The Peninsula Foundation

Tag: Colonialism

  • Lessons for today? Why did Europeans conquer the world while other civilisations did not?

    Lessons for today? Why did Europeans conquer the world while other civilisations did not?

    There is no question that India, China, Egypt, and Persia, in particular, produced flourishing civilisations long before the Europeans. The axial period around which world history revolves, as constructed by Jaspers, between the 7th and 3rd centuries B.C., does not refer to Europeans but to the three great civilisations of China, India, and Persia.

    There is no question that India, China, Egypt, and Persia, in particular, produced flourishing civilisations long before the Europeans. The axial period around which world history revolves, as constructed by Jaspers, between the 7th and 3rd centuries B.C., does not refer to Europeans but to the three great civilisations of China, India, and Persia (see also Katzenstein). Nevertheless, Europeans conquered and colonised the world in the 18th and 19th centuries, not the other way around. There are essentially four explanatory approaches, which are not only mutually exclusive but also determine the self-image of large parts of the world to this day. Put simply, the twentieth century saw a political and, in large parts of the world, an economic decolonisation, but by no means a decolonisation of thought and self-understanding. Moreover, there is a danger that the Eurocentrism that needs to be overcome will only be replaced by ethnocentrism (as is currently the case in Russia and, to some extent, in Israel) or even a civilisational-cultural centrism that is no less problematic than Eurocentrism. China, in particular, is in danger of repeating the mistakes of the West.

    the twentieth century saw a political and, in large parts of the world, an economic decolonisation, but by no means a decolonisation of thought and self-understanding

    So, what are the four explanatory approaches mentioned above? There are two Eurocentric approaches: an Asia-centric approach and a globalist approach. The first Eurocentric approach explains the worldwide colonisation of Europeans in terms of an intellectual superiority that began either in the development of Greek thought or in the Middle Ages. However, since the European Middle Ages were extremely “dark,” there is no direct connection between Greek rationality and the supposed intellectual superiority of the Europeans. Rather, this connection was made possible only by the translations into Arabic of the most important Greek philosophers, such as Plato and Aristotle, and by further translations into Latin. From my point of view – and a little local patriotism is allowed here, as I live near Fulda – the rise of the Europeans began with a letter from Charlemagne to the monastery in Fulda, in which he praised the religious zeal of the monks, but harshly criticised their intellectual understanding of religion. This gave rise to the so-called Carolingian Renaissance of work, which for the first time saw physical and manual labour as equal value to spiritual development – although it is debatable whether this was the first time this happened. Still, the facts remain undisputed in this explanatory approach. As a result, inventions were made in ever-new waves, the sciences developed, and this ultimately led to spurts of individualisation, the struggle for freedom and human rights that characterised the entire 18th and 19th centuries in the European-American world. This intellectual advantage led to a military superiority that enabled the Europeans to colonise the world despite being vastly outnumbered. To this day, Euro-American civilisation considers itself superior to all others. As for violent colonisation, it is admitted that Europeans are “sorry” for it but that it has nothing to do with the essence of Euro-American civilisation, which is characterised by human rights, democracy, and freedom (see Kant, Hegel, Marx, Weber: for an overview see Stark).

    The second Eurocentric position also assumes European superiority but places it not in the intellectual but in the purely military sphere. The consequence is that Europeans owe their relative prosperity, democracy, and human rights not to themselves but to the violent exploitation of the entire world. Here, too, there are two variants, referring to the Spanish-Portuguese conquests and the Orange army reform in Holland. Since the Muslim armies’ extensive conquest of the Mediterranean region, the Iberian Peninsula had been engaged in a defensive struggle for almost seven hundred years, which ended with their conquest. This created a caste of highly skilled warriors who sought a new vocation after defeating the Muslim armies, which they found in the conquest of Central and South America. The reform of the Orange army, in turn, made modern warfare possible. Based on both, the Europeans first plundered the gold and silver in both Americas.

    Still, they soon introduced enslaved Africans, as they were more likely to survive the plantation work on the Caribbean islands than the indigenous peoples, who were nearly wiped out. The gold and silver shipped to Europe and the products of slave labour created a demand in Europe that was not met by Spain and Portugal but by England and the Netherlands – the Industrial Revolution was thus triggered by a demand created by the exploitation of large parts of the world, precious metals and the “black gold” of slave labour. “Incidentally, the discovery of the sea route to China and India also caused the decline of the Muslim empires and civilisations, as they were no longer the link between Europe and South and East Asia but stood isolated. Political decolonisation was eventually replaced by mostly indirect rule, in which the respective elites were supported militarily and economically to continue exploiting the population.

    In most cases, partial military intervention was sufficient for the industrialised states to maintain this system. In the world systems theory of Immanuel Wallerstein and Samir Amin, this practice was conceptualised by dividing the world into centres, semi-peripheries, and peripheries and defining it as a continuous influx of raw materials, goods, and people (brain drain) from the periphery to the mostly Western centres (Amin and Wallerstein).

     

                                                                                                                            

    A third explanation, however, is Asia-centric. In this view, the dominance of the Europeans and the hegemony of the United States are nothing more than an accident of world history. In this view, East and South Asia have always been the centre of the world economy and intellectual and civilisational development. More precisely, on the shores of the North Pacific and the Indian Ocean (including the Arabian Sea), a power shift has been taking place for thousands of years between China, India, and the Arab-Persian powers. Coincidentally, the retreat of China from about 1500 created a power vacuum in this area, into which the Europeans were gradually able to move. However, they could not compete with these civilisations. The current rise of the great empires and civilisations that were destroyed by European colonisation and Euro-American hegemony is nothing more than a return to the centre of the world, to the countries on the shores of the North Pacific and both parts of the Indian Ocean. In this view, the Europeans and the great powers that emerged from them are in no way superior, but rather the barbarians who caused an unprecedented bloodbath in colonisation and two world wars, including the Holocaust. Now, the centre of the world is returning to where it has always been (Abu-Lughod)

    Another approach is the globalisation approach. It assumes that every five hundred years or so, there has been a shift from one global political centre to the next, i.e., hegemonic empires’ rise, peak, and decline. For the late Andre Gunder Frank, we need to review the last 5000 years, not just the previous 500). At times, individual civilisations succeeded in becoming such hegemonic empires twice. Examples include the Egyptian society, the Chinese Empire of the Han dynasty, the Roman Empire, the Sassanid Empire (Persia), the Muslim Empire until its destruction by the Mongols, and finally European colonisation from about 1500.

    we need a floating balance and mutual recognition of the world’s civilisations

    The crucial question for today is whether globalisation will override this succession of great powers and civilisations or whether there will be a renewed, now genuinely global, struggle for world domination. In my view, we need a floating balance and mutual recognition of the world’s civilisations (Herberg-Rotzhe/Son). The rising civilisations are again faced with whether they will merely repeat the past mistakes and the ethnocentrism of the Europeans under different auspices or contribute to an equal coexistence of the world’s civilisations. And conversely, will the Europeans and the settler colonies they founded also learn to regard other civilisations as equals? Both perspectives will determine the fate of the 21st century if we do not want to experience yet another “bloody century”!

    References:

    Abu-Lughod, Janet: Before European Hegemony: The World System A.D. 1250-1350. Reprint edition. Oxford University Press: Oxford. 1991.

    Amin, Samir: Accumulation on a World Scale: A Critique of the Theory of Underdevelopment. (2 Volumes). Monthly Review Press: New York. 1974.

    Frank, Andre Gunder, The World System: Five Hundred Years or Five Thousand? Routledge: New York. 1996.

    Herberg-Rothe, Andreas and Son, Key-young: Order wars and floating balance. How the rising powers are reshaping our worldview in the twenty-first century. Routledge: New York. 2018.

    Jaspers, Karl: The Origin and Goal of History. Routledge: New York 2021 (original in German 1949).

    Katzenstein, Peter J.” Civilizations in World Politics: Plural and Pluralist Perspectives. Routlöedge: New York 2009.

    Stark, Rodney: How the West Won: The Neglected Story of the Triumph of Modernity. ‎ ISI Books: NewYork. 2015.

    Wallerstein, Immanuel: World-Systems Analysis: An Introduction. Duke University Press: Durham. 2004.

     

    Feature Photo Credit: Photo of ‘Monument of Discoveries’ in Lisbon. Photo by M Matheswaran. The Monument depicts Henry the Navigator followed by 33 pioneers, including Vasco-da-Gama whose exploration voyages were instrumental in establishing the Portuguese colonial empire, and thus begin the age of colonialism and imperialism.

    Image 1-Map: Asian empires and trade routes – the collector.com

    Image 2: Columbus reaching the Americas (actually the Caribbean) in 1492 – Wikimedia Commons

    Image 3: The story of the colonial looting of Africa – Photo of exhibit in African American Museum, Washington D.C. (Photo – M Matheswaran).

    Image 4: Robert Clive meeting Mir Jaffer in Battle of Plassey 1757 – the beginnings of the British Indian Empire – Wikimedia Commons.

     

     

     

  • Colonial exploitation included heritage theft, and that continues to this day

    Colonial exploitation included heritage theft, and that continues to this day

    Museums and private collectors in the West have prided themselves on the vast collections of heritage treasures, antiquities, and archaeological and epigraphic treasures from across the world. In truth, these are stolen treasures from the non-western world enabled by colonialism and imperialism. It is time the victim nations work towards global policies to ensure these treasures are returned to their original owners. This is truly a massive public policy challenge in global governance and for a fair, equitable, multi-polar world. Professor M A Kalam looks at the continuing theft of India’s heritage treasures.

     

     

     

    The whole idea of establishing a colony was to exploit the resources there and enrich the home coffers. And all colonials—irrespective of whether they were British, Danes, Dutch, Italians, Belgians, Portuguese, Spanish, or American—indulged in this exercise and over a period turned it into a fine art. As ill luck would have it, a host of countries in many parts of the world were less developed than these colonials, particularly in terms of technology, but were very rich and well-endowed in terms of resources of various kinds. Though they possessed natural wealth, they lacked adequate technology and hence were not in a position to resist the onslaught and machinations of different kinds of the technologically-advanced colonials. The resource-rich countries were, in the main, in Asia, Africa and Latin America. Highly developed naval vessels and a state-driven overpowering desire to explore resources in different regions of the world enabled the colonials to adopt different strategies for befriending and subsequently subjugating the peoples of the resource-rich areas.

    Genesis Of Exploitation

    Because of her tremendous naval power, Britain spread its net of exploration quite wide in South Asia and Africa. In India, the British came in as traders established the East India Company and then gradually started flexing their arms and took control of administration and became the rulers of the country. Though they allowed some pockets to be “ruled” by rajas, maharajas, nizams and nawabs, these provinces were not independent in the real sense of the term but were virtually servile to the British, if not their minions, in many ways. That is how the genesis of exploitation took shape in India. Subsequently, there were myriad ways in which colonial exploitation occurred—physical exploitation of the people including sexual abuse and exploitation of labour was one of the forms of that

    Other ways of exploitation were the draining of different kinds of agricultural and forest resources; these included: jute, cotton, sugar, tea, coffee and wheat. The goods developed in British factories were sold back in India for rich benefits. Also, commercial crops like tea, coffee, indigo, opium, cotton, jute, sugarcane and oilseed were introduced and these had impacted their profits tremendously but had different environmental implications in different regions of the country, as plantations always do, due the exercise of clear felling of the forests in almost all cases of extensive plantation activities.

    Repatriating The Kohinoor

    To top it all, regarding exploitation, was the brazen way in which India’s heritage wealth, antiquities and artefacts, were exported to their home bases, by the colonials, to unabashedly adorn their own museums and galleries. Many of these artefacts were stolen without any hesitation. Today it is being argued that one of the most famous diamonds in the world, the Kohinoor, was not necessarily snatched from the people of India but was offered on a platter to the British as part of the peace treaty of Lahore by the king of Punjab Maharaja Dalip Singh. Arm-twisting gets another name in diplomatic parlance—offer. And the British have the temerity to continue to adorn their crown with the Kohinoor though they refrained from its display on the head of the recently crowned queen, the wife of King Charles III during the latter’s coronation, in a rare diplomatic courtesy, apparently not to provoke the sensibility of the Indian delegation attending the coronation.

    As Rishi Sunak is more loyal than the queen, there is no chance of him taking the initiative in repatriating to India the Kohinoor or the innumerable other artefacts that were stolen/snatched from India and today adorn the British Museum and many other of their galleries.

    Last week the Standing Committee on Transport, Tourism and Culture headed by YSR Congress MP Vijay Sai Reddy, adopted the Report ‘Heritage Theft – The Illegal Trade in Indian Antiquities and the Challenges of Retrieving and Safeguarding Our Tangible Cultural Heritage’. The Committee conferred with the Culture Ministry officials who apparently think that while efforts were being made to bring back the stolen antiquities from different foreign locations, the case of Kohinoor diamond is “contentious since it was surrendered by Maharaja Dalip Singh as part of the 1849 peace treaty with the British”.

    Reversing Colonial Exploitation

    To recapitulate and also to highlight the way in which different forms of exploitation occurred, we can argue that in the first instance, it was human exploitation wherein there was sexual abuse, killings and decimation of populations. The second way was the exploitation of the agricultural and natural resources which can be conceived of as resources that were “consumables” and “non-durables”. The third was the exploitation of the heritage wealth that falls in the realm of non-consumables and durables.

    So, today, when we explore measures that could be thought of in terms of “getting back” things and reversing the impact that colonial exploitation had on India, we can think of some strategies: in the case of the first two, that is human exploitation and the draining of consumables, there can only be reparations if the Britishers’ conscience pricks them enough; or at least unqualified apologies. But in the case of the third, that is the loss of heritage wealth, there can, and should indeed be repatriation of the stolen antiquities.

    A host of “art dealers” in different parts of the country are smuggling out artefacts and antiquities from India, particularly from ancient temples, and at times from museums, on a large scale. Only a fraction of this comes to light.

    Now, talking about the loss of heritage wealth, we also have to bring into the picture the fact that it is happening, quite rampantly, even today though the colonials left the shores years back on India becoming independent. A host of “art dealers” (read thieves) in different parts of the country are smuggling out artefacts and antiquities from India, particularly from ancient temples, and at times from museums, on a large scale. Only a fraction of this comes to light when these items are exhibited in galleries and museums in different parts of the world; often times these are hidden in private collections. India is trying to regain some of this heritage wealth but there seem to be obstacles, at times quite unsurmountable, of the diplomatic and other kinds. Let us hope the Standing Committee on Transport, Tourism and Culture succeeds in its exertions.

     

    A version of this article was published earlier in moneycontrol.com

    Feature Image Credit: Kohinoor Diamond in Queen’s Crown, now safely kept in the Tower of London. smithsonianmag.com 

    Picture of Idols: The three 15th century ‘panchaloga’ idols of Shri Rama, Sita, and Laxman were stolen in 1978 from a Vijaynagara era temple (15th Century) in Anandamangalam village in Tamilnadu, India. These were identified and finally restored to India by the UK government in 2020. www.bbc.com

     

  • Colonial taxes built Britain. That must be taught in lessons on Empire

    Colonial taxes built Britain. That must be taught in lessons on Empire

    UK government ministers want the British Empire’s benefits taught in schools. Don’t let them ignore the death and destruction it inflicted says Professor Gurminder K Bhambra. Her observation is equally if not more important for India and other erstwhile colonies. Britain and other European colonial powers not only looted and decimated Indian economy over three centuries of colonial interaction but their ruthless exploitation led to much of the poverty that has afflicted the global south ever since. This fact of history must be taught extensively in Indian schools. There are many who propagate the fallacy that the British empire was beneficial but the truth that it was ruthlessly exploitative must be taught and researched in a big way. The wealth of the West was built on built on exploitation of Africa, Asia, and Latin America. The West continues to dominate the global economic system and it is inherently exploitative. History teaching and research, from policy and science perspectives, are in dire need for elimination of Western bias.

     

    Recent weeks have seen a variety of UK government ministers – fromOliver Dowden to Kemi Badenoch to, most recently, education secretary Nadhim Zahawi – both extol the benefits of British Empire and urge the teaching of those benefits. This follows on from the government’s response to the Commission on Race and Ethnic Disparities, which set out the need for a new model curriculum for history which would advise schools on how best to teach these issues. This is all part of the government’s Inclusive Britain strategy which calls on us to acknowledge the rich and complex history of ‘global Britain’.

    In the spirit of this call, I offer one account of the complex, entangled histories of colonial taxation and national welfare that continue to shape modern Britain. Few people know that colonial subjects from the Indian subcontinent paid taxation, including income tax, to the British government in Westminster. Or that that taxation was used to alleviate the conditions of poorer people within Britain at a time when the working class and middle class here were exempt from paying income tax.

    Taxation – and the ways in which it is returned to citizens through welfare – is one of the main ways in which the ‘imagined community’ of the nation comes into being. That is, the relationship between taxes and welfare is part of the process of constructing institutions and the idea of the nation. If we were to recognise that this ‘imagined community’ was built not only through national taxes, but also colonial ones, then how might that change our understanding of what it is to be British today?

    My grandfather, Mohan Singh, was born in 1913 in a small village in the Punjab, in what was then British India. He was four years old when his father, Gurdit Singh, died and 17 when his uncle, Harnam Singh, who had been supporting him, also passed away. My grandfather had planned on attending the Government College in Lahore, but – needing to support his mother and younger sister – he instead spent six months training as a boilermaker. He then got married to Pritam Kaur and travelled to Calcutta to work in a variety of factories, engineering works and rolling mills.

    In 1942, he travelled to the British colony of Kenya – bringing his family over later – and worked for 18 years at the East African Railways and Harbour Company. He spent the last two decades of his life in the UK, working at Chalvey Engineering in Slough as a sheet metal worker before retiring at the age of 65 in Southall, west London.

    Calls to ‘go home’ have been the refrain of right-wing opponents of immigration from at least the 1970s

    Mohan Singh criss-crossed three continents during his lifetime, but he never left the jurisdiction of the British Empire. In his application for registration as a citizen of the UK and Colonies – in the aftermath of the British Nationality Act of 1948 – he wrote: “I was born in British India.” He further noted that he lived and worked in India and Kenya, two countries that were colonies of Britain. It was these connections that confirmed his citizenship and gave him the right to travel to and live in Britain. He duly exercised those rights but, on arrival, he had them called into question by the local population, who were either unaware of them or indifferent.

    Calls to ‘go home’ have been the refrain of right-wing opponents of immigration from at least the 1970s – as well as having been plastered on the sides of vans as part of the UK government’s ‘hostile environment’policies of recent years. They are also implicit in an influential body of scholarly work oriented to questions of belonging and entitlement that argue for priority in public policy to be given to the ‘white working class.’ This is on the basis of them being ‘insiders’ who have contributed through their taxes to the wealth that is disbursed through welfare.

    Former colonial subjects, like my grandfather, are regarded as immigrant outsiders even when they come to the metropole carrying passports of British citizenship. They are not seen to have contributed to the wealth of Britain by paying taxes and they are regarded as unfairly gaining access to the national patrimony. As Geoff Dench, Kate Gavron and Michael Youngwrite in ‘The new East End’: “As newcomers, their families cannot have put much into the system, so they should not be expecting yet to take so much out.”

    Britain established direct rule over India after suppressing the 1857 Indian Mutiny (also known as the First War of Independence). In 1860, it implemented an income tax upon colonial subjects, in part to pay for the costs associated with those revolts. Initially, a 2% rate was imposed on those earning between 200 rupees and 500 rupees a year and a 4% rate on those earning above 500 rupees annually.

    Famine Genocide 1876-1879 in British Raj Madras, India. Credit: Wikimedia Commons

    The arrival of the British in India – first via the English East India Company and then through direct rule – had brought endemic famine across the subcontinent

    When my grandfather started work in the 1930s, the average wage for a skilled worker in British India was about 40 rupees a month. He was very unlikely to have paid income tax, however, as he would not have earned enough to meet the threshold, which by then was 2,000 rupees a year. Of the amount that was collected, around three-quarters went to the imperial treasury, with only one rupee in a hundred for local purposes. Local purposes included the building of canals and roads, but not the alleviation of poverty, not even in times of catastrophic famine.

    The arrival of the British in India – first via the English East India Company and then through direct rule – had brought endemic famine across the subcontinent. The 50 years after the implementation of the income tax saw one of the most intense such periods of famine, in which it is estimated over 14 million people died of starvation. This was in the context of grain being exported by rail from the famine regions (including to Britain) and colonial taxes continuing to be collected even in the worst-affected areas.

    In all cases, the demands of ‘sound finance’ trumped those of public health and the primary thing to be avoided was any idea that the poor in India should be maintained at public expense. Ensuring sufficient funds for the ensuing military campaign in Afghanistan – from the taxes paid by colonial subjects for local purposes – was of more importance than using those taxes to alleviate severe hunger and avert the deaths of millions.

    Here, we see quite clearly that the idea of the ‘imagined community’ created through taxation and its redistribution did not include colonial subjects. The taxes that Indians paid to the imperial treasury and to local provinces did not give them any entitlement to the redistribution of that income. Worse, any relief provided during famines was often dependent on undertaking hard labour in camps at a distance from a claimant’s locality.

    The most extreme instance was where the rations provided in return for heavy labour were scarcely above the level required for basic subsistence. The ‘Temple wage’ – named after the lieutenant-governor, Richard Temple, who brought it in – produced lethal results and, as Mike Davis notes in ‘Late Victorian Holocausts’, turned the work camps into extermination camps.

    The death and destruction brought about by the Empire were known at the time. In 1925, Harry Pollitt, the leader of the Boilermakers Union in the UK, stated that the British Empire was drenched in blood. This was in the context of debates at the Trades Union Congress in Scarborough, where a resolution was eventually adopted – by three million votes to 79,000 – against imperialism and in support of the right of self-determination of those who were colonised.

    Such sentiments, however, came up against more hard-nosed understandings concerning the utility of the Empire to those in Britain. As Labour foreign secretary Ernest Bevin proclaimed in Parliament in 1946, “I am not prepared to sacrifice the British Empire, because I know that if the British Empire fell … it would mean that the standard of life of our constituents would fall considerably.”

    Here, Bevin acknowledged that the life of all within Britain was enhanced as a consequence of Empire. However, Empire was overwhelmingly disastrous for the majority of people subject to it. Their standard of life fell considerably as a consequence of colonialism and the famines it produced and, in many, many cases, they lost their lives to it.

    One mode of survival was to move. This is why my grandfather moved from a village in the Punjab to train as a boilermaker in Lahore, before working in Calcutta, Nairobi and London. This is likely why his grandfather before him moved from famine-struck Orissa to Rajasthan to Punjab. These movements tend not to be seen to be part of the histories of Britain, global or otherwise, or of any consequence to understanding Britain or Britishness in the present.

    The forgetting of the Empire involves also the forgetting of the political community – colonial and postcolonial – that was constructed through taxation. Few in Britain today understand the extent to which national projects – from social welfare to cultural institutions such as country houses, museums, and galleries – have been enabled through the taxes paid by former colonial subjects. There is an urgent need for us to recognise our shared histories and account for them.

    One aspect of the ‘culture wars’ is the call to take the views of taxpayers into account when discussing ‘contested histories’. Samir Shah, the chair of London’s Museum of the Home, for example, argued that as heritage bodies are funded by taxpayers’ money, then the views of taxpayers – those he considers the silent majority – ought to be taken more explicitly into account. Given that both colonial subjects and their descendants paid taxes to the government in Westminster, then they/we also have a legitimate stake, in the government’s own terms, in how our shared history is represented. There is a benefit to the teaching of British Empire, but the reality is different from what these ministers suppose.

     

    This essay was published earlier in openDemocracy and is republished under Creative Commons Attribution – Non Commercial 4.0 International License.

     

    Feature Image Credit: The Irish Times