By Farseen Ali Puthanveettil*,
EMA Programme Representative for EMMIR
One of the major reasons that attracted me to the Erasmus Mundus Joint Masters (EMJM) Programme as my choice of higher education abroad was the rich representation of students hailing from diverse backgrounds. The most compelling aspect of an Erasmus Mundus Joint Masters journey lies in the wealth of diverse perspectives and experiences contributed by fellow students originating from various countries, speaking different languages, possessing distinct ethnicities, cultures, professional backgrounds, and religious affiliations. Their personal, professional and academic experiences, perspectives, worldviews, skills, competencies, and cultural traits have not only enriched our discussions and learning processes but also helped me to broaden my understanding in my journey to become a global citizen. Having been elected as the Erasmus Mundus Student and Alumni Association (EMA) Programme Representative for the European Master in Migration and Intercultural Relations (EMMIR) and being able to work with EMA has provided me with the opportunity to take part in various online and offline events aimed at promoting Erasmus Mundus programmes and engaging with students from across the globe. This article is based on my reflections from the experiences gained through participating in these activities, where I had the opportunity to interact with many Erasmus Mundus aspirants both individually and in groups.
These experiences, as well as my involvement with other student initiatives aimed at democratising access to higher education such as Project EduAccess and Yes India have helped me to reflect on the broader potential of initiatives to promote inclusion and diversity among Erasmus Mundus programmes. EMA, being one of the largest and most diverse student associations globally, provides the opportunity for the organisation to advocate for the democratisation of higher education globally. The European Union, through Erasmus Mundus Joint Masters, envisions higher education to be more inclusive and diverse. The overarching vision of the Erasmus Mundus project, combined with the immense potential of EMA, presents the ideal opportunity to achieve this objective.
While the Erasmus Mundus Joint Masters remains a highly diverse study programme globally, it is disheartening to acknowledge that a considerable proportion of students from socioeconomically disadvantaged backgrounds are often underrepresented. Despite the absence of statistical data indicating the social composition of Erasmus Mundus students, anecdotal evidence suggests an apparent underrepresentation of individuals from marginalised sections within their respective countries. To realise the true spirit of inclusivity and diversity, it is essential to address this disparity by promoting the Erasmus Mundus programme among first-generation graduates, members of national minority groups and Indigenous communities, rural residents, persons with disability, transgenders, and others alike to ensure the representation of these individuals. Fair representation of historically marginalised and disadvantaged populations is crucial in the attempt to make Erasmus Mundus programmes truly inclusive and diverse. Moreover, the promotion of international education within historically marginalised communities serves as a potent vehicle for their emancipation and societal integration.
The culture within EMA cultivates teamwork, collaboration, and innovation. This environment has not only inspired me but also provided me with the confidence to initiate various outreach efforts and collaborate with diverse stakeholders to promote Erasmus Mundus programmes among students and aspirants, especially from marginalised communities. Through my experiences with these collaborative efforts, I have come to recognize the immense potential of coordination and teamwork in reaching the appropriate audience effectively. Combining the expertise and resources of the Erasmus Mundus Student and Alumni Association with the coordination and grassroots reach of stakeholders has created powerful partnerships, enabling the effective conveyance of messages to the appropriate audience. The tremendous potential of EMA lies in its extensive and diverse membership base, with over 16000 members and hundreds of volunteers from many countries. This broad reach positions EMA to connect with students from every corner of the globe, offering guidance and resources to enhance their educational experiences.
Engaging in collaborations with grassroots initiatives, local student associations, and non-traditional institutions has been a major strategy in facilitating my outreach efforts as an EMA volunteer to effectively engage with aspirants from marginalised communities. Hailing from a rural region and being a first-generation graduate, my journey has instilled in me a deep empathy for others struggling with similar socioeconomic challenges. In societies with deep and ascribed social stratification and where access to education is influenced by a variety of factors, higher education programmes such as the Erasmus Mundus Joint Masters emerge as beacons of opportunity and empowerment for underprivileged individuals attempting to overcome structural and institutional barriers in their own countries. By affording access to transformative educational opportunities, Erasmus Mundus programmes can catalyze the empowerment and upliftment of these marginalised communities, thus contributing substantively to the nurturing of inclusive and equitable societies across the world.
*Farseen Ali Puthanveettil is a trained social worker and recently graduated from the Erasmus Mundus Joint Master Programme- European Master in Migration and Intercultural Relations (EMMIR). Before this, he completed his training in Social Work from Jamia Millia Islamia, New Delhi. Additionally, he holds a Postgraduate Diploma in Human Rights, International Humanitarian, and Refugee Laws from the Indian Society of International Law in New Delhi.
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