I have written a draft of an article that seeks to address some of the criticisms of current projects to “decolonize” the British academy. I also hope the article will be a resource for those who are undertaking these projects. In Britain we suffer from a paucity of detailed investigation into our own academy; much of the literature is focused on the US academy. While issues of race, education and pedagogy resonate across national spaces, there are also distinctions to be made between academies that are set up within settler-colonies and those that emerge from the imperial centre.
In the article I show how the assumption of Black deficit has never been refuted in the British academy. Such an assumption entered through late 19th century white abolitionist thought, early 20th century social anthropologies of colonial development, and “race relations” scholarship in the immediate post-war period. Through all these inter-connected intellectual dispositions an assumption remained, despite various shifts in argumentation, that Black people enter the colonial urban/the socially modern/the nationally-English milieu with a dangerously destabilizing cultural deficiency and cognitive incompetency.
To the critics of current projects, I would want to say that you need to think again about your assumption that the academy has ever been a space of impartiality and democratic reasoning.
Here it is: