identity, like many other terms in practice of the native languages of social sciences, is a highly ambiguous diverse indigenous ethnic groups in one that scholars use to indicate a the CHT? (ii) what are the direct plethora of notions based on their impacts of practicing Bangla on the perceived contexts and theoretical linguistic and cultural diversities of understandings. Academics often the indigenous peoples? To find discuss different identities emanated answers to these questions, this from ethnic, national, religious, class qualitative study examined the range and individual features and traits etc. of actions implemented by the state Brubaker and Cooper (2000, pp. 6-8) agencies toward protecting indigenous classified five major approaches in languages, and also the impact of which the scholars of social sciences majority culture and language on and humanities have used the concept indigenous languages and cultures. of identity: a) identities as non- This paper consists of five major parts. instrumental processes of social and The first section presents the existing political actions; b) identities as literature on relevant concepts and collective experiences of sameness studies. The second part discusses the among group members; c) identities as methods applied to collect data from essential and basic aspects of selfhood; the field. This is followed by the d) identities as processual, interactive findings and discussion in separate products of social and political actions; sections. The final section presents the and e) identities as unstable, multiple, conclusion. fluctuating and fragmented forms of the ‘self.’ They further argued that LITERATURE REVIEW these five approaches to perceive
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