Nehru's Secularism Was An Aberration; Modi's Islamophobia is the Norm For India

As India and Pakistan turn 75, there are many secular intellectuals on both sides of the border who question the wisdom of "the Partition" in 1947. They dismiss what is happening in India today under Hindu Nationalist Prime Minister Narendra Modi's leadership as a temporary aberration, not the norm. They long for a return to "Indian liberalism" which according to anthropologist Sanjay Srivastava "did not exist". 

India Pakistan Border Ceremony at Wagah-Attari Crossing

American historian Audrey Truschke who studies India traces the early origins of Hindu Nationalism to the British colonial project to "divide and rule" the South Asian subcontinent. She says colonial-era British historians deliberately distorted the history of Indian Muslim rule to vilify Muslim rulers as part of the British policy to divide and conquer India. These misrepresentations of Muslim rule made during the British Raj appear to have been accepted as fact not just by Islamophobic Hindu Nationalists but also by at least some of the secular Hindus in India and Muslim intellectuals in present day Pakistan, says the author of "Aurangzeb: The Life and Legacy of India's Most Controversial King".  Aurangzeb was neither a saint nor a villain; he was a man of his time who should be judged by the norms of his times and compared with his contemporaries, the author adds.

After nearly a century of direct rule, the British largely succeeded in dividing South Asians along religious and sectarian lines. The majoritarian tyranny of the "secular"  Hindu-dominated Indian National Congress after 1937 elections in India became very apparent to  Quaid-e-Azam Mohammad Ali Jinnah, the leader of All India Muslim League. Speaking in Lucknow in October 1937,  he said the following: 

"The present leadership of the Congress, especially during the last ten years, has been responsible for alienating the Musalmans of lndia more and more, by pursuing a policy which is exclusively Hindu; and since they have formed the Governments in six provinces where they are in a majority they have by their words, deeds, and programme shown more and more that the Musalmans cannot expect any justice or fair play at their hands. Whenever they are in majority and wherever it suited them, they refused to co-operate with the Muslim League Parties and demanded unconditional surrender and signing of their pledges."

Fast forward to 2021, a Pew survey in India found that 64% of Hindus see their religious identity and Indian national identity as closely intertwined. Most Hindus (59%) also link Indian identity with being able to speak Hindi language. The survey was conducted over two years in 2019 and 2020 by Pew Research Center. It included 29,000 Indians.  

Prime Minister Narendra Modi's Hindu Nationalist BJP party's appeal is the greatest among Hindus who closely associate their religious identity and the Hindi language with being “truly Indian.” The Pew survey found that less than half of Indians (46%) favored democracy as best suited to solve the country’s problems. Two percent more (48%) preferred a strong leader. 

Indian anthropologist Sanjay Srivastava sums up the current situation as follows: 

"Our parents practiced bigotry of a quiet sort, one that did not require the loud proclamations that are the norm now. Muslims and the lower castes knew their place and the structures of social and economic authority were not under threat. This does not necessarily translate into a tolerant generation. Rather, it was a generation whose attitudes towards religion and caste was never really tested. The loud bigotry of our times is no great break from the past in terms of a dramatic change in attitudes – is it really possible that such changes can take place in such few years? Rather, it is the crumbling of the veneer of tolerance against those who once knew their place but no longer wish to accept that position. The great problem with all this is that we continue to believe that what is happening today is simply an aberration and that we will, when the nightmare is over, return to the Utopia that was once ours. However, it isn’t possible to return to the past that was never there. It will only lead to an even darker future. And, filial affection is no antidote for it".

Acknowledgement: Charts and data in this blog post are sourced from 75 Years Economic Journey of Pakistan published by Pakistan's Ministry of Finance. 

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The Skull of Alam Bheg: A Tale of Brutal British Raj in India

Havaldar Alam Baig (Alum Bheg), stationed in Sialkot now in Pakistan, was shot out of a cannon and blown to pieces as punishment by the British colonial rulers of India in 1857. All that was left of him was his severed head that was taken to England by a British officer as a war trophy.  A recently published book "The Skull of Alum Bheg: The Life and Death Of A Rebel In 1857" by Kim A. Wagner tells the tale of the brutality that this man and many others suffered at the hands of the British Raj in 1857.

Discovery of the Skull:

Wagner, a historian of Danish origin, describes the discovery of a human skull in early 1960s in The Lord Clyde, a pub in the eastern English coastal town of Walmer in Kent by the pub's new owner. It was hidden in some boxes and crates in the back of the building. It was missing its lower jaw, the few remaining teeth were loose, and it had the deep sepia hue of old age. Inside one of its eye-sockets was a neatly folded sheet of old paper, a handwritten note that briefly outlined the skull’s history as follows:

‘Skull of Havildar “Alum Bheg,” 46th Regt. Bengal N. Infantry who was blown away from a gun, amongst several others of his Regt. He was a principal leader in the mutiny of 1857 and of a most ruffianly disposition. He took possession (at the head of a small party) of the road leading to the fort, to which place all the Europeans were hurrying for safety. His party surprised and killed Dr. Graham shooting him in his buggy by the side of his daughter. His next victim was the Rev. Mr. Hunter, a missionary, who was flying with his wife and daughters in the same direction. He murdered Mr Hunter, and his wife and daughters after being brutally treated were butchered by the road side.

Alum Bheg was about 32 years of age; 5 feet 7 ½ inches high and by no means an ill looking native. The skull was brought home by Captain (AR) Costello (late Capt. 7th Drag. Guards), who was on duty when Alum Bheg was executed.’

Wagner's Story:

Kim Wagner teaches British imperial history at Queen Mary College in London. His specialty subject is colonial Indian history.

“I received an email from a family who had a skull,” he told Marco Werman of PRI's the World recently, “and didn’t know really what to do with it".

Wagner's research indicates that Alam Baig was not “a principal leader” of the revolt, as claimed in the note found in his skull. “Alum Bheg was in many ways an insignificant soldier,” says Wagner. “Just one amongst thousands who served in the East India Company army, but who got entangled in the uprising of 1857.”

“At Sialkot, where Alum Bheg was, it wasn't as violent as was the case elsewhere,” explains Wagner. “But there was a Scottish missionary couple and a small baby who were waylaid and cut down. And that is one of the murders that Alum Bheg was alleged to have carried out.” “As I found out in the process of researching the book,” Wagner says, “Alum Bheg was actually innocent but as far as the British were concerned it didn't matter much. Because all Indian soldiers — and in many instances, all Indian men in areas where the outbreak had happened — were considered to be guilty. With or without any evidence, really.”

Whitewashing History:

The brutal response to the 1857 rebellion against the colonial rule is just one of a series of brutalities in India that have been whitewashed by the British historians.  Wagner's book is an exception to such history that has almost always been told from the British point of view.

It's only recently that scholars like American historian Audrey Truschke and Indian writer Shashi Tharoor have begun to challenge the British version of Indian history.

In his recently published book "Inglorious Empire: What the British did to India", Dr. Tharoor has argued that British Raj greatly impoverished India. He says that "Britain came to one of the richest countries in the world in the 18th century and reduced it, after two centuries of plunder, to one of the poorest".  He told a British TV host that the Brits suffer from "historical amnesia".  “The fact you don’t really teach colonial history in your schools... children doing A-Levels in history don’t learn a line of colonial history.

Colonial-era British historians deliberately distorted the history of Indian Muslim rule to vilify Muslim rulers as part of the British policy to divide and conquer India, says American history professor Audrey Truschke, in her recently published book "Aurangzeb: The Life and Legacy of India's Most Controversial King". These misrepresentations of Muslim rule made during the British Raj appear to have been accepted as fact not just by Islamophobic Hindu Nationalists but also by at least some of the secular Hindus in India and Muslim intellectuals in present day Pakistan, says the author.  Aurangzeb was neither a saint nor a villain; he was a man of his time who should be judged by the norms of his times and compared with his contemporaries, the author adds.

Summary:

Havaldar Alam Baig (Alum Bheg), posted in Sialkot, was shot out of a cannon and blown to pieces as punishment by the British colonial rulers of India in 1857.  All that was left of him was his severed head that was taken to England by a British officer as a war trophy.  Kim Wagner's  "The Skull of Alum Bheg: The Life and Death Of A Rebel In 1857" tells the tale of this atrocity committed by the British Raj in India. The brutal response to the 1857 rebellion against the colonial rule is just one of a series of brutalities in India that have been whitewashed by the British historians.  Wagner's book is an exception to such history that has almost always been told from the British point of view.

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Pakistan Day: Freeing the Colonized Minds of the Elites

Pakistan achieved independence from the British colonial rule 70 years ago. However, the minds of most of Pakistan's elites remain colonized to this day.  This seems to be particularly true of the nation's western-educated "liberals" who dominate much of the intellectual discourse in the country. They continue to look at their fellow countrymen through the eyes of the Orientalists who served as tools for western colonization of Asia, Middle East and Africa. The work of these "native" Orientalists available in their books, op ed columns and other publications reflects their utter contempt for Pakistan and Pakistanis. Their colonized minds uncritically accept all things western. They often seem to think that the Pakistanis can do nothing right while the West can do no wrong. Far from being constructive, these colonized minds promote lack of confidence in the ability of their fellow "natives" to solve their own problems and contribute to hopelessness. The way out of it is to encourage more inquiry based learning and critical thinking.

Orientalism As Tool of Colonialism:

Dr. Edward Said (1935-2003), Palestine-born Columbia University professor and the author of "Orientalism",  described it as the ethnocentric study of non-Europeans by Europeans.  Dr. Said wrote that the Orientalists see the people of Asia, Africa and the Middle East as “gullible” and “devoid of energy and initiative.” European colonization led to the decline and destruction of the prosperity of every nation they ruled. India is a prime example of it. India was the world's largest economy producing over a quarter of the world's GDP when the British arrived. At the end of the British Raj, India's contribution was reduced to less than 2% of the world GDP.

Education to Colonize Minds:

In his "Prison Notebooks", Antonio Gramsci, an Italian Marxist theorist and politician, says that a class can exercise its power not merely by the use of force but by an institutionalized system of moral and intellectual leadership that promotes certain ideas and beliefs favorable to it.  For Gramsci "cultural hegemony" is maintained through the consent of the dominated class which assures the intellectual and material supremacy of the dominant class.

In "Masks of Conquest", author Gauri Viswanathan says that the British curriculum was introduced in India to "mask" the economic exploitation of the colonized. Its main purpose was to colonize the minds of the natives to sustain colonial rule.

Cambridge Curriculum in Pakistan:

The colonial discourse of the superiority of English language and western education continues with a system of elite schools that uses Cambridge curriculum in Pakistan.

Over 270,000 Pakistani students from elite schools participated in Cambridge O-level and A-level International (CIE) exams in 2016, an increase of seven per cent over the prior year.

Cambridge IGCSE exams is also growing in popularity in Pakistan, with enrollment increasing by 16% from 10,364 in 2014-15 to 12,019 in 2015-16. Globally there has been 10% growth in entries across all Cambridge qualifications in 2016, including 11% growth in entries for Cambridge International A Levels and 8 per cent for Cambridge IGCSE, according to Express Tribune newspaper.

The United Kingdom remains the top source of international education for Pakistanis.  46,640 students, the largest number of Pakistani students receiving international education anywhere, are doing so at Pakistani universities in joint degree programs established with British universities, according to UK Council for International Student Affairs.

At the higher education level, the number of students enrolled in British-Pakistani joint degree programs in Pakistan (46,640) makes it the fourth largest effort behind Malaysia (78,850), China (64,560) and Singapore (49,970).

Teach Critical Thinking:

Pakistani educators need to see the western colonial influences and their detrimental effects on the minds of youngsters. They need to improve learning by helping students learn to think for themselves critically. Such reforms will require students to ask more questions and to find answers for themselves through their own research rather than taking the words of their textbook authors and teachers as the ultimate truth.

Summary: 

The minds of most of Pakistan's elite remain colonized 70 years after the British rule of Pakistan ended in 1947. They uncritically accept all things western. A quick scan of Pakistan's English media shows the disdain the nation's western educated elites have for their fellow countryman.  Far from being constructive, they promote lack of confidence in their fellow "natives" ability to solve their own problems and contribute to hopelessness.   Their colonized minds uncritically accept all things western. They often seem to think that the Pakistanis can do nothing right while the West can do no wrong. Unless these colonized minds are freed, it will be difficult for the people of Pakistan to believe in themselves, have the confidence in their capabilities and develop the national pride to lay the foundation of a bright future. The best way to help free these colonized minds is through curriculum reform that helps build real critical thinking.

Here's an interesting discussion of the legacy of the British Raj in India as seen by writer-diplomat Shashi Tharoor:

https://www.youtube.com/watch?v=dN2Owcwq6_M




Related Links:

Haq's Musings

Alam vs Hoodbhoy

Inquiry Based Learning

Dr. Ata ur Rehman Defends Higher Education Reform

Pakistan's Rising College Enrollment Rates

Pakistan Beat BRICs in Highly Cited Research Papers

Launch of "Eating Grass: Pakistan's Nuclear Program"

Upwardly Mobile Pakistan

Impact of Industrial Revolution

Hindutva: Legacy of British Raj