The Connected Sociologies Podcast

  Alexis Charles Henri Maurice Clérel, Comte de Tocqueville was born in 1805 into the French nobility and a family estate in Normandy. He died in 1859. His wider family was part of the conservative reaction to the changes brought about by the French Revolution in 1789, but Tocqueville, himself, looked forward. He participated in public office, initially as a magistrate and subsequently as a deputy of the Constituent Assembly, rising briefly to Minister of Foreign Affairs in 1849. He travelled to the United States between May 1831and February 1832 with his friend Gustave Beaumont, ostensibly to study penal institutions, but instead published a two-volume study of Democracy in America. Throughout his life, he commented on contemporary politics and public affairs, including France's occupation of Algeria. The politics of the period were frequently in turmoil and this instability was a motivating concern of Tocqueville in his search for the conditions of a more stable order. Reading Bhambra, Gurminder K. and John Holmwood 2021. ‘Tocqueville: From America to Algeria' in Colonialism and Modern Social Theory. Cambridge: Polity Chandra, Rajshree 2013. ‘Tocqueville for Our Times,' Economic and Political Weekly 48 (10): 32-35 Pitts, Jennifer (ed) 2001. Writing on Empire and Slavery: Alexis de Tocqueville. Edited and translated by Jennifer Pitts. Baltimore: The John Hopkins Press Richter, Melvin 1963. ‘Tocqueville on Algeria,' The Review of Politics 25 (3): 362–398 Stokes, Curtis 1990. ‘Tocqueville and the Problem of Racial Inequality,' The Journal of Negro History 75 (1/2): 1-15 Tocqueville, Alexis de 2001 [1841]. ‘Essay on Algeria'; [1843]. ‘The Emancipation of Slaves'; [1847]. ‘First Report on Algeria' in Jennifer Pitts (ed) Writing on Empire and Slavery: Alexis de Tocqueville. Edited and translated by Jennifer Pitts. Baltimore: The John Hopkins Press Tocqueville, Alexis de 2004 [1835]. Democracy in America. Translated by Arthur Goldhammer. Editor Olivier Zunz. New York: Penguin Random House Tocqueville, Alexis de 2008 [1856]. The Ancien Regime and the Revolution. Translated and Edited by Gerald Bevan. London: Penguin   Resources Bhambra, Gurminder K. 2021. ‘The Haitian Revolution' Connected Sociologies Curriculum Project video lecture.

  This session looks at the beginnings of modern European social theory in the seventeenth and eighteenth centuries. The English political philosophers, Thomas Hobbes (1588-1679) and John Locke (1632-1704), set out a distinction between the ‘state of nature' and the ‘state of society' in order to identify rights and obligations associated with private property. Their writings are widely seen in the context of the later development of capitalism, but are much more directly concerned with the justification of colonialism with which they were each directly engaged. In the eighteenth century, writers associated with the Scottish Enlightenment –for example, David Hume (1711-1776), Adam Smith (1723-1790), William Robertson (1721-1793), John Millar (1735-1801), and Adam Ferguson (1723-1816) – developed a typology of different types of society as stages of historical development. In this session, we consider how these ideas contributed to the view that ‘freedom' was a product of European modernity and that modernity operated in terms of an internal logic from which colonialism was effaced. Reading Bhambra, Gurminder K. and John Holmwood 2021. ‘Hobbes to Hegel: Europe and its Others' in Colonialism and Modern Social Theory. Cambridge: Polity Hegel, G. W. F. 1975 [1830]. Lectures on the Philosophy of World History. Introduction: Reason in History. Translated by H. B. Nisbet. Cambridge: Cambridge University Press Hobbes, Thomas 1991 [1651]. Leviathan. Edited by Richard Tuck. Cambridge: Cambridge University Press Lebovics, Herman 1986. ‘The Uses of America in Locke's Second Treatise of Government,' Journal of the History of Ideas 47 (4): 567-581 Locke, John 1960 [1698]. Two Treatises of Government. Edited with an Introduction and Notes by Peter Laslett. Cambridge: Cambridge University Press Meek, Ronald 1976. Social Science and the Ignoble Savage. Cambridge: Cambridge University Press Welchman, Jennifer 1995. ‘Locke on Slavery and Inalienable Rights,' Canadian Journal of Philosophy 25 (1): 67-81  

Modern social theory is a product of the very history it seeks to interpret and explain. In this module, we address the categories that form mainstream sociology in order to reconstruct modern social theory. We focus on five key sociological figures of the nineteenth and early twentieth century – Tocqueville, Marx, Weber, Durkheim, and Du Bois. Our purpose is to expose the significance of colonialism and empire in the organisation of the thought of these writers and, thereby, in the legacies they bequeath to social theory. Addressing colonial histories is a necessary preliminary to the reconstruction of social theory. Reading Bhambra, Gurminder K. and John Holmwood 2021. ‘Introduction: Colonialism, Historiography, and Modern Social Theory' in Colonialism and Modern Social Theory. Cambridge: Polity Connell, R. W. 1997. ‘Why Is Classical Theory Classical?' American Journal of Sociology 102 (6): 1511-1557 Mamdani, Mahmood 2018. ‘The African University,' London Review of Books Vol. 40 No. 14

The Global War on Terror, which was launched in response to the attacks in America on September 11th, has strengthened approaches to securitisation in its attempt to eliminate terrorism. The figure of the ‘terrorist' is closely associated with that of the Muslim man who through laws and policies related to counter-terrorism and counter-extremism, such as the Prevent Duty, is constructed as a risk and threat to society. From the Global North to the Global South, racialised communities, especially those racialised as Muslim, experience the War on Terror in their everyday spaces such as in schools and healthcare settings, as the frontlines of the war constantly expand. As we approach the 20-year anniversary of the 9/11 attacks, it is clear that anti-terrorism measures are becoming a permanent feature of society, despite being declared during a state of emergency. In this lesson, we will explore what the emergence of the War on Terror meant for security and, how the US and the West more generally became viewed as ‘exceptional' forces. Through a focus on the Prevent Duty, we will examine how the War on Terror deploys pre-emptive measures to tackle the threat of terrorism, all of which contributes to rising levels of Islamophobia in society. We consider how such securitising measures have become embedded within the ‘everyday' and what the consequences are, specifically those racialised as Muslim. Readings CAGE. (2016) The ‘Science' of Pre-Crime: The Secret ‘Radicalisation' Study Underpinning Prevent'. Fernandez, S., Faure Walker, R. and Younis, T. (2018) The ‘Where' of Prevent. Discover Society. Kundnani, A. 2009. Spooked! How not to prevent violent extremism. Available at: https://www.kundnani.org/wp-content/uploads/spooked.pdf Open Society Justice Initiative (2016) Eroding Trust: The UK's Prevent Counter-extremism Strategy in Health and Education. Medact (2021) Racism, mental health and pre-crime policing: the ethics of Vulnerability Support Hubs. Shafi, A. (2021) The 9/11 complex: The political economy of counter-terrorism. TNI. Sian, K. (2017) “Born radicals? Prevent, positivism and ‘race-thinking'”. Palgrave Communications. TNI (2019)Leaving the War on Terror: A Progressive Alternative to Counter-Terrorism Policy. Resources Ramesh, R. and Halliday, J. (2015) ‘Student accused of being a terrorist for reading book on terrorism'. The Guardian. PositiveNegatives Representing Islam on Campus Questions for Discussion How do pre-emptive security measures increase feelings of insecurity? In what ways has the War on Terror become a permanent feature of everyday life? To what extent has the War on Terror designated certain groups of people as security threats? In what ways can we challenge these assumptions?

In this event, John Holmwood and Gurminder K Bhambra discuss their new book, Colonialism & Modern Social Theory. About this event Modern society emerged in the context of European colonialism and empire. So, too, did a distinctively modern social theory, laying the basis for most social theorising ever since. Yet colonialism and empire are absent from the conceptual understandings of modern society, which are organised instead around ideas of nation state and capitalist economy. In Colonialism & Modern Social Theory, Gurminder K. Bhambra and John Holmwood address this absence by examining the role of colonialism in the development of modern society and the legacies it has bequeathed. Beginning with a consideration of the role of colonialism and empire in the formation of social theory from Hobbes to Hegel, the authors go on to focus on the work of Tocqueville, Marx, Weber, Durkheim and Du Bois. As well as unpicking critical omissions and misrepresentations, the chapters discuss the places where colonialism is acknowledged and discussed – albeit inadequately – by these founding figures; and we come to see what this fresh rereading has to offer and why it matters. This inspiring and insightful book argues for a reconstruction of social theory that should lead to a better understanding of contemporary social thought, its limitations, and its wider possibilities. In this event, Gurminder K. Bhambra and John Holmwood are in dialogue with Michaela Benson and Su-ming Khoo and respond to questions and comments relating to the book and to the canon of modern social theory itself. Authors: Gurminder K Bhambra is Professor of Postcolonial and Decolonial Studies at the University of Sussex, a Trustee at the Sociological Review Foundation, and a Fellow of the British Academy. She is co-editor of Discover Society, an online social research magazine, and editor of Global Social Theory. She is author of the prize-winning Rethinking Modernity: Postcolonialism and the Sociological Imagination and Connected Sociologies. She is also co-editor of Decolonising the University and the Project Director of the Connected Sociologies Curriculum Project. John Holmwood is Emeritus Professor of Sociology at the University of Nottingham. He was expert witness for the defence in misconduct cases brought against senior teachers falsely accused of a plot to Islamicise schools in Birmingham. Together with Therese O'Toole, he is author of Countering Extremism in Birmingham Schools? The Truth about the Birmingham Trojan Horse Affair (Policy Press, 2018). Discussants Professor Michaela Benson is a sociologist with expertise in migration, citizenship and identity. In particular, her research focuses on Britishness and belonging among Britain's emigrants and overseas citizens at moments of major political transformation including Brexit and decolonisation. Her current position as Professor of Public Sociology at Lancaster University (from 1 June 2021), builds on nearly twenty years of teaching in universities around the UK and her service since 2016 as Editor-in-Chief of The Sociological Review. She has published several academic monographs including The British in Rural France (Manchester University Press, 2011), and Lifestyle Migration and Colonial Traces in Malaysia and Panama (co-authored with Karen O'Reilly; Palgrave, 2018) and numerous journal articles. In recent years, she has developed a profile as a public social science communicator, with a portfolio that includes freelance writing for major outlets, public speaking, and podcasting. Her current research for the project Rebordering Britain and Britons after Brexit (MIGZEN) is funded by the ESRC. Dr Su-ming Khoo is a Senior Lecturer in Political Science and Sociology, and leads the Environment, Development and Sustainability (Whitaker Institute) and Socio-Economic Impact (Ryan Institute) Research Clusters at NUI Galway. She researches and teaches on human rights, human development, public goods, development alternatives, decoloniality, global activism, and higher education. This event is hosted by the Connected Sociologies Curriculum Project which seeks to make available open access resources for the teaching of sociology. It emerges out of discussions about the need to broaden our understandings of the past – to be inclusive of colonial and imperial histories – in developing our understandings of the present. The Connected Sociologies Curriculum Project is funded by the Sociological Review Foundation.

  Black Feminism draws attention to the ways in which racialised, gendered and classed structures and discourses interact to position women differently in relation to white supremacist and patriarchal systems of oppression. In Britain, Black British Feminism offered not just a challenge to the white feminist theoretical claim to universal womanhood but offered a political space through which racialized women were able to develop their own political frames and build their own campaigns and struggles. In this session we consider the lessons that can be learnt from Black British Feminist theories and struggles. The session also raises some epistemological questions about what histories we have access to or not, the gap between the ‘facts of what happened' and ‘that which is said to have happened' (Trouillot 1995) and ways to remedy some of these gaps, by drawing on insights from a project funded by the Feminist Review Trust. While the session does not provide a detailed account of Black British Feminist thought and action, the resources listed below offer fascinating insights for Black Feminist enthusiasts. Readings Amos, Valerie, Lewis, G., Mama, A. and Parmar, P. (eds.). 'Many voices, one chant: black feminist perspectives'. Feminist Review, Autumn 1984, Issue 17. Amos V, Parmar P. Challenging Imperial Feminism. Feminist Review. 1984; 17 (1): 3-19. Beverley Bryan, Stella Dadzie and Suzanne Scafe (1986). Heart of the Race: Black Women's Lives in Britain. Virago. Carby, Hazel (1982). White woman listen! Black feminism and the boundaries of sisterhood. Grewal, S., Kay, J., Landor, L., Lewis, G. and Parmar, P. (1998). Charting the Journey: Writings by Black and Third World Women. Sheba Press. Jonsson, T (2016). The narrative reproduction of white feminist racism. Feminist Review 113 (1): 50-67. July 2016. Mirza, Heidi Safia (1997). Black British Feminism: A Reader (eds.) Routledge. Sudbury, Julia (1998). ‘Other kinds of dreams': black women's organisations and the politics of transformation. Routledge. Swaby, Nydia (2014) “'Disparate in Voice, Sympathetic in Direction': Gendered Political Blackness and the Politics of Solidarity.” Feminist Review, no. 108: 11-25. Trouillot, Michel-Rolph (2015). Silencing the Past: Power and the Production of History. Beacon Press. Watt, D. and Jones, A (2015). Catching Hell and Doing Well: Black women in the UK - the Abasindi cooperative. London: IOE Press. Wilson, Amrit Finding a Voice: Asian Women in Britain (London: Virago, 1978) Resources BCA –Heart of the Race Oral Histories. Ruckus Archive Project. Remembering Olive Morris Collective. George Padmore Institute. Sisterhood and After Questions for Discussion What can we learn from Black British feminist thought and modes of struggle? In what ways does Black British Feminist thought and activism challenge white feminist theoretical claims to universal womanhood? What Black British feminist knowledge/stories are hidden? How might we recover or access them?

It has long been argued that the enclosure of land in England facilitated the agricultural and industrial revolutions that transformed Britain into a modern capitalist state. Yet the connections between land enclosures within England and the English-led colonial enclosures that were taking place at the same time have been less explored. This session examines connections between the enclosure of land and people within England and within the colonial world (from the 16th century). In contrast to nation-bound understandings of English capitalist modernity, which focus on land enclosures, the Industrial revolution, and the formation of a new class society within England, this session is concerned with English colonial enclosures on a global scale, and with understanding Britain as an Imperial State, whose multiracial class society was forged through Empire. Keywords. Enclosure, Agrarian Revolution, Industrial Revolution, Slavery, Indenture, Waged Labour, Colonialism, Capitalism, Plantation, Factory Reading Baptist, Edward. 2014. The Half Has Never Been Told: Slavery and the Making of American Capitalism. New York: Basic Books. Bhambra, Gurminder. 202. ‘Colonial global economy: towards a theoretical reorientation of political economy', Review of International Political Economy, 28:2, 307-322 Federici, Silvia. 2004. Caliban and The Witch: Women, The Body and Primitive Accumulation. United States: Autonomedia Hayes, Nick, 2020, The Book of Trespass: Crossing the Lines that Divide Us. London, Bloomsbury. Johnson, Walter, 2004, ‘The Pedestal and the Veil: Rethinking the Capitalism/Slavery Question' Journal of the Early Republic, 24, 2, pp. 299-308 Linebaugh, Peter, 2014. Stop, Thief! : The Commons, Enclosures, And Resistance. PM Press Polanyi, Karl. 2001. The Great Transformation: The Political and Economic Origins of Our Time. Boston, MA: Beacon Press. Thompson, Edward Palmer. 1963. The Making of the English Working Class. New York: Vintage. Robinson, Cedric J. 2000. Black Marxism: The Making of the Black Radical Tradition. Chapel Hill, N.C: University North Carolina Press. Shilliam, Robbie. 2018. Race and the Undeserving Poor: From Abolition to Brexit. Newcastle UK: Agenda Publishing. Tyler, Imogen. 2020. Stigma: the Machinery of Inequality, London: Zed. [Open Access extract ‘Colonise at home!' Paupers, Serfs, Slaves and the making of the English State'] Virdee Satnam. ‘Racialized capitalism: An account of its contested origins and consolidation' The Sociological Review. 2019;67(1):3-27. Williams, Eric, 1944, Capitalism and Slavery, Chapel Hill: N.C: University North Carolina Press. Resources A Short History of Enclosure in Britain. National Archives Enclosure Maps: Right to Roam Campaign. Casualties of History podcast from Jacobin magazine focusing on EP Thompson's The Making of the English Working Class. Slavery and its Legacies Podcast. The 1619 Project podcasts – The Economy That Slavery Built. Questions What are enclosures? What is the relationship between enclosures of land and people within England and within English Colonies, that are taking place at the same time? Why is the global colonial history of enclosures important for understanding the making of the Modern World?

How much did the British gain from their empire? According to some calculations, Britain drained a total of nearly $45 trillion from India alone between 1765 and 1938: seventeen times more than the total annual GDP of the UK today. This huge amount of wealth was transferred unilaterally from India to England via trade, banking and administrative mechanisms. While India got nothing in return, the colonial drain played an important role in both the so-called primitive accumulation of capital in England and the reproduction of its industrial system. Only part of this wealth was reinvested in India, and in a way that kept India in a subordinate position within the British colonial empire. This lecture will look at the early theorizations of the colonial drain and discuss the importance of understanding it as part of the overall development of the global capitalist system. Crucially, processes of colonial extraction and dispossession pushed more and more people into the reserve army of English capital, forcing them to emigrate either to other British colonies, as in the case of India, or to England itself, as in the case of Ireland. But does this framework still hold true today, when formal colonial empires seem to be closing their borders to prevent immigration, at huge human cost? Looking beyond the surface of European rhetoric of border controls and its presence in Africa reveals the enduring presence of processes of colonial extraction – of both wealth and labour.  Reading Hamza Hamouchene (2019), Extractivism and Resistance in North Africa, Transnational Institute Karl Marx (1988), On Ireland - Marx to Sigfrid Meyer and August Vogt. April 1870. In Collected Works 43 – Marx and Engels: 1868-1870. Lawrence & Wishart, pp. 471-476   Utsa and Prabhat Patnaik (2016), A Theory of Imperialism, Columbia University Press Lucia Pradella and Rossana Cillo (2020) Bordering the surplus population across the Mediterranean: Imperialism and unfree labour in Libya and the Italian countryside. Geoforum Ajai Sreevatsan (2018), British Raj siphoned out $45 trillion from India: Interview to Utsa Patnaik Mint Harsha Walia (2014), Undoing Border Imperialism, AK Press Resources Exodus – Escape from Libya, episode 0 (2018) Global Social Theory -Utsa Patnaik Questions for Discussion What is the colonial drain? What is the link between colonial/neo-colonial drain and migration? What light does situating borders within broader imperialist dynamics shed on the so-called ‘migration crisis' in Europe? How do immigrants describe their experience of detention and forced labour in Libya?

The main role of organized anti-slavery during the late nineteenth and early twentieth centuries was to both legitimate and reinforce deeply rooted hierarchies which saw European states and their peoples position themselves at the moral and racial apex of ‘civilization'. Centuries of death and destruction associated with Transatlantic slavery firmly dispatched to the past, despite their continuing and catastrophic effects, thereby enabling Europeans to be reborn as abolitionists rather than enslavers. The foundational premise of organized anti-slavery – no one should be enslaved – would come to be primarily understood in terms of paternalistic ‘protection', with ‘civilized' Europeans justifying unprovoked wars of colonial conquest as ‘humanitarian' missions to prevent ‘savage' and ‘backward' peoples in other parts of the globe from enslaving each other. Appeals to moral and religious enlightenment (the ‘civilising mission') and altruistic sacrifice (the ‘white man's burden') proved to be hugely important. By treating their non-European subjects as ‘backward children', who were said to be unable to make decisions for themselves, Europeans were able to both justify and excuse any number of external actions and interventions. Tragically, these actions included countless examples of death, exploitation, extraction, violence and abuse, which exposed the fundamental hollowness of European pretentions towards moral superiority. Slavery would be banished symbolically via legal abolition while many of its defining features continued alongside everyday forms of violence and exploitation. In case after case, governments who congratulated themselves on abolishing slavery would continue to justify and defend numerous acts of violence and coercion directed against ‘inferiors' and ‘outsiders'. Readings The material presented here is primarily based upon the following paper: Joel Quirk, ‘Political Cultures', A Cultural History of Slavery and Human Trafficking in the Age of Global Conflict, Henrice Altink (ed.) (London: Bloomsbury, in press). Minor changes in language are possible prior to publication. Other useful reading materials include: Joel Quirk, Uncomfortable Silences: Anti-Slavery, Colonialism and Imperialism, Historians Against Slavery, 13 February, 2015. Joel Quirk, Reparations are too confronting: Let's talk about Modern Slavery instead, openDemocracy, 7 May 2015. Aimé Césaire, Discourse on Colonialism, (New York: Monthly Review Press 1972). Originally published in French in 1955. Binyavanga Wainaina, How to Write About Africa. Granta, 92. 2005. Teju Cole, The White-Savior Industrial Complex, The Atlantic, March 21, 2012. Toby Green, How the End of Atlantic Slavery paved a path to colonialism, Aeon, 30 March 2021. Emily Burrill, State of Marriage: Gender, Justice and Rights in Colonial Mali (Athens: Ohio University Press, 2015). Martin Klein, Slavery and Colonial Rule in French West Africa, (Cambridge: Cambridge University Press, 1998). Eric Allina, Slavery by Any Other Name: African Life under Company Rule in Colonial Mozambique (Charlottesville: University of Virginia Press, 2012). Robert Burroughs, African Testimony in the Movement for Congo Reform : The Burden of Proof (Abington: Routledge, 2018). Alice Bellagamba, Sandra Greene, Martin Klein (eds.) African voices on slavery and the slave trade, (Cambridge: Cambridge University Press, 2013). Resources Slave Voyages (essential starting point for the history of Transatlantic enslavement) UNESCO General History of Africa (free downloads, multiple languages). Basil Davidson, Africa Episode 5 The Bible & The Gun, and Episode 6 The Magnificent African Cake. Liberated Africans (database on enslaved Africans freed in the nineteenth century). Stanford, Africa South of the Sahara (online database of primary sources) Bouillagui: A Free Village (multimedia platform on slavery and abolition in Mali, in both French and English). Imperialism/Colonialism in Africa Resource Links. Africa is a country (essential starting point for African politics and history)   Questions for Discussion Colonialism was primarily driven by economic and political interests, yet was frequently justified and defended using appeals to a ‘higher purpose'. What does the close relationship between anti-slavery and European colonialism say about the politics and prospects of humanitarianism and altruism more broadly? What are the defining features of paternalism as both an ideology and practice? How do these defining features pave the way for systems of violence and coercion? What does the history of legal reforms targeting enslavement say about the limits and possibilities of legal solutions to complex problems? What should we make of the introduction of various laws which were designed to reconstitute and extend core features of enslavement after slavery had been legally abolished? How does the history of slavery and abolition in the late ninetieth and early twentieth century influence how we think about slave resistance, both individual and collective? Where and how do models of hierarchy and ‘supremacy' which were dominant during the age of high imperialism continue to have effects upon politics and society today?

What is a ‘gang'? Whilst the disciplines of Criminology and Sociology have long grappled with this question, the answer is increasingly of no relevance to criminal justice policies that claim to address the problem of violent crime across England and Wales. Within the context of contemporary policing and law enforcement, the ‘gang' has evolved as a ‘transcendental signifier' (Alexander 2008) and today serves to legitimise intrusive and harmful policing practices as part of a gang-industry (Williams 2014). Of particular concern to this session, a cursory glance at police gang databases reveals that those who are ‘suspected' by the police as ‘gang members', associated to gangs or are ‘at risk' of gang violence are from minoritised groups and particular black young men. In this session, we explore the factors which have given rise to the racialised construction of the ‘gang' and consider the harms experienced and endured by those who are policed with suspicion. Reading Alexander, Claire. (2008). (Re)thinking 'Gangs'. Runnymede Perspectives. Amnesty International (2018) Trapped in the Matrix. London: Amnesty. Secrecy, stigma, and bias in the Met's Gangs Database Bridges, Lee (2015) The Met Gangs Matrix - Institutional Racism in Action. Institute for Race Relations. Muncie, John. The Theory and Politics of Criminalisation. CJM 74. Williams, Patrick. (2014) Criminalising the Other: challenging the race-gang nexus. Race & Class, 56(3), 18-35. Williams, Patrick and Clarke, Becky (2016)Dangerous Associations: Joint Enterprise, Gangs and Racism. London: Centre for Crime and Justice Studies. Resources Scott, Stafford. (2018)The War on Gangs or a Racialised War on Working Class Black Youth. London: The Monitoring Group. StopWatch. Information Commissioners Office (2018) ICO finds Metropolitan Police Service's Gangs Matrix breached data protection laws. Questions for discussion Consider the multiple ways in which the gang label is (mis)used in contemporary policing and law enforcement practice. With reference to processes of criminalisation reflect upon the State's response to particular forms of music - how may this relate to the mediated construct of the gang. Given it is not a criminal offence to be in a gang, why do you think so much government resource and media attention has been given to this construct?

Debates in political economy have shifted from resource extraction as a means of accumulation under capitalism to consider how workers, indigenous peoples, Black and other marginalized communities are dispossessed through climate devastation and breakdown. Yet political economy has almost remained silent about the ways in which commodification in faraway places in the Global South, in particular the Caribbean that constituted plantation economies. These spaces comprised the most important resources for colonial powers (e.g. sugar, oil, coffee, and cotton, copper among others) to accumulate capital. Natural spaces served as extractive landscapes for accumulation by metropolitan centers of power are today responsible for more than 70 per cent of greenhouse gas emissions and became precursors for environment destruction, overexploitation, and resource overuse. These problems all contribute today to the uneven effects of climate breakdown and source of various climate injustices. Reading Bullard, R. D. (1993) ‘The Threat of Environmental Racism', Natural Resources & Environment, 7(3), pp. 23–56. Perry, K. K. (2020) ‘For politics, people, or the planet? The political economy of fossil fuel reform, energy dependence and climate policy in Haiti', Energy Research & Social Science, 63, p. 101397. Rojas-Páez, G. (2017) ‘Understanding Environmental Harm and Justice Claims in the Global South: Crimes of the Powerful and Peoples' Resistance', in Rodríguez Goyes, D. et al. (eds) Environmental Crime in Latin America: The Theft of Nature and the Poisoning of the Land. London: Palgrave Macmillan UK (Palgrave Studies in Green Criminology), pp. 57–83. Sealey-Huggins, L. (2017) ‘“1.5°C to stay alive”: climate change, imperialism and justice for the Caribbean', Third World Quarterly, 38(11), pp. 2444–2463. Resources Wynter, S. (1994) ‘1492: A New World View” in eds. Vera Lawrence Hyatt and Rex Nettleford, Race, Discourse and the Origin of the Americas: A New World New. Pp. 5-57. Questions for Discussion What is the history of political economy and the environment from a Global South perspective? How does political economy take account of resource extraction, accumulation and effects of colonialism on the environment? In what ways have changes in environment reflect relations of power between global north and south? What is the relationship between the plantation economy and the environment? What are some blindspots in the political economy with respect to environment and the global south? To what extent are histories of dispossession, appropriation, colonization and enslavement present within new regimes of finance and accumulation regarding responses to climate change? Give examples

Dominant representations of South Asian women in Britain locate them within their family and community lives; the women themselves are constructed as passive, confined to the domestic sphere and lacking agency. Their roles as citizens, as workers and as active members of trade unions who have contributed to the struggles for workers' rights in the UK is elided in historical accounts and contemporary popular discourses. The Grunwick strike that took place in the late 1970s was one of the many occasions when South Asian women fought for their rights as workers. The focus of this session the Grunwick strike and its legacy for the broader struggles against racism and exploitation at work. Reading Anitha, S. and Parmar, M. (undated) ‘On the picket line: Jayaben Desai from East Africa to Grunwick', Our Migration Story. Anitha, s. and Pearson, R. (2021) 'The Grunwick protests: remembering the 1970s strike for migrant workers' rights', BBC History Magazine. Anitha, S., Pearson, R. and McDowell, L. (2018) From Grunwick to Gate Gourmet: South Asian Women's industrial activism and the role of trade unions. Revue Francaise de Civilisation Britannique. XXIII-1 | Online since 20 March 2018. Resources Educational resources on migration, history of women and work and on the Grunwick dispute: www.striking-women.org The comic Striking Women: https://www.striking-women.org/sites/striking-women.org/files/striking_women_for_download_opt.pdf BBC Radio 4: Great Lives – On Jayaben Desai, the leader of the Grunwick dispute: https://www.bbc.co.uk/programmes/b09yddxk Questions for Discussion Why was there a need for organising specifically by women? Who were the women involved in the Grunwick strike? How did their location at the intersection of gender, race and class shape their experience of oppression and exploitation at work? Though the Grunwick strikers failed to meet their objectives, why do we consider their struggles an important moment in British labour history? What is outsourcing, and how did this effect the experiences of the women workers at Gate Gourmet? What challenges do workers face in contemporary UK?

The potential link between educational ‘failure' and offending is often debated. Discussions frequently focus on the community, cultural or family backgrounds from which the children who ‘fail' come, and/or on more adequate provision for those ‘at risk' of school and social exclusion. These discussions often prioritise the apparent significance of race, class and gender, indicated by the over-representation of poor, male, Black students in punitive school disciplinary processes and a parallel disproportionality in the criminal justice system. However, many of these approaches assume educational systems to be intrinsically good and consider cases of educational failure to be anomalies that require ironing out. This session will consider a different view. Drawing on classic sociological theories of education it will introduce the connections between social control and education. It will also ask us to consider what an exploration of the school-to-prison pipeline can tell us about the entire education system. Readings Bowles, S. and Gintis, H. (2002) Schooling in Capitalist America Revisited. Sociology of Education, 75(1): 1-18. Davis, A. Y. (2003) Are Prisons Obsolete? New York: Seven Stories Press. Foucault, M. (1991) Discipline and Punish. The Birth of the Prison. London: Penguin Books Ltd. Graham, K. (2014) Does school prepare men for prison? City: analysis of urban trends, culture, theory, policy, action, 18(6): 824-836. Graham, K. (2016) The British School-To-Prison Pipeline. In L.A. Palmer and K Andrews (Eds) Blackness in Britain. London: Routledge. Perera, J. (2020) How Black Working-Class Youth are Criminalised and Excluded in the English School System. A London Case Study. London: Institute of Race Relations. Willis, P. (1977) Learning to Labour. How working class kids get working class jobs. Aldershot: Ashgate Publishing Ltd. Resources Biopower – Global Social Theory website Changing education paradigms – Sir Ken Robinson RSA Animate on YouTube Does school prepare men for prison? – Centre for Crime and Justice comment piece by Karen Graham Questions for Discussion What is the myth of meritocracy in education and how might it link to wider social inequalities? How and why have ideas around the disruptive pupil deserving of exclusion and the criminal deserving of imprisonment been historically racialised, classed and gendered? What can the school-to-prison pipeline teach us about the wider system of education? What impact might the hidden curriculum of schooling be having on everyone?

The global protests and mobilisation for Black lives crystallised around policing, although simultaneously pointing at the broader dimensions of criminalisation and control of especially Black and other racialised poor folks and communities. The protests unfolded globally very quickly, also in many parts of continental Europe such as Germany, France and Switzerland. In this session, we explore the differential logics of policing in Europe, which are connected to the histories of empire, colonialism and racial gendered capitalism. We consider the functions and logics of policing, its relation to violence and safety and explore possible alternatives. Reading Eddie Bruce-Jones (2014), “German policing at the intersection: race, gender, migrant status and mental health”, Race & Class, 56(3): 36-49. Frantz Fanon (1963), The Wretched of the Earth, New York: Grove. Muschalek, Marie (2019), Violence as Usual: Policing and the Colonial State in German Southwest Africa, Ithaca, Cornell University Press. Simone Browne (2015), Dark Matters: On the Surveillance of Blackness, London: Duke University Press. Stuart Hall et al. (1978), Policing the Crisis. Mugging, the State, and Law an Order, London: Palgrave. Vanessa E. Thompson (2018), “There is no justice, there is just us! Ansätze zu einer postkolonial-feministischen Kritik der Polizei am Beispiel von Racial Profiling“, in: Daniel Loick (Ed.): Kritik der Polizei, Frankfurt/Main: Campus, pp. 197-221. (English translation to be published in: Michael J. Coyle and Mechthild Nagel (Ed.): Contesting Carceral Logic: Knowledge and Praxis in Penal Abolition). Resources Abolitionist Futures. Defund Police. Questions What is the significance of the differential logic of policing to our understanding of safety? What are further intersectional systems of oppression that play into policing (such as gender or migration status)? What could make communities safe? What are possible alternatives to policing?

Between 1834 and 1920, two million men women and children were taken from India, by the British, to labour on sugar colonies across the Empire under temporary contracts called indentures. The majority of these workers never returned to India and the system of indenture, under which they were bound, has all but been erased from British colonial history. In this lecture, I reflect on how and why this silencing took place. I additionally refer to acts and forms of resistance utilised by indentured labourers and share ideas about the important contemporary contributions of the global Jahaji Bhai – the international indentured labour diaspora – who are currently working towards greater public knowledge of the system of indenture and its legacies. Readings Kaladeen, Maria del Pilar 2018. Windrushed, Wasafiri, 33:2, 22-25 Kempadoo, K. 2017. ‘Bound Coolies' and Other Indentured Workers in the Caribbean: Implications for debates about human trafficking and modern slavery. Anti-Trafficking Review, (9). Mishra, Margaret 2016. 'Your Woman is a Very Bad Woman': Revisiting Female Deviance in Colonial Fiji Journal of International Women's Studies Resources Sundar Anitha and Ruth Pearson Indentured labour from South Asia (1834-1917) Heidi Safia Mirza: 'The Golden Fleece': The Windrush quest for educational desire Maria del Pilar Kaladeen: Hidden Histories: Indenture to Windrush Deirdre Mckay: Debt bondage, domestic servitude and indentured labour still a problem in the world's richest nations Questions for discussion The majority of British people are unaware of the system of indenture across the former empire. What do you think accounts for the historical silence around this history? What do you think was significant about the ways in which labourers managed to organise and resist the system of indenture? Do you think people have the same lack of awareness in relation to contemporary forms of unfree labour? Do we make connections between the products we consume and the welfare and conditions of the people involved in their production?

Full integration requires some degree of subjective identification with the society or country as a whole. How to integrate difference so that difference ceases to be problematic? Four modes of integration are discussed in order to bring out the character of multiculturalism and its relation to liberty, equality and solidarity – the core components of national citizenship. The key difference between multiculturalism and other modes of integration is the normative significance it gives to minority racial, ethnic and religious groups, not just individuals and organisations, within national citizenship. The recent emphasis on cohesion and citizenship is a rebalancing of the political multiculturalism of the 1990s, which largely took the form of accommodation of groups while being ambivalent about national identity and taking cohesion at a local level for granted. Dialogical remaking of the national identity from the bottom up as well as by the state has been taking place but is also being resisted by those who cluster around mono-nationalism and anti-national cosmopolitanism. Reading Modood, T. (2018). A Multicultural Nationalism. Brown J. World Aff., 25, 233. Brahm Levey, G. (2019). The Bristol school of multiculturalism. Ethnicities, 19(1), 200-226. Four inter-related Multiculturalist blogs in the context of the Black Lives Matter agitation in Britain in 2020: Uberoi, V. Can Black lives really matter in the UK before addressing Britishness? Global Extremes, Open Democracy, 9 July, 2020 Meer, N. Britain had a chance to talk about race 20 years ago. Let's get it right this time, The Guardian, 12 July, 2020. Sealy, T. Back to the future of multi-ethnic Britain, Global Extremes, Open Democracy, 21 July, 2020 Sealy, T. What can multiculturalism offer in the fight against racism in Britain?, Global Extremes, Open Democracy, 23 November, 2020 Minorities, Public Labels and Multiculturalism, Department of Sociological Studies, University of Sheffield, 28 October 2020 (34 minutes recorded lecture). Resources The Symposium on The Bristol School of Multiculturalism, Ethnicities   Questions for Discussion Does it make sense to think of Multiculturalism in terms of liberty, equality and solidarity amongst national citizens? What is the difference between multiculturalism and other modes of integration? Is the main thrust of multiculturalism separationist or remaking the basis for national solidarity?

  In recent years there have been repeated high-profile calls to increase the number of school-based police officers. Whilst police are becoming an increasingly normalised presence in British schools, there is a need for closer scrutiny of the potential problematics of this development. Wider evidence of institutional racism in both policing and schooling, suggests that the presence of police in schools may raise issues in terms of race and racism. There are also issues with regard to social class and other structural factors, including disability and sexuality. In this session, we explore the issue of police in schools with a particular focus on racism. We will explore recent evidence on police in schools, in order to better understand this contemporary issue. Readings Connelly, L., Legane, R., and Joseph-Salisbury, R. 2020. Connelly, L., Legane, R., and Joseph Salisbury, R. 2020. Decriminalise the Classroom: A community response to police in Greater Manchester schools, No Police in Schools. Nijjar, J. 2020. Police–school partnerships and the war on black youth, Critical Social Policy . Joseph-Salisbury, R. 2020. Race and Racism in English Secondary Schools, Runnymede Trust. ACLU (American Civil Liberties Union) (2017) Bullies in Blue: The Origins and Consequences of School Policing. New York: ACLU. Henshall, A. 2018.Are police officers in schools a force for good? Schools Week, 26th May 2018. Chechi-Ribeiro, V. 2020. Why the Police Have No Place in Schools, The Guardian, 5th September, 2020. Resources No Police in Schools Surviving Society Podcast – Racism and Police in Schools Questions for Discussion How can wider evidence on institutional racism inform our explorations of police in schools? What are some of the key issues with the increased presence of police in schools? What alternatives can we think of to police in schools? Using our imaginations, and our own experiences, what kind of learning environments can we envision to improve the educational experiences of young people?

This session examines how Britain's colonial and postcolonial history has shaped its understanding of citizenship. Citizenship can be understood as membership of a political community. As such, it cannot be separated from wider political projects of nation and empire. The session shows how colonial and postcolonial immigration shaped the development of what we now call British citizenship, and how national citizenship in Britain is inseparable from postcolonial conceptions of identity and belonging. The session explores how citizenship was introduced into UK law and traces its evolution in response to postcolonial immigration. It concludes with some reflections on contemporary legacies, including the Windrush Scandal.   Reading Gentleman, Amelia. 2019. The Windrush Betrayal: Exposing the Hostile Environment. London: Guardian Faber Publishing. Hampshire, James 2005. Citizenship and Belonging: Immigration and the Politics of Demographic Governance in Post-war Britain. Basingstoke: Palgrave. Hansen, Randall. 2000. Citizenship and Immigration in Post-war Britain. Oxford: Oxford University Press. Paul, Kathleen. 1997. Whitewashing Britain: Race and Citizenship in the Post-war Era. Ithaca: Cornell University Press.   Resources National Archives resources on experiences of immigration to the UK. Migration Museum resources. Migration Observatory overview of migrants in the UK.   Questions for discussion What does the development of citizenship tell us about the British state and its postcolonial identity? What role has racism played in shaping Britain's citizenship and immigration regime? In what ways do the legacies of postcolonial citizenship affect the lives of ethnic minority Britons today?

An intellectual product of the Black Radical Tradition, ‘racial capitalism' was first expansively developed as an account of the historical origins and embedded logics of global capitalism by Cedric Robinson in his key text Black Marxism. This session introduces students to the idea of racial capitalism and explains how it helps us to understand the centrality of race to the formation of capitalism. We will also consider how racial capitalism helps us to remain attuned to the constant production and reproduction of difference; and the exploitation and expropriation of those who are differentiated as ‘inferior'. But, perhaps most importantly, we'll also cover how racial capitalism asks us to pay attention to those who should be more celebrated as key revolutionary subjects of history – the enslaved, the maroons, anticolonial plantation workers, migrant workers, and others who may not fit the frame of the ideal working class figure, but who have done so much to deliver rights and justice globally. Readings Robinson, C. J. (2000). Black Marxism: The Making of the Black Radical Tradition. University of North Carolina Press. Bhattacharyya, G. (2018). Rethinking Racial Capitalism: Questions of Reproduction and Survival. Rowman & Littlefield. Kelley, R. D. (2017). What did Cedric Robinson mean by racial capitalism? Boston Review, 12. Gilmore, R. W. (2020) Geographies of Racial Capitalism. Antipode Online Gilmore, W. R. (forthcoming 2021). Change Everything: Racial Capitalism and the Case for Abolition. Haymarket Books. Resources Racial Capitalism – Global Social Theory Pulido, L. (2016). Flint, Environmental Racism, and Racial Capitalism. Capitalism Nature Socialism. Hudson, P. J. (2017). Bankers and Empire: How Wall Street Colonized the Caribbean. University of Chicago Press. Questions for Discussion How does broadening the focus from the European proletarian experience to the organising and revolts of the unfree labourers of the (formely) colonised world cause us to revise dominant understandings of historical change? How does racial capitalism help us to understand the complex relationship between inclusion and exclusion? What, according to Cedric Robinson, are the roots of the Black Radical Tradition? In what ways are racial and nationalist interests mobilised by elites against collective class interests?

Britain in the 1970s and 80s saw the rise of a new generation of black and Asian youth who, unlike the previous generation, had been born in Britain. They were not migrants like their parents, and demanded to part of Britain. At the same time, black and Asian youth were a useful scapegoat for a government unable to deal with economic crisis and rising unemployment. Creating the impression that ethnic minorities brought criminality and violence to Britain brought with it two things: 1) Forms of racist, violent policing which had previously been used in the colonies, and 2) Mass resistance and rebellion against this police racism, led by young people in urban areas. Readings Hall et. al. (1978) Chapter 10: The Politics of ‘Mugging', in Policing the crisis: Mugging, the State and Law and Order, London: Palgrave Macmillan. Trafford, J (2020) Riot Redactions, Colonial Reverberations. New Socialist. Linstrum, E (2019) Domesticating Chemical Weapons: Tear Gas and the Militarization of Policing in the British Imperial World, 1919–1981. The Journal of Modern History. 91, 3. Jennifer Davis, From ‘Rookeries' to ‘Communities': Race, Poverty and Policing in London, 1850–1985, History Workshop Journal, Volume 27, Issue 1, SPRING 1989, Pages 66–85. Resources Liverpool Cinematics Documentary - Toxteth Riots 1981: An L8 Perspective BBC Four Documentary – Windrush Part 4 BBC Documentary - The Unwanted: The Secret Windrush Files Questions for Discussion Sentencing five West Indian youths to five years' jail or detention, in May 1975, Judge Gwynn Morris, [remarked]: “Within memory these areas were peaceful, safe and agreeable to live in. But the immigrant resettlement which has occurred over the past 25 years has radically transformed that environment. Those concerned with the maintenance of law and order are confronted with immense difficulties. This case has highlighted and underlined the perils which confront honest, innocent (and hardworking, unaccompanied women who are in the street after nightfall. I notice that not a single West Indian woman was attacked” Hall et. al. (1978) Chapter 10: The Politics of ‘Mugging', in Policing the crisis: Mugging, the State and Law and Order, London: Palgrave Macmillan p333. What do the Judge's remarks tell us about Britain's image of itself? What do the judge's remarks tell us about how Britain remembers itself before mass migration from the colonies after World War 2? How is the politics of racism, gender and class used by the judge? Do you think the judge's remarks are accurate, or is the moral decline of Britain he conveys shaped by racism?

Global supply chains today depend on and reinforce relations of unfree labour, including forced, child, and trafficked labour. These coercive labour relations are often described as a ‘new slavery', and are understood to be driven by criminality, cultural backwardness, corruption and poverty in the contemporary economy. Yet, dominant narratives about ‘new slavery' gloss over the historic and ongoing dynamics of colonial capitalism in predictably giving rise to unfree labour in supply chains. These dynamics include: dispossession and expropriation; colonial histories of unfree labour and how these continue to shape the lives of contemporary workers and communities; the role of wealthy states and corporations in engineering global supply chains that yield unequal wealth and value distribution and result in endemic exploitation, violence, and coercion. A deeper analysis reveals that contemporary unfree labour relations are anchored in the legacies and ongoing dynamics of colonial capitalism. In this session, we consider the significance of colonial capitalism in giving rise to unfree labour in global supply chains, and focus on an example of India's tea industry to ground our discussion. Readings LeBaron, Genevieve. 2018. The Global Business of Forced Labour: Report of Findings. University of Sheffield. Behal, Rana. P. One Hundred Years of Servitude: Political Economy of Tea Plantations in Colonial Assam. New York: Columbia University Press. LeBaron, Genevieve, Howard, Neil, Thibos, Cameron, and Kyritsis, Penelope (2018) Confronting Root Causes: Forced Labour in Global Supply Chains. London: openDemocracy. Sharma, Nandita. 2020. ‘States and Human Immobilization: Bridging the Conceptual Separation of Slavery, Immigration Controls, and Mass Incarceration.' Citizenship Studies (online first). Beautin, Lyndsey P. 2017. ‘Black Suffering for/from Anti-Trafficking Advocacy.' Anti-Trafficking Review (9): 14-30. Resources Beyond Trafficking and Slavery –openDemocracy.net platform featuring articles by activists and academics Slavery and its Legacies- Yale University Gilder Lehrman Center for the Study of Slavery, Resistance & Abolition podcasts Whitewashing Abolition: Race, Displacement, and Combating Human Trafficking – Brown University conference proceedings website Forced Labor and Workers Rights- 10 minute film about forced labour in global supply chains featuring the research of Genevieve LeBaron Questions for discussion What does the ‘New Slavery' framing of unfree labour reveal and conceal about colonial capitalism? Does it constitute whitewashing? What is the role of states and corporations in engineering contemporary dynamics of unfree labour in global supply chains? How have their roles evolved throughout history? Using the example of the contemporary tea supply chain, how do current dynamics of wealth accumulation, inequality, and exploitation relate to histories of colonial plunder and expropriation? What does the prevalence of unfree labour in contemporary global supply chains tell us about how colonial capitalism works?

Standard discussions of police racism in Britain, present it as being a consequence of Britain becoming multicultural, as African, Caribbean and Asian people migrated to Britain in significant numbers after World War 2. These migrants are seen as disrupting a peaceful, united monocultural Britain. But historically, most of Britain's policing hasn't taken place on British soil – it has been deployed in its colonies. Millions of colonial subjects, exploited and controlled for the enrichment of Britain for centuries, required policing. British colonial policing was far more militarised and violent than policing on the British mainland. The racial hierarchy of the British Empire – the racism of colonialism – is what justified the violence and exploitation Britain imposed on the Africans, Asians and Caribbean people it colonised. Readings Nijjar, J (2018)

From (at least) the eighteenth century onwards, European philosophers and historians have represented the status of women as a crucial marker of a society's level of civilisation, and have seen modernity as the era when women came to be accepted as individuals in their own right. In this framing of distinctions between ‘traditional' and ‘modern', it became one of the justifications for colonialism that it supposedly rescued women from precolonial abuses. The contrast is however highly contentious, and particularly so when ‘modernity' so often maintained and intensified gender difference. Ideas about the superior treatment of women in modern societies continue to shape political discourse today.   Readings Amadiume, Ifi ‘Gender, Political Systems and Social Movements: a West African Experience' pp35-68 in Mahmood Mamdani and Ernest Wamba-dia-Wamba (eds) African Studies in Social Movement and Democracy (Senegal, CODESRIA, 1995) Chakrabarty Dipesh, “The Muddle of Modernity”, The American Historical Review 116/3, 2011, 663-675 Fanon, Frantz The Wretched of the Earth (Penguin, 1967) Farrar, Tarikhu ‘The Queenmother, Matriarchy, and the Question of Female Political Authority in Precolonial West African Monarchy'. Journal of Black Studies. 27(5), 1997:579-597. Hall, Catherine ‘Of Gender and Empire: Reflections on the Nineteenth Century' in Philippa Levine (ed) Gender and Empire (Oxford University Press, 2004) Lugones, María 2011. ‘Toward a Decolonial Feminism,' Hypatia 25 (4): 742-59 Mamdani, Mahmood Citizen and Subject: Contemporary Africa and the Legacy of Late Colonialism (Princeton University Press, 1996) Phillips, Anne ‘Gender and Modernity' Political Theory 46 /6, 2018 Resources   Maria Lugones, Global Social Theory Gayatri Spivak, Global Social Theory Postcolonialism, Global Social Theory Decoloniality, Global Social Theory Questions In what ways does the status of women figure in notions of modernity? How have these contributed to justifications of colonialism? How do contrasts between 'modern' and ‘traditional', and ideas about the superior treatment of women in modern societies, continue to play out in political discourse in contemporary Europe?

For too long the abolition of the Atlantic slave trade in 1807 and slavery in the British colonies in the Americas in 1833 have dominated the ways in which Britons have (mis)remembered slavery. The Legacies of British Slave-ownership project at UCL set out to re-think the history of Britain's long involvement with the slavery business across the Atlantic through exploring British slave-owners. When slavery was abolished, £20 million was paid in compensation to the owners for the loss of what was defined as their property. Almost half this money came to Britons. We followed the money, establishing who got it and, in so far as has been possible, what did they do with it and with the power they derived from it? Was it invested in railways and banking, or spent on country houses, or used to buy art works? How significant is this history to the establishment of racial hierarchies both in Britain and the Caribbean? Compensation was our starting point, but in exploring the longer histories of British ownership of land and people in the Caribbean the deep entanglements between metropole and colony have been excavated. Readings Eric Williams Capitalism and Slavery available here. Nicholas Draper, ‘ “Possessing Slaves”: ownership, compensation and metropolitan society in Britain at the time of emancipation 1834-40' History Workshop Journal 64 (Autumn 2007) 74-102. Catherine Hall, Nicholas Draper, Keith McClelland, Katie Donington and Rachel Lang, Legacies of British Slave-ownership. Colonial Slavery and the Formation of Victorian Britain Cambridge (2014). Madge Dresser and Andrew Hann (eds) Slavery and the Country House London (2013). Michael Taylor, The Interest. How the British Establishment resisted the abolition of slavery London (2020). Resources Legacies of British Slave-ownership. Runaway Slaves in Britain. Remembering 1807. Questions for Discussion How should the history of slavery be remembered in Britain? What is meant by the term ‘the slavery business'? What evidence can you find both of slave-owners and abolitionists where you live?

In the making of modernity, questions of gender and sexuality constitute the very structures of power by which modernity is produced, organised and understood. Equally, it is not possible to talk about the gendering of modernity without also showing how these structures of power are inherently racialised. To illustrate these points, this session will examine the social category of ‘womanhood' through Sojourner Truth's speech, ‘Ain't I a woman?' in order to trace the figure of the enslaved African woman and her labour within the making of the modern world. Hortense Spillers' concept of the ‘ungendering' of African women under conditions of enslavement will be engaged along with Oyèrónkè Oyěwúmi's arguments on the imposition of colonial western gender categories in Yorubaland. The aim here is to provide some illustrations of the ways gender and racialisation are explicitly bound to colonial world making in ways that continue to have an imprint onto the contemporary lives of Black women.     Readings: Crenshaw, Kimberle (1989) Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics, University of Chicago Legal Forum: Vol. 1989, Article 8. hooks, bell, (2015). Ain't I a woman: Black women and feminism. New York: Routledge, Taylor & Francis Group. Lewis, G. (2017) Questions of presence. Feminist Review 117 (1) Lugones, M. (2008).The Coloniality of Gender. Worlds & Knowledges Otherwise, 2 (Spring), 1-17. Noble, D. (2020) Decolonising and Feminizing Freedom: A Caribbean Genealogy. London. Palgrave Macmillan. Oyěwúmi, O. (1997) The Invention of Woman: Making Sense of Western Gender Discourse Spillers, H. (1997) Mama's Baby, Papa's Maybe: An American Grammar Book. Diacritics 17.2 (1987): 65-81. Truth, S. (1851)‘Ain't I a woman'. Questions Examine the significance of racial categories and processes of racialisation to our understanding of gender and modernity? How does Hortense Spillers' concept of ‘ungendering' help us to critique universal and historical categories of gender and womanhood? To what extent do historical and colonial processes of gendering and racialization continue to impact the contemporary lives of Black women in the context of the #SayHerName movement? Consider Oyèrónkè Oyěwúmi's argument that womanhood is a colonial construct in order to explore the possibilities of refusing gender categories?

In the modern world, the main type of formal political organisation has gone from being ‘empires' to ‘nation-states'. But how did this happen, what was left behind and what does it mean? More importantly, why do people still talk about decolonisation today? This session maps out how and where decolonisation unfolded with a particular emphasis on the twentieth century. It looks at the different ideas of liberation that underpinned it, how people organised themselves, how this was met by imperial powers and what the results were in different contexts. The session also examines why struggles for ‘decolonisation' are ongoing and spreading to the former centres of empire. It concludes by thinking about the dynamics of decolonisation as a significant force shaping the modern world.   This lecture is part of the Connected Sociologies module on The Making of the Modern World: https://connectedsociologies.org/curriculum/mmw/ Reading Betts, R. F. (2012). Decolonization: A brief history of the word. In E. Bogaerts & R. Raben (Eds.), Beyond Empire and Nation (pp. 23–38). Brill. Duara, P. (Ed.). (2004). Decolonization: Perspectives from now and then. Routledge. Fanon, F. (1963). The Wretched of the Earth. Penguin. Jansen, J. C., & Osterhammel, J. (2019). Decolonization: A Short History (Reprint edition). Princeton University Press. Introduction Sabaratnam, M. (2011). IR in Dialogue … but Can We Change the Subjects? A Typology of Decolonising Strategies for the Study of World Politics. Millennium - Journal of International Studies, 39(3), 781–803. Resources CrashCourse. (2012, October 26). Decolonization and Nationalism Triumphant: Crash Course World History #40. [TW: contains descriptions of violence]. CrashCourse. (2020, May 19). Decolonization: Crash Course European History #43. [TW: contains descriptions of violence]. Global Social Theory: Frantz Fanon. Questions for Discussion Why did decolonisation accelerate in the twentieth century? Did decolonisation simply expand the numbers of states in the international system, or did it transform that system itself? Can decolonisation ever be a finished process?

The historical development of the modern, capitalist world economy systematically bound colonisers and colonised into unequal relationships of extraction, colonisation and dispossession over the past 500 years and more. Material realities are central to understanding what we mean by ‘colonisation' - of materials, life and labour. Colonialism occupied land and turned people and nature into human and natural resources for a singular aim – the accumulation of capital. Historical processes of extraction, dispossession, replacement and extinction drove colonisation and ecological imperialism as structural imperatives of modern capitalism. Land-grabbing, wars and slavery connect with the extensive spread of commercial monocultures as economic structures displacing and threatening much of the world's human biological and cultural life with extinction. Law and conservation have colluded in these colonising processes – ‘emptying' lands and displacing or dispossessing indigenous nature and people, in order that material resources can continue to be extracted, monetised and mobilised for the accumulation of capital.       Readings Acuna-Soto et al (2002) Megadrought and Megadeath in 16th Century Mexico Emerging Infectious Disease 8(4): 360–362. Clark, Brett; Foster, John B (2009) Ecological Imperialism and the Global Metabolic Rift Unequal Exchange and the Guano/Nitrates Trade, International Journal of Comparative Sociology Vol 50(3–4): 311–334. Fields, S (2008 ) Pestilence and headcolds: encountering illness in colonial Mexico. Guha, R et al (2012)Deeper Roots of Historical Injustice: Trends and Challenges in the Forests of India, Rights and Resources Initiative. Hickel, J (2020) Quantifying national responsibility for climate breakdown: an equality-based attribution approach for carbon dioxide emissions in excess of the planetary boundary Lancet Planetary Health 2020; 4: e399–404. For a 10-tweet summary. Kampmann, U (nd) The impact of silver from the New World. Moore, Jason (2007). Silver, Ecology, and the Origins of the Modern World, 1450-1640. In Rethinking Environmental History: World System History and Global Environmental Change, J.R. McNeill, Joan Martinez-Alier, and Alf Hornborg, eds. Berkeley: AltaMira Press, pp 123-142. Moore Jason W. (2009) Madeira, Sugar, and the Conquest of Nature in the "First" Sixteenth Century: Part I: From "Island of Timber" to Sugar Revolution, 1420–1506 Review (Fernand Braudel Center) Vol. 32, No. 4 (2009), 345-390. Pateman, C (2007) The settler contract, in Pateman C and Mills, C., Contract and Domination, pp 35-78 . Pringle, Heather (2010)Sugar Masters in the New World Smithsonian Magazine 12 January 2010. Short, Damien (2016) Redefining Genocide: Settler Colonialism, Social Death and Ecocide. Zed Press. Resources Materialism, Global Social Theory. Settler Colonialism, Global Social Theory Vandana Shiva, Global Social Theory Patrick Wolfe , Global Social Theory Questions for discussion Examine the problem of colonialism (or neo-colonialism) from the perspective of the ‘development' of a selected natural resource. To what extent might it be said that the histories of empire and colonialism depend on the displacement and dispossession of indigenous communities and the erasure of their prior access to the environment? Explore and discuss the ‘colonial' origins of environmental resource use in the world today, using one specific example er: land, forest, mineral ore, fossil fuel, a particular a crop or type of livestock, or the ‘atmospheric commons' What environmental factors are relevant in accounting for historical processes of imperial and colonial extraction and accumulation?

It is increasingly common for claims to be made about the incompatibility between capitalist ‘progress' and the institution of slavery, and to frame colonisation as economically advantageous for the colonised. Yet this overlooks the considerable scholarship, primarily from the ‘Global South', which shows that industrial capitalism in Europe (and the UK in particular) would have been unaffordable without slavery, and that transfers of wealth from the colonies to colonial powers continue to shape contemporary inequalities. In this sense, the global economy can be understood as a colonial global economy, shaped not only by the legacies of our colonial past, but by colonially-instituted arrangements and relationships which persist into the present. This session will examine the colonial global economy as one which operates through racialized forms of exploitation, extraction and perverse inclusion, from the heights of international economic law, down to labour regimes in global supply chains.   Readings Anghie, Antony. 2012. Imperialism, Sovereignty & the Making of International Law. Cambridge: Cambridge University Press. Bhambra, Gurminder K. 2020. Colonial global economy: towards a theoretical reorientation of political economy. Review of International Political Economy. Goswami, Manu. 2018. Crisis economics: Keynes and the End of Empire. Constellations 25: 18-34. Koddenbrock, Kai & Sylla, Ndongo Samba. 2019. Towards a political economy of monetary dependency; the case of the CFA franc in West Africa. MaxPo Discussion Paper, No. 19/2. Neptune, H. Reuben. 2019. Throwin' scholarly shade: Eric Williams in the New Histories of Capitalism & Slavery. Journal of the Early Republic, 39(2): 299-326. Tilley, Lisa. 2020.“A Strange Industrial Order:” Indonesia's racialized plantation ecologies and anticolonial estate worker rebellions.History of the Present 10 (1) Resources Accounting for British History – blog by Gurminder K Bhambra How Wall Street Colonized the Caribbean – blog by Peter James Hudson   Questions for discussion How are contemporary wealth transfers and inequalities shaped by colonial relationships in the present? What does it mean to understand the global economy as a colonial global economy? Why might dominant frameworks for understanding economic crises in the global economy neglect its colonial foundations?

In early 2014, the media was full of stories of a ‘plot to Islamicise schools' in Birmingham, Bradford and Oldham. Various official investigations claimed to find evidence of extremism, but when misconduct cases were brought against teachers in September 2015, the only charges were ‘undue religious influence'. The cases collapsed in May 2017 because of ‘impropriety' on the part of lawyers acting for the government. Nonetheless, the affair led to important changes in policy – a new emphasis within Prevent on safeguarding children from non-violent extremism, and a requirement on schools to teach ‘fundamental British values'. Most recently, the latter has spilled over into arguments that ‘British values' be taught using the Equality Act 2010 and its protected characteristics. This session will address the background to the affair in Government attacks on multiculturalism, the ‘authoritarian' governance of schools under the academies programme, as well as secular liberal criticisms of the role of religion in schools.   John Holmwood was an expert witness for the defence in the professional misconduct case brought against senior teachers at Park View Education Trust. Reading John Holmwood and Therese O'Toole (2018) Countering Extremism in British Schools: The Truth about the Birmingham Trojan Horse Affair, Policy Press. Free access to the Introduction here. John Holmwood (14 July 2020) ‘A Postcolonial Conservative Defence of Multicultural Equality', Reset Dialogues on Civilizations. Fahid Qurashi (2018) ‘The Prevent strategy and the UK “war on terror”: embedding infrastructures of surveillance in Muslim communities. Palgrave Communications 4, 17 Sara Cannizzaro and Reza Gholami (2018) ‘The devil is not in the detail: representational absence and stereotyping in the “Trojan Horse” news story', Race Ethnicity and Education, 21:1, 15-29. Authors' preprint available here: Clayton, Matthew, Andrew Mason, Adam Swift, and Ruth Wareham. 2018. ‘How to Regulate Faith Schools' Impact (25): 1–49. Commission on the Future of Multi-Ethnic Britain (2018) The Parekh Report: The Future of Multi-Ethnic Britain, Runneymede Trust. Resources Many of the media stories are behind paywalls, but see: A comprehensive resource page on the Trojan Horse affair is available here. Andrew Gilligan (June 15 2014) ‘Trojan Horse: how we revealed the truth behind the plot' The Telegraph. Chris Cook (28 April 2014 ‘Inside the Trojan Horse' Chris Cook BBC Newsnight Key speeches by prime minister, David Cameron: David Cameron (5 February 2011) ‘PM's Speech at the Munich Security Conference' David Cameron (14 February 2011) ‘PM's Speech on Big Society' Resources Do liberal citizenship and multiculturalism conflict? Is there a problem of democratic governance in schools in England? Should schools be secular spaces?

Both the Windrush scandal and the Grenfell fire raise urgent questions for sociologists, and for people concerned about tackling racism more broadly. Both remind us that racism is not just about individuals being intolerant, prejudiced, or bigoted, but about the social and institutional structures that organise who is entitled to what. In this lecture, I invite us to ask some questions about racism, rights and exclusion – particularly in relation to the history and contemporary dynamics of immigration control. It is by asking who is a member of the nation, who is excluded, how this changes over time, and what can be done to those denied membership, that we can develop critical methodologies for studying racism in anti-immigrant times. Reading Anderson, Bridget 2013. Us and Them? The dangerous politics of immigration control (Oxford: OUP). Back, Les, and S. Sinha. 2016. “Multicultural Conviviality in the Midst of Racism's Ruins.” Journal of Intercultural Studies 37 (5): 517–532. Bulley, Dan, J. Edkins, N. El-Enany 2019. After Grenfell: Violence, Resistance and Response. London: Pluto Press De Genova, Nicholas 2017. ‘The “migrant crisis” as racial crisis: do black lives matter in Europe?', Ethnic and Racial Studies 41 no. 10. de Noronha, Luke 2019: Deportation, racism and multi-status Britain: immigration control and the production of race in the present, Ethnic and Racial Studies. de Noronha, Luke 2020. Deporting Black Britons: Portraits of deportation to Jamaica (Manchester: MUP). Lentin, Alana 2014. “Postracial Silences: The Othering of Race in Europe.” In Racism and Sociology, edited by W. Hund, and A. Lentin, 69–104. Berlin: Lit Verlag. Yuval-Davis, Nira, G. Wemyss, and K. Cassidy. 2017. “Everyday Bordering, Belonging and the Reorientation of British Immigration Legislation.” Sociology 52 (2): 228–244. Resources Our Migration Story – Runnymede Trust Deporting Black Britons – Website Bhambra, G. K. 2016. ‘Brexit, the Commonwealth, and exclusionary citizenship'. Open Democracy: Questions for discussion How is the history of British immigration and nationality law implicated in the reproduction of racism? How do the Windrush Scandal and the Grenfell fire reveal the dynamic between ‘race', class, migration status and deservingness? What are some of the dangers with arguments for rights on the basis of ‘contribution'?

The French Revolution and the American Declaration of Independence tend to be seen as the revolutions that brought into being the modern world. While both events opened up the political process to increasing proportions of their populations and established general or universal understandings of citizenship. In this session, we consider the significance of the Haitian Revolution and discuss its contribution to the making of the modern world. This lecture is part of The Making of the Modern World module from the Connected Sociologies Curriculum Project.    Readings Bhambra, Gurminder K. 2016. ‘Undoing the Epistemic Disavowal of the Haitian Revolution: A Contribution to Global Social Thought' Journal of Intercultural Studies 37 (1): 1-16. James, C. L. R. 1989 [1963, 1938]. The Black Jacobins: Toussaint L'Ouverture and the San Domingo Revolution. Second Edition. New York: Vintage Books. May, Vivian M. 2008. ‘“It is Never a Question of the Slaves”: Anna Julia Cooper's Challenge to History's Silences in Her 1925 Sorbonne Thesis,' Callaloo 31 (3): 903–918. Semley, Lorelle D. 2013. ‘To Live and Die, Free and French: Toussaint Louverture's 1801 Constitution and the Original Challenge of Black Citizenship,' Radical History Review (115): 65-90. Shilliam Robbie 2017. Race and Revolution at Bwa Kayiman. Millennium 45 (3): 269-292. Trouillot, Michel-Rolph 1995. Silencing the Past: Power and the Production of History, Boston: Beacon Press. Resources Anna Julia Cooper – Global Social Theory website. CLR James – Global Social Theory website. Undoing the Silencing of the Haitian Revolution – blog by Gurminder K Bhambra. Dubois, Laurent 2016. ‘Atlantic freedoms: Haiti, not the US or France, was where the assertion of human rights reached its defining climax in the Age of Revolution' Aeon. Questions for discussion What is the significance of the Haitian Revolution to our understandings of modernity? How does the Haitian Revolution, and the idea of Black Citizenship, extend our understandings of citizenship more generally? What explains the silence around the events of the Haitian Revolution in standard social science understandings of modernity and citizenship?

This session examines how Britain possessed its own distinctive form of Black Power movement, which, whilst inspired and informed by its US counterpart, was rooted in anti-colonial politics, New Commonwealth immigration, and the onset of decolonisation. The session also explores how British Black Power offers valuable lessons about how the politics of anti-racism and anti-imperialism should be united in the 21st century.   This lecture is part of the British Citizenship, Race and Rights module from the Connected Sociologies Curriculum Project.  Reading Angelo A. M. 2009. ‘The Black Panthers in London, 1967-1972: A Diasporic Struggle Navigates the Black Atlantic' Radical History Review 2009 (103): 17-35 Bunce, R. and Field, P. 2013. Darcus Howe: A Political Biography. London: Bloomsbury Academic. Narayan, John 2019. ‘British Black Power: the anti-imperialism of political blackness and the problem of nativist socialism.' The Sociological Review. Volume: 67 issue: 5, page(s): 945-967 Trew, W. N. 2010. Black for a Cause…Not Just Because… Derbyshire: Derwent Press. Waters, R. 2018. Thinking Black: Britain, 1964-1985. Oakland: University of California Press. Wild, R. 2008. “Black was the colour of our fight.' Black Power in Britain, 1955-1976.” Ph.D. diss., University of Sheffield. Resources Ashley John-Baptiste, The Mangrove Nine. Echoes of Black Lives Matter from 50 years ago, BBC News, 14 August 2020. Olaloku-Teriba, Annie 2020. ‘Political blackness and Palestinian solidarity' Red Pepper. The British Black Panthers – BBC Radio 4 Documentary on British Black Panthers. Tell a Friend Podcast – Oral History/ Interviews with a variety of former British Black Power activists. Remembering Olive Collective – blog/website documenting work of Remembering Olive Collective's work on Olive Morris. Special Branch Files – collection of state documents on British Black Power and attemptes to disrupt British Black Power Groups. Questions for discussion Why did Black power find resonance in Britain? How did the expression of Black Power in Britain differ from its US counterpart? How did British Black Power narrate racism in Britain as link to other anti-racist and anti-imperialist struggles around the world? What does this mean for how we conceive anti-racism? To what extent is British Black Power's idea of intercommunal anti-racist solidarity important today? What can we learn from this era?