The Visceral Logics of Decolonization
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“Britain Should Pay Reparations for ITS Role in the Slave Trade”
MOTION: JANUARY 2016 REPARATIONS “BRITAIN SHOULD NADIA BUTT PAY REPARATIONS FOR ITS ROLE IN THE SLAVE TRADE” DEBATING MATTERS DEBATOPITING MATTERCS GUIDETOPICS GUIDEwww.debatingmatters.comS ABOUT DEBATING MATTERS SUPPORTED BY Debating Matters because ideas PRIMARY FUNDER HEADLINE PRIZE SPONSOR matter. This is the premise of the Institute of Ideas Debating Matters Competition for sixth form students which emphasises substance, not just style, and the importance of taking ideas seriously. Debating Matters REGIONAL SPONSORS presents schools with an innovative and engaging approach to debating, where the real-world debates and a challenging format, including panel judges who engage with the students, CHAMPIONS REGIONAL FINAL SPONSOR appeal to students from a wide range of backgrounds, including schools with a long tradition of debating and those with none. VENUE PARTNERS process cyan pantone 7545U CONTENTS INTRODUCTION 1 of 6 NOTES Despite The Slavery Abolition Act of 1833 formally outlawing Introduction 1 slavery throughout the British Empire nearly 200 years ago [Ref: Wikipedia], Prime Minister David Cameron’s first state visit to Key terms 1 Jamaica last September was overshadowed by calls from high- The Reparations debate in context 2 profile politicians, including Jamaican leader Portia Simpson Miller, for Britain to pay reparations for its involvement in the Essential reading 4 slave trade [Ref: RT]. This is just one example of an increasing Backgrounders 5 demand for reparations from Western nations to individuals and countries who were affected by the slave trade. According to Organisations 5 some calculations, reparations for the transatlantic slave trade [Ref: UNESCO] could add up to $14 trillion [Ref: Newsweek] and Audio/Visual 6 those calling for reparations argue that slavery facilitated the In the news 6 rise of Britain as a global player, and forced human exploitation was a “major source of wealth of the British Empire” [Ref: Independent]. -
Colonialism Postcolonialism
SECOND EDITION Colonialism/Postcolonialism is both a crystal-clear and authoritative introduction to the field and a cogently-argued defence of the field’s radical potential. It’s exactly the sort of book teachers want their stu- dents to read. Peter Hulme, Department of Literature, Film and Theatre Studies, University of Essex Loomba is a keen and canny critic of ever-shifting geopolitical reali- ties, and Colonialism/Postcolonialism remains a primer for the aca- demic and common reader alike. Antoinette Burton, Department of History, University of Illinois It is rare to come across a book that can engage both student and specialist. Loomba simultaneously maps a field and contributes provocatively to key debates within it. Situated comparatively across disciplines and cultural contexts, this book is essential reading for anyone with an interest in postcolonial studies. Priyamvada Gopal, Faculty of English, Cambridge University Colonialism/Postcolonialism moves adroitly between the general and the particular, the conceptual and the contextual, the local and the global, and between texts and material processes. Distrustful of established and self-perpetuating assumptions, foci and canonical texts which threaten to fossilize postcolonial studies as a discipline, Loomba’s magisterial study raises many crucial issues pertaining to social structure and identity; engaging with different modes of theory and social explanation in the process. There is no doubt that this book remains the best general introduction to the field. Kelwyn Sole, English Department, University of Cape Town Lucid and incisive this is a wonderful introduction to the contentious yet vibrant field of post-colonial studies. With consummate ease Loomba maps the field, unravels the many strands of the debate and provides a considered critique. -
The Inclusive University: a Critical Theory Perspective Using a Recognition‐Based Approach
Social Inclusion (ISSN: 2183–2803) 2021, Volume 9, Issue 3, Pages 6–15 https://doi.org/10.17645/si.v9i3.4122 Article The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach Jan McArthur Department of Educational Research, Lancaster University, UK; E‐Mail: [email protected] Submitted: 1 February 2021 | Accepted: 12 May 2021 | Published: 21 July 2021 Abstract This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition and use the debate between critical theorists Nancy Fraser and Axel Honneth to explain the implications of this approach. Central to Frankfurt School critical theory is the idea that we achieve our individuality through our interactions with others. Anything which prevents an individual leading a fully realised social life, within or outwith the university, undermines inclusion. Thus, I offer a broader, more complex and holistic understanding of inclusion than traditional approaches within the university such as widening participation. While such approaches can be helpful, they are insufficient to address the full challenge of an inclusive university, understood in these terms of critical theory and mutual recognition. Keywords Alex Honneth; critical theory; higher education; mutual recognition; Nancy Fraser; social justice; university Issue This article is part of the issue “Inclusive Universities in a Globalized World” edited by Liudvika Leišytė (TU Dortmund, Germany), Rosemary Deem (Royal Holloway, UK) and Charikleia Tzanakou (Oxford Brookes University, UK). -
The House in South Asian Muslim Women's Early Anglophone Life
Binghamton University The Open Repository @ Binghamton (The ORB) Graduate Dissertations and Theses Dissertations, Theses and Capstones 2016 The House in South Asian Muslim Women’s Early Anglophone Life-Writing And Novels Diviani Chaudhuri Binghamton University--SUNY, [email protected] Follow this and additional works at: https://orb.binghamton.edu/dissertation_and_theses Part of the Comparative Literature Commons Recommended Citation Chaudhuri, Diviani, "The House in South Asian Muslim Women’s Early Anglophone Life-Writing And Novels" (2016). Graduate Dissertations and Theses. 13. https://orb.binghamton.edu/dissertation_and_theses/13 This Dissertation is brought to you for free and open access by the Dissertations, Theses and Capstones at The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in Graduate Dissertations and Theses by an authorized administrator of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. THE HOUSE IN SOUTH ASIAN MUSLIM WOMEN’S EARLY ANGLOPHONE LIFE-WRITING AND NOVELS BY DIVIANI CHAUDHURI BA, Jadavpur University, 2008 MA, Binghamton University, 2010 DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Comparative Literature in the Graduate School of Binghamton University State University of New York 2016 © Copyright by Diviani Chaudhuri 2016 All Rights Reserved Accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Comparative Literature in -
The Women of the PWA: the Politics and Writings of Rashid Jahan and Qurratulain Hyder
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 5-2018 The Women of the PWA: The Politics and Writings of Rashid Jahan and Qurratulain Hyder Mehr Ali College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the Asian History Commons, Cultural History Commons, Intellectual History Commons, South and Southeast Asian Languages and Societies Commons, Women's History Commons, and the Women's Studies Commons Recommended Citation Ali, Mehr, "The Women of the PWA: The Politics and Writings of Rashid Jahan and Qurratulain Hyder" (2018). Undergraduate Honors Theses. Paper 1234. https://scholarworks.wm.edu/honorstheses/1234 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Table of Contents Introduction: Review of Scholarship 1 Chapter 1: The Progressive Writers’ Movement 10 Chapter 2: Rashid Jahan 25 Chapter 3: Qurratulain Hyder 41 Conclusion 54 Bibliography 57 ii Introduction: Review of Scholarship The publication of Angarey in 1932 sent ripples through the Urdu literary scene as well as Indian society at large. 1 This collection of 9 short stories and a play by a group of young progressive writers, which consisted of Sajjad Zahir, Mahmudduzafar, Rashid Jahan, and Ahmed Ali, offered a scathing critique of conservative Indian society, social ills such as poverty and misogyny, as well as conservative religiosity that restricted critical and freethinking. -
Rhetorics of Belonging
Rhetorics of Belonging Postcolonialism across the Disciplines 14 Bernard, Rhetorics of Belonging.indd 1 09/09/2013 11:17:03 Postcolonialism across the Disciplines Series Editors Graham Huggan, University of Leeds Andrew Thompson, University of Exeter Postcolonialism across the Disciplines showcases alternative directions for postcolonial studies. It is in part an attempt to counteract the dominance in colonial and postcolonial studies of one particular discipline – English literary/ cultural studies – and to make the case for a combination of disciplinary knowledges as the basis for contemporary postcolonial critique. Edited by leading scholars, the series aims to be a seminal contribution to the field, spanning the traditional range of disciplines represented in postcolonial studies but also those less acknowledged. It will also embrace new critical paradigms and examine the relationship between the transnational/cultural, the global and the postcolonial. Bernard, Rhetorics of Belonging.indd 2 09/09/2013 11:17:03 Rhetorics of Belonging Nation, Narration, and Israel/Palestine Anna Bernard Liverpool University Press Bernard, Rhetorics of Belonging.indd 3 09/09/2013 11:17:03 First published 2013 by Liverpool University Press 4 Cambridge Street Liverpool L69 7ZU Copyright © 2013 Anna Bernard The right of Anna Bernard to be identified as the author of this book has been asserted by her in accordance with the Copyright, Design and Patents Act 1988. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or -
Open Letter to the United Nations Secretary General, March 2019: the UN Must Live up to Its Responsibility to Mediate a Peaceful Settlement of the Kashmir Conflict
Open Letter to the United Nations Secretary General, March 2019: The UN must live up to its responsibility to mediate a peaceful settlement of the Kashmir conflict March 18, 2019 H.E. Mr. António Guterres Secretary-General of the United Nations Executive Office of the Secretary-General S-3800, United Nations Secretariat Building New York, NY 10017 Re: The UN must live up to its responsibility to mediate a peaceful settlement of the Kashmir conflict Your Excellency, We are writing in the wake of the crisis created by the suicide bombing of an Indian paramilitary convoy in Pulwama District in south Kashmir on February 14, 2019, and the ensuing military hostilities between India and Pakistan, to ask you to urgently intervene in order to prevent further conflict and the endangerment and loss of life. This requires that you recognize the responsibility of the United Nations to act as an impartial mediator to negotiate a peaceful and just settlement of the Kashmir conflict and to initiate such negotiations on an urgent basis. We regret the loss of life of the Indian paramilitary soldiers and sympathize with their families, as we regret the loss of lives and the disruption of communities in Kashmir caused by the long- standing conflict. As scholars of Kashmir, we believe that this attack was the direct outcome of the continuing cycles of violence perpetuated by the policies followed by successive Indian governments in Kashmir. Governance in Indian-administered Kashmir routinely combines severe political repression and continuing military impunity and violence against the population with a refusal to negotiate a just and peaceful settlement. -
What Studying Classics Taught Me About My Relationship with Western Civilisation
Bulletin 49 (2020) https://cucd.blogs.sas.ac.uk/bulletin/ WHAT STUDYING CLASSICS TAUGHT ME ABOUT MY RELATIONSHIP WITH WESTERN CIVILISATION by Hardeep Singh Dhindsa [The following speech was presented at a conference organised by the University of St Andrews entitled ‘Classics and Race’ on the 15th October, 2019. For the full programme, see: https://staigs.wp.st-andrews.ac.uk/event/classics-and-race-research-and-pedagogy/] his paper was difficult to write. It isn’t like any previous ones I’ve presented where I did research and formulated an argument. There is no argument here. I am simply speaking T my truth and in some ways that is much more difficult than presenting an ordinary paper. In fact I prefer the former. The difficult thing about writing this paper was choosing what to put in. There are so many areas I think of when I think Classics and Race. Do I focus on the actual ancient world, do I speak about classical reception? Should I mention pedagogy, or should I focus on BAME experience? In the end I decided that speaking about my own experiences in Classics were more important to highlight. It is no secret that this field is severely lacking in BAME scholars, so I will use this platform because I have been given an opportunity to speak for myself, rather than have a white colleague speak on my behalf. This talk, therefore, will explore the various experiences BAME scholars have in Classics. To begin, why is it that we can trace the history of the ‘western’ world through numerous countries, jumping from the US to Britain, to France, to Italy, to Greece but suddenly it stops there? Why is it that when people talk about ancient Greece they refer to it as the cradle of ‘Western Civilisation’, as if nothing could be traced before that? It is as if Greece and its culture just appeared out of nowhere with its own language, mythology, and art. -
45Th ANNUAL REPORT 1 April, 2014 – 31 March, 2015
45th ANNUAL REPORT 1 April, 2014 – 31 March, 2015 JAWAHARLAL NEHRU UNIVERSITY NEW DELHI www.jnu.ac.in CONTENTS HIGHLIGHTS 1 – 6 THE LEGEND 7 – 10 ACADEMIC PROGRAMMES AND ADMISSIONS 11 – 15 UNIVERSITY BODIES 16 – 28 SCHOOLS AND CENTRES 29 – 356 ● School of Arts and Aesthetics (SA&A) 29 – 50 ● School of Biotechnology (SBT) 51 – 57 ● School of Computational and Integrative Sciences (SCIS) 58 – 61 ● School of Computer & Systems Sciences (SC&SS) 62 – 67 ● School of Environmental Sciences (SES) 68 – 82 ● School of International Studies (SIS) 83 – 134 ● School of Language, Literature & Culture Studies (SLL&CS) 135 – 179 ● School of Life Sciences (SLS) 180 – 201 ● School of Physical Sciences (SPS) 202 – 210 ● School of Social Sciences (SSS) 211 – 330 ● Centre for the Study of Law & Governance (CSLG) 331 – 338 ● Special Centre for Molecular Medicine (SCMM) 339 – 344 ● Special Centre for Sanskrit Studies (SCSS) 345 – 351 ● Special Centre for Nano Sciences (SCNC) 352 – 356 UGC ACADEMIC STAFF COLLEGE 357 – 366 STUDENTS’ ACTIVITIES 367 – 372 ENSURING EQUALITY 373 – 377 LINGUISTIC EMPOWERMENT CELL 378 – 379 UNIVERSITY ADMINISTRATION 380 – 383 CAMPUS DEVELOPMENT 384 – 385 UNIVERSITY FINANCE 386 – 387 OTHER ACTIVITIES 388 – 394 ● Gender Sensitisation Committee Against Sexual Harassment 388 – 389 ● Alumni Affairs 389 – 390 ● Jawaharlal Nehru Institute of Advanced Study 390 – 391 ● International Collaborations 391 – 394 JNU Annual Report 2014-15 iii CENTRAL FACILITIES 395 – 412 ● University Library 395 – 403 ● University Science Instrumentation Centre -
Erik Linstrum
ERIK LINSTRUM Department of History P.O. Box 400180 University of Virginia Charlottesville, VA 22904 (434) 924-7147 [email protected] FACULTY APPOINTMENTS Associate Professor of History, University of Virginia, August 2018-. Assistant Professor of History, University of Virginia, January 2015-August 2018. Assistant Professor of History and Postdoctoral Fellow, Society of Fellows, University of Michigan, September 2012-December 2014. EDUCATION Ph.D. in History, Harvard University, November 2012. Dissertation: “Making Minds Modern: The Politics of Psychology in the British Empire, 1898-1970.” Committee: Maya Jasanoff (chair), David Blackbourn, Caroline Elkins, and Erez Manela. A.M. in History, Harvard University, June 2009. A.B. in History, Princeton University, summa cum laude, June 2006. BOOKS Age of Emergency: Living with Violence at the End of Empire (under contract, Oxford University Press). Ruling Minds: Psychology in the British Empire (Harvard University Press, 2016). * Winner, George Louis Beer Prize, American Historical Association. 1 ARTICLES AND CHAPTERS “Colonial Counterinsurgency in the Shadow of Total War,” in Globalizing the History of Twentieth-Century War, ed. Bruno Cabanes (in progress). “What Is Decolonization Now? An Exchange,” Twentieth-Century British History (with Priyamvada Gopal, Saima Nasar, Vanessa Ogle, Tehila Sasson, and Stuart Ward) (in progress). “Political Reporting,” in Information: A Historical Companion, edited by Anthony Grafton, Ann Blair, Paul Duguid, and Anja Goeing (Princeton University Press, 2021). “The Case History in the Colonies,” History of the Human Sciences 33, no. 3-4 (October 2020): 85-94. “Domesticating Chemical Weapons: Tear Gas and the Militarization of Policing in the British Imperial World, 1919-1981,” Journal of Modern History 91, no. -
Black Lives Matter: Starting Points for the Victorianist
Black Lives Matter: Starting Points for the Victorianist In a review essay eighteen years ago titled ‘Black work from summer 2019 to produce and implement British Studies in the Victorian Period’, Audrey Fisch a BAVS Diversity and Equality Statement. This asked how far the field of Victorian studies had newsletter will support and contribute to this addressed race. Fisch could at that time point to new collective effort. As part of a new feature on the latest scholarship that sought to understand and scholarship in Victorian studies, we commit to interrogate attitudes towards Black people in the showcasing research that addresses race, particularly Victorian period. Yet Fisch avowed some scepticism by scholars of colour. And we encourage requests to as to the impact of this work upon the field more review books in these areas. Further, we offer here a generally. ‘I remain pessimistic’, she wrote, ‘about brief but hopefully useful list of resources addressing how well established Black British Victorian studies Victorian race from the last twenty years, aiming to is and how thoroughly this work is permeating the provide Victorianists at all career stages with some overall field of Victorian studies’.1 ideas and directions for integrating race and anti- Examining the field eighteen years later and racism into their teaching and research in the future, following the recent killing of George Floyd in as well as serving as starting points for those Minneapolis and the Black Lives Matter movement in introducing themselves to the period. Although it the UK and USA, we can point to a significant body of features work by scholars of colour, this list, like the scholarship on race in the nineteenth century. -
The Legacy of Nirbhaya: Two Documentaries About a Violent Crime
Feminist Visions THE LEGACY OF NIRBHAYA: TWO DOCUMENTARIES ABOUT A VIOLENT CRIME by Karla J. Strand Vibha Bakshi, DAUGHTERS OF MOTHER INDIA. 45 mins. 2015. Third World Newsreel. Leslee Udwin, INDIA’S DAUGHTER. 62 mins. 2015. Women Make Movies. Content Warning The documentaries reviewed in this article describe real incidents of violent rape and its aftermath, and one includes interviews with individuals who express extremely misogynistic views. In the largest international study ever conducted on reported rapes in the world and that other Western Euro- violence against women, one in four men said they had pean countries display higher rates of rape than India and raped someone at some time in their lives, and one in ten some other non-Western countries.6 Attempts to compile admitted they had raped someone who was not their inti- and compare rates of rape and sexual violence throughout mate partner.1 The study, conducted by the United Nations, the world reveal the complexities of defining, reporting, and examined sexual violence in Bangladesh, Cambodia, China, quantifying incidents of rape — but what we do know is Indonesia, Papua New Guinea, and Sri Lanka. Since this that naming one city or country the world’s “rape capital” is was one of the few investigations ever conducted that fo- oversimplified and misleading. cused on men as perpetrators instead of women as victims/ survivors, the research offers some startling yet valuable in- An especially brutal gang rape occurred in Delhi, sights. For example, the researchers found that almost half India, in late 2012. In response, massive protests began in of the men who acknowledged having raped had done so earnest, led by university students demanding attention to more than once.