Paul Craig Roberts – paulcraigroberts.org Sept 1, 2022
Western universities are fixed on a course that denies white students knowledge of the literature, art, and achievements of Western culture, focusing only on its alleged racism and collection of evils ascribed to “whiteness,” while teaching the students the culture and literature of other people.
As this headline in the British Telegraph puts it, “Universities drop Chaucer and Shakespeare as ‘decolonization’ takes root. Many British universities have sought to liberate their courses from ‘white, Western and Eurocentric’ knowledge”
To “decolonize the curriculum” means to deracinate it, to remove white ethnicities from their cultures. In other words, to dissolve Western civilization. This is now the main function of a university education. White students are to be isolated from their heritage by withholding knowledge of it, thus leaving white peoples without any sense of themselves. Kept ignorant of their heritage by the evicting of “whiteness,” they will only be taught the cultures of others. In other words, this is a chosen policy of cultural genocide via deracination.
What then is the purpose of national security, defense departments, intelligence services? With universities busy at work destroying a people’s concept of themselves, what do deracinated people rise in defense of?
The enemies of the Western world are its own universities, not foreign powers.
From the Telegram’s report:
By Craig Simpson
27 August 2022
William Shakespeare’s sonnets are now less likely to be included in British university curricula
Arriving on campus this autumn, students may find their modules peculiarly devoid of Geoffrey Chaucer, Jane Austen, or Shakespeare’s sonnets.
This is for their own good, according to the many British universities, which have sought to “decolonise the curriculum” and liberate courses from the inequities of “white, Western and Eurocentric” knowledge.
The syllogism seemingly accepted across many university departments runs like this: Western knowledge is a product of colonialism; colonialism is an evil to be opposed; therefore Western knowledge must be opposed.
In this view, it is incumbent upon academics to change curricula – megalithic “knowledge” is to be replaced by pluralistic “knowledges”, and the “Euro-centric” canon is to be replaced by one that is more diverse.
Dealing with a ‘colonial legacy’
The view can be summarised in a Royal Veterinary College’s document, seen by The Telegraph, which states: “Knowledge as used in education, is underpinned by the Western or global-north narrative, which has consistently been viewed as being intellectually and culturally superior and has been perpetuated to the exclusion of other global sources of knowledge and cultures.
“Western colonialism enabled this, and the colonial legacy has endured in education.”
Staff across numerous institutions have argued that it is for the benefit of students, with a goal of tackling the discrepancy in average marks between white students and those from ethnic minority backgrounds.
This “attainment gap” is central to the concerns of the institutions, which are eagerly decolonising their courses, and it appears academics pursuing this work believe that moving courses away from the white and Western will close the gulf.
Decolonisation is deemed necessary to boost grades and, as a missive at one institution informed staff, academics must ditch material traditionally revered by the “WEIRD (Western, educated, industrialised, rich and democratic)”.
Prof Frank Furedi, an education expert at the University of Kent, said: “They assume that an inclusive pedagogy helps students gain confidence by teaching material that is relevant to their lives.”
He has argued that a striving for relevance means the safely familiar is taught to students, rather than the challenging, with professors often offering learners material comfortingly created by people of the “same identity group”.
The effects of this pedagogical philosophy have been seen in numerous universities, including Stirling, which The Telegraph revealed had removed Jane Austen from one English module, replacing her with African-American author Toni Morrison for the stated reason of “decolonising” the curriculum.
The University of Leicester, in a similarly stated effort to “decolonise” its modules, removed Chaucer from its mediaeval literature course, and Salford chose to no longer assess students on the “white Western” sonnet form.
‘Colonialist’ musical notation
The issue is not just literary. At Oxford, one professor took issue with the teaching of “colonialist” musical notation and, at Cambridge, a module seeking to “decolonise the ear” aims to deconstruct classical music and its links to “neoliberal systems of power”. At the Royal Birmingham Conservatoire, the “Black Mozart” Chevalier de Saint-Georges is used to teach sonatas, replacing Beethoven.
Away from the arts and humanities, Durham University has sought to address “almost entirely (or even completely) white” mathematics, and the Royal Veterinary College is pursuing its own programme of decolonisation.
The common culpability of these subjects, even those scientific disciplines rooted in (presumably universal) objectivity, is that they form part of a privileged “Western knowledge”.
According to internal documents, teaching staff at Solent are focused on: “Decentring white, Western and Eurocentric subject knowledge and drawing instead on global, diverse and marginalised perspectives”.
Salford warns in one decolonisation guide against prioritising of “Western sources of knowledge”, when students may have “alternative knowledge systems”.
Winchester has shared a guide on decolonising, which urges academics to “de-centre Western-dominated system of knowledge generation”. Similarly at Aston, there are ongoing efforts to address “Eurocentric philosophies and narratives and their impacts on pedagogy”.
Problems of curricula ‘whiteness’
Abertay’s psychology department notes in an update on “decolonisation” that the discipline lacks representation, as “most psychological science [was] conducted by white males in the early years”. The problem of curricula “whiteness” has also been raised at Liverpool John Moores, where an English department identified the necessity that “the unspoken power of whiteness should be examined and challenged in the core curriculum”.
At Oxbridge too, the pattern persists. Cambridge students have been told that the canon of classical music can be seen as an “imperial phenomenon” and, at Oxford, concerns have been raised about a classical “white hegemony”.
Many institutions stress that teaching must always incorporate the ideas of decolonisation: St Andrew’s history courses have been ensuring staff follow “inclusive and anti-colonial practices”, and staff at Edinburgh Napier “challenge both colonial views and Western hegemonies within higher education”.
Internal diversity chiefs promote this kind of view in many cases, and institutions themselves have professionalised the proselytising for diversity. SOAS University of London, for example, has developed its own frequently shared “toolkit” for decolonising, which warns against courses replete with “Westernness” or “whiteness”.
Kingston has developed a similar toolkit, while some universities have allowed students to simply tell teaching staff what they should be learning during the course of their degree.
Far from self-evident to general public
The inherent virtue of this approach is unquestioned across numerous departments, internal documents suggest, although to the public at large, the virtues of reappraising Western knowledge are far from self-evident.
But internal policy claims that it is to tackle the discrepancy in average marks between white students and those from ethnic minority backgrounds. In 2019, there was an attainment gap of 13 per cent between white students who achieved a 2:1 or first-class degree and black, Asian and ethnic minority students who did so, according to SOAS University of London.
Aston, in Birmingham, has stated in internal notes that its decolonising work “directly informs initiatives that address our attainment gaps”.
Salford, which dropped sonnets from a creative writing course in the cause of decolonisation, has stressed in internal messaging that: “Inclusive curricula reflect and cater for a diverse society and the learning needs of students from a wide range of backgrounds.”
Leicester has cited its decolonisation work as “response to the Race Award Gap”, while the University of Aberdeen’s “decolonisation steering group” cites addressing the attainment gap as a key issue.
Kingston’s toolkit for decolonising aims primarily to “improve the experience, skills and attainment of all students”, and Surrey, which has steered its courses away from “WEIRD” knowledge, has done so in the context of ensuring the “elimination of the awarding gap for black students”.
At Canterbury, the drive for a “diverse and inclusive” curriculum is aimed at closing the attainment gap; Oxford Brookes has been decolonising to achieve the same result. This objective is repeated across academia.
The SOAS decolonising toolkit, taken up by many UK institutions, makes clear that everything occidental, colonial, and white is being addressed in the context of closing the gulf in grades.
Yawn…..it is now beyond reasonable doubt that the authors of all this stuff are the JEWS….Their presence at universities is at an all time high.
Their influence is greatly assisted by the jewish fiend Soros.His fortune come by cooking the books and neatly bankrupting the Bank of England.
This stuff can be compare to Russia post 1917 when the fiends took over…..it wasnt long before they were killing millions of Russians/Ukrainians.
Therefore it would be logical to suggest this fate awaits Americans./Brirain etc.
JUST LOOK WHAT THE FIENDS HAVE DONE TO BRITAIN WITH THEIR ALIEN IMMIGRATION STRATEGY.
Recall the words of the well named Barbara Spectre in Sweden…..
It’s odd, millions of non-Whites from all over the world migrate legally and illegally to White countries (USA, European countries, Canada, Australia etc.) to have a better life (higher standard of living, less violence, more freedom etc.)
White college educated liberals in power positions in academia, corporations, the celebrity world and government agencies and White stooges in the media (manipulated by the Jewish controlled media and Jewish academics) promote the narrative Whites are evil racists who oppress non-Whites (Western Civilization bad).
Yet, millions of non-Whites continue to move to White countries, they don’t go back home or use their cell phones to convince their friends and family not to move to White countries.
Basically, non-Whites living in White countries don’t know they’re being oppressed until White liberal stooges tell them about the evil Whites oppressing them. Many non-Whites who know it’s absurd go along with it to gain more power and the good jobs.
Perhaps they think Whites are basically fools (go ahead and marginalize us but please don’t call us racists), happily giving up their countries to strangers. Oh well. Thanks, NWO gang. Sigh.
Knowledge is knowledge, of course, with no different versions for different Races. Blacks do not have the self-discipline to acquire knowledge, but they are accorded equality, so we have to start listening to their jabbering, their errors, and their natural hostility. Maths experts never did write a book saying “Ya well, maybe two plus two does equal 578 after all, cos, you know, that ape-man is scaring me”
Very soon there will be no need for these institutions nor the credentialed imbeciles steering them into the iceberg… because of course eventually as they become more African diverse etc and thus more useless outside of their political ‘utility’ and furtherance of the new plantation….
They will no longer function in the way the bureaucracy demands for survival.. the cancer will metastasize…
watching these self righteous and one must observe pretentious imbeciles slitting their own throats to facilitate the regimes culture war and planned genocides brings to mind Lenin and his ‘useful idiots’… and what these useless so called academics will receive for their ‘final injection’…
NB: the supposed Chevalier (violinist and black bastard of a frog colonial and probably another musical creative fraud) who was half ‘white’ (always overlooked by people of ahem brown ‘colour’) was a contemporary of Mozart not Beethoven.. and quite average..
so…. already ‘slipping’ … presumably Beethoven’s ‘black ancestry’ long bleated about by foisty crusts proved to be the wrong ‘kind’… e.g. non existent…
Not that any of it matters…
What did you expect to happen? If millions of white gentiles from Britain/USA/Canada/OZ-NZ etc are going to fight for the triumph of anti-white Judeo-Capitalism/Communism in WWII over their own racial & socioeconomic advantage & benefit (represented by pro-white Germany) then its just a matter of time before your culture & nations are destroyed by the Semitic & simian scum you fought & won a war for…lol
Since its inception ‘western civilization’ has been infected with the virus of Jewish Christianity, which is the cause & source of its politico-economic & ethical-cultural domination by Jews & its corollary contamination & decomposition into egalitarianism, mongrelism & Communism..
the cultureless jews want destroy the
culture of the europeans + replace it
with african woodoo+cannibalism +
islamic throatcutting .
Go read your GREEK classics. Where are the WHITE COUNTRIES.
Just a lot of BULLSHIT in this article. The norm for DESCENDANTS OF THE COLONIAL MASTERS.
Now, the shoe is on the other foot.
Who are the AFRICANS???
THIRD EYE OPENED.
Mystic and Yogi
Any white people dangerously stupid or pathetically sniveling enough to still attend those institutions of treachery are volunteering themselves for a beating and willfully committing cultural suicide. The only educational path for whites these very dark days of satanic inversion is to learn a trade and take the boatload of money that would have been paid to a university and purchase a plot of land and some of the things to produce your own food.
“Many British universities have sought to liberate their courses from ‘white, Western and Eurocentric’ knowledge” .. What, and instead teach the grand venerated tradition of Afrocentric knowledge?? Hahahaha Ok, let me know how that works out. In tens of thousands of years, niggers still can’t build anything to last more than a day, struggle to grow anything other than abject degradation, and still piss in their source of drinking water. But they do excel at rape, robbery, senseless violence, and destruction, so there’s that. I wonder what name they will give that uni degree.
“Staff across numerous institutions have argued that it is for the benefit of students, with a goal of tackling the discrepancy in average marks between white students and those from ethnic minority backgrounds.” .. There it is, dumb it down for the dumbf*cks who have demonstrated they’re too stupid and intellectually inferior to even be in college.
It reminds me of the utterly destructive No Child Left Behind program instituted in the Jewnited States by the treasonous Bush-Cheney regime, a program that forced public schools to teach to the level of the dumbest kid in class, which has done nothing but retard the educational progress of all the other students.
“…while some universities have allowed students to simply tell teaching staff what they should be learning during the course of their degree.” .. Bloody brilliant; let the retarded inmates run the asylum, what could possibly go wrong…
“Internal diversity chiefs”, aka THE most worthless sacks of xxxx in any organization, sure to do nothing but drag any standards into the sewer and set your organization firmly on the path to destruction.
“At Canterbury, the drive for a ‘diverse and inclusive’ curriculum is aimed at closing the attainment gap” .. The “drive” should then be any student interested in obtaining an actual education drive their asses to the office of the Registrar to withdraw and demand a complete refund, then drive away from that museum of treachery and degradation as fast as they can.
PCR passes the test. He is obviously a student of the comments section of “The Truthseeker…” But I’d like to recommend the posts from 2010 onwards to him as well…
But seriously, as I’ve mentioned elsewhere, I just wonder what good “Outrage Porn” does. We all are guilty of indulging of course… We all know what direction the wind is blowing in…
Umbrella and lulu jones have commented, two retarded apes still spewing their ignorant nonsense.
who be this jami salamy and mahcum monkeys from afrika?pleez crawl back under your rock.NOW!
Malcolm–you are only a weapon of the Jews and their jealousy
Communist penetration of the British educational system started in the 1950’s, moved ahead rapidly in the 1960’s and was complete by the mid 1970’s. Parents were warned, but they didn’t care as they were too busy going on strike and lining their own pockets. The typical British schoolteacher is a left wing airhead female who can’t even read and write properly. The only way to fix it would be to burn the whole system to the ground and start again.
The world is so sick of Jews.
Hey, everybody.
A great read is John Taylor Gatto’s “The Underground History of American Education”, which
lays out the foundations of the dumb & dumber education systems we’ve all been incarcerated
by and it illustrates the underpinnings of the political, economic and societal sham that
peeple so willingly pay for and send their kids to for brainwashing & daycare, while they travel
half asleep to their miserable first & second jobs so they can make the mortgage or that
second car payment. Wait…that was 2009, or something.
Fast forward, now the lights are about to be shut off and winter is 3 months away & Russia ain’t
sending gas to the NATO block. And meanwhile, here in the US, the Pedophile In Chief is
provoking hatred between “White Supremacists” & everyone else, as anyone aware with two
brain cells to scratch together knows ZøG when they hear it. But he doesn’t remember saying it now.
Or Duke University should wear hearing aids at volleyball matches while playing against Brigham Young just so there’s no misunderstandings.
So yeah, if being a useful eeediot and becoming a Kalerghi-Lerner-Spectre bot is your calling,
just don’t blame me ( whitey ) when the chopper starts a choppin’, ‘cause it don’t look to be too
comfy cozy in the near future. So, better get your brain washed while it’s still possible to do so!
As an aside, TTS is great & important, but I have a request of TTS, and it is thus: Is it possible to use a bolder typeface or bold sans serif in the webpage? The current font looks to be Times or similar and against the dark background is a terrible strain on me eyes & the large font scares me.
Stick together & oppose, y’all.