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showing and practicing sovereignty over a Hindu or a Muslim in Asia is not very different from showing and exercising sovereignty over a tree or a river in the forests of Peru or Ecuador. I call each instance an epistemological “genetic slice” where the totality of such instances amounts to a unique but structured modern attitude toward the world

To critique Orientalism is to critique secular humanism, liberalism, anthropocentrism, materialism, capitalism -- all of which, and more, Said took for granted. 

Even if we were to concede—however objectionable and repugnant this may be— that modernity’s violent tools were adopted by necessity with a view to improving the human condition, we find ourselves facing the bitter reality of a world in which we have destroyed almost everything around us, from communal and social structures to ecology and environment.

My argument is that modernity’s structure of thought created a novel relationship between man and nature, one that produced a pathological sense of domination over nature, including our own.

Colonialism did not start in the colonies, but in Europe itself, and this is because early modern Europe embarked on a quest in which knowledge was systematically harnessed to subjugate nature, including our own selves. Orientalism is nothing more than a strand of discourse by which this bleak result was achieved, but every branch of knowledge – philosophy, science, law, etc.– is equally involved in the same project

I think that the position which argues that one cannot critique modernity from within modernity—necessarily the only place in which we find ourselves— is a nihilistic one

in modernity, the state, capitalism, bureaucracy, and a particular form of reason have become central domains that govern all other domains. These central domains have formed our subjectivities, and made us who we are. My argument is that we can capitalize on the peripheral domains, through an act of heuristic retrieval, in order to displace the central domains. And ethics is one peripheral domain from which we can begin to rethink who we are.

the urgent call for us to be self-conscious about what we are doing at large and what we are “saying” and writing in learning institutions, higher academia being a main concern. This is so because this academia manufactures much of what we know, and this manufactured knowledge has substantial power in deciding what we should or should not do in our lives. Essential to this self-consciousness is the need for us to understand and develop a deep sense of responsibility and accountability, [and] not in the narrow sense of being “conscientious citizens” or socially responsible individuals. What I mean is that responsibility and accountability must run deep into an awareness of everything we do, from the seemingly innocuous act of buying a soft drink from a convenience store to what we think of what, say, business and public policy mean to less powerful others around the world.

to make the change and to build a sense of ethical responsibility, academia must deploy what I call external critique of everything we teach and write about. External critique is to refuse the established premises and assumptions that have so far foregrounded our thoughts and actions; it is to refuse the very foundations of their logic. The critique must question who and what we are

how can you ensure compliance and loyalty when agents are far removed and have sanctuaries beyond your control?

the British regime carefully managed the social reproduction of European officers and soldiers. This was done to prevent the formation a dangerous Creole settler class. The Company had long sought to limit the numbers and control the conduct of private Europeans in India in order to maintain its commercial monopoly against “private trade.”  Under Cornwallis, political prudence provided another rationale.

the Company assiduously sought to limit the development a local power elite with any genealogical depth. This was intended to preempt any consequent claim to the “rights of Englishmen” that had just been forcefully raised in North America. The children of mixed European and Indian parentage were therefore turned into a socially inferior class of Eurasians, excluded from power. As early as 1786, the Company forbade the children of “native women” from traveling to England, after discovering that the Indian-born John Turing, “dark as his mother,” had done so and secured a cadet’s appointment in the Army. Two decades later, a “mulatto” candidate secured an appointment only by paying a young Englishman to impersonate him at the interview

If efforts at social integration had succeeded despite such attitudes, British India might have developed into a casta-ranked society like the Spanish Americas. But the need to win the support of the indigenous clerical classes, as well as the fear of promoting a Creole elite like the treacherous Americans, led the East India Company onto a different track. In the last few decades of its rule, before the revolt of 1857, Eurasian clerks were gradually displaced in state service by Indians from the traditional clerical classes, both Hindu and Muslim and, around Bombay, also Parsi and Goan Catholic. A greater regard by the British for their own “blood” returned after 1857, when Anglo-Indians were extensively recruited into the developing railway system in order to ensure imperial control of this strategic asset.  Eurasians, however, could not compete with the indigenous clerical classes in subordinate employment, that is to say, clerical work.

The psychic isolation of young men well indoctrinated in this system and left among Indians without their families was described to Emily Eden in 1837 as a “horrible solitude” that produced depression. One such officer told her of “the horror of being three months without seeing an European, or hearing an English word …”    Indirectly, therefore, we may see patterns of marriage and family formation being managed by the British imperial regime to bolster the loyalty of key elements of its governing apparatus. The political and military efficacy of that apparatus thus depended on constant policing of the boundaries of ethnicity

Licit sex and open conjugality were now limited to English-born women

the still prevalent climatic theories of “racial qualities” suggested that children raised in hot climates deteriorated from the parental stock

From the mid-nineteenth century therefore, young children were usually sent back to Britain while in India fathers worked and mothers sought to monopolize all legitimate conjugality. The result was that generations of children were torn away from their parents and if boys, certainly introduced to that staple of Victorian education, the rattan cane. Two of these children were initially too young (six and three) for school, so Rudyard Kipling and his sister were left in Lorne Lodge, Southampton

On both sides of the Atlantic Beowulfwas translated and adapted for children as a text that could instil in the young imperialist values, nationalist pride, racism, and a myth of heroic masculinity.

In Joseph Bernard Davis and John Truman’s Crania Britannicaof 1865, the size and shape of skulls and other skeletal features were used to liken the medieval Britons (especially the Welsh) to contemporary African and ‘Oriental’ peoples, all of whom were lacking in social and technological sophistication. The implication was that the historic colonisation of the Welsh provided just cause for the colonisation of other lands and peoples in the modern world

Given this history, it is impossible to claim, as do some, that the term ‘Anglo-Saxon’ is free of racist meaning in the UK

The term cannot be separated from its racist past and the violence it helped to justify, nor from its racist implications today, nor from the violence committed by those who in their academic defence of the term incite attacks on their colleagues. The petition signed by a group of (largely) UK academics arguing for retention of an (arguably) historically precise and critically aware use of the term is now circulating amongst white supremacists as an academic endorsement of their views.

another proof, as if we needed one, of the toxicity of so much of contemporary academic culture especiallyin the UK

I find hope in the convivial and subversive interventions of those students and scholars who are fighting for a more just, inclusive, and egalitarian medieval studies

why Americans find college to be so radical, even if they are not themselves radicalized by college

In the scope of global academia, American academics are about as staid and bourgeois as you can. The fact that my discipline, political science, constantly seeks ways to make itself more of service to the state would be perplexing to not a few other cultures’ social scientists, for example. And American historians, too, have long been a fairly conservative lot by this global metric—the dominance of Harvard and other Ivy League schools, the nearest thing we’ve got to Royal Academies around here, ensures that the language of instruction has always been in a plummy accent

compared to high school history textbooks—and only compared to them—we are flat radicals

We talk about issues like slavery, or racial discrimination, and the deficits of class mobility in the United States. We raise questions like whether bombing Hiroshima was worth it and point out that there’s no way that bombing Nagasaki was a good idea. We remind people that the United States can be hypocritical about human rights. We constantly challenge authority—from within the rules of the game, to be sure, but we do it—and we on the tenure-track enjoy some of the greatest speech protections known in American labor markets. And so we mild-mannered members of the middle classes come to stick out to college freshmen, raised on the pabulum of propagandistic textbooks, like a jalapeno in a frog-eye salad.

Conservative nationalism at this fever pitch is like a play on H.L. Mencken’s definition of a Puritan: the fear that someone, somewhere, is criticizing the American catechism. And it’s even more bizarre to see the National Archives rotunda appropriated for a “conference” of “historians” in this context—not just the context of rightist ascendancy, or of a pandemic and new Great Recession, but of all-but-total control of the curriculum itself.

It’s only rarely that I have students come into my classes knowing anything in particular about U.S. relations with Native communities, or about the role of slavery in nineteenth-century American foreign policy, or about the Mexican War, U.S. imperialism, or civil rights and the Cold War. U.S. history courses—in the main—remain what they were when I took them as a high school student [blank] years ago: dull recitations of the ever-improving progress of a country that was born perfect. (In fact, the narrative of this implicit national curriculum is so boring precisely because there’s no more drama or tension left in it—all of the conflict has been airbrushed away, or stomped into oblivion, by textbook writers seeking what plays in Peoria.)

It will collect, certify, and propagate a model for the anti-public school movement, and will provide the institutional basis for the reproduction of a separate schooling project that will fight a long war against the capture of the schools and colleges by the elites. The thing about culture wars, after all, is that they will not be over by (the war on) Christmas. They are generational wars—the sorts of struggles that get named Thirty or Hundred Years’ Wars.

It is obviously easier to decimate the higher education sector after painting it as intolerant and partisan

what is at stake for the political right here is the opposite of freedom of expression. As draconian laws effectively criminalise political protest, the goal of the fake crisis is to foist retrograde and discredited ideologies like race science and climate denial upon universities which are among the few remaining spheres where knowledge is valued

Since universities also have a statutory obligation, alongside academic freedom, to uphold academic standards, repudiating specious thought is a scholarly duty, not cancel culture.

Education Secretary Gavin Williamson warned English universities to adopt the International Holocaust Remembrance Alliance’s definition of anti-Semitism in its entirety or face sanctions despite widespread concerns. My own university has adopted the IHRA document wholesale even as scores of its academics have warned that some of the examples it gives conflate criticism of the policies, constitutional doctrines and laws of the State of Israel with anti-Semitism, and will silence those who work or speak on the topic of Israel and Palestine

The sharpest end of governmental cancellation is reserved for those who assess Britain’s imperial past critically. Attempts to undo silences and amnesia around empire and slavery, or question mindless glorification are frequently met with enraged denunciations of “town hall militants”, “woke worthies” and “baying mobs”, to use Communities Minister Robert Jenrick’s epithets.

Heritage organisation National Trust has also come under attack. Its “Colonial Countryside” project which sought to modestly illuminate some colonial and slavery connections for properties in its care was met with political fury from Conservatives. A particular red rag was Winston Churchill’s family home, Chartwell, in relation to which his imperial connections, hardly a state secret, were mentioned.

Dowden’s warnings to heritage bodies to act in line with government policy or face funding cuts have rightly worried museum staff about political interference in the sector.

the extent to which the concocted free speech crisis is influenced by far-right forces in the United States and their culture war agenda. An exposé by Open Democracy last year found that the freedom of speech White Paper, not only cited Policy Exchange (complete with false claims) liberally but also the US-based Alliance for Democratic Freedom International (ADF), a Christian anti-equality organisation which has been classified as a “hate group”. This organisation has spent £410,000 ($542,000) on lobbying in the UK since 2017, also getting involved in campus disputes.

Behind the fabricated cultural battles and false flag “free speech” campaigns, a real battle is now unfolding, a fight to defend critical thought, robust scholarship, and the right to challenge the line that wealth and power would have us all acquiesce to.