by Paul Craig Roberts

Western universities are fixed on a course that denies white students knowledge of the literature, art, and achievements of Western culture, focusing only on its alleged racism and collection of evils ascribed to "whiteness," while teaching the students the culture and literature of other people.

As this headline in the British Telegraph puts it, "Universities drop Chaucer and Shakespeare as 'decolonization' takes root. Many British universities have sought to liberate their courses from 'white, Western and Eurocentric' knowledge"

To "decolonize the curriculum" means to deracinate it, to remove white ethnicities from their cultures. In other words, to dissolve Western civilization. This is now the main function of a university education. White students are to be isolated from their heritage by withholding knowledge of it, thus leaving white peoples without any sense of themselves. Kept ignorant of their heritage by the evicting of "whiteness," they will only be taught the cultures of others. In other words, this is a chosen policy of cultural genocide via deracination.

What then is the purpose of national security, defense departments, intelligence services? With universities busy at work destroying a people's concept of themselves, what do deracinated people rise in defense of?

The enemies of the Western world are its own universities, not foreign powers.

From the Telegram’s report:

By Craig Simpson
27 August 2022

William Shakespeare’s sonnets are now less likely to be included in British university curricula

Arriving on campus this autumn, students may find their modules peculiarly devoid of Geoffrey Chaucer, Jane Austen, or Shakespeare’s sonnets.

This is for their own good, according to the many British universities, which have sought to “decolonise the curriculum” and liberate courses from the inequities of “white, Western and Eurocentric” knowledge.

The syllogism seemingly accepted across many university departments runs like this: Western knowledge is a product of colonialism; colonialism is an evil to be opposed; therefore Western knowledge must be opposed.

In this view, it is incumbent upon academics to change curricula – megalithic “knowledge” is to be replaced by pluralistic “knowledges”, and the “Euro-centric” canon is to be replaced by one that is more diverse.

Dealing with a ‘colonial legacy’
The view can be summarised in a Royal Veterinary College’s document, seen by The Telegraph, which states: “Knowledge as used in education, is underpinned by the Western or global-north narrative, which has consistently been viewed as being intellectually and culturally superior and has been perpetuated to the exclusion of other global sources of knowledge and cultures.
“Western colonialism enabled this, and the colonial legacy has endured in education.”