The Historical Psychology of British Colonialism and Teaching 'Empire'
When we're still so emotionally attached to empire (for better or worse), how can we move forward in our teaching and learning?
On Tuesday, I intentionally posted something that *could* bring the ruckus.
I know. Terrible.
But I did it anyway.
Not because I want to get people wound up or to cause conflict but because I like pushing. It's in my nature to push. I want to know the point at which I'll hit resistance (so I can feel my way past it and push a bit more).
Anyway, do you know where that (historical) point is, dear reader?
British colonialism.
Specifically, critiquing British colonialism.
Here's the post, in case you missed it:
I say this all the time but I'm really not here to judge or to make people feel guilty. (That's actually a massive waste of time and energy when it comes to social justice work). But I am intrigued by the polarity that still exists between people of all races and cultures when it comes to the British Empire. There is so much emotion attached to this topic likely because the impact of empire is still felt across the world.
But I believe that history education also plays a role in perpetuating this polarity. History isn't here to make us feel better. It's not a warm hug and a cup of tea. But neither is it here to cause tension and create bitterness. Ideally, we want to be somewhere in the middle of those two extremes: grounded in fact and multiple perspectives while being mindful of the emotions that accompany them.
How British Colonialism is Taught Today
Think back to your school days. How often was colonialism mentioned in your history lessons? (And I'd be really interested to hear from anyone educated outside of the UK on this topic, so please do hit reply).
Generally speaking, I find that we dance around the edges of it in Britain. If you look at the National Curriculum for England and Wales, specifically for Key Stage 3 (the point at which history is still compulsory for all young people), you'll find lots of this dancing going on.
Let me show you what I mean:
As well as these aims, The National Curriculum has a unit called "Ideas, political power, industry and empire: Britain, 1745-1901" but it's not compulsory. Arguably, too, by positioning the empire next to concepts like "ideas" and "industry," you're setting up colonialism as a necessary component in human progress.
This unit does deal with some hard histories, including Britain's role in the Trans-Atlantic slave trade and the movement for Home Rule in Ireland, which potentially create opportunities for multiple perspectives and space for critique. However, if we look back at those overarching aims, those are not the National Curriculum's intentions.
Another problem here is that there is no specific instruction around teaching multiple perspectives. In fact, throughout the National Curriculum document, the word ‘perspective’ is only mentioned twice: firstly, it's singular ("perspective") and secondly, not in reference to people from the past. Too much is left to chance, and teachers are expected to deal with sensitive and charged topics without adequate support.
And here is another problem. Just look at the dates for that unit: 1745-1901.
Do they accurately reflect the extent of British influence around the world?
Because dates like this can easily give the impression that before 1745, nobody outside of Britain had heard of Britain. You have to be careful about how you frame historical events and processes, especially where young people are concerned. Dates are useful for making sense of the past but they quite often act as barriers to analysis because they are, by their nature, restrictive.
In writing all of this, I realise I've veered away from what I had originally intended to talk about: that psychology and emotional charge that is attached to the British Empire. But, at the same time, can we disconnect the teaching of empire from the way that people feel about it today? Given that education doesn't exist in a vacuum, we probably can't.
Moving Forward: Talking About Empire
Getting to the middle of the scale - where we can have fact-based discussions that don’t set tempers flaring - isn’t easy but that doesn’t mean it’s impossible.
How might we do it?
Openly recognise the diversity of opinions that exist, along with the diversity of emotions that empire arouses.
Create safe spaces for people to talk about empire.
Move away from ideas of empire as an “abstract concept” and towards a recognition of empire as an intentional and deliberate system of oppression.
Be mindful that empire functioned differently and served different purposes across specific times and places.
Move away from single narratives of empire (that are generally white and British).
Acknowledge and explore how empire continues to impact different racial and cultural groups.
And please please please, let’s STOP with 1745-1901 nonsense.
If you want to learn more about this topic, I heartily recommend:
Empireland: How Imperialism Has Shaped Modern Britain by Sathnam Sanghera.
Natives: Race and Class in the Ruins of Empire by Akala.