As far as I’m aware, none of those arguing
about whether a book which has been commissioned to tell the ‘patriotic’ story
of the English Monarchy should or should not be circulated to children in Wales via
schools has actually seen the content as yet. Certainly the public at large
hasn’t yet seen it, and debating whether to distribute it or not without seeing
the content can only be based on a mixture of supposition and prejudice. Having
said that, one thing of which we can be certain is that any book which sets out
to tell a story from a ‘patriotic’ standpoint (and that is the clearly-stated
intention of those who have commissioned the work) is, by definition, not
setting out to give a balanced or objective view. That, in effect, makes it, wholly
intentionally, a work of propaganda rather than information. Whether a work of
propaganda should be distributed in schools is a matter of opinion; for what it’s
worth, I see no harm in that at secondary level if the intention its to study
and analyse the work in comparison with other versions of the same events; critical
analysis is a valuable skill. There should surely, though, be no place for the
distribution of one-sided propaganda in primary schools – not in a democracy,
anyway, or even a semi-democracy like the UK.
There’s something rather Soviet-era about such
a blatant approach to ensuring that a particular version of history is
inculcated into children as part of their education, but in truth all states
seek to ensure that their citizens share a common understanding of history, as
a means of building a sense of commonality and belonging. The problem in this
instance is that the current rulers of the UK are stuck in a time-warp, and are
trying to reinforce a narrative which has become outdated, using the methods of
a long-gone era when people had no other sources of information, methods which
simply look crass in the devolved landscape of the twenty-first century. I don’t
believe that it would be impossible to build a new narrative of the UK fit for
the current era, but it would look nothing like the immediate post-war
narrative to which the current government seem to want to return (let alone the
eighteenth century narrative more favoured by the Rees-Moggs of this world). Whilst
‘history’ is built on a series of facts which are themselves unchanging, the interpretation
and relative importance of those facts is always changing, as new facts come to
light and new perspectives are applied, in a process which exceptionalist Anglo-British
nationalists seem incapable of grasping.
It isn’t just the much-debated book which underlines
the attachment of our rulers to an outdated view; we’ve recently had the
Education Minister, Nadhim Zahawi arguing that pupils should be taught about the
benefits of the empire and colonialisation as well as the brutality. In a
limited sense, he has a point. People probably should know and understand that
when they look at grand old houses in the countryside and grand old buildings
in our city centres, they are indeed seeing the benefits of colonialism – for the
colonialists. And it would be far from an entirely bad thing if many of those
railing against immigrants and refugees coming here from poorer countries had
been taught, and had understood, that much of what makes the UK a wealthy
country was acquired by transporting stolen wealth from those poorer countries.
I suspect, though, that that isn’t what Zahawi and his ilk have in mind. His
statement referred to the way the colonists set up administrative systems and
exported the British Civil Service (and others have referred to building
railways) – he’s talking about the ‘benefits’ which should be taken into
account on the plus side of the equation when the exploitation, the massacres,
and the slavery are being criticised. To call these ‘benefits’ of colonisation,
though, requires us to assume that leaving those areas uncolonized, letting
them benefit from their own natural resources and developing links through trade
and commerce rather than conquest, would not have left them better off, and that they would never
have developed such administrative systems of their own accord. It’s an
arrogant assumption, to say the least. It might be less pejoratively-worded,
but at root it’s simply a modern variation on the old idea that Britain brought
civilisation and cricket to the savages, in return for which they should be grateful enough
to overlook the worst excesses.
Whether we are talking about
the monarchy or the empire, understanding our history is important in giving us
a sense of who we are, but that requires an ever-changing analysis of the facts.
We cannot change the past. Whilst some of us might wish that it were possible to airbrush
the monarchy and the empire from history, that would be no more honest than
presenting them as unchanging symbols of what it means to be British. Trying to
imbue our children with a biased view of either the monarchy or the empire does
them no favours when they will eventually find themselves in a world which has
a totally different understanding. Addressing that is rather more important
than sloganizing about the distribution of a book.