How First Nations diplomacy can shape Australia India ties
Julie Ballangarry, School of Government and International Relations, Griffith University
Acknowledgement
I would like to express my very great appreciation to my colleague and friend, Dr Teesta Prakash for her valuable contributions and constructive suggestions during the planning and development of this essay. Her willingness to give her time so generously has been much appreciated. This collaborative process drew upon our vision for our collective future between Australia and India, using both our academic and policy expertise.
At the very heart of First Nations Diplomacy (FND) is a First Nations approach to international relations, but what exactly does this mean?
Australia’s First Nations peoples have the oldest continuing culture on the planet – it is something that should be celebrated and learnt from. Our ontological, and epistemological worldviews have been established since time immemorial and are inclusive of governance, polity and diplomatic practices which were enacted with neighbouring clan and nation groups to ensure a peaceful coexistence. These practices extended beyond the continent of Australia, following trade routes and inter-cultural networks developed across the seas, as far as Borneo.
Our culture and polity centred around concepts of relationships and relationality, respect, reflection, responsibility, relevance, reciprocity, and autonomy/ sovereignty. Despite the ongoing effects of colonialism, First Nations peoples have maintained and continued these interconnected concepts of knowing, being and doing.
So, how can FND help shape and strengthen Australia-India relations as we approach the next century?
Traditionally, Australia’s foreign policy approach towards India has been through the instrument of aid. Between 1951-1969 initial contact between the two countries was through aid, driven by Australia’s strategic interests in India. However, there are “risks in using aid as a tool to bridge the strategic divergence” which has been created over the last decade within the Indo Pacific region. An FND approach moves beyond the ‘symbolic’ instrument of aid, to a more holistic approach of relationalism, one of many concepts of FND.
It must be noted that relationalism is more than a simplistic view of relationship building, rather it is the ability to connect “without resorting to domination and hierarchy” whereby “all perspectives are valid and reasonable in the context of relational responsibilities and ethical conduct.”
Consequently, a FND approach and its unique perspectives can challenge the current Western paradigm of diplomacy and open up new modalities for Australia’s engagement with India.
Australia initially established its diplomatic relations with India, in 1941, when India still had colonial ties to the Crown ahead of its independence in 1947. As a post-colonial state, India values the same underpinning concepts of FND as part of its own identity. Like Australian First Nations, the Indian population places “a high value on harmony and unity work with others”, with collectivism and community support systems playing a major role in India.
Furthermore, many Indians in rural areas utilise a self-regulation system of imposed rules to maintain social order and harmony. This idea of a selfregulated system, links explicitly to the reflective and relationality practices of FND, which is based on the “generalised sense of responsibility” whereby one sees themselves in relation to others and the world.
Additionally, this one example of collectivism and harmony, also speaks to FND concepts of autonomy and autonomous regard, which incidentally interconnects with relationalism.
Looking to the future, there are two key challenges for Australia in strengthening its relations with India. Firstly, how does Australia position itself as a post-colonial nation –although still technically a colonial nation – in a postcolonial Indo-Pacific region? Secondly, how can Australia learn from India?
FND provides the required concepts needed to help Australia develop an identity within the region as a post-colonial state. A nation state’s identity is an important aspect of foreign policy, particularly because a nation’s foreign policy reflects the identity it seeks to present to the global community. If Australia is serious about strengthening ties with India, it is imperative that FND and its approaches become a central pillar of Australian values and thus its foreign policy. The idea of the Australian identity changing and growing is an important one for Australia to better situate itself, reflecting the country’s changing domestic demographic where the Indian diaspora is one of the fastest growing ‘migrant’ groups in Australia.
Moreover, FND will also fundamentally and structurally change – and inherently challenge – how Australia interacts with and learns from India. On key issues such as climate change and security an FND-led approach to foreign policy can more closely align with that of low- and middle-income countries like India.
Finally, an FND approach will also create space for Australia to better situate itself in the wider Indo-Pacific by adding transparency and legitimacy to Australia’s domestic behaviour and efforts at promoting inclusion, diversity, and multiculturalism.
In conclusion, FND has the potential to not only strengthen ties with India, but also help shape an international identity for Australia – one which seeks to place First Nations approaches at the centre of foreign policy, and provide a space where FND helps to shape new international norms.
Julie Ballangarry is a proud Gumbaynggirr/Dunghutti woman and PhD Candidate at the School of Government and International Relations, Griffith University. Julie is passionate about Indigenous affairs, public policy, and how Indigenous ways of being, knowing and doing can help to strengthen policy outcomes, particularly in key areas such as foreign policy. Prior to commencing her PhD Julie completed a Bachelor of Education with Honours (Class 1) and spent several years working in Remote and Low SES community schools.