“Britain Should Pay Reparations for ITS Role in the Slave Trade”
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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. -
2 MB 9Th Apr 2021 BBC Ideas Full Report [Final]
BBC IDEAS 1 CONTENTS INTRODUCTION ............................................................................................................................................................... 3 EXECUTIVE SUMMARY .................................................................................................................................................... 5 PART ONE: MONITORING STATISTICS ...................................................................................................................... 7 1.1 The BBC and its Charter Responsibilities on ‘Impartiality’ and ‘Distinctiveness’ ................................ 7 1.2 BBC Ideas ...................................................................................................................................................... 11 1.3 News-watch ................................................................................................................................................... 13 1.4 Project Overview ......................................................................................................................................... 13 1.5 The Full Sample ............................................................................................................................................ 14 1.6 Views per Day .............................................................................................................................................. 15 1.7 Presentational style .................................................................................................................................... -
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). -
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 -
Decolonising the University
Decolonising the University Decolonising the University Edited by Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu First published 2018 by Pluto Press 345 Archway Road, London N6 5AA www.plutobooks.com Copyright © Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu 2018 The right of the individual contributors to be identified as the author of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN 978 0 7453 3821 7 Hardback ISBN 978 0 7453 3820 0 Paperback ISBN 978 1 7868 0315 3 PDF eBook ISBN 978 1 7868 0317 7 Kindle eBook ISBN 978 1 7868 0316 0 EPUB eBook This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental standards of the country of origin. Typeset by Stanford DTP Services, Northampton, England Simultaneously printed in the United Kingdom and United States of America Bhambra.indd 4 29/08/2018 17:13 Contents 1 Introduction: Decolonising the University? 1 Gurminder K. Bhambra, Dalia Gebrial and Kerem Nişancıoğlu PART I CONTEXTS: HISTORICAL AND DISCPLINARY 2 Rhodes Must Fall: Oxford and Movements for Change 19 Dalia Gebrial 3 Race and the Neoliberal University: Lessons from the Public University 37 John Holmwood 4 Black/Academia 53 Robbie Shilliam 5 Decolonising Philosophy 64 Nelson Maldonado-Torres, Rafael Vizcaíno, Jasmine Wallace and Jeong Eun Annabel We PART II INSTITUTIONAL INITIATIVES 6 Asylum University: Re-situating Knowledge-exchange along Cross-border Positionalities 93 Kolar Aparna and Olivier Kramsch 7 Diversity or Decolonisation? Researching Diversity at the University of Amsterdam 108 Rosalba Icaza and Rolando Vázquez 8 The Challenge for Black Studies in the Neoliberal University 129 Kehinde Andrews 9 Open Initiatives for Decolonising the Curriculum 145 Pat Lockley vi . -
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. -
Racism at the Heart of the British Royal R Suicide
MAY–JUNE 2021 VOL. 32, NO. 5 CIRC. 243,028 FROM THE EDITOR | COVER STORY 1 Mars Landing: A Preview of Your Incredible Potential! • There’s Intelligent Life FROM THE EDITOR GERALD FLURRY Alright 4 • Intelligence Can’t Solve Man’s Problems 5 Mars Landing: Why Are the Wealthy ‘Woke’? 6 A Preview of The Economy of Tomorrow’s World 11 Your Incredible Transgenderism and the Pursuit of Happiness 14 Potential! Putin and the ‘Greatest Catastrophe’ 19 See images from Mars for what they truly are: The Interview That Shook the a preview of your future mission. Royal Family 23 he world has been dazzled by images from Mars. Amer- Biden Middle East Policy: ica’s Perseverance rover is traveling across the Martian sur- Pushing the World Toward T face and sending back some of the best pictures, video and Christ’s Return 27 even audio that we have ever had from that planet. The mission also includes test-flying a remote helicopter and gathering rock Revealing the Two and soil samples that scientists hope to bring back to Earth later Witnesses 32 this decade. This truly is an amazing and stunning achievement! These scientists are searching for signs of past life on Mars. WORLDWATCH 34 But the overwhelming reality, confirmed by the work of this rover, is that this planet is dead and in a state of decay. SOCIETYWATCH 38 The contrast with the planet we inhabit is unmistakable: Earth is full of life! Mars and every other planet are decayed PRINCIPLES OF LIVING 39 wastelands. Are You Laughing at Things Here is a most exciting truth, revealed in your Bible: The You Shouldn’t? condition of these planets is closely linked with your incredible human potential! COMMENTARY 40 As impressive and inspiring as the Mars landing is, this bibli- Fake History Does Real cal truth makes it a million times more so. -
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. -
Annual Report
ANNUAL REPORT April 2018 - March 2019 About CLASS CLASS is a leading left think tank working to ensure policy is on the side of everyday people. Originating in the trade union movement, CLASS has an authentic connection to working people and a unique insight into the challenges society faces. We combine grassroots voices with intellectually compelling analysis to show an alternative way forward. CLASS works with a coalition of academics, activists and politicians to inspire the left and cement a broad alliance of social forces to support reform, and equip our supporters with the tools to popularise a new agenda. CLASS has been shaping and championing left analysis and policy debates since its creation. Our publications, events and training cover issues such as employment, the impact of public spending cuts, the macro economy, public services and housing. We recognise that these issues are intrinsically linked to inequalities in income, wealth, race, class and gender and that a fairer society and greener economy requires structural change. 128 Theobalds Road, London WC1X 8TN E: [email protected] P: 020 7611 2569 CLASS is a company limited by guaranteed 8153706 2 FAIZA SHAHEEN I’m proud to run a think tank standing up for everyday people across the country. CLASS shows it is possible to do policy thinking in a way “that isn’t centred on the Westminster bubble. Our unique approach and connection to the labour movement keeps us relevant, authentic and on- the-pulse. During these politically turbulent times, CLASS needs to be shouting even louder so that the realities of everyday life and the damaging impact of on-going public spending cuts are not lost in the political drama. -
Radio 4 Listings for 13 – 19 March 2021 Page 1 of 14
Radio 4 Listings for 13 – 19 March 2021 Page 1 of 14 SATURDAY 13 MARCH 2021 SAT 06:07 Ramblings (m000sz8t) Production Co-Ordinator: Carina Andrews Big Cats! Rick Minter in Gloucestershire Editor/Engineer: David Thomas SAT 00:00 Midnight News (m000t04k) The latest news and weather forecast from BBC Radio 4. Do big cats roam the British countryside? It’s a long running BBC Studios Production debate, one that’s never far from the headlines. A few years ago on Ramblings, Clare saw what she described as an “enormous SAT 00:30 Women vs Hollywood by Helen O'Hara black cat” on a walk near Ross on Wye. Several newspapers SAT 12:57 Weather (m000t4tq) (m000t04m) followed this up, as did the ‘Big Cat Conversations’ podcast The latest weather forecast The Women Who Fought Back which is hosted by Rick Minter: he set up a camera trap close to Clare’s sighting and made contact with Ramblings. So, for Film critic Helen O'Hara celebrates Hollywood’s female today’s walk, Clare and Rick explore the area around Selsley SAT 13:00 News (m000t4tv) pioneers - in front of and behind the camera - who fought Common in Gloucestershire and discuss why he’s so sure big The latest national and international news from BBC Radio 4 sexism and the power of the studio system to find their own cats do exist in rural Britain. voices and change film forever. Grid Ref for the layby where we parked: SO830027 SAT 13:10 Any Questions? (m000t048) The dawn of cinema was a free-for-all, and there were women Victoria Atkins MP, Daisy Cooper MP, Thangam Debbonaire who forged ahead in many areas of film-making.