Has the construct of the South Asian region broken down on campus as well? This was the question that last week’s Gazelle article urged us to consider as it discussed the existence of separate nationality-based South Asian Student Interest Groups on campus. The article made an in-depth argument about the institutional gaps that exist, leading to different South Asian countries forming their own national SIGs. The author also argues that at NYU Abu Dhabi, South Asia is the only region where students tend to “cling to their national identity” to come together rather than looking at a shared sense of identity that may arise from other sources, like transnational solidarity in the case of Sahana, for example.

However, the author forgets that nationality based SIGs from South Asia, or any other region for that matter, on campus are crucial as they allow for the recognition and celebration of diverse cultures within South Asia and beyond. They provide a platform for students to connect with their roots in a foreign land, and share their experiences with like-minded individuals who come from similar cultural backgrounds. Moreover, while a shared sense of identity may emerge from various other sources, it cannot replace the importance of national identity and the unique perspectives and experiences that come with it.

Shared national identity has always remained one of the most important sources of community formation on campus. It is also undeniable that many students hailing from South Asia are socially conditioned in a way that makes it more convenient for them to spend time with individuals sharing similar ideas of ‘home’ and ‘belonging’. These SIGs provide an avenue for students to come together and celebrate their heritage which helps them feel more at home in an environment that physically does not resemble it.

Many universities across the globe, including but not limited to Harvard, Stanford, and Yale, have nationality-based South Asian student associations which promote a feeling of belonging to one’s nation. While they also have SIGs that unite South Asians in alternate ways to their national identity, like Bollywood Fusion Dance, South Asian Acapellas, etc, this does not take away from the relevance of nationality-based SIGs as well. Granted that these universities have different student body compositions, priorities, and aims, my argument still stands that nationality-based South Asian SIGs and SIGs based on other shared similarities are not mutually exclusive and can coexist. Both serve their own purposes and are beneficial to the wider campus community.

South Asia is an extremely diverse region with different ethnicities, languages, and festivals, all of which deserve to be honored within our campus community. Durga Puja, Basanta Utsab, Pongal, Sinhala New Year, and Eid are just some of the festivals and events that throw light on the diversity of the region. While it is arguable that all these festivals are common across all South Asian countries, it is important to note that different South Asian countries celebrate each festival in their own way. Take Durga Puja for example, a festival celebrated in both India and Bangladesh. While in India, huge traditional stages or pandals are set up, Bangladeshi women participate in the traditional Sindur Khela ceremony which involves smearing vermillion on each other’s faces. How will we get a chance to witness traditions personal to each country if we keep clubbing all the South Asian countries under one region? A plethora of festivities exist within the same country, all of which deserve to be adequately represented, something only the national SIGs on campus are able to do.

While Tashan tried its best to incorporate festivals and cultures from all across the region by celebrating Ramadan, Holi, Dashain, South Asian New Year, and Diwali, I believe that it was not able to fully capture the diversity that exists within these countries. Dashain, a major religious festival celebrated in Nepal, was one of the biggest events that Tashan held, and it also had a presence at the annual Ramadan fair. However, that only just begins to scratch the surface of the cultural beauty that each of these countries represent. There is so much more to a country’s culture than just token festivals and celebrations. By forming a Bangladeshi Students Association, a Nepali Students Association, and a Sri Lankan Students Association, we will have access to the deep and rich cultural traditions of these countries that Tashan could not represent.

The author in his article bemoans the fact that the concept of South Asia has broken down on campus with the formation of these separate SIGs. However it is important to note that the Pakistani Student Association, of which the author is the President, is a model example of a highly successful nationality-based SIG. The PSA arose because the Pakistani students on campus wanted an avenue to express their nationality in an independent manner and this is exactly what the Bangladeshi, Nepali, and Sri Lankan students wish to do as well. While Tashan provided a platform for celebrating the diverse cultures of South Asia as a whole, it inevitably pushed a narrow sense of what being desi or South Asian means, which can now be expanded on through the formation of these SIGs. The PSA ran a mentorship network in the past which was highly successful in pairing Pakistani upper-class students with first-year students which is something that these new SIGs would be in a position to do as well. In addition, these associations can help promote greater cultural awareness and understanding among the wider campus community, which can ultimately lead to a more inclusive and diverse campus environment as a whole.

The author’s argument about students taking courses related to the consequences of colonialism and the divisive policies which followed thereafter might be true and is worth considering. While the effects of the Partition are still relevant and most South Asian countries are still subjects of the colonial empire, the author ignores the years of socio-economic development and cultural policies that have changed South Asian countries in recent decades. After years of being independent and shaping their own cultures, it is essential to encourage students from different South Asian countries to express their national identities whichever way they prefer — even if it includes starting their own nationality based SIGs.

As we continue to navigate the complexities of cultural identity and representation, it is important to remember that we can celebrate both our individual national identities and our shared South Asian identity. Rather than seeing the formation of nationality-based SIGs as a threat to a sense of community and shared identity, we can view it as an opportunity to deepen our understanding and appreciation of the unique cultures and traditions within South Asia.